Chemistry

Curriculum/Content Area: Science Course Length: 2 Terms

Course Title: Chemistry Date last reviewed: October 2017

Prerequisites: Biology/Algebra I Board approval date: December 5, 2017

Primary Resource:

Desired Results

Course description and purpose: General Chemistry introduces students to chemistry and
provides the foundation for a college chemistry experience. Students will work to develop
problem-solving skills and the math necessary to carry out scientific calculations. Topics studied
include: chemical and physical change, conversions, atomic models, the mole concepts,
electron configurations, periodic law, chemical bonding, naming compounds, writing formulas,
reaction types, stoichiometry, gas laws, kinetic molecular theory, heat changes in reactions, and
solution chemistry. Tests, quizzes, and lab activities require students to demonstrate competent
algebraic math skills along with critical, analytical and abstract thought.

Enduring Understandings: Essential Questions:

1. Patterns: Observed patterns in nature 1. How can the scientific method be

guide organization and classification used to investigate questions and how
and prompt questions about can those findings be communicated?
relationships and causes underlying
them. 2. How can matter be characterized and
how can physical and chemical
2. Cause and Effect: Events have changes affect the properties,
causes, sometimes simple, identities, and interactions of matter?
sometimes multifaceted. Deciphering
causal relationships, and the 3. What happens during a chemical
mechanisms by which they are reaction at the molecular level and
mediated, is a major activity of how can chemical reactions be
science and engineering. expressed and categorized?

3. Scale, Proportion, and Quantity: In 4. How can chemical nomenclature

considering phenomena, it is critical to exhibit organizational patterns?
recognize what is relevant at different
size, time, and energy scales, and to 5. How can an element’s position on the

1
 recognize proportional relationships periodic table explain most chemical
between different quantities as scales behavior?
change.
6. How can matter be quantified?
4. Systems and System Models: A
system is an organized group of 7. How can energy be transferred in
related objects or components; systems?
models can be used for understanding
and predicting the behavior of 8. How does the structure of an atom or
systems. compound determine its properties?

5. Energy and Matter: Tracking energy 9. How does such a small number of
and matter flows, into, out of, and elements produce a wide range of
within systems helps one understand compounds?
their system’s behavior.
10. How do the Law of Conservation of
6. Structure and Function: The way an Mass and chemical equations explain
object is shaped or structured the interactions of atoms and
determines many of its properties and molecules both conceptually and
functions. mathematically?

7. Stability and Change: For both

designed and natural systems,
conditions that affect stability and
factors that control rates of change
are critical elements to consider and
understand.

Atomic Theory

Topics of Study:
1. Quantum mechanical model of atom vs. previous atomic models
2. Subatomic Particles
3. Atoms, Ions, and Isotopes
4. Electron Configurations
5. Electromagnetic Radiation and Energy, Wavelength, and Frequency
6. Wave-Particle Duality

Standards:

Cross-Cutting Concepts:
1. Patterns - Different patterns may be observed at each of the scales at which a system
is studied and can provide evidence for causality in explanations of phenomena.
2. Structure and Function - The way an object is shaped or structured determines many of

2
 its properties and functions.
3. Cause and Effect - Cause and effect relationships can be suggested and predicted
for complex natural and human designed systems by examining what is known about
smaller scale mechanisms within the system.
4. Systems and System Models - Models (e.g., physical, mathematical, computer
models) can be used to simulate systems and interactions—including energy, matter,
and information flows—within and between systems at different scales.

Science and Engineering Practices:

1. Developing and Using Models - Modeling in 9–12 builds on K–8 and progresses to
using, synthesizing, and developing models to predict and show relationships among
variables between systems and their components in the natural and designed worlds.
a. Develop a model based on evidence to illustrate the relationships between
systems or between components of a system. (HS-PS1-4),(HS-PS1-8)
2. Using Mathematical and Computational Thinking - Mathematical and
computational thinking at the 9–12 level builds on K–8 and progresses to using
algebraic thinking and analysis, a range of linear and nonlinear functions including
trigonometric functions, exponentials and logarithms, and computational tools for
statistical analysis to analyze, represent, and model data. Simple computational
simulations are created and used based on mathematical models of basic
assumptions.
a. Use mathematical representations of phenomena to support claims.
(HS-PS1-7)
3. Engaging in Argument from Evidence - Engaging in argument from evidence in
9–12 builds on K–8 experiences and progresses to using appropriate and sufficient
evidence and scientific reasoning to defend and critique claims and explanations
about natural and designed worlds. Arguments may also come from current scientific
or historical episodes in science.
a. Evaluate the claims, evidence, and reasoning behind currently accepted
explanations or solutions to determine the merits of arguments. (HS-PS4-3)
4. Obtaining, Evaluating, and Communicating Information - Obtaining, evaluating,
and communicating information in 9–12 builds on K–8 and progresses to evaluating
the validity and reliability of the claims, methods, and designs.
a. Communicate technical information or ideas (e.g. about phenomena and/or the
process of development and the design and performance of a proposed
process or system) in multiple formats (including orally, graphically, textually,
and mathematically).

Disciplinary Core Ideas:

1. PS1.A: Structure and Properties of Matter
a. Each atom has a charged substructure consisting of a nucleus, which is made
of protons and neutrons, surrounded by electrons.
b. The structure and interactions of matter at the bulk scale are determined by
electrical forces within and between atoms.
2. PS2.B: Types of Interactions

3
 a. Attraction and repulsion between electric charges at the atomic scale explain
the structure, properties, and transformations of matter, as well as the contact
forces between material objects.
3. PS4.A: Wave Properties
a. The wavelength and frequency of a wave are related to one another by the
speed of travel of the wave, which depends on the type of wave and the
medium through which it is passing.
4. PS4.B: Electromagnetic Radiation
a. Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a
wave of changing electric and magnetic fields or as particles called photons.
The wave model is useful for explaining many features of electromagnetic
radiation, and the particle model explains other features.
b. When light or longer wavelength electromagnetic radiation is absorbed in
matter, it is generally converted into thermal energy (heat). Shorter wavelength
electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms
and cause damage to living cells.
c. Photoelectric materials emit electrons when they absorb light of a high-enough
frequency.

Learning Targets:

1. I can, from the quantum mechanical model, identify and describe elements and their
arrangement in the periodic table. (HS-PS-1.1) (PS1.A, Developing and Using
Models, System and System Models)
2. I can, from the quantum mechanical model, describe the structure of an
atom/ion/isotope in terms protons, neutrons, and electrons. (HS-PS-1.1) (PS1.A,
Developing and Using Models, System and System Models, Using Mathematics and
Computational Thinking)
3. I can determine the number of valence electrons for an atom or ion using electron
configuration. (HS-PS-1.1) (PS1.A, Developing and Using Models, System and
System Models, Using Mathematics and Computational Thinking)
4. I can describe the electromagnetic spectrum in terms of wavelength, frequency, and
energy and explain the mathematical relationship between speed, wavelength,
energy,and frequency of electromagnetic radiation. (HS-PS4-1) (PS4.A, Cause and
Effect, Using Mathematical and Computational Thinking)
5. I can describe how electromagnetic radiation behaves as both a wave and a particle.
(HS-PS4-3) (PS4.B, System and System Models, Engaging in Argument from
Evidence)

Assessment Evidence:

Performance Assessment Options Other assessment

May include, but are not limited to the following: options
May include, but are not
1. HS-PS1-1. Use the periodic table as a model to predict the limited to the following:

4
 relative properties of elements based on the patterns of
electrons in the outermost energy level of atoms. [Clarification
Statement: Examples of properties that could be predicted from
patterns could include reactivity of metals, types of bonds formed,
numbers of bonds formed, and reactions with oxygen.] [Assessment
Boundary: Assessment is limited to main group elements. Assessment
does not include quantitative understanding of ionization energy
beyond relative trends.]
2. HS-PS4-1. Use mathematical representations to support a claim
regarding relationships among the frequency, wavelength, and
speed of waves traveling in various media. [Clarification
Statement: Examples of data could include electromagnetic radiation
traveling in a vacuum and glass, sound waves traveling through air
and water, and seismic waves traveling through the Earth.]
[Assessment Boundary: Assessment is limited to algebraic
relationships and describing those relationships qualitatively.]
3. HS-PS4-3. Evaluate the claims, evidence, and reasoning behind
the idea that electromagnetic radiation can be described either
by a wave model or a particle model, and that for some
situations one model is more useful than the other. [Clarification
Statement: Emphasis is on how the experimental evidence supports
the claim and how a theory is generally modified in light of new
evidence. Examples of a phenomenon could include resonance,
interference, diffraction, and photoelectric effect.] [Assessment
Boundary: Assessment does not include using quantum theory.]

Digital Tools & Supplementary Resources:

Periodicity

Topics of Study:
1. Arrangement of periodic table
2. Trends in atomic radius,ionic radius, ionization energy, and electronegativity.

Standards:

Cross-Cutting Concepts:
1. Patterns - Different patterns may be observed at each of the scales at which a
system is studied and can provide evidence for causality in explanations of
phenomena.
2. Structure and Function - The way an object is shaped or structured determines many of
its properties and functions.

Science and Engineering Practices:

5
 1. Developing and Using Models - Modeling in 9–12 builds on K–8 and progresses to
using, synthesizing, and developing models to predict and show relationships among
variables between systems and their components in the natural and designed worlds.
a. Develop a model based on evidence to illustrate the relationships between
systems or between components of a system.

Disciplinary Core Ideas:

1. PS1.A: Structure and Properties of Matter
a. Each atom has a charged substructure consisting of a nucleus, which is made
of protons and neutrons, surrounded by electrons.
b. The periodic table orders elements horizontally by the number of protons in the
atom’s nucleus and places those with similar chemical properties in columns.
The repeating patterns of this table reflect patterns of outer electron states.

Learning Targets:

1. I can identify and describe the relationships between main group elements and
patterns of valence electrons and reactivity. (HS-PS-1.1) (PS1.A, Developing and
Using Models, Patterns, Structure and Function)
2. I can use the periodic table to predict the patterns of behavior of the elements (atomic
and ionic radii, ionization energy, and electronegativity) based on the interactions
between subatomic particles. (HS-PS-1.1) (PS1.A, Developing and Using Models,
Patterns, Structure and Function)

Assessment Evidence:

Performance Assessment Options Other assessment

May include, but are not limited to the following: options
May include, but are not
1. HS-PS1-1. Use the periodic table as a model to predict the relative limited to the following:
properties of elements based on the patterns of electrons in the
outermost energy level of atoms. [Clarification Statement: Examples
of properties that could be predicted from patterns could include reactivity
of metals, types of bonds formed, numbers of bonds formed, and
reactions with oxygen.] [Assessment Boundary: Assessment is limited to
main group elements. Assessment does not include quantitative
understanding of ionization energy beyond relative trends.]

Digital Tools & Supplementary Resources:

Chemical Bonding

6
Major Topics:
1. Types of chemical bonds
2. Chemical names/formulas
3. Lewis dot structures
4. VSEPR Theory
5. Molecular polarity
6. Miscibility
7. Intermolecular forces

Standards:

Cross-Cutting Concepts:
1. Patterns - Different patterns may be observed at each of the scales at which a system
is studied and can provide evidence for causality in explanations of phenomena.
(HS-PS1-1)
2. Structure and Function - The way an object is shaped or structured determines
many of its properties and functions.
3. Cause and Effect - Cause and effect relationships can be suggested and predicted
for complex natural and human designed systems by examining what is known about
smaller scale mechanisms within the system.

Science and Engineering Practices:

1. Developing and Using Models - Modeling in 9–12 builds on K–8 and progresses to
using, synthesizing, and developing models to predict and show relationships among
variables between systems and their components in the natural and designed worlds.
a. Develop a model based on evidence to illustrate the relationships between
systems or between components of a system.

Disciplinary Core Ideas:

1. PS1.A: Structure and Properties of Matter
a. The structure and interactions of matter at the bulk scale are determined by
electrical forces within and between atoms.
b. A stable molecule has less energy than the same set of atoms separated; one
must provide at least this energy in order to take the molecule apart.

Learning Targets:

1. I can predict the number and types of bonds (ionic or covalent) formed between
elements.
2. I can model the structure and arrangement of a molecule using valence electrons,
electronegativity, and VSEPR theory.
3. I can describe how the patterns of interactions (hydrogen bonding, dipole-dipole
forces, dispersion forces) between particles at the molecular level are reflected in the
patterns of behavior at the macroscopic level.
4. I can write the name and chemical formula for the compounds formed after chemical

7
 bonding.

Assessment Evidence:

Performance Assessment Options Other assessment

May include, but are not limited to the following: options
May include, but are not
HS-PS1-1. Use the periodic table as a model to predict the relative limited to the following:
properties of elements based on the patterns of electrons in the
outermost energy level of atoms. [Clarification Statement: Examples of
properties that could be predicted from patterns could include reactivity of
metals, types of bonds formed, numbers of bonds formed, and reactions with
oxygen.] [Assessment Boundary: Assessment is limited to main group
elements. Assessment does not include quantitative understanding of
ionization energy beyond relative trends.]
HS-PS1-2. Construct and revise an explanation for the outcome of a
simple chemical reaction based on the outermost electron states of
atoms, trends in the periodic table, and knowledge of the patterns of
chemical properties. [Clarification Statement: Examples of chemical
reactions could include the reaction of sodium and chlorine, of carbon and
oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is
limited to chemical reactions involving main group elements and combustion
reactions.]
HS-PS1-3. Plan and conduct an investigation to gather evidence to
compare the structure of substances at the bulk scale to infer the
strength of electrical forces between particles. [Clarification Statement:
Emphasis is on understanding the strengths of forces between particles, not
on naming specific intermolecular forces (such as dipole-dipole). Examples
of particles could include ions, atoms, molecules, and networked materials
(such as graphite). Examples of bulk properties of substances could include
the melting point and boiling point, vapor pressure, and surface tension.]
[Assessment Boundary: Assessment does not include Raoult’s law
calculations of vapor pressure.]

Digital Tools & Supplementary Resources:

Chemical Reactions

Major Topics:
1. Characteristics and indicators of chemical reactions and corresponding equations
2. Rearrangement of atoms (breaking and forming bonds)
3. Endothermic and exothermic properties of reactions
4. Law of Conservation of Mass and Balancing equations

8
 5. Classifying reactions
6. Predicting products: Activity Series of Metals, Solubility Rules

Standards:

Cross-Cutting Concepts:
1. Patterns - Different patterns may be observed at each of the scales at which a system
is studied and can provide evidence for causality in explanations of phenomena.
(HS-PS1-1)
2. Structure and Function - The way an object is shaped or structured determines
many of its properties and functions.
3. Cause and Effect - Cause and effect relationships can be suggested and predicted
for complex natural and human designed systems by examining what is known about
smaller scale mechanisms within the system.
4. Stability and Change - For natural and built systems alike, conditions of stability and
determinants of rates of change or evolution of a system are critical elements of study.
5. Energy Flow - Tracking fluxes of energy and matter into, out of, and within systems
helps one understand the systems possibilities and limitations.
6. Systems and System Models - Defining the system under study -- specifying its
boundaries and making explicit a model of that system -- provides tools for understand
and testing ideas that are applicable throughout science and engineering

Science and Engineering Practices:

1. Developing and Using Models - Modeling in 9–12 builds on K–8 and progresses to
using, synthesizing, and developing models to predict and show relationships among
variables between systems and their components in the natural and designed worlds.
○ Develop a model based on evidence to illustrate the relationships between
systems or between components of a system.
2. Constructing Explanations and Designing Solutions - Constructing explanations
and designing solutions in 9-12 builds on K-8 experiences and progresses to
explanations and designs that are supported by multiple and independent student
generated sources of evidence consistent with scientific ideas, principles, and
theories.
○ Apply scientific principles and evidence to provide and explanation of
phenomena and solve design problems, taking into account possible
unanticipated effects.

Disciplinary Core Ideas:

1. PS1.B: Chemical Reactions
a. Chemical processes, their rates, and whether or not energy is stored or
released can be understood in terms of the collisions of molecules and the
rearrangement of atoms into new molecules, with consequent changes in the
sum of all bond energies in the set of molecules that are matched by changes
in kinetic energy.
b. The fact that atoms are conserved, together with knowledge of the chemical
properties of the elements involved, can be used to describe and predict

9
 chemical reactions

Learning Targets:

1. I can determine when a chemical reaction has occurred.

2. I can identify the reactants and products in a chemical reaction and in a chemical
equation.
3. I can describe chemical changes in terms of bonds breaking and forming.
4. I can describe endothermic and exothermic reactions in terms of absorption or release
of energy.
5. I can write a balanced chemical equations using correct chemical formulas and
coefficients and explain how the law of conservation of mass relates to balanced
chemical equations.
6. I can classify a reaction as one of the five types of chemical reactions and predict the
products of each of the five types of reactions using the appropriate resources that
apply to each type.
7. I can predict whether a single or double replacement reaction will occur, and write
molecular equations for the reactions.

Assessment Evidence:

Performance Assessment Options Other assessment

May include, but are not limited to the following: options
May include, but are not
1. HS-PS1-2. Construct and revise an explanation for the outcome limited to the following:
of a simple chemical reaction based on the outermost electron
states of atoms, trends in the periodic table, and knowledge of the
patterns of chemical properties. [Clarification Statement: Examples
of chemical reactions could include the reaction of sodium and chlorine,
of carbon and oxygen, or of carbon and hydrogen.] [Assessment
Boundary: Assessment is limited to chemical reactions involving main
group elements and combustion reactions.]
2. HS-PS1-4. Develop a model to illustrate that the release or
absorption of energy from a chemical reaction system depends
upon the changes in total bond energy. [Clarification Statement:
Emphasis is on the idea that a chemical reaction is a system that affects
the energy change. Examples of models could include molecular-level
drawings and diagrams of reactions, graphs showing the relative
energies of reactants and products, and representations showing energy
is conserved.] [Assessment Boundary: Assessment does not include
calculating the total bond energy changes during a chemical reaction
from the bond energies of reactants and products.]
3. HS-PS1-7. Use mathematical representations to support the claim
that atoms, and therefore mass, are conserved during a chemical
reaction. [Clarification Statement: Emphasis is on using mathematical
ideas to communicate the proportional relationships between masses of
atoms in the reactants and the products, and the translation of these

10
 relationships to the macroscopic scale using the mole as the conversion
from the atomic to the macroscopic scale. Emphasis is on assessing
students’ use of mathematical thinking and not on memorization and rote
application of problem-solving techniques.] [Assessment Boundary:
Assessment does not include complex chemical reactions.]

Digital Tools & Supplementary Resources:

The Mole and Stoichiometry

Major Topics:
1. The mole
2. Molar mass and mole/mass conversions
3. Percent composition by mass
4. Empirical and molecular formulas
5. Stoichiometry: mole ratio
6. Actual, theoretical, and percent yield
7. Limiting/excess reactants

Standards:

Cross-Cutting Concepts:
1. Energy and Matter - The total amount of energy and matter in closed systems
is conserved.

Science and Engineering Practices:

1. Using Mathematical and Computational Thinking - Mathematical and
computational thinking at the 9–12 level builds on K–8 and progresses to using
algebraic thinking and analysis, a range of linear and nonlinear functions including
trigonometric functions, exponentials and logarithms, and computational tools for
statistical analysis to analyze, represent, and model data. Simple computational
simulations are created and used based on mathematical models of basic
assumptions.
○ Use mathematical representations of phenomena to support claims.

Disciplinary Core Ideas:

1. PS1.B: Chemical Reactions
i. The fact that atoms are conserved, together with knowledge of the
chemical properties of the elements involved, can be used to describe
and predict chemical reactions

Learning Targets:

11
 1. I can explain the concept of the mole, relate it to Avogadro’s number, and use it to
determine the molar mass of an element or a compound given its chemical formula.
2. I can relate molar mass, mass, and the mole to solve mathematical problems involving
elements and compounds (empirical formulas, molecular formulas, percent
composition by mass, etc.).
3. I can differentiate between an empirical formula and a molecular formula and explain
how they apply to ionic and molecular (covalent) compounds.
4. I can calculate quantities of reactants and products of a chemical reaction in terms of
moles, mass, molarity of solutions, or gas volume.
5. I can use stoichiometric calculations to show that the number of atoms, and therefore
mass, are conserved during a chemical reaction.

Assessment Evidence:

Performance Assessment Options Other assessment

May include, but are not limited to the following: options
May include, but are not
HS-PS1-7. Use mathematical representations to support the claim limited to the following:
that atoms, and therefore mass, are conserved during a chemical
reaction. [Clarification Statement: Emphasis is on using mathematical
ideas to communicate the proportional relationships between masses of
atoms in the reactants and the products, and the translation of these
relationships to the macroscopic scale using the mole as the conversion
from the atomic to the macroscopic scale. Emphasis is on assessing
students’ use of mathematical thinking and not on memorization and rote
application of problem-solving techniques.] [Assessment Boundary:
Assessment does not include complex chemical reactions.]

Digital Tools & Supplementary Resources:

Gas Relationships

Major Topics:
1. Kinetic Molecular Theory
2. Properties/behaviors of gases
3. Pressure with units
4. Pressure vs. particle collisions
5. Gas variable relationships (Gas Laws)

Standards:

12
Cross Cutting Concepts:
1. Patterns - Different patterns may be observed at each of the scales at which a system
is studied and can provide evidence for causality in explanations of phenomena.
2. Cause and Effect - Cause and effect relationships can be suggested and predicted
for complex natural and human designed systems by examining what is known about
smaller scale mechanisms within the system.
3. Stability and Change - For natural and built systems alike, conditions of stability and
determinants of rates of change or evolution of a system are critical elements of study.
4. Energy Flow - Tracking fluxes of energy and matter into, out of, and within systems
helps one understand the systems possibilities and limitations.
5. Systems and System Models - Defining the system under study -- specifying its
boundaries and making explicit a model of that system -- provides tools for understand
and testing ideas that are applicable throughout science and engineering

Science and Engineering Practices:

1. Developing and Using Models - Modeling in 9–12 builds on K–8 and progresses to
using, synthesizing, and developing models to predict and show relationships among
variables between systems and their components in the natural and designed worlds.
○ Develop a model based on evidence to illustrate the relationships between
systems or between components of a system. (
2. Using Mathematical and Computational Thinking - Mathematical and
computational thinking at the 9–12 level builds on K–8 and progresses to using
algebraic thinking and analysis, a range of linear and nonlinear functions including
trigonometric functions, exponentials and logarithms, and computational tools for
statistical analysis to analyze, represent, and model data. Simple computational
simulations are created and used based on mathematical models of basic
assumptions.
○ Use mathematical representations of phenomena to support claims.
3. Engaging in Argument from Evidence - Engaging in argument from evidence in
9–12 builds on K–8 experiences and progresses to using appropriate and sufficient
evidence and scientific reasoning to defend and critique claims and explanations
about natural and designed worlds. Arguments may also come from current scientific
or historical episodes in science.
○ Evaluate the claims, evidence, and reasoning behind currently accepted
explanations or solutions to determine the merits of arguments. ()
4. Obtaining, Evaluating, and Communicating Information - Obtaining, evaluating,
and communicating information in 9–12 builds on K–8 and progresses to evaluating
the validity and reliability of the claims, methods, and designs.
○ Communicate technical information or ideas (e.g. about phenomena and/or the
process of development and the design and performance of a proposed
process or system) in multiple formats (including orally, graphically, textually,
and mathematically).

Advanced Placement Chemistry Big Ideas: (AP Curriculum)

1. Big Idea #2 - Chemical and physical properties of materials can be explained by the
structure and arrangement of atoms, ions, or molecules and the forces between them.

13
 a. Matter can be described by its physical properties. The physical properties of a
substance generally depend on the spacing between the particles (atoms,
molecules, ions) that make up the substance and the forces between them.
(AP Chemistry Enduring Understanding 2A)
i. The different properties of solids and liquids can be explained by
differences in their structures, both at the particulate level and in their
supramolecular structures. (AP Essential Knowledge 2A.1)
ii. The different properties of solids and liquids can be explained by
differences in their structures, both at the particulate level and in their
supramolecular structures. (AP Essential Knowledge 2A.2)
b. Forces of attraction between particles (including the noble gases and also
different parts of some large molecules) are important in determining many
macroscopic properties of a substance including how the observable physical
state changes with temperature. (AP Chemistry Enduring Understanding 2B
i. London dispersion forces are attractive forces present between all
atoms and molecules. London dispersion forces are often the strongest
net intermolecular force between large molecules. (AP Essential
Knowledge 2B.1)
ii. Dipole forces result from the attraction among the positive ends and
negative ends of polar molecules. Hydrogen bonding is a strong type of
dipole-dipole force that exists when very electronegative atoms (N, O,
and F) are involved. (AP Essential Knowledge 2B.2)

Learning Targets:

1. Based on the Kinetic Molecular Theory, list properties of gases and describe their
behavior.
2. Explain how pressure is measured and know units of pressure and their practical
applications.
3. Explain the relationship between gas pressure and particle collisions.
4. Explain the relationship between pairs of gas variables: volume and pressure;
pressure and temperature; pressure and number of particles; and volume and
temperature; and predict and/or calculate the change to one variable when the other
variable is changed.
5. Convert between the Celsius and Kelvin temperature scales and explain the
importance of the Kelvin temperature scale.

Assessment Evidence:

Performance Assessment Options Other assessment

May include, but are not limited to the following: options
May include, but are not
limited to the following:

14
Digital Tools & Supplementary Resources:

Solutions

Major Topics:
1. Properties of solutions
2. Saturated, unsaturated, supersaturated solutions
3. Solution formation
4. Solubility
5. Molarity (concept and calculations)

Standards:

Cross Cutting Concepts:

1. Scale, Proportion, and Quantity - In considering phenomena, it is critical to
recognize what is relevant at different size, time, and energy scales, and to recognize
proportional relationships between different quantities as scales change.
2. Systems and System Model - A system is an organized group of related objects or
components; models can be used for understanding and predicting the behavior of
systems.
3. Structure and Function - The way in which an object or living thing is shaped and its
substructure determine many of its properties and functions

Science and Engineering Practices:

1. Using Mathematical and Computational Thinking - Mathematical and
computational thinking at the 9–12 level builds on K–8 and progresses to using
algebraic thinking and analysis, a range of linear and nonlinear functions including
trigonometric functions, exponentials and logarithms, and computational tools for
statistical analysis to analyze, represent, and model data. Simple computational
simulations are created and used based on mathematical models of basic
assumptions.
a. Use mathematical representations of phenomena to support claims.
2. Engaging in Argument from Evidence - Engaging in argument from evidence in
9–12 builds on K–8 experiences and progresses to using appropriate and sufficient
evidence and scientific reasoning to defend and critique claims and explanations
about natural and designed worlds. Arguments may also come from current scientific
or historical episodes in science.
a. Evaluate the claims, evidence, and reasoning behind currently accepted
explanations or solutions to determine the merits of arguments.

15
 3. Obtaining, Evaluating, and Communicating Information - Obtaining, evaluating,
and communicating information in 9–12 builds on K–8 and progresses to evaluating
the validity and reliability of the claims, methods, and designs.
a. Communicate technical information or ideas (e.g. about phenomena and/or the
process of development and the design and performance of a proposed
process or system) in multiple formats (including orally, graphically, textually,
and mathematically).
4. Constructing Explanations and Designing Solutions - Constructing explanations
and designing solutions in 9-12 builds on K-8 experiences and progresses to
explanations and designs that are supported by multiple and independent student
generated sources of evidence consistent with scientific ideas, principles, and
theories.
a. Apply scientific principles and evidence to provide and explanation of
phenomena and solve design problems, taking into account possible
unanticipated effects.

Advanced Placement Chemistry Big Ideas: (AP Curriculum)

1. Big Idea #2 - Chemical and physical properties of materials can be explained by the
structure and arrangement of atoms, ions, or molecules and the forces between them.
a. Matter can be described by its physical properties. The physical properties of a
substance generally depend on the spacing between the particles (atoms,
molecules, ions) that make up the substance and the forces between them.
(AP Chemistry Enduring Understanding 2A)
b. The different properties of solids and liquids can be explained by
differences in their structures, both at the particulate level and in their
supramolecular structures. (AP Essential Knowledge 2A.1)
c. Solutions are homogenous mixtures in which the physical properties
are dependent on the concentration of solute and the strengths of all
interactions among the particles of the solutes and solvent. (AP
Essential Knowledge 2.A.3)
d. Forces of attraction between particles (including the noble gases and also
different parts of some large molecules) are important in determining many
macroscopic properties of a substance including how the observable physical
state changes with temperature. (AP Chemistry Enduring Understanding 2B
i. Dipole forces result from the attraction among the positive ends and
negative ends of polar molecules. Hydrogen bonding is a strong type of
dipole-dipole force that exists when very electronegative atoms (N, O,
and F) are involved. (AP Essential Knowledge 2B.2)
ii. Intermolecular forces play a key role in determining the properties of
substances, including biological structures and interactions (AP
Essential Knowledge 2.B.3)
2. Big Idea #6 - Any bond or intermolecular attraction that can be formed can be broken.
These two processes are in a dynamic competition, sensitive to initial conditions and

16
 external perturbations.
a. Chemical equilibrium plays an important role in acid base chemistry and in
solubility. (AP Chemistry Enduring Understanding 6C)
i. The solubility of a substance can be understood in terms of chemical
equilibrium ((AP Essential Knowledge 6.C.3)

Learning Targets:

1. I can describe the properties of solutions.

2. I can distinguish between saturated, unsaturated, and supersaturated solutions.
3. I can describe the process of solution formation, and explain what causes the process
to be exothermic or endothermic.
4. I can identify and determine how three factors affect the rate at which a solid solute
dissolves in a liquid solvent.
5. I can compare the effects of temperature and pressure on solubility.
6. I can define molarity and calculate the molarity of a solution, including after dilution.

Assessment Evidence:

Performance Assessment Options Other assessment

May include, but are not limited to the following: options
May include, but are not
limited to the following:

Digital Tools & Supplementary Resources:

Acids and Bases (Optional Unit if Time Permits)

Major Topics:
1. Properties, definitions
2. Names and formulas
3.

Standards:

Cross Cutting Concepts:

1. Patterns - Observed patterns in nature guide organization and classification and
prompt questions about relationships and causes underlying them.
2. Cause and Effect - Events have causes, sometimes simple, sometimes multifaceted.
Deciphering causal relationships, and the mechanisms by which they are mediated, is
a major activity of science and engineering.

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 3. Scale, Proportion, and Quantity - In considering phenomena, it is critical to
recognize what is relevant at different size, time, and energy scales, and to recognize
proportional relationships between different quantities as scales change.
4. Systems and System Models - A system is an organized group of related objects or
components; models can be used for understanding and predicting the behavior of
systems.
5. Structure and Function - The way an object is shaped or structured determines
many of its properties and functions.
6. Stability and Change - For both designed and natural systems, conditions that affect
stability and factors that control rates of change are critical elements to consider and
understand.

Science and Engineering Practices:

1. Developing and Using Models - Modeling in 9–12 builds on K–8 and progresses to
using, synthesizing, and developing models to predict and show relationships among
variables between systems and their components in the natural and designed worlds.
○ Develop a model based on evidence to illustrate the relationships between
systems or between components of a system.
2. Using Mathematical and Computational Thinking - Mathematical and
computational thinking at the 9–12 level builds on K–8 and progresses to using
algebraic thinking and analysis, a range of linear and nonlinear functions including
trigonometric functions, exponentials and logarithms, and computational tools for
statistical analysis to analyze, represent, and model data. Simple computational
simulations are created and used based on mathematical models of basic
assumptions.
○ Use mathematical representations of phenomena to support claims.
3. Engaging in Argument from Evidence - Engaging in argument from evidence in
9–12 builds on K–8 experiences and progresses to using appropriate and sufficient
evidence and scientific reasoning to defend and critique claims and explanations
about natural and designed worlds. Arguments may also come from current scientific
or historical episodes in science.
○ Evaluate the claims, evidence, and reasoning behind currently accepted
explanations or solutions to determine the merits of arguments.
4. Obtaining, Evaluating, and Communicating Information - Obtaining, evaluating,
and communicating information in 9–12 builds on K–8 and progresses to evaluating
the validity and reliability of the claims, methods, and designs.
○ Communicate technical information or ideas (e.g. about phenomena and/or the
process of development and the design and performance of a proposed
process or system) in multiple formats (including orally, graphically, textually,
and mathematically).
5. Constructing Explanations and Designing Solutions -Constructing explanations
and designing solutions in 9-12 builds on K-8 experiences and progresses to
explanations and designs that are supported by multiple and independent student
generated sources of evidence consistent with scientific ideas, principles, and
theories.
○ Apply scientific principles and evidence to provide and explanation of

18
 phenomena and solve design problems, taking into account possible
unanticipated effects.

Advanced Placement Chemistry Big Ideas: (AP Curriculum)

1. Big Idea #2 - Chemical and physical properties of materials can be explained by the
structure and arrangement of atoms, ions, or molecules and the forces between them.
a. Matter can be described by its physical properties. The physical properties of a
substance generally depend on the spacing between the particles (atoms,
molecules, ions) that make up the substance and the forces between them.
(AP Chemistry Enduring Understanding 2A)
b. The different properties of solids and liquids can be explained by
differences in their structures, both at the particulate level and in their
supramolecular structures. (AP Essential Knowledge 2A.1)
c. Solutions are homogenous mixtures in which the physical properties
are dependent on the concentration of solute and the strengths of all
interactions among the particles of the solutes and solvent. (AP
Essential Knowledge 2.A.3)
d. Forces of attraction between particles (including the noble gases and also
different parts of some large molecules) are important in determining many
macroscopic properties of a substance including how the observable physical
state changes with temperature. (AP Chemistry Enduring Understanding 2B)
i. Dipole forces result from the attraction among the positive ends and
negative ends of polar molecules. Hydrogen bonding is a strong type of
dipole-dipole force that exists when very electronegative atoms (N, O,
and F) are involved. (AP Essential Knowledge 2B.2)
ii. Intermolecular forces play a key role in determining the properties of
substances, including biological structures and interactions (AP
Essential Knowledge 2.B.3)
2. Big Idea #3 - Changes in matter involve the rearrangement and/or reorganization of
atoms and/or the transfer of electrons.
a. Chemical reactions can be classified by considering what the reactants are,
what the products are, or how they change from one into the other. Classes of
chemical reactions include synthesis, decomposition, acid-base, and
oxidation-reduction reactions. (AP Chemistry Enduring Understanding 3B)
i. In a neutralization reaction, protons are transferred from an acid to a
base. (AP Essential Knowledge 3.B.2)
3. Big Idea #6 - Any bond or intermolecular attraction that can be formed can be broken.
These two processes are in a dynamic competition, sensitive to initial conditions and
external perturbations.
a. Chemical equilibrium plays an important role in acid base chemistry and in
solubility. (AP Chemistry Enduring Understanding 6C)
i. The solubility of a substance can be understood in terms of chemical

19
 equilibrium ((AP Essential Knowledge 6.C.3)

Learning Targets:

1. List and describe five general properties of aqueous solutions of acids and bases.
2. Use the Arrhenius and Bronsted-Lowry definitions to build a model of an acid base
reaction.
3. Determine the chemical formula of an acid given its name and name an acid given its
chemical formula.

Assessment Evidence:

Performance Assessment Options Other assessment

May include, but are not limited to the following: options
May include, but are not limited
to the following:

Digital Tools & Supplementary Resources:

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