Hanford Joint Union High School District Curriculum Guide Course Cover Page I. Course Title

Hanford Joint Union High School
DISTRICT CURRICULUM GUIDE

Course Cover Page
I. Course Title: Honors Chemistry- AOJ

Grade Level: 10 - 12
Prerequisite: Biology and Geometry with a
“B” or better and Algebra II or
higher concurrently
Duration: 2 Semesters
Credit: 10 units Physical Science
Guide- Board April 2009
Adoption Date:
Course Articulation: NA
Text - Board April 2008
Adoption Date
Textbook Name: Chemistry
Publisher: Prentice Hall
Publication year, 2007, California Ed.
edition:
ISBN-Student text 0-03-201304-5
ISBN-Teacher text 0-13-201305-3
1
II. Course Description
This is an honors college preparatory science course dealing with the composition, structure,
and properties of substances and the changes they undergo. Since chemistry is a laboratory
science, emphasis will be placed on laboratory techniques and safety, and students will be
required to draw conclusions from lab experiments performed.
As an honors course, students are expected to demonstrate superior ability, intellectual

curiosity, and a willingness to master more advanced concepts. Students will be presented
with extended concepts not covered in regular chemistry. Areas of emphasis will include lab
experiments involving critical thinking, inferring relationships, cross-connections with other
science disciplines, research and writing, and college entrance exam preparation. A
minimum of 20% of the course will be devoted to laboratory activities.
As a course in the AOJ program at Hanford West High School (HWHS), this course will
follow the primary goals of the program to produce qualified applicants for local law
enforcement and legal programs. A qualified applicant will be identified as a student who
possesses a number of skills in each of the following areas: Personal/Social, Academics, and
Professionalism. The curriculum provided by the HWHS AOJ program will have relevance,
be valid and have expert input in areas of criminal justice and law.
III.A Timeline
The timeline below is intended to be flexible to student needs and curriculum events.
Benchmarks for the course are to be similar to, and given at similar times, as the “non-AOJ” chemistry
courses. The course final is to be the same as “non-AOJ” chemistry courses. Assessments for AOJ components
are to be in addition to the traditional assessments for chemistry courses.
First Semester Units “Big Idea” Summary Table

# Classes
Unit # Unit name (0 if optional) Std covered
100 Safety & Lab Procedures 3
101 Measurements: Metric System & conversions 3
102 Measurements: Scientific Measurement 3 4d 4e 4f
103 Measurements: Mole & Molar mass 3 3b 3c 3d(a)
104 Matter: Classified 2 6a
106 Matter Changes: Physical change & Melting curves 3 7a 7c 2d

107 Matter Changes: Phase Diagrams & KMT 3 4b 4f 4g*
Matter Changes: Chemical & Energy –
109 Chemical Reactions-Exo-Endo diagrams 3 7b 8d*
110 Matter: KMT & IMFs Introduced 3 2d 2h*
111 Matter: IMFs & Solution Formation& Separation 3 6b 6c 6f*
2
112 Atomic Structure Basics 4 11g* 1e
113 Periodic Table: structure & families 4 1a 1c 1d 1f(a)
Atomic structure: Isotopes, Ions & Oxidation
114 States - Polyatomic & Monoatomic ions 3 2e
116 Atomic Structure: The Historical Atom 3 1h* 1i*
117 Atomic Structure: Electron Configuration 4 1g*
118 Atomic structure: Waves-Electrons & Light 3 1j*
119 Periodic Table - Trends 3 1c
11a11b11c11d
120 Nuclear Chemistry -Part A: Fission & Fusion 4 11e- 1f*(b)
121 Nuclear Reaction Rates: Part B Half-Life 3 11f*
123 Bonding- 3 forms Introduced 3 1g* 2a 2g*
124 Bonding: Ionic 3 2c
125 Formula Writing & Nomenclature 3 foundational
Bonding: covalent & simple Lewis Structures 2b 2e 2f* 10b
126 Covalent : Molecular Geometry 3 10d*
127 Formulas: Empirical & Percent composition 5 foundational
128 Review for finals -December 0
Total classes =78
III.B Timeline (continued)

Second Semester Units “Big Idea” Summary Table
# Classes
(0 if
Unit # Unit name optional) Std covered
200 Chemical Equations –Writing & Balancing 3 3a
Chemical Reactions: Classify & Predict
201 Reactions in solutions 3 3g*(part 1)
202 Acid Base: Defined & Basic reactions 3 5a 5b 5c 5e*
203 Stoichiometry - basics 4 3d 3e
204 Stoichiometry -Limiting reactants & % Yield 3 3f*
205 Solutions: concentrations 3 6a 6b 6d
206 Solutions & Solubility 3 6c
207 Solutions: Equilibrium of reactions 6 9a 9b 9c*
208 Solutions: Colligative Properties 3 2h* 6e*
209 Acid Base: pH scale 3 5d 5f*
210 Acid Base: Neutralization\Titrations 2 5g*
211 Gases: Properties of Ideal Gases 5 4a 4c 4d 4h*
212 Gas Laws: Advanced- Grahams Daltons 2 4i*
3
CST Science Prep (Optional) 0
213 Thermochemistry: Specific & Latent heat 4 7d 7h*
214 Reaction Rates 4 8a 8b 8c
215 Thermodynamics- Advanced-Hess & Gibbs 2 7e* 7f*
216 Oxidation & Reduction: Part B 0 3g*(part 2)
10a 10c 10e*
217 Organic chemistry: Nomenclature & Structures 3 10f*
218 Review for finals -spring 3
nd
Total 2 semester =59
Total scheduled =137
IV. Appendices
Supplemental Resource:
CA Interactive Textbook 6-year Online Access and Success Tracker 6 yr access
Virtual Chemistry Lab – Network on each site
Companion Web Site
Student Express Interactive Textbook CD-ROM
Teacher resource box
Interactive Textbook CD-ROM
AOJ component
Teachers text: Forensic Science: An Introduction,
ISBN- 978-0-13-196142-5
Student supplemental text: Forensic Science: An Introduction,
ISBN- 978-0-13-196141-8
Student supplemental lab manual:
Basic Lab Exercises for Forensic Science, ISBN 0-13-196143-8
Honors Level Component
Chemistry: The Central Science, Brown, Lemay & Bursten
This text is used in AP Chemistry. In this course it will be used as Honors Level
Enrichment in class and online only.
Online college lectures
Optional Resources:
HWHS Library Facts on File MovieWorksheets-Science
Chemistry: Science in context Unit5.org
Chemistry: McMurry & Fay
Chemistry: Chang
Chemistry: Alan’s General Chemistry
Use of TI calculators
4
Forensic Science Resources -online
Forensic Science site PBS teacher Resources
The Science Spot All about forensics
FBI.gov Forensics Lab
How Stuff Works truTV forensics
American Academy of forensic Scientists- resources
Appendices:
XA A timeline adapted so show a summary of the “bid ideas” in each unit- Semester 1
XB A timeline adapted so show a summary of the “bid ideas” in each unit- Semester 2
XC CAHSEE Math Standards: Areas addressed in Chemistry
XD CAHSEE English Language Arts Standards: Areas addressed in Chemistry
XE California State Science Standards: Grades Nine through Twelve : Chemistry
XF California State Science Standards: Grade Eight: Focus on Physical Science (used as a foundational measure)
5
Course Unit Plan
V. Unit Content/Performance Standards
Course Chemistry AOJ-Honors
Name:
Unit Safety & Lab Procedures
Name:
Length of 3 classes
Unit:
Return to Course Timeline
Standards addressed in this unit:

Subject Specific Standards:
Investigation & experimentation
Key foundational concepts
CAHSEE English Standards: Quick View

Grade 9 & 10 Written & Oral Produce legible work that shows accurate spelling and
English Language Conventions correct use of the conventions of punctuation and
1.4 capitalization.
Grade 9 & 10 Formulate judgments about the ideas under discussion
Listening & Speaking 1.1 and support those judgments with convincing evidence.
Grade 9 & 10 Critique the logic of functional documents by examining
Reading Comprehension 2.7 the sequence of information and procedures in
anticipation of possible reader misunderstandings.
CAHSEE Math Standards: Quick View

Grade 7 Measurement & 1.2 Construct and read drawings and models made to
Geometry scale.
Learning Objectives/Outcomes:
6
The Student will…
Understand and apply knowledge of basic scientific and mathematical skills, safe
1 laboratory practices, and issues of public concern related to the field of chemistry.
Explain the difference between science and technology, and give an example of a
2 technological advancement that resulted from a scientific discovery.
Know the steps of the scientific method: observation, hypothesis, experiment
3 (conclusion, revise hypothesis), theory, and law.
Evaluate the role of chemistry in daily life, including ways in which basic research
4 and the development of new technology affect society.
5 Describe observations as qualitative and quantitative.
6 Complete a concept map of the functions and process of chemistry
7 Know the characteristics of a good graph and be able to graph simple data.
8 Discuss what is meant by the scientific method, and describe the steps involved.
9 Discuss why science is a process.
10 Perform calibration of a measuring device (electronic scale).
Give examples of both the macroscopic and microscopic world and describe how they
11 relate to chemistry.
List the steps in the scientific method and apply it to solving problems and designing
12 experiments.
13 Define bias and explain its potential impact on the development of scientific theories.
Select appropriate experimental procedures and equipment for the measurement and
14 determination of chemical reactions and properties.
Recognize safety practices in the chemistry laboratory, including the characteristics
15 and purposed of chemical hygiene plans.
16 Diagram the classroom and laboratory with locations of all safety equipment
17 Pass the chemistry lab safety test with 100% accuracy
18
19
20
7
Strategies\Accommodations (with links to Google searches)
SDAIE\ELL Students
Vocabulary and Language Identify, explain and review key content and academic
Development vocabulary terms important to unit content.
Anticipatory Sets Access students’ prior knowledge about unit topics.
Guided Instruction Provide opportunities for students to interact with text including
prediction, visualization, connections, questions and summaries.
Modeling, Visualizing, Compare and contrast similarities and differences between
and Graphic Organizers different scientists.
Explicit Instruction Directed reading and thinking activities to develop reading and
study skills.
Reading Guide Use Headline Readings, Prediction Charts, Thinking Questions
to help guide students through reading.
Verbalizing Students share with a partner ideas they have on a topic.
Prewriting or INTO strategy.
Visualization In response to a teacher prompt, students visualize in their mind
a particular time or place and concentrate on sensory images.
Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
Interpersonal Functioning Involved in understanding of others and one’s relations to
others. Being high in social skills.
Spatial Intelligence Involved in moving from one location to another or determining
one’s orientation in space.
Linguistic Intelligence Involved in reading, writing, listening and talking
Bloom’s Taxonomy
Knowledge Define, list, order and relate
Comprehension Classify, recognize and review
Application Choose, dramatize, illustrate and write
Analysis Analyze, categorize, compare and contrast
Synthesis Develop, organize, plan and prepare
Evaluation Argue, predict and evaluate
8
Instruction Material:
Textbook & Publisher items available:
Chemistry : 1
Forensic Science: Review Ch1 from last year AOJ
Chemistry: the Central Science: 1.1
Additional Resources and Materials:
Library Resources: List available videos, software, etc. as appropriate

HWHS Safety in the lab - video
HWHS Library Facts on File
Interactive Websites
(links or URLS)
http://www.uos.harvard.edu/ehs/ih/labsafety_procedures.shtml
http://www.fbi.gov/hq/lab/labhome.htm
http://www.bls.gov/opub/ooq/1999/Fall/art01.pdf
http://www.sciencenewsforkids.org/articles/20041215/Feature1.asp
http://www.trutv.com/forensics/lab/
http://www.asu.edu/gel/generallabprocedures.htm
Projects and Activities: (by concept)

Required Labs\Activities:
Recommended Labs\Activities:
Crime Scenes: Observations & Investigations
Lab Skills: Gathering Data
Optional Labs\ Activities:

9
Course Unit Plan
Name:
Unit
Name: Measurements: Metric System & conversions
Length of 3 classes
Unit:


1.4 capitalization.

Grade 7 Measurement & Construct and read drawings and models made to scale.
Geometry 1.2
Grade 7 Algebra & Functions 4.2 Solve multistep problems involving rate, average
speed, distance, and time or a direction variation.
10
The Student will…
1 Write the names, symbols, and values for the SI prefixes
Write unit factors from statements of equality. For example the statement 12 in = 1 ft
2 yields the unit factors 12 in/1 ft and 1 ft/12 in, both of which are equal to 1.
Use the unit factor method (dimensional analysis) to carry out conversions from one
3 set of units to another. example of DA
Derive other units from the fundamental SI units. (Ex: Volume from length, width, &
4 height.) derived units
Carry out addition, subtraction, multiplication and division operations on measured
5 numbers and retain the proper number of significant figures in the answer.
6 Use and write conversion factors from given data
7 Convert from conventional to scientific notation and the reverse.
8 Recall the rules for rounding numbers.
Explain how derived units are obtained from base units. State the derived units of
9 area, volume, and density.
List all of the Greek prefixes used with SI and metric units, and write the meaning of
10 each prefix.
Perform 1-step conversions within the metric system. (Ex: Convert from meters to
11 centimeters or from liters to cm3.)
12 Perform calculations using scientific notation.
Perform conversions between units, including conversions within the metric system,
conversions within the English system, and conversions between the English and
13 metric systems.
14 Measure length, mass, and volume using SI units.
15 Measure the mass and volume of various objects and calculate a density for them.
16 Multiply, divide, add and subtract numbers written in scientific notation.
Express any number written in scientific notation as a number with a different power
17 of ten (e.g., 1.23 3 1 05 5 123 3 1 03).
18 Indicate whether a given data set is precise, accurate, both, or neither.
19 Perform percentage of error calculations.
State the relationship of the uncertainty in a measurement to the number of significant
20 figures in the measurement.
21 To describe the SI system of units and prefixes.
22 To identify causes of uncertainty in measurement.
Know the base units used in the SI system and convert measurements of length, mass,
23 and volume within the metric system.
Discuss the difference between precision and accuracy, and give examples of data
24 sets illustrating precision and/or accuracy.
29 Know the standard of measurement for units of meter & second, and the purpose of
11
standard measurements.
Know and use the conversion factor of 1 ml = 1 cubic centimeter in calculations with
30 units of square meters length–volume relationship
31 Diagram and explain the differences in measures of area and volume.
Use your calculator to carry out operations on numbers written in scientific notation.
Refer to the manual that came with your calculator. Different models do this in
different ways.
Use scientific notation to express very large and very small numbers.
Convert numbers written in ordinary decimal notation to scientific notation and
numbers in scientific notation to decimal notation.
Use the unit analysis method to solve quantitative problems.
To show how to determine the number of significant figures in a calculated result.
Use the correct number of significant figures in calculations.
Understand the difference between accuracy and precision.
Understand the relationship between sig figs and the calibration of the measuring
device.
Use the correct number of significant figures when measuring in the lab.
12
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
13
Chemistry : Chapter 3
Forensic Science: chapter.section

HWHS
HWHS Library Facts on File
(links or URLS)
http://www.chem1.com/acad/webtext/matmeasure/
http://lamar.colostate.edu/~hillger/unit-definitions.html
http://www.alysion.org/dimensional/fun.htm
http://www.chem.tamu.edu/class/fyp/mathrev/mr-da.html
http://www.efm.leeds.ac.uk/CIVE/CIVE1400/Section5/dimensional_analysis.htm
http://physics.nist.gov/cuu/Units/SIdiagram.html

Lab Skills
14
Course Unit Plan
Name:
Unit
Name: Measurements: Scientific Measurement
Length of 3 classes
Unit:

4d. the values and meanings of standard temperature and pressure (STP).
4e. how to convert between Celsius and Kelvin temperature scales.
4f. there is no temperature lower than 0 Kelvin.

1.4 capitalization.

Grade 7- Number Sence 1.1 Read, write, and compare rational numbers in
scientific notation (positive and negative powers of 10)
with approximate numbers using scientific notation.
15
The Student will…
Diagram liquids and solids in a cylider based upon their density

Describe an experimental way to determine the density of a regularly shaped or
an irregularly shaped object.
Use the density equation to solve for the density, mass, or volume when the other
two quantities in the equation are known.
Define density in your own words, and express it as an algebraic equation
(formula).
Calculate density, mass and volume from the equation d = m/v.
Know the volume-mass relationship for water. (One liter of water has a mass of
1 kg; one ml or 1 cm3 of water has a mass of 1 g.)
Illustrate calculations involving density, by drawing how the liquids and solids
would layer in a cylinder.
Describe/calculate the 3 ways to find volume in the lab.
Interconvert temperatures in the Fahrenheit, Celsius and Kelvin scales.
Diagram the three temperature scales side by side with key equivalent values
listed.
Describe the Celsius (centigrade), Fahrenheit, and Kelvin temperature scales in
terms of the freezing and boiling points of water, and perform conversions
between the three temperature scales.
Know the definition of temperature and absolute zero.
Convert from oC to K and from K to oC.
Convert temperature from the Celsius (Kelvin) to the Kelvin (Celsius) scale.
AOJ-
Chapter
11 AOJ-Describe the density-gradient tube technique.
AOJ-
Chapter
4 AOJ-Determine the density of irregular-shaped objects.
16
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
17
Chemistry : 3
Forensic Science: 4, 11
Chemistry: the Central Science: 1.4,1.5
http://www.mathleague.com/help/metric/metric.htm
HWHS HWHS Library Facts on File
http://www.explorelearning.com/index.cfm?ResourceID=17&method=cResource.dspDetail
http://www.nyu.edu/pages/mathmol/modules/water/density_intro.html
http://www.shodor.org/interactivate/activities/
http://www.edinformatics.com/math_science/
http://www2.swgc.mun.ca/chemlabs/accuracy.html

Accuracy & Precision
Density lab
18
Course Unit Plan
Name:
Unit
Name: Measurements: Mole & Molar mass
Length of 3 classes
Unit:

3b. the quantity one mole is defined so that one mole of carbon 12 atoms has a
mass of exactly 12 grams.
3c. one mole equals 6.02x1023 particles (atoms or molecules).
3d. how to determine molar mass of a molecule from its chemical formula and a
table of atomic masses, and how to convert the mass of a molecular substance to
moles, number of particles or volume of gas at standard temperature and
pressure.

1.4 capitalization.

Geometry 1.2
19
The Student will…
Diagram from memory the molar road map with conversion factors (gas\volume
1 optional)
2 Write conversion factors from written statements, and vice versa.
Explain the difference between an intensive property and an extensive property.
3 Give examples of each.
4 Determine mass percent of a compound from experimental data.
Use a chemical formula to determine number of atoms in a compound.
5 *Polyatomic ions are optional in this unit
6 Use a chemical formula to determine mass of 1 atom in units of amu
7 Know and use the standard unit of 1 amu is 1/12th the mass of carbon-12.
Use a chemical formula to determine number of atoms in one mole of the
8 substance.
9 Define and use Avogadro’s number in conversion calculations of any item
10 Convert from moles to individual units
11 Convert individual units into moles
12 Use the periodic table to determine the mass of one mole of a compound.
13 Use the periodic table to determine the mass of one molecule of a compound.
14 Convert amu of an element or compound to grams
Use the periodic table to determine the mass of one mole of an element.
15 *Diatomic atoms included
16 Know the value of Avogadro’s number, and how it is similar to a “dozen”
Explain what is meant by the atomic mass of an element, and describe how atomic
17 masses are related to carbon-12.
18 Memorize and use Avogadro's number in conversion problems.
Explain how the mass spectrometer can be used to determine the mass of an
isotope of an element and use given data from a mass spectrometer to calculate the
19 mass of an isotope.
Define "molar mass (or molecular weight) and determine the mass of one mole of
20 a substance (element, compound, or ion).
21 Determine the moles of substance in a given sample. (water, metal, or element)
20
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
21
Chemistry : 10.1
Forensic Science:
Chemistry: the Central Science: 1.6,2.4,3.4

(links or URLS)

Mass of a Mole
22
Course Unit Plan
Name:
Unit
Name: Matter: Classified
Length of 3 classes
Unit:

6a. definitions of solute and solvent.

1.4 capitalization.

Geometry 1.2
23
The Student will…
Explain what matter is, and discuss the different categories into which matter is
placed by chemists (e.g., pure substances, homogeneous mixtures, heterogeneous
1 mixtures).
2 Identify a formula as that of a compound or element.
3 Identify two types of pure substances.
Classify mixtures as either homogeneous or heterogeneous, and explain the basis
4 for the identification.
5 Define matter.
6 Describe the classification scheme for matter.
7 Distinguish between elements, compounds, and mixtures.
Distinguish between homogeneous and heterogeneous material. Identify
8 examples of each. Know the characteristics of a solution.
9 The elements whose basic units are molecules (the diatomics, S8, P4, etc.)
10 To show how matter can be classified into subgroups.
11 Describe the information that is contained in the chemical formula of a compound.
12 Describe the Law of Definite Composition.
Describe the make-up of matter using the terms atom, element, compound,
13 solution, heterogeneous mixture, and homogeneous mixture.
Draw a diagram illustrating how the different categories of matter are related to
14 each other.
15 Name assigned elements and give their symbols
16 Explain the difference between elements and compounds.
Explain what matter is, and discuss the different categories into which matter is
placed by chemists (eg. Pure substances, homogenous mixtures, heterogenous
17 mixtures.)
18 Mixtures can be separated into their components by a physical process.
Correctly classify physical and chemical properties of matter
State the law of constant composition (or definite proportions) in your own words,
and give an example to illustrate how the law is related to the percent by mass of a
19 compound.
Classify mixtures as either homogeneous or heterogeneous, and explain the basis
20 for the identification
21 define and classify alloys.
22 Describe how pure substances differ from mixtures, and give examples of each.
23 Define the terms solution, homogeneous, solute, and solvent.
24 Classify a given mixture as a solution or a heterogeneous mixture.
25 Define solubility.
26 Calculate the number of each type of atom in a chemical formula.
24
27 List the most abundant elements.
Write the symbol from the name and the name from the symbol for the first 20
28 elements in the periodic table.
29
AOJ-
Chapter
12 AOJ-Define energy and give examples of its different forms.
AOJ-
Chapter
12 AOJ-Describe the role of heat energy in chemical reactions.
AOJ-
Chapter
12 AOJ-Define heat of combustion and ignition temperature.
AOJ-
Chapter
12 AOJ-Describe the difference between exothermic and endothermic chemical reactions.
AOJ-
Chapter
12 AOJ-List the requirements necessary to initiate and sustain combustion.
AOJ-
Chapter
13 AOJ-Explain hoe explosives are classified.
AOJ-
Chapter
13 AOJ-Explain the differences between an initiating and non-initiating explosive.
AOJ-
Chapter
13 AOJ-List some commercial, homemade, and military explosives.
AOJ-
Chapter AOJ-Describe how physical evidence must be collected at the scene of a suspected arson or
13 explosion.
AOJ-
Chapter
13 AOJ-List some common laboratory tests employed for the detection of explosives.
25
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
26
Chemistry : 2, 15.3, 15.2
Forensic Science: 4

(links or URLS)
http://funbasedlearning.com/chemistry/

Properties of Matter
27
Course Unit Plan
Name:
Unit Matter Changes: Physical change & Melting
Name: curves
Length of 3 classes
Unit:

7a. how to describe temperature and heat flow in terms of the motion of
molecules (or atoms)
7c. energy is released when a material condenses or freezes and absorbed when a
material evaporates or melts.
2d. in a liquid the inter-molecular forces are weaker than in a solid, so that the
molecules can move in a random pattern relative to one-another.

1.4 capitalization.

Grade 7 Construct and read drawings and models made to scale.
Measurement &
Geometry 1.2
28
The Student will…
Changes of state and dissolving are physical changes.
1
Define the change of phase terms: melting, fusion, freezing, crystallization,
2 solidification, boiling, condensation, evaporation, and sublimation.
3 Define the three states or phases of matter in terms of volume and shape.
4 Describe changes of phase as endothermic or exothermic.
Describe how atoms can move in the solid, liquid, and gaseous states and how
5 they are positioned relative to one another.
6 Know 2 examples of substances that sublimate.
List the terms associated with the changes in states of matter (e.g., melting,
7 sublimation), and identify the states associated with each term.
8 Use particle diagrams to illustrate phase changes.
9 Define and give examples of the three states of matter.
Explain what is meant by state of matter, and indicate the three most common
10 states of matter
List the terms associated with the changes in states of matter (e.g., melting,
11 sublimation), and identify the states associated with each term.
15 discuss the features of heating curves.
Distinguish between heating a substance in one phase and changing between two
16 phases.
17 Interpret heating and cooling curves for pure substances.
Know the change of phase terms: Evaporation, boiling, condensation,
melting, fusion, freezing, solidification, crystallization, sublimation, and
18 deposition.
19 State the three phases of matter, and describe the characteristics of each phase.
The phase of a substance at room temperature depends on the strength of the
attractions between its particles. List three kinds of intermolecular attractions;
20 describe their origins and relative strengths.
21 Know the definition of normal boiling point.
Distinguish between evaporation and boiling.
- Boiling occurs at a definite temperature, evaporation at any (to some extent).
- Boiling occurs throughout the liquid, evaporation at the surface.
22 - Boiling occurs at a constant temperature, evaporation lowers the temperature.
23
AOJ-
Chapter 5 AOJ-Describe the process of chromatography
AOJ-
Chapter 5 AOJ-Describe the parts of a gas chromatograph.
29
AOJ-
Chapter 5 AOJ-Define retention time.
AOJ-
Chapter 5 AOJ-Explain the difference between thin-layer and gas chromatography.
AOJ-
Chapter 5 AOJ-Define Rf value.
AOJ-
Chapter
4 AOJ-Define phase.
AOJ-
Chapter
12 AOJ-Define energy and give examples of its different forms.
29
30
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
31
Chemistry : 17.3
Forensic Science: 12

(links or URLS)

Density Lab
32
Course Unit Plan
Name:
Unit
Name: Matter Changes: Phase Diagrams & KMT
Length of 3 classes
Unit:

4b. the random motion of molecules explains the diffusion of gases.
4f. there is no temperature lower than 0 Kelvin.
4g.* the kinetic theory of gases relates the absolute temperature of a gas to the
average kinetic energy of its molecules or atoms.

1.4 capitalization.

Measurement &
Geometry 1.2
33
The Student will…
1 Demonstrate knowledge of the basic principles of the kinetic molecular theory.
2 Describe changes of phase as endothermic or exothermic.
3 describe the effects these forces have on the properties of liquids and solids.
Describe what happens at the molecular level when a gas turns into a liquid and
4 when a liquid turns into a gas.
Discuss the effect of intermolecular attractive forces on the phase in which a
5 substance will exist at room temperature.
Discuss the relationship between intermolecular attractive forces and the boiling
6 points of substances.
7 Explain the effect of temperature on the speed of gas molecules.
Explain the properties of solids, liquids, and gases and changes of state in terms of
8 the kinetic molecular theory and intermolecular forces.
9 Explain the relationship between condensation and boiling (vaporization).
Interpret phase diagrams and use them to explain the transitions between solids,
10 liquids, and gases.
Understand and apply knowledge of the kinetic molecular theory and the nature and
11 properties of molecules in the gaseous, liquid, and solid states.
12 Understand how the kinetic-molecular theory is applied to liquids and solids.
Predict vapor pressure trends / boiling point trends based on a molecule’s
13 predominate intermolecular forces.
14 discuss the features of phase diagrams.
15
Understand that the phase of a substance at room temperature depends on the
strength of the attractions between its particles.- Gases have weak intermolecular
16 attractions.- Solids have strong intermolecular attractions.
17
18
19
20
34
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
35
Chemistry : 13.1
Forensic Science:

(links or URLS)

Phase change
Behavior of Gases (not laws) – Diffusion& Effusion
36
Course Unit Plan
Name:
Unit
Name: Chemical Reactions-Exo-Endo diagrams
Length of 3 classes
Unit:

7b. chemical processes can either release (exothermic) or absorb (endothermic)
thermal energy.
8d.* the definition and role of activation energy in a chemical reaction.

1.4 capitalization.

Geometry 1.2
37
The Student will…
Compounds can be broken down into elements by a chemical decomposition
1 reaction.
Define energy and give the definitions of the two common units in which energy
2 is expressed.
3 Define energy and know the unit used for energy in the SI system.
Chemical changes involve changes in identity.
4
5 State and apply the law of conservation of energy.
6 State and apply the law of conservation of matter.
Discuss the difference between physical changes and chemical changes, and
7 classify any change as either a physical or a chemical change.
8 Distinguish between chemical change and physical change.
9 Distinguish between chemical properties and physical properties.
10 Distinguish between exothermic and endothermic processes.
11 Distinguish between physical and chemical changes.
Explain what happens during a chemical reaction, and identify the reactants and
12 products in any chemical reaction.
13 To show DH for a chemical reaction as positive or negative.
14 To determine the placement of a given DH into a given chemical reaction
15 State the law of conservation of matter in your own words.
16
17
AOJ-
Chapter
12 AOJ-Describe the role of heat energy in chemical reactions.
AOJ-
Chapter
12 AOJ-Define heat of combustion and ignition temperature.
AOJ-
Chapter AOJ-Describe the difference between exothermic and endothermic chemical
12 reactions.
AOJ-
Chapter
12 AOJ-List the requirements necessary to initiate and sustain combustion.
AOJ-
Chapter
13 AOJ-Explain hoe explosives are classified.
38
AOJ-
Chapter
13 AOJ-Explain the differences between an initiating and non-initiating explosive.
AOJ-
Chapter
13 AOJ-List some commercial, homemade, and military explosives.
AOJ-
Chapter AOJ-Describe how physical evidence must be collected at the scene of a
13 suspected arson or explosion.
AOJ-
Chapter AOJ-List some common laboratory tests employed for the detection of
13 explosives.
39
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
40
Chemistry : 13
Forensic Science: 12,13

(links or URLS)

Combustion reactions
BLB #26 Heat of Neutralization – page 299
41
Course Unit Plan
Name:
Unit
Name: Matter: KMT & IMFs Introduced
Length of 3 classes
Unit:

2d. in a liquid the inter-molecular forces are weaker than in a solid, so that the
molecules can move in a random pattern relative to one-another.
2h.* how to identify solids and liquids held together by Van der Waals forces or
hydrogen bonding, and relate these forces to volatility and boiling/melting point
temperatures.

1.4 capitalization.

Geometry 1.2
42
The Student will…
Know how the molecular size affects dispersion forces and be able to make
predictions about trends in boiling points for similar substances based on size. (He
1 vs. Xe, for example, or C5H12 vs. CH4).
2 describe some properties of liquids: surface tension, capillary action, and viscosity.
3 Define vapor pressure.
4 define dipole-dipole force, hydrogen bonding forces, and London dispersion forces.
5 Explain the difference between intermolecular forces and intramolecular forces.
6 Understand how the kinetic-molecular theory is applied to liquids and solids.
7 Define polar and nonpolar.
8 Understand that polarity depends on composition and structure.
Know the relative strength of hydrogen bonds and that they are formed from H with
9 F, O, or N.
10
11
12
13
14
43
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
44
Chemistry : 13.2, 8.4, 18.1
Forensic Science: 5
Chemistry: the Central Science: 1.3 11.2,

(links or URLS)

Molecular Motion: the particulate nature of matter
45
Course Unit Plan
Name:
Unit Matter: IMFs & Solution Formation&
Name: Separation
Length of 3 classes
Unit:

6 b. how to describe the dissolving process as a result of random molecular
motion.
6 c. temperature, pressure, and surface area affect the dissolving process.
6 f.* how molecules in solution are separated or purified by the methods of
chromatography and distillation.

1.4 capitalization.

Geometry 1.2
46
The Student will…
Describe separation techniques for different kinds of mixtures. Separation techniques
may rely on differences in density, solubility, magnetization, size (filtration),
1 appearance, boiling point (distillation), or adhesion to paper (chromatography)
2 Describe the use of 2 methods of separating mixtures.
Understand the relationship between the strength of the intermolecular forces and the
physical properties of the substance (mp, bp, Hf, Hv, vapor pressure, evaporation
3 rate, drop shape, surface tension).
Explain what dipole–dipole forces are, and indicate how they are different from
6 London forces.
Explain what hydrogen-bonding is, and discuss how hydrogen-bonding is related to
7 dipole–dipole forces.
Explain what London forces are, and indicate how and why the strength of London
8 forces varies with the size and shape of molecules.
9 Interpret graphs of vapor pressure and temperature
Compare the relative strengths of London forces, dipole–dipole forces, and hydrogen
10 bonding.
11
AOJ-
Chapter
5 AOJ-Describe the process of chromatography
AOJ-
Chapter
5 AOJ-Describe the parts of a gas chromatograph.
AOJ-
Chapter
5 AOJ-Define retention time.
AOJ-
Chapter
5 AOJ-Explain the difference between thin-layer and gas chromatography.
AOJ-
Chapter
5 AOJ-Define Rf value.
AOJ-
Chapter
5 AOJ-Describe the process of chromatography
AOJ-
Chapter
5 AOJ-Describe the parts of a gas chromatograph.
47
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
48
Chemistry : 8.4, 16.1
Chemistry: the Central Science:

(links or URLS)

Measuring Solubility of Salts
49
Course Unit Plan
Name:
Unit
Name: Atomic Structure Basics
Length of 3 classes
Unit:

1e. the nucleus is much smaller in size than the atom yet contains most of its
mass.
11g.* protons and neutrons have substructure and consist of particles called
quarks.

1.4 capitalization.

Geometry 1.2
50
The Student will…
State the law of constant composition (or definite proportions) in your own
words, and give an example to illustrate how the law is related to the percent by
3 mass of a compound.
4 Describe the Bohr model of the hydrogen atom.
State a problem with the Bohr Model with respect to atoms other than
5 hydrogen.
6 Define atomic number and atomic mass.
7 Define the Law of Constant Composition.
8 Define the terms atom and nucleon.
describe and illustrate the laws of conservation of mass, definite proportion, and
9 multiple proportions.
10 Describe Dalton’s Atomic Theory.
describe Dalton's theory of atoms and show the significance of Gay-Lussac's
11 experiments.
12 describe features of subatomic particles.
Discuss how the laws of conservation of mass, constant composition, and
multiple proportions along with Dalton's atomic theory led to an understanding
13 of chemical formulas by about 1860.
Distinguish between protons, neutrons, and electrons. Know their
14 characteristics!
Explain why we now say that the statements in Dalton’s atomic theory are
15 incorrect.
Identify the location, charges, and relative mass of protons, neutrons, and
16 electrons in an atom.
17 List the basic ideas of Dalton’s atomic theory.
List the five statements in Dalton’s atomic theory, and explain how the theory is
consistent with the law of conservation of matter and the law of constant
18 composition.
Name the three major subatomic particles present in all atoms, and indicate the
19 mass and charge of each.
State the meaning and indicate the abbreviations for the atomic number and the
mass number of an element. Indicate how these terms are related to the number
20 of subatomic particles in an atom of the element.
21 To describe features of subatomic particles.
Use a periodic table to determine the correct number of protons, neutrons, and
22 electrons in a particular atom.
23 use Bohr's hydrogen atom model
24 describe the modern atomic mass scale and explain how atomic masses are
51
determined experimentally.
25
26
27
AOJ-
Chapter AOJ-Define protons, neutrons, and electrons, including their mass and charge
11 relationships.
AOJ-
Chapter
11 AOJ-Define atomic number and atomic mass number.
AOJ-
Chapter
11 AOJ-Define an isotope.
52
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
53
Chemistry : 4

HWHS
(links or URLS)

54
Course Unit Plan
Name:
Unit
Name: Periodic Table: structure & families
Length of 3 classes
Unit:

1a. how to relate the position of an element in the Periodic Table to its atomic
number and atomic mass.
1c. how to use the Periodic Table to identify alkali metals, alkaline earth metals
and transition metals, and trends in ionization energy, electronegativity, and the
relative sizes of ions and atoms.
1d. how to use the Periodic Table to determine the number of electrons available
for bonding.
1f.* how to use the Periodic Table to identify the lanthanides and actinides, and
transactinide elements, and know that the transuranium elements were man
made.

1.4 capitalization.

Geometry 1.2
55
The Student will…
1 State who is given credit for the first periodic table of the elements and why
2 Compare the properties of metals, nonmetals, and metalloids.
Describe the arrangement of the periodic table including the following : metals,
nonmetals, metalloids, transition metals, inner transition metals, lanthanides,
actinides, representative elements, s block, p block, d block, f block, alkali metals,
3 alkaline earth elements, halogens and noble gases.
Describe the general construction of the modern periodic table, thedifference between
periods and groups (families). Distinguish among alkali metals, alkaline earth metals,
4 halogens, noble gases, transition elements, metals, nonmetals, and metalloids.
Describe the history of the periodic table, the role of Dmitri Mendeleev, and how the
5 periodic table is arranged.
Discuss the major difference between Mendeleev’s periodic table and the modern
6 periodic table of the elements.
Draw a rough sketch of the modern periodic table, and indicate the portion of the
table occupied by metals, nonmetals, and metalloids. Show the stair-step line that
7 separates the metallic elements from the nonmetallic ones.
Draw a rough sketch of the modern periodic table, and indicate the portion of the
8 table occupied by the main-group elements, the transition metals, and the rare earths.
explain reactivity trends of alkali metals, and alkaline earth metals as well as halogens
9 and elements from oxygen group; contrast these with noble gases
10 Explain the difference between groups and periods in the periodic table.
Identify from the periodic table: ion charge, diatomic molecules, metals, nonmetals,
11 metalloids, atomic number, and mass number.
12 Identify names and symbols of elements on the periodic table.
13 Indicate the group number and discuss the properties of the noble (or rare) gases.
Indicate the group number and show the portion of the periodic table occupied by
14 alkali metals, alkaline-earth metals, chalcogens, and halogens.
15 introduce various features of the periodic table.
16 List physical and chemical properties of metals, nonmetals, and metalloids.
Locate these families and groupings on the periodic table: alkali metals, alkaline earth
17 metals, transition metals, halogens, noble gases, rare earth metals.
18 read periodic table
19 To introduce various features of the periodic table.
20 trace the development of the periodic table.
21
22
56
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
57
Chemistry : 6
Forensic Science:

HWHS
(links or URLS)

Qualitative Lab Analysis of Families
58
Course Unit Plan
Name:
Unit Atomic structure: Isotopes, Ions & Oxidation
Name: States
Length of 3 classes
Unit:

2e. how to draw Lewis dot structures.

1.4 capitalization.

Geometry 1.2
59
The Student will…
1 Describe the trends within the alkali metals in terms of ionization
Describe valence electrons and relate valence electrons to the groups of the
2 periodic table.
3 Calculate the number of protons, neutrons, and electrons in ions.
4 Define the terms ion, cation, anion. How is an ion made?
Draw Lewis structures (electron dot diagrams) for atoms & ions. Know valence
5 electrons.
Be able to state the charge on simple cations and anions with a noble gas
6 configuration.
Calculate the atomic mass of an element from the masses and relative percentages of
7 the isotopes of the element.
Calculate the number of protons, neutrons, and electrons in ions, atoms, and their
8 isotopes.
Define atomic mass, mass number, atom, ion, compound, ionic compound, isotope,
9 cation, anion, and valence electrons.
10 Define the term, isotope.
Determine the average atomic mass of an element, given isotopic abundances and
11 masses.
Determine the number of protons and the number of neutrons in each atom of an
12 isotope when given the full atomic symbol for the isotope.
Determine the number of protons, neutrons, and electrons in an ion when given the
13 complete symbol for the ion.
Distinguish between cations and anions. Given the charge on a cation or an anion,
14 determine the total number of electrons present in that ion.
15 explain atomic mass and its experimental determination.
16 Assign oxidation numbers to elements in an equation
Relate ion formation to effective nuclear charge, shielding, and the energy required to
17 form the ion
18
19
20
21
25
26
27
60
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
61
Chemistry : 4.3, 7.1, 20.2
Chemistry: the Central Science: 2.3,2.7,

HWHS
(links or URLS)

Isotope Calculations lab
62
Course Unit Plan
Name:
Unit
Name: Atomic Structure: The Historical Atom
Length of 3 classes
Unit:

1h.* the experimental basis for Thomson's discovery of the electron, Rutherford's
nuclear atom, Millikan's oil drop experiment, and Einstein's explanation of the
photoelectric effect.
1i.* the experimental basis for the development of the quantum theory of atomic
structure and the historical importance of the Bohr model of the atom.

1.4 capitalization.

Geometry 1.2
63
The Student will…
1 The Bohr and Quantum mechanical models of the atom
Describe in a general way the experiments which led to the discovery of the electron
2 and the proposition of a nuclear model for the atom.
3 Describe Rutherford’s model of the atom and interpret his famous experiment.
4 Describe the Bohr model of the atom.
5 describe the development of the Bohr model for the hydrogen atom.
Describe the history of the atom using the experiments of J.J. Thomson, Ernest
Rutherford, and James Chadwick. Include the Plum Pudding Theory and the
6 development of the nuclear atom.
7 Describe Thomson’s model of the atom.
Draw a diagram of the Rutherford model of the atom, and label the nucleus and the
8 electrons.
Draw a diagram of Thomson’s plum-pudding model of the atom, and explain why it
9 has this name.
Explain what alpha particles are, and discuss their role in developing the Rutherford
10 model of the atom.
11 give a brief account of early chemical discoveries.
12 summarize the experiments that characterized the structure of the atom.
13 To give a brief account of early chemical discoveries.
14 To summarize the experiments that characterized the structure of the atom.
15 The recognize significant events in the timeline of development of the atomic model
16
17
18
19
20
21
22
23
24
25
64
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
65
Forensic Science:

HWHS
(links or URLS)

Flame Lab
66
Course Unit Plan
Name:
Unit
Name: Atomic Structure: Electron Configuration
Length of 3 classes
Unit:

2e. how to draw Lewis dot structures.

1.4 capitalization.

Geometry 1.2
67
The Student will…
1 Electron configurations within atoms
2 Explain what a nodal surface is.
3 Name and describe the four quantum numbers.
State the Aufbau principle and Hund's rule and use these to determine the
4 electron configuration of atoms in their ground state.
5 State the Heisenberg uncertainty principle.
6 State the number of electrons that an orbital can hold.
7 State the Pauli exclusion principle.
8 Write the electron configurations of chromium and copper from memory when
assign electron configuration to atoms in periodic table, including the
9 consequences of Hund's rule
10 define electron spin and the electron spin quantum number.
describe the shapes of orbitals designated by s, p, d, and f and to discuss orbital
11 energies.
12 Electronic structure of atoms:
13 explain the Aufbau principle.
explain the consequences of half-filled subshells and filled shells for ionization
14 energies and electron affinities
15 explain the Pauli exclusion principle.
16 explain the quantum numbers n, l, and ml.
17 explain the significance of electron probability distributions.
18 identify quantum numbers and their interrelations
identify shells, subshells and orbitals for various combination of quantum
19 numbers
20 order relative energies of orbitals in multielectron atoms
recognize electron configuration and assign quantum numbers to all electrons of
21 a given atom from its position in the periodic table
22 recognize filled and half-filled shells and subshells
23 recognize spin quantum numbers and apply Pauli exclusion principle
24
25
AOJ-
Chapter
11 AOJ-Describe the orbital energy levels that are occupied by electrons.
68
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
69
Chemistry : 5.2

HWHS
(links or URLS)

Flame Lab
Electron configuration Diagrams
70
Course Unit Plan
Name:
Unit
Name: Atomic structure: Waves-Electrons & Light
Length of 3 classes
Unit:

1j.* spectral lines are a result of transitions of electrons between energy levels.
Their frequency is related to the energy spacing between levels using Planck's
relationship (E=hǷ).

1.4 capitalization.

Geometry 1.2
71
The Student will…
1 Contrast the ground state of an atom with its excited state.
2 Define "orbital" and relate it to a wave function.
3 Describe the continuous light spectrum and contrast it to emission spectra.
4 Describe the electromagnetic spectrum.
Describe the energy change of an electron as it is brought closer (more tightly
5 bound) to the nucleus of an atom.
Describe what a photon is and relate this to the dual nature of light(and of all
6 matter).
7 Electromagnetic radiation
8 Explain Planck's constant and its origin and then relate Planck's constant
9 Explain the process of diffraction and relate this to the dual nature of matter
10 Name and describe the three primary characteristics of waves.
11 Relate mass, energy and the speed of light as shown in Einstein's equation.
12 Relate wavelength and frequency to the speed of waves.
13 State how an electron is viewed in the quantum mechanical model of the atom.
14 State how emission spectra are produced.
15 State the SI unit for frequency.
State what information is obtained (and not obtained) from the wave function
16 of an electron.
17 to the concept of energy being quantized.
18 Use de Broglie's equation to calculate the wavelength of a particle.
19 calculate energy of electron transitions from orbit to orbit
20 calculate photon energy of a given electromagnetic wave
characterize electromagnetic radiation in terms of wavelength, frequency, and
21 speed.
describe how diffraction experiments were used to demonstrate the dual nature of
22 all matter.
23 describe the Heisenberg uncertainty principle.
24 find wavelengths of electron waves (or other matter waves)
25 introduce the concept of quantized energy.
26 relate wavelengths, frequencies and energy of electromagnetic waves
27 show how standing waves can be used to describe electrons in atoms.
show how the quantum mechanical model can be applied to atoms besides
28 hydrogen.
29 show that light has both wave and particulate properties.
30 show that the line spectrum of hydrogen demonstrates the quantized nature of the
72
energy of its electron.
31
32
33
AOJ-
Chapter
11 AOJ-Distinguish between a continuous and line emission spectrum.
AOJ-
Chapter
11 AOJ-Describe the parts of a simple emission spectrograph.
AOJ-
Chapter
11 AOJ-State what happens when an atom absorbs a definite amount of energy.
AOJ-
Chapter
11 AOJ-Explain the phenomenon of an atom releasing energy in the form of light.
AOJ-
Chapter
4 AOJ-State the differences between the wave and particle theories of light.
AOJ-
Chapter
4 AOJ-Describe the dispersion of light through a prism.
AOJ-
Chapter
4 AOJ-Describe the electromagnetic spectrum.
AOJ-
Chapter AOJ-Explain the relationship between color and the selective absorption of light
4 by molecules.
AOJ-
Chapter
4 AOJ-Define refractive index.
73
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
74
Chemistry : 5.3
Forensic Science: 4,11
Chemistry: the Central Science: 6.1, 6.2

HWHS
(links or URLS)

Use of a spectroscope and spectrometer
75
Course Unit Plan
Name:
Unit
Name: Periodic Table - Trends
Length of 3 classes
Unit:

1c. how to use the Periodic Table to identify alkali metals, alkaline earth metals
and transition metals, and trends in ionization energy, electronegativity, and the
relative sizes of ions and atoms.

1.4 capitalization.

Geometry 1.2
76
The Student will…
1 Define and describe the trends of affinity and atomic radii.
2 Define "electron affinity" and state what a positive or negative electron
3 Define "ionization energy" and contrast the first ionization energies with
4 Describe and explain the periodic trends in ionization energy, electron
5 List the Periodic trends
Read and interpret electron density maps(probability distributions) and radial
6 probability distribution graphs.
7 State how atomic radii are determined.
8 Define and describe the trend of second ionization energies of elements.
Trend of anion radii vs atomic radii
Trend of cation radii vs atomic radii
Arrange a group of atoms in terms of increasing or decreasing atomic size and
9 increasing or decreasing ionization energy.
arrange atoms according to their size (understand shell structure and effective nuclear
10 charge)
11 arrange ions (cations and anions) according to their size
Describe how atomic radii and ionization energy change from left to right across a
12 period and from top to bottom down a group in the periodic table.
13 explain electronegativity trends across the periodic table
14 explain periodic trends in electron affinities
15 explain periodic trends in ionization energies
Explain what is meant by chemical periodicity, or periodic behavior, and explain how
16 the term is related to the periodic table of the elements.
17 Periodic properties of elements:
18 recognize shells and noble gas configurations for all rows of periodic table
show general trends in ionization energy, electron affinity, and atomic radius in the
19 periodic table.
20 show what types of information can be obtained from the periodic table.
21
22
23
24
25
26
27
77
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
78
Chemistry : 6.3
Forensic Science:
Chemistry: the Central Science: 7

HWHS
(links or URLS)

Graphing Trends
79
Course Unit Plan
Name:
Unit Nuclear Chemistry -Part A: Rxns Fission &
Name: fusion
Length of 3 classes
Unit:

11a. protons and neutrons in the nucleus are held together by strong nuclear
forces which are stronger than the electromagnetic repulsion between the
protons.
11b. the energy release per gram of material is much larger in nuclear fusion or
fission reactions than in chemical reactions: change in mass (calculated by
E=mc_) is small but significant in nuclear reactions.
11c. many naturally occurring isotopes of elements are radioactive, as are
isotopes formed in nuclear reactions.
11d. the three most common forms of radioactive decay (alpha, beta, gamma)
and how the nucleus changes in each type of decay.
11e. alpha, beta, and gamma radiation produce different amounts and kinds of
damage in matter and have different penetrations.
1f(b). how to use the Periodic Table to identify the lanthanides and actinides, and
transactinide elements, and know that the transuranium elements were man
made.

1.4 capitalization.

Geometry 1.2
80
The Student will…
1 Define radioactivity.
2 Determine the decay mode of a specific isotope using your reference tables.
3 Identify the naturally occurring radioactive elements.
List the characteristics (mass, charge, and penetration power) and symbols of the
major nuclear emanations: alpha particle, beta particle, positron, and gamma
4 radiation.
5 Define natural transmutation.
Describe what is meant by radioactivity and how the emission of alpha and beta
6 particles can lead to the transmutation of elements.
7 Identify fission and fusion equations.
8 Identify, write and balance nuclear equations for artificial transmutations.
9 Identify, write and balance nuclear equations for natural transmutations.
10
11
12
AOJ-
Chapter
11 AOJ-Define radioactivity.
AOJ-
Chapter
11 AOJ-Explain how elements can be radioactive.
81
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
82
Chemistry: the Central Science: 21.7 21.8

HWHS
(links or URLS)

Radioactive Cloud Chamber
83
Course Unit Plan
Name:
Unit
Name: Nuclear Reaction Rates: Part B Half-Life
Length of 3 classes
Unit:

11f.* how to calculate the amount of a radioactive substance remaining after an
integral number of half lives have passed.

1.4 capitalization.

Geometry 1.2
84
The Student will…
1 To define and show how to calculate the half-life of a radioactive nuclide.
2 Solve for each variable in the equation, when given the others
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
36
37
85
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
86
Chemistry : 25.2
Forensic Science:

HWHS
(links or URLS)

Half Life Calculations
87
Course Unit Plan
Name:
Unit
Name: Bonding- 3 forms Introduced
Length of 3 classes
Unit:

1g*. how to relate the position of an element in the periodic table to its quantum
electron configuration, and reactivity with other elements in the table.
2a. atoms combine to form molecules by sharing electrons to form covalent or
metallic bonds, or by exchanging electrons to form ionic bonds.
2g.* how electronegativity and ionization energy relate to bond formation.

1.4 capitalization.

Geometry 1.2
88
The Student will…
Describe the properties of metals and how the metallic bond contributes to these
1 properties
2 Use electronegativity of elements to determine bond type
Contrast the structure and properties of molecular solids, network solids, and ionic
3 solids.
4 Recognize and define hydrates
Classify unknown solids as molecular, metallic, ionic, and covalent network solids
5 according to their physical and chemical properties.
6
7
8
9
10
11
12
13
14
15
16
17
89
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
90
Chemistry : 7
Forensic Science:

HWHS
(links or URLS)

Properties of bonds
91
Course Unit Plan
Name:
Unit
Name: Bonding: Ionic
Length of 3 classes
Unit:

2c. salt crystals such as NaCl are repeating patterns of positive and negative ions
held together by electrostatic attraction.

1.4 capitalization.

Geometry 1.2
92
The Student will…
1 Diagram ionic bond formation in a dot structure equation
2 Know and use the octete rule to determine formulas
3 Use this Ionic bonding concept map to demonstrate vocabulary comprehension
4
5
6
7
8
9
10
11
12
93
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
94
Chemistry : 7.2
Forensic Science:

HWHS
(links or URLS)

95
Course Unit Plan
Name:
Unit
Name: Formula Writing & Nomenclature
Length of 3 classes
Unit:

10d*. the system for naming the ten simplest linear hydrocarbons and isomers
containing single bonds, simple hydrocarbons with double and triple bonds, and
simple molecules containing a benzene ring.

1.4 capitalization.

Geometry 1.2
96
The Student will…
1 Use the system of nomenclature adopted by the IUPAC
2 Write formulas with ion formation: cation + anion molecule
3 Identify names and symbols of elements on the periodic table.
Id and name: variable charge metals, diatomic molecules, nonmetal numerical
4 prefixes
5 Name and write formulas for type I, II, III binary compounds.
6 Name and write formulas for ionic compounds with polyatomic ions.
7 Name and write formulas for acids. (This will be a separate quiz.)
8 Nomenclature
9
10
11
12
13
14
15
16
17
18
97
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
98
Chemistry : 9
Forensic Science:

HWHS
(links or URLS)

99
Course Unit Plan
Name:
Unit
Name: Bonding: covalent
Length of 3 classes
Unit:

2b. chemical bonds between atoms in molecules such as H2, CH4, NH3,
H2CCH2, N2, Cl2, and many large biological molecules are covalent.
2e. Lewis Dot structures
2f.* how to predict the shape of simple molecules and their polarity from Lewis
dot structures.
10b. the bonding characteristics of carbon lead to a large variety of structures
ranging from simple hydrocarbons to complex polymers and biological
molecules.
10d.* the system for naming the ten simplest linear hydrocarbons and isomers
containing single bonds, simple hydrocarbons with double and triple bonds, and
simple molecules containing a benzene ring.

1.4 capitalization.

Geometry 1.2
100
The Student will…
1 Describe the formation of a covalent bond
2 Relate differences in electronegativity to polarity and bond type
3 Diagram Lewis dot structures
4 Diagram simple Lewis dot structures of molecules
5 Determine if resonance structures exist for given compounds
6 Introduction to VSEPR theory of molecular geometry
7
8
9
10
AOJ-
Chapter AOJ-Describe laboratory procedures used for the detection and identification of
12 hydrocarbon residues.
101
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
102
Chemistry : 8,22

HWHS
(links or URLS)

Activity Series
103
Course Unit Plan
Name:
Unit
Name: Formulas: Empirical & Percent composition
Length of 3 classes
Unit:

This unit develops a foundational standard to build student skills in formula
prediction with the use of laboratory data and mathematics.

1.4 capitalization.
104
The Student will…
1 Determine empirical formula from combustion reaction data
2 Calculate the mass percent of compounds from mass data or from its formula.
3 Define "empirical formula" and "molecular formula."
4 Calculate empirical and molecular formulas from given data.
5 obtain the molecular formula, given the empirical formula and the molar mass.
6 calculation of the mass percent of a given element in a compound.
7 calculation of the empirical formula of a compound.
8
9 Determine a molecular formula from percent composition
10
11
12
13
14
105
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
106
Chemistry : 10.3
Forensic Science:
Chemistry: the Central Science: 3.3, 3.5

HWHS
(links or URLS)

Determination of Empirical formula
107
Course Unit Plan
Name:
Unit
Name: Review for finals -December
Length of 3 classes
Unit:

Optional – as determined by teacher

1.4 capitalization.

Measurement &
Geometry 1.2
The Student will…
1 Review test taking strategies
2 Review and practice content for the semester final as assigned by the teacher
3
108
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
109
Chemistry :
Forensic Science:

HWHS
(links or URLS)

110
Course Unit Plan
Name:
Unit Chemical Reactions -Written & Balanced
Name:
Length of 3 classes
Unit:

3. The conservation of atoms in chemical reactions leads to the principle of
conservation of matter and the ability to calculate the mass of products and
reactants.
As a basis for understanding this concept, students know:
3a. how to describe chemical reactions by writing balanced equations.

1.4 capitalization.
8RC2.1 10RC2.1 10RC2.4 10RC2.5 10RC2.7

Geometry 1.2
The Student will…
1 Write and balance given chemical equations and identify their type.
111
2 Correctly indicate the state of a reactant or product in a chemical equation.
identify the characteristics of a chemical reaction and the information given by a
3 chemical equation.
4 Write a balanced equation to describe a chemical reaction.
5 State the law of conservation of mass
6 Diagram the conservation of mass in a chemical equaion
7
8
9
10
11
12
13
14
15
16
17
112
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
113
Chemistry : 11.1
Forensic Science:

HWHS
http://funbasedlearning.com/chemistry/

114
Course Unit Plan
Name:
Unit Chemical Equations Write & Classify
Name:
Length of 3 classes
Unit:

reactants. As a basis for understanding this concept, students know:
3g.* how to identify reactions that involve oxidation and reduction and how to
balance oxidation-reduction reactions.

1.4 capitalization.

Geometry 1.2
The Student will…
1 Identify equations as single replacement, double replacement, combination,
115
decomposition or combustion reactions.
State the results of single replacement reactions involving metals and acids,
2 metals and metallic salts, Group I and II metals with water, and the halogens.
3 List three indicators of a double replacement (metathesis) reaction.
Describe the reaction between acids and hydroxides, (neutralization), carbonates
4 or bicarbonates, metallic sulfides, metallic acetates and metallic nitrites.
State the results of the combination reaction between nonmetallic oxides and
5 water.
State the results of the decomposition reactions of metallic carbonates, metallic
bicarbonates, metallic chlorates, metallic hydroxides, peroxides, oxyacids, some
6 oxides, and the electrolysis of given compounds.
7 State the products of the combustion of hydrocarbons.
8 Oxidation-reduction reactions
9 Develop an activity series from laboratory data
10 Use the activity series table to predict reactions
11 Describe the process of oxidation and reduction of iron and copper
12
AOJ-
Chapter
12 AOJ-Define oxidation.
116
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
117
Forensic Science:
Chemistry: the Central Science: 3.2, 4.4 4.3
HWHS
(links or URLS)

BLB #21:
Reactions in Aqueous Solutions and Net Ionic Equations page 227
118
Course Unit Plan
Name:
Unit Acid Base: Defined & Basics
Name:
Length of 3 classes
Unit:

5. Acids, bases, and salts are three classes of compounds that form ions in water
solutions. As a basis for understanding this concept, students know:
5a. the observable properties of acids, bases and salt solutions.
5b. acids are hydrogen-ion-donating and bases are hydrogen-ion-accepting
substances.
5c. strong acids and bases fully dissociate and weak acids and bases partially
dissociate.
5e.* the Arrhenius, Bronsted-Lowry, and Lewis acid-base definitions.

1.4 capitalization.

Geometry 1.2
The Student will…
1 Determine from the starting acids or bases whether the pH will be above or below 7
119
at the halfway point.
Distinguish between monoprotic, diprotic and triprotic acids and give examples of
2 each.
3 Neutralization reactions and salt formation.
Predict whether an aqueous solution is acidic, basic, or neutral from the [H3O1], the
4 [OH2], or the pH.
5 State the value of Kw, the ion-product constant of water at 25 ºC.
6 The pH scale and calculation of pH.
7 The properties of acids and bases.
8 Classify acids as monoprotic, diprotic, or triprotic.
9 Compare the Arrhenius, Bronsted-Lowry, and Lewis concepts of acids and bases.
Compare the properties of acids and bases with respect to taste and the color
10 produced when they react with litmus plant dye.
11 Correctly use the unit of millimole (mmol).
Define "conjugate acid" and "conjugate base" and identify conjugate acid-base pairs
12 in acid-base reactions.
Define "equivalence point" and compare the equivalent of acids and bases at the
13 equivalence point.
14 Define and be able to identify conjugate acids and bases in chemical equations.
15 Define and give examples of Arrhenius acids and bases.
16 Define Arrhenius acid and Arrhenius base.
17 Define Bronsted acids and Bronsted bases.
19 Definitions of acids and bases
20 Describe a neutral solution.
21 Describe how aqueous solutions of bases feel to the touch.
22 Describe Lewis acids and Lewis bases and give an example of each.
State the Arrhenius definition of acids and the Arrhenius definition of bases; give
28 examples of each type of compound.
29 To explain how acid-base indicators work.
30 to explain how titration is used to calculate the concentration of an acid or a base
31 to explain the concept of equivalence in neutralization reactions
Use the Bronsted-Lowry theory of acids and bases to classify substances as acids or
32 bases or as hydrogen ion acceptors or hydrogen ion donors.
33 Name and classify some common acids and bases
120
34
35
36
121
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
122
Chemistry : 19.1-2-3
Forensic Science:

HWHS
(links or URLS)
http://www.chem1.com/acad/webtext/abcon/

123
Course Unit Plan
Name:
Unit
Name: Stoichiometry - basics
Length of 3 classes
Unit:

3d. how to determine molar mass of a molecule from its chemical formula and a
table of atomic masses, and how to convert the mass of a molecular substance to
moles, number of particles or volume of gas at standard temperature and
pressure.

1.4 capitalization.

Grade 7 2.4 Relate the changes in measurement with a change of scale to the units
Measurement & used (e.g., square inches, cubic feet) and to conversions between units (1
Geometry 1.2 square foot = 144 square inches or [1 ft2] = [144 in2], 1 cubic inch is
approximately 16.38 cubic centimeters or [1 in3] = [16.38 cm3]
124
The Student will…
1 Define "stoichiometry.'
Use stoichiometry to calculate mass, particle, mole and volume relationships in a
2 balanced chemical equation.
3 Define and calculate theoretical yield and percent yield.
4 explain the importance of the mole concept.
5 show how to convert among moles, mass, and number of particles for a given sample.
6 To show how to calculate values for molar mass.
To show how to convert among molar mass, moles, and number of particles in a given
7 sample.
8 calculate the masses of reactants and products using the chemical equation. Option2
9
10
11
12
13
14
15
16
17
18
19
20
125
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
126
Chemistry : 10.2
Forensic Science:

HWHS
(links or URLS)

127
Course Unit Plan
Name:
Unit
Name: Stoichiometry -Limiting reactants & % Yield
Length of 3 classes
Unit:

3e. how to calculate the masses of reactants and products in a chemical reaction
from the mass of one of the reactants or products, and the relevant atomic
masses.
3f.* how to calculate percent yield in a chemical reaction.

1.4 capitalization.

Grade 7 2.4 Relate the changes in measurement with a change of scale to the units
Measurement & used (e.g., square inches, cubic feet) and to conversions between units (1
Geometry 1.2 square foot = 144 square inches or [1 ft2] = [144 in2], 1 cubic inch is
approximately 16.38 cubic centimeters or [1 in3] = [16.38 cm3]
The Student will…
1 Define "limiting reactant" and "excess reactant."
128
Calculate the limiting reactant from given data and the balanced chemical equation of
2 a reaction.
3 recognize the limiting reactant.
4 use of the limiting reactant in stoichiometric calculations.
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
129
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
130
Chemistry : 12
Forensic Science:

HWHS
(links or URLS)

131
Course Unit Plan
Name:
Unit Solutions: concentrations
Name:
Length of 3 classes
Unit:

6a. definitions of solute and solvent.
6b. how to describe the dissolving process as a result of random molecular
motion.
6d. how to calculate the concentration of a solute in terms of grams per liter,
molarity, parts per million and percent composition.

1.4 capitalization.

Grade 7 Algebra 1.1 Use variables and appropriate operations to write an expression, an
& Functions equation, an inequality, or a system of equations or inequalities that
represents a verbal description (e.g., three less than a number, half as
large as area A).
132
The Student will…
1 Describe the preparation of a solution
2 Describe the process of dilution series
3 Calculate molecular mass from solution density
4 definitions of solute and solvent.
5 describe the dissolving process as a result of random molecular motion.
6
7
8
9
10
11
12
13
14
15
16

SDAIE\ELL Students
study skills.
133
above grade level
Bloom’s Taxonomy
134
Chemistry : 16.2
Forensic Science:

HWHS
(links or URLS)

135
Course Unit Plan
Name:
Unit Solutions & Solubility
Name:
Length of 3 classes
Unit:

8. Chemical reaction rates depend on factors that influence the frequency of
collision of reactant molecules. As a basis for understanding this concept,
students know:
8a. the rate of reaction is the decrease in concentration of reactants or the
increase in concentration of products with time.
8b. how reaction rates depend on such factors as concentration, temperature, and
pressure.

1.4 capitalization.

Grade 7 Algebra & Functions 1.1 Use variables and appropriate operations to write an
expression, an equation, an inequality, or a system of
equations or inequalities that represents a verbal
description (e.g., three less than a number, half as large as
area A).
136
The Student will…
1
2
Calculate the solubility and ion concentrations of a sparingly soluble salt from the
3 value of the Ksp.
4
5
6 to calculate the solubility product constant of a slightly soluble salt
To show how to calculate the solubility product of a salt given its solubility, and vice
7 versa.
8 To show how to predict whether precipitation will occur when solutions are mixed.
9
10
11 Differentiate electrolytes and non-electrolytes
12
13
14
15
16
17
18
19
137
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
138
Chemistry : 16.1, 18.3,
Forensic Science:

HWHS
(links or URLS)

139
Course Unit Plan
Name:
Unit Solutions: Equilibrium of reactions
Name:
Length of 3 classes
Unit:

9. Chemical equilibrium is a dynamic process at the molecular level.
9a. how to use LeChatelier's Principle to predict the effect of changes in
concentration, temperature and pressure.
9b. equilibrium is established when forward and reverse reaction rates are equal.
9c.* how to write and calculate an equilibrium constant expression for a reaction.

1.4 capitalization.

large as area A).
The Student will…
1 State Le Chatelier's principle and indicate the effect of adding or removing products or
140
reactants, compressing or expanding the system, and changing the temperature on the
position of equilibrium.
State and use Le Châtelier's principle to calculate shifts in equilibrium positions due to
2 changes in temperature, pressure and concentration.
Explain why the concentration of liquids and solids is left out of the equilibrium constant
3 expression.
Discuss what is meant by a reversible reaction, and indicate what part of the chemical
4 equation for a reversible reaction indicates that the reaction is a reversible one.
5 Write the equilibrium constant expression for the dissolving of sparingly soluble salts.
Explain what is meant by equilibrium position and state the factors which can affect
6 equilibrium position.
Point out that for a system at equilibrium, the forward and reverse reactions are taking place
7 at the same rate.
Explain what is meant by dynamic equilibrium and why reactions appear to have stopped
8 when they are in this state.
9 Write the equilibrium constant expression for heterogeneous reactions.
Describe how the value of the equilibrium constant changes as the coefficients of the
10 balanced equation change.
11
Describe what happens to the concentrations of reactants and products in a chemical system
12 at equilibrium.
Explain the terms, “Shift to the right,” and “Shift to the left” with respect to a chemical
13 equation.
14 Write the equilibrium constant expression for a heterogeneous reaction system.
15 Write the equilibrium constant expression for any chemical reaction.
16 Know the easiest way to identify an equilibrium equation.
Predict how changes in the concentration of a reactant or product will affect the equilibrium
17 concentrations of a system.
18 State LeChatelier’s principle and apply it to equilibrium systems.
Use Le Chatelier’s principle to predict the direction of the shift in equilibrium when there is
a change in concentration of reactants or products, or a change in temperature of a reaction
19 mixture.
Write the equilibrium constant expression for a general system involving only gases.
141
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
142
Chemistry : 18.2, 18.5,
Forensic Science:

HWHS
http://web.mst.edu/~gbert/LeChatelier/LeChat.html

143
Course Unit Plan
Name:
Unit Solutions: Colligative Properties
Name:
Length of 3 classes
Unit:

6e.* the relationship between the molality of solute in a solution, and the
solution's depressed freezing point or elevated boiling point.

1.4 capitalization.

area A).
144
The Student will…
1 Calculate Freezing point depression and boiling point elevation
Describe the shift in a phase change diagram that results with addition of an ionic
2 compound to a pure solution
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
145
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
146
Forensic Science:

HWHS
(links or URLS)

BLB Lab #19 colligative Properties - page 203
147
Course Unit Plan
Name:
Unit Acid Bases: The pH Scale
Name:
Length of 3 classes
Unit:

5d. how to use the pH scale to characterize acid and base solutions.
5f.* how to calculate pH from the hydrogen ion concentration.

1.4 capitalization.

large as area A).
148
The Student will…
Calculate the hydrogen ion concentration and pH, pOH, or hydroxide concentration of
1 an aqueous weak monoprotic acid solution given the concentration of the acid.
Calculate the hydroxide ion concentration and pH, pOH, or hydrogen ion
2 concentration of an aqueous weak base solution given the concentration of the base.
3 Calculate the pH of salt solutions from given data.
4 Calculate the pH of solutions of polyprotic acids.
5 Calculate the pH of solutions of strong and weak bases.
6 Calculate the value of pH, pOH, [H+] and [OH-] from given data.
7 Define pH and calculate [H+] and [OH-] from given pH values and vice versa.
Define what is meant by pH and pOH. Describe the pH and pOH of acidic, basic, and
8 neutral solutions.
Describe the pH scale and compare the [H+] change to the pH change on the pH
9 scale.
Determine the concentration of H+ or OH- in a solution based on the concentration
10 and formula of the acid or base.
Explain the relationship between the acidity (or basicity) of a solution and the
hydronium ion concentration, [H3O1] and the hydroxide ion concentration [OH2] of
11 the solution.
Given the concentration of a strong acid or base, calculate its hydrogen and hydroxide
12 ion concentrations and its pH or pOH.
To explain why certain salts give acidic or basic solutions and to show how to
13 calculate the pH of these solutions.
Write the equation for the self-ionization of water and name and describe the products
14 that are formed.
Write the equation that defines the pH, and calculate the pH of a solution from the
15 [H3O1] or the [OH2].
16 Write the equilibrium expression for the for the dissociation of water.
Write the equation for the autoionization of water and relate this to water being
17 amphoteric.
Write the equation for the self ionization of water and the ion product constant
18 expression for water. Memorize its value at 25 degrees.
19
20
149
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
150
Chemistry : 19.2
Forensic Science:

HWHS
(links or URLS)
http://www.chem1.com/acad/webtut/aquatic/ABG-ind.html

151
Course Unit Plan
Name:
Unit Acid Base Neutralization Titrations
Name:
Length of 3 classes
Unit:

Honors Optional
5g.* buffers stabilize pH in acid-base reactions.

1.4 capitalization.

description (e.g., three less than a number, half as large
as area A).
The Student will…
152
18 Define neutralization.
Explain the meaning of the terms strong and weak when used to describe acids and
bases.
Explain the relationship between conjugate acids and bases; write the formula for the
conjugate acid of any base, and the formula for the conjugate base of any acid.
Explain what an acid/base indicator is.
Explain what an amphoteric substance is and give an example of an amphoteric
substance.
State how the concentration of hydrogen ions affects the concentration of hydroxide
23 ions and vice-versa.
24
25
26
27
153
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
154
Chemistry : 19.4 -5
Forensic Science:

HWHS
(links or URLS)

BLB #20 Titration of Acids and Bases – page 215
155
Course Unit Plan
Name:
Unit
Name: Gases: Properties of Ideal Gases
Length of 3 classes
Unit:

4a. the random motion of molecules and their collisions with a surface create the
observable pressure on that surface.
4c. how to apply the gas laws to relations between the pressure, temperature, and
volume of any amount of an ideal gas or any mixture of ideal gases.
4d. the values and meanings of standard temperature and pressure (STP).
4g.* the kinetic theory of gases relates the absolute temperature of a gas to the
average kinetic energy of its molecules or atoms.
4h.* how to solve problems using the ideal gas law in the form PV=nRT.

1.4 capitalization.

area A).
156
The Student will…
1 Behavior of gases
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
157
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
158
Chemistry : 14
Forensic Science: 5

HWHS
(links or URLS)

159
Course Unit Plan
Name:
Unit
Name: Gas Laws: Advanced- Grahams Daltons
Length of 3 classes
Unit:

4i.* how to apply Dalton's Law of Partial Pressures to describe the composition
gases, and Graham's Law to describe diffusion of gases.

1.4 capitalization.

as area A).
160
The Student will…
Use Dalton's law of partial pressures to demonstrate the characteristics of ideal
1 gases.
Apply various laws related to the properties and behavior of ideal gases (e.g.,
combined gas laws, ideal gas law, Dalton's law of partial pressures, Graham's law
2 of diffusion) to solve problems.
3 the root mean square velocity of gas particles.
Correct for the vapor pressure of water in problems involving gas collection by
4 water displacement.
Define mole fraction and calculate and use mole fractions in Dalton's law of
5 partial pressures.
6 describe effusion and diffusion.
7 Determine relative rates of effusion and diffusion
8 Explain effusion and diffusion
Explain what is meant by an ideal gas, and state the differences between an ideal
9 gas and a real gas.
10 show how to calculate and use root mean square velocity.
11 show the relationship between effusion and diffusion.
12 State and use Graham's law of effusion.
state the relationship between partial pressures and total pressure and between
13 partial pressure and mole fraction.
14 Understand dependence of diffusion of gases on mass and temperature.
15
16
17
18
19
20
AOJ-
Chapter AOJ-Explain how a liquid reaches equilibrium with its gaseous phase defined by
5 Henry's Law.
161
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
162
Chemistry : 14.4
Forensic Science: 5

HWHS
(links or URLS)

163
Course Unit Plan
Name:
Unit
Name: Thermochemistry: Specific & Latent heat
Length of 3 classes
Unit:

7d. how to solve problems involving heat flow and temperature changes, using
known values of specific heat, and latent heat of phase change.
7h.* how to identify solids and liquids held together by Van der Waals forces or
hydrogen bonding, and relate these forces to volatility and boiling/melting point
temperatures.

1.4 capitalization.

as area A).
164
The Student will…
1 Know the definition of temperature and heat.
Define energy and give the definitions of the two common units in which energy is
2 expressed.
3 Calculate energy absorbed or released in a calorimetry experiment using Q = mCDT.
Calculate the amount of heat (in joules and in calories) involved in changing the
temperature of a substance when given the specific heat of the substance, the mass,
4 and the temperature change.
Apply appropriate mathematical skills (e.g., algebraic operations, graphing, statistics,
scientific notation) and technology to collect, analyze, and report data to solve
5 problems in chemistry.
Rearrange Q = mCDT to solve for m or DT as well as Q. -Determine Tf (Ti) given
6 Ti(Tf) and DT.
Define specific heat and molar specific heat.
7 Calculate specific heat or molar heat.
Contrast the following : heat capacity, specific heat capacity and molar heat capacity.
Define latent heat of phase change. (fusion and vaporization) identify these areas on a
phase change graph
Diagram and label a phase change graph with appropriate values for a given
substance.
how to solve problems involving heat flow and temperature changes, using known
8 values of specific heat, and latent heat of phase change.
how to solve problems involving heat flow and temperature changes, using known
9 values of specific heat, and latent heat of phase change.
10 Convert joules to calories and visa versa
Describe what are meant by heat capacity, molar heat capacity andspecific heat
capacity, and given information about the temperature change of a material or system
11 calculate each.
12 Define volatile, nonvolatile, volatility
Identify basic solids and liquids held together by hydrogen bonding as …. Attractive
13 forces between molecules
14 Identify basic solids and liquids held together by Van der Waals forces as…
Describe the inverse relationship between attractive forces to volatility and
15 boiling/melting point temperatures.
Explain what a bomb calorimeter is and how it is used to determine the amount of
16 heat released upon burning a substance.
Distinguish between endothermic and exothermic reactions in terms of the enthalpy
17 changes of both system and surroundings.
18 use heat capacity and specific heat
165
19 Define "calorimetry" and "calorimeter." And “bomb calorimeter”
20 Contrast exothermic and endothermic reactions.
21 use calorimetry to measure (calculate) heat of different processes
Know that exothermic reactions are generally, but not always spontaneous, and that
22 endothermic reactions may be spontaneous.
23 Describe the enthalpy formation of ammonia (Hess law)
24 Use “Gibbs Free Energy” equation
Calculate energy absorbed or released for various intervals of a heating or cooling
25 curve for a given amount of substance.
Calculate energy absorbed or released in a calorimetry experiment using
26 Q = mCΔT Q = mHf Q = mHv. (fusion& vaporization)
27 Define heat of fusion and heat of vaporization.
28 Know heat of vaporization, Hv, and heat of fusion, Hf,.
29 recognize energy units and convert them into other energy units
166
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
167
Chemistry : 17.1
Forensic Science:

HWHS
(links or URLS)

Specific heat
168
D Hanford Joint Union High School
Course Unit Plan
Name:
Unit
Name: Reaction Rates
Length of 3 classes
Unit:

collision of reactant molecules.
8a. the rate of reaction is the decrease in concentration of reactants or the
increase in concentration of products with time.
8b. how reaction rates depend on such factors as concentration, temperature, and
pressure.
8c. the role a catalyst plays in increasing the reaction rate.

1.4 capitalization.

area A).
169
The Student will…
1 Describe the role of a catalyst
2 Define reaction rate
3 Explain the conditions to speed or slow a chemical reaction
4 Explain the collision theory
5
6
7
8
9
10
11
12
13
170
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
171
Textbookand
Projects & Publisher items
Activities: (byavailable:
concept)
Chemistry : 18.1
Additional
RecommendedResources and Materials:
Labs\Activities:

HWHS
(links or URLS)
172
e Hanford Joint Union High School
Course Unit Plan
Name:
Unit
Name: Thermodynamics- Advanced-Hess & Gibbs
Length of 3 classes
Unit:

7e.* how to apply Hess's Law to calculate enthalpy change in a reaction.
7f.* how to use the Gibbs free energy equation to determine whether a reaction
would be spontaneous.

1.4 capitalization.

as area A).
173
The Student will…
1
2
Given a thermochemical equation for a chemical or physical change, predict the
3 spontaneity by assessing the signs of DH and DS.
4 Given DH for a reaction, find DH for the reverse reaction.
5
Label potential energies of reactants, activated complex, and products, the activation
6 energy of the forward and reverse reactions and the heat of reaction.
7
Draw, label, & interpret potential energy diagrams for both endothermic and
8 exothermic reactions.
9
10
11
12
13
14
174
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
175
Chemistry : 17.4, 18.4,
Forensic Science:
Chemistry: the Central Science: 5.6, 19.5-09.7

HWHS
(links or URLS)

176
Assessments Tools:
Quizzes\Tests:
Datawise:
Enter Datawise test name
Publishers test bank questions
Test bank Chemistry:
Test bank Forensic Science:
Test bank Chemistry: the Central Science:
Other assessments:
Enter selected unit projects or items as appropriate
177
Course Unit Plan
Name:
Unit Oxidation & Reduction: Part B-Balancing
Name: advanced
Length of 3 classes
Unit:

3g.* how to identify reactions that involve oxidation and reduction and how to
balance oxidation-reduction reactions.

1.4 capitalization.

area A).
178
The Student will…
1
2 electrochemistry
3 Diagram a battery
4 Write shorthand notation for a battery
5 Enrichment from this site as assigned by teacher: Electrochemistry
6
7 Use a Standard Reduction Table for calculations of voltage
8 Diagram a glass electrode for measurement of pH
9 Balance oxidation reduction reactions
10 Introduction to redox titrations
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
35
179
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
180
Chemistry : 20.3
Forensic Science:
Electrochemistry
HWHS
(links or URLS)

181
Course Unit Plan
Name:
Unit Organic chemistry: part A: Nomenclature &
Name: Structures
Length of 3 classes
Unit:

10a. large molecules (polymers) such as proteins, nucleic acids, and starch are
formed by repetitive combinations of simple sub-units.
10c. amino acids are the building blocks of proteins.
10e.* how to identify the functional groups which form the basis of alcohols,
ketones, ethers, amines, esters, aldehydes, and organic acids.
10f.* the R-group structure of amino acids and how they combine to form the
polypeptide backbone structure of proteins.

1.4 capitalization.

Geometry 1.2
182
The Student will…
1 Describe and diagram large molecules (polymers) of proteins,
2 Describe and diagram large molecules (polymers) of nucleic acids
3 Describe and diagram large molecules (polymers) of starch
4 Explain the significance of simple sub-units and variable combinations.
5 Define amino acids and explain their significance in building of proteins.
6 Diagram generic alcohols
7 Diagram generic ketones,
8 Diagram generic ethers,
9 Diagram generic, amines,
10 Diagram generic esters,
11 Diagram generic aldehydes.
12 Diagram generic organic acids.
13 Diagram the polypeptide backbone structure of proteins.
14 Diagram the R-group structure of amino acids
15 Know and use organic chemistry nomenclature rules
16 Content of this site as directed by teacher : Organic /Biochemistry

SDAIE\ELL Students
study skills.
183
above grade level
Bloom’s Taxonomy
184
Forensic Science:
Organic /Biochemistry

HWHS
(links or URLS)

BLB #39 Preparation of Aspirin and Oil of Wintergreen – page 481
185
Course Unit Plan
Name:
Unit
Name: Review for finals -spring
Length of 3 classes
Unit:

Optional – as determined by teacher
The Student will…
1 Review testing strategies
2 Review content of semester final as determined by teacher and student assessments
3
4

SDAIE\ELL Students
186
study skills.
above grade level
Bloom’s Taxonomy
187
Chemistry :
Forensic Science:

HWHS
(links or URLS)
http://www.chem1.com/chemed/genchem.shtml
188
Course Unit Plan
Name:
Unit
Name: CST Science Prep (Optional)
Length of 3 classes
Unit:

As determined necessary by teacher and student assessments
The Student will…
1 Review test taking strategies
2 Review and practice content for the State CSTs as assigned by the teacher
189
SDAIE\ELL Students
study skills.
above grade level
Bloom’s Taxonomy
190
Chemistry :
Forensic Science:

HWHS
(links or URLS)

191
X.A The Big Picture
The timeline below is adapted so show a summary of the “bid ideas” in each unit
Unit # First Semester Units Back to Traditional Timeline
100 Safety & Lab Procedures scientific method

observation vs interpretation
lab safety
101 Measurements: Metric System & Metric system
conversions Dimensional analysis
102 Measurements: Scientific Accuracy & Precision
Measurement SigFigs
Density
Temperature
103 Measurements: Mole & Molar The mole
mass Avogadro’s number
Gram to mole conversions
Intro Mass to mass
104 Matter: Classified States of matter
Conservation of mass
Physical and chemical properties
Diatomic elements
Key vocabulary (solution, solvent…)
106 Matter Changes: Physical change Solubility intro

& Melting curves Melting curve
(Specific heat
Latent heat defined only, calc in #213)
107 Matter Changes: Phase Diagrams Kinetic Molecular Theory (KMT)
& KMT Triple point, critical point
109 Matter Changes: Chemical & Exothermic endothermic reactions
Energy –Exo-Endo diagrams Energy diagrams
110 Matter: KMT & IMFs Introduced Intermolecular forces (IMF)
Polarity
Hydrogen bonds
111 Matter: IMFs & Solution Separation of mixtures

Formation& Separation Distillation
chromatography
solubility
dissolving process
112 Atomic Structure Basics Atomic structure
Atomic theory
Atomic number and mass
Orbitals
Electron dot notation
113 Periodic Table: structure & Family/period
families Metals nonmetals
114 Atomic structure: Isotopes, Ions & Isotopes- calculations
Oxidation States - Polyatomic & Ions –formation
Monoatomic ions Polyatomic ions
Oxidation states
116 Atomic Structure: The Historical Cathod ray tube
Atom Gold Foil exp
Milikan oil drop
117 Atomic Structure: Electron Electron configuration

Configuration Long\short hand
Exceptions to the rules
Aufbau\Hunds\
Orbital filling diagrams
192
118 Atomic structure: Waves- Light wave \particle duality
Electrons & Light E=mc2
Photoelectric effect
Mass deficit
119 Periodic Table - Trends Periodicity
electronegativity
ionization energy
atomic and ionic radii
Effective nuclear charge
120 Nuclear Chemistry -Part A: types of radioacitve decay
Fission & Fusion Fission & fusion
Energy
Nuclear stability
Astrophysics (optional)
121 Nuclear Reaction Rates: Part B Decay series
Half-Life Half-Life calculations
123 Bonding- 3 forms Introduced Covalent
Ionic
Metallic
Intermolecular vs intramolecular
124 Bonding: Ionic Ionic bonding
Polyatomic ions in bonding
Lattice networks
Formula Unit
125 Formula Writing & Nomenclature Binary, variable charge ions, counting in chem.,
More symbols and elements
Hydrocarbons
126 Bonding: covalent & simple Covalent bonding
Lewis Structures Lewis structures
Covalent : Molecular Geometry Molecular formulas
polarity
VSEPR
127 Formulas: Empirical & Percent Percent composition
composition Molecular formula from
Empirical data
128 Review for finals -December As determined by teacher and student assessment
X.B The Big Picture

The timeline below is adapted so show a summary of the “bid ideas” in each unit
Unit # Second Semester Units Back to traditional timeline
200 Chemical Equations –Writing & Parts of an equation
Balancing Balance equations
Complete ionic\net ionic
201 Chemical Reactions: Classify & Reaction types
Predict Synthesis\decomposition
Reactions in solutions Single\double\combustion
Oxidation\reduction
Precipitation: solubility table intro
Activity Series Intro
202 Acid Base: Defined & Basic Acid base properties
reactions Hydroxide \ hydronium\water
Strong vs weak
Dissociation
3 definitions of Acid bases
203 Stoichiometry - basics Mass to mass conversions
204 Stoichiometry -Limiting reactants Percent yield
& % Yield Limiting reactants
Theoretical vs actual yield
205 Solutions: concentrations Molarity
Molality
193
206 Solutions & Solubility Electrolytes\non-electrolytes
Dissolving process
207 Solutions: Equilibrium of reactions Equilibrium
LeChatelier Principal
Write and calculate
208 Solutions: Colligative Properties Freezing point depression
Boiling point elevation
More molality
209 Acid Base: pH scale pH scale
concentrations of H\OH
210 Acid Base: Neutralizations
Neutralization\Titrations Titrations
Indicators
buffers
211 Gases: Properties of Ideal Gases Boyles/Charles law
Combined gas law
STP
Gas behaviors
Graphical interpretation
Ideal gas law
212 Gas Laws: Advanced- Grahams Daltons law
Daltons Grahams Law
CST Science Prep (Optional) Re-order standards as schedule requires
Review old topic
Quick intro topics not yet addressed
Blue print for chemistry CST
213 Thermochemistry: Specific & Specific heat
Latent heat Latent heat calculated
214 Reaction Rates Rates & effect of catalyst, temp and concentration
215 Thermodynamics- Advanced-Hess Enthalpy
& Gibbs Entropy
Heat of reaction
calculations
216 Oxidation & Reduction: Part B Balance redox reactions
Electroplating
Batteries\electrochemistry
217 Organic chemistry: Nomenclature Structure\function and nomenclature of organic molecules
& Structures
218 Review for finals -spring As determined by teacher and student assessments
194
XC:
CAHSEE Math Standards: Areas addressed in Chemistry
Page 1 of 6
NUMBER SENSE
The following ten California mathematics academic content standards from the Number
Sense strand are assessed on the CAHSEE by 14 test questions.
GRADE 7 — NUMBER SENSE

Standard Set 1.0 Students know the properties of, and compute with, rational numbers
expressed in a variety of forms:
1.1 Read, write, and compare rational numbers in scientific notation (positive and
negative powers of 10) with approximate numbers using scientific notation.
1.2 Add, subtract, multiply, and divide rational numbers (integers, fractions, and
terminating decimals) and take positive rational numbers to whole-number powers.
1.3 Convert fractions to decimals and percents and use these representations in
estimations, computations, and applications.
1.6 Calculate the percentage of increases and decreases of a quantity.
Standard Set 2.0 Students use exponents, powers, and roots, and use exponents in
working with fractions:
2.1 Understand negative whole-number exponents. Multiply and divide expressions

involving exponents with a common base.
2.3 Multiply, divide, and simplify rational numbers by using exponent rules.
2.5 Understand the meaning of the absolute value of a number; interpret the absolute
value as the distance of the number from zero on a number line; and determine the
absolute value of real numbers.
195

Page 2 of 6
ALGEBRA and FUNCTIONS
The following ten California mathematics academic content standards from the Algebra
and Functions strand are assessed on the CAHSEE by 17 questions.
GRADE 7 — ALGEBRA and FUNCTIONS
Standard Set 1.0 Students express quantitative relations by using algebraic terminology,
expressions, equations, inequalities, and graphs:
1.1 Use variables and appropriate operations to write an expression, an equation, an

inequality, or a system of equations or inequalities that represents a verbal description
(e.g., three less than a number, half as large as area A).
1.5 Represent quantitative relationships graphically and interpret the meaning of a

specific part of a graph in the situation represented by the graph.
Standard Set 2.0 Students interpret and evaluate expressions involving integer powers
and simple roots:
2.1 Interpret positive whole-numbers as repeated multiplication and negative whole-

numbers as repeated division or multiplication by the multiplicative inverse. Simplify
and evaluate expressions that include exponents.
Standard Set 3.0 Students graph and interpret linear and some nonlinear functions:
3.3 Graph linear functions, noting that the vertical change (change in y-value) per unit of
horizontal change (change in x-value) is always the same and know that the ration (“rise
over run”) is called the slope of a graph.
3.4 Plot the values of quantities whose rations are always the same (e.g., cost to the
number of an item, feet to inches, circumference to diameter of a circle). Fit a line to the
plot and understand that the slope of the line equals the quantities.
Standard Set 4.0 Students solve simple linear equations and inequalities over the rational
numbers:
196
4.2 Solve multistep problems involving rate, average speed, distance, and time or a
direction variation.

Page 3 of 6
MEASUREMENT AND GEOMETRY

The fo llowing ten California mathematics academic content standards from the
Measurement and Geometry strand are assessed on the CAHSEE by 17 test questions.
GRADE 7 — MEASUREMENT AND GEOMETRY

Standard Set 1.0 Students choose appropriate units of measure and use ratios to convert
within and between measurement systems to solve problems:
1.1 Compare weights, capacities, geometric measures, times, and temperatures within and
between measurement systems (e.g., miles per hour and feet per second, cubic inches to
cubi centimeters).
1.2 Construct and read drawings and models made to scale.
1.3 Use measures expressed as rates (e.g., speed, density) and measures expressed as
products (e.g., person-days) to solve problems; check the units of the solutions; and use
dimensional analysis to check the reasonableness of the answer.
Standard Set 2.0 Students compute the perimeter, area, and volume of common geometric
objects and use the results to find measures of less common objects. They know how
perimeter, area and volume are affected by changes of scale:
2.3 Compute the length of the perimeter, the surface area of the faces, and the volume of
a three-dimensional object built from rectangular solids. Understand that when the
lengths of all dimensions are multiplied by a scale factor, the surface area is multiplied by
the square of the scale factor and volume is multiplied by the cube of the scale factor.
2.4 Relate the changes in measurement with a change of scale to the units used (e.g.,
square inches, cubic feet) and to conversions between units (1 square foot = 144 square
inches or [1 ft2] = [144 in2], 1 cubic inch is approximately 16.38 cubic centimeters or [1
in3] = [16.38 cm3]
197

Page 4 of 6
STATISTICS, DATA ANALYSIS, AND PROBABILITY
The following seven California mathematics academic content standards from the
Statistics, Data Analysis and Probability strand are assessed on the CAHSEE by 12 test
questions.
GRADE 6 — STATISTICS, DATA ANALYSIS, AND PROBABILITY

Standard Set 3.0 Students determine theoretical and experimental probabilities and use
these to make predictions about events:
3.1 Represent all possible outcomes for compound events in an organized way (e.g.,
tables, grids, tree diagrams) and express the theoretical probability of each outcome.
3.3 Represent probabilities as ratios, proportions, decimals between 0 and 1, and

percentages between 0 and 100 and verify that the probabilities computed are reasonable;
know that if is the probability of an event, 1 – P is the probability of an event not
occurring. Understand the difference between independent and dependent events.
GRADE 7 — STATISTICS, DATA ANALYSIS, AND PROBABILITY

Standard Set 1.0 Students collect, organize, and represent data sets that have one or more
variables and identify relationships among variables within a data set by hand and
through the use of an electronic spreadsheet software program:
1.1 Know various forms of display for data sets, including a stem-and-leaf plot or box-
and- whisker plot; use the forms to display a single set of data or to compare two sets of
data.*
1.2 Represent two numerical variables on a scatterplot and informally describe how the
data points are distributed and any apparent relationship that exists between the two
variables (e.g., between time spent on homework and grade level).
198
Page 5 of 6
ALGEBRA I
The following ten California mathematics academic content standards from the Algebra I
strand are assessed on the CAHSEE by 12 test.
ALGEBRA I
Standard Set 2.0 Students understand and use such operations as taking the opposite,
finding the reciprocal, and taking a root, and raising to a fractional power. They
understand and use the rules of exponents.*
Standard Set 4.0 Students simplify expressions before solving linear equations and
inequalities in one variable, such as 3(2x-5) + 4(x-2) = 12.
Standard Set 5.0 Students solve multistep problems, including word problems, involving
linear equations and linear inequalities in one variable and provide justification for each
step.
Standard Set 7.0 Students verify that a point lies on a line, given an equation of the line.
Students are able to derive linear equations by using the point-slope formula.*
Standard Set 10.0 Students add, subtract, multiply, and divide monomials and
polynomials. Students solve multistep problems, including word problems, by using these
techniques.
Standard Set 15.0 Students apply algebraic techniques to solve rate problems, work
problems, and percent mixture problems.
MATHEMATICAL REASONING
The following six California mathematics academic content standards from the
Mathematical Reasoning strand are assessed on the CAHSEE by 8 test questions.
199
Page 6 of 6
GRADE 7 — MATHEMATICAL REASONING

Standard Set 1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant

information, identifying missing information, sequencing and prioritizing information,
and observing patterns.
Standard Set 2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.3 Estimate unknown quantities graphically and solve for them by using logical
reasoning and arithmetic and algebraic techniques.
2.4 Make and test conjectures by using both inductive and deductive reasoning.
Standard Set 3.0 Students determine a solution is complete and move beyond a particular
problem by generalizing to other situations:
3.3 Develop generalizations of the results obtained and the strategies used and apply them
to new problem situations.
200
XD:
CAHSEE English Language Arts Standards: Areas addressed in Chemistry
Page 1 of 2
READING
The Reading portion of the CAHSEE has three strands: Word Analysis, Reading
Comprehension, and Literary Response and Analysis.
The Word Analysis Strand

The following two California English-language arts academic content standards from the
Word Analysis strand are assessed on the CAHSEE by 7 test questions.
READING (GRADES NINE AND TEN)

Standard Set 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development:
10RW1.1 Identify and use the literal and figurative meanings of words and understand
word derivations.
10RW1.2 Distinguish between the denotative and connotative meanings of words and
interpret the connotative power of words.
The Reading Comprehension Strand
The following six California English-language arts academic content standards from the
Reading Comprehension strand are assessed on the CAHSEE by 18 test questions.
READING (GRADES NINE AND TEN

WITH ONE STANDARD FROM GRADE EIGHT AS NOTED†)
Standard Set. 2.0 Reading Comprehension (Focus on Informational Materials):
†8RC2.1 Compare and contrast the features and elements of consumer materials to gain
meaning from documents (e.g., warranties, contracts, product information, instruction
manuals).
10RC2.1 Analyze the structure and format of functional workplace documents, including
the graphics and headers, and explain how authors use the features to achieve their
purposes.
10RC2.4 Synthesize the content from several sources or works by a single author dealing
with a single issue; paraphrase the ideas and connect them to other sources and related
topics to demonstrate comprehension.
201
10RC2.5 Extend ideas presented in primary or secondary sources through original
analysis, evaluation, and elaboration.
CAHSEE English Language Arts Standards: Areas addressed in Chemistry

Page 2 of 2
10RC2.7 Critique the logic of functional documents by examining the sequence of

information and procedures in anticipation of possible reader misunderstandings.
† Eighth-grade content standard
WRITING
The Writing portion of the CAHSEE has three strands: Writing Strategies, Writing
Conventions, and Writing Applications.
WRITING (GRADES NINE AND TEN)

Standard Set 1.0 Writing Strategies: Students write clear, coherent, and focused essays.
The writing exhibits students’ awareness of audience and purpose. Essays contain formal
introductions, supporting evidence, and conclusions. Students progress through the stages
of the writing process as needed.
10WS1.1 Establish a controlling impression or coherent thesis that conveys a clear and
distinctive perspective on the subject and maintain a consistent tone and focus throughout
the piece of writing.
10WS1.4 Develop the main ideas within the body of the composition through supporting
evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).
10WS1.5 Synthesize information from multiple sources and identify complexities and
discrepancies in the information and the different perspectives found in each medium
(e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals,
technical documents).
The Writing Applications Strand

The following five California English-language arts academic content standards from the
Writing Applications strand are assessed on the CAHSEE by 1 writing task.
WRITING (GRADES NINE AND TEN)

Standard Set 2.0 Writing Applications (Genres and Their Characteristics):
10WA2.3 Write expository compositions, including analytical essays and research

reports.
b. Convey information and ideas from primary and secondary sources accurately and
coherently.
202
c. Make distinctions between the relative value and significance of specific data, facts,
and ideas.
203
XE:
Chemistry - Grades Nine Through Twelve
Science Content Standards.
State Standards Site
"Standards without asterisks represent those that all students are expected to achieve in
the course of their studies. Standards with asterisks represent those that all students
should have the opportunity to learn."
Atomic and Molecular Structure Return to Course Timeline
1. The Periodic Table displays the elements in increasing atomic number and shows
how periodicity of the physical and chemical properties of the elements relates to
atomic structure.
a. how to relate the position of an element in the Periodic Table to its atomic number and
atomic mass.
b. how to use the Periodic Table to identify metals, semimetals, nonmetals, and halogens.
c. how to use the Periodic Table to identify alkali metals, alkaline earth metals and
transition metals, and trends in ionization energy, electronegativity, and the relative sizes
of ions and atoms.
d. how to use the Periodic Table to determine the number of electrons available for
bonding.
e. the nucleus is much smaller in size than the atom yet contains most of its mass.
f.* how to use the Periodic Table to identify the lanthanides and actinides, and
transactinide elements, and know that the transuranium elements were man made.
g.* how to relate the position of an element in the periodic table to its quantum electron
configuration, and reactivity with other elements in the table.
h.* the experimental basis for Thomson's discovery of the electron, Rutherford's nuclear
atom, Millikan's oil drop experiment, and Einstein's explanation of the photoelectric
effect.
i.* the experimental basis for the development of the quantum theory of atomic structure
and the historical importance of the Bohr model of the atom.
j.* spectral lines are a result of transitions of electrons between energy levels. Their
frequency is related to the energy spacing between levels using Planck's relationship
(E=hn).
Chemical Bonds Return to Course Timeline
2. Biological, chemical, and physical properties of matter result from the ability of
atoms to form bonds based on electrostatic forces between electrons and protons,
and between atoms and molecules.
204
a. atoms combine to form molecules by sharing electrons to form covalent or metallic
bonds, or by exchanging electrons to form ionic bonds.
b. chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2,
Cl2, and many large biological molecules are covalent.
c. salt crystals such as NaCl are repeating patterns of positive and negative ions held
together by electrostatic attraction.
d. in a liquid the inter-molecular forces are weaker than in a solid, so that the molecules
can move in a random pattern relative to one-another.
e. how to draw Lewis dot structures.
f.* how to predict the shape of simple molecules and their polarity from Lewis dot
structures.
g.* how electronegativity and ionization energy relate to bond formation.
h.* how to identify solids and liquids held together by Van der Waals forces or hydrogen
bonding, and relate these forces to volatility and boiling/melting point temperatures.
Conservation of Matter and Stoichiometry Return to Course Timeline

reactants.
a. how to describe chemical reactions by writing balanced equations.
b. the quantity one mole is defined so that one mole of carbon 12 atoms has a mass of
exactly 12 grams.
c. one mole equals 6.02x1023 particles (atoms or molecules).
d. how to determine molar mass of a molecule from its chemical formula and a table of
atomic masses, and how to convert the mass of a molecular substance to moles, number
of particles or volume of gas at standard temperature and pressure.
e. how to calculate the masses of reactants and products in a chemical reaction from the
mass of one of the reactants or products, and the relevant atomic masses.
f.* how to calculate percent yield in a chemical reaction.
g.* how to identify reactions that involve oxidation and reduction and how to balance
oxidation-reduction reactions.
Gases and their Properties Return to Course Timeline
4. The Kinetic Molecular theory describes the motion of atoms and molecules and
explains the properties of gases.
a. the random motion of molecules and their collisions with a surface create the
observable pressure on that surface.
b. the random motion of molecules explains the diffusion of gases.
c. how to apply the gas laws to relations between the pressure, temperature, and volume
of any amount of an ideal gas or any mixture of ideal gases.
d. the values and meanings of standard temperature and pressure (STP).
205
e. how to convert between Celsius and Kelvin temperature scales.
f. there is no temperature lower than 0 Kelvin.
g.* the kinetic theory of gases relates the absolute temperature of a gas to the average
kinetic energy of its molecules or atoms.
h.* how to solve problems using the ideal gas law in the form PV=nRT.
i.* how to apply Dalton's Law of Partial Pressures to describe the composition gases, and
Graham's Law to describe diffusion of gases.
Acids and Bases Return to Course Timeline
5. Acids, bases, and salts are three classes of compounds that form ions in water
solutions.
a. the observable properties of acids, bases and salt solutions.
b. acids are hydrogen-ion-donating and bases are hydrogen-ion-accepting substances.
c. strong acids and bases fully dissociate and weak acids and bases partially dissociate.
d. how to use the pH scale to characterize acid and base solutions.
e.* the Arrhenius, Bronsted-Lowry, and Lewis acid-base definitions.
f.* how to calculate pH from the hydrogen ion concentration.
g.* buffers stabilize pH in acid-base reactions.
Solutions Return to Course Timeline
6. Solutions are homogenous mixtures of two or more substances.

a. definitions of solute and solvent.
b. how to describe the dissolving process as a result of random molecular motion.
c. temperature, pressure, and surface area affect the dissolving process.
d. how to calculate the concentration of a solute in terms of grams per liter, molarity,
parts per million and percent composition.
e.* the relationship between the molality of solute in a solution, and the solution's
depressed freezing point or elevated boiling point.
f.* how molecules in solution are separated or purified by the methods of
chromatography and distillation.
Chemical Thermodynamics Return to Course Timeline
7. Energy is exchanged or transformed in all chemical reactions and physical

changes of matter.
a. how to describe temperature and heat flow in terms of the motion of molecules (or
atoms)
b. chemical processes can either release (exothermic) or absorb (endothermic) thermal
energy.
c. energy is released when a material condenses or freezes and absorbed when a material
evaporates or melts.
206
d. how to solve problems involving heat flow and temperature changes, using known
values of specific heat, and latent heat of phase change.
e.* how to apply Hess's Law to calculate enthalpy change in a reaction.
f.* how to use the Gibbs free energy equation to determine whether a reaction would be
spontaneous.
Reaction Rates Return to Course Timeline

collision of reactant molecules.
a. the rate of reaction is the decrease in concentration of reactants or the increase in
concentration of products with time.
b. how reaction rates depend on such factors as concentration, temperature, and pressure.
c. the role a catalyst plays in increasing the reaction rate.
d.* the definition and role of activation energy in a chemical reaction.
Chemical Equilibrium Return to Course Timeline
9. Chemical equilibrium is a dynamic process at the molecular level.

a. how to use LeChatelier's Principle to predict the effect of changes in concentration,
temperature and pressure.
b. equilibrium is established when forward and reverse reaction rates are equal.
c.* how to write and calculate an equilibrium constant expression for a reaction.
Organic and Biochemistry Return to Course Timeline
10. The bonding characteristics of carbon lead to many different molecules with
varied sizes, shapes, and chemical properties, providing the biochemical basis of life.
a. large molecules (polymers) such as proteins, nucleic acids, and starch are formed by
repetitive combinations of simple sub-units.
b. the bonding characteristics of carbon lead to a large variety of structures ranging from
simple hydrocarbons to complex polymers and biological molecules.
c. amino acids are the building blocks of proteins.
d.* the system for naming the ten simplest linear hydrocarbons and isomers containing
single bonds, simple hydrocarbons with double and triple bonds, and simple molecules
containing a benzene ring.
e.* how to identify the functional groups which form the basis of alcohols, ketones,
ethers, amines, esters, aldehydes, and organic acids.
f.* the R-group structure of amino acids and how they combine to form the polypeptide
backbone structure of proteins.
Nuclear Processes Return to Course Timeline
207
11. Nuclear processes are those in which an atomic nucleus changes, including
radioactive decay of naturally occurring and man-made isotopes, nuclear fission,
and nuclear fusion.
a. protons and neutrons in the nucleus are held together by strong nuclear forces which
are stronger than the electromagnetic repulsion between the protons.
b. the energy release per gram of material is much larger in nuclear fusion or fission
reactions than in chemical reactions: change in mass (calculated by E=mc_) is small but
significant in nuclear reactions.
c. many naturally occurring isotopes of elements are radioactive, as are isotopes formed
in nuclear reactions.
d. the three most common forms of radioactive decay (alpha, beta, gamma) and how the
nucleus changes in each type of decay.
e. alpha, beta, and gamma radiation produce different amounts and kinds of damage in
matter and have different penetrations.
f.* how to calculate the amount of a radioactive substance remaining after an integral
number of half lives have passed.
g.* protons and neutrons have substructure and consist of particles called quarks.
208
Investigation & Experimentation - Grades 9 To 12
Science Content Standards. Return to Course Timeline
1. Scientific progress is made by asking meaningful questions and conducting

careful investigations. As a basis for understanding this concept and addressing
the content in the other four strands, students should develop their own questions
and perform investigations. Students will:
a. Select and use appropriate tools and technology (such as computer-linked
probes, spreadsheets, and graphing calculators) to perform tests, collect
data, analyze relationships, and display data.
b. Identify and communicate sources of unavoidable experimental error.
c. Identify possible reasons for inconsistent results, such as sources of error
or uncontrolled conditions.
d. Formulate explanations by using logic and evidence.
e. Solve scientific problems by using quadratic equations and simple
trigonometric, exponential, and logarithmic functions.
f. Distinguish between hypothesis and theory as scientific terms.
g. Recognize the usefulness and limitations of models and theories as
scientific representations of reality.
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals that are characteristic
of natural phenomena (e.g., relative ages of rocks, locations of planets
over time, and succession of species in an ecosystem).
j. Recognize the issues of statistical variability and the need for controlled
tests.
k. Recognize the cumulative nature of scientific evidence.
l. Analyze situations and solve problems that require combining and
applying concepts from more than one area of science.
m. Investigate a science-based societal issue by researching the literature,
analyzing data, and communicating the findings. Examples of issues
include irradiation of food, cloning of animals by somatic cell nuclear
transfer, choice of energy sources, and land and water use decisions in
California.
n. Know that when an observation does not agree with an accepted scientific
theory, the observation is sometimes mistaken or fraudulent (e.g., the
Piltdown Man fossil or unidentified flying objects) and that the theory is
sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun,
Moon, and planets).
209
Grade Eight
Focus on Physical Science

Structure of Matter Return to Course Timeline
3. Each of the more than 100 elements of matter has distinct properties and a distinct
atomic structure. All forms of matter are composed of one or more of the
elements. As a basis for understanding this concept:
a. Students know the structure of the atom and know it is composed of
protons, neutrons, and electrons.
b. Students know that compounds are formed by combining two or more
different elements and that compounds have properties that are different
from their constituent elements.
c. Students know atoms and molecules form solids by building up repeating
patterns, such as the crystal structure of NaCl or long-chain polymers.
d. Students know the states of matter (solid, liquid, gas) depend on molecular
motion.
e. Students know that in solids the atoms are closely locked in position and
can only vibrate; in liquids the atoms and molecules are more loosely
connected and can collide with and move past one another; and in gases
the atoms and molecules are free to move independently, colliding
frequently.
f. Students know how to use the periodic table to identify elements in simple
compounds.
Reactions Return to Course Timeline
5. Chemical reactions are processes in which atoms are rearranged into different
combinations of molecules. As a basis for understanding this concept:
a. Students know reactant atoms and molecules interact to form products
with different chemical properties.
b. Students know the idea of atoms explains the conservation of matter: In
chemical reactions the number of atoms stays the same no matter how they
are arranged, so their total mass stays the same.
c. Students know chemical reactions usually liberate heat or absorb heat.
d. Students know physical processes include freezing and boiling, in which a
material changes form with no chemical reaction.
210
e. Students know how to determine whether a solution is acidic, basic, or
neutral.
Chemistry of Living Systems (Life Sciences) Return to Course Timeline
6. Principles of chemistry underlie the functioning of biological systems. As a basis

for understanding this concept:
a. Students know that carbon, because of its ability to combine in many ways
with itself and other elements, has a central role in the chemistry of living
organisms.
b. Students know that living organisms are made of molecules consisting
largely of carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur.
c. Students know that living organisms have many different kinds of
molecules, including small ones, such as water and salt, and very large
ones, such as carbohydrates, fats, proteins, and DNA.
Periodic Table Return to Course Timeline
7. The organization of the periodic table is based on the properties of the elements
and reflects the structure of atoms. As a basis for understanding this concept:
a. Students know how to identify regions corresponding to metals,
nonmetals, and inert gases.
b. Students know each element has a specific number of protons in the
nucleus (the atomic number) and each isotope of the element has a
different but specific number of neutrons in the nucleus.
c. Students know substances can be classified by their properties, including
their melting temperature, density, hardness, and thermal and electrical
conductivity.
211
Grade Eight
Investigation and Experimentation Return to Course Timeline
9. Scientific progress is made by asking meaningful questions and conducting

careful investigations. As a basis for understanding this concept and addressing
the content in the other three strands, students should develop their own questions
and perform investigations. Students will:
a. Plan and conduct a scientific investigation to test a hypothesis.
b. Evaluate the accuracy and reproducibility of data.
c. Distinguish between variable and controlled parameters in a test.
d. Recognize the slope of the linear graph as the constant in the relationship
y=kx and apply this principle in interpreting graphs constructed from data.
e. Construct appropriate graphs from data and develop quantitative
statements about the relationships between variables.
f. Apply simple mathematic relationships to determine a missing quantity in
a mathematic expression, given the two remaining terms (including speed
= distance/time, density = mass/volume, force = pressure × area, volume =
area × height).
g. Distinguish between linear and nonlinear relationships on a graph of data.
212

Hanford Joint Union High School District Curriculum Guide Course Cover Page I. Course Title

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Hanford Joint Union High School District Curriculum Guide Course Cover Page I. Course Title

Caricato da

Copyright:

Formati disponibili

Hanford Joint Union High School

DISTRICT CURRICULUM GUIDE

I. Course Title: Honors Chemistry- AOJ

As an honors course, students are expected to demonstrate superior ability, intellectual

First Semester Units “Big Idea” Summary Table

106 Matter Changes: Physical change & Melting curves 3 7a 7c 2d

III.B Timeline (continued)

Return to Course Timeline

Standards addressed in this unit:

CAHSEE English Standards: Quick View

CAHSEE Math Standards: Quick View

Library Resources: List available videos, software, etc. as appropriate

Projects and Activities: (by concept)