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Lesson Plan TemplateContent Attribute Description/Guiding Questions

Subject/Course ADV ChemistryTitle Measurements and Calculations (CH2)Standard/Eligible Content (Alignments) CHEM.A.1. Properties and Classification of Matter

CHEM.A.1.1. Identify and describe how observable and measurable properties can be used to classify and describe matter and energy.CHEM.A.1.1.3. Utilize significant figures to communicate the uncertainty in a quantitative observation.

CC.3.6.11-12.A.Write arguments focused on discipline-specific content.CC.3.6.11-12.B.Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.CC.3.6.11-12.C.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CC.3.6.11-12.E.Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.CC.3.6.11-12.F.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigationCC.3.6.11-12.G.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.CC.3.6.11-12.H.Draw evidence from informational texts to support analysis, reflection, and research.CC.3.6.11-12.I.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Vocabulary observation, p. 2 Galileo, p. 2 model, p. 5 theory, p. 6 law, p. 6 principle, p. 6 measurement, p. 6 uncertainty, p. 7 estimated uncertainty, p. 7

Lesson Plan Template percent uncertainty, p. 7 assumed uncertainty, p. 7 significant figures, p. 7 powers of ten, p. 8 scientific notation, p. 8 unit, p. 8 meter (m), p. 8 standard of length, p. 8 British units of length, p. 9 time, p. 9 second (s), p. 9 mass, p. 10 kilogram (kg), p. 10 unified atomic mass unit (u), p. 10 Systéme International, p. 10 International System (SI), p. 10 MKS system, p. 10 cgs system, p. 10 British engineering system, p. 11 SI prefixes, p. 11 order of magnitude, p. 12 order-of-magnitude estimation, p. 12 micrometer, p. 13 symmetry, p. 14 triangulation, p. 14 angstrom (Å), p. 17

Objectives 1. Describe the purpose of the scientific method.2. Distinguish between qualitative and quantitative observations.3. Describe the differences between hypotheses, theories, and models.

Essential Question(s) How can the properties of an object be described in a measurable and quantitative way?

Duration 5 daysMaterials As required to do labInstructional Procedures

Independent ActivityCritical Thinking Questions:

1. A student using a veneer caliper measures the dimensions of a cube and obtains the following data.

length 12.34 cm 12.32 cm 13.35 cmwidth 1.56 cm 1.55 cm 1.55 cm

2. What is the percent uncertainty in the calculation of the surface area of the cube?

3. The earth is 3.84x108 m from the moon. Determine the number of (a) microns and (b) angstroms in this distance? (c) What is this distance in A.U.?

4. A cube of aluminum is measured to be 2.00 cm on a side. Aluminum has a mass density of 2.70 g/cm3 and an atomic weight of 27. Calculate the number of aluminum atoms in this cube.

5. Expressed in years, how long will it take to count 1.00 billion dollars at the rate of 1 dollar per second?

Lesson Plan Template6. Estimate the number of Ping-Pong balls that can be placed in your

classroom without crushing the balls.

Pair ShareDiscuss answers from above.Whole Class, Mini LessonLabs IAW syllabusIndependent Activity, Small Group ActivityLab Notebook entryWhole Class Discussion, Reflection

pp. 16–18: Problems: 2, 3, 4, 5, 6, 9, 10, 11, 13, 16, 18, 20, 21, 24, 25, 26, 30, 32, 33, 35, 36, 38, 40, 44

Suggested Instructional Strategies

•Require that the students make a diagram(s) as part of ALL problem-solving procedures.•The working equation or a statement of the basic principle behind the problem solution should be the first step in problem solving.•Units should be included as an essential part of the working of the problem and the final answer.•Students should circle or box all final answers.•Emphasize the importance of neatness.•Students are often uncomfortable first using the SI. Give examples of the SI dimensions of familiar sized objects.•Students run into difficulty recognizing leading or trailing zeros in handling significant figures. Clearly articulated rules and persistence helps.

Formative Assessment 1.The number 342000 expressed in proper scientific form isa.3420x102b.342x103c.34.2x104d.3.42x105e.3.42x106

2. Which of the following is the greatest distance?a.1.00 kmb.1.00 mc.1.00 ind.1.00 yd.e.1.00 ft.

3. How many significant figures are in the number 342000?a.2b.3c.4d.5e.6

4. A rectangle measures 4.78 m by 6.7 m. What is the area of this rectangle expressed in the proper number of significant figures?a.32.026 m2b.32.02 m2c.32.03 m2

Lesson Plan Templated.32.0 m2e.32 m2

5.The distance 0.00000458 m expressed in proper scientific form isa.458x10–8 mb.45.8x10–5 mc.4.58x10–6 md.4.58x106 me.4.58x10–7 m

6.The number of meters contained in 1.00 mm isa.1.00x103 mb.1.00x10–3 mc.1.00x102 md.1.00x10–6 me.1.00x106 m

7. If 12 chads constitute a gram and if 6.2 million people in a state properly voted for a slate of 14 candidates, what order of magnitude, expressed in kilograms, of chads were generated?a.106b.104c.103d.102e.10

8. The average impulse delivered to a body is defined as the product of the force and the time interval over which the force acts. If a force of 120 N acts for0.21 s, the impulse should be expressed asa.25 Nsb.25.2 Nsc.2.52x101 Nsd.25.20 Nse.25.200 Ns

9. Which of the following best represents a value of time expressed to five significant figures?a.14.82x101 sb.9.0x105 sc.0.00308 sd.1.856x104 se.32.200 s

10. What is the order of magnitude of the number of cubic feet contained in a cubic kilometer?a.106b.108c.109d.1010e.1011answers: 1 (d), 2 (a), 3 (b), 4 (e), 5 (c), 6 (b), 7 (c), 8 (a), 9 (e), 10 (d)

Lesson Plan TemplateRelated Materials and Resources

•Chapter 1: Introduction — pp. 1–16•Student Study Guide — pp. 1-1–1-10•Instructor's Solution Manual — pp. 1–5•Test Items File — pp. 1–15

Content Attribute Description/Guiding Questions

Lesson Plan Template

Subject/Course ADV ChemistryTitle Atoms: The Building Blocks of Matter (CH3)Standard/Eligible Content (Alignments) CC.3.6.11-12.A.

Write arguments focused on discipline-specific content.CC.3.6.11-12.B.Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.CC.3.6.11-12.C.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CC.3.6.11-12.E.Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.CC.3.6.11-12.F.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigationCC.3.6.11-12.G.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.CC.3.6.11-12.H.Draw evidence from informational texts to support analysis, reflection, and research.CC.3.6.11-12.I.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Vocabulary law of conservation of mass law of definite proportions law of multiple proportions atom nuclear forces atomic number isotope mass number nuclide atomic mass unit average atomic mass mole Avogadro’s number molar mass

Lesson Plan TemplateObjectives Explain the law of conservation of mass, the law of definite

proportions, and the law of multiple proportions. Summarize the five essential points of Dalton’s atomic theory. Explain the relationship between Dalton’s atomic theory and the law of

conservation of mass, the law of definite proportions, and the law of multiple proportions.

Essential Question(s) What are atoms?Duration 5 daysMaterials As required to do labInstructional Procedures

Independent Activity1. Define each of the following:a. atomic number e. moleb. mass number f. Avogadro’s numberc. relative atomic mass g. molar massd. average atomic mass h. isotope2. Determine the number of protons, electrons, and neutrons in each of the following isotopes:a. sodium-23 c. 64 29Cub. calcium-40 d. 108 47Ag3. Write the nuclear symbol and hyphen notation for each of the following isotopes:a. mass number of 28 and atomic number of 14b. 26 protons and 30 neutrons

4. To two decimal places, what is the relative atomic mass and the molar mass of the element potassium, K?

5. Determine the mass in grams of the following:a. 2.00 mol Nb. 3.01 × 1023 atoms Cl

6. Determine the amount in moles of the following:a. 12.15 g Mgb. 1.50 × 1023 atoms F

Critical Thinking

7. ANALYZING DATA Beaker A contains 2.06 mol of copper, and Beaker B contains 222 grams of silver. Which beaker contains the larger mass? Which beaker has the larger number of atoms?Pair ShareDiscuss answers from above.

Whole Class, Mini LessonLabs IAW syllabus

Independent Activity, Small Group ActivityLab

Lesson Plan TemplateWhole Class Discussion, Reflection

Section 1: Chapter review 1 thru 7. Section 2: Chapter review 12, 13. Section 3: Chapter review 19 thru 25.


• The idea of atoms has been around since the time of the ancient Greeks. In the nineteenth century, John Dalton proposed a scientific theory of atoms that can still be used to explain properties of most chemicals today.• Matter and its mass cannot be created or destroyed in chemical reactions.• The mass ratios of the elements that make up a given compound are always the same, regardless of how much of the compound there is or how it was formed.• If two or more different compounds are composed of the same two elements, then the ratio of the masses of the second element combined with a certain mass of the first element can be expressed as a ratio of small whole numbers. Cathode-ray tubes supplied evidence of the existence of electrons, which are negatively charged subatomic particles that have relatively little mass.• Rutherford found evidence for the existence of the atomic nucleus by bombarding metal foil with a beam of positively charged particles.• Atomic nuclei are composed of protons, which have an electric charge of +1, and (in all but one case) neutrons, which have no electric charge.• Atomic nuclei have radii of about 0.001 pm (pm = picometers; 1 pm × 10−12 m), and atoms have radii of about 40–270 pm. The atomic number of an element is equal to the number of protons of an atom of that element.• The mass number is equal to the total number of protons and neutrons that make up the nucleus of an atom of that element.• The relative atomic mass unit (amu) is based on the carbon-12 atom and is a convenient unit for measuring the mass of atoms. It equals 1.660 540 × 10−24 g.• The average atomic mass of an element is found by calculating the weighted average of the atomic masses of the naturally occurring isotopes of the element.• Avogadro’s number is equal to approximately 6.022 1415 × 1023. A sample that contains a number of particles equal to Avogadro’s number contains a mole of those particles.

Formative Assessment 1. A chemical compound always has the same elements in the same proportions by mass regardless of the source of the compound. This is a statement ofA. the law of multiple proportions.B. the law of isotopes.C. the law of definite proportions.D. the law of conservation of mass.

Lesson Plan Template2. An important result of Rutherford’s experiments with gold foil was to establish thatA. atoms have mass.B. electrons have a negative charge.C. neutrons are uncharged particles.D. the atom is mostly empty space.

3. Which subatomic particle has a charge of +1?A. electronB. neutronC. protonD. meson

4. Which particle has the least mass?A. electronB. neutronC. protonD. All have the same mass.

5. Cathode rays are composed ofA. alpha particles.B. electrons.C. protons.D. neutrons.

6. The atomic number of an element is the same as the number ofA. protons.B. neutrons.C. protons + electrons.D. protons + neutrons.

7. How many neutrons are present in an atom of tin that has an atomic number of 50 and a mass number of 119?A. 50B. 69C. 119D. 169

8. What is the mass of 1.50 mol of sodium, Na?A. 0.652 gB. 0.478 gC. 11.0 gD. 34.5 g

9.How many moles of carbon are in a 28.0 g sample?A. 336 molB. 72.0 molC. 2.33 molD. 0.500 mol

SHORT ANSWER

Lesson Plan Template10.Which atom has more neutrons, potassium-40 or argon-40?11.What is the mass of 1.20 × 1023 atoms of phosphorus?

EXTENDED RESPONSE12.Cathode rays emitted by a piece of silver and a piece of copper illustrate identical properties. What is the significance of this observation?13.A student believed that she had discovered a new element and named it mythium. Analysis found it contained two isotopes. The composition of the isotopes was 19.9% of atomic mass 10.013 and 80.1% of atomic mass 11.009. What is the average atomic mass, and do you think mythium was a new element?

Related Materials and Resources

Graphing Calculator, Calculate Numbers of Protons, Electrons, and Neutrons, EXT Go to go.hrw.com for a graphing calculator exercise that asks you to calculate numbers of protons, electrons, and neutrons.

__ SciLinks Visit www.scilinks.org, maintained by the National Science Teachers Association, for information on Atomic Theory, Carbon, Subatomic Particles, and Isotopes.

__CNN Video, CNN Presents Science in the News: Chemistry Connections Segment 8, The Top Quark and 13, Atom Builders


Subject/Course ADV ChemistryTitle Arrangement of Electrons in Matter (CH4)Standard/Eligible Content (Alignments)

CHEM.A.1. Properties and Classification of MatterCHEM.A.1.1. Identify and describe how observable and measurable properties can be used to classify and describe matter and energy.CHEM.A.1.1.1. Classify physical or chemical changes within a system in terms of matter and/or energy.CHEM.A.1.1.2. Classify observations as qualitative and/or quantitative.CHEM.A.1.1.4. Relate the physical properties of matter to its atomic or molecular structure.CHEM.A.2. Atomic Structure and the Periodic TableCHEM.A.2.1. Explain how atomic theory serves as the basis for the study of matter.CHEM.A.2.1.1. Describe the evolution of atomic theory leading to the current model of the atom based on the works of Dalton, Thomson, Rutherford, and Bohr.CHEM.A.2.2. Describe the behavior of electrons in atoms.CHEM.A.2.2.1. Predict the ground state electronic configuration and/or orbital diagram for a given atom or ion.CHEM.A.2.2.3. Explain the relationship between the electron configuration and the atomic structure of a given atom or ion (e.g., energy levels and/or orbitals with electrons, distribution of electrons in orbitals, shapes of orbitals).CHEM.A.2.2.4. Relate the existence of quantized energy levels to atomic

Lesson Plan Templateemission spectra.CC.3.6.11-12.A.Write arguments focused on discipline-specific content.CC.3.6.11-12.B.Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.CC.3.6.11-12.C.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CC.3.6.11-12.E.Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.CC.3.6.11-12.F.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigationCC.3.6.11-12.G.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.CC.3.6.11-12.H.Draw evidence from informational texts to support analysis, reflection, and research.CC.3.6.11-12.I.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Vocabulary electromagnetic radiationelectromagnetic spectrumwavelengthfrequencyphotoelectric effectquantumphotonground stateexcited stateline-emission spectrumcontinuous spectrumHeisenberg uncertainty principlequantum theoryorbitalquantum numberprincipal quantum numberangular momentum quantum numbermagnetic quantum numberspin quantum number

Lesson Plan Templateelectron configurationAufbau principlePauli exclusion principleHund’s rulenoble gasnoble-gas configuration

Objectives Explain the mathematical relationship among the speed, wavelength, and frequency of electromagnetic radiation.

Discuss the dual wave-particle nature of light. Discuss the significance of the photoelectric effect and the line-emission

spectrum of hydrogen to the development of the atomic model. Describe the Bohr model of the hydrogen atom. Discuss Louis de Broglie’s role in the development of the quantum model

of the atom. Compare and contrast the Bohr model and the quantum model of the

atom. Explain how the Heisenberg uncertainty principle and the Schrödinger

wave equation led to the idea of atomic orbitals. List the four quantum numbers, and describe their significance. Relate the number of sublevels corresponding to each of an atom’s main

energy levels, the number of orbitals per sublevel, and the number of orbitals per main energy level.

List the total number of electrons needed to fully occupy each main energy level.

State the Aufbau principle, the Pauli exclusion principle, and Hund’s rule. Describe the electron configurations for the atoms of any element using

orbital notation, electron-configuration notation, and when appropriate, noble-gas notation.

Essential Question(s) How does the arrangement of electrons effect the elements properties.Duration 6 daysMaterials As required to do labInstructional Procedures

Independent Activity1.a. What is an atom’s electron configuration?b. What three principles guide the electron configuration of an atom?2. What three methods are used to represent the arrangement of electrons in atoms?3. What is an octet of electrons? Which elements contain an octet of electrons?4. Write the complete electron-configuration notation, the noble-gas notation, and the orbital notation for the following elements:a. carbon b. neon c. sulfur5. Identify the elements having the following electron configurations:a. 1s 22s 22p63s 23p3b. [Ar]4s 1c. contains four electrons in its third and outer main energy leveld. contains one set of paired and three unpaired electrons in its fourth and outer main energy levelCritical Thinking6. RELATING IDEAS Write the electron configuration for the third-period

Lesson Plan Templateelements Al, Si, P, S, and Cl. Is there a relationship between the group number of each element and the number of electrons in the outermost energy level?Pair ShareDiscuss answers from above.


Independent Activity, Small Group ActivityLab Notebook entryWhole Class Discussion, Reflection Section 1: Chapter review 1 thru 14. Section 2: Chapter review 15 thru 22. Section 3: Chapter review 26 thru 38.


In the early twentieth century, light was determined to have a dual wave-particle nature.Quantum theory was developed to explain observations such as the photoelectric effect and the line-emission spectrum of hydrogen.Quantum theory states that electrons can exist only at specific atomic energy levels.When an electron moves from one main energy level to a main energy level of lower energy, a photon is emitted. The photon’s energy equals the energy difference between the two levels.An electron in an atom can move from one main energy level to a higher main energy level only by absorbing an amount of energy exactly equal to the difference between the two levels.In the early twentieth century, electrons were determined to have a dual wave-particle nature.The Heisenberg uncertainty principle states that it is impossibleto determine simultaneously the position and velocity ofan electron or any other particle.Quantization of electron energies is a natural outcome of theSchrödinger wave equation, which describes the properties of an atom’s electrons.An orbital, a three-dimensional region around the nucleus, shows the region in space where an electron is most likely to be found.The four quantum numbers that describe the properties of electrons in atomic orbitals are the principal quantum number, the angular momentum quantum number, the magnetic quantum number, and the spin quantum number.The ground-state electron configuration of an atom can be written by using the Aufbau principle, Hund’s rule, and the Pauli exclusion principle.Electron configurations can be depicted by using different types of notation. In this book, three types of notation are used: orbital notation, electron-configuration notation, and noble-gas notation.Electron configurations of some atoms, such as chromium, deviate from the predictions of the Aufbau principle, but the ground-state configuration that results is the configuration with

Lesson Plan Templatethe minimum possible energy.

Formative Assessment 1. Which of the following relationships is true?A. Higher-energy light has a higher frequency than lower-energy light does.B. Higher-energy light has a longer wavelength than lower-energy light does.C. Higher-energy light travels at a faster speed than lower-energy light does.D. Higher-frequency light travels at a slower speed than lower-energy light does.2.The energy of a photon is greatest forA. visible light.B. ultraviolet light.C. infrared light.D. X-ray radiation.3. What is the wavelength of radio waves that have a frequency of 88.5 MHz?A. 3.4 m C. 0.30 mB. 8.9 nm D. 300 nm5. Which of the following quantum numbers is often designated by the letters s, p, d, and f instead of by numbers?A. n C. mB. l D. s6. Which quantum number is related to the shape of an orbital?A. n C. mB. l D. s7. What is the maximum number of unpaired electrons that can be placed in a 3p sublevel?A. 1 C. 3B. 2 D. 48. What is the maximum number of electrons that can occupy a 3s orbital?A. 1 C. 6B. 2 D. 109. Which element has the noble-gas notation [Kr]5s24d2?A. Se C. ZrB. Sr D.Mo

SHORT ANSWER10. When a calcium salt is heated in a flame, a photon of light with an energy of 3.2 × 10−19 J is emitted. On the basis of this fact and the table below, what color would be expected for the calcium flame?11. The electron configuration of sulfur is 1s22s22p63s23p4. Write the orbital notation for sulfur.EXTENDED RESPONSE12. Explain the reason for the hydrogen line emission spectrum.13. When blue light shines on potassium metal in a photocell, electrons are emitted. But when yellow light shines on the metal, no current is observed. Explain.


Graphing Calculator, Calculating Quantum Number Relationships, EXT Go to go.hrw.com for a graphing calculator exercise that asks you to calculate quantum number relationships.SciLinks Visit www.scilinks.org, maintained by the National Science Teachers Association, for information on Electromagnetic Spectrum, Photoelectric Effect, and William Ramsay.CNN Video, CNN Presents Science in the News: Chemistry Connections Segment 9, Atom Las



Subject/Course ADV ChemistryTitle The Periodic Law (CH5)Standard/Eligible Content (Alignments)

CHEM.A.2. Atomic Structure and the Periodic TableCHEM.A.2.3. Explain how periodic trends in the properties of atoms allow for the prediction of physical and chemical properties.CHEM.A.2.3.1. Explain how the periodicity of chemical properties led to the arrangement of elements on the periodic table.CHEM.A.2.3.2. Compare and/or predict the properties (e.g., electron affinity, ionization energy, chemical reactivity, electronegativity, atomic radius) of selected elements by using their locations on the periodic table and known trends.


Vocabulary periodic lawperiodic tablelanthanideactinidealkali metalsalkaline-earth metalstransition elements

Lesson Plan Templatemain-group elementshalogensatomic radiusionionizationionization energyelectron affinitycationanionvalence electronselectronegativity

Objectives •Determine experimentally the relationship between force, mass, and acceleration.•Interpret and analyze a Force vs. Acceleration experimental graph.•Design and conduct experiments that would show the variations in acceleration caused by a change in applied force on a given mass.•Design and conduct experiments that would show the variations in acceleration caused by a change in the mass that is being accelerated.•Determine the relationship between the inertial mass of a body and its gravitational mass.

Essential Question(s) How are elements arranged on the periodic table?Duration 6 daysMaterials As required to do labInstructional Procedures

Independent ActivityState the general period and group trends among main-group elements with respect to each of the following properties:a. atomic radii d. ionic radiib. first ionization energy e. electronegativityc. electron affinity2. a. In general, how do the periodic properties of the d-block elements compare with those of the main-group elements?b. Explain the comparisons made in (a).3. For each main-group element, what is the relationship between its group number and the number of valence electrons that the group members have?Critical Thinking4. RELATING IDEAS Graph the general trends (left to right and top to bottom) in the second ionization energy (IE2) of an element as a function of its atomic number, over the range Z = 1–20. Label the minima and maxima on the graph with the appropriate element symbol.Pair ShareDiscuss answers from above.


Independent Activity, Small Group ActivityLab Notebook entryWhole Class Discussion, Reflection

Section 1: Chapter review 1 thru 3.

Lesson Plan Template Section 2: Chapter review 4 thru 16. Section 3: Chapter review 22 thru 31.


The periodic law states that the physical and chemical properties of the elements are periodic functions of their atomic numbers.• The periodic table is an arrangement of the elements in order of their atomic numbers so that elements with similar properties fall in the same column.• The columns in the periodic table are referred to as groups. The rows in the periodic table are called periods.• Many chemical properties of the elements can be explained by the configurations of the elements’ outermost electrons.• The noble gases exhibit unique chemical stability because theirhighest occupied levels have an octet of electrons, ns2np6 (withthe exception of helium, whose stability arises from its highest occupied level being completely filled with two electrons, 1s2).• Based on the electron configurations of the elements, the periodictable can be divided into four blocks: the s block, the p block, the d block, and the f block.The groups and periods of the periodic table display general trends in the following properties of the elements: electron affinity, electronegativity, ionization energy, atomic radius, and ionic radius.• The electrons in an atom that are available to be lost, gained,or shared in the formation of chemical compounds are referred to as valence electrons.• In determining the electron configuration of an ion, the order in which electrons are removed from the atom is the reverse of the order given by the atom’s electron-configuration notation.

Formative Assessment 1.In the modern periodic table, elements are arranged according toA. decreasing atomic mass.B. Mendeleev’s original model.C. increasing atomic number.D. when they were discovered.2.Group 17 elements, the halogens, are the most reactive of the nonmetal elements because theyA. require only one electron to fill their outer energy level.B. have the highest ionization energies.C. have the largest atomic radii.D. are the farthest to the right in the periodic table.3.The periodic law states thatA. the chemical properties of elements can be grouped according to periodicity.B. the properties of the elements are functions of atomic mass.C. all elements in the same group have the same number of valence electrons.D. all elements with the same number of occupied energy levels must be in the same group.4.As you move left to right across Period 3 from Mg to Cl, the energy needed to remove an electron from an atomA. generally increases.B. generally decreases.

Lesson Plan TemplateC. does not change.D. varies unpredictably.5.Which of the following elements has the highest electronegativity?A. oxygenB. hydrogenC. fluorineD. carbon6.The noble gases haveA. high ionization energies.B. high electron affinities.C. large atomic radii.D. a tendency to form both cations and anions.7.Which electron configuration is not correct?A.O2− [He]2s22p6B. Mg2+ [He]2s22p6C. V3+ [Ar]3d2D. Al3+ [Ar]2s22p68.Which two elements are more likely to have the same charge on their ions?A. Se and AsB. Sn and SiC. Ca and RbD. I and Xe9.Using only the periodic table, choose the list that ranks the elements Sr,Te, Kr, Ru, and Cs in order of increasing ionization energy.A. Sr < Te < Ru < Cs < KrB. Te < Ru < Sr < Cs < KrC. Cs < Sr < Ru < Te < KrD. Kr < Cs < Sr < Ru < TeSHORT ANSWER10.The second ionization energies for the elements S–Ti are listed in a scrambled order below. Assign the correct IE2 value to each element. (Hint: S has IE2 = 2251 kJ/mol, and Ti has IE2 = 1310 kJ/mol.) Explain your reasoning. IE2 values (kJ/mol): 2666, 2297, 3051, 1235, 2251, 1310, and 114511.What group most commonly forms 2− ions? Explain your reasoning.EXTENDED RESPONSE12.An ordered list of atomic radii for 14 consecutive elements is shown below. Without using


Lesson Plan TemplateContent Attribute Description/Guiding Questions

Subject/Course ADV ChemistryTitle Chemical Bonding (CH6)Standard/Eligible Content (Alignments) B. The Mole Concept and Chemical Interactions

CHEM.B.1. The Mole and Chemical BondingCHEM.B.1.2. Apply the mole concept to the composition of matter.CHEM.B.1.2.2. Apply the law of definite proportions to the classification of elements and compounds as pure substances.CHEM.B.1.2.3. Relate the percent composition and mass of each element present in a compound.CHEM.B.1.3. Explain how atoms form chemical bonds.CHEM.B.1.3.1. Explain how atoms combine to form compounds through ionic and covalent bonding.CHEM.B.1.3.2. Classify a bond as being polar covalent, non-polar covalent, or ionic.CHEM.B.1.3.3. Use illustrations to predict the polarity of a molecule.CHEM.B.1.4. Explain how models can be used to represent bonding.CHEM.B.1.4.1. Recognize and describe different types of models that can be used to illustrate the bonds that hold atoms together in a compound (e.g., computer models, ball-and-stick models, graphical models, solid-sphere models, structural formulas, skeletal formulas, Lewis dot structures).CHEM.B.1.4.2. Utilize Lewis dot structures to predict the structure and bonding in simple compounds.

CC.3.6.11-12.A.Write arguments focused on discipline-specific content.CC.3.6.11-12.B.Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.CC.3.6.11-12.C.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CC.3.6.11-12.E.Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.CC.3.6.11-12.F.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigationCC.3.6.11-12.G.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.CC.3.6.11-12.H.Draw evidence from informational texts to support analysis, reflection, and

Lesson Plan Templateresearch.CC.3.6.11-12.I.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Vocabulary chemical bondionic bondingcovalent bondingnonpolar-covalent bondpolarpolar-covalent bondmoleculemolecular compoundchemical formulamolecular formulabond energyelectron-dot notationLewis structurestructural formulasingle bondmultiple bondresonanceionic compoundformula unitlattice energypolyatomic ionVSEPR theoryhybridizationhybrid orbitalsdipolehydrogen bondingLondon dispersion forcesmetallic bondingmalleabilityductility

Objectives Define chemical bond.Explain why most atoms form chemical bonds.Describe ionic and covalent bonding.Explain why most chemical bonding is neither purely ionic nor purely covalent.Classify bonding type according to electronegativity differences.Define molecule and molecular formula.Explain the relationships among potential energy, distance between approachingatoms, bond length, and bond energy.State the octet rule.List the six basic steps used in writing Lewis structures.Explain how to determine Lewis structures for molecules containing single bonds, multiple bonds, or both.Explain why scientists use resonance structures to represent some molecules.Compare and contrast a chemical formula for a molecular compound with one for an ionic compound.Discuss the arrangements of ions in crystals.

Lesson Plan TemplateDefine lattice energy and explain its significance.List and compare the distinctive properties of ionic and molecular compounds.Write the Lewis structure for a polyatomic ion given the identity of the atoms combinedand other appropriate information.

Essential Question(s) How can rotational motion be described in a measurable and quantitative way?Duration 6 daysMaterials As required to do labInstructional Procedures

1. Determine the fractional difference in your apparent weight if you are riding in a car on a Ferris wheel that has a radius of 5 m and is rotating at 10 rpm. What is the period of rotation if your apparent weight at the top of the Ferris wheel is zero?

2. Determine the net gravitational force on the moon due to the sun and earth during a solar eclipse. What is the net gravitational force on the earth due to the sun and the moon?

3. Calculate the mass of the sun from approximating the period of revolution of the earth as 365 days. Use a circular orbit of 1.5x108 km.

4. Planet Kyle I has half the radius and half the mass of the earth. Show that the acceleration due to gravity on the surface of Kyle I is 2g.

5. Centripetal force acts on all bodies undergoing circular motion. Is work being done on a body by centripetal force? Explain.

6. Calculate the acceleration due to gravity on the surface of Mars.7. Three spheres of mass 10 kg are located at the vertices of an

equilateral triangle 0.5 m on a side. What is the gravitational force on any one mass due to the other two?

Pair ShareDiscuss answers from above.



pp. 139–144: Problems: 25, 26, 29, 35, 36, 39, 40, 41, 42, 44, 45, 46, 47, 50, 54, 56, 60, 61, 63, 65, 66, 69, 70, 71, 72


Most atoms are chemically bonded to other atoms. The three major types of chemical bonding are ionic, covalent, and metallic.• In general, atoms of metals bond ionically with atoms of nonmetals, atoms of metals bond metallically with each other, and atoms of nonmetals bond covalently with each other.• Atoms in molecules are joined by covalent bonds. In a covalent bond, two atoms share one or more pairs of electrons.• The octet rule states that many chemical compounds tend to form bonds so that each atom shares or has eight electrons in its highest occupied energy level.• Bonding within many molecules and ions can be indicated by a Lewis structure. Molecules or ions that cannot be correctly represented by a single Lewis structure are represented by resonance structures.

Lesson Plan Template• An ionic compound is a three-dimensional network of positive and negative ions mutually attracted to one another.• Ionic compounds tend to be harder and more brittle and to have higher boiling points than materials containing only covalently bonded atoms.• The “electron sea” formed in metallic bonding gives metals their properties of high electrical and thermal conductivity, malleability,ductility, and luster.• VSEPR theory is used to predict the shapes of molecules based on the fact that electron pairs strongly repel each other.• Hybridization theory is used to predict the shapes of molecules based on the fact that orbitals within an atom can mix to form orbitals of equal energy.• Intermolecular forces include dipole-dipole forces and London dispersion forces. Hydrogen bonding is a special case of dipole-dipole forces.

Formative Assessment 1.A chemical bond results from the mutual attraction of the nuclei forA. electrons.B. neutrons.C. protons.D. dipoles.

2.A polar covalent bond is likely to form between two atoms thatA. are similar in electronegativity.B. are of similar size.C. differ in electronegativity.D. have the same number of electrons.

3.The Lewis structure of HCN containsA. one double bond and one single bond.B. one triple bond and one single bond.C. two single bonds.D. two double bonds.

4.According to VSEPR theory, the molecular geometry for CH3 isA. tetrahedral.B. trigonal-pyramidal.C. bent or angular.D. None of the above

5.Which molecule contains a double bond?A. COCl2B. C2H6C. CF4D. SF2

6.Which molecule is polar?A. CCl4B. CO2C. SO3D. none of these

7.What is the hybridization of the carbon atoms in C2H2?A. spB. sp2C. sp3D. The carbon atoms do not hybridize in C2H2.

8.Which of the following compounds is predicted to have the highest boiling point?A. HClB. CH3COOH (Note:The two oxygen atoms bond to the carbon.)C. Cl2

Lesson Plan TemplateD. SO2

9.An unknown substance is an excellent electrical conductor in the solid state and is malleable. What type of chemical bonding does this substance exhibit?A. ionic bondingB. molecular bondingC. metallic bondingD. cannot determine from the information givenSHORT ANSWER10.What does the hybridization model help explain?11.Explain why ionic crystals are brittle.EXTENDED RESPONSE12.Naphthalene, C10H8, is a nonpolar molecule and has a boiling point of 218°C. Acetic acid,CH3CO2H, is a polar molecule and has a boiling point of 118°C.Which substance has thestronger intermolecular forces? Briefly explain your answer.13.Describe and explain the potential energy changes that occur during the formation of a covalent bond.



Subject/Course ADV ChemistryTitle Chemical formula and chemical compounds (CH7)Standard/Eligible Content (Alignments)

A. Structure and Properties of MatterCHEM.A.1. Properties and Classification of MatterCHEM.A.1.1. Identify and describe how observable and measurable properties can be used to classify and describe matter and energy.CHEM.A.1.1.5. Apply a systematic set of rules (IUPAC) for naming compounds and writing chemical formulas (e.g., binary covalent, binary ionic, ionic compounds containing polyatomic ions).B. The Mole Concept and Chemical InteractionsCHEM.B.1. The Mole and Chemical BondingCHEM.B.1.3. Explain how atoms form chemical bonds.CHEM.B.1.3.1. Explain how atoms combine to form compounds through ionic and covalent bonding.CHEM.B.1.3.2. Classify a bond as being polar covalent, non-polar covalent, or ionic.CHEM.B.1.3.3. Use illustrations to predict the polarity of a molecule.CHEM.B.1.4. Explain how models can be used to represent bonding.CHEM.B.1.4.1. Recognize and describe different types of models that can be used to illustrate the bonds that hold atoms together in a compound (e.g., computer models, ball-and-stick models, graphical models, solid-sphere models, structural formulas, skeletal formulas, Lewis dot structures).CHEM.B.1.4.2. Utilize Lewis dot structures to predict the structure and bonding in simple compounds.

CC.3.6.11-12.A.Write arguments focused on discipline-specific content.CC.3.6.11-12.B.Write informative/explanatory texts, including the narration of historical events,

Lesson Plan Templatescientific procedures/experiments, or technical processes.CC.3.6.11-12.C.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CC.3.6.11-12.E.Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.CC.3.6.11-12.F.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigationCC.3.6.11-12.G.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.CC.3.6.11-12.H.Draw evidence from informational texts to support analysis, reflection, and research.CC.3.6.11-12.I.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Vocabulary monatomic ionbinary compoundnomenclatureoxyanionsaltoxidation numberoxidation stateformula masspercentage compositionempirical formula

Objectives Explain the significance of a chemical formula.Determine the formula of an ionic compound formed between two given ions.Name an ionic compound given its formula.Using prefixes, name a binary molecular compound from its formula.Write the formula of a binary molecular compound given its name.List the rules for assigning oxidation numbers.Give the oxidation number for each element in the formula of a chemical compound.Name binary molecular compounds using oxidation numbers and the Stock system.Calculate the formula mass or molar mass of any given compound.Use molar mass to convert between mass in grams and amount in moles of a chemical compound.Calculate the number of molecules, formula units, or ions in a given molar amount of a chemical compound.Calculate the percentage composition of a given chemical compound.Define empirical formula, and explain how the term applies to ionic and molecular

Lesson Plan Templatecompounds.Determine an empirical formula from either a percentage or a mass composition.Explain the relationship between the empirical formula and the molecular formula of a given compound.Determine a molecular formula from an empirical formula.

Essential Question(s) How are chemical formula related to the study of chemistry?Duration 8 daysMaterials As required to do labInstructional Procedures

Analyzing Information Sulfur trioxide is produced in the atmosphere through a reaction of sulfur dioxide and oxygen. Sulfur dioxide is a primary air pollutant. Analyze the formula for sulfur trioxide. Then, list all of the chemical information from the analysis that you can.52. Analyzing Data In the laboratory, a sample of pure nickel was placed in a clean, dry, weighed crucible. The crucible was heated so that the nickel would react with the oxygen in the air. After the reaction appeared complete, the crucible was allowed to cool and the mass was determined. The crucible was reheated and allowed to cool. Its mass was then determined again to be certain that the reaction was complete.

The following data were collected:Mass of crucible 30.02 gMass of nickel and crucible 31.07 gMass of nickel oxide and crucible 31.36 gDetermine the following information based onthe data given above:Mass of nickel =Mass of nickel oxide =Mass of oxygen =Based on your calculations, what is the empirical formula for the nickel oxide?Pair ShareDiscuss answers from above.



Section 1: Chapter review 1 thru 14. Section 2: Chapter review 19 thru 22. Section 3: Chapter review 28 thru 33. Section 4: Chapter review 36 thru 39


• A positive monatomic ion is identified simply by the name of the appropriate element. A negative monatomic ion is named by dropping parts of the ending of the element’s name and adding -ide to the root.• The charge of each ion in an ionic compound may be used to determine the simplest

Lesson Plan Templatechemical formula for the compound.• Binary compounds are composed of two elements.• Binary ionic compounds are named by combining the names of the positive and negative ions.• The old system of naming binary molecular compounds uses prefixes. The new system, known as the Stock system, uses oxidation numbers. Oxidation numbers are useful in naming compounds, in writing formulas, and in balancing chemical equations.• Compounds containing elements that have more than one oxidation state are named by using the Stock system.• Stock-system names and prefix-system names are used interchangeably for many molecular compounds.• Oxidation numbers of each element in a compound may be used to determine the compound’s simplest chemical formula.• By knowing oxidation numbers, we can name compounds without knowing whether they are ionic or molecular.Formula mass, molar mass, and percentage composition can be calculated from the chemical formula for a compound.• The percentage composition of a compound is the percentage by mass of each element in the compound.• Molar mass is used as a conversion factor between amount in moles and mass in grams of a given compound or element.An empirical formula shows the simplest whole-number ratio of atoms in a given compound.• Empirical formulas indicate how many atoms of each element are combined in the simplest unit of a chemical compound.• A molecular formula can be found from the empirical formula if the molar mass is measured.

Formative Assessment 1.Which of the following compounds does not contain a polyatomic ion?A. sodium carbonateB. sodium sulfateC. sodium sulfiteD. sodium sulfide2.The correct formula for ammonium phosphate isA. (NH4)3PO4.B. (NH4)2PO4.C. NH4PO4.D.NH4(PO4)2.3.When writing the formula for a compound that contains a polyatomic ion,A. write the anion’s formula first.B. use superscripts to show the number of polyatomicions present.C. use parentheses if the number of polyatomicions is greater than 1.D. always place the polyatomic ion inparentheses.4.The correct name for NH4CH3COO isA. ammonium carbonate.B. ammonium hydroxide.C. ammonium acetate.D. ammonium nitrate.5.Which of the following is the correct formula for iron(III) sulfate?

Lesson Plan TemplateA. Fe3SO4B. Fe3(SO4)2C. Fe2(SO4)3D. 3FeSO46.The molecular formula for acetylene is C2H2. The molecular formula for benzene is C6H6. The empirical formula for both isA. CH.B. C2H2.C. C6H6.D. (CH)2.7.Which of the following shows the percentage composition of H2SO4?A. 2.5% H, 39.1% S, 58.5% OB. 2.1% H, 32.7% S, 65.2% OC. 28.6% H, 14.3% S, 57.1% OD. 33.3% H, 16.7% S, 50% O8.Which of the following compounds has the highest percentage of oxygen?A. CH4OB. CO2C. H2OD. Na2CO39.The empirical formula for a compound that is 1.2% H, 42.0% Cl, and 56.8% O isA. HClO.B. HClO2.C. HClO3.D. HClO4.SHORT ANSWER10.When a new substance is synthesized or is discovered experimentally, the substance is analyzed quantitatively. What information is obtained from this typical analysis, and how is this information used?11.An oxide of selenium is 28.8% O. Find the empirical formula. Assuming that the empirical formula is also the molecular formula, name the oxide.EXTENDED RESPONSE12.What is an empirical formula, and how does it differ from a molecular formula?13.What are Stock system names based on?



Subject/Course ADV ChemistryTitle Chemical equations and reactions (CH8)

Lesson Plan TemplateStandard/Eligible Content (Alignments)

A. Structure and Properties of MatterCHEM.A.1. Properties and Classification of MatterCHEM.A.1.1. Identify and describe how observable and measurable properties can be used to classify and describe matter and energy.CHEM.A.1.1.1. Classify physical or chemical changes within a system in terms of matter and/or energy.CHEM.A.1.1.3. Utilize significant figures to communicate the uncertainty in a quantitative observation.CHEM.A.1.1.5. Apply a systematic set of rules (IUPAC) for naming compounds and writing chemical formulas (e.g., binary covalent, binary ionic, ionic compounds containing polyatomic ions).B. The Mole Concept and Chemical InteractionsCHEM.B.1. The Mole and Chemical BondingCHEM.B.1.2. Apply the mole concept to the composition of matter.CHEM.B.1.2.1. Determine the empirical and molecular formulas of compounds.CHEM.B.1.2.2. Apply the law of definite proportions to the classification of elements and compounds as pure substances.CHEM.B.1.2.3. Relate the percent composition and mass of each element present in a compound.CHEM.B.2. Chemical Relationships and ReactionsCHEM.B.2.1. Predict what happens during a chemical reaction.CHEM.B.2.1.1. Describe the roles of limiting and excess reactants in chemical reactions.CHEM.B.2.1.2. Use stoichiometric relationships to calculate the amounts of reactants and products involved in a chemical reaction.CHEM.B.2.1.3. Classify reactions as synthesis, decomposition, single replacement, double replacement, or combustion.CHEM.B.2.1.4. Predict products of simple chemical reactions (e.g., synthesis, decomposition, single replacement, double replacement, combustion).CHEM.B.2.1.5. Balance chemical equations by applying the Law of Conservation of Matter.

CC.3.6.11-12.A.Write arguments focused on discipline-specific content.CC.3.6.11-12.B.Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.CC.3.6.11-12.C.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CC.3.6.11-12.E.Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.CC.3.6.11-12.F.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigationCC.3.6.11-12.G.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and

Lesson Plan Templateoverreliance on any one source and following a standard format for citation.CC.3.6.11-12.H.Draw evidence from informational texts to support analysis, reflection, and research.CC.3.6.11-12.I.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Vocabulary chemical equationprecipitatecoefficientword equationformula equationreversible reactionsynthesis reactiondecomposition reactionelectrolysissingle-displacement reactiondouble-displacement reactioncombustion reaction

Objectives. List three observations that suggest that a chemical reaction has taken place.List three requirements for a correctly written chemical equation.Write a word equation and a formula equation for a given chemical reaction.Balance a formula equation by inspection.Define and give general equations for synthesis, decomposition, single-displacement, and double-displacement reactions.Classify a reaction as a synthesis, decomposition, single-displacement, double-displacement, or combustion reaction.List three kinds of synthesis reactions and six kinds of decomposition reactions.List four kinds of single-displacement reactions and three kinds of double-displacement reactions.Predict the products of simple reactions given the reactants.Explain the significance of an activity series.Use an activity series to predict whether a given reaction will occur and what the products will be.

Essential Question(s) What are chemical reactions?Duration 6 daysMaterials As required to do labInstructional Procedures

Critical Thinking Questions:How is the activity series useful in predicting chemical behavior?2. Based on the activity series, predict whether each of the following possible reactions will occur:a. Ni(s) + H2O(l ) → ______b. Br2(l ) + KI(aq)→ ______c. Au(s) + HCl(aq) → ______d. Cd(s) + HCl(aq)→ ______e. Mg(s) + Co(NO3)2(aq) → ______

Lesson Plan Template3. For each of the reactions in item 2 that will occur, write the products and balance the equation.Critical Thinking4. PREDICTING OUTCOMES A mixture contains cobalt metal, copper metal, and tin metal. This mixture is mixed with nickel nitrate. Which metals, if any, will react? Write the chemical equation for any reaction.Pair ShareDiscuss answers from above.


Independent Activity, Small Group ActivityLab Notebook entryWhole Class Discussion, ReflectionChapter homework: Section 1: Chapter review 1 thru 10. Section 2: Chapter review 18 thru 21. Section 3: Chapter review 31 thru 33.


Four observations that suggest a chemical reaction is taking place are the evolution of energy as heat and light, the production of gas, a change in color, and the formation of a precipitate.• A balanced chemical equation represents, with symbols and formulas, the identities and relative amounts of reactants and products in a chemical reaction.• Synthesis reactions are represented by the general equation A + X→AX.• Decomposition reactions are represented by the general equation AX→A + X.• Single-displacement reactions are represented by the general equations A + BX→AX + B and Y + BX → BY + X.• Double-displacement reactions are represented by the general equationAX + BY→AY + BX.• In a combustion reaction, a substance combines with oxygen, releasing energy in the form of heat and light.• Activity series list the elements in order of their chemical reactivity and are useful in predicting whether a chemical reaction will occur.• Chemists determine activity series through experiments.

Formative Assessment MULTIPLE CHOICE1.According to the law of conservation of mass, the total mass of the reacting substances isA. always more than the total mass of the products.B. always less than the total mass of the products.C. sometimes more and sometimes less than the total mass of the products.D. always equal to the total mass of the products.

2.To balance a chemical equation, you may adjust theA. coefficients.B. subscripts.C. formulas of the products.D. either the coefficients or the subscripts.

3.Which is the correct chemical equation for the following formula equation: (NH4)2S → NH3 + H2S?A. 2(NH4)2S → 2NH3 + H2S2

Lesson Plan TemplateB. 2(NH4)2S → 2NH3 + H2SC. (NH4)2S → 2NH3 + H2SD. None of the above

4.Select the missing reactant(s) for the double-displacement reaction that produces PF5 and AsCl3.A. PCl5 and AsF3B. PCl3 and AsF5C. PCl3 and AsF3D. None of the above

5.Select the missing reactant for the following combustion reaction: 2______ + 15O2 → 14CO2 + 6H2O.A. C14H12B. C14H12O4C. C7H6D. C7H6O2

6.A mixture consists of Ag, Pb, and Fe metals. Which of these metals will react with ZnCl2?A. Ag(s)B. Pb(s)C. Fe(s)D. None of these metals

7.Which of the following statements is true about the reaction 2F2 + 2H2O → 4HF + O2?A. Two grams of O2 are produced when 2 g F2 reacts with 2 g H2O.B. Two moles of HF are produced when 1 mol F2 reacts with 1 mol H2O.C. For every 2 mol O2 produced, 6 mol HF are produced.D. For every 1 mol H2O that reacts, 2 mol O2 are produced.SHORT ANSWER8.Determine the products and write a balanced equation for the reaction of solid magnesium and water.9.A precipitation of iron(III) hydroxide is produced by reacting an aqueous solution of iron(III) chloride with an aqueous solution of sodium hydroxide.Write a balanced chemical equation.EXTENDED RESPONSE11.Calcium hypochlorite, Ca(OCl)2, is a bleaching agent produced from sodium hydroxide, calcium hydroxide, and chlorine. Sodium chloride and water are also produced in the reaction. Write the balanced chemical equation. If 2 mol NaOHreact, how many moles of calcium hypochlorite can be produced?



Subject/Course ADV ChemistryTitle Stoichiometry (CH9)

Lesson Plan TemplateStandard/Eligible Content (Alignments)

A. Structure and Properties of MatterCHEM.A.1. Properties and Classification of MatterCHEM.A.1.1. Identify and describe how observable and measurable properties can be used to classify and describe matter and energy.CHEM.A.1.1.5. Apply a systematic set of rules (IUPAC) for naming compounds and writing chemical formulas (e.g., binary covalent, binary ionic, ionic compounds containing polyatomic ions).B. The Mole Concept and Chemical InteractionsCHEM.B.1. The Mole and Chemical BondingCHEM.B.1.2. Apply the mole concept to the composition of matter.CHEM.B.1.2.1. Determine the empirical and molecular formulas of compounds.CHEM.B.1.2.2. Apply the law of definite proportions to the classification of elements and compounds as pure substances.CHEM.B.1.2.3. Relate the percent composition and mass of each element present in a compound.CHEM.B.2. Chemical Relationships and ReactionsCHEM.B.2.1. Predict what happens during a chemical reaction.CHEM.B.2.1.1. Describe the roles of limiting and excess reactants in chemical reactions.CHEM.B.2.1.2. Use stoichiometric relationships to calculate the amounts of reactants and products involved in a chemical reaction.CHEM.B.2.1.3. Classify reactions as synthesis, decomposition, single replacement, double replacement, or combustion.CHEM.B.2.1.4. Predict products of simple chemical reactions (e.g., synthesis, decomposition, single replacement, double replacement, combustion).CHEM.B.2.1.5. Balance chemical equations by applying the Law of Conservation of Matter.

CC.3.6.11-12.A.Write arguments focused on discipline-specific content.CC.3.6.11-12.B.Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.CC.3.6.11-12.C.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CC.3.6.11-12.E.Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.CC.3.6.11-12.F.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigationCC.3.6.11-12.G.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.CC.3.6.11-12.H.Draw evidence from informational texts to support analysis, reflection, and

Lesson Plan Templateresearch.CC.3.6.11-12.I.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Vocabulary composition stoichiometryreaction stoichiometrymole ratiolimiting reactantexcess reactanttheoretical yieldactual yieldpercentage yield

Objectives Define stoichiometry.Describe the importance of the mole ratio in stoichiometric calculations.Write a mole ratio relating two substances in a chemical equation.Calculate the amount in moles of a reactant or product from the amount in moles of a different reactant or product.Calculate the mass of a reactant or product from the amount in moles of a different reactant or product.Calculate the amount in moles of a reactant or product from the mass of a different reactant or product.Calculate the mass of a reactant or product from the mass of a different reactant or product.Describe a method for determining which of two reactants is a limiting reactant.Calculate the amount in moles or mass in grams of a product, given the amounts in moles or masses in grams of two reactants, one of which is in excess.Distinguish between theoretical yield, actual yield, and percentage yield.Calculate percentage yield, given the actual yield and quantity of a reactant.

Essential Question(s) What causes an object to oscillate instead of moving off in a straight line?Duration 6 daysMaterials As required to do labInstructional Procedures

Critical Thinking Questions:Carbon disulfide burns in oxygen to yield carbon dioxide and sulfur dioxide according to the following chemical equation.CS2(l ) + 3O2(g) → CO2(g) + 2SO2(g)a. If 1.00 mol CS2 is combined with 1.00 mol O2, identify the limiting reactant.b. How many moles of excess reactant remain?c. How many moles of each product are formed?2. Metallic magnesium reacts with steam to produce magnesium hydroxide and hydrogen gas.a. If 16.2 g Mg are heated with 12.0 g H2O, what is the limiting reactant?b. How many moles of the excess reactant are left?c. How many grams of each product are formed?3. Quicklime, CaO, can be prepared by roasting limestone, CaCO3, according to the following reaction. CaCO3(s) CaO(s) + CO2(g). When 2.00 × 103 g CaCO3 are heated, the actual yield of CaO is 1.05 × 103 g. What is the percentage yield?4. ANALYZING DATA A chemical engineer calculated that 15.0 mol H2 was needed to

Lesson Plan Templatereact with excess N2 to prepare 10.0 mol NH3. But the actual yield is 60.0%. Write a balanced chemical equation for the reaction. Is the amount of H2 needed to make10.0 mol NH3 more, the same, or less than 15 mol? How many moles of H2 are needed?Pair ShareDiscuss answers from above.



Section 1: Chapter review 1 thru 3. Section 2: Chapter review 5 thru 16. Section 3: Chapter review 17 thru 21. Practice problems: 22 thru 29.


Reaction stoichiometry involves the mass relationships between reactants and products in a chemical reaction.• Relating one substance to another requires expressing the amount of each substance in moles.• A mole ratio is the conversion factor that relates the amount in moles of any two substances in a chemical reaction. The mole ratio is derived from the balanced equation.• Amount of a substance is expressed in moles, and mass of a substance is expressed by using mass units such as grams, kilograms, or milligrams.• Mass and amount of substance are quantities, whereas moles and grams are units.• A balanced chemical equation is necessary to solve any stoichiometric problem.• In an ideal stoichiometric calculation, the mass or the amount of any reactant or product can be calculated if the balanced chemical equation and the mass or amount of any other reactant or product is known.• In actual reactions, the reactants may be present in proportions that differ from the stoichiometric proportions required for a complete reaction in which all of each reactant is converted to product.• The limiting reactant controls the maximum possible amount of product formed.• For many reactions, the quantity of a product is less than the theoretical maximum for that product. Percentage yield shows the relationship between the theoretical yield and actual yield for the product of a reaction.

Formative Assessment 1.In stoichiometry, chemists are mainly concerned withA. the types of bonds found in compounds.B. mass relationships in chemical reactions.C. energy changes occurring in chemical reactions.D. the speed with which chemical reactions occurs.2.Assume ideal stoichiometry in the reaction CH4 + 2O2 → CO2 + 2H2O. If you know the mass of CH4, you can calculateA. only the mass of CO2 produced.B. only the mass of O2 reacting.C. only the mass of CO2 + H2O produced.D. the mass of O2 reacting and CO2 + H2O produced.

4.For the reaction below, how many moles of N2 are required to produce 18 mol NH3?

Lesson Plan TemplateN2 + 3H2 → 2NH3A. 4.5 C. 18B. 9.0 D. 365.What mass of NaCl can be produced by the reaction of 0.75 mol Cl2?2Na + Cl2 → 2NaClA. 0.75 g C. 44 gB. 1.5 g D. 88 g6.What mass of CO2 can be produced from 25.0 g CaCO3 given the decomposition reaction CaCO3 → CaO + CO2A. 11.0 g C. 25.0 gB. 22.0 g D. 56.0 g7.If a chemical reaction involving substances A and B stops when B is completely used up, then B is referred to as theA. excess reactant. C. limiting reactant.B. primary reactant. D. primary product.8.If a chemist calculates the maximum amount of product that could be obtained in a chemical reaction, he or she is calculating theA. percentage yield.B. mole ratio.C. theoretical yield.D. actual yield.9.What is the maximum number of moles of AlCl3 that can be produced from 5.0 mol Al and 6.0 mol Cl2?2Al + 3Cl2 → 2AlCl3A. 2.0 mol AlCl3 C. 5.0 mol AlCl3B. 4.0 mol AlCl3 D. 6.0 mol AlCl3SHORT ANSWER10.Why is a balanced equation necessary to solve a mass-mass stoichiometry problem?11.What data are necessary to calculate the percentage yield of a reaction?EXTENDED RESPONSE12.A student makes a compound in the laboratory and reports an actual yield of 120%. Is this result possible? Assuming that all masses were measured correctly, give an explanation.13.Benzene, C6H6, is reacted with bromine, Br2, to produce bromobenzene, C6H5Br, and hydrogen bromide, HBr, as shown below.When 40.0 g ofbenzene are reacted with 95.0 g of bromine, 65.0 g of bromobenzene is produced.C6H6 + Br2 → C6H5Br + HBra.Which compound is the limiting reactant?b.What is the theoretical yield of bromobenzene?c. What is the reactant in excess, and how muchremains after the reaction is completed?d.What is the percentage yield?



Subject/Course ADV Chemistry

Lesson Plan TemplateTitle Gases (CH11)Standard/Eligible Content (Alignments)

A. Structure and Properties of MatterCHEM.A.1. Properties and Classification of MatterCHEM.A.1.1. Identify and describe how observable and measurable properties can be used to classify and describe matter and energy.CHEM.A.1.1.1. Classify physical or chemical changes within a system in terms of matter and/or energy.CHEM.A.1.1.2. Classify observations as qualitative and/or quantitative.CHEM.A.1.1.3. Utilize significant figures to communicate the uncertainty in a quantitative observation.CHEM.A.1.1.4. Relate the physical properties of matter to its atomic or molecular structure.CHEM.A.1.1.5. Apply a systematic set of rules (IUPAC) for naming compounds and writing chemical formulas (e.g., binary covalent, binary ionic, ionic compounds containing polyatomic ions).CHEM.A.2. Atomic Structure and the Periodic TableCHEM.A.2.3. Explain how periodic trends in the properties of atoms allow for the prediction of physical and chemical properties.B. The Mole Concept and Chemical InteractionsCHEM.B.1. The Mole and Chemical BondingCHEM.B.1.2. Apply the mole concept to the composition of matter.CHEM.B.1.2.1. Determine the empirical and molecular formulas of compounds.CHEM.B.1.2.2. Apply the law of definite proportions to the classification of elements and compounds as pure substances.CHEM.B.2. Chemical Relationships and ReactionsCHEM.B.2.1. Predict what happens during a chemical reaction.CHEM.B.2.1.5. Balance chemical equations by applying the Law of Conservation of Matter.CHEM.B.2.2. Explain how the kinetic molecular theory relates to the behavior of gases.CHEM.B.2.2.1. Utilize mathematical relationships to predict changes in the number of particles, the temperature, the pressure, and the volume in a gaseous system (i.e., Boyle’s law, Charles’s law, Dalton’s law of partial pressures, the combined gas law, and the ideal gas law).CHEM.B.2.2.2. Predict the amounts of reactants and products involved in a chemical reaction using molar volume of a gas at STP.

CC.3.6.11-12.A.Write arguments focused on discipline-specific content.CC.3.6.11-12.B.Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.CC.3.6.11-12.C.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CC.3.6.11-12.E.Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.CC.3.6.11-12.F.Conduct short as well as more sustained research projects to answer a question

Lesson Plan Template(including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigationCC.3.6.11-12.G.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.CC.3.6.11-12.H.Draw evidence from informational texts to support analysis, reflection, and research.CC.3.6.11-12.I.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Vocabulary pressure, partial pressure, Boyle's law, Charles's law, Gay-Lussac's law, combined gas law, molar volume of a gas, ideal gas law

Objectives Define pressure, give units of pressure, and describe how pressure is measured.

State the standard conditions of temperature and pressure and convert units of pressure.

Calculate partial pressures and total pressures, using Dalton’s law of partial pressures.

Explain the relationships between gas volume, temperature, and pressure, using the kinetic-molecular theory.

Calculate volume-pressure changes at constant temperature, using Boyle’s law.

Calculate volume-temperature changes at constant pressure, using Charles’s law.

Calculate pressure-temperature changes at constant volume, using Gay-Lussac’s law.

Calculate volume-temperature-pressure changes, using the combined gas law.

State the law of combining volumes. State Avogadro’s law and explain its significance. Define standard molar volume of a gas, and use it to calculate gas masses

and volumes. Calculate pressure, volume, temperature, or amount of gas when the other

three quantities are known, using the ideal gas law. Describe the process of diffusion. State Graham’s law of effusion State the relationship between the molecular velocities of two gases and

their molar massesEssential Question(s) How are changes in matter accompanied by changes in energy?Duration 5 daysMaterials As required to do labInstructional Procedures


Critical Thinking Questions:A 250 mL sample of gas is collected at 57°C. What volume will the gas sample occupy at 25°C?

H2 reacts according to the following equation representing the synthesis ofammonia gas:N2(g) _ 3H2(g) →2NH3(g)If 1 L of H2 is consumed, what volume of ammonia will be produced at constant temperature and pressure, based on Gay-Lussac’s law of combining volumes?

A 7.00 L sample of argon gas at 420. K exerts a pressure of 625 kPa. If the gas is compressed to 1.25 L and the temperature is lowered to 350. K, what will be its new pressure?

Chlorine in the upper atmosphere can destroy ozone molecules, O3. Thereaction can be represented by the following equation:Cl2(g) _ 2O3(g) →2ClO(g) _ 2O2(g)

How many liters of ozone can be destroyed at 220 K and 5.0 kPa if 200.0 g of chlorine gas react with it?

A gas of unknown molar mass is observed to effuse through a small hole at one-fourth the effusion rate of hydrogen. Estimate the molar mass of this gas. (Round the molar mass of hydrogen to two significant figures.)Pair ShareDiscuss answers from above.


Independent Activity, Small Group ActivityGroups consider and analyze data gathered from lab(s)Whole Class Discussion, Reflection

Section 1: Chapter review 1 thru 11. Section 2: Chapter review 12 thru 33. Section 3: Chapter review 34 thru 52. Section 4: Chapter review 53 thru 55.


Students frequently think that the gas laws apply to real gases. Remind them that they are abstractions that apply to ideal gasses and apply to real gasses abstractly.

Students are often unclear about whether gas law references to pressure refer to it exerted by the gas or the pressure exerted on the gas. Most of the time they are the same.

Students may wonder about the fact that temp measurements have a lowest possible value (0K) but no maximum value. Discuss with them the

Lesson Plan Templaterelationship between temperature and particle motion.

Students may think that the size of one unit is the same for all temperature scales. The size of a K is the same as the size of a Celsius degree, the F unit differs in size.

Students may think that because the molecules shown in the figures are drawn large, the volume of gas depends on the volume of the molecules. Remind students that in reality gas molecules are very far apart at ordinary temperatures and pressures and that the sizes of the molecules themselves are inconsequential when compared to the total volume of the gas.

Formative Assessment 1. Pressure can be measured inA. grams. C. pascals.B. meters. D. liters.

2. A sample of oxygen gas has a volume of 150 mL when its pressure is 0.923 atm. If the pressure is increased to 0.987 atm and the temperature remains constant, what will the new volume be?A. 140 mL C. 200 mLB. 160 mL D. 240 mL

3. What is the pressure exerted by a 0.500 mol sample of nitrogen in a 10.0 L container at 20°C?A. 1.2 kPa C. 0.10 kPaB. 10 kPa D. 120 kPa

4. A sample of gas in a closed container at a temperature of 100.0°C and 3.0 atm is heated to 300.0°C.What is the pressure of the gas at the higher temperature?A. 35 atm C. 59 atmB. 4.6 atm D. 9.0 atm

5. An unknown gas effuses twice as fast as CH4. What is the molar mass of the gas?A. 64 g/mol C. 8 g/molB. 32 g/mol D. 4 g/mol

6. If 3 L N2 and 3 L H2 are mixed and react according to the equation below, how many liters of unreacted gas remain? Assume temperature and pressure remains constant. N2(g) + 3H2(g) → 2NH3(g)A. 4 L C. 2 LB. 3 L D. 1 L

7.Avogadro’s law states thatA. equal numbers of moles of gases at the same conditions occupy equal volumes, regardless of the identity of the gases.B. at constant pressure, gas volume is directly proportional to absolute temperature.C. the volume of a gas is inversely proportional to its amount in moles.D. at constant temperature, gas volume is inversely proportional to pressure.

SHORT ANSWER8. Give a molecular explanation for the observation that the pressure of a gas

Lesson Plan Templateincreases when the gas volume is decreased.


Chapter 10: Fluids — pp. 275–302 Student Study Guide — pp. 10-1–10-16 Instructor's Solution Manual — pp. 150–176 Test Items File — pp. 161–176



Subject/Course ADV ChemistryTitle Solutions (CH12)Standard/Eligible Content (Alignments)

CHEM.A.1. Properties and Classification of MatterCHEM.A.1.1. Identify and describe how observable and measurable properties can be used to classify and describe matter and energy.CHEM.A.1.1.1. Classify physical or chemical changes within a system in terms of matter and/or energy.CHEM.A.1.1.2. Classify observations as qualitative and/or quantitative.CHEM.A.1.1.3. Utilize significant figures to communicate the uncertainty in a quantitative observation.CHEM.A.1.1.4. Relate the physical properties of matter to its atomic or molecular structure.CHEM.A.1.1.5. Apply a systematic set of rules (IUPAC) for naming compounds and writing chemical formulas (e.g., binary covalent, binary ionic, ionic compounds containing polyatomic ions).CHEM.A.1.2. Compare the properties of mixtures.CHEM.A.1.2.1. Compare properties of solutions containing ionic or molecular solutes (e.g., dissolving, dissociating).CHEM.A.1.2.2. Differentiate between homogeneous and heterogeneous mixtures (e.g., how such mixtures can be separated).CHEM.A.1.2.3. Describe how factors (e.g., temperature, concentration, surface area) can affect solubility.CHEM.A.1.2.4. Describe various ways that concentration can be expressed and calculated (e.g., molarity, percent by mass, percent by volume).CHEM.A.1.2.5. Describe how chemical bonding can affect whether a substance dissolves in a given liquid.

B. The Mole Concept and Chemical InteractionsCHEM.B.2. Chemical Relationships and ReactionsCHEM.B.2.1. Predict what happens during a chemical reaction.CHEM.B.2.1.1. Describe the roles of limiting and excess reactants in chemical reactions.CHEM.B.2.1.2. Use stoichiometric relationships to calculate the amounts of reactants and products involved in a chemical reaction.CHEM.B.2.1.5. Balance chemical equations by applying the Law of Conservation of Matter.

CC.3.6.11-12.A.Write arguments focused on discipline-specific content.CC.3.6.11-12.B.Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.CC.3.6.11-12.C.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CC.3.6.11-12.E.Use technology, including the Internet, to produce, publish, and update individual

Lesson Plan Templateor shared writing products in response to ongoing feedback, including new arguments or information.CC.3.6.11-12.F.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigationCC.3.6.11-12.G.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.CC.3.6.11-12.H.Draw evidence from informational texts to support analysis, reflection, and research.CC.3.6.11-12.I.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Vocabulary soluble solution solvent solute suspension colloid electrolyte nonelectrolyte solution equilibrium saturated solution unsaturated solution supersaturated solution solubility hydration immiscible miscible Henry’s law effervescence solvated enthalpy of solution concentration molarity molality

Objectives Distinguish between heterogeneous and homogeneous mixtures. List three different solute-solvent combinations. Compare the properties of suspensions, colloids, and solutions. Distinguish between electrolytes and non-electrolytes. List and explain three factors that affect the rate at which a solid solute

dissolves in a liquid solvent. Explain solution equilibrium, and distinguish among saturated,

unsaturated, and supersaturated solutions.

Lesson Plan Template Explain the meaning of like dissolves like in terms of polar and nonpolar

substances. List the three interactions that contribute to the enthalpy of solution, and

explain how they combine to cause dissolution to be exothermic or endothermic.

Compare the effects of temperature and pressure on solubility. Calculate the concentration of a solution, given the mass of solute and

volume of solvent. Determine the amount of solute in a given amount of solution, given the

concentration of the solution. Determine the amount of solution that contains a given amount of solute,

given the concentration of the solution.Essential Question(s) What makes temperature different from heat?Duration 11 daysMaterials As required to do labInstructional Procedures

Critical Thinking Questions:1. A 0.80 kg aluminum canteen containing 0.10 kg of ice falls from the

backpack of a skydiver jumping from a plane flying at 200 m/s in level flight at 1000 m. If 70% of the kinetic energy at impact is transferred into the canteen and its contents, what is the final temperature and condition of the contents in the canteen?

2. A 200 kg crate slides from rest down the length of an inclined plane tilted at 40°. If the coefficient of friction for the contact surfaces is 0.45, what quantity of heat is generated? Express your answer in joules and calories.

3. If the radiation from the sun falling on the earth is measured at 6250 W/cm2 and the emissivity is 1, what is the surface temperature of the sun?

4. A 300 g copper calorimeter contains a 400 g mixture of ice and water. Fifteen grams of superheated steam at 120°C is added to the mixture. The equilibrium temperature was measured to be 13.5°C. How much ice was initially in the calorimeter?

5. Water flowing at 6.50 m/s goes over the edge of a 70.0 m waterfall. If 90% of the energy change goes into heating the water, what is the temperature difference between the bottom and top of the waterfall?



Independent Activity, Small Group ActivityLab Notebook entryWhole Class Discussion, ReflectionSection 1: Chapter review 1 thru 5.Section 2: Chapter review 6 thru 14.Section 3: Chapter review 19 thru 30.

Suggested Instructional Solutions are homogeneous mixtures.

Lesson Plan TemplateStrategies • Mixtures are classified as solutions, suspensions, or colloids, depending on the size of

the solute particles in the mixture.• The dissolved substance is the solute. Solutions that have water as a solvent are aqueous solutions.• Solutions can consist of solutes and solvents that are solids, liquids, or gases.• Suspensions settle out upon standing. Colloids do not settle out, and they scatter light that is shined through them.• Most ionic solutes and some molecular solutes form aqueous solutions that conduct an electric current. These solutes are called electrolytes.• Nonelectrolytes are solutes that dissolve in water to form solutions that do not conduct.A solute dissolves at a rate that depends on the surface area of the solute, how vigorously the solution is mixed, and the temperature of the solvent.• The solubility of a substance indicates how much of that substance will dissolve in a specified amount of solvent under certain conditions.• The solubility of a substance depends on the temperature.• The solubility of gases in liquids increases with increases in pressure.• The solubility of gases in liquids decreases with increases in temperature.• The overall energy absorbed as heat by the system when a specified amount of solute dissolved during solution formation is called the enthalpy of solution.• Two useful expressions of concentration are molarity and molality.• The molar concentration of a solution represents the ratio of moles of solute to liters of solution.• The molal concentration of a solution represents the ratio of moles of solute to kilograms of solvent.

Formative Assessment Water is an excellent solvent becauseA. it is a covalent compound.B. it is a nonconductor of electricity.C. its molecules are quite polar.D. it is a clear, colorless liquid.

2.Two liquids are likely to be immiscible ifA. both have polar molecules.B. both have nonpolar molecules.C. one is polar and the other is nonpolar.D. one is water and the other is methyl alcohol, CH3OH.

3.The solubility of a gas in a liquid would beincreased by anA. addition of an electrolyte.B. addition of an emulsifier.C. agitation of the solution.D. increase in its partial pressure.

4.Which of the following types of compounds is most likely to be a strong electrolyte?A. a polar compoundB. a nonpolar compoundC. a covalent compoundD. an ionic compound

5.A saturated solution can become supersaturated under which of the following conditions?A. It contains electrolytes.B. The solution is heated and then allowed to cool.C. More solvent is added.D. More solute is added.

Lesson Plan Template6.Molarity is expressed in units ofA. moles of solute per liter of solution.B. liters of solution per mole of solute.C. moles of solute per liter of solvent.D. liters of solvent per mole of solute.

7.What mass of NaOH is contained in 2.5 L of a0.010 M solution?A. 0.010 g C. 2.5 gB. 1.0 g D. 0.40 g

8.Which one of the following statements is false?A. Gases are generally more soluble in water under high pressures than under low pressures.B. As temperature increases, the solubilities of some solids in water increase and the solubilities of other solids in water decrease.C. Water dissolves many ionic solutes because of its ability to hydrate ions in solution.D. Many solids dissolve more quickly in a cold solvent than in a warm solvent.SHORT ANSWER9.Several experiments are carried out to determine the solubility of cadmium iodide, CdI2, inwater. In each experiment, a measured mass of CdI2 is added to 100 g of water at 25C and themixture is stirred. Any undissolved CdI2 is then filtered off and dried, and its mass is determined.Results for several such experiments are shown in the table below. What is the solubility of CdI2 in water at this temperature?EXTENDED RESPONSE10.Explain why oil and water do not mix.11.Write a set of instructions on how to prepare a solution that is 0.100 M KBr, using solid KBr(molar mass 119 g/mol) as the solute. Your instructions should include a list of all materialsand equipment needed.




Subject/Course ADV ChemistryTitle Ions in Aqueous solutions and colligative properties (CH13)Standard/Eligible Content (Alignments) ADD SPECIFFIC


Vocabulary Objectives

Lesson Plan TemplateEssential Question(s) How do the kinetic theory and Ideal Gas law interact?Duration 3 daysMaterials As required to do labInstructional Procedures

Critical Thinking Questions:1.





Formative AssessmentRelated Materials and Resources



Subject/Course ADV ChemistryTitle Acids and bases (CH14)Standard/Eligible Content (Alignments)

A. Structure and Properties of MatterCHEM.A.1. Properties and Classification of MatterCHEM.A.1.1. Identify and describe how observable and measurable properties can be used to classify and describe matter and energy.CHEM.A.1.1.1. Classify physical or chemical changes within a system in terms of matter and/or energy.CHEM.A.1.1.2. Classify observations as qualitative and/or quantitative.CHEM.A.1.1.3. Utilize significant figures to communicate the uncertainty in a quantitative observation.CHEM.A.1.1.5. Apply a systematic set of rules (IUPAC) for naming compounds and writing chemical formulas (e.g., binary covalent, binary ionic, ionic compounds containing polyatomic ions).CHEM.A.1.2. Compare the properties of mixtures.CHEM.A.1.2.1. Compare properties of solutions containing ionic or molecular solutes (e.g., dissolving, dissociating).CHEM.A.1.2.2. Differentiate between homogeneous and heterogeneous mixtures (e.g., how such mixtures can be separated).CHEM.A.1.2.4. Describe various ways that concentration can be expressed and calculated (e.g., molarity, percent by mass, percent by volume).B. The Mole Concept and Chemical InteractionsCHEM.B.1. The Mole and Chemical BondingCHEM.B.1.1. Explain how the mole is a fundamental unit of chemistry.CHEM.B.1.1.1. Apply the mole concept to representative particles (e.g., counting, determining mass of atoms, ions, molecules, and/or formula units).CHEM.B.1.2. Apply the mole concept to the composition of matter.CHEM.B.1.2.1. Determine the empirical and molecular formulas of compounds.CHEM.B.1.3. Explain how atoms form chemical bonds.CHEM.B.1.3.1. Explain how atoms combine to form compounds through ionic and covalent bonding.CHEM.B.1.4. Explain how models can be used to represent bonding.CHEM.B.1.4.1. Recognize and describe different types of models that can be used to illustrate the bonds that hold atoms together in a compound (e.g., computer models, ball-and-stick models, graphical models, solid-sphere models, structural formulas, skeletal formulas, Lewis dot structures).CHEM.B.2. Chemical Relationships and ReactionsCHEM.B.2.1. Predict what happens during a chemical reaction.CHEM.B.2.1.1. Describe the roles of limiting and excess reactants in chemical reactions.CHEM.B.2.1.2. Use stoichiometric relationships to calculate the amounts of reactants and products involved in a chemical reaction.CHEM.B.2.1.3. Classify reactions as synthesis, decomposition, single replacement, double replacement, or combustion.CHEM.B.2.1.4. Predict products of simple chemical reactions (e.g., synthesis, decomposition, single replacement, double replacement, combustion).

Lesson Plan TemplateCHEM.B.2.1.5. Balance chemical equations by applying the Law of Conservation of Matter.


Vocabulary binary acidoxyacidArrhenius acidArrhenius basestrong acidweak acidBrønsted-Lowry acidBrønsted-Lowry baseBrønsted-LowryAcidbase reactionmonoprotic acidpolyprotic aciddiprotic acidtriprotic acidLewis acidLewis base

Lesson Plan TemplateLewis acid-base reactionconjugate baseconjugate acidamphotericneutralizationsalt

Objectives List five general properties of aqueous acids and bases.Name common binary acids and oxyacids, given their chemical formulas.List five acids commonly used in industry and the laboratory, and give two properties of each.Define acid and base according to Arrhenius’s theory of ionization.Explain the differences between strong and weak acids and bases.Define and recognize Brønsted-Lowry acids and bases.Define a Lewis acid and a Lewis base.Name compounds that are acids under the Lewis definition but are not acids under the Brønsted-Lowry definition.Describe a conjugate acid, a conjugate base, and an amphoteric compound.Explain the process of neutralization.Define acid rain, give examples of compounds that can cause acid rain, and describe effects of acid rain.

Essential Question(s) What are acids? What are bases?Duration 6 daysMaterials As required to do labInstructional Procedures

Critical Thinking Questions:1. Complete and balance the equations for the following acid-base reactions:a. H2CO3 + Sr(OH)2 →b. HCIO4 + NaOH →c. HBr + Ba(OH)2 →d. NaHCO3 + H2SO4 →2. Consider the equation for acetic acid plus water. CH3COOH + H2O → CH3COO– + H3O+a. Refer to Table 6 to compare the strengths of the two acids in the equation. Do the same for the two bases.b. Determine which direction—forward or reverse—is favored in the reaction.Critical Thinking3. INFERRING RELATIONSHIPS Explain how the presence of several oxygen atoms in a compound containing an −OH group can make the compound acidic.Pair ShareDiscuss answers from above.


Independent Activity, Small Group ActivityLab Notebook entryWhole Class Discussion, ReflectionSection 1: Chapter review 1 thru 7. Section 2: Chapter review 12, 13. Section 3: Chapter review 19 thru 25.

Lesson Plan TemplateSuggested Instructional Strategies

• Acids have a sour taste and react with active metals. Acids change the colors of acid-base indicators, react with bases to produce salts and water, and conduct electricity in aqueous solutions.• Bases have a bitter taste, feel slippery to the skin in dilute aqueous solutions, change the colors of acid-base indicators, react with acids to produce salts and water, and conduct electricity in aqueous solution.• An Arrhenius acid contains hydrogen and ionizes in aqueous solution to form hydrogen ions. An Arrhenius base produces hydroxide ions in aqueous solution.• The strength of an Arrhenius acid or base is determined by the extent to which the acid or base ionizes or dissociates in aqueous solutions.• A Brønsted-Lowry acid is a proton donor. A Brønsted-Lowry base is a proton acceptor.• A Lewis acid is an electron-pair acceptor. A Lewis base is an electron-pair donor.• Acids are described as monoprotic, diprotic, or triprotic depending on whether they can donate one, two, or three protons per molecule, respectively, in aqueous solutions. Polyprotic acids include both diprotic and triprotic acids.• In every Brønsted-Lowry acid-base reaction, there are two conjugate acid-base pairs.• A strong acid has a weak conjugate base; a strong base has a weak conjugate acid.• Proton-transfer reactions favor the production of the weaker acid and base.• The acidic or basic behavior of a molecule containing IOH groups depends on the electronegativity of other atoms in the molecule and on the number of oxygen atoms bonded to the atom that is connected to the IOH group.• A neutralization reaction produces water and an ionic compound called a salt.• Acid rain can create severe ecological problems.

Formative Assessment 1.Which of the following is not a characteristic of an acid?A. An acid changes the color of an indicator.B. An acid has a bitter taste.C. An acid ionizes in water.D. An acid produces hydronium ions in water.2.When an acid reacts with an active metal,A. the hydronium ion concentration increases.B. the metal forms anions.C. hydrogen gas is produced.D. carbon dioxide gas is produced.3.Which of the following is a Brønsted-Lowry base?A. an electron pair donorB. an electron pair acceptorC. a proton donorD. a proton acceptor4.Which acid is the most commonly produced industrial chemical?A. hydrochloric acidB. acetic acidC. nitric acidD. sulfuric acid5.Which of the following is a conjugate pair?A.H+ and OH−B. NH2− and NH4 +C. HCl and Cl−D.H2SO4 and SO4 2−6.What is the formula for acetic acid?A. CH3COOH

Lesson Plan TemplateB. HNO3C. HClO4D.HCN7.Which of the following species is the conjugate acid of another species in the list?A. PO4 3−B. H3PO4C. H2OD.H2PO4−8.Identify the salt that forms when a solution of H2SO4 is titrated with a solution of Ca(OH)2.A. calcium sulfateB. calcium hydroxideC. calcium oxideD. calcium phosphate9.Which of the following statements is true for the reaction below?HF(aq) + HPO4 2−(aq) ←→F−(aq) + H2PO4−(aq)A. HF is the base.B. HPO4 2− is the acid.C. F− is the conjugate base.D. H2PO4 − is the conjugate base.SHORT ANSWER10.How does a strong acid differ from a weak acid? Give one example of each.11.Identify the conjugate acid-base pairs in the following reaction:HClO2(aq) + NH3(aq) ←→ClO2−(aq) + NH4 + (aq)EXTENDED RESPONSE12. Phosphoric acid, H3PO4, has three hydrogen atoms and is classified as a triprotic acid. Acetic acid, CH3COOH, has four hydrogen atoms and is classified as a monoprotic acid. Explain the difference, and justify your explanation by drawing the Lewis structure for both acids.13.Write the full equation, ionic equation, and netionic equation for the neutralization reaction between ammonia and sulfuric acid. Identify the spectator ion(s).




Subject/Course ADV ChemistryTitle Acid Base titrations and pH (CH15)Standard/Eligible Content (Alignments)

A. Structure and Properties of MatterCHEM.A.1. Properties and Classification of MatterCHEM.A.1.1. Identify and describe how observable and measurable properties can be used to classify and describe matter and energy.B. The Mole Concept and Chemical InteractionsCHEM.B.2. Chemical Relationships and ReactionsCHEM.B.2.1. Predict what happens during a chemical reaction.

CC.3.6.11-12.A.Write arguments focused on discipline-specific content.CC.3.6.11-12.B.Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.CC.3.6.11-12.C.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CC.3.6.11-12.E.Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.CC.3.6.11-12.F.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigationCC.3.6.11-12.G.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.CC.3.6.11-12.H.Draw evidence from informational texts to support analysis, reflection, and research.CC.3.6.11-12.I.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-

Lesson Plan Templatespecific tasks, purposes, and audiences.

Vocabulary self-ionization of waterpHpOHacid-base indicatorstransition intervalpH metertitrationequivalence pointend pointstandard solutionprimary standard

Objectives Describe the self-ionization of water.Define pH, and give the pH of a neutral solution at 25°C.Explain and use the pH scale.Given [H3O+] or [OH−], find pH.Given pH, find [H3O+] or [OH−].Describe how an acid-base indicator functions.Explain how to carry out an acid-base titration.Calculate the molarity of a solution from titration data.

Essential Question(s) How do electric forces and electric fields interact?Duration 3 daysMaterials As required to do labInstructional Procedures

1. Name an appropriate indicator for titrating thefollowing:a. a strong acid and a weak baseb. a strong base and a weak acid2. If 20.0 mL of 0.0100 M aqueous HCl is required to neutralize 30.0 mL of an aqueous solution of NaOH, determine the molarity of the NaOH solution.3. Suppose that 20.0 mL of 0.010 M Ca(OH)2 is required to neutralize 12.0 mL of aqueous HCl solution. What is the molarity of the HCl solution?Critical Thinking4. PREDICTING OUTCOMES Sketch the titration curve for 50.0 mL of 0.10 M NH3 that is titrated with 0.10 M HCl.Pair ShareDiscuss answers from above.



Perform titrations


• Pure water undergoes self-ionization to give 1.0 × 10–7 M H3O+ and 1.0 × 10−7 M OH− at 25°C.• pH = −log[H3O+]; pOH = −log[OH−]; at 25°C, pH + pOH = 14.0.• At 25°C, acids have a pH of less than 7, bases have a pH of greater than 7, and neutral solutions have a pH of 7.

Lesson Plan Template• If a solution contains a strong acid or a strong base, the [H3O+], [OH−], and pH can be calculated from the molarity of the solution. If a solution contains a weak acid or a weak base, the [H3O+] and the [OH−] must be calculated from an experimentally measured pH.• The pH of a solution can be measured using either a pH meter or acid-base indicators.• Titration uses a solution of known concentration to determine the concentration of a solution of unknown concentration.• To determine the end point of a titration, one should choose indicators that change color over ranges that include the pH of the equivalence point.•When the molarity and volume of a known solution used in a titration are known, then the molarity of a given volume of an unknown solution can be found.

Formative Assessment MULTIPLE CHOICE1.Distilled water containsA.H2O.B. H3O+.C. OH−.D. All of the above2.What is the pH of a 0.0010 M HNO3?A. 1.0B. 3.0C. 4.0D. 5.03.Which of the following solutions would have a pH value greater than 7?A. [OH−] = 2.4 × 10−2 MB. [H3O+] = 1.53 × 10−2 MC. 0.0001 M HClD. [OH−] = 4.4 × 10−9 M4.If the pH of a solution of the strong base NaOH is known, which property of the solution can be calculated?A. molar concentrationB. [OH−]C. [H3O+]D. All of the above5.A neutral aqueous solutionA. has a 7.0 M H3O+ concentration.B. contains neither hydronium ions nor hydroxide ions.C. has an equal number of hydronium ions and hydroxide ions.D. None of the above6.Identify the salt that forms when a solution of H2SO4 is titrated with a solution of Ca(OH)2.A. calcium sulfateB. calcium hydroxideC. calcium oxideD. calcium phosphate7.The pH of a solution is 6.32.What is the pOH?A. 6.32B. 4.8 × 10−7C. 7.68D. 2.1 × 10−88.The Kw value for water can be affected byA. dissolving a salt in the solution.

Lesson Plan TemplateB. changes in temperature.C. changes in the hydroxide ion concentration.D. the presence of a strong acid.9.Which of the pH levels listed below is the mostacidic?A. pH = 1B. pH = 5C. pH = 9D. pH = 13SHORT ANSWER10.A solution has a pH of 4.75.What is the hydronium ion concentration? Is the solution acidic or basic?11.A weak acid that is used as an indicator is added to a strong acid solution before titration of the strong acid with a strong base. Why doesn’t the weak acid affect the value calculated for the concentration of the acid?EXTENDED RESPONSE12.The hydroxide ion concentration in a solution is 1.6 × 10−11 M. What are the [H3O+], the pH, and the pOH of the solution?13.Write the balanced equation and the net ionic equation that represent the reaction that takes place when milk of magnesia (magnesium hydroxide) reacts with hydrochloric acid in your stomach.


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