Course title
N/APre-requisite
N/ACourse description
Chemistry is a laboratory science course designed to explore matter and composition of the world. The major instructional areas are: identifying consistencies in experimental data; structure of matter as a key to chemical and physical properties; mole concept; and energy changes in matter; conservation of energy; equilibrium systems and stoichiometric relationships. Laboratory work and scientific method are emphasized.
Texts:
Chemistry: Atoms First. OpenStax. 2017.
Units That Will Be Covered During This Course:
• Unit 1: Matter and Atomic Structure
• Unit 2: Electrons and Bonding
• Unit 3: Molecular Structure
• Unit 3: Molecular Structure
• Unit 4: Intermolecular Interactions
• Unit 5: Phase Changes and Behavior of Gases
• Unit 6: Reactions and Molar Mass
• Unit 7: Acids/Bases and Stoichiometry
• Unit 8: Energy and Thermodynamics
• Unit 8: Energy and Thermodynamics
• Unit 9: Oxidation-Reduction
• Unit 10: Reversible Reactions and Chemical Equilibrium
Notebooks for Class
InfoBook: This is a notebook for your main study materials. It includes:
• Notes
• Do Nows
• Push Questions
• Essential Questions
• IBRT
• Labs
• Free Response Questions
• Project Work
• Claim; Evidence; Reasoning – Arguments (CERs)
Class Website: Schoology
This class will be able to access PowerPoints; notes; other documents at Schoology.com. A later document will provide more details.
You will need to access www.schoology.com and then create a username and password. The access code for the Biology course is
Studying
In order to succeed in Chemistry; it is going to be necessary to study each evening and especially before assessments. You may complete all homework; preform well on quizzes; work hard to get labs done; and complete coursework; but if you do not study; it will be difficult to achieve a high score in Chemistry.
Quizzes and Unit Tests
Quizzes will be given every week on Wednesday to test material from the week before. At the end of every unit; a larger unit test will be given covering topics from the unit. Finally; each semester end will be capped with a semester exam that will cover all topics from the semester.
To perform well on these assessments; keep class notes; worksheets; and labs to use as resources to study and prepare.
Core Quiz Level of Difficulty: Medium – Difficult
Unit Test Level of Difficulty: Difficult
Remastery of Standards
• 1 week for Quizzes - Remaster on standards you did poorly on.
• 1 week for Unit Tests - Remaster on standards you did poorly on.
• No remastery on semester tests and labs.
Formal and Informal Labs
You will need to complete both formal and informal labs throughout the year.
Informal Labs
Informal labs are typically turned in for a grade in lab notebooks. They focus on specific components of the scientific method and reflection questions for the lab. You will perform several informal labs a quarter.
Formal Labs
Formal labs also need information and data to be collected in the lab notebook. However; they focus on the entire scientific process and will be turned in for a significant grade. They are typed; include background research; and show your thought and mastery on the subject.
Students will complete 1 formal lab a quarter.
Scientific Argumentation Projects
College courses and AP courses require extensive writing. As well; writing is an essential skill for many jobs. Finally; people make claims all the time in the world…and never are able to back them up well. Being able to write a true argument for a given claim makes you a more critical thinker.
In Biology; we will be completing many informal and formal labs that use an argumentative structure:
1. Claim
2. Evidence
3. Justification/Reasoning
The claim is where you will state an answer to a point of inquiry or questions. Evidence is where you list concrete data that helps to back your claim. Finally; justification explains how each piece of evidence independently supports the claim.
Absent Procedures
If you are absent from class; it is up to you to get missing work; make up missing assessments; and get notes. Reach out to fellow classmates to get make up notes or access Schoology.
Absent work can be found in the room in the Absent Folders on the wall. Students should grab one of each type of worksheet from the day they were missing. After one week; the extra worksheets in the Absent Folders will be discarded.
If a student misses a test; they must come in during office hours to make it up. After 1 week; the assessment cannot be retaken and the student will be assigned a “Missing” failing grade.
Science – Chemistry
Curriculum Map 2017-2018
Timeline
Quarter Cycle
Unit
Living by Chemistry (2nd Ed.) – Chapter Correlations
Weeks (Q1 = 10; Q2 = 9; Q3 = 9; Q4 = 10)
1
Unit 1: Matter and Atomic Structure
1; 2; 3
4 Weeks
Unit 2: Electrons and Bonding
4; 5
3 Weeks
Unit 3: Molecular Structure
6; 7
3 Weeks
2
Unit 3: Molecular Structure
6; 7
2 Weeks
Unit 4: Intermolecular Interactions
8; 9
3 Weeks
Unit 5: Phase Changes and Behavior of Gases
10; 11; 12
4 Weeks
3
Unit 6: Reactions and Molar Mass
13; 14; 15
4 Weeks
Unit 7: Acids/Bases and Stoichiometry
16; 17
4 Weeks
Unit 8: Energy and Thermodynamics
18; 19; 20
1 Week
4
Unit 8: Energy and Thermodynamics
18; 19; 20
3 Weeks
Unit 9: Oxidation-Reduction
21; 22
3 Weeks
Unit 10: Reversible Reactions and Chemical Equilibrium
23; 24
4 Weeks
Standards
Unit
Science and Engineering Practices (SEPs)
Disciplinary Core Ideas (DCIs)
Performance Expectations
Unit 1: Matter and Atomic Structure
• SEP 1: Asking questions (for science) and defining problems (for engineering)
• SEP 2: Developing and using models
• SEP 3: Planning and carrying out investigations
• SEP 4: Analyzing and interpreting data
• SEP 5: Using mathematics and computational thinking
• SEP 6: Constructing explanations (for science) and designing solutions (for engineering)
• SEP 7: Engaging in argument from evidence
• SEP 8: Obtaining; evaluating; and communicating information
HS-PS1: Matter and Its Interactions
HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
• HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
HS-PS1-7: Use mathematical representations to support the claim that atoms; and therefore mass; are conserved during a chemical reaction.
HS-PS1-8: Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission; fusion; and radioactive decay.
HS-PS3: Energy
HS-PS3-5: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
HS-ESS1: Earth’s Place in the Universe
HS-ESS1-1: Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.
HS-ESS1-3: Communicate scientific ideas about the way stars; over their life cycle; produce elements.
Unit 2: Electrons and Bonding
• SEP 1: Asking questions (for science) and defining problems (for engineering)
• SEP 2: Developing and using models
• SEP 3: Planning and carrying out investigations
• SEP 4: Analyzing and interpreting data
• SEP 5: Using mathematics and computational thinking
• SEP 6: Constructing explanations (for science) and designing solutions (for engineering)
• SEP 7: Engaging in argument from evidence
• SEP 8: Obtaining; evaluating; and communicating information
HS-PS1: Matter and Its Interactions
HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
• HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms; trends in the periodic table; and knowledge of the patterns of chemical properties.
•
HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles
• HS-PS2: Motion and Stability: Forces and Interactions
HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
• HS-PS2-6: Students who demonstrate understanding can:
Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
• HS-PS3: Energy
HS-PS3-5: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
Unit 3: Molecular Structure
• SEP 1: Asking questions (for science) and defining problems (for engineering)
• SEP 2: Developing and using models
• SEP 3: Planning and carrying out investigations
• SEP 4: Analyzing and interpreting data
• SEP 5: Using mathematics and computational thinking
• SEP 6: Constructing explanations (for science) and designing solutions (for engineering)
• SEP 7: Engaging in argument from evidence
• SEP 8: Obtaining; evaluating; and communicating information
HS-PS1: Matter and Its Interactions
HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms; trends in the periodic table; and knowledge of the patterns of chemical properties.
• HS-PS2: Motion and Stability: Forces and Interactions
HS-PS2-6: Students who demonstrate understanding can:
Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
Unit 4: Intermolecular Interactions
• SEP 1: Asking questions (for science) and defining problems (for engineering)
• SEP 2: Developing and using models
• SEP 3: Planning and carrying out investigations
• SEP 4: Analyzing and interpreting data
• SEP 5: Using mathematics and computational thinking
• SEP 6: Constructing explanations (for science) and designing solutions (for engineering)
• SEP 7: Engaging in argument from evidence
• SEP 8: Obtaining; evaluating; and communicating information
HS-PS1: Matter and Its Interactions
HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms; trends in the periodic table; and knowledge of the patterns of chemical properties.
• HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles
• HS-PS2: Motion and Stability: Forces and Interactions
HS-PS2-6: Students who demonstrate understanding can:
Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
•
HS-PS3: Energy
HS-PS3-5: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
• HS-LS1: From Molecules to Organisms: Structures and Processes
HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
• HS-LS1-6: Construct and revise an explanation based on evidence for how carbon; hydrogen; and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
Unit 5: Phase Changes and Behavior of Gases
• SEP 1: Asking questions (for science) and defining problems (for engineering)
• SEP 2: Developing and using models
• SEP 3: Planning and carrying out investigations
• SEP 4: Analyzing and interpreting data
• SEP 5: Using mathematics and computational thinking
• SEP 6: Constructing explanations (for science) and designing solutions (for engineering)
• SEP 7: Engaging in argument from evidence
• SEP 8: Obtaining; evaluating; and communicating information
HS-PS1: Matter and Its Interactions
HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles
• HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
•
HS-PS1-7: Use mathematical representations to support the claim that atoms; and therefore mass; are conserved during a chemical reaction.
• HS-PS3: Energy
HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
•
HS-ESS2: Earth’s Systems
HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
•
HS-ESS3: Earth and Human Activity
HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
Unit 6: Reactions and Molar Mass
• SEP 1: Asking questions (for science) and defining problems (for engineering)
• SEP 2: Developing and using models
• SEP 3: Planning and carrying out investigations
• SEP 4: Analyzing and interpreting data
• SEP 5: Using mathematics and computational thinking
• SEP 6: Constructing explanations (for science) and designing solutions (for engineering)
• SEP 7: Engaging in argument from evidence
• SEP 8: Obtaining; evaluating; and communicating information
HS-PS1: Matter and Its Interactions
HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms; trends in the periodic table; and knowledge of the patterns of chemical properties.
• HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles
•
HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
•
HS-PS1-7: Use mathematical representations to support the claim that atoms; and therefore mass; are conserved during a chemical reaction.
Unit 7: Acids/Bases and Stoichiometry
• SEP 1: Asking questions (for science) and defining problems (for engineering)
• SEP 2: Developing and using models
• SEP 3: Planning and carrying out investigations
• SEP 4: Analyzing and interpreting data
• SEP 5: Using mathematics and computational thinking
• SEP 6: Constructing explanations (for science) and designing solutions (for engineering)
• SEP 7: Engaging in argument from evidence
• SEP 8: Obtaining; evaluating; and communicating information
HS-PS1: Matter and Its Interactions
HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms; trends in the periodic table; and knowledge of the patterns of chemical properties.
• HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
Unit 8: Energy and Thermodynamics
• SEP 1: Asking questions (for science) and defining problems (for engineering)
• SEP 2: Developing and using models
• SEP 3: Planning and carrying out investigations
• SEP 4: Analyzing and interpreting data
• SEP 5: Using mathematics and computational thinking
• SEP 6: Constructing explanations (for science) and designing solutions (for engineering)
• SEP 7: Engaging in argument from evidence
• SEP 8: Obtaining; evaluating; and communicating information
HS-PS1: Matter and Its Interactions
HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms; trends in the periodic table; and knowledge of the patterns of chemical properties.
• HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
•
HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
•
HS-PS1-7: Use mathematical representations to support the claim that atoms; and therefore mass; are conserved during a chemical reaction.
• HS-PS3: Energy
HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
• HS-PS3-3: Design; build; and refine a device that works within given constraints to convert one form of energy into another form of energy.
• HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
• HS-ESS3: Earth and Human Activity
HS-ESS3-2: Evaluate competing design solutions for developing; managing; and utilizing energy and mineral resources based on cost-benefit ratios.
Unit 9: Oxidation-Reduction
• SEP 1: Asking questions (for science) and defining problems (for engineering)
• SEP 2: Developing and using models
• SEP 3: Planning and carrying out investigations
• SEP 4: Analyzing and interpreting data
• SEP 5: Using mathematics and computational thinking
• SEP 6: Constructing explanations (for science) and designing solutions (for engineering)
• SEP 7: Engaging in argument from evidence
• SEP 8: Obtaining; evaluating; and communicating information
HS-PS1: Matter and Its Interactions
HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms; trends in the periodic table; and knowledge of the patterns of chemical properties.
• HS-PS3: Energy
HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
• HS-PS3-3: Design; build; and refine a device that works within given constraints to convert one form of energy into another form of energy.
Unit 10: Reversible Reactions and Chemical Equilibrium
• SEP 1: Asking questions (for science) and defining problems (for engineering)
• SEP 2: Developing and using models
• SEP 3: Planning and carrying out investigations
• SEP 4: Analyzing and interpreting data
• SEP 5: Using mathematics and computational thinking
• SEP 6: Constructing explanations (for science) and designing solutions (for engineering)
• SEP 7: Engaging in argument from evidence
• SEP 8: Obtaining; evaluating; and communicating information
HS-PS1: Matter and Its Interactions
HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms; trends in the periodic table; and knowledge of the patterns of chemical properties.
• HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
CCSS
English Language Arts Standards » Science & Technical Subjects » Grade 11-12
CCSS.ELA-LITERACY.RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts; attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
CCSS.ELA-LITERACY.RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts; processes; or information presented in a text by paraphrasing them in simpler but still accurate terms.
CCSS.ELA-LITERACY.RST.11-12.3: Follow precisely a complex multistep procedure when carrying out experiments; taking measurements; or performing technical tasks; analyze the specific results based on explanations in the text.
English Language Arts Standards » Writing » Grade 11-12
CCSS.ELA-LITERACY.WHST.11-12.1.A
Introduce precise; knowledgeable claim(s); establish the significance of the claim(s); distinguish the claim(s) from alternate or opposing claims; and create an organization that logically sequences the claim(s); counterclaims; reasons; and evidence.
CCSS.ELA-LITERACY.WHST.11-12.1.B
Develop claim(s) and counterclaims fairly and thoroughly; supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level; concerns; values; and possible biases.
Formal and Informal Labs
• Argument-Driven Inquiry in Chemistry (ADIC)
Quarter Cycle
Unit
Formal Labs
Informal Labs
1
Unit 1: Matter and Atomic Structure
• Density and the Periodic Table: What Are the Densities of Germanium and Flerovium? (ADIC)
• Periodic Trends: Which Properties of the Elements Follow a Periodic Trend? (ADIC)
Unit 2: Electrons and Bonding
• Atomic Structure and Electromagnetic Radiation: What Are the Identities of the Unknown Powders? (ADIC)
Unit 3: Molecular Structure
2
Unit 3: Molecular Structure
• Molecular Shapes: How Does the Number of Substituents Around a Central Atom Affect the Shape of a Molecule? (ADIC)
Unit 4: Intermolecular Interactions
• Bond Character and Molecular Polarity: How Does Atom Electronegativity Affect Bond Character and Molecular Polarity? (ADIC)
• Temperature Changes Due to Evaporation: Which of the Available Substances Has the Strongest Intermolecular Forces? (ADIC)
Unit 5: Phase Changes and Behavior of Gases
• Pressure; Temperature; and Volume of Gases: How Does Changing the Volume or Temperature of a Gas Affect the Pressure of That Gas? (ADIC)
• The Ideal Gas Law: How Can a Value of R for the Ideal Gas Law Be Accurately Determined Inside the Laboratory? (ADIC)
3
Unit 6: Reactions and Molar Mass
• Rate of Dissolution: Why Do the Surface Area of the Solute; the Temperature of the Solvent; and the Amount of Agitation That Occurs When the Solute and the Solvent Are Mixed Affect the Rate of Dissolution? (ADIC)
• Molarity: What Is the Mathematical Relationship Between the Moles of a Solute; the Volume of the Solvent; and the Molarity of an Aqueous Solution? (ADIC)
• Identification of an Unknown Based on Physical Properties: What Type of Solution Is the Unknown Liquid? (ADIC)
• Molar Relationships: What Are the Identities of the Unknown Compounds? (ADIC)
• Development of a Reaction Matrix: What Are the Identities of the Unknown Chemicals? (ADIC)
• Classification of Changes in Matter: Which Changes Are Examples of a Chemical Change; and Which Are Examples of a Physical Change? (ADIC)
• Identification of Reaction Products: What Are the Products of the Chemical Reactions? (ADIC)
Unit 7: Acids/Bases and Stoichiometry
• Characteristics of Acids and Bases: How Can the Chemical Properties of an Aqueous Solution Be Used to Identify It as an Acid or a Base? (ADIC)
• Limiting Reactants: Why Does Mixing Reactants in Different Mole Ratios Affect the Amount of the Product and the Amount of Each Reactant That Is Left Over? (ADIC)
• Strong and Weak Acids: Why Do Strong and Weak Acids Behave in Different Manners Even Though They Have the Same Chemical Properties? (ADIC)
• Acid-Base Titration and Neutralization Reactions: What Is the Concentration of Acetic Acid in Each Sample of Vinegar? (ADIC)
• Composition of Chemical Compounds: What Is the Empirical Formula of Magnesium Oxide? (ADIC)
• Stoichiometry and Chemical Reactions: Which Balanced Chemical Equation Best Represents the Thermal Decomposition of Sodium Bicarbonate? (ADIC)
Unit 8: Energy and Thermodynamics
4
Unit 8: Energy and Thermodynamics
• Solutes and the Freezing Point of Water: How Does the Addition of Different Types of Solutes Affect the Freezing Point of Water? (ADIC)
• Melting and Freezing Points: Why Do Substances Have Specific Melting and Freezing Points? (ADIC)
• Enthalpy Change of Solution: How Can Chemists Use the Properties of a Solute to Predict If an Enthalpy Change of Solution Will Be Exothermic or Endothermic? (ADIC)
• Reaction Rates: Why Do Changes in Temperature and Reactant Concentration Affect the Rate of a Reaction? (ADIC)
• Designing a Cold Pack: Which Salt Should Be Used to Make an Effective but Economical Cold Pack? (ADIC)
• Rate Laws: What Is the Rate Law for the Reaction Between Hydrochloric Acid and Sodium Thiosulfate? (ADIC)
Unit 9: Oxidation-Reduction
Unit 10: Reversible Reactions and Chemical Equilibrium
• Chemical Equilibrium: Why Do Changes in Temperature; Reactant Concentration; and Product Concentration Affect the Equilibrium Point of a Reaction? (ADIC)
• Equilibrium Constant and Temperature: How Does a Change in Temperature Affect the Value of the Equilibrium Constant for an Exothermic Reaction? (ADIC)
POGIL Activities
• POGIL Activities for High School Chemistry
Quarter Cycle
Unit
POGIL Activity Name
1
Unit 1: Matter and Atomic Structure
• Safety First
• Fundamentals of Experimental Design
• Organizing Data
• Significant Digits and Measurement
• Significant Zeros
• Classification of Matter
• Average Atomic Mass
• Isotopes
Unit 2: Electrons and Bonding
• Electron Energy and Light
• Electron Configurations
• Ions
• Coulombic Attraction
• Cracking the Periodic Table Code
• Periodic Trends
• Naming Ionic Compounds
• Polyatomic Ions
• The Activity Series
Unit 3: Molecular Structure
• Molecular Geometry
2
Unit 3: Molecular Structure
Unit 4: Intermolecular Interactions
• Naming Molecular Compounds
Unit 5: Phase Changes and Behavior of Gases
• Gas Variables
3
Unit 6: Reactions and Molar Mass
• Types of Chemical Reactions
• Relative Mass and the Mole
• Saturated and Unsaturated Solutions
• Solubility
• Molarity
Unit 7: Acids/Bases and Stoichiometry
• Naming Acids
• Mole Ratios
• Limiting and Excess Reactants
• Acids and Bases
• Strong versus Weak Acids
• Calculating pH
Unit 8: Energy and Thermodynamics
4
Unit 8: Energy and Thermodynamics
• Calorimetry
• Bond Energy
Unit 9: Oxidation-Reduction
• Oxidation and Reduction
Unit 10: Reversible Reactions and Chemical Equilibrium
• Equilibrium
School country
United StatesSchool state
ArizonaSchool city
PhoenixHigh school
Phoenix Collegeegiate Academy HighSchool / district Address
4445 S. 12th St.School zip code
85040Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LCHM
- Chemistry