Chemistry II

Course Description

Chemistry II is a continuation of Chemistry I, but it investigates in greater depth the fundamental makeup of matter, the interactions of matter, and the energy of such interactions. This course may be used as the basis for an AP Chemistry class, or it may be taught concurrently with AP Chemistry. The student will investigate the following:

• Structure of Matter
• States of Matter
• Reactions

Standard Number: 1.0 Structure of Matter

Standard: The student will extend their Chemistry I investigation of atomic theory, chemical bonding and nuclear chemistry.

Learning Expectations:

The student will

• 1.1 recognize how electron energy levels relate to atomic spectra, quantum numbers, and atomic orbitals.
• 1.2 represent electron arrangements in atoms in a variety of ways.
• 1.3 describe periodic relationships including atomic radii, ionization energies, electron affinities, and oxidation states.
• 1.4 investigate the subject of ionic, covalent, metallic bonds, and attractive forces between molecules.
• 1.5 investigate the relationship of chemical bonding to the state, structure and properties of matter.
• 1.6 explore Lewis structures, characteristics of valence bonds (including hybridized orbitals, resonance, and sigma and pi bonds), bond directionality, and ionic or molecular geometry using the VSEPR theory.
• 1.7 investigate the characteristics of simple organic molecules including isomerism.
• 1.8 explore nuclear chemistry.

Performance Indicators:

At Level 1, the student is able to

• write the arrangement of electrons in an any atom using orbital notation, electron configuration notation, and electron-dot notation.
• organize atoms from the main-group elements (1, 2, 13-18) based on atomic radii, ionization energies, and electron affinities.
• predict the charge for ions (groups 1, 2, 13-18) and the oxidation state of any atom in a compound or polyatomic ion.
• use the Bohr model to represent an electron moving between its ground state and its excited state.

At Level 2, the student is able to

• correlate lines of Balmer's series of an emission or absorbance spectrum of the hydrogen atom to their respective energy-level transitions.
• calculate the wavelength, frequency, and energy of a photon of electromagnetic radiation (formula and constants provided).
• compare the shape, energy, or number of electrons possible in s, p, d, and f orbitals.
• determine quantum numbers for elements given the electron configuration.
• explain in a paragraph why some elements do not have the predicted electron configuration (e.g., Cu: [Ar] 4s¹3d¹⁰ instead of [Ar] 4s²3d⁹).
• illustrate various types of bonding (ionic, covalent and metallic), and draw models to illustrate dipole interactions and dispersion forces.
• draw Lewis structures for polyatomic ions and simple covalent molecules.
• explain the formation of hybridized orbitals, resonance, and sigma and pi bonds.
• predict the geometry about a central atom in a polyatomic ion or molecule using the VSEPR theory.
• demonstrate, by drawing simple organic molecules (e.g., alkanes, alkenes, alkynes, alcohols), an understanding of structural isomers.

At Level 3, the student is able to

• correlate Lyman’s ultraviolet and Paschen’s infrared series of hydrogen’s spectrum.
• display the dipole moments of molecules using molecular geometry and electronegativity of atoms.
• compare and contrast the structure and function of proteins, carbohydrates, lipids, and nucleic acids.
• write the nuclear equation involving alpha or beta decay and gamma emission (given the mass number of the parent isotope).
• determine the half-life of an isotope by examining a graph or by using an appropriate equation.
• calculate the mass of the parent isotope remaining after a period of time.
• graph the decay series given the emissions of a radioactive isotope.
• describe societal implications of nuclear chemistry (dangers, uses, occupations, etc.).

Sample Task:

1. Create models of molecules to show approximate bond angles and bond lengths.
2. Have students use 12 index cards to make 4 sets of 3 flash cards to represent either orbital notation, electron configuration notation or electron-dot notation for 4 different elements (element answers on back). For review, have them quiz each other from a shuffled deck of cards.
3. Divide the class into 2 groups. Let the students play a game called, "Which Element am I?" by giving them clues based on their chemical properties or physical attributes from the periodic table.
4. Using balloons, have students illustrate various molecular geometries.

Integration/Linkages:

physics, physical science, mathematics, biology, radioactivity, nuclear medicine, nuclear physics, nursing, pharmacy, nutrition, medicine, imagination, graphing, problem-solving skills, scientific research and writing, calculator and computer skills, chemistry I, laboratory skills and safety

Standard Number: 2.0 States of Matter

Standard: The student will investigate interactions of matter using the kinetic molecular theory to explain solid, liquid, gas, and solution phenomena.

Learning Expectations:

The student will

• 2.1 apply the kinetic molecular theory to describe solids, liquids, and gases.
• 2.2 investigate topics associated with the gaseous state.
• 2.3 discuss phase diagrams of one-component systems.
• 2.4 extend their understanding of solutions that was introduced in Chemistry I.

Performance Indicators:

At Level 1, the student is able to

• identify the basic contents of the kinetic-molecular theory and relate kinetic energy to temperature.
• relate the kinetic-molecular theory to solids, liquids, gases, and phase changes.
• relate Avogadro's hypothesis to gas volumes.
• understand the mole concept of matter as it relates to mass, volume, or number of particles.
• solve gas law problems including the ideal gas law equation (given the formulas and constant).

At Level 2, the student is able to

• recognize critical temperature, critical pressure, and triple point using phase diagrams of one-component systems.
• interpret changes in temperature and/or pressure using phase diagrams of one-component systems.
• calculate concentration of solutions (e.g., molarity, molality, and mass percent).
• determine the concentration of a dilute solution that is prepared from a concentrated solution of known molarity.
• investigate colligative properties and calculate freezing point depression and boiling point elevation of a solvent when a solute is added to it (given formula and appropriate constants).
• differentiate among unsaturated, saturated, and supersaturated solutions using solubility graphs.
• identify factors affecting solubility (e.g., temperature, pressure, concentration and polarity).
• explain deviations that real gases have from ideal gas characteristics.

At Level 3, the student is able to

• apply Raoult's law and osmosis to the study of solutions given formulas.
• investigate Beer’s law using a dilution series.

Sample Task:

1. Have students act out phases of matter by being molecules standing orderly close together while slow music is being played to represent the solid state (students are standing twisting around with arms locked together). Then they become "liquids" as the teacher plays some faster music to represent added thermal energy (students move around more rapidly till some break away from locked arms, but still remain as a group); then with faster music playing, some move rapidly enough to leave the group as they represent a gas.
2. Have students make a cube of 22.4 L (28.2 cm on edge) from poster board or other material to represent molar volume at STP.
3. Using CBL's, have students measure the boiling points of different concentration salt-water solutions.
4. Have students test the effects of stirring, heating, and crushing a solid solute using similar size rock salt crystals placed in 50 mL of water.
5. Beer's Law: Determine the concentration of an unknown solution of Copper (II) Sulfate based on relative absorbance of monochromatic light from student-made standard solutions of varying concentrations. Students can make solution dilutions.

Integration/Linkages:

physics, physical science, mathematics, problem solving skills, environmental science, earth science, biology, scientific inquiry skills, analysis and representation of data, graphing, science research and writing, industry, using CBL and graphing calculator, computer skills, lab techniques, chemistry I, safety

Standard Number: 3.0 Reactions

Standard: The student will investigate types of reactions, stoichiometry, equilibrium phenomena, kinetics, and thermodynamics of chemical reactions.

Learning Expectations:

The student will

• 3.1 investigate various chemical reactions associated with acids and bases, precipitation, and oxidation and reduction.
• 3.2 expand the study of stoichiometry.
• 3.3 explore the concept of physical and chemical equilibrium.
• 3.4 investigate chemical kinetics and the rate of reaction concept.
• 3.5 explore the concept of thermodynamics.

Performance Indicators:

As documented through teacher observation,

At Level 1, the student is able to

• write a balanced chemical equation and classify as to type, given a word description of a chemical reaction.
• predict the products, write the net ionic equation, and identify spectator ions in single and/or double replacement reactions (given the activity series table and a solubility table).
• determine percent composition, empirical, and molecular formula of a compound from data.
• predict amounts of products given either mole or mass amounts of reactants, compare actual yield to theoretical yield, and solve problems using limiting reagents.

At Level 2, the student is able to

• examine oxidation-reduction half-reactions given an equation.
• classify a solution as neutral, acidic, or basic, and calculate its pH given either the hydrogen or hydroxide ion concentration.
• graph data from a neutralization titration using strong or weak acids/bases.
• characterize acids and bases using the Arrhenius, Brönsted-Lowry and Lewis definitions, and identify conjugate acid-base pairs.
• characterize a substance as amphoteric.
• recognize dynamic processes, incorporating the concept of Le Chatelier's Principle.
• solve for equilibrium constants given appropriate concentrations, or solve for desired concentrations given necessary information, with emphasis on pK.
• determine if a precipitate will form given the concentrations of ions in solution (given a table of solubility product constants).
• explain rate of reaction, determine the order of a reaction, and calculate the rate constant from experimental data.
• describe activation energy and predict the effect of a temperature change on the rate of a reaction
• describe the role of a catalyst in a chemical reaction and its relationship to activation energy.
• define enthalpy and entropy.
• calculate calorimetry problems using laboratory data (given the equation).

At Level 3, the student is able to

• describe the common ion effect, buffers, and hydrolysis given a solution.
• differentiate electrolytic and voltaic cells by writing the appropriate standard half-cell reactions (given a diagram of each cell).
• describe both physical and chemical equilibria using the Nernst equation.
• describe and use Faraday's laws to solve problems (given an equation).
• identify the rate-determining step given a reaction mechanism.
• calculate the pH of buffer solutions.
• calculate the solubility and resulting concentration using the common-ion effect.
• calculate changes in enthalpy using Hess’s law (given a table of heats of formation).
• calculate changes in entropy (given an entropy table).
• calculate Gibbs free energy and determine if a reaction is spontaneous (given the equation).

Sample Task:

1. Perform an acid-base titration to determine concentration of an unknown solution.
2. Perform precipitation reactions and identify ions present in an unknown inorganic compound following the standard qualitative analysis scheme for ions.
3. Perform a clock reaction to determine rate and order for a chemical reaction.
4. Perform half-cell reactions to determine voltage.

Integration/Linkages:

physical science, mathematics, art skills, electroplating industry, battery industry, fuel cell industry, measurement skills and tools, problem solving skills, scale and model, biology, nutrition science, lifetime wellness, geometry, cosmetology, and building trades, earth science, ecology, critical thinking skills, calculator and computer-based skills, industry, laboratory techniques, scientific research and writing, communications, science and society, history, careers, economics, natural resources, scale and model, food science, engineering, auto technology, chemistry I, and safety