Chemistry Combined-UPDATED FINAL.pdf

Chemistry Grade 10

Curriculum Committee Members Bobby Hughes, East High

Christina Hughes, Science Curriculum Coordinator

Reviewed by High School Chemistry Teachers on March 10, 2016

Reviewed by Curriculum Advisory Committee on March 17, 2016

Presented to the Board of Education on May 17, 2016

Table of Contents Chemistry

Hazelwood School District Mission Statement……………………………………………………..3

Hazelwood School District Vision Statement…………………………………………………….….3

Hazelwood School District Goals………………………………………………………………………….3

Curriculum Overview……………………………………………………………………………………………4

Course Overview………………………………………………………………………………………………….5

Chemistry Unit 1……………………………………………………………………………………….………. 10

Chemistry Unit 2…………………………………………………………………………………………………35

Chemistry Unit 3…………………………………………………………………………………………………45

Chemistry Unit 4………………………………………………………………………………………………..62

Chemistry Unit 5………………………………………………………………………………………………..76

Chemistry Unit 6………………………………………………………………………………………………..92

Chemistry Unit 7………………………………………………………………………………………………108

Chemistry Unit 8……………………………………………………………………………………………...125

Hazelwood School District

Mission Statement We are a collaborative learning community guided by a relentless focus to ensure each student achieves maximum growth.

Vision Statement HSD will foster lifelong learners, productive citizens and responsible leaders for an ever-evolving society.

- Board of Education on January 5, 2010

Goals Goal #1: Hazelwood students will meet or exceed state standards in all curricular areas with emphasis in reading, writing, mathematics, science and social studies.

Goal #2: Hazelwood staff will acquire and apply skills necessary for improving student achievement.

Goal #3: Hazelwood School District, the community and all families will support the learning of all children.

Curriculum Overview

The committee aligned the curriculum with the Chemistry Course Level Expectations from the Missouri Learning Standards for Science as published by the Department of Elementary and Secondary Education in 2009. The curriculum is also aligned to the Next Generation Science Standards, and Science and Engineering practices have a prominent and explicit focus through the activities. The curriculum meets all the state and district requirements for 21st Century Skills, cultural relevance, skill-building and student centered ness. The curriculum contains various formative assessments, constructed response and selected response items that are rigorous and outline clear expectations. As the curriculum is taught and implemented, the assessments will be revised as needed.

The curriculum also contains suggested learning activities for each objective. The learning activities were selected or created to provide teachers with multiple options for engaging students in the content. The learning activities also promote a strong focus on building conceptual understanding. The scope and sequence was structured to best accompany the manner in which students learn material best. The goals of this curriculum are to promote sustainable learning outcomes, foster an appreciation for Physical Sciences, and increase achievement and aptitude in science practice and science process skills.

The curriculum is challenging, yet enriching. It offers multiple access points to engage students in the content and employs various ways to assess student understanding and determine mastery. Built on sound principles of Assessment Literacy, the curriculum provides specific learning targets derived from the standards as well as opportunities for students and teachers to set individual and class goals, respectively.

COURSE TITLE: Chemistry

GRADE LEVEL: 10th

CONTENT AREA: High School Science

Course Description: Chemistry is the study of matter which makes up all substances in the universe. By taking chemistry, students will learn about the atom, the basic building block of all matter. Students will learn how the composition of atoms lead to the different types of elements as well as the properties of those elements. Students will learn how elements combine together to form more complex matter and the factors that determine how these elements interact. Students will examine the interaction between matter and energy. Finally students will examine how human activity affects the chemical composition of the atmosphere, which in turn can have detrimental effects on human lives. Course Rationale: This course is designed the give student a conceptual understanding of the substances they encounter in their day to day lives. By taking chemistry students will be able to compare and contrast different types of matter, and know how they are used. Students will also gain an understanding of role chemistry plays in the characteristics of their environment, and how the chemical composition of the environment can change through the use and misuse of chemistry. This will allow students to become better steward of the world.

Course Scope and Sequence First Semester

Unit 1: Matter and Its Properties (6 weeks)

Unit 2: Structure of the Atom (3 weeks)

Unit 3: Trends in the Periodic Table (5 weeks)

Unit 4: Ionic Bonding and Compounds (3 weeks)

Second Semester Unit 5: Covalent Bonding and Compounds (4 weeks)

Unit 6: Identifying and Describing Chemical Reactions (4 weeks)

Unit 7: The Interaction between Energy and Matter (5 weeks)

Unit 8: Mixtures and Solutions in the Environment (4 weeks)

Proposed Course Materials and Resources: Trout, L. (Ed.). (2012). POGIL: Activities for High School Chemistry. Batavia, IL: Flinn Scientific. Holmquist, D., Randall, J., Volz, D. (2007). Chemistry with Vernier: Chemistry experiments using Vernier Sensors. Beaverton, OR. Vernier Software & Technology. Flinn ChemTopic Labs. (2012). Volumes 1 – 23. Batavia, IL: Flinn Scientific.

Unit Objectives Unit 1: Matter and Its Properties

• I can define physical and chemical changes • I can distinguish between physical and chemical changes in matter • I can provide multiple examples of physical and chemical changes • I can identify tools they need to use to measure mass, volume, length,

temperature and time • I can make descriptive and numerical measurements of matter using the correct

tools • I can make accurate measurements using scientific tools • I can calculate the densities of regular and irregular objects using scientific tools • I can group/sequence objects based on their density • I can identify pure substances • I can contrast elements and compounds • I can look at a molecular structure and determine if something is an element or

compound • I can create and conduct a plan for identifying pure substances based on their

chemical and physical properties.

Unit 2: Structure of the Atom • I can identify the three subatomic particles that make up an atom • I can compare the subatomic particles based on their charges • I can describe the structure of a typical atom • I can explain what an isotope is and how it is formed • I can determine the atomic number and mass number of an atom • I can use the atomic and mass numbers of an atom to calculate the number of its

subatomic particles

Unit 3: Trends in the Periodic Table • I can determine the valence electron number from various atoms • I can use valence electrons to determine patterns in the arrangement of the

periodic table. • I can distinguish between groups and periods of the Periodic table. • I can explain the similarities between elements in the same group • I can explain the similarities between elements in the same period • I can identify the major families found on the Periodic Table • I can compare and contrast the properties of major families found on the Periodic

Table • I can identify the divisions between the major families on the Periodic Table • I can sort elements into the major families based on their location on the Periodic

Table • I can identity the atomic number and atomic mass on the Periodic Table. • I can calculate the mass number from the atomic number • I can calculate the number of valence electrons found in atoms based on their

position on the Periodic Table and on their atomic and mass number • I can describe the stability of an element based on its number of valence electrons • I can calculate the charge of an element based on its number of valence electrons

Unit 4: Ionic Bonding and Compounds • I can identify the type of ion an element will form based on its number of valence

electrons • I can describe how two ions will interact when brought close to each other • I can predict the ion an element will form based on its location in the Periodic

Table • I can describe how ionic bonds form • I can describe the characteristics of ionic bonds • I can relate the characteristics of ionic bonds to the properties of ionic compounds • I can determine the chemical formula of a compound based on the ions that

makes it up • I can determine the ions that makes up a compound based on its chemical

formula

• Unit 5: Covalent Bonding and Compounds • I can explain why some elements share electrons instead of gaining/losing

electrons to become stable • I can predict the types of bonds that will likely form between elements based on

the chemical reactivity of the elements • I can use the difference in electronegativity to determine if the type of bond

formed will be covalent, polar covalent or ionic. • I can explain why water is a polar covalent compound • I can relate the characteristic of covalent bonds to the properties of covalent

compounds • I can compare and contrast ionic and covalent bonds/compounds • I can write the chemical and structural formula for simple binary covalent

compounds based on the elements that forms it.

Unit 6: Identifying and Describing Chemical Reactions • I can identify the reactants and products when viewing a chemical equation • I can describe the major types of chemical reactions • I can identify reactions based on its reactants • I can predict the products of a reaction based on the reactants • I can calculate the number and type of elements in a chemical compound • I can calculate the molar mass of chemical compound based on its chemical

formula • I can apply the conservation of mass law to balance a chemical equation, and

compare the mass of the reactants to the mass of the products • I can plan and conduct a scientific investigation to test a factor’s effect on the rate

of a reaction

Unit 7: The Interaction between Energy and Matter • I can describe how energy can be stored within substances

• I can identify the different forms of energy contained in commonly used items and

substances • I can compare and contrast thermal energy, heat and temperature • I can describe whether a chemical reaction is endothermic or exothermic by

measure a change in temperature during the reaction • I can predict what happens to the particles in a substance when energy is gained

or lost • I can predict what happens to the particles in a substance when energy is gained

or lost • I can use the gas law to predict what happens to gases when the temperature

increases or decreases • I can use the gas law to predict what happens to gases when the pressure

increases or decreases Unit 8: Mixtures and Solutions in the Environment

• I can describe the effect of temperature, surface area, particle size and agitation on a substance rate of solubility

• I can describe solutions using the terms dilute, concentrated, saturated, unsaturated, and supersaturated

• I can describe the properties of acidic, basic and neutral solutions • I can describe why water is classified as a universal solvent • I can describe how chemicals in the environment can change the pH of rain • I can describe the properties of electromagnetic radiation • I can identify the different types of electromagnetic radiation • I can describe the relationships between the wavelength, frequency and energy of

electromagnetic radiation • I can describe how electromagnetic radiation affect the humans and temperature

on Earth • I can describe how molecules (ozone, carbon dioxide, nitrogen, oxygen)in the

atmosphere affect the type and amount of electromagnetic radiation that is absorbed, reflected and transmitted through the atmosphere

• I can describe the chemical reactions that causes the depletion of ozone in the atmosphere

• I can predict how changes in the ozone layer affects Earth’s temperature • I can relate human activity to the composition of Earth’s atmosphere.

Unit Description

This unit serves as an introduction to one of the major cornerstones of Chemistry; the ability to identify different substances in nature based on their properties. Students will first explore the difference between chemical and physical changes. They will engage in laboratory investigations and activities where they will be tasked with observing and measuring physical and chemical properties using appropriate scientific tools. From these investigations, students will be able to classify substances based on their composition. The unit will cumulate with a final laboratory investigation where they will identify and describe an unknown substance based on its properties.

PRIOR KNOWLEDGE NEEDED: SUGGESTED UNIT TIMELINE:

• Students need to know the metric measurements for mass, volume, length and temperature

CLASS PERIOD (80 min.): 15

ESSENTIAL QUESTIONS:

“How are we able to identify and describe the different types of matter in nature?”

“How can scientific tools be used to describe properties of matter?”

“Why is it useful to be able to distinguish between different types of substances found in nature?”

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ESSENTIAL MEASURABLE LEARNING OBJECTIVES

Learning Objectives

Student Friendly Learning

Targets

CROSSWALK TO STANDARDS

GLEs/CLEs PS NGSS Bloom’s DOK

1. Students will be able to distinguish between physical and chemical changes in matter

• I can define physical and chemical changes

• I can distinguish between physical and chemical changes in matter

• I can provide multiple examples of physical and chemical changes

1.1.E.a. 3.6 None Comprehension (2)

1

2. Students will be able to determine the appropriate tools and techniques to collect, analyze and interpret data

• I can identify tools they need to use to measure mass, volume, length, temperature and time

7.1.B.c 3.7 None Knowledge (1)

1

3. Students will be able to make qualitative and quantitative observations using the appropriate tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders)

• I can make descriptive and numerical measurements of matter using the correct tools

7.1.B.a 3.3 None Application (3) 2

4. Students will be able to measure lengths to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the

• I can make accurate measurements using scientific tools

7.1.B.b 3.3

3.4

None Application (3) 2

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nearest degree Celsius, time to the nearest second

5. Students will be able to compare the densities of regular and irregular objects using their respective measures of volume and mass

• I can calculate the densities of regular and irregular objects using scientific tools

• I can group/sequence objects based on their density

1.1.A.a 1.3

3.3

None Analysis (4) 3

6. Students will be able to classify a substance as being made up of one kind of atom (element) or a compound when given the molecular formula or structural formula (or electron dot diagram) for the substance

• I can identify pure substances

• I can contrast elements and compounds

• I can look at a molecular structure and determine if something is an element or compound

1.1.A.c. 1.5

3.5

None Application (3) 2

7. Students will be able to identify pure substances by their physical and chemical properties (i.e., color, luster/reflectivity, hardness, conductivity, density, pH, melting point, boiling point, specific heat, solubility, phase at room temperature, chemical reactivity)

• I can create and conduct a plan for identifying pure substances based on their chemical and physical properties.

1.1.A.b 1.3

1.8

2.1

3.5

None Synthesis (5) 4

ASSESSMENT DESCRIPTIONS*: (Write a brief overview here. Identify Formative/Summative.

Suggested Formative Assessments:

• Unit 1 pre and post tests • Metric measurement and conversion quiz

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• Density Quiz • Density Quick Check • Exit card – Element, Compound or Mixture

District Summative Assessment:

• Matter and Its Properties Unit Test • Identifying an Unknown White Powder Lab Report

Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods)

1 Identifying similarities and differences, cooperative learning, homework and practice

2 Summarizing and note taking, cooperative learning, homework and practice

3 Cooperative learning, homework and practice

4 Cooperative learning, homework and practice

5 Cooperative learning, homework and practice, generating and testing hypothesis, homework and practice

6 Nonlinguistic representations, cooperative learning, homework and practice

7 Cooperative learning, generating and testing hypothesis

Obj. # SUGGESTED LEARNING ACTIVITIES: (What Students Do)

1 Physical and Chemical Change

2, 3 & 4

Metric Measurements

5 Density

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6 Classification of Matter

7 Substance Identification

UNIT RESOURCES: (include internet addresses for linking)

• Pogil “Classification of Matter” Activity • Flinn ChemTopics Labs – Experiments and Demonstrations in Chemistry • https://www.cfa.harvard.edu/smg/Website/UCP/causal/causal_students_density.html View misconceptions about density

INTEGRATION

ELA Integration Math Integration

Write a lab report on the identification of an unknown substance Using proportions to convert between metric units

Using proportions to perform density calculations

Assessment Literacy Strategies

☒ Provide students with a clear and understandable vision of the learning target (Strategy #1)

☒ Use examples and models of strong and weak work (Strategy #2)

☒ Offer regular descriptive feedback (Strategy #3)

☒ Teach students to self-assess and set goals (Strategy #4)

☒ Design lessons to focus on one learning target or aspect of quality at a time (Strategy #5)

☒ Teach students focused revision (Strategy #6)

☒ Engage students in self-reflection and let them keep track of and share their learning (Strategy #7)

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https://www.cfa.harvard.edu/smg/Website/UCP/causal/causal_students_density.html

21st Century Skills

Learning & Innovation Skills Information, Media, & Technology Skills

☐ Creativity & Innovation

☒ Critical Thinking & Problem Solving

☒ Communication

☒ Collaboration

☒ Information Literacy

☐ Media Literacy

☒ Technology Skills

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HSD Activity Guide Course: Chemistry

Unit: 1 – Matter and Its Properties

Activity Title: Physical and Chemical Change

Unit Objectives Being Addressed

1. Students will be able to distinguish between physical and chemical changes in matter

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Each pure substance has

characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.

• Distinguish between physical and chemical properties and changes

• Perform simple tests based on physical and chemical properties of matter

• Identify substances based on physical and chemical properties

Learning Targets (I can…) • Students will be able to define physical and chemical changes • Students will be able to describe the difference between physical and chemical changes in matter • Students will be able to provide multiple examples of physical and chemical changes

Essential Questions (Student Friendly) How are we able to identify and describe the different types of matter in nature?

Learning Activities

How will the standard be addressed? Observation and Experiment—Introduction to the Scientific Method The scientific method is not a rigid path, it is a process—a process of discovery. Discovery begins as students make careful observations and then ask key questions about what they have observed. The process of discovery continues as students design controlled experiments to answer their questions. A fun and easy way to introduce

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students to the study of chemistry—students can actually hold an experiment in their hands to see and feel what chemistry is all about Physical Changes and Chemical changes Lab – Students will observe and evaluate evidence of physical and chemical change and 1) Identify observable evidence of a physical change (e.g., change in shape, size, phase) and 2) identify observable evidence of a chemical change (e.g., color change, heat or light given off, change in odor, gas given off). Physical and Chemical Changes Card Sort – Given a list of cards, students will sort the items into 2 categories – those representing physical changes and those representing chemical changes.

Differentiation How will all students be reached?

Students will work in small, self-paced groups. Students will be given one-on-one attention as needed. Assignments will be modified to accommodate different learning needs. Flexible grouping will be an option.

Integration Science and Engineering Practices Crosscutting Concepts

☒ Asking Questions and Defining Problems ☐ Developing and Using Models ☒ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☐ Using Mathematics and Computational Thinking ☐ Constructing Explanations and Designing Solutions ☐ Engaging in Argument from Evidence ☐ Obtaining, Evaluating, and Communicating Information

☒ Patterns ☐ Cause and Effect ☐ Scale, Proportion and Quantity ☐ Systems and Systems Models ☒ Energy and Matter ☐ Structure and Function ☐ Stability and Change

Assessment Literacy

☒ Activity offers a clear vision of the learning target

☒ Activity allows for use of examples of strong and weak work

☒ Activity focuses on one learning target at a time

☒ Activity allows students to engage in focused revision

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☒ Activity allows for regular descriptive feedback

☒ Provides an opportunity for students to self-assess and set goals

☒ Activity allows students to engage in self-reflection

Assessment Formative Assessments Summative Assessments

Pre and Post Test

Unit 1 Matter and Its Properties

Essential Terminology (Key Terms) Physical Change, Chemical Change, Physical Property, Chemical Property, Mass, Grams, Volume, Liters, Length, Meters, Temperature, Celsius, Density, pH, Acidic, Neutral, Basic, Pure Substance, Mixture, Element, Compound, Molecular Formula

Additional Resources Instructional Materials Other Resources

Vinegar, baking soda, potato, iodine, effervescent tablets, salt, water, piece of ice, household ammonia, calcium chloride, phenol red, test tubes, beakers, popsicle sticks, sandwich baggies

Flinn ChemTopics Labs Book

Rigor and Relevance Rigor Relevance

☐ Knowledge/Awareness ☒ Comprehension ☐ Application ☐ Analysis ☐ Synthesis ☐ Evaluation

☐ Knowledge in one discipline ☐ Apply knowledge in one discipline ☐ Apply knowledge across disciplines ☒ Apply to real world predictable situations ☐ Apply to real world unpredictable situations

21st Century Skills

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Learning & Innovation Skills Information, Media & Technology Skills

☐ Creativity & Innovation ☒ Critical Thinking & Problem Solving ☒ Communication ☒ Collaboration

☒ Information Literacy ☐ Media Literacy ☐ Technology Skills

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Activity Title: Metric Measurements


2. Students will be able to determine the appropriate tools and techniques to collect, analyze and interpret data 3. Students will be able to make qualitative and quantitative observations using the appropriate tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders) 4. Students will be able to measure lengths to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius, time to the nearest second

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Basic tools used for measurement • Identify basic lab equipment and

the quantitative aspects of that equipment

• Exercise safety in handling laboratory equipment

• Use equipment according to its acceptable use requirements

Learning Targets (I can…) • I can identify tools they need to use to measure mass, volume, length,

temperature and time • I can make descriptive and numerical measurements of matter using the

correct tools • I can make accurate measurements using scientific tools

Essential Questions (Student Friendly) How can scientific tools be used to describe properties of matter?

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Learning Activities How will the standard be addressed?

Metric Measurement Lab – Students will use standard measurement tools to measure length, solid volume, liquid volume, irregular volume, area and temperature Dimensional Analysis – Students will work through practice problems with unit conversions. Dimensional analysis cards will be available as a scaffold. Accuracy and Precision Card Trick - http://www.flinnsci.com/teacher-resources/teacher-resource-videos/best-practices-for-teaching-chemistry/teaching-strategies/accuracy-and-precision-card-trick/ Volume and Chemistry – In this experiment students will investigate how quantities of liquids are used in chemistry. Mass in Chemistry – In this experiment, students will investigate how mass is measured in chemistry.




☒ Asking Questions and Defining Problems ☐ Developing and Using Models ☒ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☒ Using Mathematics and Computational Thinking ☐ Constructing Explanations and Designing Solutions ☐ Engaging in Argument from Evidence ☐ Obtaining, Evaluating, and Communicating Information

☐ Patterns ☐ Cause and Effect ☒ Scale, Proportion and Quantity ☐ Systems and Systems Models ☒ Energy and Matter ☐ Structure and Function ☐ Stability and Change

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http://www.flinnsci.com/teacher-resources/teacher-resource-videos/best-practices-for-teaching-chemistry/teaching-strategies/accuracy-and-precision-card-trick/



Assessment Literacy







☐ Activity allows students to engage in self-reflection


Unit 1 Pre and Post Test

Matter and Its Properties Unit Test



Index Cards Rulers Balances

N/A




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21st Century Skills Learning & Innovation Skills Information, Media & Technology

Skills ☐ Creativity & Innovation ☐ Critical Thinking & Problem Solving ☒ Communication ☒ Collaboration


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Activity Title: Density


5. Students will be able to compare the densities of regular and irregular objects using their respective measures of volume and mass

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Density is a physical property of all

matter. It is defined as the amount of matter (or mass) in a given amount of space (or volume).

• Every pure substance (solid, liquid and gas) has a characteristic density that can be used to help identify that substance.

• Density is also a property of matter that determines whether an object will sink or float in a substance. An object will sink if it is denser than the fluid it is placed in and an object will float if it is less dense than the fluid it is placed in.

• Density is found by the following formula: D=M/V.

• Calculate the density of regular objects

• Calculate the density of irregular objects

• Describe the methods used to calculate density (area measurements and volume displacement)

Learning Targets (I can…) • I can calculate the densities of regular and irregular objects using scientific

tools • I can group/sequence objects based on their density

Essential Questions (Student Friendly) • How are we able to identify and describe the different types of matter in

nature?

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Previous Knowledge Needed Additional Concepts Measurement Accuracy and Precision Physical and Chemical Properties of Matter

N/A

Learning Activities

How will the standard be addressed? Density Cubes – Students will determine the density of regular objects. Discovering Density (Looking for the Patterns and Trends) – The purpose of this experiment is to plot mass and volume data for a set of metal objects on a graph and determine the relationship between these measurements. The trend that is revealed and its application will be analyzed and used to identify the substance. The precision and accuracy of the results will also be determined. Beverage Density Lab (Sugar Content Analysis) – The purpose of this experiment is to determine the percent sugar in beverages. Students will address the question – Can the density of a solution be used to determine how much of a particular substance is dissolved in it?




☒ Asking Questions and Defining Problems ☒ Developing and Using Models ☒ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☒ Using Mathematics and Computational Thinking ☐ Constructing Explanations and Designing Solutions ☒ Engaging in Argument from Evidence ☐ Obtaining, Evaluating, and Communicating Information

☒ Patterns ☐ Cause and Effect ☒ Scale, Proportion and Quantity ☐ Systems and Systems Models ☐ Energy and Matter ☐ Structure and Function ☐ Stability and Change

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Assessment Literacy





☐ Activity focuses on one learning target at a time

☐ Activity allows students to engage in focused revision



Unit 1 Pre and Post Test Density Quiz Density Quick Check




Flinn ChemTopics Labs N/A


☐ Knowledge/Awareness ☐ Comprehension ☐ Application ☒ Analysis ☐ Synthesis ☐ Evaluation


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Skills ☐ Creativity & Innovation ☒ Critical Thinking & Problem Solving ☒ Communication ☒ Collaboration

☐ Information Literacy ☐ Media Literacy ☐ Technology Skills

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Unit: 1

Activity Title: Classification of Matter



Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Pure substances are made up of

one type of matter (single atom or compound)

• Substances on Earth are either pure substances or a combination of pure substances as represented by chemical formulas

• Distinguish between atoms and compounds and elements

• Use a chemical formula to identify elements and compounds

Learning Targets (I can…) • I can identify pure substances • I can contrast elements and compounds • I can look at a molecular structure and determine if something is an element or compound

Essential Questions (Student Friendly) Why is it useful to be able to distinguish between different types of substances found in nature?

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Tiered Activity: Elements, Compounds and Mixtures - Based on the summarizing strategy, students will either receive Level 1 or Level 2 Category Cards. Students can work in small groups or individually to sort the cards into the following categories: Element, Compound, Mixture, or in some cases a combination of these. POGIL Classification of Matter - we will explore how the smallest chemical units of matter determine whether something is classified as an element, a compound, or a mixture.


Students will work in small, self-paced groups. Students will be given one-on-one attention as needed. Assignments will be modified to accommodate different learning needs. Flexible grouping will be an option


☐ Asking Questions and Defining Problems ☒ Developing and Using Models ☐ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☐ Using Mathematics and Computational Thinking ☐ Constructing Explanations and Designing Solutions ☐ Engaging in Argument from Evidence ☐ Obtaining, Evaluating, and Communicating Information

☒ Patterns ☐ Cause and Effect ☐ Scale, Proportion and Quantity ☐ Systems and Systems Models ☐ Energy and Matter ☒ Structure and Function ☐ Stability and Change

Assessment Literacy







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Assessment

Formative Assessments Summative Assessments Unit 1 Pre and Post Test Exit card – Element, Compound or Mixture




POGIL Chemistry Book N/A


☐ Knowledge/Awareness ☐ Comprehension ☒ Application ☐ Analysis ☐ Synthesis ☐ Evaluation



Skills ☒ Creativity & Innovation ☒ Critical Thinking & Problem Solving ☐ Communication ☒ Collaboration


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Unit: 1

Activity Title: Substance Identification


7. Students will be able to identify pure substances by their physical and chemical properties (i.e., color, luster/reflectivity, hardness, conductivity, density, pH, melting point, boiling point, specific heat, solubility, phase at room temperature, chemical reactivity)

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Each pure substance has

characteristic physical and chemical properties that can be used to identify it.

• Distinguish between physical and chemical properties and changes

• Perform simple tests based on physical and chemical properties of matter

• Identify substances based on physical and chemical properties

Learning Targets (I can…) • I can design and conduct a plan for identifying pure substances based on their

chemical and physical properties.

Essential Questions (Student Friendly) • How are we able to identify and describe different types of matter in nature? • How can scientific tools be used to describe properties of matter? • Why is it useful to be able to distinguish between different types of substances

found in nature?

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Unknown White Powder Lab - The goal of this lab is to identify all five of the unknown white powders given. Each of these powders can be superficially described as a “dry white powder”, but they have different chemical and physical properties. Students will need to develop their own procedure for this lab by reading the material given in this hand out. Students will show their procedure to an instructor and it must be accepted before they can begin the lab. Mystery Powder – In this lesson, students will apply what they know about physical and chemical properties of matter to identify matter. This lab is more guided inquiry as compared to the Unknown White Powder lab which is open inquiry.


Students will work in small, self-paced groups. Students will be given one-on-one attention as needed. Assignments will be modified to accommodate different learning needs. Flexible grouping will be an option The labs in this section can be tiered based on student readiness.


☒ Asking Questions and Defining Problems ☐ Developing and Using Models ☒ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☐ Using Mathematics and Computational Thinking ☒ Constructing Explanations and Designing Solutions ☒ Engaging in Argument from Evidence ☒ Obtaining, Evaluating, and Communicating Information

☐ Patterns ☒ Cause and Effect ☐ Scale, Proportion and Quantity ☐ Systems and Systems Models ☒ Energy and Matter ☒ Structure and Function ☐ Stability and Change

Assessment Literacy



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Identifying an Unknown White Powder Lab Report



☐ Knowledge/Awareness ☐ Comprehension ☐ Application ☐ Analysis ☒ Synthesis ☐ Evaluation



Skills ☒ Creativity & Innovation ☒ Critical Thinking & Problem Solving ☒ Communication ☒ Collaboration

☒ Information Literacy ☒ Media Literacy ☐ Technology Skills

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Unit Description

In this unit, students will investigate the building block of all matter, the atom. They will examine how our understanding of the atom has changed from the early ideas of Democritus to our modern understanding. Students will discover while all atoms are made up of the same three subatomic particles, they differ in the number of each. Finally, students will utilize an atom’s atomic number and mass number to determine its composition.


• Students need to know the different types of electrical charges (positive, negative and neutral)

• Students need to know how charged particles interact (like repel and opposite attract)

CLASS PERIODS (80 min.): 7


“How can we have different types of matter when they are all made up of atoms?”


Learning Objectives


Targets



1. Students will be able to describe the atom as having a dense, positive nucleus surrounded by a cloud of negative electrons

• I can identify the three subatomic particles that make up an atom

• I can compare the subatomic particles based on their charges

1.1.D.c 1.4

1.5

3.5

HS-PS1-8 Knowledge (1) 1

35

• I can describe the structure of a typical atom

2. Students will be able to calculate the number of protons, neutrons, and electrons of an isotope, given its mass number and atomic number

• I can explain what an isotope is and how it is formed

• I can determine the atomic number and mass number of an atom

• I can use the atomic and mass numbers of an atom to calculate the number of its subatomic particles

1.1.E.b 1.5 3.5

HS-PS1-8 Application (3) 2



• Unit 2 pre and post tests • Parts of an atom • Concept Map on Changing an Atom • Isotopes card sort


• Unit 2 Test


1 Student Interest, summarizing and note taking, nonlinguistic representation

2 Flexible grouping, tiered assignments, homework and practice, nonlinguistic representation

36


1 Mapping Atomic Structure

2 Isotopes


Flinn ChemTopics

POGIL Chemistry

INTEGRATION


• RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

• 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. WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

• WHST.9-12.7 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 investigation.

• Model with mathematics. • HSN-Q.A.1 Use units as a way to understand problems and

to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

• HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.

• HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities

37



☐ Use examples and models of strong and weak work (Strategy #2)




☐ Teach students focused revision (Strategy #6)

☐ Engage students in self-reflection and let them keep track of and share their learning (Strategy #7)

21st Century Skills


☒ Creativity & Innovation

☐ Critical Thinking & Problem Solving

☒ Communication

☒ Collaboration

☐ Information Literacy

☐ Media Literacy


38


Unit: 2

Activity Title: Mapping Atomic Structure


1. Students will be able to describe the atom as having a dense, positive nucleus surrounded by a cloud of negative electrons

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • The nucleus of the atom contains

an atom’s protons and neutrons • An atom’s electrons are located in

a space outside the nucleus called the electron cloud

• Compare the size of the nucleus to the size of the entire atom

Learning Targets (I can…) • I can compare the subatomic particles based on their charges • I can describe the structure of a typical atom • I can describe the structure of a typical atom

Essential Questions (Student Friendly) How can we have different types of matter when they are all made up of atoms?


Finn’s “Mapping Atomic Structure” ChemTopics Activity – Students will explore the size of an atom’s nucleus and the atom as a whole by creating scaled models out of common items. Bohr Model Practice – Students will use push pins and cardboard to make working Bohr models of the atoms, giving attention to the number of electrons per energy level and introducing valence electrons.

39

Inside the Atom – Students will discover what is inside the atom. They will use the Bohr model practice boards from the previous activity to determine patterns between protons and neutrons.




☐ Asking Questions and Defining Problems ☒ Developing and Using Models ☐ Planning and Carrying out Investigations ☐ Analyzing and Interpreting Data ☒ Using Mathematics and Computational Thinking ☐ Constructing Explanations and Designing Solutions ☐ Engaging in Argument from Evidence ☐ Obtaining, Evaluating, and Communicating Information

☒ Patterns ☐ Cause and Effect ☒ Scale, Proportion and Quantity ☐ Systems and Systems Models ☐ Energy and Matter ☒ Structure and Function ☐ Stability and Change

Assessment Literacy


☐ Activity allows for use of examples of strong and weak work

☐ Activity allows for regular descriptive feedback

☐ Provides an opportunity for students to self-assess and set goals




40


Unit Pre and Post Test Parts of an atom

Unit 2 test

Essential Terminology (Key Terms) • Nucleus, Electron Cloud, Proton, Electrons, Neutrons


• Flinn’s ChemTopics Book • Pieces of cardboard (see Cafeteria

for discarded boxes) • Push pins

• Basketball • Maps of St. Louis • Metersticks







41


Unit: 2

Activity Title: Isotopes


2. Students will be able to calculate the number of protons, neutrons, and electrons of an isotope, given its mass number and atomic number

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Isotopes of the same element

differ in their number of neutrons, which causes their mass number to be different

• An atom’s atomic number equals its number of protons and electrons

• At atom’s mass number minus its atomic number is equal to its number of neutrons

• Calculate the number of protons and electrons from an elements atomic number

• Calculate the number of neutrons by using an element’s mass number and atomic number

Learning Targets (I can…) • I can define isotope • I can define the atomic number and mass number of an atom • I can use the atomic and mass numbers of an atom to calculate the number of

its subatomic particles

Essential Questions (Student Friendly) How can we have different types of matter when they are all made up of atoms?

42


Pogil’s “Isotopes” Activity – Using models of atoms students will examine how atoms of the same element can differ in their number of subatomic particles Bean Bag Isotopes - The purpose of this activity is to investigate the mass properties and relative abundance of isotopes for the “bean bag” element (symbol, Bg) and to calculate the atomic mass of this element.




☐ Asking Questions and Defining Problems ☒ Developing and Using Models ☐ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☒ Using Mathematics and Computational Thinking ☐ Constructing Explanations and Designing Solutions ☒ Engaging in Argument from Evidence ☐ Obtaining, Evaluating, and Communicating Information

☒ Patterns ☐ Cause and Effect ☐ Scale, Proportion and Quantity ☒ Systems and Systems Models ☐ Energy and Matter ☒ Structure and Function ☐ Stability and Change

Assessment Literacy








43

Assessment

Formative Assessments Summative Assessments • Unit Pre and Post Test • Isotopes Card Sort

• Structure of the Atom Test

Essential Terminology (Key Terms) • Isotopes, Atomic Number, Mass Number, Proton, Electrons, Neutrons


POGIL Chemistry Mixed beans Concept map on changing an atom

• N/A


☒ Knowledge/Awareness ☒ Comprehension ☒ Application ☐ Analysis ☐ Synthesis ☐ Evaluation

☒ Knowledge in one discipline ☒ Apply knowledge in one discipline ☐ Apply knowledge across disciplines ☐ Apply to real world predictable situations ☐ Apply to real world unpredictable situations




44

Unit Description

Unit 3 have students learning about one of the most useful tools in chemistry, the Periodic Table. Students will begin by examining the basic structure of the periodic table. The arrangement of the Periodic Table allowed scientist to group elements with similar properties. Students will compare and contrast the properties of these major groups. Finally students will learn how an element’s properties translate to their large scale characteristics.


• Students need to know how to calculate the number of protons, neutrons and electrons in an atom based on the element’s atomic and mass numbers.

CLASS PERIOD (80 min.): 13


“How does the structure and organization of the Periodic Table be used to gain information about the different elements in nature?”

“How does the composition of an element lead to the properties we observe in nature?”


Learning Objectives


Targets



1. Students will be able to describe how the valence electron configuration determines how atoms interact and may bond

• I can determine the valence electron number from various atoms

1.1.H.a 2.1

3.5

HS-PS1-1 Comprehension (2)

2

45

• I can use valence electrons to determine patterns in the arrangement of the periodic table.

2. Students will be able to explain the structure of the Periodic Table in terms of the elements with common properties (groups/families) and repeating properties (periods)

• I can distinguish between groups and periods of the Periodic table.

• I can explain the similarities between elements in the same group

• I can explain the similarities between elements in the same period

1.1.F.a 2.1

2.7

3.5


2

3. Students will be able to compare and contrast the properties of metals, nonmetals, metalloids (semi-conductors), and noble gases

• I can identify the major families found on the Periodic Table

• I can compare and contrast the properties of major families found on the Periodic Table

1.1.A.d 2.1

2.7

3.5

HS-PS1-1

HS-PS1-2

Analysis (4) 2

4. Students will be able to classify elements as metals, nonmetals, metalloids (semi-conductors),and noble gases according to their location on the Periodic Table

• I can identify the divisions between the major families on the Periodic Table

• I can sort elements into the major families based on their location on the Periodic Table

1.1.F.b 2.1

2.7

3.5

HS-PS1-1

HS-PS1-2

Application (3) 2

5. Students will be able to describe the information provided by the atomic

• I can identity the atomic number and

1.1.E.c 3.5 HS-PS1-1 Application (3) 2

46

number and the mass number (i.e., electric charge, chemical stability)

atomic mass on the Periodic Table.

• I can calculate the mass number from the atomic number

• I can calculate the number of valence electrons found in atoms based on their position on the Periodic Table and on their atomic and mass number

• I can describe the stability of an element based on its number of valence electrons

• I can calculate the charge of an element based on its number of valence electrons

HS-PS1-2



• Unit 3 pre and post tests • Concept map on the families of the Periodic Table • Debriefing


• Unit 3 Test


47

1 Cooperative learning, nonlinguistic representation, identifying similarities and differences

2 Tiered assignments, flexible grouping, cooperative learning, identifying similarities and differences

3 Cooperative learning, nonlinguistic representation, identifying similarities and differences, homework and practice


1 The Outer Shell

2 The Periodic Table

3 Periodic Trends


POGIL Chemistry

http://www.learner.org/interactives/periodic/groups.html Website resource for Families of the Period Table webquest

INTEGRATION


• Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words

• Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

48

http://www.learner.org/interactives/periodic/groups.html









21st Century Skills




☒ Communication

☒ Collaboration


☐ Media Literacy


49


Unit: 3 Trends in the Periodic Table

Activity Title: The Outer Shell


1. Describe how the valence electron configuration determines how atoms interact and may bond.

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Each atom has a charged

substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.

• The periodic table orders elements horizontally by number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patters of outer electron states.

• Students will be able to use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost layers

Learning Targets (I can…) • I can determine the valence electron number from various atoms • I can use valance electrons to determine patterns in the arrangement of the

periodic table

Essential Questions (Student Friendly) How can the structure and organization of the Periodic Table be used to gain information about the different elements in nature?

50

Learning Activities

How will the standard be addressed? Modeling Lewis Structures – Students will demonstrate their understanding of Lewis Structures by creating models using cardboard and pushpins. These models will be used again as students learn ionic and covalent bonding. Periodic Table Basics – Students will use prior knowledge of the structure of atoms (protons, neutrons and electrons), Bohr models of atoms, and Lewis structures to assemble a small periodic table and identify patterns and trends of the periodic table. Energy Levels and Electron Configuration - In this lesson, the students will learn the proper filling order of electrons in the energy levels of an atom. They will learn how to “read” these occupied energy levels as electron configurations and demonstrate their understanding through creative presentations.





☒ Patterns ☐ Cause and Effect ☐ Scale, Proportion and Quantity ☒ Systems and Systems Models ☐ Energy and Matter ☒ Structure and Function ☐ Stability and Change

Assessment Literacy



51







Unit 3 Pre and Post Tests

Unit 3 Test

Essential Terminology (Key Terms) Periodic Table, Period, Group, Family, Metal, Metalloid/Semi-Conductor, Nonmetal, Noble Gases, Halogens, Transition Metals, Alkali Metals, Alkaline Metals, Valence Electron, Lewis Dot Diagram, Ion, Cation, Anion, Electronegativity


Push Pins and Cardboard Whiteboards Dry Erase Markers Colored Pencils

N/A



☐ Knowledge in one discipline ☒ Apply knowledge in one discipline ☐ Apply knowledge across disciplines ☐ Apply to real world predictable situations ☐ Apply to real world unpredictable situations

52


Skills ☒ Creativity & Innovation ☒ Critical Thinking & Problem Solving ☐ Communication ☐ Collaboration


53


Unit: 3 – Trends in the Periodic Table

Activity Title: The Periodic Table


2. Students will be able to explain the structure of the Periodic Table in terms of the elements with common properties (groups/families) and repeating properties (periods) 3. Students will be able to compare and contrast the properties of metals, nonmetals, metalloids (semi-conductors), and noble gases 4. Students will be able to classify elements as metals, nonmetals, metalloids (semi-conductors),and noble gases according to their location on the Periodic Table





Learning Targets (I can…) • I can distinguish between periods and groups on the Periodic Table • I can explain the similarities between elements in the same group • I can explain the similarities between elements in the same period • I can identify the major families found on the Periodic Table • I can compare and contrast the properties of major families found on the

Periodic Table • I can identify the divisions between the major families on the Periodic Table • I can sort elements into the major families based on their location on the

Periodic Table

54

Essential Questions (Student Friendly) How can the structure and organization of the periodic table be used to gain information about the different elements in nature?


It’s in the Cards—Discovering the Periodic Law - Mendeleev’s discovery of the periodic table has survived the test of time and stands to this day as the single most important tool to understand the chemistry of the elements. In this inquiry-based activity, students play chemical “solitaire” using special element card decks to reenact Mendeleev’s original discovery of the periodic law. As the cards are arranged and rearranged based on logical trends in the properties of the elements, the nature of the periodic law is revealed. Periodic Trends and the Properties of Elements—Alkaline Earth Metals Recognizing periodic trends in the properties of elements is key to understanding the full value of the periodic table. The purpose of this microscale lab activity is to identify periodic trends in the activity and solubility of the alkaline earth metals. Students first compare the reactions of metals to discover the trend in metal activity both within a group and across a period in the periodic table. Students then explore the solubility of a variety of alkaline earth metal compounds and use the resulting trend to identify an unknown. All in the Family—The Halogens and Their Compounds - In every family there are both similarities and differences. The same is true in chemical families as well. In this experiment students explore the similarities and differences in the chemical properties of the halogens and their compounds. Students determine which halogens are most and least active by investigating the pair-wise reactions of chlorine, bromine, and iodine with sodium chloride, sodium bromide, and sodium iodide. Students also examine the solubility of metal halides to see how they are the same and different. The experiment is carried out on the microscale level using small test tubes.



Integration

55

Science and Engineering Practices Crosscutting Concepts ☐ Asking Questions and Defining Problems ☒ Developing and Using Models ☒ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☐ Using Mathematics and Computational Thinking ☐ Constructing Explanations and Designing Solutions ☒ Engaging in Argument from Evidence ☒ Obtaining, Evaluating, and Communicating Information


Assessment Literacy









• Unit 3 Pre and Post Test • Concept map on families of the

Periodic table

Unit 3 Test


Additional Resources

56

Instructional Materials Other Resources Flinn ChemTopics (Book 4)







57


Unit: 3 Trends in the Periodic Table

Activity Title: Periodic Trends


5. Students will be able to describe the information provided by the atomic number and the mass number (i.e., electric charge, chemical stability)





Learning Targets (I can…) • I can identify the atomic number and atomic mass on the Periodic Table. • I can calculate the mass number from the atomic number • I can calculate the number of valence electrons found in atoms based on their

position on the Periodic Table and on their atomic and mass number • I can describe the stability of an element based on its number of valence

electrons • I can calculate the charge of an element based on its number of valence

electrons

58

Essential Questions (Student Friendly) How can the structure and organization of the periodic table be used to gain information about the different elements in nature?

Learning Activities

How will the standard be addressed? POGIL – Periodic Trends – Students will investigate the questions – Can the properties of an element be predicted using a periodic table? They will apply properties such as atomic size, electronegativity, ionization energies, bonding, solubility, and reactivity. Graphing the Trends in the Periodic Table –Students understand trends of the periodic table and practice methods of graphing. Band of Stability – Students will graph a “Band of Stability” to determine the location of stable nuclei on a neutron vs proton plot.




☒ Asking Questions and Defining Problems ☐ Developing and Using Models ☒ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☒ Using Mathematics and Computational Thinking ☐ Constructing Explanations and Designing Solutions ☒ Engaging in Argument from Evidence ☒ Obtaining, Evaluating, and Communicating Information

☒ Patterns ☐ Cause and Effect ☐ Scale, Proportion and Quantity ☐ Systems and Systems Models ☒ Energy and Matter ☒ Structure and Function ☐ Stability and Change

59

Assessment Literacy








Assessment

Formative Assessments Summative Assessments Unit 3 Pre and Post Test

Unit 3 Test



☐ Knowledge/Awareness ☐ Comprehension ☐ Application ☐ Analysis ☐ Synthesis ☒ Evaluation



Skills ☐ Creativity & Innovation


60

☒ Critical Thinking & Problem Solving ☒ Communication ☒ Collaboration

☒ Media Literacy ☐ Technology Skills

61

Unit Description

Unit 4 focuses on ionic compounds, one of the major groups of chemical compounds. It begins with examining why and how ionic bonds form. From there, students will related the characteristics of ionic bonds to the large scale properties of ionic compounds. Students will learn how to write balance ionic compounds and determine the composition of ionic compounds based on their chemical formulas. The unit will cumulate with a research project examining how ionic compounds are used in everyday lives of students.


Students will need to know how to calculate the number of valence electrons are found in elements on the Periodic Table

Students will need to know how to determine what ion an element will form

Students will need to be able to classify an element as either a metal, or a nonmetal.

CLASS PERIOD (80 min.): 8 periods


“How do elements interact to give rise to the abundance of substances we see in nature?”

“How does the elemental composition of substances give rise to the properties we see?”


Learning Objectives


Targets



62


• I can identify the type of ion an element will form based on its number of valence electrons

• I can describe how two ions will interact when brought close to each other

1.1.H.a 3.5 HS-PS1-2

HS-PS1-3

HS-PS3-5

Comprehension (2)

2

2. Students will be able to predict the chemical reactivity of element, and the types of bonds that may result between them, using the periodic table

• I can predict the ion an element will form based on its location in the Periodic Table

• I can describe how ionic bonds form

1.1.F.a 3.5 HS-PS1-1

HS-PS1-2

HS-PS1-3

Application (3) 2

3. Students will be able to compare and contrast the types of chemical bonds (i.e., ionic, covalent)

• I can describe the characteristics of ionic bonds

• I can relate the characteristics of ionic bonds to the properties of ionic compounds

1.1.H.c 3.5 HS-PS1-2

HS-PS1-3

HS-PS3-5

Analysis (4) 2


• I can determine the chemical formula of a compound based on the ions that makes it up

• I can determine the ions that makes up a compound based on its chemical formula

1.1.A.c. 3.5 HS-PS1-2

HS-PS1-3

Application (3) 2

63



• Unit 4 pre and post tests • Hand signals gauging understanding of ionic compounding formation • Observation of students working on assignments • Exit slips on elemental ion formation • Ionic vs Covalent Bonding Quiz


• Unit 4 test


1 and 2

Homework and practice, nonlinguistic representations, cooperative learning, setting objectives and providing feedback

3 Homework and practice, nonlinguistic representations, cooperative learning, setting objectives and providing feedback



1 and 2

Introducing Ions

3 Types of Chemical Bonds

4 Ionic Bonding


POGIL Chemistry

64

Vernier conductivity probes

INTEGRATION


• Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

• 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.



• 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 investigation.

• 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


• Reason abstractly and quantitatively. • Model with mathematics.

65

the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

• Draw evidence from informational texts to support analysis, reflection, and research.








☐ Engage students in self-reflection and let them keep track of and share their learning (Strategy #7)

21st Century Skills




☒ Communication

☒ Collaboration


☐ Media Literacy

☐ Technology Skills

66


Unit: 4

Activity Title: Introducing Ions




Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • The definition of valence electrons • Elements need a full valence shell

to be stable • Elements can lose or gain

electrons to achieve a full valence shell

• Metal elements will lose electrons to become positive, whereas non-metal atoms will gain electrons to become negative ions

• Attraction between positive and negative ions give rise to an ionic bond

• Determine if an element will gain or lose electrons based on its position on the Periodic Table

• Predict if two elements will form an ionic bond based on their position on the Periodic Table.

Learning Targets (I can…) • I can identify the type of ion an element will form based on its number of

valence electrons • I can describe how two ions will interact when brought close to each other • I can predict the ion an element will form based on its location in the Periodic

Table

Essential Questions (Student Friendly) “How do elements interact to give rise to the abundance of substances we see in nature?” “How does the elemental composition of substances give rise to the properties we see?

67

Learning Activities

How will the standard be addressed? Pogil’s “Ions” Activity – By examining models and data of different elements students will discover why certain atoms form ions. Also they will discover how to predict an atom’s ionic charge based on its position on the periodic table. Ions and the Periodic Table – Students will be able to identify an element as a metal, nonmetal, or semimetal based on its position in the periodic table, Predict the type of ion an element will form, Identify the numbers of protons, neutrons, and electrons in an ion





☒ Patterns ☒ Cause and Effect ☐ Scale, Proportion and Quantity ☐ Systems and Systems Models ☐ Energy and Matter ☒ Structure and Function ☐ Stability and Change

Assessment Literacy







68



Unit Pre and Post Test Changing the atom – graphic organizer

Unit 4 Test

Essential Terminology (Key Terms) • Metal, Non-metals, Periodic Table, Ion, Cation, Anion, Valence Electrons,

“Octet” Rule, Ionic Bond


Pogil’s Chemistry Book N/A







69


Unit: 4

Activity Title: Types of Chemical Bonds


3. Compare and contrast the types of chemical bonds (i.e., ionic, covalent)

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Ionic compounds have a high

boiling and melting point, typically form crystals, are soluble in water, brittle, and conduct electricity when dissolved in water

• Classify substances as ionic compounds based on their properties

Learning Targets (I can…) • I can describe the characteristics of ionic bonds • I can relate the characteristics of ionic bonds to the properties of ionic

compounds

Essential Questions (Student Friendly) “How do elements interact to give rise to the abundance of substances we see in nature?” “How does the elemental composition of substances give rise to the properties we see?”

Learning Activities

How will the standard be addressed? Flinn “Properties of Solids” ChemTopics Activity– Looking for patterns in the properties of different substances can help students understand how and why atoms join together to form compounds. What kinds of forces hold atoms together? How does the nature of the forces holding atoms together influence the properties of a material? The purpose of this experiment is to study the physical properties of common solids and to investigate the relationship between the type of bonding in a substance and its properties.

70

Ionic Bond vs Covalent Bond Venn Diagram – Students will use a Venn diagram to identify similarities and differences between ionic and covalent bonding.


Students will work in mixed groups Students will receive individual attention as needed


☐ Asking Questions and Defining Problems ☐ Developing and Using Models ☒ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☐ Using Mathematics and Computational Thinking ☐ Constructing Explanations and Designing Solutions ☒ Engaging in Argument from Evidence ☐ Obtaining, Evaluating, and Communicating Information

☒ Patterns ☐ Cause and Effect ☐ Scale, Proportion and Quantity ☐ Systems and Systems Models ☒ Energy and Matter ☒ Structure and Function ☐ Stability and Change

Assessment Literacy









Unit Pre and Post Test Ionic Bonding and Compounds Test

71

Essential Terminology (Key Terms) • Ionic Compound, Covalent Compound Melting Point, Boiling Point,

Conductivity


Flinn’s ChemTopics Book • Heat source • Reaction Plates





Skills ☐ Creativity & Innovation ☐ Critical Thinking & Problem Solving ☐ Communication ☒ Collaboration


72


Unit: 4

Activity Title: Ionic Bonding


4. Classify a substance as being made up of one kind of atom (element) or a compound when given the molecular formula or structural formula (or electron dot diagram) for the substance

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Balanced ionic compounds are

neutral meaning the compound’s total positive charge is equal to the total negative charge

• Monoatomic ions are ions that are made of a single atom

• Polyatomic ions are ions that are made of molecules that as a whole have a charge

• Name ionic compounds that consists of monoatomic ions

• Name ionic compounds that consist of one or more polyatomic ions

Learning Targets (I can…) • I can determine the chemical formula of a compound based on the ions that

makes it up • I can determine the ions that makes up a compound based on its chemical

formula

Essential Questions (Student Friendly) “How do elements interact to give rise to the abundance of substances we see in nature?” “How does the elemental composition of substances give rise to the properties we see?”

73


Ionic Bonding Puzzle Activity – Students use ion puzzle pieced to model the formation of balanced ionic compounds. From the activity, they will learn how to write the chemical formula for ionic compounds POGIL - Naming Ionic Compounds Activity – This activity reinforces the concept of writing the formula for balanced ionic compound as well as the procedure for writing the name of ionic compounds POGIL Polyatomic Ions Activity – This activity introduce ionic compounds that are made up of polyatomic ions. They will learn the rules for writing the chemical formula for these types of compounds and for naming them.





☒ Patterns ☐ Cause and Effect ☐ Scale, Proportion and Quantity ☐ Systems and Systems Models ☐ Energy and Matter ☒ Structure and Function ☒ Stability and Change

Assessment Literacy





74





Unit Pre and Post Test Ionic Bonding and Compounds Test

Essential Terminology (Key Terms) Cation, Anion, Chemical Formula, Monoatomic Ion, Polyatomic Ion


POGIL Chemistry “Ionic Bonding Puzzle” Handout

N/A







75

Unit Description

Unit 5 is a continuation of Unit 4, in which students will examine covalent compounds, a second class of chemical compounds. The unit begins with investigating why some elements share instead of accepting/donating electrons to become stable. Students will explore why some covalent bonds are polar while others are nonpolar, and relate this property to the characteristics of the covalent compounds we see in nature. Students will learn how to name and write the formulas for covalent compounds. The unit will conclude with the examination of the most important covalent compound in nature, water.


• Students need to know how ionic compound form (i.e., what types of elements form ionic compounds, what happens when an ionic bond forms)

• Students need to know the properties of ionic compounds



“How do elements interact to give rise to the abundance of substances we see in nature?”

“How does the elemental composition of substances give rise to the properties we see?”


Learning Objectives


Targets



1. Students will be able to describe how the valence electron configuration

• I can explain why some elements share electrons instead of

1.1.H.a 3.5 HS-PS1-2 Comprehension (2)

2

76

determines how atoms interact and may bond

gaining/losing electrons to become stable

HS-PS1-3

HS-PS3-5


• I can predict the types of bonds that will likely form between elements based on the chemical reactivity of the elements

• I can use the difference in electronegativity to determine if the type of bond formed will be covalent, polar covalent or ionic.

• I can explain why water is a polar covalent compound

1.1.F.a 3.5 HS-PS1-1

HS-PS1-2

HS-PS1-3

Application (3) 2

3. Students will be able to compare and contrast the types of chemical bonds (i.e., ionic, covalent)

• I can relate the characteristic of covalent bonds to the properties of covalent compounds

• I can compare and contrast ionic and covalent bonds/compounds

1.1.H.c 3.5 HS-PS1-2

HS-PS1-3

HS-PS3-5

Analysis (4) 2

4. Students will be able to classify a substance as being made up of one kind of atom (element) or a compound when given the molecular formula or

• I can write the chemical and structural formula for simple binary covalent compounds based on the elements that forms it.

1.1.A.c. 3.5 HS-PS1-2

HS-PS1-3

Application (3) 2

77

structural formula (or electron dot diagram) for the substance



• Unit 5 pre and post test • Observation of students working on assignments • Exit slips on the polarity of water


• Unit 5 test


1 Nonlinguistic representations, cooperative learning, Developing and Using Models

2 & 3 Homework and practice, nonlinguistic representations, cooperative learning, setting objectives and providing feedback, Developing and Using Models



1 Covalent Bonding and Compounds

2 & 3 Predicting Bond Types

4 Naming Molecular Compounds


78

POGIL Chemistry

INTEGRATION


• Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

• 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.




• 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


• Reason abstractly and quantitatively. • Model with mathematics.

79

the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

• Draw evidence from informational texts to support analysis, reflection, and research.









21st Century Skills




☒ Communication

☐ Collaboration


☐ Media Literacy


80


Unit: 5

Activity Title: Covalent Bonding and Compounds





• The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.

• The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.

• A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.

• Use valence electron configuration, specifically Lewis structures, to show how atoms may form bonds

• Be able to distinguish between ionic bonding and covalent bonding

• Use a model to show how atoms share electrons in covalent bonding as opposed to atoms giving and receiving electrons in ionic bonding

• Distinguish between and demonstrate differences between single, double and triple bonds in covalent compounds.

Learning Targets (I can…) I can explain why some elements share electrons instead of gaining/losing electrons to become stable

81

Essential Questions (Student Friendly) • How do elements interact to give rise to the abundance of substances we see

in nature? • How does the elemental composition of substances give rise to the properties

we see?

Learning Activities

How will the standard be addressed? Covalent Bonding Model – Students will their knowledge of Lewis Structures/Valence electrons to determine how atoms form bonds by sharing electrons with other atoms.




☐ Asking Questions and Defining Problems ☒ Developing and Using Models ☒ Planning and Carrying out Investigations ☐ Analyzing and Interpreting Data ☐ Using Mathematics and Computational Thinking ☐ Constructing Explanations and Designing Solutions ☐ Engaging in Argument from Evidence ☐ Obtaining, Evaluating, and Communicating Information

☒ Patterns ☐ Cause and Effect ☐ Scale, Proportion and Quantity ☐ Systems and Systems Models ☐ Energy and Matter ☐ Structure and Function ☐ Stability and Change

Assessment Literacy





82






Unit 5 Test

Essential Terminology (Key Terms) Covalent Bond, Covalent Compound, Single Bond, Double Bond, Triple Bond, Polarity, Polar Bond, Nonpolar Bond, Polar Compound, Nonpolar Compound, Binary Covalent Compound





Skills ☒ Creativity & Innovation ☒ Critical Thinking & Problem Solving ☒ Communication ☐ Collaboration


83


Unit: 5 Covalent Bonding and Compounds

Activity Title: Ionic Vs Covalent Bonding


2. Students will be able to predict the chemical reactivity of element, and the types of bonds that may result between them, using the periodic table 3. Students will be able to compare and contrast the types of chemical bonds (i.e., ionic, covalent)




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





84

Learning Targets (I can…)

• I can predict the types of bonds that will likely form between elements based on the chemical reactivity of the elements

• I can use the difference in electronegativity to determine if the type of bond formed will be covalent, polar covalent or ionic.

• I can relate the characteristic of covalent bonds to the properties of covalent compounds

• I can compare and contrast ionic and covalent bonds/compounds • I can explain why water is a polar covalent compound

Essential Questions (Student Friendly) How do elements interact to give rise to the abundance of substances we see in nature?


Introduction to Bonding Worksheet (GPB.org) – Students will distinguish between ionic, covalent and metallic bonds. They will use the Electronegativity chart to determine the type of bond that will likely form due to differences in electronegativities. Bond Type Electronegativity Nonpolar < 0.4 Polar Covalent 0.5 – 1.7 Polar >1.8

POGIL Electronegativity and Bonding – Students will address the question, “How does electronegativity predict the type of bonds atoms form? Ionic Vs Molecular – Students will use a Venn Diagram to compare and contrast Ionic and Molecular Compounds. Water is a Polar Molecule – Students will be able to explain, on the molecular level, what makes water a polar molecule. Students will also be able to show in a drawing that the polar nature of water can explain some of water’s interesting characteristics and help explain its evaporation rate compared to a less polar liquid. This activity was produce by the American Chemical Society for Middle School Chemistry. The activities, language and objectives are appropriate for high school basic Chemistry and are easily adaptable to encompass more rigorous instruction.

85




☐ Asking Questions and Defining Problems ☒ Developing and Using Models ☒ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☒ Using Mathematics and Computational Thinking ☐ Constructing Explanations and Designing Solutions ☒ Engaging in Argument from Evidence ☐ Obtaining, Evaluating, and Communicating Information

☐ Patterns ☐ Cause and Effect ☐ Scale, Proportion and Quantity ☐ Systems and Systems Models ☒ Energy and Matter ☒ Structure and Function ☒ Stability and Change

Assessment Literacy










Unit 5 Test

86



POGIL Chemistry Flinn Chem Topic Lab Book Internet Access

Internet Access







87


Unit: 5

Activity Title: Naming Molecular Compounds






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





Learning Targets (I can…) • I can write the chemical and structural formula for simple binary covalent

compounds based on the elements that forms it.

88

Essential Questions (Student Friendly) How does the elemental composition of substances give rise to the properties we see?

Learning Activities

How will the standard be addressed? POGIL – Naming Molecular Compounds – Students address the question – How are the chemical formula and name of a molecular compound related? Dichotomous Key for Naming Compounds – Students will develop a dichotomous key to be used to distinguish between ionic and covalent compounds, and to name them based on structural characteristics and other properties.




☒ Asking Questions and Defining Problems ☐ Developing and Using Models ☐ Planning and Carrying out Investigations ☐ Analyzing and Interpreting Data ☐ Using Mathematics and Computational Thinking ☐ Constructing Explanations and Designing Solutions ☒ Engaging in Argument from Evidence ☒ Obtaining, Evaluating, and Communicating Information


89

Assessment Literacy










Unit 5 Test



POGIL Chemistry N/A


☐ Knowledge/Awareness ☐ Comprehension ☒ Application ☐ Analysis

☐ Knowledge in one discipline ☒ Apply knowledge in one discipline ☐ Apply knowledge across disciplines ☐ Apply to real world predictable situations

90

☐ Synthesis ☐ Evaluation

☐ Apply to real world unpredictable situations




91

Unit Description

One of the useful aspects of chemistry is the ability to use our collective knowledge to new substances. Unit 6 introduces students to the major types of reactions which allow us to control and predict products from a reaction. Students will learn that you can only get out what you put into a reaction (the conservation of mass law) by learning to balance chemical reactions and comparing the mas of the reactants to the products. They will also discover how to change the speed of a reaction by conducting an investigation adjusting on of the parameters of the reaction.


• Students will need to know how interpret chemical formulas and tell what elements are found in it and what type of compound it is.



“What are the ways that substances can change to something different?”

“How can scientist can determine how much they can make from a chemical reaction?”

“What can you do to change the speed of a chemical reaction?”


Learning Objectives


Targets



1. Students will be able to predict the products of an acid/base

• I can identify the reactants and products

1.1.H.d. 1.4

2.7

HS-PS1-2 Application(3) 3

92

(neutralization), oxidation (rusting),and combustion (burning) reaction

when viewing a chemical equation

• I can describe the major types of chemical reactions

• I can identify reactions based on its reactants

• I can predict the products of a reaction based on the reactants

3.5

2. Students will be able to recognize whether the number of atoms of the reactants and products in a chemical equations are balanced

• I can calculate the number and type of elements in a chemical compound

1.1.I.b. 3.5 HS-PS1-7 Application (3) 3

3. Students will be able to compare the mass of the reactants to the mass of the products in a chemical reaction or physical change as support for the Law of Conservation of Mass

• I can calculate the molar mass of chemical compound based on its chemical formula

• I can apply the conservation of mass law to balance a chemical equation, and compare the mass of the reactants to the mass of the products

1.1.I.a. 1.2

3.5

HS-PS1-7 Analysis (4) 3

4. Students will be able to predict the reaction rates of different substances based on their properties (i.e., concentrations of reactants, pressure, temperature, states of matter, surface area, type of reactant material)

• I can plan and conduct a scientific investigation to test a factor’s effect on the rate of a reaction

1.1.H.b 1.2

2.1

2.7

3.5

HS-PS1-5

HS-PS1-6

Synthesis (5) 4


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• Unit 6 pre and post test • Quizzes


• Unit 6 test • “Factors Affecting Reaction Rates” formal lab report


1 Homework and practice, identifying similarities and differences, nonlinguistic representations, cooperative learning

2 & 3 Homework and practice, nonlinguistic representations, cooperative learning

4 nonlinguistic representations, cooperative learning, generating and testing hypothesis, tiered assignments, peer teaching


1 Types of Chemical Reactions

2 & 3 Balancing Chemical Equations

4 Factors Affection Reaction Rates


POGIL Chemistry

94

INTEGRATION


• 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

• Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes



• Reason abstractly and quantitatively • Use units as a way to understand problems and to guide the

solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays

• Define appropriate quantities for the purpose of descriptive modeling

• Choose a level of accuracy appropriate to limitations on measurement when reporting quantities





☒ Teach students focused revision (Strategy #6)

95




21st Century Skills




☒ Communication

☒ Collaboration


☒ Media Literacy


96


Unit: 6

Activity Title: Types of Chemical Reactions


1. Predict the products of an acid/base (neutralization), oxidation (rusting),and combustion (burning) reaction

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Chemical equations describes

what is occurring during a chemical reaction by listing the reactants on the left side and products on the right

• Chemical reactions can be identified by examining the reactants and products of the chemical equations

Chemical equations can be classified as being synthesis, decomposition, single replacement, double replacement, acid-base, combustion, and/or oxidation-reduction reactions


• I can identify the reactants and products when viewing a chemical equation • I can describe the major types of chemical reactions • I can identify reactions based on its reactants • I can predict the products of a reaction based on the reactants

Essential Questions (Student Friendly) “What are the ways that substances can change to something different?” “How can scientist can determine how much they can make from a chemical reaction?” “What can you do to change the speed of a chemical reaction?”

Learning Activities

How will the standard be addressed?

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Categorizing Chemical Equations – Students will be given strips with chemical equations where they must (1) categorize them by type (synthesis, single replacement, double displacement, combustion and decomposition); (2) describe the basic tenets of the chemical reaction (i.e., how do you know that you have this type of reaction? Pogil “Types of Chemical Reactions” Activity – In this activity, students will be given groups of reactions in which they will identify similarities within the groups. They use discovered patterns to define the reaction groups. Flinn’s “Classifying Chemical Reactions” Activity - Chemists try to make sense of the great variety of chemical reactions the same way that biologists organize their knowledge of life, by sorting reactions into groups and classifying them. Classifying chemical reactions allows us to predict what chemical reactions will occur when different substances are mixed. The purpose of this experiment is to observe a variety of chemical reactions, identify patterns in the conversion of reactants into products, and classify the reactions into different groups.




☒ Asking Questions and Defining Problems ☒ Developing and Using Models ☒ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☐ Using Mathematics and Computational Thinking ☒ Constructing Explanations and Designing Solutions ☒ Engaging in Argument from Evidence ☐ Obtaining, Evaluating, and Communicating Information

☒ Patterns ☒ Cause and Effect ☐ Scale, Proportion and Quantity ☐ Systems and Systems Models ☐ Energy and Matter ☒ Structure and Function ☒ Stability and Change

Assessment Literacy

98









Unit Pre and Post Test Identifying and Describing Chemical Reactions Test

Essential Terminology (Key Terms) • Chemical Equation, Reactants, Products, Synthesis, Decomposition, Single

Replacement, Double Replacement, Acid-Base Reaction, Oxidation-Reduction Reaction, Combustion


Pogil’s Chemistry Book “Flinn’s ChemTopics Book

Bunsen Burners


☒ Knowledge/Awareness ☒ Comprehension ☒ Application ☒ Analysis ☐ Synthesis ☐ Evaluation

☒ Knowledge in one discipline ☒ Apply knowledge in one discipline ☐ Apply knowledge across disciplines ☒ Apply to real world predictable situations ☐ Apply to real world unpredictable situations


Skills

99

☐ Creativity & Innovation ☒ Critical Thinking & Problem Solving ☐ Communication ☒ Collaboration


100


Unit: 6

Activity Title: Balancing Chemical Equations


2. Recognize whether the number of atoms of the reactants and products in a chemical equations are balanced 3. Compare the mass of the reactants to the mass of the products in a chemical reaction or physical change as support for the Law of Conservation of Mass

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • In a balanced chemical reactions,

the mass of the reactants must equal the mass of the product.

• Molar mass can be used to measure out real world quantities of a substance

• The molar mass of compounds can be used to determine large scale amounts of reactants used in a reaction, and the amount of products made

Chemical equations can be balance by adding coefficients in front of compound, so that the number and type of elements on the reactant and product sides are equal


• I can calculate the number and type of elements in a chemical compound • I can calculate the molar mass of chemical compound based on its chemical

formula • I can apply the conservation of mass law to balance a chemical equation, and

compare the mass of the reactants to the mass of the products


101


Balancing Chemical Equations Activity – Students learn how to balance chemical equation by using color coded cards of reactants and coefficients PheT Balancing Chemical Equation Simulation – The PheT simulator allows student to learn how to balance chemical equations visually. Then, they can practice balancing chemical equations of various difficulties Conservation of Mass Lab – The lab have student compare the mass of reactants and products of two different reactions to develop their understanding that mass is conserved during chemical reactions Pogil “Relative Mass and the Mole” Activity – The activity allow students to develop an understanding of how the mass ratio of compounds is the same regardless of their quantity and how this relates to the concept of molar mass.


Students will work in mixed groups Students can select the difficulty of the PheT simulator Students will receive individual attention as needed


☒ Asking Questions and Defining Problems ☒ Developing and Using Models ☒ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☒ Using Mathematics and Computational Thinking ☒ Constructing Explanations and Designing Solutions ☒ Engaging in Argument from Evidence ☐ Obtaining, Evaluating, and Communicating Information

☒ Patterns ☐ Cause and Effect ☐ Scale, Proportion and Quantity ☒ Systems and Systems Models ☐ Energy and Matter ☒ Structure and Function ☒ Stability and Change

Assessment Literacy



102







Unit Pre and Post Test Identifying and Describing Chemical Reactions Test

Essential Terminology (Key Terms) • Coefficients, Mole, Molar Mass


Balancing Chemical Equations Activity Handout Conservation of Mass Lab Handout Pogil “Relative Mass and the Mole” Activity

Index cards Computers with internet access



☒ Knowledge in one discipline ☒ Apply knowledge in one discipline ☐ Apply knowledge across disciplines ☒ Apply to real world predictable situations ☐ Apply to real world unpredictable situations


Skills ☐ Creativity & Innovation


103

☐ Critical Thinking & Problem Solving ☐ Communication ☒ Collaboration

☐ Media Literacy ☒ Technology Skills

104


Unit: 6

Activity Title: Factors affecting reaction rates


4. Predict the reaction rates of different substances based on their properties (i.e., concentrations of reactants, pressure, temperature, sates of matter, surface area, type of reactant material)

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Chemical reactions rates can be

altered by changing the reaction’s temperature, pressure, surface area and concentration of the reactants

Predict how factors can affect the rate of a reaction


• I can plan and conduct a scientific investigation to test a factor’s effect on the rate of a reaction


Learning Activities

Factors Affecting Reaction Rate” Lab Factors Affecting Reaction Rate” Lab – Students will conduct several mini-investigation testing how reactant concentration, surface area and temperature’s effect on the reaction rate of magnesium ribbon in hydrochloric acid.


Students will work in mixed groups

105

The investigation can be made more or less guided based on the ablility level of the students Students will receive individual attention as needed


☒ Asking Questions and Defining Problems ☐ Developing and Using Models ☒ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☒ Using Mathematics and Computational Thinking ☒ Constructing Explanations and Designing Solutions ☐ Engaging in Argument from Evidence ☒ Obtaining, Evaluating, and Communicating Information

☒ Patterns ☒ Cause and Effect ☐ Scale, Proportion and Quantity ☐ Systems and Systems Models ☒ Energy and Matter ☐ Structure and Function ☒ Stability and Change

Assessment Literacy









Unit Pre and Post Test Unit 6 Test

Essential Terminology (Key Terms) • Concentration, Temperature, Surface Area, Reaction Rate

106


Factors Affecting Reaction Rate Lab Handout

• Magnesium Ribbon • Hydrochloric Acid • Timers


☒ Knowledge/Awareness ☒ Comprehension ☒ Application ☒ Analysis ☒ Synthesis ☐ Evaluation

☒ Knowledge in one discipline ☒ Apply knowledge in one discipline ☒ Apply knowledge across disciplines ☒ Apply to real world predictable situations ☐ Apply to real world unpredictable situations




107

Unit Description

The connection between energy and chemistry is extremely important. We use chemistry to supply the energy needs of society, and energy affect how we can utilize substances. Unit 7 have student deepening their understanding of energy, which began in their physics classes. Students will learn about the differences between temperature, thermal energy and heat. They will apply these concept to the types of physical and chemical changes which occurs in matter. They will finally learn how the interaction between matter and energy can be used to identify susbtances.


Students need to know the difference between potential and kinetic energy

Students need to know the types of chemical bonds



“What effects does energy have on the properties of substances in nature?”

“What are the practical applications of the effects of temperature and pressure in society?”

“How can our knowledge of thermochemistry be used to meet the energy need of society?”

108


Learning Objectives


Targets



1. Classify the different ways to store energy (i.e., chemical, nuclear, thermal, mechanical, electromagnetic) and describe the transfer of energy as it changes from kinetic to potential, while the total amount of energy remains constant within a system (e.g., using gasoline to move a car, photocell generating electricity, biochemical reaction, energy generated by nuclear reaction)

• I can describe how energy can be stored within substances

1.2.F.a 2.1

3.5


2

2. Describe sources of and common uses of different forms of energy: chemical (the energy stored in the electrical fields between atoms in a compound), nuclear, thermal, mechanical, electromagnetic

• I can identify the different forms of energy contained in commonly used items and substances

1.2.A.c 2.1

3.5

HS-PS1-4 Application (3) 1

3. Differentiate between thermal energy (the total internal energy of a substance which is dependent upon mass), heat (thermal energy that transfers from one object or system to another due to a difference in

• I can compare and contrast thermal energy, heat and temperature

1.2.A.a 2.1 HS-PS1-4

HS-PS3-1

HS-PS3-2

Comprehension (2)

2

109

temperature), and temperature (the measure of average kinetic energy of molecules or atoms in a substance)

4. Describe evidence of energy transfer and transformations that occur during exothermic and endothermic chemical reactions

• I can describe whether a chemical reaction is endothermic or exothermic by measure a change in temperature during the reaction

1.1.D.c 1.3

2.1

3.5


2

5. Using the Kinetic Theory model, explain the changes that occurs in the distance between atoms/molecules and temperature of a substance as energy is absorbed or released during a phase change

• I can predict what happens to the particles in a substance when energy is gained or lost

1.1.D.a 2.1

3.5

HS-PS1-3

HS-PS1-4

Application (3) 2

6. Relate kinetic energy to an object’s mass and its velocity

• I can predict what happens to the particles in a substance when energy is gained or lost

1.2.B.a 3.5 HS-PS3-2 Application (3) 2

7. Predict the effect of a temperature change on the properties (e.g., pressure, density) of a material (solids, liquids, gases)

• I can use the gas law to predict what happens to gases when the temperature increases or decreases

1.1.D.b 3.5 HS-PS1-3 Application (3) 2

8. Predict the effect of a pressure change on the properties (e.g., temperature, density) of a material (solids, liquids, gases)

• I can use the gas law to predict what happens to gases when the pressure

1.1.D.c 3.5 HS-PS1-3

Application (3) 2

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increases or decreases



• Unit 7 pre and post test • Quizzes • Exit slips on applying the gas laws • Concepts map on types of energy • Observations • Self-assessments on understanding gas laws • Word sort on types of energy


• Unit 7 test • “Comparing Types of Fuel” report


1, 2 & 3

Identifying similarities and differences

4 Nonlinguistic representations, cooperative learning

5, 6, 7, & 8

Homework and practice, cooperative learning


111

1, 2 & 3

Energy Content in Food

4 Energy changes and Bond energy

5, 6, 7, & 8

Phase changes and Gas laws


• Flinn ChemTopics Book • Chemistry with Vernier Book • Pogil for Chemistry • Vernier Temperature Probe • Vernier Gas Pressure Sensor

INTEGRATION


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

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 investigation.

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

Model with mathematics

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays

Define appropriate quantities for the purpose of descriptive modeling

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities

Reason abstractly and quantitatively

112

selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

Draw evidence from informational texts to support analysis, reflection, and research

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.









21st Century Skills

113




☒ Communication

☒ Collaboration


☐ Media Literacy


114


Unit: 7

Activity Title: “Energy Content of Food”

• Unit Objectives Being Addressed

1. Classify the different ways to store energy (i.e., chemical, nuclear, thermal, mechanical, electromagnetic) and describe the transfer of energy as it changes from kinetic to potential, while the total amount of energy remains constant within a system (e.g., using gasoline to move a car, photocell generating electricity, biochemical reaction, energy generated by nuclear reaction)

2. Describe sources of and common uses of different forms of energy: chemical (the energy stored in the electrical fields between atoms in a compound), nuclear, thermal, mechanical, electromagnetic

3. Differentiate between thermal energy (the total internal energy of a substance which is dependent upon mass), heat (thermal energy that transfers from one object or system to another due to a difference in temperature), and temperature (the measure of average kinetic energy of molecules or atoms in a substance)

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Chemical energy is stored in the

bonds of substances and in the position of the molecules

• The specific heat measures the amount of energy needed to raise one gram of the substance by one degree Celsius

• Energy in food (chemical energy) is used by humans to power the body

• Through the process of calorimetry, the total energy within a substance can be determine by using the specific heat of water


• I can describe how energy can be stored within substances • I can identify the different forms of energy contained in commonly used items

and substances • I can compare and contrast thermal energy, heat and temperature

Essential Questions (Student Friendly) “What effects does energy have on the properties of substances in nature?”

115

“What are the practical applications of the effects of temperature and pressure in society?” “How can our knowledge of thermochemistry be used to meet the energy need of society?”

Learning Activities

How will the standard be addressed? Vernier “Energy Content of Food” Lab – Students will conduct several mini-investigation testing how reactant concentration, surface area and temperature’s effect on the reaction rate of magnesium ribbon in hydrochloric acid.


Students will work in mixed groups The investigation can be made more or less guided based on the ability level of the students Students will receive individual attention as needed



☒ Patterns ☒ Cause and Effect ☐ Scale, Proportion and Quantity ☐ Systems and Systems Models ☒ Energy and Matter ☐ Structure and Function ☒ Stability and Change

Assessment Literacy



☒ Activity allows for regular descriptive



☒ Activity allows students to engage in

116

feedback


self-reflection


Unit Pre and Post Test The Interaction of Matter and Energy Unit Test

Essential Terminology (Key Terms) • Heat, Temperature, Specific Heat, Reaction Rate, Thermal Energy


Chemistry with Vernier Book

• Vernier Temperature Probe • Food of various types (mainly nuts

and snack food)






☐ Information Literacy ☐ Media Literacy ☒ Technology Skills

117


Unit: 7

Activity Title: Flinn’s “Exploring Energy Changes” Lab, and Pogil “Bond Energy” Activity


4. Describe evidence of energy transfer and transformations that occur during exothermic and endothermic chemical reactions

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Chemical energy is stored in the

bonds of substances and in the position of the molecules

• The specific heat measures the amount of energy needed to raise one gram of the substance by one degree Celsius

• Energy in food (chemical energy) is used by humans to power the body

• Through the process of calorimetry, the total energy within a substance can be determine by using the specific heat of water


• I can describe whether a chemical reaction is endothermic or exothermic by measure a change in temperature during the reaction

Essential Questions (Student Friendly) “What effects does energy have on the properties of substances in nature?” “What are the practical applications of the effects of temperature and pressure in society?” “How can our knowledge of thermochemistry be used to meet the energy need of society?”

Learning Activities

How will the standard be addressed? Flinn’s “Exploring Energy Changes” Lab - Energy in the form of heat is exchanged in almost every chemical reaction or physical change in state. Some reactions absorb heat as they proceed, while others release heat as they take place. In this technology-

118

based activity, students examine the heat changes in physical and chemical reactions and classify them as exothermic or endothermic. Students further investigate the amount of heat transfer in one of these reactions by measuring the resulting temperature change electronically as a function of time. POGIL “Bond Energy Activity – This activity, students will look at one way energy changes can be approximated for chemical reactions.





☒ Patterns ☒ Cause and Effect ☒ Scale, Proportion and Quantity ☐ Systems and Systems Models ☒ Energy and Matter ☐ Structure and Function ☒ Stability and Change

Assessment Literacy








119



Essential Terminology (Key Terms) • Endothermic Reaction, Exothermic Reaction


Flinn ChemTopics Book Pogil for Chemistry

• Vernier Temperature Probe • Food of various types (mainly nuts

and snack food)







120


Unit: 7

Activity Title: Phase Changes and Gas Laws


1. Using the Kinetic Theory model, will be able to explain the changes that occurs in the distance between atoms/molecules and temperature of a substance as energy is absorbed or released during a phase change

2. Relate kinetic energy to an object’s mass and its velocity 3. Predict the effect of a temperature change on the properties (e.g., pressure, density)

of a material (solids, liquids, gases) 4. Predict the effect of a pressure change on the properties (e.g., temperature, density)

of a material (solids, liquids, gases)

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Increasing the kinetic energy of a

substance cause the motion of its particles to increase, which causes it to change from a solid to a liquid, and then a gas

• There is an inverse relationship between the pressure of a gas and the volume of the gas, if temperature is held constant

• There is a direct relationship between the temperature of a gas and the pressure of a gas, if volume is held constant

• Predict the effect of a temperature change on a substance

• Predict the effect of a pressure change on a substance


• I can predict what happens to the motion of particles in a substance when energy is gained or lost

• I can use the gas law to predict what happens to gases when the temperature increases or decreases

• I can use the gas law to predict what happens to gases when the pressure increases or decreases

Essential Questions (Student Friendly) “What effects does energy have on the properties of substances in nature?”

121

“What are the practical applications of the effects of temperature and pressure in society?” “How can our knowledge of thermochemistry be used to meet the energy need of society?”

Learning Activities

How will the standard be addressed? Flinn’s It’s Just a Phase - It seems counter-intuitive—when freezing weather is predicted, orange growers spray the trees with water to protect the fruit from freezing. The water actually releases heat as it solidifies! The purpose of this experiment is to investigate the solid–liquid phase changes for lauric acid, an organic compound that is used to make soap. Students measure the heating and cooling curves for lauric acid and analyze the results to determine the melting point and the energy changes that take place when a liquid freezes or a solid melts. Vernier’s “Boyle’s Law: Pressure-Volume Relationship in Gases” – This lab allows students to determine the relationship between the pressure and volume of a confined gas. Vernier “Pressure-Temperature Relationship in Gases” – This lab allows students to study the relationship between the temperature of a gas sample and the pressure it exerts..




☒ Asking Questions and Defining Problems ☒ Developing and Using Models ☒ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☒ Using Mathematics and Computational Thinking ☒ Constructing Explanations and Designing Solutions ☐ Engaging in Argument from Evidence ☒ Obtaining, Evaluating, and Communicating Information

☒ Patterns ☒ Cause and Effect ☒ Scale, Proportion and Quantity ☒ Systems and Systems Models ☒ Energy and Matter ☐ Structure and Function ☒ Stability and Change

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Assessment Literacy










Essential Terminology (Key Terms) • Solid, Liquid, Gas, Pressure, Volume, Kinetic Energy, Temperature


Flinn ChemTopics Book Chemistry with Vernier Book

• Vernier Temperature Probe • Vernier Gas Pressure Sensor




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Unit DescriptionThe final unit in chemistry bring together many of the concepts learned in the course to examine how human activity affect the environment. Through the examination of the problems like acid rain and the depletion of the ozone layer, student will examine how changes in the chemical composition of the environment have a detrimental effect on life on earth. This understanding will lead students to become better stewards of the earth.


• Understand the difference between pure substances (elementsand compounds) and mixtures

• Understand the difference between polar and non-polarsubstances

• Know the layers and composition 08of the atmosphere



“What factors determine whether a substance can dissolve into a liquid?”

“How do you describe the amount of solute that is dissolved into a solvent?

“How does acid and based affect a local environment?”

“How are humans and our environment affected by electromagnetic radiation?”

“How does human interactions cause changes in the earth’s atmosphere, and how does there changes influence in turn affect human activity?”


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Learning Objectives


Targets


GLEs/CLEs PS CCSS Bloom’s DOK

1. Predict the effects of solvent and solute polarity on solubility (“like dissolves like”), and predict the effects of temperature, surface area, particle size, and agitation on the rate of solubility.

• I can describe the effect of temperature, surface area, particle size and agitation on a substance rate of solubility

1.1.B.c 1-1

1-2

1-3

1-8

2-1

2-7

3-1

3-5

N/A 5 4

2. Classify solutions as either being either dilute or concentrated; as either saturated, unsaturated , or supersaturated


1.1.B.a 1-4 N/A 3 2

3. Compare and contrast the properties of acidic, basic and neutral solutions

• I can describe the properties of acidic, basic and neutral solutions

1.1.B.b 1-4

1-8

N/A 2 2

4. Recognize the importance of water as a solvent in the environment as it relates to acid rain and water pollution

• I can describe why water is classified as a universal solvent

5.1.B.a 1-8

3-5

N/A 2 3

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• I can describe how chemicals in the environment can change the pH of rain

5. Describe how electromagnetic energy is transferred through space as electromagnetic waves of various wavelength and frequency

• I can describe the properties of electromagnetic radiation

• I can identify the different types of electromagnetic radiation

1.2.C.a 1-4

1-8

N/A 1 1

6. Describe the relationship among wavelength, energy, and frequency as illustrated by the electromagnetic spectrum

• I can describe the relationships between the wavelength, frequency and energy of electromagnetic radiation

1.2.A.b 1-6

2-7

3-5

N/A 2 2

7. Describe the effect of different frequencies of electromagnetic waves on the Earth and living organisms(e.g., radio, infrared, visible, ultraviolet, gamma, cosmic rays)

• I can describe how electromagnetic radiation affect the humans and temperature on Earth

1.2.A.d 2-1

3-1

3-5

N/A 3 3

8. Related the composition of gases and temp of the layers of the atmosphere (i.e., troposphere, stratosphere, ionosphere) to cloud formation and transmission of radiation (e.g., ultraviolet, infrared)

• I can describe how molecules (ozone, carbon dioxide, nitrogen, oxygen)in the atmosphere affect the type and amount of electromagnetic radiation that is absorbed, reflected

5.1.C.a 3-1

3-5

N/A 4 3

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and transmitted through the atmosphere

9. Describe the causes and consequences of observed and predicted changes in the ozone layer

• I can describe the chemical reactions that causes the depletion of ozone in the atmosphere

• I can predict how changes in the ozone layer affects Earth’s temperature

5.1.C.b 2-1

3-1

3-5

N/A 5 4

10. Provide evidence (e.g., variations in sea level, glaciation, and permafrost layers, fossils, desertification) that supports theories of climate change due to natural phenomena and/or human interactions

• I can relate human activity to the composition of Earth’s atmosphere.

5.2.F.a 2-1

3-1

3-5

4-3

4-7

N/A 4 3



• Unit 6 pre and post test • Hand signals • Observations • Concept map on solution concentration • Exit cards on relationship between frequency, wavelength and energy • Quizzes


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• Unit 8 test • “CO2 impact on air temperature” Lab Report • “Factor’s effect on Solubility” Lab Report • “Human Impact on Ozone Layer” Video


1 Nonlinguistic representation, generating and testing hypotheses

2 Compare and contrast, classify, nonlinguistic representation

3, 4 Compare and contrast, classify, nonlinguistic representation

5, 6 & 7

Compare and contrast, classify, nonlinguistic representation, cooperative learning

8, 9 & 10

Nonlinguistic representation, cooperative learning


1 Flinn’s “Factors Affecting Solution Formation—An Inquiry-Based Approach” and “It’s in Their Nature—Solute–Solvent Interactions”

2 “Saturated and Unsaturated Solutions” Pogil Activity

3, 4 Flinn’s “Properties of Acids and Bases” Lab and Vernier’s “Acid Rain” Lab

5, 6 & 7

“Wavelength, Frequency and Energy” and “Electromagnetic Spectrum”

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8, 9 & 10

“UV Menace” Research Report


• Flinn ChemTopics Book • Chemistry with Vernier Book • Vernier temperature probe • Vernier CO2 sensor • POGIL “Saturated and Unsaturated” activity • POGIL “Solubility” activity • POGIL “Acid and Base” activity • Wavelength, Frequency and Energy handout • Electromagnetic Spectrum handout • Rope • Large Prism • Thermometers • Infrared Lamp • Ultraviolet Lamp • “UV Menace” handout and access to the website http://www.cotf.edu/ete/modules/ozone/uvmenace.html

INTEGRATION


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

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;

Model with mathematics

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays

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synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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

Draw evidence from informational texts to support analysis, reflection, and research

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Define appropriate quantities for the purpose of descriptive modeling

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities

Reason abstractly and quantitatively








131


21st Century Skills




☒ Communication

☒ Collaboration


☒ Media Literacy


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Unit: 8

Activity Title: Solutions


1. Predict the effects of solvent and solute polarity on solubility (“like dissolves like”), and predict the effects of temperature, surface area, particle size, and agitation on the rate of solubility.

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Polar solvents dissolve polar and

charged solutes, while nonpolar solvents dissolve nonpolar solutes

• The solubility of a solvent increases with an increase in temperature, surface area and agitation

• The solubility of a solvent decreases with increase in particle size

• Predict the effect of polarity, temperature, surface area, particle size and agitation on solubility


• I can describe the effect of temperature, surface area, particle size and agitation on a substance’s rate of solubility

Essential Questions (Student Friendly) “What factors determine whether a substance can dissolve into a liquid?” “How do you describe the amount of solute that is dissolved into a solvent? “How does acid and based affect a local environment?” “How are humans and our environment affected by electromagnetic radiation?” “How does human interactions cause changes in the earth’s atmosphere, and how does there changes influence in turn affect human activity?”

Learning Activities

How will the standard be addressed?

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Factors Affecting Solution Formation—An Inquiry-Based Approach Solutions of copper sulfate, an important agricultural chemical, are sprayed on grapes and wheat and many other plants to prevent fungus diseases. What factors will affect the rate at which copper sulfate dissolves in water? In this inquiry-based experiment, students must design a series of tests to investigate how changing the crystal size of the solute, the temperature of the solvent, or the mixing of the solution will affect the rate at which copper sulfate dissolves. The results help students understand how and why solutions form. It’s in Their Nature—Solute–Solvent Interactions “Oil and water do not mix.” This old saying is often used as a metaphor to explain why relationships between opposites are difficult or almost impossible. In this experiment, students trace this metaphor back to its source—the nature of oil and water, solutes and solvents, and the interactions between them. By studying the solubility patterns of ionic, polar, and nonpolar compounds in a variety of solvents, students learn to classify compounds and begin to understand the types of intermolecular attractive forces that exist between them.





☒ Patterns ☒ Cause and Effect ☒ Scale, Proportion and Quantity ☒ Systems and Systems Models ☒ Energy and Matter ☒ Structure and Function ☒ Stability and Change

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Assessment Literacy









Unit Pre and Post Test Mixtures and Solutions in the Environment Unit Test

Essential Terminology (Key Terms) • Solution, Solute, Solvent, Polarity, Solubility


Flinn ChemTopics Book

• Vernier Temperature Probe




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136


Unit: 8

Activity Title: Saturated and Unsaturated Solutions


2. Classify solutions as either being either dilute or concentrated; as either saturated, unsaturated , or supersaturated

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • A volume of solvent can dissolved

a solute until the solution becomes saturated

• When a volume of solvent has less than the maximum amount of solute dissolved, it is described as a unsaturated solution

• A supersaturated solution can be temporality made to dissolved more than the normal maximum amount of solute

• Dilute solution have a small amount of solute dissolves, while a concentrated solution has a large amount of solute dissolved

• Classify solutions as being, dilute or concentrated based on the amount of solute dissolved

• Classify solutions as being unsaturated, saturated or supersaturated based on the amount of solute dissolved



Essential Questions (Student Friendly) “What factors determine whether a substance can dissolve into a liquid?” “How do you describe the amount of solute that is dissolved into a solvent? “How does acid and based affect a local environment?” “How are humans and our environment affected by electromagnetic radiation?”

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“How does human interactions cause changes in the earth’s atmosphere, and how does there changes influence in turn affect human activity?”

Learning Activities

How will the standard be addressed? Factors Affecting Solution Formation—An Inquiry-Based Approach Solutions of copper sulfate, an important agricultural chemical, are sprayed on grapes and wheat and many other plants to prevent fungus diseases. What factors will affect the rate at which copper sulfate dissolves in water? In this inquiry-based experiment, students must design a series of tests to investigate how changing the crystal size of the solute, the temperature of the solvent, or the mixing of the solution will affect the rate at which copper sulfate dissolves. The results help students understand how and why solutions form. It’s in Their Nature—Solute–Solvent Interactions “Oil and water do not mix.” This old saying is often used as a metaphor to explain why relationships between opposites are difficult or almost impossible. In this experiment, students trace this metaphor back to its source—the nature of oil and water, solutes and solvents, and the interactions between them. By studying the solubility patterns of ionic, polar, and nonpolar compounds in a variety of solvents, students learn to classify compounds and begin to understand the types of intermolecular attractive forces that exist between them.





☒ Patterns ☒ Cause and Effect ☒ Scale, Proportion and Quantity ☒ Systems and Systems Models ☒ Energy and Matter ☒ Structure and Function ☒ Stability and Change

138

Assessment Literacy










Essential Terminology (Key Terms) Saturated Solution, Unsaturated Solution, Supersaturated Solution, Dilute Solution, Concentrated Solution


Flinn ChemTopics Book

• Vernier Temperature Probe




21st Century Skills

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Learning & Innovation Skills Information, Media & Technology Skills

☐ Creativity & Innovation ☒ Critical Thinking & Problem Solving ☒ Communication ☒ Collaboration


140


Unit: 8

Activity Title: Acids, Bases and pH


3. Compare and contrast the properties of acidic, basic and neutral solutions 4. Recognize the importance of water as a solvent in the environment as it relates to acid rain and water pollution

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Acids produces hydrogen ions

when dissolved into water • Bases either produces hydroxide

ions, or remove hydrogen ions when dissolved into water

• When acids and bases are mixed together, the reaction causes the production of water and is called a neutralization reaction

• The pH scale is used to determine if a solution is acidic, basic or neutral

• Because water is considered a universal solvent, it can dissolve many substances, some of which can adjust the pH of water

• Compare and contrast acidic, basic and neutral solutions


• I can describe the properties of acidic, basic and neutral solutions • I can describe why water is classified as a universal solvent • I can describe how chemicals in the environment can change the pH of rain

Essential Questions (Student Friendly) “What factors determine whether a substance can dissolve into a liquid?” “How do you describe the amount of solute that is dissolved into a solvent? “How does acid and based affect a local environment?”

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“How are humans and our environment affected by electromagnetic radiation?” “How does human interactions cause changes in the earth’s atmosphere, and how does there changes influence in turn affect human activity?”

Learning Activities

How will the standard be addressed? Properties of Acids and Bases—Identification and Classification – Acids and bases are useful reagents in the laboratory and play an important role in biology and nature. What properties of substances can be used to distinguish acids and bases? The purpose of this microscale experiment is to explore the properties of aqueous solutions and classify them as acidic, basic, or neutral. The results of indicator, reactivity, and conductivity tests are used to develop working definitions of acids and bases and to analyze the pH scale for identifying acids and bases. “Acid Rain” Lab – This lab allow students to examine how dissolving different gases into water causes the pH of the water to change. This is related to what happens in the environment.





☒ Patterns ☒ Cause and Effect ☒ Scale, Proportion and Quantity ☒ Systems and Systems Models ☐ Energy and Matter ☒ Structure and Function ☒ Stability and Change

142

Assessment Literacy










Essential Terminology (Key Terms) • Acid, Base, Neutralization Reaction, pH


Flinn ChemTopics Book Chemistry with Vernier Book

• Vernier pH Probe




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144


Unit: 8

Activity Title: “Wavelength, Frequency and Energy” and “Electromagnetic Spectrum”


5. Describe how electromagnetic energy is transferred through space as electromagnetic waves of various wavelength and frequency 6. Describe the relationship among wavelength, energy, and frequency as illustrated by the electromagnetic spectrum 7. Describe the effect of different frequencies of electromagnetic waves on the Earth and living organisms(e.g., radio, infrared, visible, ultraviolet, gamma, cosmic rays)

Standards Know (Disciplinary Core Ideas) Do (Performance Expectations) • Electromagnetic radiation is a form

of energy that does not contain mass and can travel through space

• Different types of electromagnetic radiation differs in their wavelength

• The wavelength of electromagnetic radiation has an inverse relationship with the frequency of the radiation

• The frequency of electromagnetic radiation has a direct relationship with the energy of the radiation

• Electromagnetic radiation of lower frequencies are typically less harmful than radiation of a higher frequency

• Describe the electromagnetic spectrum

• Compare and contrast wavelengths and frequency

• Classify different types of electromagnetic waves and describe their effects on Earth and living things


• I can describe the properties of electromagnetic radiation • I can identify the different types of electromagnetic radiation • I can describe the relationships between the wavelength, frequency and

energy of electromagnetic radiation • I can describe how electromagnetic radiation affect the humans and

temperature on Earth

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Essential Questions (Student Friendly) “What factors determine whether a substance can dissolve into a liquid?” “How do you describe the amount of solute that is dissolved into a solvent? “How does acid and based affect a local environment?” “How are humans and our environment affected by electromagnetic radiation?” “How does human interactions cause changes in the earth’s atmosphere, and how does there changes influence in turn affect human activity?”

Learning Activities

How will the standard be addressed? Wavelength, Frequency and Energy – This activity have students use pieces of rope to examine the relationship between the wavelength, frequency and energy of different type of wave. The rope is a model for electromagnetic radiation Electromagnetic Spectrum – In this activity students perform several experiments that provide evidence that there is more to the electromagnetic spectrum beyond visible light, and the interaction between electromagnetic radiation and different types of commonly available materials.




☒ Asking Questions and Defining Problems ☒ Developing and Using Models ☒ Planning and Carrying out Investigations ☒ Analyzing and Interpreting Data ☒ Using Mathematics and Computational Thinking

☒ Patterns ☒ Cause and Effect ☒ Scale, Proportion and Quantity ☐ Systems and Systems Models ☐ Energy and Matter ☐ Structure and Function ☐ Stability and Change

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☒ Constructing Explanations and Designing Solutions ☒ Engaging in Argument from Evidence ☐ Obtaining, Evaluating, and Communicating Information

Assessment Literacy










Essential Terminology (Key Terms) • Electromagnetic Radiation, Wavelength, Frequency, Radio Waves,

Microwaves, Infrared Light, Visible Light, Ultraviolet Light, Gamma Radiation


Wavelength, Frequency and Energy handout Electromagnetic Spectrum handout

• Rope • Large Prism • Thermometers • Infrared Lamp • Ultraviolet Lamp


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Chemistry Combined-UPDATED FINAL.pdf

Documents

Transcript of Chemistry Combined-UPDATED FINAL.pdf