Contributing Teachers: Donna Alvator Michael Ernst. Judy Ngying

Transcription

1 Volusia County Schools Contributing Teachers: Donna Alvator Michael Ernst Norma Faria F Judy Ngying Chemistry I Regular and Honors Curriculum Map

2 Parts of the Curriculum Map The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum mapping and assessment committees. The following list describes the various parts of each curriculum map: Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees. Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees. Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher committees according to appropriate cognitive complexities. Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE. Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the EOC. Vocabulary: the content specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment. Some maps may also contain other helpful information, such as: Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to the standards. Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course descriptions on CPALMS in terms of state assessments. Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT represent all the content that should be taught, but merely a sampling of it. Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands on, inquiry based, lab per week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written lab report with analysis and conclusion. DIAS: (District Interim Assessments: Science) are content specific tests developed by the district and teacher committees to assist in student progress monitoring. The goal is to prepare students for the 8 th grade FCAT 2.0 or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents. The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida specific standards that may be in the course descriptions. Appendix Contents 1. Volusia County Science 5E Instructional Model 2. FLDOE Cognitive Complexity Information 3. Florida ELA and Math Standards Page 2 Chemistry 1 (Regular and Honors)

3 High School Weekly Curriculum Trace Physical Theories and Changes in Subatomic Development of Atomic Science and Graphing Temperature Periodicity Science Laws Matter Particles Theory Science Modern Physics Measurement. Vectors Projectile Motion Process Physics What is Human Human Biology Science Process Water, Macromolecules, Enzymes Cell Theory Biology? Develop. Health Chemistry Measurement and Lab Skills Atomic Theory and Structure Modern Atomic Theory Physical Bonding Chemical Reactions Chemical Reaction Factors Gas Laws Science Physics Newton s Laws Gravity Conservation of Momentum Biology Cell Structure & Function Cell Membrane and Transport Photosynthesis and Respiration Cell Cycle, Mitosis, Meiosis Chemistry Periodic Table Ionic Bonding Covalent Bonding Chemical Composition Physical Energy Light and sound Motion Forces Science Physics Conservation of Energy Thermodynamics Waves Evidence Biology DNA and Protein Synthesis Genetics and Biotechnology Mechanisms of Change Taxonomy Evolution Energy Changes and Reaction States of Chemistry Chemical Reactions Stoichiometry Rates Matter Physical Acids and Fundamental Forces Circuits Water Energy and Matter Cycles Science Bases Physics Light and Optics Charges and the Electric Force Direct Current Circuits Biology Taxonomy Plants Matter and Energy Interdependence Human Impact Review EOC Administer EOC Chemistry States of Matter Solutions and Equilibrium Acids and Bases Gas Laws **Weeks are set aside for course review and EOC administration. PLC Choice Bridge Chem Page 3 Chemistry 1 (Regular and Honors)

4 Instructional Calendar Week Dates Days Quarter Week Dates Days Quarter 1 18 August 22 August 5 Start 1st 19 6 January 9 January 4 Start 3rd 2 25 August 29 August January 16 January September 5 September January 23 January September 12 September January 30 January September 19 September 4 Weeks 23 2 February 6 February September 26 September February 13 February 5 Weeks 7 29 September 3 October February 20 February October 10 October February 27 February October 17 October 5 End 2nd 27 2 March 6 March October 24 October 4 Start 2nd 28 9 March 13 March October 31 October March 19 March 4 End 3rd 12 3 November 7 November March 3 April 5 Start 4th November 14 November April 10 April November 21 November 5 Weeks April 17 April November 25 November April 24 April December 5 December April 1 May December 12 December May 8 May 5 Weeks December 18 December 4 End 2nd May 15 May 5 * See school based testing schedule for the course EOC administration time Start Review and Administer EOC* May 22 May May 29 May June 3 June 3 End 4th Expectations: Lab Information Safety Contract: The National Science Teacher Association, NSTA, and the district science office recommend that all students experience and participate in at least one handson based lab per week. At least one (1) lab per grading period should have a written lab report with analysis and conclusion. Safety, Cleanup, and Laws: Page 4 Chemistry 1 (Regular and Honors)

5 Chemistry 1 (Regular and Honors Curricula) Week Topic Unit Unit DIAS Science Process Density and Measurement States of Matter Atomic Models Atomic Structure Mole Concept Modern Atomic Theory End of 1 st Grading Period 1 Measurement and Lab Skills 2 Atomic Theory and Structure 3 Electrons and Modern Atomic Theory Electron Arrangement Development of the Periodic Table Periodicity 4 The Periodic Table Ionic Bonding 5 Ionic Bonding and Nomenclature Covalent Bonding 6 Covalent Bonding and Nomenclature Molecular Formulas and Percent Composition Molar Mass 7 Chemical Composition End of 2 nd Grading Period Chemical Reactions Chemical Equations 8 Chemical Reactions Stoichiometry 9 Stoichiometry Energy and Reactions Reaction Rates 10 Energy Changes and Reaction Rates Intermolecular Forces Thermochemistry 11 States of Matter Properties of Solutions End of 3 rd Grading Period 12 Solutions and Equilibrium Equilibrium Acids and Bases 13 Acids and Bases Gas Laws 14 Gas Laws Review Time and EOC Administration End of 4 th Grading Period Summer Break All DIAS tests are available in Global Instruction under their respective units as labeled above. The tests will be made available to teachers; however it is up to the teacher to schedule the test during the two administration days. Page 5 Chemistry 1 (Regular and Honors)

6 Page 6 Chemistry 1 (Regular and Honors)

7 Unit 1: Measurement and Lab Skills Week 1 3 Science explain that chemists study matter and the changes it undergoes SC.912.N.2.3 Non science differentiate between science and non science Pseudoscience identify which questions can be answered through science and which questions cannot SC.912.N.2.2 Science Process design a controlled experiment on a chemistry topic collect, analyze, and interpret data from the experiment to draw conclusions determine an experiment s validity and justify its conclusions based on: o control group or limiting systematic errors, limiting variables and constants, multiple trials (repetition) or large sample sizes, bias, method of data collection, analysis, and interpretation, communication of results describe the difference between an observation and inference use appropriate evidence and reasoning to justify explanations to others differentiate between independent and dependent variables and recognize the correct placement of variables on the axes of a graph identify sources of information and assess their reliability according to the strict standards of scientific investigation. describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. explain that scientific knowledge is both durable and robust and open to change. describe the role consensus plays in the historical development of a theory in any one of the disciplines of science. explain how scientific knowledge and reasoning provide an empirically based perspective to inform society's decision making. SC.912.N.1.1 also SC.912.N.1.2 SC.912.N.1.6 SC.912.N.1.7 SC.912.N.1.4 SC.912.N.1.5 SC.912.N.2.4 SC.912.N.3.2 SC.912.N.4.1 Reliability Validity Bias Peer review Inference Observation Analysis Interpretation Evidence Scientific notation Meniscus Independent variable Dependent variable Control variables Multiple trials Accuracy Precision 1. explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer SC.912.N weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental SC.912.N.4.2 Page 7 Chemistry 1 (Regular and Honors)

8 use appropriate skills, including: o convert numbers in scientific notation and standard notation o convert between metric measurements o calculate the average for a given set of data o interpret metric prefixes in terms of relative size o select and correctly utilize appropriate tools for determining mass, volume, and temperature o read the meniscus of a graduated cylinder and record the volume correctly o calculate experimental percent error given an experimental and theoretical value differentiate between accuracy and precision SC.912.P.8.2 Density Matter Solid Liquid Gas Plasma Definite Indefinite Mixture Heterogeneous Homogeneous Density and Measurement describe density as a physical property that depends only on the type of substance, not the amount of substance o distinguish between elements, compounds, and mixtures (heterogeneous and homogeneous) o explain why elements and compounds are pure substances but mixtures are not define the density of water as 1 g/ml at room temperature calculate the mass, volume, and density of an object from real world data, such as: o a plot of mass versus volume to calculate the density of a substance predict whether an object floats or sinks in a liquid based on density SC.912.P.8.1 recognize that all matter is made up of atoms, has mass, and takes up space differentiate among the three states of matter (solid, liquid, and gas) differentiate between physical and chemical properties Honors 1. identify the number of significant figures in a measurement 2. determine the correct number of significant figures to include in a sum, difference, product, or quotient of two measurements 3. apply significant figures correctly to measurements with scientific instruments with one digit of uncertainty Unit DIAS: Measurement and Lab Skills Page 8 Chemistry 1 (Regular and Honors)

9 Unit 2: Atomic Theory and Structure Week 4 6 describe a law as a description of an outcome, not an explanation as to why it occurs, for example: SC.912.N.3.3 o Law of Definite Proportions ONLY describes what Dalton observed when combining elements, it does NOT explain the observations Atomic Models Atomic Structure Mole Concept describe the function of models in science including the various atomic models according to Dalton, Thomson, and Rutherford in terms of the experimental evidence that led to their proposal explain how scientific knowledge can change because it is often re examined by new investigations which makes it more durable and robust, such as: o Rutherford s experiment yielded evidence for the existence of the atomic nucleus describe the structure of atoms in terms of subatomic particles, including: o protons, neutrons, electrons differentiate between the three subatomic particles in terms of: o mass, charge, and location within the atom describe the relationship between atomic number and proton number describe the differences between the various isotopes of an element and represent them using nuclear notation 1. identify which isotope of an element is the most abundant based on average atomic mass 2. calculate the average atomic mass of an element from its isotopic masses and relative abundance define a mole as unit of measure containing 6.02 x particles of any substance define molar mass as the mass of one mole of particles of any substance convert between quantities involving moles, including: o atoms to moles and moles to atoms o grams to moles and moles to grams o mass to atoms and atoms to mass Unit DIAS: Atomic Theory and Structure SC.912.P.8.3 SC.912.N.3.5 SC.912.N.2.4 SC.912.P.8.4 SC.912.P.8.9 Rutherford experiment Atomic nucleus Theory Law Model Dalton model Plum Pudding model Rutherford model Nucleus Proton Neutron Electron Isotope Atomic number Mass number Average atomic mass Nuclear Notation Mole Avogadro s number Page 9 Chemistry 1 (Regular and Honors)

10 Unit 3: Electrons and Modern Atomic Theory Week 7 9 differentiate the different parts of the electromagnetic spectrum in terms of wavelength, frequency, SC.912.P and energy, and relate them to phenomena and applications Modern Atomic Theory interpret the evidence of the hydrogen emission spectrum in support of the Bohr atomic model with specific quantized energy levels describe the role consensus played in the historical development of the model of the atom describe the quantization of energy through the behavior of electrons changing energy levels, including: o electrons absorbing energy move to higher (excited) energy states and releasing energy returns them to a lower or ground state describe the Bohr model and the quantum mechanical model of the atom 1. calculate the frequency, wavelength, and energy of an electromagnetic wave (or a photon) using the equations: and SC.912.N.2.4 SC.912.N.3.2 SC.912.P.10.9 Electromagnetic spectrum Wavelength Frequency Emission spectrum Energy levels Excited state Ground state Bohr model Quantum mechanical model Atomic orbital Electron configuration Quantum 2. use the noble gas shorthand for electron configuration notation determine the electron configuration of an element based on its position on the periodic table and vice versa SC.912.P.8.5 Valence electron Lewis dot structure Electron Arrangement identify the s, p, d, f blocks of atomic orbitals in the periodic table differentiate between the s, p, d atomic orbitals in terms of: o shape and number of electrons predict the expected electron configurations for the first 36 elements determine how many valence electrons are in a representative (main group) element using: o Lewis dot structure, electron configuration, and position on the periodic table use orbital notation for writing the electron configuration notation Unit DIAS: Electrons and Modern Theory Page 10 Chemistry 1 (Regular and Honors)

11 Unit 4: The Periodic Table Week Periodic table describe the development of Mendeleev s periodic table, including: SC.912.N.1.6 Periodic Law o the ordering elements according to atomic mass and chemical properties o the prediction of missing elements, such as germanium (inferences) Development of the Periodic Table describe the Periodic Law as a repeating pattern of chemical and physical properties among elements SC.912.P.8.5 classify elements as metals, nonmetals, or metalloids based on their physical and chemical properties or position on the periodic table SC.912.P.8.2 Metal Nonmetal Metalloid Periodicity explain how the periodic table is arranged into group and periods, including: o the periods represent the energy level of the outer most electrons for an atom o the properties of elements change across a period and repeat in the next period (periodicity) name and describe properties of groups 1, 2, 17, and 18 in the periodic table in terms reactivity: o most reactive metal is Francium o most reactive nonmetal is Fluorine arrange elements by atomic radius within any group or period using a periodic table predict the properties of elements within a group based upon the properties of another element in the same group describe ions as atoms that have lost or gained electrons compare the atomic radius of an atom to the ionic radius of its ion(s) SC.912.P.8.5 SC.912.P.8.4 Periodicity Group Period Alkali metals Alkaline earth metals Halogens Nobel gases Atomic radius Ionic radius Ionization energy Electronegativity Ion Cation Anion differentiate between ionization energy and electronegativity 1. predict patterns in electron configuration without using a periodic table, such as: a. ionization energy trends to show subshell stabilities (4s vs 3d) Unit DIAS: The Periodic Table Page 11 Chemistry 1 (Regular and Honors)

12 Unit 5: Ionic Bonding and Nomenclature Week Oxidation predict the charge (oxidation number) for ions of representative (main group) elements based on the SC.912.P.8.5 number octet rule and their positions on the periodic table describe an ionic bond as the electrostatic forces of attraction between positive ions (cations) and negative ions (anions) formed by the transfer of electrons determine the number of electrons an atom will lose or gain in order to obtain a stable electron arrangement or octet and predict the resulting ion s charge SC.912.P.8.7 Ionic bond Octet rule Polyatomic ion Formula unit Nomenclature Ionic Bonding explain how chemical bonds usually create more stable electron arrangements o by creating empty, half filled, or filled subshells predict which types of elements will forms ionic bonds SC.912.P.8.4 describe the properties of ionic compounds such as: o high melting point, brittle, and crystalline structure write the Lewis dot structure for an ionic compound write chemical formulas and names for binary ionic compounds using the Stock system write chemical names and formulas for ternary ionic compounds, given a list of polyatomic ions: o Nitrate (NO 3,) Bicarbonate (HCO 3,) Sulfate (SO 4 2,) Carbonate (CO 3 2,) Phosphate (PO 4 3,) Hydroxide (OH,) Ammonium (NH 4 +,) Acetate (C 2 H 3 O 2 ) Unit DIAS: Ionic Bonding and Nomenclature Page 12 Chemistry 1 (Regular and Honors)

13 Unit 6: Covalent Bonding and Nomenclature Week Binary molecular explain how chemical bonds usually create more stable electron arrangements SC.912.P.8.7 compound o by creating empty, half filled, or filled subshells Covalent bond Molecule write chemical formulas and names for binary molecular compounds Polar Nonpolar draw Lewis dot structures for common molecules including single, double, and triple bonds differentiate between polar and nonpolar covalent bonds differentiate between simple polar and nonpolar molecules based on shape and polar bonds, such as: o CO 2, H 2 O, NH 3, CCl 4, CH 4, F 2 Covalent Bonding describe simple molecules in terms of the number of paired and unpaired electrons identify a compound as ionic or covalent from its chemical formula identify ionic, and polar and nonpolar covalent bonds between atoms using: o position in the periodic table and electronegativity trends identify the seven elements that exist as diatomic molecules, including: o H 2, N 2, O 2, F 2, Cl 2, Br 2, I 2 SC.912.P.8.5 Diatomic Solubility Conductivity differentiate ionic and covalent bonds, including: o transfer vs. sharing of electrons o metal/nonmetal vs. nonmetal/nonmetal o formula unit vs. molecule SC.912.P.8.7 differentiate the properties of ionic and covalent compounds: o melting point, solubility, and conductivity 1. apply VSEPR theory to determine molecular shapes, i.e. SC.912.P.8.12 o linear, trigonal planar, tetrahedral, trigonal pyramidal, and bent SC.912.P predict bond angles (180, 120, ) based on molecular shape 3. describe the properties of the carbon atom that make the diversity of carbon compounds possible 4. identify selected functional groups and relate their contribution to properties of carbon compounds Unit DIAS: Covalent Bonding and Nomenclature Page 13 Chemistry 1 (Regular and Honors)

14 Unit 7: Chemical Composition Week differentiate between empirical and molecular chemical formulas SC.912.P.8.7 Molecular Formula and Percent Composition calculate the percent composition of each element in a compound given: o total masses of each element or chemical formula calculate the mass of each element in a compound from the percent composition calculate the empirical formula of a compound from the percent composition calculate the molecular formula of a compound from the empirical formula and molecular mass collect, analyze, and interpret data in an experiment to draw conclusions regarding the percent composition of a substance SC.912.P.8.9 SC.912.N.1.1 Percent composition Empirical formula Molecular formula calculate the molar mass of any compound from the average atomic masses of its elements SC.912.P.8.9 Molar mass calculate the molar mass of a substance from its chemical formula Molar Mass calculate the number of moles of each element in a compound given the chemical formula and the mass Unit DIAS: Chemical Composition Page 14 Chemistry 1 (Regular and Honors)

15 Unit 8: Chemical Reactions Week differentiate between a physical change and a chemical change SC.912.P.8.2 Chemical Reactions Chemical Equations describe a chemical reaction as a change in matter that forms new substances with new properties; the individual atoms within the substance do not change identities but their arrangement may explain why color change, gas formation, precipitate formation, temperature change, and the emission of light may indicate a chemical change 1. compare the magnitude and range of the four fundamental forces 2. differentiate between chemical and nuclear reactions 3. explain and compare nuclear reactions, the energy changes associated with them, and safety issues apply the law of conservation of mass to balance chemical equations apply the law of conservation of mass calculate the initial and final masses of reactants and products in a chemical reaction interpret chemical equations in terms of: o reactants, products, and symbols (s, l, g, aq,,,, ) classify and distinguish the five main types chemical reactions: o synthesis, decomposition, single replacement, double replacement, and combustion predict the products of a reaction given reactants and reaction type describe oxidation and reduction as the loss or gain of electrons identify which reactants are oxidized and reduced in redox reactions o metallic elements tend to oxidize while nonmetals tend to reduce SC.912.P SC.912.P SC.912.P SC.912.P.8.9 SC.912.P.8.8 Chemical reaction Precipitate Reactant Product Coefficient Ratio Superscript Subscript Law of conservation of mass Chemical equation Synthesis Decomposition Single replacement Double replacement Combustion Oxidation Reduction calculate the oxidation numbers of the elements within a simple binary compound 1. describe oxidation reduction reactions in living (photosynthesis and cellular respiration) and nonliving systems (rusting, batteries, etc.) SC.912.P.8.10 Unit DIAS: Chemical Reactions Page 15 Chemistry 1 (Regular and Honors)

16 Unit 9: Stoichiometry Week Stoichiometry recognize that chemicals react in simple whole number ratios given by the coefficients in a balanced Mole to mole chemical equation SC.912.P.8.9 ratio Theoretical yield identify and apply mole to mole ratios of reactants and products in a balanced chemical equation Percent yield Molar ratio identify which amounts (atoms, mass, moles, or molecules) are conserved in a balanced chemical equation convert between quantities involving moles and mass, including: o moles of one substance to moles of another substance o grams of one substance to grams of another substance Stoichiometry apply the law of conservation of mass calculate the amounts grams or moles of reactants and products in a chemical reaction (stoichiometry), including: o calculate theoretical yield in grams of a product o calculate the percent yield of a product given the actual and theoretical yield collect, analyze, and interpret data in an experiment to determine the percent yield of a product in a chemical reaction SC.912.N determine the limiting reactant and excess reactant(s) for a chemical reaction if given masses or moles of reactants 2. calculate the theoretical yield of products if given masses or moles of reactants using limiting reactants Unit DIAS: Stoichiometry Page 16 Chemistry 1 (Regular and Honors)

17 Unit 10: Energy Changes and Reaction Rates Week Potential energy recognize that energy cannot be created or destroyed but can be transformed SC.912.P.10.1 describe chemical bonds also as stored chemical potential energy, including: o energy is absorbed to break bonds and released when bonds form Energy and Reactions describe activation energy (E a ) as the minimum energy required to cause a reaction differentiate the energy of a system from energy diagrams, including: o a system that has lost energy as exothermic o a system that has gained energy as endothermic interpret energy diagrams for various reactions and their components, including: o reactants, products, energy change ( H), activation energy (E a ), catalyzed, and uncatalyzed 1. differentiate the energy of a system from energy diagrams for closed and open systems 2. explain entropy's role in determining the efficiency of processes that convert energy to work describe a chemical reaction in terms of collision theory, including: o reacting substances must collide o reacting substances must be correctly oriented in space o reacting substances must have sufficient energy to form a new stable arrangement (bond) SC.912.P.10.7 SC.912.P.10.6 SC.912.P.10.8 SC.912.P.10.2 SC.912.P.10.8 SC.912.P Activation energy Endothermic Exothermic Energy diagram Catalyzed Conservation of energy Collision theory Rate Catalyst Reaction Rates express reaction rates with proper units (amount/time) explain why the rate of a chemical reaction increases for various situations, including: o increasing reactant concentration o increasing temperature o increasing surface area (smaller particles) o using a catalyst (or enzyme) predict how a change in concentration, temperature, and surface area (particle size) will affect a reaction s rate collect, analyze, and interpret data from an experiment to find the factors that affect reaction rate SC.912.N.1.1 Unit DIAS: Energy Changes and Reaction Rates Page 17 Chemistry 1 (Regular and Honors)

18 Unit 11: States of Matter Week differentiate between the breaking of bonds in chemical reactions and the overcoming of SC.912.P.8.6 intermolecular forces of attraction (London dispersion forces, dipole dipole, hydrogen bonding) during a phase change Intermolecular Forces Thermochemistry explain why stronger intermolecular forces creates higher boiling and melting points explain why water s specific properties (surface tension, cohesion/adhesion, high boiling point, high specific heat capacity, liquid/solid density, universal solvent) are caused by hydrogen bonding explain the various properties of solids, liquids, and gases (shape, volume, density, viscosity, fluidity, compressibility, etc.) using kinetic molecular theory and intermolecular forces of attraction describe intermolecular forces in terms of their causes and relative strengths of attraction, including: define temperature as a measure of the average kinetic energy of the particles in a substance o absolute zero is the absence of molecular motion (0 K = C) interpret heating/cooling curves in terms of: o heat absorbed/released, temperature changes, phase change, and changes in PE or KE 1. calculate the amount of heat absorbed or released by water based on the liquid s temperature change using the equation: q = mcδt 2. define heat of fusion (ΔH fus ) and heat of vaporization (ΔH vap ) and identify regions on heating curves 3. collect, analyze, and interpret data in an experiment to determine the heat transferred in a chemical reaction (calorimetry) describe phase transitions in terms of kinetic molecular theory (molecular motion) and intermolecular forces (attractions) identify phase changes as a dynamic equilibrium (reversible process) dependent upon energy being absorbed or released, such as: melting freezing or vaporization condensation 1. predict the effect of changing energy, temperature, or pressure changes on the phase of a substance using a phase diagram 2. identify the triple, critical, boiling, and freezing points using a phase diagram Unit DIAS: States of Matter SC.912.L SC.912.P SC.912.P.10.5 SC.912.P.10.1 SC.912.P.10.7 SC.912.N.1.1 SC.912.P SC.912.P Intramolecular Intermolecular forces Dispersion forces Surface tension Co/adhesion Kineticmolecular theory Dipole dipole forces Hydrogen bonding Temperature Heat Heating/cooling curve Boiling point Melting point Heat of fusion Heat of vaporization Dynamic equilibrium Phase transition Phase diagram Triple point Critical point Kinetic energy Specific heat capacity Absolute zero Page 18 Chemistry 1 (Regular and Honors)

19 Unit 12: Solutions and Equilibrium Week differentiate solutions (homogeneous) from other mixtures (heterogeneous) SC.912.P.8.2 Properties of Solutions identify the solute and solvent in a solution recognize that intermolecular attractions break and form in solution formation (solute solute, solvent solvent, and solute solvent) apply the general principle like dissolves like regarding two polar or nonpolar substances to determine whether they will form a solution explain how the rate of dissolution (dissolving) can be influenced by specific factors of the solute and solvent, including: temperature, surface area, and stirring classify solutions as unsaturated, saturated, or supersaturated with a seed crystal test 1. interpret a solubility curve for a given substance dissolved in water (classify saturation and quantify solubility) define molarity as a unit of concentration (moles of solute per liter of solution) SC.912.P.8.7 Solute Solvent Solution Electrolyte Concentrated Dilute Unsaturated Saturated Supersaturated Seed crystal test Solubility curve Homogenous Heterogenous Molarity Dilution solve solution composition problems in terms of: o molarity, volume, moles, mass, molar mass solve dilution problems using the equation: M 1 V 1 = M 2 V 2 1. perform stoichiometric calculations for aqueous reactions using the molarity and volume of reactants or products a. determine mass of solid precipitate product b. determine volume or moles of reactant or product SC.912.P.8.9 Equilibrium describe dynamic equilibrium as a reversible process with equal forward and reverse rates describe examples of dynamic equilibrium such as saturated solutions and chemical reactions SC.912.P Dynamic equilibrium Reversible Unit DIAS: Solutions and Equilibrium Page 19 Chemistry 1 (Regular and Honors)

20 Unit 13: Acids and Bases Week Arrhenius acid identify the common acids and bases, including: Arrhenius base o Hydrochloric, Phosphoric, Sulfuric, and Nitric acids SC.912.P.8.11 Conjugate acidbase o Sodium, Potassium, Calcium, Magnesium Hydroxides pair Neutralization describe the properties of acids and bases (Arrhenius definition) and identify them as electrolytes Salt that produce ions in solution to conduct electricity ph Hydronium ion describe neutralization as strong acids and bases producing water and a salt (ionic compound) Hydroxide ion Neutral relate ph to hydronium ion concentration with the equations: ph = log[h 3 O + ] or ph = log[h + ] Titration Indicator interpret the ph scale for acidic, basic, and neutral solutions Equivalence point classify solutions as acidic, basic, or neutral if given: End point o hydronium ion concentration [H 3 O + ] o hydroxide ion concentration [OH ] o ph Acids and Bases calculate [H 3 O + ], [OH ], or ph of a solution based on its identity and concentration o (Regular: whole number ph and exponents only) SC.912.P collect, analyze, and interpret titration data relating to concentrations of acids and bases in neutralization reactions 2. define titration and differentiate between equivalence point and end point 3. determine the concentration of an unknown solution using titration techniques describe the auto ionization of water and its constant, K w, using: o the reaction: H 2 O + H 2 O H 3 O + + OH o the equation: K w = [H 3 O + ][OH ] = 1 x (whole number ph and exponents for regular) 1. identify conjugate acid base pairs 2. perform calculations for acid base titrations with non 1:1 mole ratios SC.912.N.1.1 SC.912.P.8.7 SC.912.P SC.912.P.8.9 Auto ionization K w Unit DIAS: Acids and Bases Page 20 Chemistry 1 (Regular and Honors)

21 Unit 14: Gas Laws Week Gas pressure define standard temperature and pressure (STP) as 273 K and 1 atm SC.912.P Celsius scale Kelvin scale describe gas pressure as the collisions of particles with the walls of a container atm kpa convert temperature between degrees Celsius ( o C) and kelvins (K) mmhg STP convert gas pressures between units of atm, kpa, and mmhg Gas law Molar volume predict how gas behavior and pressure will change using the gas laws, including: SC.912.P.10.5 o pressure o volume o temperature (including at absolute zero) o number of particles Gas Laws 1. apply the ideal gas law (PV = nrt) to calculate the pressure, volume, moles, temperature, or molar mass of a gas 2. calculate the molar volume of a gas at STP (22.4 L/mol) 3. perform stoichiometric calculations for gas reactions using volume ratios, ideal gas law, or molar volume at STP SC.912.P.8.9 collect, analyze, and interpret data relating to changes in gas pressure, volume, and/or temperature SC.912.N.1.1 Unit DIAS: Gas Laws Page 21 Chemistry 1 (Regular and Honors)

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23 Volusia County Science 5E Instructional Model Engage Description Learners engage with an activity that captures their attention, stimulates their thinking, and helps them access prior knowledge. A successful engagement activity will reveal existing misconceptions to the teacher and leave the learner wanting to know more about how the problem or issue relates to his/her own world. (e.g. ISN preview, Probe, Teacher Demonstration ) Implementation The diagram below shows how the elements of the 5E model are interrelated. Although the 5E model can be used in linear order (engage, explore, explain, elaborate and evaluate), the model is most effective when it is used as a cycle of learning. Explore Learners explore common, hands on experiences that help them begin constructing concepts and developing skills related to the learning target. The learner will gather, organize, interpret, analyze and evaluate data. (e.g. investigations, labs ) Engage Explore Explain Learners explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Learners use science terminology to connect their explanations to the experiences they had in the engage and explore phases. (e.g. Lecture, ISN notes, Research, Close reading, reading to learn, videos, websites ) Discuss and Evaluate Elaborate Learners elaborate and solidify their understanding of the concept and/or apply it to a real world situation resulting in a deeper understanding. Teachers facilitate activities that help the learner correct remaining misconceptions and generalize concepts in a broader context. (e.g. labs, web quest, presentations, debate, discussion, ISN reflection ) Elaborate Explain Evaluate Teachers and Learners evaluate proficiency of learning targets, concepts and skills throughout the learning process. Evaluations should occur before activities, to assess prior knowledge, after activities, to assess progress, and after the completion of a unit to assess comprehension. (i.e. formatives and summatives) Each lesson begins with an engagement activity, but evaluation occurs throughout the learning cycle. Teachers should adjust their instruction based on the outcome of the evaluation. In addition, teachers are encouraged to differentiate at each state to meet the needs of individual students. *Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp Page 23 Chemistry 1 (Regular and Honors)

24 Cognitive Complexity The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking. The categories low complexity, moderate complexity, high complexity form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map. Low Moderate High This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution. This category involves more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do using formal methods of reasoning and problem solving strategies and to bring together skill and knowledge from various domains. This category makes heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps. retrieve information from a chart, table, diagram, or graph recognize a standard scientific representation of a simple phenomenon complete a familiar single step procedure or equation using a reference sheet interpret data from a chart, table, or simple graph determine the best way to organize or present data from observations, an investigation, or experiment describe examples and non examples of scientific processes or concepts specify or explain relationships among different groups, facts, properties, or variables differentiate structure and functions of different organisms or systems predict or determine the logical next step or outcome apply and use concepts from a standard scientific model or theory analyze data from an investigation or experiment and formulate a conclusion develop a generalization from multiple data sources analyze and evaluate an experiment with multiple variables analyze an investigation or experiment to identify a flaw and propose a method for correcting it analyze a problem, situation, or system and make long term predictions interpret, explain, or solve a problem involving complex spatial relationships *Adapted from Webb s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation, Version 2. Page 24 Chemistry 1 (Regular and Honors)

25 LAFS.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of the explanations or descriptions. LAFS.910.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LAFS.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics. LAFS.910.RST.2.5 Analyze the structure of the relationship among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy.) LAFS.910.RST.3.7 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 mathematical (e.g., in an equation) into words. LAFS.910.RST.4.10 by the end of grade 10, read and comprehend science / technical texts in the grades 9 10 text complexity band independently and proficiently. MAFS.912.A CED.1.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. MAFS.912.S IC.2.6 Evaluate reports based on data. Grades 9 10 ELA Florida Standards Grades 9 12 Math Florida Standards (select courses) LAFS.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. LAFS.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). MAFS.912.N VM.1.1 Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes. MAFS.912.N VM.1.2 Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. MAFS.912.N VM.1.3 Solve problems involving velocity that can be represented as vectors. Page 25 Chemistry 1 (Regular and Honors)

26 LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and any gaps or inconsistencies in the account. LAFS.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LAFS.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. LAFS.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LAFS.1112.RST.4.10 By the end of grade 12, read and comprehend science / technical texts in grades text complexity band independently and proficiently. Grades ELA Florida Standards LAFS.1112.WHST.3.9 Draw evidence from information texts to support analysis, reflection, and research. Grades 9 12 Math Florida Standards (all courses) MAFS.912.F IF.3.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise defined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). MAFS.912.N Q.1.1 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. MAFS.912.N Q.1.3 Choose a level of accuracy appropriate to limitations measurement when reporting quantities. Page 26 Chemistry 1 (Regular and Honors)

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