Grading Period Assessment. Pacing Guide

Transcription

1 1 st Six Weeks 29 days (14.5 blocks) Aug 27 Oct 5, 2012 District s: Sept 17 21, 2012 TEKS: C.4A, 4B, 4C, 4D [CRM 1] SCA 2 Oct 5 11, 2012 TEKS: C.5A; C.6A, 6B, 6C, 6D [CRM 2] CRM 1 Matter Measurement TEKS: C.2F, 2G, 2H, 2I Properties and Classification of Matter 11 days (5.5 blocks) TEKS: C.4A, 4B, 4C, 4D; C.1A, 1B, 1C; C.2F District Short Cycle CRM 2 Atomic Theory The Development of Modern Atomic Theory TEKS: C.6A; C.2B & 2C; C.3A & 3F Bohr s Nuclear Atom TEKS: C.6A, 6B, 6C; C.2B, 2C, 2D; C.3F Isotopes and Average Atomic Mass TEKS: C.6D; C.2G Development of the Periodic Table TEKS: C.5A; C.3D District Short Cycle C.4: Science concepts. The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties. The C.4A: differentiate between physical and chemical changes and properties. RC1 C.4B: identify extensive and intensive properties. RC1 C.4C: compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. RC1 C.4D: classify matter as pure substances or mixtures through investigation of their properties. RC1 C.5: Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power. The C.5A: explain the use of chemical and physical properties in the historical development of the Periodic Table. RC1 C.6: Science concepts. The student knows and understands the historical development of atomic theory. The C.6A: understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton s Postulates, Thomson s discovery of electron properties, Rutherford s nuclear atom, and Bohr s nuclear atom. RC2 C.6B: understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. RC2 C.6C: calculate the wavelength, frequency, and energy of light using Planck s constant and the speed of light. RC2 C.6D: use isotopic composition to calculate average atomic mass of an element. RC2 Suggested Processes TEKS: C.1A, 1B, 1C; C.2B, 2C, 2D, 2F, 2G, 2H, 2I; C.3A, 3D, 3F (See list at end of document) 2012 Austin Independent School District Page 1 of 8 Updated: 24 July 2012

2 2 nd Six Weeks 25 days (12.5 blocks) Oct 8 Nov 9, 2012 District s: Oct 23 29, 2012 TEKS: C.5A, 5B, 5C; C.6E [CRM 3] MoY I Nov 5 Nov 9, 2012 CRMs: 1 3 CRM 3 Periodic Table Utilizing the Predictive Power of the Periodic Table Chemical Families TEKS: C.5A & 5B; C.2F, 2H, 2I Expressing Electron Arrangement TEKS: C.6E; C.2F, 2G, 2H Utilizing the Predictive Power of the Periodic Table Periodic Trends TEKS: C.5C; C.2F, 2H, 2I District Short Cycle CRM 4 Ions and Ionic Bonds Representing Basic Ionic Compounds 6 days (3 blocks) TEKS: C.7A, 7B, 7C; C.1A, 1B, 1C; C.2G; C.3B Representing Polyatomic Ions, Acids, and Bases TEKS: C.7A, 7B, 7C; C.2G; C.3C & 3D District Benchmark C.5: Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power. The C.5A: explain the use of chemical and physical properties in the historical development of the Periodic Table. RC1 C.5B: use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. RC1 C.5C: use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. RC1 C.6: Science concepts. The student knows and understands the historical development of atomic theory. The C.6E: express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. RC2 C.7: Science concepts. The student knows how atoms form ionic, metallic, and covalent bonds. The C.7A: name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. RC3 C.7B: write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. RC3 C.7C: construct electron dot formulas to illustrate ionic and covalent bonds. RC3 Suggested Processes TEKS: C.1A, 1B, 1C; C.2F, 2G, 2H, 2I; C.3B, 3C, 3D (See list at end of document) 2012 Austin Independent School District Page 2 of 8 Updated: 24 July 2012

3 3 rd Six Weeks 25 days (12.5 blocks) Nov 13 Dec 20, 2012 District s: Nov 15 26, 2012 TEKS: C.7A, 7B, 7C, 7D [CRMs 4 & 5] SCA 2 Dec 5 11, 2012 TEKS: C.7A, 7B, 7C, 7E [CRM 6] CRM 5 Metallic Bonding Metallic Bonding and Metallic Properties TEKS: C.7D; C.3B & 3D District Short Cycle CRM 6 Covalent Bonds Representing Covalent Compounds 6 days (3 blocks) TEKS: C.7A, 7B, 7C; C.2G; C.3B & 3C Molecular Geometry TEKS: C.7E; C.2G & 2I District Short Cycle CRM 7 Chemical Reactions and Chemical Quantities Balancing Equations TEKS: C.8D; C.2G Introduction to the Mole Concept 2 days (1 blocks) TEKS: C.8A & 8B; C.2G; C.3F Final Exam Review and Administration 6 days (3 blocks) C.7: Science concepts. The student knows how atoms form ionic, metallic, and covalent bonds. The C.7A: name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. RC3 C.7B: write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. RC3 C.7C: construct electron dot formulas to illustrate ionic and covalent bonds. RC3 C.7D: describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. RC3 C.7E: predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. RC3 C.8: Science concepts. The student can quantify the changes that occur during chemical reactions. The C.8A: define and use the concept of a mole. RC3 C.8B: use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. RC3 C.8D: use the law of conservation of mass to write and balance chemical equations. RC3 Suggested Processes TEKS: C.2G & 2I; C.3B, 3C, 3F (See list at end of document) 2012 Austin Independent School District Page 3 of 8 Updated: 24 July 2012

4 4 th Six Weeks 33 days (16.5 blocks) Jan 7 Feb 22, 2012 District s: Jan 18 25, 2013 TEKS: C.8A, 8B, 8C, 8D, 8E [CRM 7] SCA 2 Feb 7 13, 2013 TEKS: C.10A, 10B, 10C, 10D, 10E, 10F [CRM 8] CRM 7 Chemical Reactions and Chemical Quantities [cont d] Investigating Moles 5 days (2.5 blocks) TEKS: C.8A, 8B, 8D; C.2E & 2F Formulas and Stoichiometric Calculations TEKS: C.8C & 8E; C.2F, 2G, 2H; C.3E District Short Cycle CRM 8 Solutions Water TEKS: C.10A & 10E; C.2E Solubility 10 days (5 blocks) TEKS: C.10B, 10C, 10D, 10E, 10F; C.1A, 1C; C.2F, 2H, 2I; C.3E District Short Cycle CRM 9 Acids/Bases and Redox Solution-Based Reactions 7 days (3.5 blocks) TEKS: C.10G & 10H; C.1A, 1B, 1C; C.2E ph and Acid/Base Strength TEKS: C.10I & 10J; C.3B, 3C, 3D C.8: Science concepts. The student can quantify the changes that occur during chemical reactions. The C.8A: define and use the concept of a mole. RC3 C.8B: use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. RC3 C.8C: calculate percent composition and empirical and molecular formulas. RC3 C.8D: use the law of conservation of mass to write and balance chemical equations. RC3 C.8E: perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield. RC3 C.10: Science concepts. The student understands and can apply the factors that influence the behavior of solutions. The C.10A: describe the unique role of water in chemical and biological systems. RC5 C.10B: develop and use general rules regarding solubility through investigations with aqueous solutions. RC5 C.10C: calculate the concentration of solutions in units of molarity. RC5 C.10D: use molarity to calculate the dilutions of solutions. RC5 C.10E: distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions. RC5 C.10F: investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area. RC5 C.10G: define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. RC5 C.10H: understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. RC5 C.10I: define ph and use the hydrogen or hydroxide ion concentrations to calculate the ph of a solution. RC5 C.10J: distinguish between degrees of dissociation for strong and weak acids and bases. RC5 Suggested Processes TEKS: C.1A, 1B, 1C; C.2E, 2F, 2G, 2H, 2I; C.3B, 3C, 3D, 3E (See list at end of document) 2012 Austin Independent School District Page 4 of 8 Updated: 24 July 2012

5 5 th Six Weeks 34 days (17 blocks) Feb 25 Apr 19, 2013 District s: Feb 27 Mar 5, 2013 TEKS: C.10G, 10H, 10I, 10J; C.11A & 11B [CRM 9 + Energy and Heat] MoY II Mar 4 22, 2013 CRMs: Energy and Heat SCA 2 Apr 4 10, 2013 TEKS: C.8B; C.9A, 9B, 9C; C.11C, 11D, 11E [Remainder of CRM 10 + CRM 11] SCA 3 Apr 12 18, 2013 TEKS: C.12A, 12B, 12C [CRM 12] CRM 10 Thermochemistry Energy and Heat TEKS: C.11A & 11B; C.3B District Short Cycle Measuring and Calculating Heat Transfer (Calorimetry) TEKS: C.11D & 11E; C.2F & 2G Thermochemical Equations 5 days (2.5 blocks) TEKS: C.11C; C.2H & 2I District Benchmark CRM 11 Gas Laws Kinetic Molecular Theory TEKS: C.9C; C.2C & 2D Ideal Gas Behavior 5 days (2.5 blocks) TEKS: C.9A; C.1A; C.2A & 2E Gas Stoichiometry TEKS: C.8B; C.9B; C.2G & 2H C.8: Science concepts. The student can quantify the changes that occur during chemical reactions. The C.8B: use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material. RC3 C.9: Science concepts. The student understands the principles of ideal gas behavior, kinetic molecular theory, and the conditions that influence the behavior of gases. The C.9A: describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle s law, Charles law, Avogadro s law, Dalton s law of partial pressure, and the ideal gas law. RC4 C.9B: perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases. RC4 C.9C: describe the postulates of kinetic molecular theory. RC4 C.11: Science concepts. The student understands the energy changes that occur in chemical reactions. The C.11A: understand energy and its forms, including kinetic, potential, chemical, and thermal energies. RC4 C.11B: understand the law of conservation of energy and the processes of heat transfer. RC4 C.11C: use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. RC4 C.11D: perform calculations involving heat, mass, temperature change, and specific heat. RC4 C.11E: use calorimetry to calculate the heat of a chemical process. RC4 C.12: Science concepts. The student understands the basic processes of nuclear chemistry. The student is expected to: C.12A: describe the characteristics of alpha, beta, and gamma radiation. RC2 C.12B: describe radioactive decay process in terms of balanced nuclear equations. RC2 C.12C: compare fission and fusion reactions. RC Austin Independent School District Page 5 of 8 Updated: 24 July 2012

6 District Short Cycle Suggested Processes TEKS: C.1A; C.2A, 2C, 2E, 2F, 2G, 2H, 2I; C.3A, 3B, 3D (See list at end of document) CRM 12 - Nuclear Chemistry Radioactivity TEKS: C.12A & 12B; C.3D Nuclear Energy TEKS: C.12C; C.3A & 3D District Short Cycle Review for Statewide Testing 5 days (2.5 blocks) 6 th Six Weeks 32 days (16 blocks) Apr 22 Jun 5, 2013 CRM 13 Statewide Testing / Culminating Projects / Final Exams Use student assessment data to identify TEKS in need of review/reteach or to form the basis of a project Austin Independent School District Page 6 of 8 Updated: 24 July 2012

7 ALL Note: Dual Coded (DC) skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions from reporting categories 1 5 and will be identified along with content standards. C.1: Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The C.1A: demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. DC C.1B: know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). DC C.1C: demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. DC C.2: Scientific processes. The student uses scientific methods to solve investigative questions. The C.2A: know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. DC C.2B: C.2C: C.2D: C.2E: C.2F: C.2G: C.2H: C.2I: (b)(2) Nature of science. Science, as defined by the National Academy of Sciences, is the use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process. This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. DC know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. DC distinguish between scientific hypotheses and scientific theories. DC plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. DC collect data and make measurements with accuracy and precision. DC express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. DC organize, analyze, evaluate, make inferences, and predict trends from data. DC communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. DC 2012 Austin Independent School District Page 7 of 8 Updated: 24 July 2012

8 C.3: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The C.3A: in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. DC C.3B: communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. DC C.3C: draw inferences based on data related to promotional materials for products and services. DC C.3D: evaluate the impact of research on scientific thought, society, and the environment. DC C.3E: describe the connection between chemistry and future careers. DC C.3F: research and describe the history of chemistry and contributions of scientists. DC 2012 Austin Independent School District Updated: 24 July Austin Independent School District Page 8 of 8 Updated: 24 July 2012