Chemistry. Curriculum Map Volusia County Schools. Regular and Honors

Transcription

1 Volusia County Schools Created For Teachers By Teachers Contributing Teachers: Jamie Jeffs Jim Clements Laura Filipek-Nieves Laura Stark Linda Kerney Monet Bradley Chemistry I Curriculum Map Regular and Honors 1

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. Academic Language: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment. 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. These resources can be accessed through the county Chemistry Canvas page. Contact the District Science Office to gain access to the code and log in at Canvas 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. Common Labs (CL): Each grade level has one common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow common science experiences that align to the curriculum across the district. Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period. These literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional SLCs are provided to supplement district textbooks and can be found on the Canvas page. DIA: (District Interim Assessments) 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 SSA 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 E Instructional Model 2. FLDOE Cognitive Complexity Information 3. Florida ELA and Math Standards 2

3 Instructional Calendar Week Dates Days Quarter Week Dates Days Quarter August - 18 August 21 August - 2 August 28 August - 1 September September - 8 September 11 September - 1 September 18 September - 22 September 2 September - 29 September 2 October - 6 October 9 October - 13 October st Quarter (9 weeks) January 12 January 16 January 19 January 22 January 26 January 29 January 2 February February 9 February 12 February 16 February 20 February 23 February 26 February 2 March March 8 March rd Quarter (9 weeks) October - 20 October 23 October 27 October 30 October - 3 November 6 November - 9 November 13 November - 17 November 20 November - 21 November 27 November - 1 December 4 December - 8 December 11 December - 1 December 18 December 20 December *See school-based testing schedule for the course EOC administration time 4. 2 nd Quarter (10 weeks) Expectations: 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. Lab Information March 23 March 26 March 30 March 2 April 6 April 9 April 13 April 16 April 20 April 23 April 27 April 30 April 4 May 7 May 11 May 14 May 18 May Start Review and Administer EOC* 21 May 2 May 29 May 30 May Safety Contract: th Quarter (11 weeks) Safety, Cleanup, and Laws: 3

4 Full Instructional Calendar August 2017 Sun Mon Tue Wed Thu Fri Sat September 2017 Sun Mon Tue Wed Thu Fri Sat 2 1 District PD Day 1 October 2017 Sun Mon Tue Wed Thu Fri Sat W ER Preplan begins W4 4 6 ER Labor Day 8 W ER End 1 st qtr 13 W st day of school 1 16 ER W ER W10 16 Teacher Duty Day ER W2 21 Solar Eclipse ER W ER W ER W ER W ER W November 2017 Sun Mon Tue Wed Thu Fri Sat 1 ER W13 12 W14 19 W1 26 W ER 9 10 Veterans Day ER Thanksgiving Thanksgiving Break Begins 27 Return to school ER 30 3 December 2017 Sun Mon Tue Wed Thu Fri Sat 1 2 W17 10 W18 17 W19 24 Winter Break Week ER ER ER 21 End 2 nd qtr Teacher Duty Day January 2018 Sun Mon Tue Wed Thu Fri Sat W20 14 W21 21 W22 28 W23 1 Winter Break 8 Return to school 1 No School MLK 9 10 ER ER ER Regional Science Fair ER 4

5 Full Instructional Calendar (continued) February 2018 Sun Mon Tue Wed Thu Fri Sat March 2018 Sun Mon Tue Wed Thu Fri Sat April 2018 Sun Mon Tue Wed Thu Fri Sat ER 6 7 W31 4 W ER Envirothon 4 W End 3 rd qtr 9 Teacher Duty Day 10 8 W W ER SPRING BREAK W W26 2 W27 19 Presidents Day No School ER ER 18 W29 2 W30 19 Classes Resume W34 29 W May 2018 Sun Mon Tue Wed Thu Fri Sat W36 13 W37 20 W ER ER June 2018 Sun Mon Tue Wed Thu Fri Sat 2 1 Last Day for Teachers Legend and Contacts: ER Indicates an Early Release Day Follow each other and post on twitter using: - Contact Mike Cimino (386) x2029 for questions about the science Canvas sites, DIAs and resources - For questions about Project IBIS, Evirothon, and other inquiries contact Louise Chapman at (386) STEM Questions and concerns can be directed to the Volusia STEM Specialist, Amy Monahan x W39 28 Memorial Day ER Last Day of School for Students For office related questions contact Felecia Martinez at x20686 Jeremy Blinn, the District Science Specialist can be reached at x203

6 Engage Description Students 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. Volusia County Science E Instructional Model Implementation The diagram below shows how the elements of the E model are interrelated. Although the E 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 Students 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. Engage Explore Explain Students explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Students use science terminology to connect their explanations to the experiences they had in the engage and explore phases. Discuss and Evaluate Elaborate Students 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. Elaborate Explain Evaluate Teachers and Students 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. *Adapted from The BSCS E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp 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. 6

7 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 Specification Documentation, Version 2. 7

8 High School Weekly Curriculum Trace q Week 1 Week 2 Week 3 Week 4 Week Week 6 Week 7 Week 8 Week 9 Macromolecules/Properties of Water/ Biology DIA Cell Structure and Function/Transport DIA Enzymes Enviro E/Space Chem Introduction to Enviro and Earth s Systems Earth Layers Matter and Measurement Community Ecology Biodiversity Plate Tectonics DIA Earth as a System The Ocean DIA DIA Atomic Structure Periodic Table, Periodicity Quantum Model DIA q Week 10 Week 11 Week 12 Week 13 Week 14 Week 1 Week 16 Week 17 Week 18 Week 19 Genetics, Biology Cell Cycle, Mitosis, Meiosis DIA DIA SMT 2 DNA Structure/Function, Biotechnology Enviro Biomes and Aquatic Ecosystems Human Population Population Ecology E/Space Weather and Climate DIA Weathering, Erosion, Deposition DIA Ionic Bonding and Covalent Bonding and Molecular Formulas, Chem Chemical Reactions and Equations DIA Nomenclature Nomenclature Molar Mass, % comp q Week 20 Week 21 Week 22 Week 23 Week 24 Week 2 Week 26 Week 27 Week 28 Human Growth, Photosynthesis, Cellular Respiration, Biology Evolution, Origins of Life DIA DIA Development, Health Plants Atmosphere and Climate Enviro Toxicology Water Resources Waste Management Change Origin of the Universe E/Space DIA Stars DIA Chem Stoichiometry Energy and DIA Reactions Intermolecular Forces and Thermochemistry q Week 29 Week 30 Week 31 Week 32 Week 33 Week 34 Week 3 Week 36 Week 37 Week 38 Biology Ecology Review and Administer EOC Bridge to Chemistry/ DIA PLC Choice Enviro Land Management Renewable and Non-Renewable Resources Evolution EOC Review (bridge to bio) E/Space EOC Review Space Exploration DIA Geologic Time Solar System Chem Gas Laws EOC Review and EOC DIA Solutions Neutralization Reactions Rates and EQ. DIA Administration 8

9 Chemistry 1 (Regular and Honors) Week Topic Unit Unit DIA 1 3 (14 days) Measurement and Significant Figures Properties of Matter Atomic Models Nuclear Chemistry Atomic Structure 4 9 Mole Concept (29 days) Development of the Periodic Table Periodicity Modern Atomic Theory Electron Arrangement (9 days) Ionic Bonding 12 1 Covalent Bonding (16 days) (18 days) (19 days) (10 days) (20 days) 3 37 (1 days) Chemical Reactions Chemical Equations Molecular Formulas and Percent Composition Molar Mass Stoichiometry Energy and Reactions Intermolecular Forces Thermochemistry Gas Laws Solutions Acids and Bases Reaction Rates Equilibrium End of 1 st Semester REVIEW and ADMINISTRATION of CHEMISTRY EOC End of 2 nd Semester 1 What s chemistry got to do with it? 2 How is matter constructed? 3 How do chemicals interact? 4 How much is too much? How is matter transformed? 6 What determines the rate of a reaction? All DIA tests are available in eduphoria! under the 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 administration window. 9

10 Nature of Science (To be taught all year long) Week 1 39 Learning Targets and Skills Standards explain that chemists study matter and the changes it undergoes differentiate between science and non-science identify which questions can be answered through science and which questions cannot SC.912.N.2.2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. 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 SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: Pose questions about the natural world, Conduct systematic observations, Examine books and other sources of information to see what is already known, Review what is known in light of empirical evidence, Plan investigations, Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences),use appropriate evidence and reasoning to justify these explanations to others, Communicate results of scientific investigations, and Evaluate the merits of the explanations produced by others. Also SC.912.N.1.2 Describe and explain what characterizes science and its methods. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations. 10

11 Nature of Science (To be taught all year long) Week 1 39 Learning Targets and Skills identify sources of information and assess their reliability according to the strict standards of scientific investigation. describe and provide examples of how similar observations may result in different inferences based on varied backgrounds of scientists. 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 but 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. Honors: 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 2. 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 3. compare and contrast pseudoscience vs. science 4. describe how different resources are produced and how rates of use and renewal limit availability. Standards SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation. SC.912.N.2. Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations. SC.912.N.1. Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability SC.912.N.3.2 Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science. SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. SC.912.N.3.1 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.4.2 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.2.3 Identify examples of pseudoscience (such as astrology, phrenology) in society. SC.912.L Describe how different natural resources are produced and how their rates of use and renewal limit availability. 11

12 Unit 1: What s chemistry got to do with it? (cont. on pg. ) Week 1 3 Topics Learning Targets and Skills Standards Measurement 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 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 SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: Pose questions about the natural world, Conduct systematic observations, Examine books and other sources of information to see what is already known, Review what is known in light of empirical evidence, Plan investigations, Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences),use appropriate evidence and reasoning to justify these explanations to others, Communicate results of scientific investigations, and Evaluate the merits of the explanations produced by others. 12

13 Unit 1: What s chemistry got to do with it? (cont.) Week 1 3 Topics Learning Targets and Skills Standards recognize that all matter is made up of atoms, has mass, and takes up space differentiate among the four states of matter (solid, liquid, gas, and plasma) 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 o describe how to separate homogenous and heterogeneous mixtures define the density of water as 1 g/ml at room temperature SC.912.P.8.1 Differentiate among the four states of matter. Matter 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 differentiate between physical and chemical properties DIA 1: What s chemistry got to do with it? 30 August 31 August 13

14 Content Textbook Pg Pg , 93 Chemistry Experimental Design POGIL Saturated Solutions and Unsaturated Solutions Resources for Unit 1 found at Canvas Matter and Measurement Topic: Science Process Finding the thickness of Aluminum Foil Noodle Lab Launch Lab: How can you form layers of liquids? Textbook pg. 31 Topic: Measurement Labs Websites Common Lab 1: Gummy Bear metric lab Topic: Matter Topic: Solutions Lab Degree of Saturation Lab Making Ice Cream in a Bag Lab Properties of Solutions Ice Cream Lab Colligative Properties Topic: Measurement SLC Common Lab 1: Gummy Bear metric lab 14

15 Unit 2: How is matter constructed? Weeks 4-9 Topics Learning Targets and Skills Standards describe a law as a description of an outcome, not an explanation as to why it occurs, for example: Atomic Models Nuclear Chemistry Atomic Structure Mole Concept o Law of Definite Proportions ONLY describes what Dalton observed when combining elements, it does NOT explain the observations 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 explain and compare nuclear reactions and their associated safety issues o Radioactive decay, fission, fusion Honors: 1. calculate amount of radioisotope given half-life 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 Honors: 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 convert between quantities involving moles, including: o atoms to moles and moles to atoms SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships. SC.912.P.8.3 Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated by experimental evidence. SC.912.N.3. Describe the function of models in science, and identify the wide range of models used in science. SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change (full standard on pg. 11) SC.912.P Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues. SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom. SC.912.P.8.9 Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions. 1

16 Unit 2: How is matter constructed? (continued) Weeks 4-9 Topics Learning Targets and Skills Standards describe the development of Mendeleev s periodic table, including: 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 Periodicity describe the Periodic Law as a repeating pattern of chemical and physical properties among elements classify elements as metals, nonmetals, or metalloids based on their physical and chemical properties or position on the periodic table 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) differentiate between ionization energy and electronegativity define molar mass as the mass of one mole of particles of any substance convert between quantities involving moles, including: o grams to moles and moles to grams o grams to atoms and atoms to grams (Honors DIA Only) Honors: 1. predict trends of ionization energy using a periodic table and electron configuration a. ionization energy trends to show electron removal (s vs d) SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.P.8. Relate properties of atoms and their position in the periodic table to the arrangement of their electrons. SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical changes of matter. SC.912.P.8. Relate properties of atoms and their position in the periodic table to the arrangement of their electrons. SC.912.P.8.9 Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions. 16

17 Unit 2: How is matter constructed? (cont.) Weeks 4-9 Topics Learning Targets and Skills Standards differentiate the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications Modern Atomic Theory calculate the frequency, wavelength, and energy of an electromagnetic wave (or a photon) using the equations: cc = λλλλ and EE = hυυ 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 SC.912.P Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability. SC.912.N.3.2 Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science. SC.912.P.10.9 Describe the quantization of energy at the atomic level. Electron Arrangement determine the electron configuration of an element based on its position on the periodic table and vice versa 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 SC.912.P.8. Relate properties of atoms and their position in the periodic table to the arrangement of their electrons. use orbital notation for writing the electron configuration notation DIA 2: Understanding the Atom 12 October 13 October 17

18 Content Understanding the Atom Periodic Table Textbook Pg and pg Pg Chemistry POGIL Isotope Atomic Theory Coulombic Attraction Topic: Atomic Models Topic: The Periodic Table Resources for Unit 2 found at Canvas Labs Rutherford s Experiment with Marbles Lab Topic: Atomic Structure M & M Lab Isotope Lab Topic: Mole Concept Mini Lab: Organize Elements; Pg. 193 textbook Topic: Periodicity Lab Periodicity Arrange 24 Elements in a Table Lab Mini Mole Lab Periodicity Periodic Trends Topic: Modern Atomic Theory Topic: Electron Arrangement Websites o CHEM TEAM: o CHEMMY BEAR: PHET Molarity: SLC Optional SLC SLC Chernobyl Legacy Recorded in Trees Printable Article and Questions SLC The Chemistry of Lightning Article and Questions SLC Using Carbon Dating to Fight Poachers Printable Article (NO Prewritten Questions) SLC History of Chemistry Article and Questions Optional SLC SLC Melt in Body Electronics Printable Article (NO Prewritten Questions) SLC Noble Gas Discovered in Space Printable Article and Questions 18

19 Unit 3: How do chemicals interact? Weeks Topics Learning Targets and Skills Standards predict the charge (oxidation number) for ions of representative (main-group) elements based on the octet rule and their positions on the periodic table SC.912.P.8. Relate properties of atoms and their position in the periodic table to the arrangement of their electrons. describe an ionic bond as the electrostatic forces of attraction between positive ions (cations) and negative ions (anions) formed by the transfer of electrons SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure. 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 explain how chemical bonds usually create more stable electron arrangements o by creating half-filled, or filled subshells Ionic Bonding predict which types of elements will form ionic bonds describe the properties of ionic compounds such as: o high melting point, brittle, and crystalline structure draw 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: 2-2- o Nitrate (NO 3-,) Bicarbonate (HCO 3-,) Sulfate (SO 4,) Carbonate (CO 3,) Phosphate 3- (PO 4,) Hydroxide (OH -,) Ammonium (NH 4+,) Acetate (C 2H 3O 2- ) o Given ions, predict formulas Honors: 1. write chemical names and formulas for ternary ionic compounds: 2-2- o Nitrate (NO 3- ) Bicarbonate (HCO 3- ) Sulfate (SO 4 ) Carbonate (CO 3 ) Phosphate 3- (PO 4 ) Hydroxide (OH - ) Ammonium (NH 4+ ) Acetate (C 2H 3O 2- ) 19

20 Unit 3: How do chemicals interact? (continued) Week Topics Learning Targets and Skills Standards explain how chemical bonds usually create more stable electron arrangements o by creating empty, half-filled, or filled subshells write chemical formulas and names for binary molecular compounds 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 2O, NH 3, CCl 4, CH 4, F 2 SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure 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: o H 2, N 2, O 2, F 2, Cl 2, Br 2, I 2 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 Interpret formula representations of molecules and compounds in terms of composition and structure SC.912.P.8.6 Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces. differentiate the properties of ionic and covalent compounds: o melting point, solubility, and conductivity Honors: 1. describe the properties of the carbon atom that make the diversity of carbon compounds possible (alkane, alkene, and alkyne) 2. identify selected functional groups and relate their contribution to properties of carbon compounds (hydroxyl groups, carboxyl groups, and carboxylic acid) 3. apply VSEPR theory to determine molecular shapes, (i.e. linear, trigonal planar, tetrahedral, trigonal pyramidal, and bent) SC.912.P.8.12 Describe the properties of the carbon atom that make the diversity of carbon compounds possible. SC.912.P.8.13 Identify selected functional groups and relate how they contribute to properties of carbon compounds. 20

21 Unit 3: How do chemicals interact? (continued) Weeks Topics Learning Targets and Skills Standards Chemical Reactions Chemical Equations differentiate between a physical change and a chemical change 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 differentiate between chemical and nuclear reactions Honors: 1. compare the magnitude and range of the four fundamental forces 2. 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 of chemical reactions: o synthesis, decomposition, single replacement, double replacement, and combustion o subcategories (neutralization, redox, and precipitation) 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 calculate the oxidation numbers of the elements within a simple binary compound Honors: 1. describe oxidation-reduction reactions in living (photosynthesis and cellular respiration) and non-living systems (rusting, batteries, etc.) 2. predict the products of a reaction given reactants and reaction type SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical changes of matter. SC.912.P Differentiate between chemical and nuclear reactions. SC.912.P Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). SC.912.P Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues. SC.912.P.8.9 Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions. SC.912.P.8.8 Characterize types of chemical reactions, for example: redox, acidbase, synthesis, and single and double replacement reactions. SC.912.P.8.10 Describe oxidation-reduction reactions in living and non-living systems. 21

22 Unit 3: How do chemicals interact? (continued) Week Topics Learning Targets and Skills Standards differentiate between empirical and molecular chemical formulas SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure Molecular Formulas and Percent Composition Molar Mass 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 determine the empirical formula of a compound from the percent composition o percent to mass, mass to mole, divide by small, times till whole determine 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 HONORS: 1. determine the molecular formula of a compound from the percent composition and the molecular mass calculate the molar mass of any compound from the average atomic masses of its elements calculate the molar mass of a substance from its chemical formula calculate the number of moles of each element in a compound given the chemical formula and the mass SC.912.P.8.9 Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions. SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: Pose questions about the natural world, Conduct systematic observations, Examine books and other sources of information to see what is already known, Review what is known in light of empirical evidence, Plan investigations, Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences),use appropriate evidence and reasoning to justify these explanations to others, Communicate results of scientific investigations, and Evaluate the merits of the explanations produced by others. SC.912.P.8.9 Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions. DIA 3: How do chemicals interact 18 December 19 December 22

23 Content Ionic Bonding and Nomenclature Resources for Unit 3 found at Canvas Covalent Bonding and Nomenclature UNIT 7 Chemical Reactions Chemical Composition Textbook Pg Pg Pg Pg , Chemistry Polyatomic Ions Acids and Bases POGIL Types of Reactions Topic: Ionic Bonding Topic: Covalent Bonding Topic: Acids and Bases Labs Ionic Boding Puzzle Activity Danicing Ionic Compounds Cpalms Lesson Covalent Bonding: To friend or not to friend Cpalms Lesson Acids and Bases: Titration Lab Common Lab 3: Properties of Acids and Bases Topic: Chemical Reactions and Equations Chemical Reactions: Reaction in a Bag Pg Topic: Molecular Formulas and Percent Composition Common Lab 2: Percent Composition of a Hydrate Lab Topic: Molar Mass CHEMLAB: Develop an Activity Series; pg. 310 Websites o CHEM TEAM: o CHEMMY BEAR: SLC Common SLC 3: ph Change in the Brain Printable Article and Questions Printable article and student questions available on Canvas in the Chemistry Common SLC folder. Common SLC 2: Demystifying Gross Stuff Online article, printable article, and student questions available in the Chemistry Common SLC folder on Canvas. ChemMatters Answer Key available in the Chemistry Curriculum Map and Resources Folder. 23

24 Unit 4: How much is too much? Week Topics Learning Targets and Skills Standards recognize that chemicals react in simple whole number ratios given by the coefficients in a balanced chemical equation identify and apply mole-to-mole ratios of reactants and products in a balanced chemical equation SC.912.P.8.9 Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions. Stoichiometry 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 apply the law of conservation of mass to calculate the amount of 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.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: Pose questions about the natural world, Conduct systematic observations, Examine books and other sources of information to see what is already known, Review what is known in light of empirical evidence, Plan investigations, Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences),use appropriate evidence and reasoning to justify these explanations to others, Communicate results of scientific investigations, and Evaluate the merits of the explanations produced by others. Honors: 1. determine the limiting reactant and excess reactant(s) for a chemical reaction if masses or moles of reactants are given 2. calculate the theoretical yield of products if given masses or moles of reactants using limiting reactants 3. convert between quantities involving moles and mass including: o moles of one substance to grams of another substance o grams of one substance to moles of another substance 4. perform stoichiometric calculations for aqueous reactions using the molarity and volume of reactants or products o determine mass of solid precipitate product o determine volume or moles of reactant or product DIA 4: Stoichiometry SC.912.P.8.9 Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions. SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations. 1 February 2 February 24

25 Resources for Unit 4 found at Canvas Content Textbook Pg Chemistry POGIL How much is too much? Topic: Stoichiometry Stoichiometry S mores Lab Labs Websites o CHEM TEAM: o CHEMMY BEAR: SLC Optional SLC SLC Whey Too Much The Dark Side of Greek Yogurt Printable Article (NO Prewritten Questions) Is it safer to swim in the Ocean or a swimming pool? Videos and Writing Prompt 2

26 Unit : How is matter transformed? Weeks Topics Learning Targets and Skills Standards recognize that energy cannot be created or destroyed but can be transformed describe chemical bonds as stored chemical potential energy recognize energy is absorbed to break bonds and released when bonds form SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others. 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 Honors: differentiate the energy of a system from energy diagrams for closed and open systems explain entropy's role in determining the efficiency of processes that convert energy to work SC.912.P.10.7 Distinguish between endothermic and exothermic chemical processes. SC.912.P.10.6 Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum. SC.912.P.10.2 (Honors) Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity. SC.912.P.10.8 (Honors) Explain entropy's role in determining the efficiency of processes that convert energy to work. Intermolecular Forces differentiate between the breaking of bonds in chemical reactions and the overcoming of intermolecular forces of attraction (London dispersion forces, dipole-dipole, hydrogen bonding) during a phase change 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 and that it contributes to suitability for life on Earth. 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 SC.912.P.8.6 Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces. SC.9.12.L Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. SC.912.P Interpret the behavior of ideal gases in terms of kinetic molecular theory. 26