Chemistry 1 st 6 Weeks

Transcription

1 NAME OF UNIT UNIT I Chemistry ESTIMATED # OF DAYS Weeks 1-3 Week 4 Weeks 5-6 Components Unit Name IA: Measurements and Calculations IB: Matter and Change Lab Safety IC: The Atom and the Periodic Table Short Descriptive Overview TEKS This unit describes the importance of accurate measurements, calculations, and problem-solving methods in the study of chemistry. (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 student is expected to: (A) demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers; (B) know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS); and (C) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. (2) Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to: (A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2)of this section; (B) know that scientific hypotheses are This unit describes the properties and states of matter and the changes substances undergo, in addition to lab safety and MSDS on chemicals. 1-A, B, C 2-A, B, C, D, E, F, G, H, I 3-A, B, C, D, E, F (4) Science concepts. The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties. The student is expected to: (A) differentiate between physical and chemical changes and properties; Readiness (B) identify extensive and intensive properties; Supporting (C) compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume; Supporting (D) classify matter as pure substances or mixtures through investigation of their properties. Readiness This unit describes the experiments that led to the discovery of the elementary particles that make up the structure of the atom, and the distribution of these particles in atoms/ions of different elements. 1-A, B, C 2-A, B, C, D, E, F, G, H, I 3-A, B, C, D, E, F (5) Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power. The student is expected to: (A) explain the use of chemical and physical properties in the historical development of the Periodic Table; Supporting (B) 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; Readiness (6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to: (A) understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery 1

2 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; (C) 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 wellestablished and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed; (D) distinguish between scientific hypotheses and scientific theories; (E) 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; (F) collect data and make measurements with accuracy and precision; (G) express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures; (H) organize, analyze, evaluate, make inferences, and predict trends from data; of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom; Supporting (D) use isotopic composition to calculate average atomic mass of an element; Supporting 2

3 (I) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: (A) 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; (B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials; (C) draw inferences based on data related to promotional materials for products and services; (D) evaluate the impact of research on scientific thought, society, and the environment; (E) describe the connection between chemistry and future careers; and (F) research and describe the history of chemistry and contributions of scientists. 3

4 Generalizations/Enduring Understandings Guiding/Essential Questions 1) The number of digits reported in a measurement is significant. 2) The density of different substances varies. 3) The metric system can convert measurements from one unit to another using a process called dimensional analysis. 1) Why is it important to have an international system of measurements? 2) Why does oil float on water? 3) Why do scientists use significant figures and scientific notation? 4) Why is it important to read instruments correctly? 5) What types of measurements are made in chemistry? 6) How do scientists ensure the accuracy and precision of their measurements? 7) What system do modern scientists use for measurements? 8) What measurements would you need to make to determine whether an object float in water? 9) Is there a simple and effective method for making conversations? 10) How can complex conversions be calculated? 1) Matter has both physical and chemical properties that can change due to energy transformation and heat. 2) Matter can not be created nor destroyed, but can be converted from one form to another. 1) What is matter? 2) How can matter be classified? 3) What is the difference between a physical property and a chemical property? A physical and chemical change? 4) What are some indications that a chemical change has occurred? 5) What are the characteristics of solids, liquids, and gases, and how do their shapes and volumes differ? 6) What is a mixture, and how can it be separated? 7) What is the difference between an element and a compound? 8) What is a chemical reaction, and what are reactants and products? 1) The model of the atom has changed throughout time and will continue to change as new evidence emerges. 2) The periodic table systematically places elements. 3) The number of protons, neutrons, and electrons can be calculated for any given atom, ion, or isotope. 1) How can the number of protons, electrons, and neutrons be determined? 2) What is an isotope? 3) How is the average atomic mass listed on the periodic table calculated? 4) How has the model of the atom evolved? 5) Why was an image of an individual atoms considered such an important breakthrough? 6) What are the component particles that scientists have discovered within atoms? 7) What is an isotope, and how does one isotope of an element differ from another? 8) Is there a way of arranging the 112 known elements? 4

5 Learning Targets Performance Levels 1) The student will be able to understand that scientific measurements have uncertainties 2) that must be communicated with significant figures. Knowledge and Skills: The student will describe and apply the rules for significant figures. 3) The student will be able to examine units as they plan solutions to mathematical problems. knowledge: The student will construct solutions to math problems using dimensional analysis conversions with Learning Progression 1) List several useful problem solving skills. 2) Recall significant figure rules. 3) Demonstrate proper application of significant figures in scientific calculations. 3) Construct conversion factors from equivalent measurements. 4) Apply the techniques of dimensional analysis to a variety of conversion problems. 5) Convert complex units, using dimensional analysis. 6) The student will use scientific notation to express numbers. Performance Levels 1) The student will evaluate matter based on composition and chemical and physical properties. knowledge: The students will differentiate chemical and physical properties. 2) The student will evaluate changes that matter undergoes. knowledge: The students will recognize the signs of chemical change. Learning Progression 1) Identify the characteristics of matter and substances. 2) Differentiate among the three states of matter. 3) Define physical property and list several common physical properties of substances. 4) Categorize a sample of matter as a substance or a mixture. 5) Distinguish between homogeneous and heterogeneous samples of matter. 6) Explain the difference between an element and a compound. 7) Differentiate between physical and chemical changes in matter. 8) Apply the law of conservation of mass. Performance Levels 1) Students will evaluate various atomic models to determine how experimental data and observations support each model. 2) knowledge: Students will identify each model of the atom and describe the experiments that led to those models. Learning Progression 1) Summarize Dalton s atomic theory. 2) Describe the size of an atom. 3) Distinguish among protons, electrons, and neutrons in terms of relative mass and charge. 3) Describe the structure of an atom, including the location of the protons, neutrons, and electrons with respect to the nucleus. 4) Explain how the atomic number identifies an element. 5) Use the atomic number and mass number of an element to find the numbers of protons, neutrons, and electrons. 6) Explain how isotopes differ and why the atomic masses of 5

6 units of measure. 9) The students understand the importance of safety in the laboratory and how to correctly read and interpret MSDS sheets and NFPA diamonds. Concepts Scientific Measurement and Conversions Matter and Change Lab Safety Topics Density (calculations) Classification of Matter (mixtures, Reading Instruments (graduated solutions, elements, compounds) cylinder, triple beam balance, Physical and Chemical Properties ruler, thermometer) Physical and Chemical Changes Significant Figures (in Indications of a Chemical measurements and calculations) Reaction SI and Metric System Energy (kinetic, potential, (fundamental and derived units conservation) elements are not whole numbers. 7) Calculate the average mass of an element from isotope data. 8) Describe the origin of the periodic table. 9) Identify the chemical symbols of common elements, and name common elements, given their symbols. 10) Identify the position of groups, periods, and the transition metals in the periodic table. The students can calculate the average atomic mass of an isotope Atomic Structure and the Periodic Table Structure of Atom/Ions Subatomic particles (properties) History of Atomic Models Isotopes Atomic Number (Z) Atomic Mass (A) Periodic Table (arrangement, 6

7 Essential Facts and conversions) Scientific Notation (expressions and calculations) Dimensional Analysis 1) Measurement can be qualitative or quantitative. 2) Very large and very small numbers are best expressed in scientific notation. 3) The accuracy of a measurement describes how close a measurement comes to the true value. 4) The precision of a measurement depends on its reproducibility. 5) Measurements and calculations must always be reported to the correct number of significant figures. 6) The International System of Units (SI) is the measurement system used by scientists. 7) The SI has 7 base units from which all other SI units or measurement are derived. 8) The quantity of matter an object contains is its mass. Weight is not the same as mass. Weight is the measure of the pull of gravity on an object of given mass. 9) The ratio of the mass of an object to its volume is its density. 10) Temperature difference determines the direction of heat flow between two bodies. 11) Temperature is measured in the Celsius and Kelvin scales. 12) A Celsius temperature can be Temperature (conversions, units) Heat (endothermic and exothermic) Phases (characteristics) Phase Changes (names) Material Safety Data Sheets (MSDS) Lab Safety NFPA Hazard Identification System (hazard diamond) 1) Chemistry is the study of the composition of matter and the changes that matter undergoes. 2) Matter has mass and occupies space. 3) The 3 common states of matter are solid, liquid, and gas. 4) A mixture is a physical combination of two or more substances that can be separated by physical means. Mixtures can be classified as heterogeneous or homogeneous. 5) Heterogeneous mixtures are not uniform in composition.. 6) Homogeneous mixtures, also called solutions, have uniform properties throughout and may be combinations of gases, liquids, or solids. 7) A pure substance contains one kind of matter. Elements and compounds are classified as pure substances. 8) Elements are the simplest forms of matter that exist under normal conditions. 9) Elements are always present in the same ratio in a given compound. 10) Properties of a compound are usually different from those of the elements composing it. properties) 1) Elements are composed of atoms, which are the basic building blocks of matter. 2) The atoms of a given element are different from the atoms of all other elements. 3) Atoms contain positively-charged protons, negatively-charged electrons, and electrically neutral neutrons. 4) The nucleus of an atom is composed of protons and neutrons. The electrons surround the nucleus and occupy most of the volume of the atom. 5) The number of protons in an atom s nucleus is the atomic number (Z) of that element. 6) Because atoms are electrically neutral, an atom has the same number of protons and electrons. 7) The sum of the number of protons and number of neutrons is the mass number (A) of an atom. 8) Atoms with the same number of protons but different number of neutrons are called isotopes. 9) The atomic mass of an element is expressed in atomic mass units (amu). 10) The atomic mass of an element that is 7

8 Processes and Skills converted to Kelvin by adding ) Conversion factors are used in the problem-solving technique of dimensional analysis, where measurements are converted from one unit to another. 14) Any two measurements that are equal to one another but expressed in different units can be written as a ratio. 15) A ratio of equivalent measurements is called a conversion factor and is equal to one. 16) The correct conversion factor for solving a particular problem will have the known unit in the denominator and the unknown unit in the numerator. 17) More than one conversion factor may be required in complex conversion problems. 1) List several useful problem solving skills. 2) Construct conversion factors from equivalent measurements. 3) Apply the techniques of dimensional analysis to a variety of conversion problems. 4) Convert complex units, using dimensional analysis. 11) Chemical methods are required o separate compounds into their constituent elements. 12) Each element is represented by a 1 or 2 letter chemical symbol. Chemical symbols of the elements are used as a shorthand method of writing chemical formulas of compounds. 13) A physical change is a change in the physical properties of a substance without a change in chemical composition. 14) A chemical change is a change in the chemical composition of a substance. 15) In a chemical change (chemical reaction), reactants are converted to products. Mass is conserved in any physical or chemical change. 1) Identify the characteristics of matter and substances. 2) Differentiate among the three states of matter. 3) Define physical property and list several common physical properties of substances. 4) Categorize a sample of matter as a substance or a mixture. 5) Distinguish between homogeneous and heterogeneous samples of matter. 6) Explain the difference between an element and a compound. 7) Differentiate between physical and chemical changes in matter. 8) Apply the law of conservation of mass. listed on the periodic chart is a weighted average of all the naturally occurring isotopes of that element. 11) On the periodic table, the elements are organized into groups (vertical columns) and periods (horizontal rows) in order of increasing atomic number. 12) Elements that have similar chemical properties are in the same group. 13) Elements in the periodic table are classified as metals, nonmetals, or metalloids. 1) Summarize Dalton s atomic theory. 2) Describe the size of an atom. 3) Distinguish among protons, electrons, and neutrons in terms of relative mass and charge. 3) Describe the structure of an atom, including the location of the protons, neutrons, and electrons with respect to the nucleus. 4) Explain how the atomic number identifies an element. 5) Use the atomic number and mass number of an element to find the numbers of protons, neutrons, and electrons. 6) Explain how isotopes differ and why the atomic masses of elements are not whole numbers. 7) Calculate the average mass of an element from isotope data. 8) Describe the origin of the periodic table. 9) Identify the chemical symbols of common elements, and name common elements, given their symbols. 10) Identify the position of groups, periods, and the transition metals in the periodic table. 8

9 Language of Instruction Absolute Zero, Accuracy, Precision, Celsius Scale, Density, Kelvin Scale, Percent Error, Qualitative and Quantitative Measurements, SI Measurements, Metric System, Scientific Notation, Dimensional Analysis, Significant Figure, Temperature. Chemical Property, Chemical Reaction, Compound, Element, Gas, Heterogeneous Mixture, Homogenous Mixture, Conservation of Mass, Liquid, Mass, Matter, Mixture, Phase, Physical Change, Physical Property, Phase Change, Product, Reactant, Solid, Solution, Gas, Vapor. Atom, Neutron, Proton, Electron, Orbitals, Subatomic Particles, Ions, Isotopes, Alkali Metal, Alkaline Earth Metal, Atomic Mass, Atomic Mass Unit, Atomic Number, Cathode Ray, Dalton s Atomic Theory, Group, Halogen, Inner Transition Metal, Mass Number, Metal, Metalloid, Noble Gas, Nonmetal, Nucleus, Period, Periodic Table, Transition Metal. Formative Assessment (for learning) Summative Assessment (of learning) Required Lab Other Resources Quiz or Stated Question on Sig Figs/Measurements Review Module, Chapters 1-4, page 63 Test on Metric, Measurements, Density (American Chemical Society (ACS) questions) Metric Measurement Lab Solid-Liquid Volume Relationship Lab/Demo Density Labs 1 and Reproducible Activities: Chemistry by Instructional Fair, Inc (workbook) p. 3,4,5,6,7,8,9,10,11 Quiz or Stated Question on Mixtures/Changes Physical/Chemical Changes Lab 100 Reproducible Activities: Chemistry by Instructional Fair, Inc (workbook) p. 12,13,17,18,19 Quiz or Stated Question on Isotopes Test on Matter and the Atom (ACS questions) Beanium Isotope Lab 100 Reproducible Activities: Chemistry by Instructional Fair, Inc (workbook) p. 26,27,28, Reproducible Activities: Physical Science by Instructional Fair, Inc (workbook) p. 13, Reproducible Activities: Physical Science by Instructional Fair, Inc (workbook) p. 35,36,38 Textbook Correlation Chapters 3,4 Chapters 1,2 Chapter 5 Challenge/Extension Link to Physics p. 31 Link to Linguistics p. 40 Link to Engineering p. 42 Other Curricular Connection (ELA, Math, S.S., Technology) Chemistry Serving Industry p. 45. Chemistry in Careers (Materials Scientist) p. 868 Link to Humanities p. 119 Chemistry Serving Society p. 127 Chemistry in Careers (Archaeologist) p