MIDDLETOWN PUBLIC SCHOOLS

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1 MIDDLETOWN PUBLIC SCHOOLS Science Curriculum Chemistry Grde 10 Curriculum Writers: Richrd Sweetmn, Timothy Wtters, nd Kevin Zhm 6/1/2015

2 8/19/2015 Middletown Public Schools 1

3 T he Middletown Public Schools Curriculum for grdes K-12 ws completed June 2015 by tem of K-12 techers. The tem, identified s the Science Curriculum Writers referenced extensive resources to design the document tht included but re not limited to: Next Genertion Science Stndrds (NGSS) Next Genertion Science Stndrds (NGSS) Appendices A-M A Frmework for K-12 Science Eduction Common Core Stte Stndrds for English Lnguge Arts nd Litercy in History/Socil Studies, Science nd Technicl Subjects (CCSS) Common Core Stte Stndrds for Mthemtics (CCSS) University of Texs, Dn Center (science units of study) Best Prctice, New Stndrds for Teching nd Lerning in Americ s Schools Clssroom Instruction Tht Works Differentited Instructionl Strtegies Model curriculum documents from severl sttes Eductionl websites Webb s Depth of Knowledge The K-12 Curriculum identifies wht ll students should know nd be ble to do in science eduction. Ech grde or course drws from The Next Genertion Science Stndrds, Common Core English Lnguge Arts nd Mthemtics Stndrds, reserch-bsed instructionl strtegies, resources, mp (or suggested timeline), rubrics, nd checklists. The curriculum provides lerners with sequentil comprehensive eduction in Science through the study of Next Genertion Stndrds tht includes: Disciplinry Core Ides: o Physicl Science o Life Scie3nce o Erth nd Spce Science o Engineering nd Technology Science nd Engineering Prctices: o Asking questions nd defining problems. o Developing nd using models. o Plnning nd crrying out investigtions. o Anlyzing nd interpreting dt. o Using mthemtics nd computtionl thinking. o Constructing explntions nd designing solutions. o Engging in rgument from evidence o Obtining, evluting nd communicting informtion. Crosscutting Concepts o Ptterns o Cuse nd Effect: Mechnism nd Explntion o Scle, Proportion, nd Quntity o Systems nd System Models o Energy nd Mtter: Flows, Cycles, nd Conservtion o Structure nd Function o Stbility nd Chnge Common Core Stte Stndrds for English Lnguge Arts tht includes: College nd Creer Rediness Anchor Stndrds for Reding o Key Ides nd Detils o Crft nd Structure o Integrtion of Knowledge o Rnge of Reding College nd Creer Rediness Anchor Stndrds for Writing o Text Types nd Purposes o Production nd Distribution of Writing o Reserch to Build nd Present Knowledge o Rnge of Writing Mission Sttement Our mission is to engge ll students in chllenging, sequentil, nd differentited science curriculum tht will develop criticl thinkers, problem solvers, nd effective communictors. 8/19/2015 Middletown Public Schools 2

4 Common Core Stte Stndrds for Mthemtics tht includes: o Mthemticl content ( e.g. expressions nd equtions, the number system, lgebr, geometry) o Mthemticl prtices RESEARCH-BASED INSTRUCTIONAL The curriculum provides list of reserch-bsed best prctice instructionl strtegies tht the techer my model nd/or fcilitte, e.g. Employs strtegies of best prctice (student-centered, experientil, holistic, uthentic, expressive, reflective, socil, collbortive, democrtic, cognitive, developmentl, constructivist/heuristic, nd chllenging). Differentites instruction by vrying the content, process, nd product nd implementing o Anchoring o Cubing o Jig-swing o Pre/post ssessments o Think/pir/shre o Tiered ssignments Anlyzes formtive ssessment to direct instruction. Provides exemplrs nd rubrics. Provides opportunities for independent, prtner nd collbortive group work. Addresses multiple intelligences nd brin dominnce (sptil, bodily kinesthetic, musicl, linguistic, intrpersonl, interpersonl, mthemticl/logicl, nd nturlist). Models the use of grphic orgnizers: sequence orgnizers (chins, cycle), concept development (mind mp), compre/contrst orgnizers (Venn digrms, comprison chrts), orgnizers (word web, concept mp), evlution orgnizers (chrts, scles), ctegorize/clssify orgnizers (ctegories, tree) reltionl orgnizers (fish bone, pie chrt). Provides science prctices opportunities such s: o Fcilitting the science nd engineering prctices: Appendix F 1. Asking questions (for science) nd defining problems (for engineering) 2. Developing nd using models 3. Plnning nd crrying out investigtions 4. Anlyzing nd interpreting dt 5. Using mthemtics nd computtionl thinking 6. Constructing explntions (for science) nd designing solutions (for engineering) 7. Engging in rgument from evidence 8. Obtining, evluting, nd communicting informtion o Modeling Cross-cutting concepts: Appendix G 1. Ptterns. 2. Cuse nd effect 3. Scle, proportion, nd quntity. 4. Systems nd system models. 5. Energy nd mtter: 6. Structure nd function. 7. Stbility nd chnge. o Implementing equitble lerning opportunities 1. Vlue nd respect the experiences tht ll students bring from their bckgrounds 2. Articulte students bckground knowledge with disciplinry knowledge of science 3. Offer sufficient school resources to support student lerning 8/19/2015 Middletown Public Schools 3

5 COMMON nd SUGGESTED REQUIRED COMMON Common Formtive Assessments Common Summtive Assessments SUGGESTED Anecdotl records Compiling dt Conferencing Collbortion Dt nlysis Exhibits Interpret dt Interviews Investigtions Grphs Grphic orgnizers Journls Lbs Models Multiple Intelligences ssessments, e.g. o Grphic orgnizing - visul o Collbortion - interpersonl o Role plying - bodily kinesthetic Orl presenttions Predictions Problem/Performnce bsed/common tsks/unit Reserch Rubrics/checklists Summrizing nd note tking Tests nd quizzes Technology Think-louds Writing genres o Argument o Informtive Vocbulry 8/19/2015 Middletown Public Schools 4

6 FOR CHEMISTRY Textbook (textbook) Supplementry Books nd Mterils Lb Quest mnuls ChemQuest work sheets Current science mgzines Level trde books, e.g. Ntionl Geogrphic Motion Forces nd Energy, Prentice Hll Physicl Science - Concepts nd Chllenges, Person Physics First Course, CPO The Next Genertion Science Stndrds A Frmework for K-12 Science Eduction Prctices, Cross Cutting Concepts, nd Core Ides Lbs Periodic Tble Tsk Lb: Solubility of Group 1 Slts Copper cycle Lb: Activity of Metls Lb: H of H + + OH - Endothermic vs Exothermic Iodine Clock rection. (rte vs. concentrtion) lb Lb: Copper Cycle Penny Lb <<25 Nucler Rdition.doc>> Lb: Heting nd cooling Curve of H2O Lb: Specific Het of Metl Alcohol stove lb Lb: Photosynthesis Resources LbQuest Evportion Lb <<09 Evportion of Alcohols LQ.doc>> <<12 Temp nd Solubility LQ.doc> Freezing temperture of H2O 02 LAB/DEMO, e.g. Het Lb, Determining Specific Het <<09 Enthlpy.doc>> <<06 Energy Content Foods.doc>> <<21 Bking Sod Vinegr Revisited.doc>> <<20 Equilibrium Constnt LQ.doc>> <<16 Acid Deposition.doc>> Websites stoichiometry.doc NGSS Next Genertion Science Stndrds RIDE & NGSS Explins ech stndrd nd demonstrtes wht it looks like t ech grde Log-in: Rhode; Pssword: Islnd (RI Science units) K-5 PLTW STEM Presenttion (Project Led the Wy) NGSS Evidence Tbles (HS only) Technology Clcultors Computers Lb Quest probe-wre (Vernier) LCD projectors Interctive bords Mterils Periodic tble Plnts Blnces STC Wether nd Climte Kit Lb equipment/mterils Community 8/19/2015 Middletown Public Schools 5

7 PHYSICAL TEACHER NOTES SCIENCE HS-PS1 Mtter nd Its Interctions Performnce Expecttions Students who demonstrte understnding cn: HS-PS1-1. Use the periodic tble s model to predict the reltive properties of elements bsed on the ptterns of electrons in the outermost energy level of toms. [Clrifiction Sttement: Exmples of properties tht could be predicted from ptterns could include rectivity of metls, types of bonds formed, numbers of bonds formed, nd rections with oxygen.] [Assessment Boundry: Assessment is limited to min group elements. Assessment does not include quntittive understnding of ioniztion energy beyond reltive trends.] Essentil knowledge nd skills Compre the three subtomic prticles of toms nd their loction within n tom, their reltive mss, nd their chrge. protons electrons neutrons nd their loction within n tom, their reltive mss, nd their chrge. Identify fetures of the periodic tble groups periods min group elements trnsition elements oxidtion number Identify nd explin the bsis for the rrngement of the elements within the periodic tble, e.g. trends vlence electrons, rectivity electronegtivity ioniztion (qulittive) tomic nd ionic rdius electron ffinity. Distinguish between physicl nd chemicl property Predict the reltive physicl nd chemicl properties of n element bsed on its loction within the Periodic Tble (pplying the periodic lw.) Write formule for compounds nd develop bsic (excluding trnsition elements) models using electron structure. ionic compounds covlent compounds Use model to predict the reltionships between systems or between components of system. EVIDENCE STATEMENT: instructionl strtegies list in the introduction RESOURCE NOTES resource list in the introduction ASSESSMENT NOTES ssessment list in the introduction REQUIRED COMMON Observble fetures of the student performnce by the end of the course: 1 Components of the model 8/19/2015 Middletown Public Schools 6

8 From the given model, students identify nd describe the components of the model tht re relevnt for their predictions, including: i. Elements nd their rrngement in the periodic tble; A positively-chrged nucleus composed of both protons nd neutrons, surrounded by negtively-chrged electrons; i Electrons in the outermost energy level of toms (i.e., vlence electrons); nd iv. The number of protons in ech element. 2 Reltionships Students identify nd describe the following reltionships between components in the given model, including: i. The rrngement of the min groups of the periodic tble reflects the ptterns of outermost electrons. Elements in the periodic tble re rrnged by the numbers of protons in toms. 3 Connections Students use the periodic tble to predict the ptterns of behvior of the elements bsed on the ttrction nd repulsion between electriclly chrged prticles nd the ptterns of outermost electrons tht determine the typicl rectivity of n tom. b Students predict the following ptterns of properties: i. The number nd types of bonds formed (i.e. ionic, covlent, metllic) by n element nd between elements; The number nd chrges in stble ions tht form from toms in group of the periodic tble; i The trend in rectivity nd electronegtivity of toms down group, nd cross row in the periodic tble, bsed on ttrctions of outermost (vlence) electrons to the nucleus; nd iv. The reltive sizes of toms both cross row nd down group in the periodic tble. Science nd Engineering Prctices Developing nd Using Models Modeling in 9 12 builds on K 8 nd progresses to using, synthesizing, nd developing models to predict nd show reltionships mong vribles between systems nd their components in the nturl nd designed worlds. Use model to predict the reltionships between systems or between components of system. considertions. Disciplinry Core Ides PS1.A: Structure nd Properties of Mtter Ech tom hs chrged substructure consisting of nucleus, which is mde of protons nd neutrons, surrounded by electrons. Cross Cutting Concepts Ptterns Different ptterns my be observed t ech of the scles t which system is studied nd cn provide evidence for cuslity in explntions of phenomen. 8/19/2015 Middletown Public Schools 7

9 Connections to Connections to other DCIs in this grde-bnd: HS.LS1.C Articultion to DCIs cross grde-bnds: MS.PS1.A MS.PS1.B RST Trnslte quntittive or technicl informtion expressed in words in text into visul form (e.g., tble or chrt) nd trnslte informtion expressed visully or mthemticlly (e.g., in n eqution) into words. Assessments/Lbs Periodic Tble Tsk Lb: Solubility of Group 1 Slts Specific Websites/Resources LbQuest Lb Mnul ChemQuest worksheets o pge Structure of the Atom o pge 49 Trends in Size o pge 53 Ioniztion Trends o pge 58 Forming Ions o pge 59 Ionic Bonding o pge 63 Trnsition Metls o pge 65 Covlent Bonding o pge 76 Electronegtivity Periodic Tble Clcultor (Chemistry textbook) Acdemic Vocbulry ctivity tomic rdius toms chemicl bond covlent electron dot electronegtivity electrons elements formul ionic ioniztion energy Lewis structure min group min group elements metl model neutrons non-metl nucleus outermost energy level oxidtion stte ptterns period periodic periodic tble predict reltive properties subscript substructure synthesize trnsition elements vlence electrons PHYSICAL SCIENCE HS-PS1.A HS-PS1.B Mtter nd Its Interctions Performnce Expecttions Students who demonstrte understnding cn: HS-PS1-2. Construct nd revise n explntion for the outcome of simple chemicl rection bsed on the outermost electron sttes of toms, trends in the periodic tble, nd knowledge of the ptterns of chemicl properties. [Clrifiction Sttement: Exmples of chemicl rections could include the rection of sodium nd chlorine, of crbon nd oxygen, or of crbon nd hydrogen.] [Assessment Boundry: Assessment is limited to chemicl rections involving min group elements nd combustion rections.] TEACHER NOTES instructionl strtegies list in the introduction RESOURCE NOTES resource list in the introduction ASSESSMENT NOTES ssessment list in the introduction REQUIRED COMMON Essentil knowledge nd skills Explin or model how the electron configurtion of toms governs how toms interct with one nother (e.g. covlent, hydrogen nd ionic bonding). Write formuls for compounds nd developing bsic (excluding trnsition elements) models using electron structure. o Ionic Compounds o Covlent Compounds 8/19/2015 Middletown Public Schools 8

10 Given specific rectnts (e.g. B + Cl2) writing the blnced eqution nd determine the products, type of compound formed (ionic or moleculr), nd the properties of the compound (e.g. solubilities, electrolytic, etc.). Write simple blnced chemicl equtions to represent chemicl rections nd illustrte the conservtion of mtter. Interpret symbols within chemicl equtions Understnd how to write blnced equtions Construct nd revise n explntion bsed on vlid nd relible evidence obtined from vriety of sources (including students own investigtions, models, theories, simultions, peer review) nd the ssumption tht theories nd lws tht describe the nturl world operte tody s they did in the pst nd will continue to do so in the future. Drw Lewis structures of common substnces, such s wter, crbon dioxide, oxygen, nd hydrogen. EVIDENCE STATEMENT: Observble fetures of the student performnce by the end of the course: 1 Articulting the explntion of phenomen Students construct n explntion of the outcome of the given rection, including: i. The ide tht the totl number of toms of ech element in the rectnt nd products is the sme; i iv. 2 Evidence The numbers nd types of bonds (i.e., ionic, covlent) tht ech tom forms, s determined by the outermost (vlence) electron sttes nd the electronegtivity; The outermost (vlence) electron stte of the toms tht mke up both the rectnts nd the products of the rection is bsed on their position in the periodic tble; nd A discussion of how the ptterns of ttrction llow the prediction of the type of rection tht occurs (e.g., formtion of ionic compounds, combustion of hydrocrbons). Students identify nd describe the evidence to construct the explntion, including: i. Identifiction of the products nd rectnts, including their chemicl formuls nd the rrngement of their outermost (vlence) electrons; i iv. Identifiction tht the number nd types of toms re the sme both before nd fter rection; Identifiction of the numbers nd types of bonds (i.e., ionic, covlent) in both the rectnts nd the products; The ptterns of rectivity (e.g., the high rectivity of lkli metls) t the mcroscopic level s determined by using the periodic tble; nd v. The outermost (vlence) electron configurtion nd the reltive electronegtivity of the toms tht mke up both the rectnts nd the products of the rection bsed on their position in the periodic tble. 8/19/2015 Middletown Public Schools 9

11 3 Resoning b Students describe their resoning tht connects the evidence, long with the ssumption tht theories nd lws tht describe their nturl world operte tody s they did in the pst nd will continue to do so in the future, to construct n explntion for how the ptterns of outermost electrons nd the electronegtivity of elements cn be used to predict the number nd types of bonds ech element forms. In the explntion, students describe the cusl reltionship between the observble mcroscopic ptterns of rectivity of elements in the periodic tble nd the ptterns of outermost electrons for ech tom nd its reltive electronegtivity. Revising the explntion Given new evidence or context, students construct revised or expnded explntion bout the outcome of chemicl rection nd justify the revision. Science nd Engineering Prctices Constructing Explntions nd Designing Solutions Constructing explntions nd designing solutions in 9 12 builds on K 8 experiences nd progresses to explntions nd designs tht re supported by multiple nd independent student generted sources of evidence consistent with scientific ides, principles, nd theories. Construct nd revise n explntion bsed on vlid nd relible evidence obtined from vriety of sources (including students own investigtions, models, theories, simultions, peer review) nd the ssumption tht theories nd lws tht describe the nturl world operte tody s they did in the pst nd will continue to do so in the future. Disciplinry Core Ides PS1.A: Structure nd Properties of Mtter The periodic tble orders elements horizontlly by the number of protons in the tom s nucleus nd plces those with similr chemicl properties in columns. The repeting ptterns of this tble reflect ptterns of outer electron sttes. REPEAT PS1.B: Chemicl Rections The fct tht toms re conserved, together with knowledge of the chemicl properties of the elements involved, cn be used to describe nd predict chemicl rections. (Chemistry Repet) Cross Cutting Concepts Ptterns Different ptterns my be observed t ech of the scles t which system is studied nd cn provide evidence for cuslity in explntions of phenomen. Connections to Connections to other DCIs in this grde-bnd: HS.LS1.C; HS.ESS2.C Articultion to DCIs cross grde-bnds: MS.PS1.A; MS.PS1.B Common Core Stte Stndrds Connections: ELA/Litercy WHST Write informtive/explntory texts, including the nrrtion of historicl events, scientific procedures/ experiments, or technicl processes. WHST Develop nd strengthen writing s needed by plnning, revising, editing, rewriting, or trying new pproch, focusing on ddressing wht is most significnt for specific purpose nd udience. (HS-PS1-2) Mthemtics HSN-Q.A.1 Use units s wy to understnd problems nd to guide the solution of multi-step problems; choose nd interpret units consistently in formuls; choose nd interpret the scle nd the origin in grphs nd dt displys. HSN-Q.A.3 Choose level of ccurcy pproprite to limittions on mesurement when reporting quntities. 8/19/2015 Middletown Public Schools 10

12 Assessments/Lbs Copper cycle Lb: Activity of Metls Specific Websites/Resources pge 67 Lewis Structures stoichiometry.doc Acdemic Vocbulry cid bse tom s nucleus chemicl eqution chemicl rection coefficient combustion conserved covlent compounds decomposition double replcement electronic structure gs queous ionic compounds Lewis structure liquid precipitte product protons rectnt single replcement solid subscript synthesis vlence electron vlid nd relible evidence PHYSICAL SCIENCE HS-PS1 Mtter nd Its Interctions Performnce Expecttions Students who demonstrte understnding cn: HS-PS1-3. Pln nd conduct n investigtion to gther evidence to compre the structure of substnces t the bulk scle to infer the strength of electricl forces between prticles. [Clrifiction Sttement: Emphsis is on understnding the strengths of forces between prticles, not on nming specific intermoleculr forces (such s dipole-dipole). Exmples of prticles could include ions, toms, molecules, nd networked mterils (such s grphite). Exmples of bulk properties of substnces could include the melting point nd boiling point, vpor pressure, nd surfce tension.] TEACHER NOTES instructionl strtegies list in the introduction RESOURCE NOTES resource list in the introduction ASSESSMENT NOTES ssessment list in the introduction REQUIRED COMMON [Assessment Boundry: Assessment does not include Roult s lw clcultions of vpor pressure.] Essentil knowledge nd skills Explin through words, chrts, digrms, nd models the effects of distnce nd the mount of chrge on the strength of the electricl force present Explin through words, digrms, models, or electrosttic demonstrtions the principle tht like chrges repel nd unlike chrges ttrct. Know the difference between n ionic or covlent bond nd intermoleculr forces of ttrction. Mesure intensive properties of substnce such s melting point, boiling point, freezing point, nd solubility. Pln nd conduct n investigtion individully nd collbortively to produce dt to serve s the bsis for evidence, nd in the design: decide on types, how much, nd ccurcy of dt needed to produce relible mesurements nd consider limittions on the precision of the dt (e.g., number of trils, cost, risk, time), nd refine the design ccordingly. EVIDENCE STATEMENT: Observble fetures of the student performnce by the end of the course: 1 Identifying the phenomenon to be investigted 8/19/2015 Middletown Public Schools 11

13 Students describe the phenomenon under investigtion, which includes the following ide: the reltionship between the mesurble properties (e.g., melting point, boiling point, vpor pressure, surfce tension) of substnce nd the strength of the electricl forces between the prticles of the substnce. 2 Identifying the evidence to nswer this question Students develop n investigtion pln nd describe the dt tht will be collected nd the evidence to be derived from the dt, including bulk properties of substnce (e.g., melting point nd boiling point, voltility, surfce tension) tht would llow inferences to be mde bout the strength of electricl forces between prticles. b Students describe why the dt bout bulk properties would provide informtion bout strength of the electricl forces between the prticles of the chosen substnces, including the following descriptions: i. The spcing of the prticles of the chosen substnces cn chnge s result of the experimentl procedure even if the identity of the prticles does not chnge (e.g., when wter is boiled the molecules re still present but further prt). i iv. 3 Plnning for the investigtion b Therml (kinetic) energy hs n effect on the bility of the electricl ttrction between prticles to keep the prticles close together. Thus, s more energy is dded to the system, the forces of ttrction between the prticles cn no longer keep the prticles close together. The ptterns of interctions between prticles t the moleculr scle re reflected in the ptterns of behvior t the mcroscopic scle. Together, ptterns observed t multiple scles cn provide evidence of the cusl reltionships between the strength of the electricl forces between prticles nd the structure of substnces t the bulk scle. In the investigtion pln, students include: i. A rtionle for the choice of substnces to compre nd description of the composition of those substnces t the tomic moleculr scle. A description of how the dt will be collected, the number of trils, nd the experimentl set up nd equipment required. Students describe how the dt will be collected, the number of trils, the experimentl set up, nd the equipment required. 4 Collecting the dt Students collect nd record dt quntittive nd/or qulittive on the bulk properties of substnces. 5 Refining the design b Students evlute their investigtion, including evlution of: i. Assessing the ccurcy nd precision of the dt collected, s well s the limittions of the investigtion; nd The bility of the dt to provide the evidence required. If necessry, students refine the pln to produce more ccurte, precise, nd useful dt. 8/19/2015 Middletown Public Schools 12

14 Science nd Engineering Disciplinry Core Ides Cross Cutting Concepts Prctices Plnning nd Crrying Out Investigtions Plnning nd crrying out investigtions in 9-12 builds on K-8 experiences nd progresses to include investigtions tht provide evidence for nd test conceptul, mthemticl, physicl, nd empiricl models. Pln nd conduct n investigtion individully nd collbortively to produce dt to serve s the bsis for evidence, nd in the design: decide on types, how much, nd ccurcy of dt needed to produce relible mesurements nd consider limittions on the precision of the dt (e.g., number of trils, cost, risk, time), nd refine the design ccordingly. PS1.A: Structure nd Properties of Mtter The structure nd interctions of mtter t the bulk scle re determined by electricl forces within nd between toms. Connections to Ptterns Different ptterns my be observed t ech of the scles t which system is studied nd cn provide evidence for cuslity in explntions of phenomen. Connections to other DCIs in this grde-bnd: HS.ESS2.C Articultion to DCIs cross grde-bnds: MS.PS1.A; MS.PS2.B Common Core Stte Stndrds Connections: ELA/Litercy RST Cite specific textul evidence to support nlysis of science nd technicl texts, ttending to importnt distinctions the uthor mkes nd to ny gps or inconsistencies in the ccount. WHST Conduct short s well s more sustined reserch projects to nswer question (including self-generted question) or solve problem; nrrow or broden the inquiry when pproprite; synthesize multiple sources on the subject, demonstrting understnding of the subject under investigtion. WHST Drw evidence from informtionl texts to support nlysis, reflection, nd reserch. Mthemtics HSN-Q.A.1 Use units s wy to understnd problems nd to guide the solution of multi-step problems; choose nd interpret units consistently in formuls; choose nd interpret the scle nd the origin in grphs nd dt displys. HSN-Q.A.3 Choose level of ccurcy pproprite to limittions on mesurement when reporting quntities. Assessments/Lbs Specific Websites/Resources LbQuest Evportion Lb <<09 Evportion of Alcohols LQ.doc>> <<12 Temp nd Solubility LQ.doc> Freezing temperture of H2O 02 Acdemic Vocbulry toms boiling point bulk scle condenstion point electricl forces evportion freezing point intermoleculr intrmoleculr ions limittions on the precision of dt melting point molecules pln solubility sublimtion surfce tension test conceptul, mthemticl, physicl nd empiricl models vpor pressure 8/19/2015 Middletown Public Schools 13

15 Performnce Expecttions TEACHER NOTES PHYSICAL SCIENCE Students who demonstrte understnding cn: HS-PS1-A HS-PS1.B Mtter nd Its Interctions HS-PS1-4. Develop model to illustrte tht the relese or bsorption of energy from chemicl rection system depends upon the chnges in totl bond energy. [Clrifiction Sttement: Emphsis is on the ide tht chemicl rection is system tht ffects the energy chnge. Exmples of models could include moleculr-level drwings nd digrms of rections, grphs showing the reltive energies of rectnts nd products, nd representtions showing energy is conserved.] [Assessment Boundry: Assessment does not include clculting the totl bond energy chnges during chemicl rection from the bond energies of rectnts nd products.] Essentil knowledge nd skills Describe or digrm the chnges in energy (trnsformtion) tht occur in different systems eg. chemicl = exo nd endo thermic rections Interpret phse digrms. Interpret heting curves. Interpret potentil energy digrms. Clculte the mount of het bsorbed or relesed by substnce s the temperture chnges [Q=mc(T2-T1) =mcδt]. Identify, mesure, clculte nd nlyze qulittive nd quntittive reltionships ssocited with energy trnsfer or energy trnsformtion. Develop model bsed on evidence to illustrte the reltionships between systems or between components of system. EVIDENCE STATEMENT: Observble fetures of the student performnce by the end of the course: 1 Components of the model Students use evidence to develop model in which they identify nd describe the relevnt components, including: i. The chemicl rection, the system, nd the surroundings under study; The bonds tht re broken during the course of the rection; i The bonds tht re formed during the course of the rection; iv. The energy trnsfer between the systems nd their components or the system nd surroundings; v. The trnsformtion of potentil energy from the chemicl system interctions to kinetic energy in the surroundings (or vice vers) by moleculr collisions; nd vi. The reltive potentil energies of the rectnts nd the products. 2 Reltionships In the model, students include nd describe the reltionships between components, including: i. The net chnge of energy within the system is the result of bonds tht re broken nd formed during the rection (Note: This does not include clculting the totl bond energy chnges.); instructionl strtegies list in the introduction RESOURCE NOTES resource list in the introduction ASSESSMENT NOTES ssessment list in the introduction REQUIRED COMMON The energy trnsfer between system nd surroundings by moleculr collisions; 8/19/2015 Middletown Public Schools 14

16 i iv. The totl energy chnge of the chemicl rection system is mtched by n equl but opposite chnge of energy in the surroundings (Note: This does not include clculting the totl bond energy chnges.); nd The relese or bsorption of energy depends on whether the reltive potentil energies of the rectnts nd products decrese or increse. 3 Connections Students use the developed model to illustrte: i. The energy chnge within the system is ccounted for by the chnge in the bond energies of the rectnts nd products. (Note: This does not include clculting the totl bond energy chnges.) i iv. Breking bonds requires n input of energy from the system or surroundings, nd forming bonds releses energy to the system nd the surroundings. The energy trnsfer between systems nd surroundings is the difference in energy between the bond energies of the rectnts nd the products. The overll energy of the system nd surroundings is unchnged (conserved) during the rection. v. Energy trnsfer occurs during moleculr collisions. vi. The reltive totl potentil energies of the rectnts nd products cn be ccounted for by the chnges in bond energy. Science nd Engineering Prctices Developing nd Using Models Modeling in 9 12 builds on K 8 nd progresses to using, synthesizing, nd developing models to predict nd show reltionships mong vribles between systems nd their components in the nturl nd designed worlds. Develop model bsed on evidence to illustrte the reltionships between systems or between components of system. Disciplinry Core Ides PS1.A: Structure nd Properties of Mtter A stble molecule hs less energy thn the sme set of toms seprted; one must provide t lest this energy in order to tke the molecule prt. REPEAT PS1.B: Chemicl Rections Chemicl processes, their rtes, nd whether or not energy is stored or relesed cn be understood in terms of the collisions of molecules nd the rerrngements of toms into new molecules, with consequent chnges in the sum of ll bond energies in the set of molecules tht re mtched by chnges in kinetic energy. Cross Cutting Concepts Energy nd Mtter Chnges of energy nd mtter in system cn be described in terms of energy nd mtter flows into, out of, nd within tht system. Connections to Connections to other DCIs in this grde-bnd: HS.PS3.A ;HS.PS3.B; HS.LS1.C Articultion to DCIs cross grde-bnds: MS.PS1.A; MS.PS1.B; MS.PS2.B; MS.PS3.D; MS.LS1.C Common Core Stte Stndrds Connections: ELA/Litercy SL Mke strtegic use of digitl medi (e.g., textul, grphicl, udio, visul, nd interctive elements) in presenttions to enhnce understnding of findings, resoning, nd evidence nd to dd interest. Mthemtics 8/19/2015 Middletown Public Schools 15

17 HSN-Q.A.1 Use units s wy to understnd problems nd to guide the solution of multi-step problems; choose nd interpret units consistently in formuls; choose nd interpret the scle nd the origin in grphs nd dt displys. HSN-Q.A.2 Define pproprite quntities for the purpose of descriptive modeling. HSN-Q.A.3 Choose level of ccurcy pproprite to limittions on mesurement when reporting quntities. Assessments/Lbs Lb: H of H + + OH - Endothermic vs Exothermic Specific Websites/Resources LAB/DEMO, e.g. Het Lb, Determining Specific Het Chemquest o pge 16 Specific Het o pge 19 Energy nd chnges in mtter <<09 Enthlpy.doc>> <<06 Energy Content Foods.doc>> Acdemic Vocbulry ctivtion energy boiling condenstion endothermic energy evportion exothermic freezing melting potentil energy scles specific het stble molecule sublimtion systems PHYSICAL SCIENCE HS-PS1 Mtter nd Its Interctions Performnce Expecttions Students who demonstrte understnding cn: HS-PS1-5. Apply scientific principles nd evidence to provide n explntion bout the effects of chnging the temperture or concentrtion of the recting prticles on the rte t which rection occurs. [Clrifiction Sttement: Emphsis is on student resoning tht focuses on the number nd energy of collisions between molecules.] TEACHER NOTES instructionl strtegies list in the introduction RESOURCE NOTES resource list in the introduction ASSESSMENT NOTES ssessment list in the introduction REQUIRED COMMON [Assessment Boundry: Assessment is limited to simple rections in which there re only two rectnts; evidence from temperture, concentrtion, nd rte dt; nd qulittive reltionships between rte nd temperture.] Essentil knowledge nd skills Write simple blnced chemicl equtions to represent chemicl rections nd illustrte the conservtion of mtter. Apply scientific principles nd evidence to provide n explntion of phenomen nd solve design problems, tking into ccount possible unnticipted effects. Know tht temperture mesures verge kinetic energy. Be ble to interpret concentrtion of solutions (i.e. molrity or mollity). EVIDENCE STATEMENT: Observble fetures of the student performnce by the end of the course: 1 Articulting the explntion of phenomen 8/19/2015 Middletown Public Schools 16

18 2 Evidence Students construct n explntion tht includes the ide tht s the kinetic energy of colliding prticles increses nd the number of collisions increses, the rection rte increses. Students identify nd describe evidence to construct the explntion, including: i. Evidence (e.g., from tble of dt) of pttern tht increses in concentrtion (e.g., chnge in one concentrtion while the other concentrtion is held constnt) increse the rection rte, nd vice vers; nd Evidence of pttern tht increses in temperture usully increse the rection rte, nd vice vers. 3 Resoning Students use nd describe the following chin of resoning tht integrtes evidence, fcts, nd scientific principles to construct the explntion: i. Molecules tht collide cn brek bonds nd form new bonds, producing new molecules. i iv. The probbility of bonds breking in the collision depends on the kinetic energy of the collision being sufficient to brek the bond, since bond breking requires energy. Since temperture is mesure of verge kinetic energy, higher temperture mens tht moleculr collisions will, on verge, be more likely to brek bonds nd form new bonds. At fixed concentrtion, molecules tht re moving fster lso collide more frequently, so molecules with higher kinetic energy re likely to collide more often. v. A high concentrtion mens tht there re more molecules in given volume nd thus more prticle collisions per unit of time t the sme temperture. Science nd Engineering Prctices Constructing Explntions nd Designing Solutions Constructing explntions nd designing solutions in 9 12 builds on K 8 experiences nd progresses to explntions nd designs tht re supported by multiple nd independent student generted sources of evidence consistent with scientific ides, principles, nd theories. Apply scientific principles nd evidence to provide n explntion of phenomen nd solve design problems, tking into ccount possible unnticipted effects. Disciplinry Core Ides PS1.B: Chemicl Rections Chemicl processes, their rtes, nd whether or not energy is stored or relesed cn be understood in terms of the collisions of molecules nd the rerrngements of toms into new molecules, with consequent chnges in the sum of ll bond energies in the set of molecules tht re mtched by chnges in kinetic energy. Cross Cutting Concepts Ptterns Different ptterns my be observed t ech of the scles t which system is studied nd cn provide evidence for cuslity in explntions of phenomen. Connections to Connections to other DCIs in this grde-bnd: HS.PS3.A Articultion to DCIs cross grde-bnds: MS.PS1.A; MS.PS1.B; MS.PS2.B; MS.PS3.B Common Core Stte Stndrds Connections: ELA/Litercy RST Cite specific textul evidence to support nlysis of science nd technicl texts, ttending to importnt distinctions the uthor mkes nd to ny gps or inconsistencies in the ccount. 8/19/2015 Middletown Public Schools 17

19 WHST Write informtive/explntory texts, including the nrrtion of historicl events, scientific procedures/ experiments, or technicl processes. Mthemtics MP.2 Reson bstrctly nd quntittively. HSN-Q.A.2 Define pproprite quntities for the purpose of descriptive modeling. HSN-Q.A.3 Choose level of ccurcy pproprite to limittions on mesurement when reporting quntities. Assessments/Lbs Specific Websites/Resources Chemquest o pge 82 Chemicl Rections Acdemic Vocbulry ctivtion energy collision theory concentrtion equilibrium product rte rectnt temperture rtes scles phenomen PHYSICAL SCIENCE HS-PS1 Mtter nd Its Interctions Performnce Expecttions Students who demonstrte understnding cn: HS-PS1-6. Refine the design of chemicl system by specifying chnge in conditions tht would produce incresed mounts of products t equilibrium.* [Clrifiction Sttement: Emphsis is on the ppliction of Le Chtlier s Principle nd on refining designs of chemicl rection systems, including descriptions of the connection between chnges mde t the mcroscopic level nd wht hppens t the moleculr level. Exmples of designs could include different wys to increse product formtion including dding rectnts or removing products.] TEACHER NOTES instructionl strtegies list in the introduction RESOURCE NOTES resource list in the introduction ASSESSMENT NOTES ssessment list in the introduction REQUIRED COMMON [Assessment Boundry: Assessment is limited to specifying the chnge in only one vrible t time. Assessment does not include clculting equilibrium constnts nd concentrtions.] Essentil knowledge nd skills Apply Le Chtelier s Principle (When system t equilibrium is subjected to chnge in concentrtion, temperture, volume, or pressure, then the system redjusts itself to (prtilly) counterct the effect of the pplied chnge nd new equilibrium is estblished.) Refine designs of chemicl rection systems, including descriptions of the connection between chnges mde t the mcroscopic level nd wht hppens t the moleculr level. Exmples of designs could include different wys to increse product formtion including dding rectnts or removing products. Refine solution to complex rel-world problem, bsed on scientific knowledge, student-generted sources of evidence, prioritized criteri, nd trdeoff considertions. EVIDENCE STATEMENT: to be relesed by NGSS Observble fetures of the student performnce by the end of the course: 1 Using scientific knowledge to generte the design solution 8/19/2015 Middletown Public Schools 18

20 Students identify nd describe potentil chnges in component of the given chemicl rection system tht will increse the mounts of prticulr species t equilibrium. Students use evidence to describe the reltive quntities of product before nd fter chnges to given chemicl rection system (e.g., concentrtion increses, decreses, or stys the sme), nd will explicitly use Le Chtelier s principle, including: i. How, t moleculr level, stress involving chnge to one component of n equilibrium system ffects other components; i Tht chnging the concentrtion of one of the components of the equilibrium system will chnge the rte of the rection (forwrd or bckwrd) in which it is rectnt, until the forwrd nd bckwrd rtes re gin equl; nd A description of system t equilibrium tht includes the ide tht both the forwrd nd bckwrd rections re occurring t the sme rte, resulting in system tht ppers stble t the mcroscopic level. 2 Describing criteri nd constrints, including quntifiction when pproprite Students describe the prioritized criteri nd constrints, nd quntify ech when pproprite. Exmples of constrints to be considered re cost, energy required to produce product, hzrdous nture nd chemicl properties of rectnts nd products, nd vilbility of resources. 3 Evluting potentil solutions Students systemticlly evlute the proposed refinements to the design of the given chemicl system. The potentil refinements re evluted by compring the redesign to the list of criteri (i.e., incresed product) nd constrints (e.g., energy required, vilbility of resources). 4 Refining nd/or optimizing the design solution Students refine the given designed system by mking trdeoffs tht would optimize the designed system to increse the mount of product, nd describe the resoning behind design decisions. Science nd Engineering Prctices Constructing Explntions nd Designing Solutions Constructing explntions nd designing solutions in 9 12 builds on K 8 experiences nd progresses to explntions nd designs tht re supported by multiple nd independent student generted sources of evidence consistent with scientific ides, principles, nd theories. Refine solution to complex relworld problem, bsed on scientific knowledge, student-generted sources of evidence, prioritized criteri, nd trdeoff considertions. Disciplinry Core Ides PS1.B: Chemicl Rections In mny situtions, dynmic nd condition-dependent blnce between rection nd the reverse rection determines the numbers of ll types of molecules present. ETS1.C: Optimizing the Design Solution Criteri my need to be broken down into simpler ones tht cn be pproched systemticlly, nd decisions bout the priority of certin criteri over others (trdeoffs) my be needed. (secondry to HS-PS1-6) Cross Cutting Concepts Stbility nd Chnge Much of science dels with constructing explntions of how things chnge nd how they remin stble /19/2015 Middletown Public Schools 19

21 Connections to Connections to other DCIs in this grde-bnd: HS.PS3.B Articultion to DCIs cross grde-bnds: MS.PS1.B Common Core Stte Stndrds Connections: ELA/Litercy WHST Conduct short s well s more sustined reserch projects to nswer question (including self-generted question) or solve problem; nrrow or broden the inquiry when pproprite; synthesize multiple sources on the subject, demonstrting understnding of the subject under investigtion. Assessments/Lbs Iodine Clock rection. (rte vs. concentrtion) lb Specific Websites/Resources ChemQuest o pge 100 Limiting Rectnts o pge 103 Percent Yield <<21 Bking Sod Vinegr Revisited.doc>> <<20 Equilibrium Constnt LQ.doc>> Acdemic Vocbulry chemicl rections concentrtion criteri equilibrium explntions nd solutions pressure rte solution stbility nd chnge temperture PHYSICAL SCIENCE HS-PS1 Mtter nd Its Interctions Students who demonstrte understnding cn: Performnce Expecttions HS-PS1-7. Use mthemticl representtions to support the clim tht toms, nd therefore mss, re conserved during chemicl rection. [Clrifiction Sttement: Emphsis is on using mthemticl ides to communicte the proportionl reltionships between msses of toms in the rectnts nd the products, nd the trnsltion of these reltionships to the mcroscopic scle using the mole s the conversion from the tomic to the mcroscopic scle. Emphsis is on ssessing students use of mthemticl thinking nd not on memoriztion nd rote ppliction of problemsolving techniques.] TEACHER NOTES instructionl strtegies list in the introduction RESOURCE NOTES resource list in the introduction ASSESSMENT NOTES ssessment list in the introduction REQUIRED COMMON [Assessment Boundry: Assessment does not include complex chemicl rections.] Essentil knowledge nd skills Using chemicl equtions nd informtion bout molr msses to predict quntittively the msses of rectnts nd products in chemicl rections. Use mthemticl representtions of phenomen to support clims. o Convert from moles to grms o Convert from grms to moles o Write chemicl formul for binry ionic substnces o Predict chemicl formul for covlent substnces o Blnce chemicl eqution o Write chemicl eqution 8/19/2015 Middletown Public Schools 20

22 o o EVIDENCE STATEMENT: Clculte percent yield In 2 rectnt chemicl rection: Given the mount of one rectnt clculte the mount of the second rectnt for 100% completion Science nd Engineering Prctices Using Mthemtics nd Computtionl Thinking Mthemticl nd computtionl thinking t the 9 12 level builds on K 8 nd progresses to using lgebric thinking nd nlysis, rnge of liner nd nonliner functions including trigonometric functions, exponentils nd logrithms, nd computtionl tools for sttisticl nlysis to nlyze, represent, nd model dt. Simple computtionl simultions re creted nd used bsed on mthemticl models of bsic ssumptions. Use mthemticl representtions of phenomen to support clims. Disciplinry Core Ides PS1.B: Chemicl Rections The fct tht toms re conserved, together with knowledge of the chemicl properties of the elements involved, cn be used to describe nd predict chemicl rections. Cross Cutting Concepts Energy nd Mtter The totl mount of energy nd mtter in closed systems is conserved. Connections to Connections to other DCIs in this grde-bnd: HS.LS1.C ; HS.LS2.B; HS.PS3.B Articultion to DCIs cross grde-bnds: MS.PS1.A; MS.PS1.B;MS.LS1.C; MS.LS2.B; MS.ESS2.A Common Core Stte Stndrds Connections: Mthemtics MP.2 Reson bstrctly nd quntittively. HSN-Q.A.1 Use units s wy to understnd problems nd to guide the solution of multi-step problems; choose nd interpret units consistently in formuls; choose nd interpret the scle nd the origin in grphs nd dt displys. HSN-Q.A.2 Define pproprite quntities for the purpose of descriptive modeling. (HS-PS1-4),(HS-PS1-7),(HS-PS1-8) HSN-Q.A.3 Choose level of ccurcy pproprite to limittions on mesurement when reporting quntities. Assessments/Lbs Lb: Copper Cycle Specific Websites/Resources ChemQuest o pge 90 Introduction to moles o pge 94 Using Moles nd Formuls o pge 98 Moles Rections Acdemic Vocbulry closed systems conservtion covlent formul grms ionic mss mthemticl nd computtionl thinking mole proportion rtio stoichiometry 8/19/2015 Middletown Public Schools 21

23 PHYSICAL SCIENCE HS-PS1 Mtter nd Its Interctions Students who demonstrte understnding cn: Performnce Expecttions HS-PS1-8. Develop models to illustrte the chnges in the composition of the nucleus of the tom nd the energy relesed during the processes of fission, fusion, nd rdioctive decy. [Clrifiction Sttement: Emphsis is on simple qulittive models, such s pictures or digrms, nd on the scle of energy relesed in nucler processes reltive to other kinds of trnsformtions.] TEACHER NOTES instructionl strtegies list in the introduction RESOURCE NOTES resource list in the introduction ASSESSMENT NOTES ssessment list in the introduction REQUIRED COMMON [Assessment Boundry: Assessment does not include quntittive clcultion of energy relesed. Assessment is limited to lph, bet, nd gmm rdioctive decys.] Essentil knowledge nd skills Explin nd/or model how the nucler mke-up of toms governs lph nd bet emissions creting chnges in the nucleus of n tom results in the formtion of new elements. Explin why certin nuclei re rdioctive o neutron to proton rtio Chrcterize lph, bet, nd gmm rdition in terms of composition nd properties. Write blnced nucler equtions. o lph o bet Explin the concept of hlf-life nd using the hlf-life principl to predict the pproximte ge of mteril. Differentite between fission nd fusion in nucler rections nd their reltion to element chnges nd energy formtion. o e.g. compring nd contrsting nucler fission nd fusion EVIDENCE STATEMENT: Observble fetures of the student performnce by the end of the course: 1 Components of the model Students develop models in which they identify nd describe the relevnt components of the models, including: i. Identifiction of n element by the number of protons; i The number of protons nd neutrons in the nucleus before nd fter the decy; The identity of the emitted prticles (i.e., lph, bet both electrons nd positrons, nd gmm); nd iv. The scle of energy chnges ssocited with nucler processes, reltive to the scle of energy chnges ssocited with chemicl processes. 2 Reltionships Students develop five distinct models to illustrte the reltionships between components underlying the nucler processes of 1) fission, 2) fusion nd 3) three distinct types of rdioctive decy. 8/19/2015 Middletown Public Schools 22

24 b Students include the following fetures, bsed on evidence, in ll five models: i. The totl number of neutrons plus protons is the sme both before nd fter the nucler process, lthough the totl number of protons nd the totl number of neutrons my be different before nd fter. The scle of energy chnges in nucler process is much lrger (hundreds of thousnds or even millions of times lrger) thn the scle of energy chnges in chemicl process. 3 Connections Students develop fusion model tht illustrtes process in which two nuclei merge to form single, lrger nucleus with lrger number of protons thn were in either of the two originl nuclei. b c d e Students develop fission model tht illustrtes process in which nucleus splits into two or more frgments tht ech hve smller number of protons thn were in the originl nucleus. In both the fission nd fusion models, students illustrte tht these processes my relese energy nd my require initil energy for the rection to tke plce. Students develop rdioctive decy models tht illustrte the differences in type of energy (e.g., kinetic energy, electromgnetic rdition) nd type of prticle (e.g., lph prticle, bet prticle) relesed during lph, bet, nd gmm rdioctive decy, nd ny chnge from one element to nother tht cn occur due to the process. Students develop rdioctive decy models tht describe tht lph prticle emission is type of fission rection, nd tht bet nd gmm emission re not. Science nd Engineering Prctices Developing nd Using Models Modeling in 9 12 builds on K 8 nd progresses to using, synthesizing, nd developing models to predict nd show reltionships mong vribles between systems nd their components in the nturl nd designed worlds. Develop model bsed on evidence to illustrte the reltionships between systems or between components of system. Disciplinry Core Ides PS1.C: Nucler Processes Nucler processes, including fusion, fission, nd rdioctive decys of unstble nuclei, involve relese or bsorption of energy. The totl number of neutrons plus protons does not chnge in ny nucler process. Cross Cutting Concepts Energy nd Mtter In nucler processes, toms re not conserved, but the totl number of protons plus neutrons is conserved. Connections to Connections to other DCIs in this grde-bnd: HS.PS3.A; HS.PS3.B; HS.PS3.C; HS.PS3.D; HS.ESS1.A HS.ESS1.C HS.ESS3.A; HS.ESS3.C Articultion to DCIs cross grde-bnds: MS.PS1.A; MS.PS1.B; MS.ESS2.A Common Core Stte Stndrds Connections: ELA/Litercy Mthemtics MP.4 Model with mthemtics. (HS-PS1-4),(HS-PS1-8) HSN-Q.A.1 Use units s wy to understnd problems nd to guide the solution of multi-step problems; choose nd interpret units consistently in formuls; choose nd interpret the scle nd the origin in grphs nd dt displys. HSN-Q.A.2 Define pproprite quntities for the purpose of descriptive modeling. HSN-Q.A.3 Choose level of ccurcy pproprite to limittions on mesurement when reporting quntities. 8/19/2015 Middletown Public Schools 23