HS - Practical Chemistry

Transcription

1 HS - Practical Chemistry Mifflin County School District Unit 1: Matter Unit 2: Measurement Unit 3: Atomic Theory & Structure Unit 4: Electron Configuration Unit 5: Periodic Table Unit 6: Bonding Unit 7: Nomenclature Unit 8: Chemical Reactions Unit 9: Acids & Bases 25 days 15 days 20 days 20 days 15 days 15 days 40 days 20 days 10 days Last updated: May 9, 2018 Page 1 of 25

2 Unit 1: Matter UNIT OVERVIEW The matter unit begins with a quick coverage of lab safety and equipment. A Flinn Scientific Safety Contract should be given to each student. After safety, topics related to mixtures, physical and chemical changes and properties, states of matter, and separation techniques. COMMON MISCONCEPTIONS This unit is the foundation for all labs as the year goes on. The safety component must be covered in order to safely conduct labs. The vocabulary learned in the Matter Unit will be used throughout the year. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions How can one explain the structure, properties, and interactions of matter? Big Ideas Matter can be understood in terms of the types of atoms present and the interactions both between and within atoms. Mifflin County School District Page 2 of 25

3 Unit 1: Matter CONCEPTS / COMPETENCIES Concepts Competencies Chemistry is the study of matter and the changes it undergoes. Matter is anything that has mass and take up space. Hypothesis Qualitative Data Quantitative Data Independent Variable Dependent Variable Control Group Chemistry Chemical Organic Chemistry Inorganic Chemistry Physical Chemistry Analytical Chemistry Biochemistry Theoretical Chemistry Matter Solid Liquid Gas Mass Volume Extensive Properties Intensive Properties Physical Properties Chemical Properties Physical Changes Chemical Changes Endothermic Exothermic Atom Element Compound Pure Substance Mixture Define matter and classify matter as elements, compounds, or mixtures. Distinguish between physical and chemical properties and between physical and chemical changes. Mifflin County School District Page 3 of 25

4 Unit 1: Matter Concepts Competencies Heterogeneous Mixture Homogeneous Mixture Solution Filtration Evaporation Re-crystallization Distillation Chromatography STANDARDS AND ELIGIBLE CONTENT CHEM.A Classify physical or chemical changes within a system in terms of matter and/or energy. CHEM.A Classify observations as qualitative and/or quantitative. CHEM.A Differentiate between homogeneous and heterogeneous mixtures (e.g., how such mixtures can be separated). ASSESSMENTS See Resources below REFLECTIONS The material in this unit can either be covered as a separate unit or scattered throughout the school year. Students need a strong understanding of vocabulary words in this unit because these words are the basis for future units. In terms of safety, each student and parent must sign a Flinn Safety Contract and a copy of this contract is saved in the teacher's room. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 4 of 25

5 Unit 2: Measurement UNIT OVERVIEW This unit is designed to be brief as students have already been exposed to measurement previously in both science and math classes. It could also be incorporated into other units at the teacher's discretion. Topics to be covered include dimensional analysis, accuracy, precision, scientific notation, SI units, density, application of sig.fig. to lab measurements, and properly estimating measurements using lab equipment (grad.cylinders, balances, thermometers, rulers, etc.). COMMON MISCONCEPTIONS Students will want to use Imperial (English) units instead of the Metric System. Students will have difficulty with significant figures and will need to be reminded to use them throughout the year. Time will need to be spent reviewing Scientific Notation because the students will have learned it in the past but do not have a strong understanding of it. Students often do no estimate to the next digit with either a 0 or a 5. They have to be trained, and they still forget to estimate. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions Big Ideas How can one explain the structure, properties, and interactions of matter? Matter can be understood in terms of the types of atoms present and the interactions both between and within atoms. Mifflin County School District Page 5 of 25

6 Unit 2: Measurement CONCEPTS / COMPETENCIES Concepts Competencies All measurements have some degree of uncertainty. In the chemistry lab it is important to strive for accuracy and precision in measurements. The scientific community utilizes the metric system for all measurement in science. Distinguish between mass and weight. Calculate the average atomic weight of an element. SI units Length Volume Mass Weight Density Temperature Energy Dimensional Analysis Measurement Accuracy Precision Scientific Notation Significant Figures STANDARDS AND ELIGIBLE CONTENT CHEM.A Utilize significant figures to communicate the uncertainty in a quantitative observation. ASSESSMENTS See Resources below Mifflin County School District Page 6 of 25

7 Unit 2: Measurement REFLECTIONS Measurement is a tricky unit because students have already solidified measuring techniques in their minds but they often will not estimate to the next digit. This unit also covers significant figures which are challenging and students have a hard time recognizing the importance of them in measurements and calculations. It is important during this unit that all students understand how to make accurate and precise measurement because future labs and units depend on students' ability to do so. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 7 of 25

8 Unit 3: Atomic Theory & Structure UNIT OVERVIEW Atomic Theory & Structure explains the evolution of atomic theory and different models of the atom designed by scientists since Democritus. The current model of the atom is the major focus of this unit including protons, neutrons, and electrons. Isotopes are covered while relating information about the atom to the periodic table. It is recommended students make models of the atom to gain hands on experience relating to atomic structure. COMMON MISCONCEPTIONS The atom is a solid sphere. All atoms of the same element are the same. Nuclear chemistry is dangerous. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions Big Ideas How can one explain the structure, properties, and interactions of matter? Matter can be understood in terms of the types of atoms present and the interactions both between and within atoms. Mifflin County School District Page 8 of 25

9 Unit 3: Atomic Theory & Structure CONCEPTS / COMPETENCIES Concepts Competencies Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them. Democritus JJ Thomson John Dalton Robert Millikan Joseph Priestly Joseph Proust Ernest Rutherford Niels Bohr Antoine Lavoisier James Chadwick Atoms Law of Conservation of Mass Law of Definite Proportions Law of Multiple Proportions Cathode Ray Tube Experiment Oil Drop Experiment Alpha-Scattering Gold Foil Experiment Nucleus Electron Cloud Atomic Number Atomic Weight Mass Number Proton Electron Neutron Isotope Energy Levels Relate experimental evidence to models of the atom. Use models to describe the structure of an atom. Determine the number of protons or electrons in an atom or ion when given one of these values. Calculate the mass of an atom, the number of neutrons or the number of protons, given the other two values. Distinguish between ground state and excited state electron configurations. STANDARDS AND ELIGIBLE CONTENT Mifflin County School District Page 9 of 25

10 Unit 3: Atomic Theory & Structure CHEM.A Describe the evolution of atomic theory leading to the current model of the atom based on the works of Dalton, Thomson, Rutherford, and Bohr. CHEM.A Differentiate between the mass number of an isotope and the average atomic mass of an element. CHEM.B Apply the law of definite proportions to the classification of elements and compounds as pure substances. 3.2.C.A5.b Describe Rutherford s gold foil experiment that led to the discovery of the nuclear atom. Identify the major components (protons, neutrons, and electrons) of the nuclear atom and explain how they interact. ASSESSMENTS See Resources REFLECTIONS A part of atomic theory is learning the history of the atom and how different parts were discovered over hundreds of years. Students do well with making timelines or presentations on the different scientists' contributions. An activity that has really engaged student learning during this unit is having students make their own models of atoms because they can visualize where the different parts such as protons, neutrons, and electrons exist. When the time comes to average atomic mass, the students who struggle with math will need additional help setting up the equation and solving for variables. In terms of nuclear chemistry, it is good to cover a wide variety of topics including war, medicine, and energy. A good video for nuclear chemistry is Uranium: Chasing the Dragon's Tail. It covers multiple topics along and shows both the good and bad sides of nuclear chemistry. In some classes, students also write an ISearch paper on their topic of choosing so long as it is related to Nuclear Chemistry. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 10 of 25

11 Unit 4: Electron Configuration UNIT OVERVIEW Electron configuration expands on the basic model of the atom and connects the structure to the periodic table. Students should know the basic shape of the s,p,d,f orbitals and be able to manipulate between full electron configuration, noble gas configuration, and orbital/pictorial configurations. Orbitals should be filled according to the different principles of electron configuration including Aufbau, Hunds, and Pauli Exclusion. The emission line spectra should be discussed and a flame test lab performed. COMMON MISCONCEPTIONS Students want the d sublevel to start in the 4th energy level instead of the 3rd and the f sublevel to start in the 6th instead of the 4th. Students don't understand Hund's Rule and Pauli Exclusion principle. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions How can one explain the structure, properties, and interactions of matter? Big Ideas Matter can be understood in terms of the types of atoms present and the interactions both between and within atoms. CONCEPTS / COMPETENCIES Concepts Competencies Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Atomic orbitals s,p,d,f Electron Configuration Noble Gas Configuration Orbital/pictorial Configurations. Aufbau Principle Hund's Rule Pauli Exclusion Emission Line Spectra Identify the sublevels of an atom s electron cloud, explain how many electrons each level and sublevel can hold, and describe the shapes of s and p sublevels. Write the electron configuration and draw a correct orbital diagram of any element on the periodic table. STANDARDS AND ELIGIBLE CONTENT Mifflin County School District Page 11 of 25

12 Unit 4: Electron Configuration CHEM.A Predict the ground state electronic configuration and/or orbital diagram for a given atom or ion. CHEM.A Explain the relationship between the electron configuration and the atomic structure of a given atom or ion (e.g., energy levels and/or orbitals with electrons, distribution of electrons in orbitals, shapes of orbitals). CHEM.A Relate the existence of quantized energy levels to atomic emission spectra. ASSESSMENTS See Resources REFLECTIONS Electron configuration can sometimes be challenging to teach because it breaks down what students already know about electrons and the atom and becomes more specific. Students have to realize that electrons no longer just orbit the nucleus and instead have orbitals where they are most likely to be found. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 12 of 25

13 Unit 5: Periodic Table UNIT OVERVIEW The periodic table unit covers different trends that appear in the organization of the table such as atomic radius, ionization energy, electron affinity, electronegativity, and valence electrons. Students should be able to explain how the elements are organized into groups/families and periods and the chemical behaviors associated with each. Periodic trends will be introduced as well. COMMON MISCONCEPTIONS The periodic table goes in order of the atomic mass. The mass on the periodic table is an average of the different isotopes. Families are the columns and periods are the rows. Atoms get bigger as you move left to right across the periodic table. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions How can one explain the structure, properties, and interactions of matter? Big Ideas Matter can be understood in terms of the types of atoms present and the interactions both between and within atoms. Mifflin County School District Page 13 of 25

14 Unit 5: Periodic Table CONCEPTS / COMPETENCIES Concepts Competencies The periodic table is a compilation of the work of many scientists. It provides useful information about the elements. Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them. Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Describe the organization of the periodic table, and identify how many outer electrons each family has. Name the families of the periodic table and be able to distinguish between a metal and a nonmetal. Metal Non-metals Metalloids Trends/Patterns Atomic Radius Ionization Energy Electron Affinity Electronegativity Valence Electrons Anions Cations Dmitri Mendeleev Henry Moseley Alkali Metals Alkaline Earth Metals Boron Family Carbon Family Nitrogen Family Oxygen Family Halogens Noble Gases Transition Metals Lanthanide Series Actinide Series STANDARDS AND ELIGIBLE CONTENT Mifflin County School District Page 14 of 25

15 Unit 5: Periodic Table CHEM.A Compare and/or predict the properties (e.g., electron affinity, ionization energy, chemical reactivity, electronegativity, atomic radius) of selected elements by using their locations on the periodic table and known trends. CHEM.A Explain how the periodicity of chemical properties led to the arrangement of elements on the periodic table. ASSESSMENTS See Resources REFLECTIONS Students will sometimes have difficulties with periodic trends. Graphing different trends will help students visualize the changes as they move across a group and down a family. Different labs and activities can be utilized to give hands on learning opportunities related to the different trends. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 15 of 25

16 Unit 6: Bonding UNIT OVERVIEW The bonding unit should differentiate between ionic and covalent bonding. Topics to be covered are Lewis Dot Structures, valence electrons, electron cloud diagrams, diatomic molecules, VSEPR theory, electronegativity differences that result in polar/nonpolar bonds. Different models such as ball-and-stick, molecular geometries, etc. should be utilized to further student understanding. COMMON MISCONCEPTIONS All elements will bond with each other. Valence electrons stop at 8. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions How does the atom s structure affect interactions between atoms? Big Ideas Matter can be understood in terms of the types of atoms present and the interactions both between and within atoms. CONCEPTS / COMPETENCIES Concepts Competencies Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Valence Shell Electron Pair Repulsion Theory (VSEPR) Valence shell Valence electrons Lewis dot structure Ionic bonds Covalent bonds Metallic bonds Polarity Draw Lewis dot diagrams for any atom on the periodic table. Draw Lewis dot structures for common chemical compounds. Explain the difference between ionic and covalent chemical bonding. Explain how bond type determines physical properties of compounds STANDARDS AND ELIGIBLE CONTENT Mifflin County School District Page 16 of 25

17 Unit 6: Bonding CHEM.A Describe how chemical bonding can affect whether a substance dissolves in a given liquid. CHEM.A Predict characteristics of an atom or an ion based on its location on the periodic table (e.g., number of valence electrons, potential types of bonds, reactivity). CHEM.B Explain how atoms combine to form compounds through ionic and covalent bonding. CHEM.B Classify a bond as being polar covalent, non polar covalent, or ionic. CHEM.B Recognize and describe different types of models that can be used to illustrate the bonds that hold atoms together in a compound (e.g., computer models, ball and stick models, graphical models, solid sphere models, structural formulas, skeletal formulas, Lewis dot structures). CHEM.B Utilize Lewis dot structures to predict the structure and bonding in simple compounds. CHEM.B Use illustrations to predict the polarity of a molecule. ASSESSMENTS Projects, Worksheets, Labs, and Quizzes See Resources for documents REFLECTIONS Start with Ionic bonding. Make sure students have a strong understanding before going into Covalent bonding. VSPER theory Model kits and food kits help with understanding RESOURCES Mifflin County School District Page 17 of 25

18 Unit 6: Bonding Quizlet - Elements Names and Symbols Mifflin County School District Page 18 of 25

19 Unit 7: Nomenclature UNIT OVERVIEW Apply the IUPAC rules of naming to ionic, covalent, polyatomic, andcompounds. COMMON MISCONCEPTIONS Students don't realize that polyatomic ions have to be in parenthesis when there a multiples so that they don't change subscripts. Students will attempt to apply the same rules to every compound. It helps if you make them identify the compound type (ionic, covalent, acid/base, hydrate) before they name them, if all mixed together. Students will try to keep charges in the final formula of a compound. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions Big Ideas How can one explain the structure, properties, and interactions of matter? Matter can be understood in terms of the types of atoms present and the interactions both between and within atoms. CONCEPTS / COMPETENCIES Concepts Competencies Compounds are named according to a systematic set of rules based on the type of compound. Formulas are written to reflect the way atoms bond together. Binary ionic compounds Covalent compounds Polyatomic ions Write chemical formulas from symbols and write chemical symbols from names for binary compounds with a metal and a nonmetal. Write chemical formulas from symbols and write chemical symbols from names for binary compounds with a nonmetal and a nonmetal. STANDARDS AND ELIGIBLE CONTENT CHEM.A Apply a systematic set of rules (IUPAC) for naming compounds and writing chemical formulas (e.g., binary covalent, binary ionic, ionic compounds containing polyatomic ions). Mifflin County School District Page 19 of 25

20 Unit 7: Nomenclature ASSESSMENTS Projects, Worksheets, Labs, and Quizzes See Resources below REFLECTIONS Nomenclature can be taught independently or combined with the bonding unit. Students may struggle distinguishing between various bond types, which affects how a substance is named. If bonding and nomenclature are grouped, students can master nomenclature while discussing a specific bond type and eliminate the obstacle identifying bond type before naming. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 20 of 25

21 Unit 8: Chemical Reactions UNIT OVERVIEW In this unit the 5 different types of chemical reactions (Single Dis., Double Dis, Combustion, Synthesis, Decomposition) should be explained and utilized to predict products in both word and chemical equation format. While determining products, solubility rules will be applied. COMMON MISCONCEPTIONS When balancing equations, students often want to change the subscripts instead of the coefficients. When students predict products they often try to make every reaction a combination reaction. ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions How can one explain the structure, properties, and interactions of matter? Big Ideas Matter can be understood in terms of the types of atoms present and the interactions both between and within atoms. Mifflin County School District Page 21 of 25

22 Unit 8: Chemical Reactions CONCEPTS / COMPETENCIES Concepts Competencies Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Activation energy Catalyst Coefficient Combustion Concentration Decomposition Double Displacement Single Displacement Equilibrium Limiting reactant Product Reactant Synthesis Law of Conservation of Mass Precipitate Insoluble Identify the standard components of chemical equations. Recognize and classify the five major types of chemical reactions. Describe how temperature, concentration, surface area, reactants, and catalyst affect the rate of reactions. STANDARDS AND ELIGIBLE CONTENT CHEM.B Classify reactions as synthesis, decomposition, single replacement, double replacement, or combustion. CHEM.B Predict products of simple chemical reactions (e.g., synthesis, decomposition, single replacement, double replacement, combustion). ASSESSMENTS Projects, Worksheets, Labs, and Quizzes See Resources below Mifflin County School District Page 22 of 25

23 Unit 8: Chemical Reactions REFLECTIONS Use hands on visual representation (such as clay, play-doh) to teach balancing reactions. At first, students may struggle to identify chemical reactions from a chemical equation. It helps to compare chemical reaction types to relationships with couples getting together, breaking up, etc. Having students act out different relationship scenarios helps make the topic more tangible for the students. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 23 of 25

24 Unit 9: Acids & Bases UNIT OVERVIEW Students have been exposed to acid base chemistry in previous courses and the focus of this unit should be different lab techniques such as large and small scale titrations, ph meters, etc. used to determine the ph of different household chemicals.* *If time allows this unit should be covered. COMMON MISCONCEPTIONS Substances containing H are acidic; substances containing OH are basic ESSENTIAL QUESTIONS / BIG IDEAS Essential Questions Big Ideas How can one explain the structure, properties, and interactions of matter? Matter can be understood in terms of the types of atoms present and the interactions both between and within atoms. CONCEPTS / COMPETENCIES Concepts Competencies Acids and bases can be characterized by differences in ph values. Acid Base Strong/Weak Acid/Base ph Scale Titration Neutralization Distinguish acids and bases by their properties. Relate acids and bases to their reactions in water Relate ph to the strengths of acids and bases Compare and contrast the composition of strong and weak solutions of acids and bases. Students will know acids have a sour taste and turn litmus red while bases have a bitter taste and turn litmus blue. STANDARDS AND ELIGIBLE CONTENT CHEM.A Apply a systematic set of rules (IUPAC) for naming compounds and writing chemical formulas (e.g., binary covalent, binary ionic, ionic compounds containing polyatomic ions). Mifflin County School District Page 24 of 25

25 Unit 9: Acids & Bases CHEM.A Predict characteristics of an atom or an ion based on its location on the periodic table (e.g., number of valence electrons, potential types of bonds, reactivity). ASSESSMENTS Labs See resources below REFLECTIONS The goal is to give students some exposure to acids/bases and titrations in case they continue on to AP Bio or Anatomy & Physiology classes. As we continue to learn PLN strategies, more could be introduced to this unit. RESOURCES Mifflin County School District Page 25 of 25