Chemistry Curriculum Guide Semester 2 (Reactions) 2015/2016

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1 Chemistry Curriculum Guide Semester 2 (Reactions) 2015/2016

2 UNIT 1 Rxn - Chem (4 Weeks) Standard Physical Science Standard 1 Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation 4. Atoms bond in different ways to form molecules and compounds that have definite properties Big Idea Chemical Bonding End of unit Performance Task End of Unit Exam, Lab Write ups Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards a. Develop, communicate, and justify an evidence-based scientific explanation supporting the current models of chemical bonding. (DOK 1-3) b. Gather, analyze, and interpret data on chemical and physical properties of different compounds such as density, melting point, boiling point, ph, and conductivity. (DOK 1-2) c. Use characteristic physical and chemical properties to develop predictions and supporting claims about compounds classification as ionic, polar or covalent. (DOK 1-2) d. Describe the role electrons play in atomic bonding. (DOK 1) e. Predict the type of bonding that will occur among elements based on their position in the periodic table. (DOK 1-2) b. Gather, analyze, and interpret data on chemical and physical properties of different compounds such as density, melting point, boiling point, ph, and conductivity. (DOK 1-2) d. Describe the role electrons play in atomic bonding. (DOK 1) e. Predict the type of bonding that will occur among elements based on their position in the periodic table. (DOK 1-2) 1. Recognize that the current understanding of molecular structure related to the physical and chemical properties of matter has developed over time and become more sophisticated as new technologies have led to new evidence. (DOK 1) 1. Recognize that the current understanding of molecular structure related to the physical and chemical properties of matter has developed over time and become more sophisticated as new technologies have led to new evidence. (DOK 1) 2. Employ datacollection technology to gather, view, analyze, and interpret data about chemical and physical properties of different compounds. (DOK 1-2) RST Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. RST By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently. Writing Standard WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic, convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). Reading/wr iting Cross Content Connection Lab Write ups Cobalt Hydroxide Reading and graphing Greeley-Evans School District 6 Page 2 of 9

3 Unit I: Chemical Bonding Timeline: 4 weeks Grade Level Expectation: 4. Atoms bond in different ways to form molecules and compounds that have definite properties 4.a. Develop, communicate, and justify an evidence-based scientific explanation supporting the current models of chemical bonding (DOK 1-3) 4.c. Use characteristic physical and chemical properties to develop predictions and supporting claims about compounds classification as ionic, polar or covalent (DOK 1-2) Hard Water Lab Naming* Cobalt Hydroxide Reading Ionic vs. Covalent Bonding Lab 4.d. Describe the role electrons play in atomic bonding (DOK 1) 4.e. Predict the type of bonding that will occur among elements based on their position in the periodic table (DOK 1-2) (From the standards document) How can various substances be classified as ionic or covalent compounds? What role do electrons play in different types of chemical bonds? What is responsible for holding metal atoms together in a metallic substance or alloys? Ionic vs. Covalent lab Academic: classify, develop, communicate, justify, support, gather, analyze, interpret, predict, describe, Content: ions, ionic compounds, valence electrons, formula unit, molecule, covalent bond, diatomic molecule, metals, metallic bonding, electron, electrical conductivity, malleable, ductile, brittle, shared pair, single, double and triple bond, electron dot structure, cations, ions, octet rule Literacy Resources: Cobalt Hydroxide Reading Common Written Unit Assessment Greeley-Evans School District 6 Page 3 of 9

4 UNIT 2 (5 Weeks) Standard Physical Science Standard 1 Graduate Competence Apply an understanding that energy exists in various forms, and it's transformation and conservation occur in processes that are predictable and measureable Grade Level Expectation 5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined Big Idea Energy Relationships End of unit Performance Task Unit 2 Test, Can also refer to Lab Write up for Calorimetry Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Writing Standard Reading/writing Cross Content Connection a. Develop, communicate, and justify an evidence-based scientific explanation regarding the potential and kinetic nature of mechanical energy. (DOK 1-3) b. Use appropriate measurements, equations and graphs to gather, analyze, and interpret data on the quantity of energy in a system or an object. (DOK 1-3) c. Use direct and indirect evidence to develop predictions of the types of energy associated with objects. (DOK 2-3) d.identify different energy forms, and calculate their amounts by measuring their defining characteristics. (DOK 1-2) c. Use direct and indirect evidence to develop predictions of the types of energy associated with objects. (DOK 2-3) 1. Critically evaluate scientific claims made in popular media or by peers regarding the application of energy forms, and determine if the evidence presented is appropriate and sufficient to support the claims. (DOK 2-3) 1. Critically evaluate scientific claims made in popular media or by peers regarding the application of energy forms, and determine if the evidence presented is appropriate and sufficient to support the claims. (DOK 2-3) 2. Use the historical context and impact of early energy research and consider the potential implications for current energy studies on science and our society. (DOK 1-3) RST Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. WHST Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Lab Write ups Graphing Equations (plugging in for variables and solving algebraically for unknown) Reading on Endo vs. Exothermic Greeley-Evans School District 6 Page 4 of 9

5 Unit II: Molecular Structure, Polarity & Intermolecular Forces Timeline: 2 weeks Grade Level Expectation: 4. Atoms bond in different ways to form molecules and compounds that have definite properties 4.a. Develop, communicate, and justify an evidence-based scientific explanation supporting the current models of chemical bonding (DOK 1-3) 4.c. Use characteristic physical and chemical properties to develop predictions and supporting claims about compounds classification as ionic, polar or covalent (DOK 1-2) Shaving Cream hydrophobic vs. hydrophilic Molecular model activities* Intermolecular forces: water vs. isopropyl alcohol vs. glycerol Capillary activity 4.d. Describe the role electrons play in atomic bonding (DOK 1) 4.e. Predict the type of bonding that will occur among elements based on their position in the periodic table (DOK 1-2) (From the standards document) What patterns can be observed in the properties of elements and families in the periodic table? How can various substances be classified as ionic or covalent compounds? What role do electrons play in different types of chemical bonds? What makes a bond polar? What makes a molecule polar? What special properties does polarity impart to a molecule? Molecular Geometries Academic: observe, classify, develop, differentiate, communicate, justify, support, gather, analyze, interpret, predict Content: Covalent Bonds, Molecules, Polar Bonds, Geometry, Shape, Electronegativity, Polar Bonds, Polar Molecules, bonding pairs, nonbonding pairs, Lewis structures, tetrahedral, linear, bent, trigonal bipyramid, octahedral, trigonal planar, IMF s Literacy Resources: polarity POGIL Unit Common Assessment Greeley-Evans School District 6 Page 5 of 9

6 Unit: III: The Mole Timeline: 4 weeks Grade Level Expectation: 3. Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy 3.c. Predict and calculate the amount of products produced in a chemical reaction based on the amount of reactants (DOK 1-2) What patterns of chemical reactions exist? What information does the formula of a compound tell us? How can we determine the formula of a compound after breaking it down into its elemental components? How is solution concentration notated (Molarity)? Mole Lab, mole diagram Academic: determine, recognize, analyze, interpret, predict, calculate, examine, investigate, distinguish, evaluate, question, develop Content: mole, Avogadro s number, percent composition, empirical formula, molecular formula, molarity, chemical formula, chemical equation, subscript, coefficient, balanced chemical equation, law of conservation of mass, ionic compound, molecular compound, ionic bonds, covalent bonds Mole Lab* How many moles are in your name (using chalk) Hydrate Lab % Composition Lab Molarity* Common Unit Assessment Lab Write up Literacy Resources: Lab Write up, mole diagram Greeley-Evans School District 6 Page 6 of 9

7 UNIT 4 and 5 Rxn - Chem (7 Weeks) Standard Physical Science Standard 1 Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation 3. Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy Big Idea Chemical Reactions End of unit Performance Task End of Unit Assessment, Lab Write up Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards a. Recognize, analyze, interpret, and balance chemical equations (synthesis, decomposition, combustion, and replacement) or nuclear equations (fusion and fission). (DOK 1-2) b. Predict reactants and products for different types of chemical and nuclear reactions. (DOK 1-2) c. Predict and calculate the amount of products produced in a chemical reaction based on the amount of reactants. (DOK 1-2) d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the conservation of mass and energy. (DOK 1-2) c. Predict and calculate the amount of products produced in a chemical reaction based on the amount of reactants. (DOK 1-2) d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the conservation of mass and energy. (DOK 1-2) 2. Identify the strengths and weaknesses of a model which represents complex natural phenomenon. (DOK 2-3) 1. Critically evaluate chemical and nuclear change models. (DOK 2-3) 2. Identify the strengths and weaknesses of a model which represents complex natural phenomenon. (DOK 2-3) 3. Use an inquiry approach to test predictions about chemical reactions. (DOK 1-4) 4. Share experimental data, and respectfully discuss conflicting results. (DOK 2-3) RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. RST Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. Writing Standard WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading/writing Cross Content Connection Graphing Dimensional Analysis Pre Lab Reading Productivity Greeley-Evans School District 6 Page 7 of 9

8 Unit IV: Chemical Reactions and Equations Timeline: 4 weeks Grade Level Expectation: 3. Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy 3.a. Recognize, analyze, interpret, and balance chemical equations (synthesis, decomposition, combustion, and replacement) or nuclear equations (fusion and fission) (DOK 1-2) 3.b. Predict reactants and products for different types of chemical and nuclear reactions (DOK 1-2) 3.c. Predict and calculate the amount of products produced in a chemical reaction based on the amount of reactants (DOK 1-2) Titration lab* Magnesium Lab Blue Hydrate Lab % Comp Lab* Balancing Chemical Equations Graphing atoms vs. mass Identifying Types of Chemical Reactions (Lab) 3.d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the conservation of mass and energy (DOK 1-2) What patterns of chemical reaction exist? How are chemical reactions distinguished from nuclear reactions? How can various substances be classified as ionic or covalent compounds? Oreo Lab, Types of Chemical Reaction Lab Academic: determine, recognize, analyze, interpret, predict, calculate, examine, investigate, distinguish, evaluate, question, develop Content: mole, Avogadro s number, percent composition, empirical formula, molecular formula, molarity, chemical formula, chemical equation, subscript, coefficient, balanced chemical equation, law of conservation of mass, ionic compound, molecular compound, ionic bonds, covalent bonds Literacy Resources: Labs Common Unit Assessment Lab Write ups Greeley-Evans School District 6 Page 8 of 9

9 Unit V: Stoichiometry Timeline: 3 weeks Grade Level Expectation: 3. Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy 3.a. Recognize, analyze, interpret, and balance chemical equations (synthesis, decomposition, combustion, and replacement) or nuclear equations (fusion and fission) (DOK 1-2) 3.b. Predict reactants and products for different types of chemical and nuclear reactions (DOK 1-2) % Composition Lab Stoichiometry Lab Stoichiometry Practice 3.c. Predict and calculate the amount of products produced in a chemical reaction based on the amount of reactants (DOK 1-2) 3.d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the conservation of mass and energy (DOK 1-2) (From the standards document) What patterns of chemical reactions exist? How can we calculate the percent composition by mass of a compound? How can we predict the amount of product that will be produced in a chemical Rxn? Academic: recognize, analyze, distinguish, interpret, predict, evaluate, question, develop Content: moles, grams, liters, molarity, % composition, empirical & molecular formula, subscripts, coefficients, molar mass, atomic mass, molecular mass, STP, molar volume, gas law(s), dimensional analysis Common Unit Assessment Steps to Stoichiometry, flow chart Literacy Resources: Flow chart Greeley-Evans School District 6 Page 9 of 9