River Dell Regional School District. Chemistry Curriculum

Transcription

1 2016 Mr. Patrick Fletcher Superintendent River Dell Regional Schools Ms. Lorraine Brooks Principal River Dell High School Mr. Richard Freedman Principal River Dell Middle School Mr. William Feldman Assistant Superintendent Curriculum and Instruction Curriculum Committee Dr. Chin Chu William Feldman

2 TABLE OF CONTENTS Rationale: Page 3 Course Description Page 3 Course Outline Page 5 Unit 1: Introduction to Chemistry Page 7 Unit 2: Atomic Structures Page 12 Unit 3: Electron Configurations Page 16 Unit 4: Periodic Table and Periodic Laws Page 21 Unit 5: Chemical Bonding, States of Matter and Intermolecular Forces Page 26 Unit 6: Chemical Reactions and Equations Page 33 Unit 7: Gases Page 39 Unit 8: Solutions Page 44 Unit 9: Chemical Equilibrium and Kinetics Page 49 2

3 I. Rationale The Chemistry course provides the opportunity to develop knowledge and understanding about the relationships between the structure and properties of matter and the interaction of matter and energy. It also provides a solid foundation to build a strong intellectual stamina through teaching of problem solving skills focused on processes. Students who successfully complete the Chemistry course will have a smooth transition into the Biology course. The course is comprised of the following key units of study: matter and its changes, atomic structure, electron configuration, periodicity, bonding, molecular geometry, intra- and intermolecular forces, energy in chemical processes, chemical composition, nomenclature, reactions, stoichiometry, gas laws, solutions, chemical equilibrium and kinetics. Laboratory activities reinforce concepts and principles presented in the course. The sequence of topics has been designed to use a scaffolding approach in introducing key chemistry concepts to the students with emphasis on demonstrating inter-connectedness between microscopic structures and macroscopic material properties. The concepts of atoms and atomic structures are introduced at the beginning of the course, followed by the electron configurations and organization of elements in the Period Table. Then the interactions between the atoms lead to the formation of individual chemical bonds, followed by the formation of molecules. Interactions between atoms, ions, and molecules determine the macroscopic material properties. The desire to achieve more stable states is the driving force behind chemical reactions. Chemistry is offered in three levels designed to accommodate individual student s math and reading competency. The standard level course is a study of select topics of Chemistry accessible to the typical sophomore in the areas of atomic structure, electron configuration, periodicity, bonding, interactions between molecules, chemical compositions, chemical reactions, The Honors Chemistry level course is offered to students who have demonstrated an advanced proficiency in math and require less instruction on some of the more elementary mathematical concepts. This course presents these students with a broader range of topics at a deeper level of understanding plus a greater level of mathematical rigor. The Environmental Chemistry course is offered to the students who require more explicit instruction on the application of algebra based problem solving. This course offers a more conceptual approach, allowing students the opportunity to master the more essential skills and eliminating some of the more abstract subject matters. Students who have successfully completed Honors Chemistry courses may elect to move onto AP Chemistry. II. Course Descriptions This course is offered in three levels based on the student s proficiency in math and performance in the freshman physics classes. 3

4 Units of study include: matter and its changes, atomic structure, electron configuration, periodicity, bonding, molecular geometry, intermolecular forces, energy in chemical processes, chemical composition, nomenclature, reactions, stoichiometry, gas laws, solutions, chemical equilibrium and kinetics. Laboratory activities reinforce concepts and principles presented in the course. Environmental Chemistry Course Description This course is a study of select topics of chemistry accessible to sophomores in the areas of matter and its changes, atomic structure, periodicity, bonding, molecular geometry, intraand inter-molecular forces, energy in chemical processes, chemical composition, nomenclature, reactions, gases and solutions. Algebra skills taught in Algebra I Survey are used with an emphasis on the conceptual aspect. Laboratory exercises and experiences accompany all areas of study. Pre-requisite: Algebra I Survey and Conceptual Physics CP Chemistry Course Description This course is a study of select topics of Chemistry accessible to the typical sophomore in the areas matter and its changes, atomic structure, electron configuration, periodicity, bonding, molecular geometry, intermolecular forces, energy in chemical processes, chemical composition, nomenclature, reactions, stoichiometry, gas laws, solutions. Algebra skills taught in Algebra I are used extensively, although practical applications are emphasized. Laboratory exercises and experiences accompany all areas of study. Pre- requisite: Algebra I and Physics Honors Chemistry Course Description This course is a study of select topics of Chemistry accessible to the typical sophomore in the areas of matter and its changes, atomic structure, electron configuration, periodicity, bonding, molecular geometry, intra- and inter-molecular forces, energy in chemical processes, chemical composition, nomenclature, reactions, stoichiometry, gas laws, solutions, chemical equilibrium and kinetics. This course differs from the standard level course in both content and mathematical rigor. Laboratory exercises and experiences accompany all areas of study. Pre- requisite: Honors Geometry/Geometry and Honors Physics 4

5 III. Course Outline 1. Introduction to Chemistry a. What is chemistry? b. Scientific method c. Measurements, significant figures, accuracy vs. precision d. Unit conversions e. Properties and changes f. Classification of matter 2. Atomic Structures a. History of atomic theories b. Subatomic particles c. Formation of ions d. Nuclear stability and nuclear reactions* 3. Electron Configurations* a. Light and quantized energy* b. Bohr s model* c. Shrödinger s quantum mechanical model of atoms* d. Electron configurations* 4. Periodic Table and Periodic Laws a. Development of the modern Periodic Table b. Classification of elements c. Electron configurations and the Periodic Table* d. Octet Rule* e. Periodic Laws and Trends f. Major groups of elements 5. Chemical Bonding, States of Matter and Intermolecular Forces a. Formation of chemical bonds b. Ionic bonds and ionic compounds c. Metallic bonds and metals d. Covalent bonds and molecular compounds e. Covalent compounds: VSEPR model and molecular shapes* f. Covalent compounds: molecular polarity* g. Small organic molecules and polymers h. States of matter: solids, liquids and gases i. Intermolecular forces* 6. Chemical Reactions and Equations a. Chemical reactions and equations b. Law of conservation of mass and balancing chemical reactions 5

6 c. Major types of chemical reactions* d. Oxidation-reduction reactions** e. The mole Number of particles and the mole Mass and the mole Empirical and molecular formulas* The formula for a hydrate* f. Stoichiometry of chemical reactions* Stoichiometric calculations* Percent yield* Limiting reagent** g. Energy Heat in chemical reactions and processes Thermochemical equations** Calculating enthalpy change** 7. Gases a. The gas laws b. The combined gas law and Avogadro s principle* c. The ideal gas law* d. Gas stoichiometry* 8. Solutions a. What are solutions? b. Solution concentrations c. Stoichiometric calculations involving solutions* d. Colligative properties of solutions* e. Acids and bases: Introduction Strength of acids and bases ph and poh Neutralization** 9. Chemical Equilibrium and Kinetics* a. Equilibrium: a state of dynamic balance b. Factors affecting chemical equilibrium c. A model for reaction rates d. Factors affecting reaction rates *-not included in Environmental Chemistry **-for Chemistry Honors only 6

7 STATE STANDARDS BY THE END OF TENTH GRADE CHEMISTRY UNIT ONE: INTRODUCTION TO CHEMISTRY HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy levels of atoms HS-PSI-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller more manageable problems that can be solved through engineering HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem RST Translate quantitative or technical information expressed in words in a text into visual form RST Cite specific textual evidence to support analysis of science and technical texts WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience WHST Draw evidence from informational text to support analysis, reflection, and research SL Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multistep problems: choose and interpret units consistently in formulas,; choose and interpret the scale and the origins in graphs and data HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions 7

8 CRP6 CRP7 CRP9 CRP A A A E F.1 Demonstrate creativity and innovation Employ valid and reliable research strategies Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity Work productively in teams while using cultural global competence Demonstrate knowledge of a real world problem using digital tools Use and/or develop a simulation that provides an environment to solve a real world problem or theory Graph and calculate data with a spread sheet and present a summary of the results Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics to solve science, technology, engineering, and mathematics problems O.(1).2 Apply and use algebraic, geometric, and trigonometric relationships, characteristics, and properties to solve problems O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to solve problems O.(1).8 Select and use a range of communications technologies, including word processing, spreadsheet, database, presentation, , and Internet applications, to locate and display information. BIG IDEAS/COMMON THREADS Everything in the physical world is composed of matter. Chemistry provides an understanding of matter and the way matter changes. ENDURING UNDERSTANDINGS An understanding of Chemistry is central to all sciences, our everyday lives, and the discoveries made in science and technology in the 21 st century. ESSENTIAL QUESTIONS PRIMARY: What is chemistry s role in science and technology? What are the components that make up the universe? SECONDARY: What is the application of the scientific method in discoveries? What is the importance of the metric system? Why hasn t the US adopted the metric system? How are instruments used to collect data? What instruments are available, what are their limitations and applications? How has the universe changed over time? What are the characteristics needed to classify matter? What is the importance of separation techniques of various mixtures? 8

9 How do physical and chemical changes and properties differ? How does the Law of Conservation of Mass relate to reactions and the world around us? What are the differences between an atom and a compound? How can models be used to simulate systems and interactions? How does energy and matter flow into, out of, and within a system? How does an examination of the properties of different materials, the structures of different components, and connections of the components contribute to the investigation or design of new systems? How does feedback stabilize or destabilize a system? What empirical evidence distinguishes between cause and effect? How does the concept of orders of magnitude allow one to understand how a model of one scale relates to a model of at another scale? Why do some things change or remain stable? How are advances in science and technology interrelated? What are the patterns that emerge at the different scales at which a system is studied? ASSESSMENT Lab Experiments/Activities, Formative Quizzes, Summative Unit Test LESSON OBJECTIVES Students will be able to use logical steps to solve problems. use models on the microscopic scales to explain macroscopic material properties. list main branches of natural science. describe the relationship between science and technology. understand and apply the scientific method. distinguish among facts, theories, and laws. define chemistry and matter. measure properties of matter using appropriate instruments. compare and contrast weight and mass. explain the reason for using a universal and consistent system of units. identify and distinguish among fundamental and derived SI units. identify what each common SI prefix represents. write numbers in scientific notation.* convert between metric units. identify precise and accurate results.* identify the characteristics of a substance. distinguish between physical and chemical properties. differentiate among the physical states of matter. define physical change and list several common physical changes. 9

10 define chemical change and list several indications that a chemical change has taken place. apply the Law of Conservation of Mass to chemical reactions. contrast mixtures and substances. classify mixtures to be either homogeneous or heterogeneous. list and describe several techniques used to separate mixtures. distinguish between elements and compounds. describe the organization of elements on the periodic table. use the periodic table to identify elements as metals, nonmetals, and metalloids. explain how all compounds obey the laws of definite and multiple proportions.* calculate percent error using experimental data. construct and interpret line graphs, bar graphs, and pie charts. separate mixtures using physical processes. perform chemical reactions using proper and safe laboratory techniques. record detailed observations of chemical and physical changes. calculate the mass of products or reactants that are used or formed using the Law of Conservation of Mass. SUGGESTED LEARNING ACTIVITIES Ask essential questions. In-class activity to introduce lab safety rules. In-class activity: lab equipments treasure hunt. Review of basic mathematics: o Arithmetic and algebraic operations. o Scientific notations. Review of scientific method through an in-class investigative activity: o Key parts of the scientific method. o Applications of scientific method. Lab: How to properly handle solids and liquids in chemistry labs. Utilize the lab as the vehicle to introduce the following concepts: o Measurements: values and units. o Significant figures. o Calculations involving significant figures. o Accuracy versus precision. o Percent error. o Conversions between units using the factor-labeling method. Lab: Measuring sugar contents in chewing gums. Lab: Measuring densities of substances.* In-class demonstration: observations of processes and changes. Lectures to introduce the process of classifying matter into different categories: o Changes versus properties. o Chemical versus physical. o Classification of matter flow chart. Lab: Separation of mixtures. 10

11 In-class demonstration: Law of Conservation of Mass Lecture on Law of Conservation of Mass. Lecture to summarize the unit and answer the essential questions. Develop a model based on evidence to illustrate the relationship between systems or components of systems Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence Use mathematical representations of phenomena to support claims Apply scientific principles and evidence to provide an explanation of phenomena, construct and revise an explanation, and refine a solution to real world problems RESOURCES Textbooks: Websites: o o o o o o 11

12 STATE STANDARDS BY THE END OF TENTH GRADE CHEMISTRY UNIT TWO: ATOMIC STRUCTURE HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy levels of atoms HS-PSI-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of particles in the bulk scale to infer the strength of electrical forces between particles HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller more manageable problems that can be solved through engineering HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem RST Translate quantitative or technical information expressed in words in a text into visual form RST Cite specific textual evidence to support analysis of science and technical texts WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience WHST Draw evidence from informational text to support analysis, reflection, and research SL Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multistep problems: choose and interpret units consistently in formulas,; choose and interpret the scale and the origins in graphs and data HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities CRP1 Act as a responsible and contributing citizen and employee 12

13 CRP2 CRP4 CRP5 CRP6 CRP7 CRP9 CRP11 CRP A A A E F.1 Apply appropriate academic and technical skills Communicate clearly and effectively and with reason Consider the environmental, social and economic impacts of decisions Demonstrate creativity and innovation Employ valid and reliable research strategies Model integrity, ethical leadership and effective management Use technology to enhance productivity Work productively in teams while using cultural global competence Demonstrate knowledge of a real world problem using digital tools Use and/or develop a simulation that provides an environment to solve a real world problem or theory Graph and calculate data with a spread sheet and present a summary of the results Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics to solve science, technology, engineering, and mathematics problems O.(1).2 Apply and use algebraic, geometric, and trigonometric relationships, characteristics, and properties to solve problems O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to solve problems O.(1).4 Demonstrate the ability to use Newton s laws of motion to analyze static and dynamic systems with and without the presence of external forces O.(1).5 Explain relevant physical properties of materials used in engineering and technology O.(1).6 Explain relationships among specific scientific theories, principles, and laws that apply to technology and engineering O.(1).8 Select and use a range of communications technologies, including word processing, spreadsheet, database, presentation, , and Internet applications, to locate and display information. BIG IDEAS/COMMON THREADS All matter is composed of atoms. Understanding the structure of the atom is fundamental to understanding why matter behaves the way it does. ENDURING UNDERSTANDINGS Our understanding of atomic structure came through experimentation that showed that atoms are composed of sub atomic particles. How these subatomic particles are configured explains the relationship between nuclear stability and radioactivity. 13

14 ESSENTIAL QUESTIONS PRIMARY: What is the structure of the atom, its current importance, and how did scientists discover the nature of the atom? SECONDARY: What properties of atoms are the same and which are different? What role does each of the atomic particles have in atomic behavior? How does the structure of the atom affect its reactivity? How can the mole help to conceptualize the size of the atom? How can models be used to simulate systems and interactions? How does energy and matter flow into, out of, and within a system? How does an examination of the properties of different materials, the structures of different components, and connections of the components contribute to the investigation or design of new systems? How does feedback stabilize or destabilize a system? What empirical evidence distinguishes between cause and effect? How does the concept of orders of magnitude allow one to understand how a model of one scale relates to a model of at another scale? Why do some things change or remain stable? How are advances in science and technology interrelated? What are the patterns that emerge at the different scales at which a system is studied? ASSESSMENT Lab Experiments/Activities, Formative Quizzes, Summative Unit Test LESSON OBJECTIVES Students will be able to... use logical steps to solve problems. use models on the microscopic scales to explain macroscopic material properties. compare and contrast different models of the Atomic Theory.* compare Dalton s Atomic Theory with the Modern Atomic Theory.* define atom. distinguish between the three subatomic particles. describe the experiments in which the electron and nucleus were discovered.* explain the role of atomic number in determining the identity of an atom. determine the number of protons, neutrons and electrons in a neutral atom. define mass number. write nuclear notation and hyphenated notation of an element.* define isotope and explain why atomic masses are not whole numbers.* calculate average atomic mass and state the unit.* define mole in terms of Avogadro s number. define molar mass and state the unit. perform conversions (atoms moles, moles mass, atomic mass). 14

15 understand nuclear stability and radioactive decay.* SUGGESTED LEARNING ACTIVITIES Ask the essential questions. Group project: history of the atomic theories. Students would be tasked to read assigned materials regarding the development of modern atomic theories. Construct a timeline and present to the class.* Lectures on history of the atomic theories to cover:* o Ancient thoughts o Alchemy o Modern chemistry as a branch of natural science o Modern atomic theories with corresponding scientific experiments Lecture on subatomic particles and corresponding notations for atoms. Lecture on formation of ions. Lab: isotope pennies.* Lecture on isotopes and calculation of average atomic mass.* Lectures on nuclear stability:* o Origin of nuclear stability. o Stability band*. o Radioactive decays with emitted particles and energy*. o Nuclear equations*. o Nuclear power. o Half-life and associated calculations**. Lecture to summarize the unit and answer the essential questions Develop a model based on evidence to illustrate the relationship between systems or components of systems Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence Use mathematical representations of phenomena to support claims Apply scientific principles and evidence to provide an explanation of phenomena, construct and revise an explanation, and refine a solution to real world problems RESOURCES. Textbooks: Websites: o o o o o o 15

16 STATE STANDARDS BY THE END OF TENTH GRADE CHEMISTRY UNIT THREE: ELECTRON CONFIGURATIONS HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy levels of atoms HS-PSI-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of particles in the bulk scale to infer the strength of electrical forces between particles HS-PSI-4 Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller more manageable problems that can be solved through engineering HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem RST Translate quantitative or technical information expressed in words in a text into visual form RST Cite specific textual evidence to support analysis of science and technical texts WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience WHST Draw evidence from informational text to support analysis, reflection, and research SL Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multistep problems: choose and interpret units consistently in formulas,; choose and interpret the scale and the origins in graphs and data HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling 16

17 HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence A.1 Demonstrate knowledge of a real world problem using digital tools A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory A.4 Graph and calculate data with a spread sheet and present a summary of the results E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems F.1 Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics to solve science, technology, engineering, and mathematics problems O.(1).2 Apply and use algebraic, geometric, and trigonometric relationships, characteristics, and properties to solve problems O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to solve problems O.(1).5 Explain relevant physical properties of materials used in engineering and technology O.(1).6 Explain relationships among specific scientific theories, principles, and laws that apply to technology and engineering O.(1).8 Select and use a range of communications technologies, including word processing, spreadsheet, database, presentation, , and Internet applications, to locate and display information. BIG IDEAS/COMMON THREADS The key to understanding the chemical behavior of matter lies in understanding how electrons are arranged in atoms of each element. ENDURING UNDERSTANDINGS The frequency of light emitted by an atom is a unique characteristic of that atom. Atomic models developed to explain characteristic emissions of light. The arrangement of electrons in atoms can be expressed through orbital notations, electron configurations, and electron dot structures. 17

18 ESSENTIAL QUESTIONS PRIMARY: How does the structure of the atom and the position of the electron relate to chemical reactivity? SECONDARY: How can electrons exhibit properties of waves and particles? How can the location of an electron have a bearing on its energy? How does the nucleus effect the energy of electrons, both inner and valence? How did scientists develop the theory of quantum mechanics without seeing the inside of the atom? How does the electromagnetic spectrum affect our lives? How can models be used to simulate systems and interactions? How does energy and matter flow into, out of, and within a system? How does an examination of the properties of different materials, the structures of different components, and connections of the components contribute to the investigation or design of new systems? How does feedback stabilize or destabilize a system? What empirical evidence distinguishes between cause and effect? How does the concept of orders of magnitude allow one to understand how a model of one scale relates to a model of at another scale? Why do some things change or remain stable? How are advances in science and technology interrelated? What are the patterns that emerge at the different scales at which a system is studied? ASSESSMENT Lab Experiments/Activities, Formative Quizzes, Summative Unit Test LESSON OBJECTIVES Students will be able to... use logical steps to solve problems. use models on the microscopic scales to explain macroscopic material properties. compare the wave and particle nature models of light.* define a quantum of energy and explain how it is related to an energy change of matter.* contrast continuous electromagnetic spectra and atomic emission spectrum. list the points in Bohr s model of the atom.* explain the impact of de Broglie s dual wave particle model.* state Heisenberg s Uncertainty Principle and relate it to the atom.* list and define the four quantum numbers.* understand the rules which apply to electron configurations: Pauli Exclusion Principle, Aufbau Principle, and Hund s Rule.* write ground state electron configurations for atoms and ions.* construct circular plots, orbital notations based on ground state electron configurations.* define valence electron and write the electron dot notation.* 18

19 SUGGESTED LEARNING ACTIVITIES Inquire about a graphic representation of an atom of a given element from the Periodic Table. Then as the essential questions: are those electrons surrounding the nucleus organized in any fashion? Electrons are so small, how do you figure out their organization? Lectures and in-class demonstrations focusing on waves, electromagnetic radiations (waves):* o Classic mechanical waves, definitions, characteristics and relationships between wavelength, frequency, and speed of the wave. Utilize online simulations published by PheT at University of Colorado. Electromagnetic waves, definition, characteristics and relationships between wavelength, frequency, and speed of the wave. Concept of photon and energy calculations involving electromagnetic waves. Lab: the flame test. Introduce the concepts of atomic emission and absorption spectra. Lectures on Bohr s model of hydrogen atom:* o The model and graphical representations. Concept of orbits. o Calculations involving Bohr s model of discreet energy levels for electrons. Lecture on de Broglie s Duality Principle and Heisenberg Uncertainty Principle.* Lectures on Schrodinger s Quantum Mechanical Model of Atoms:* o Quantum numbers, definitions and physical meanings of principal quantum number (n), orbital quantum number (l), magnetic quantum number (m). o Mathematical relationships between all the quantum numbers. o Pauli Exclusion Principle. o Aufbau Principle. Lectures on ground state electron configurations:* o Hund s Rule. Lectures on different ways to present the ground state electron configuration of atoms:* o Circular plot. o Orbital notation. o Valence shell electron configuration and Lewis dot structures for atoms. Lecture to summarize the unit and answer the essential questions. Develop a model based on evidence to illustrate the relationship between systems or components of systems Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence Use mathematical representations of phenomena to support claims Apply scientific principles and evidence to provide an explanation of phenomena, construct and revise an explanation, and refine a solution to real world problems RESOURCES Websites: o 19

20 o o o o o 20

21 BY THE END OF TENTH GRADE CHEMISTRY UNIT FOUR: PERIODIC TABLE AND PERIODIC LAWS STATE STANDARDS HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy levels of atoms HS-PSI-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of particles in the bulk scale to infer the strength of electrical forces between particles HS-PSI-4 Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller more manageable problems that can be solved through engineering HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios HS-ESS1-2 Construct an explanation of the Big Bang Theory based on astronomical evidence of light spectra, motion of distance planets, and composition of matter in the universe HS-ESS1-6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth s formation and early history RST Translate quantitative or technical information expressed in words in a text into visual form RST Cite specific textual evidence to support analysis of science and technical texts WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience WHST Draw evidence from informational text to support analysis, reflection, and research 21

22 SL Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multistep problems: choose and interpret units consistently in formulas,; choose and interpret the scale and the origins in graphs and data HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence A.1 Demonstrate knowledge of a real world problem using digital tools A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory A.4 Graph and calculate data with a spread sheet and present a summary of the results E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems F.1 Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics to solve science, technology, engineering, and mathematics problems O.(1).2 Apply and use algebraic, geometric, and trigonometric relationships, characteristics, and properties to solve problems O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to solve problems O.(1).6 Explain relationships among specific scientific theories, principles, and laws that apply to technology and engineering O.(1).8 Select and use a range of communications technologies, including word processing, spreadsheet, database, presentation, , and Internet applications, to locate and display information. BIG IDEAS/COMMON THREADS The periodic table is the single most powerful chemistry reference tool. Understanding its organization and interpreting its data greatly aids in the study of chemistry. 22

23 ENDURING UNDERSTANDINGS Elements in groups have similar properties. The group and period trends seen in the periodic table are related to the electron configuration of the atoms. The table s shape is divided into blocks that correspond to the atom s energy sublevel being filled with valence electrons. The desire for all elements to achieve electron configurations of the Nobel Gases forms the foundation of chemistry. ESSENTIAL QUESTIONS PRIMARY: How is atomic structure reflected in the organization of the Periodic Table? SECONDARY: How did scientists apply the Scientific Method to relate chemical and physical properties to the organization of elements? How does the size of the atom and ion affect the reactivity of an atom? How are electrons lost, gained, or shared, and what is the significance? How does the organization of the Periodic Table relate to atomic structure? What are the applications of the reactivity of atoms? How can models be used to simulate systems and interactions? How does energy and matter flow into, out of, and within a system? How does an examination of the properties of different materials, the structures of different components, and connections of the components contribute to the investigation or design of new systems? How does feedback stabilize or destabilize a system? What empirical evidence distinguishes between cause and effect? How does the concept of orders of magnitude allow one to understand how a model of one scale relates to a model of at another scale? Why do some things change or remain stable? How are advances in science and technology interrelated? What are the patterns that emerge at the different scales at which a system is studied? What are design solutions that contribute to the conservation, recycling, and reuse of resources? How does the composition of matter in the universe support the Big Bang Theory? How does the early materials of the earth reinforce that the earth formed along with the rest of the solar system? ASSESSMENT Lab Experiments/Activities, Formative Quizzes, Summative Unit Test LESSON OBJECTIVES Students will be able to... use logical steps to solve problems. use models on the microscopic scales to explain macroscopic material properties. 23

24 trace the development and identify key features of the periodic table. explain why elements in the same group have similar properties. write shorthand notation (noble gas configuration) for elements.* understand that the valence shell electron configuration of elements determines the chemical properties.* identify the four blocks of the periodic table based on short hand notation. understand the Octet Rule: all elements want to achieve the electron configurations of Nobel Gas elements.* determine the ion form of elements. define atomic radii, ionic radii, ionization energy and electronegativity.* compare periodic and group trends for atomic radii, ionic radii, ionization energy, electronegativity, and valence electrons.* SUGGESTED LEARNING ACTIVITIES Ask essential questions. In-class activity: element cards. Lecture on history of the Periodic Table with focus on organization of elements based on similarity in chemical properties. Lab: metals, nonmetals and metalloids. Lecture on major features of the Periodic Table with digital interactive periodic table activity: o Families/groups. o Periods. o s, p, d, and f blocks of elements. o Metals, nonmetals and metalloids. In-class activity: electron configurations to demonstrate close relationships between the organization of the elements (the Periodic Table) and valence electron configurations of those elements.* Lectures on properties of major group elements, and the origin of the Octet Rule which determines the gain, loss or sharing of valence electrons.* Lectures on periodic laws (trends):* o Atomic radius, definitions and factors determining the sizes of atoms. o 1 st, 2 nd and more ionization energy. o Electronegativity. o Electron affinity. o Reactivity of elements. Lecture to summarize the unit and answer the essential questions. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence Use mathematical representations of phenomena to support claims Apply scientific principles and evidence to provide an explanation of phenomena, construct and revise an explanation, and refine a solution to real world problems Develop a model based on evidence to illustrate the relationship between systems or components of systems 24

25 Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence Use mathematical representations of phenomena to support claims Apply scientific principles and evidence to provide an explanation of phenomena, construct and revise an explanation, and refine a solution to real world problems RESOURCES Websites: o o o o o o 25

26 BY THE END OF TENTH GRADE CHEMISTRY UNIT FIVE: CHEMICAL BONDING, STATES OF MATTER AND INTERMOLECULAR FORCES STATE STANDARDS HS-PS1-3 HS-PSI-4 Plan and conduct an investigation to gather evidence to compare the structure of particles in the bulk scale to infer the strength of electrical forces between particles Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller more manageable problems that can be solved through engineering HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem HS-ESS2-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere RST Translate quantitative or technical information expressed in words in a text into visual form RST Cite specific textual evidence to support analysis of science and technical texts WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience WHST Draw evidence from informational text to support analysis, reflection, and research SL Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multistep problems: choose and interpret units consistently in formulas,; choose and interpret the scale and the origins in graphs and data HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities CRP1 Act as a responsible and contributing citizen and employee 26

27 CRP2 CRP4 CRP5 CRP6 CRP7 CRP9 CRP11 CRP A A A E F.1 Apply appropriate academic and technical skills Communicate clearly and effectively and with reason Consider the environmental, social and economic impacts of decisions Demonstrate creativity and innovation Employ valid and reliable research strategies Model integrity, ethical leadership and effective management Use technology to enhance productivity Work productively in teams while using cultural global competence Demonstrate knowledge of a real world problem using digital tools Use and/or develop a simulation that provides an environment to solve a real world problem or theory Graph and calculate data with a spread sheet and present a summary of the results Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics to solve science, technology, engineering, and mathematics problems O.(1).2 Apply and use algebraic, geometric, and trigonometric relationships, characteristics, and properties to solve problems O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to solve problems O.(1).6 Explain relationships among specific scientific theories, principles, and laws that apply to technology and engineering O.(1).8 Select and use a range of communications technologies, including word processing, spreadsheet, database, presentation, , and Internet applications, to locate and display information. BIG IDEAS/COMMON THREADS The world is composed mainly of compounds. The properties of each compound are based upon how the compound is bonded. The salts dissolved in earth s oceans and the compounds that make up most of earth s crust are held together by ionic bonds. Most compounds, however, including those in living organisms, are covalently bonded. Metals have unique properties that are utilized since ancient time. Matters are composed of molecules, ions and atoms. Interactions between those entities on the microscopic level determine the macroscopic properties of the matters. ENDURING UNDERSTANDINGS Compounds are formed by chemical bonds. Ions are formed by an atom losing or gaining valence electron(s). Covalent bonds result from sharing valence electrons. Ionic and covalent compounds have certain characteristics. Chemists discuss compounds by using chemical formulas and names. Metals have unique properties due to mobile electrons in the system. 27