Chemistry Curriculum Guide Semester 1 (Matter) 2015/2016

Transcription

1 Chemistry Curriculum Guide Semester 1 (Matter) 2015/2016

2 Unit: Foundations of Chemistry, & Mathematical Skills Timeline: 2 weeks Grade Level Expectation: 2. Matter has definite structure that determines characteristic physical and chemical properties 4. Atoms bond in different ways to form molecules and compounds that have definite properties 2.b. Gather, analyze and interpret data on chemical and physical properties of elements such as density, melting point, boiling point, and conductivity (DOK 1-2) 4.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) Lab/Activity: Over the Rainbow Lab/Activity: Thickness of a Metal Foil Lab/Activity: Identification of an Unknown Metal/Density lab* Activity: Accuracy, Precision & Error Activities/Worksheets: Significant Figures and Scientific Notation Lab/Activity: Reaction in a Bag: Note: This activity can be used as part of Unit 1 or as a bridge to the next unit or as an introduction to Unit 2.* Inquiry Questions: What role do units play in problem solving? How can graphs be used to observe patterns and properties of matter? What do precision and accuracy tell us about a measurement or a series of measurements? Vocabulary: matter, density, melting point, boiling point, conductivity, ph, atoms, molecules, compounds, physical and chemical properties, precision & accuracy, errors, units, significant figures, scientific notation Common Written Unit Assessment phet, Khan Academy, POGIL POGIL, Lab Write up Greeley-Evans School District 6 Page 2 of 9

3 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 Unit 2 Test, Can also refer to Lab Write up for Calorimetry Task 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 selfgenerated 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 3 of 9

4 Unit II: Classification of Matter & Energy Relationships Timeline: 5 weeks Grade Level Expectation: 2. Matter has definite structure that determines characteristic physical and chemical properties 5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined 6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases 2.d. Develop a model that differentiates atoms and molecules, elements and compounds, and pure substances and mixtures (DOK 2-3) 5.a. Develop, communicate, and justify an evidence-based scientific explanation regarding the potential and kinetic nature of mechanical energy (DOK 1-3) 5.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) 5.c. Use direct and indirect evidence to develop predictions of the types of energy associated with objects (DOK 2-3) 5.d. Identify different energy forms, and calculate their amounts by measuring their defining characteristics (DOK 1-2) 6.a. Use direct and indirect evidence to develop and support claims about the conservation of energy in a variety of systems, including transformations to heat (DOK 1-3) 6.b. Evaluate the energy conversion efficiency of a variety of energy transformations (DOK 1-2) 6.c. Describe energy transformations both quantitatively and qualitatively (DOK 1-2) 6.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate energy conservation and loss (DOK 1-2) Lab/Activity: Elements, Compounds, Mixtures* Lab/Activity: Chromatography Lab* Activity: Separation Techniques+ Lab: Calorimetry Lab: Endo vs. Exo Greeley-Evans School District 6 Page 4 of 9

5 Inquiry Questions: What evidence can indicate whether a change is physical or chemical & what are the accompanying energy changes/exchanges? What techniques can be used to separate mixtures of substances based their properties? Which properties are the most useful in trying to separate mixtures of substances? What laws describe the behaviors of gases? Vocabulary: matter: atoms, elements, compounds, mixtures, substances, chromatography, physical & chemical properties, energy: endothermic vs. exothermic, heating curves, potential energy diagrams, potential vs. kinetic energy, system vs. surroundings, Boyle s law, Charles Law, Guy Lussac (combination gas law), Avagadro s Law of Gases Common End of Unit Exam Lab Assessment Chromatography Lab Separation Techniques Activity, lab Write up Chemistry Greeley-Evans School District 6 Page 5 of 9

6 UNIT 3, 4 and 5 Chemistry of Matter (9 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 2. Matter has definite structure that determines characteristic physical and chemical properties (Note: GLE 1 is in Physics) Big Idea Atomic Structure End of unit Performance Task Unit Exam and Lab Write Up, Atomic Structure Timeline Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards a. Develop, communicate, and justify an evidence-based scientific explanation supporting the current model of an atom. (DOK 1-3) b. Gather, analyze and interpret data on chemical and physical properties of elements such as density, melting point, boiling point, and conductivity. (DOK 1-2) c. Use characteristic physical and chemical properties to develop predictions and supporting claims about elements positions on the periodic table. (DOK 1-2) d. Develop a model that differentiates atoms and molecules, elements and compounds, and pure substances and mixtures. (DOK 2-3) c. Use characteristic physical and chemical properties to develop predictions and supporting claims about elements positions on the periodic table. (DOK 1-2) d. Develop a model that differentiates atoms and molecules, elements and compounds, and pure substances and mixtures. (DOK 2-3) 2. Ask testable questions about the nature of matter, and use an inquiry approach to investigate it. (DOK 1-4) 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. Ask testable questions about the nature of matter, and use an inquiry approach to investigate it. (DOK 1-4) RST Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST Evaluate the hypotheses, data, analysis, and conclusion in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Writing Standard WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Reading/writing Cross Content Connection History of Atomic Structure (timeline) Reading on Current model of atom (and how we got there) Diagrams Addition and Subtraction and other arithmetic Greeley-Evans School District 6 Page 6 of 9

7 Unit: III: Atomic Structure Timeline: 2.5 weeks Grade Level Expectation: 2. Matter has definite structure that determines characteristic physical and chemical properties 3. Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy 2.a. Develop, communicate, and justify an evidence-based scientific explanation supporting the current model of an atom (DOK 1-3) 3.a. Recognize, analyze, interpret, and balance chemical equations (synthesis, decomposition, combustion, and replacement) or nuclear equations (fusion and fission) (DOK 1-2) *Note: just Nuclear is taught during this unit Chemical is taught in Semester 2 Atomic Structure Timeline* Marbles and Cup Gold Foil Activity What Does Half Life Mean, the Penny Decay Lab* Atomic Structure Model 3.b. Predict reactants and products for different types of chemical and nuclear reactions (DOK 1-2) *Note: just Nuclear is taught during this unit Chemical is taught in Semester 2 Inquiry Questions: What patterns can be observed in the properties of elements and families in the periodic table? How have new technologies led to evidence that has helped develop our current understanding of atomic and molecular structure over time? What patterns of nuclear reactions exist? How are chemical reactions distinguished from nuclear reactions? Half Life of a Penny Vocabulary: matter: atoms, atomic & molecular structure, physical & chemical reactions, nuclear reactions, isotopes & halflife, physical & chemical properties, conservation of mass and energy, models of atoms Time line Common Unit Assessment Greeley-Evans School District 6 Page 7 of 9

8 Unit IV: Electron Structure Timeline: 2.5 weeks Grade Level Expectation: 2. Matter has definite structure that determines characteristic physical and chemical properties. 6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases. 2.c. Use characteristic physical and chemical properties to develop predictions and supporting claims about elements positions on the periodic table (DOK 1-2) 6.d. Differentiate among the characteristics of mechanical and electromagnetic waves Hog Hilton-POGIL or Similar electron placement activity* Spectroscopy* Flame Lab Inquiry Questions: What patterns can be observed in the properties of elements and families in the periodic table? What factors can be measured to determine the amount of energy associated with an electron? What are the most common forms of energy in our physical world? What makes some forms of energy hard to measure? Scientists or engineers often say energy is "lost." Is there a word that might be better than "lost?" Why? How does the law of conservation of energy help us solve problems involving complex systems? Hog Hilton Vocabulary: EMR, wavelength, frequency, energy, spectroscopy, electron configuration; energy: mechanical, chemical, electrical, radiant, thermal, nuclear, work, heat; families on the Periodic table, electrons, orbitals Spectroscopy Article Common Unit Assessment Lab Write ups Greeley-Evans School District 6 Page 8 of 9

9 Unit V: Periodic Table Timeline: 4 weeks Grade Level Expectation: 2. Matter has definite structure that determines characteristic physical and chemical properties 2.c. Use characteristic physical and chemical properties to develop predictions and supporting claims about elements positions on the periodic table Colored Periodic Table* Alien Periodic Table Periodicity Graphing Reactivity Lab Inquiry Questions: (From the standards document) What patterns can be observed in the properties of elements and families in the periodic table? What role do electrons play in the organization of our present day periodic table? How has our current understanding of the periodicity of atomic structure, physical and chemical properties of the elements developed over time? Vocabulary: families or groups, periods, valence electrons, orbitals, periodicity, atomic structure, trends, physical & chemical properties, Common Unit Assessment Lab write ups Periodicity Graphing Periodicity Graphing, Periodicity Lab Pre-lab Greeley-Evans School District 6 Page 9 of 9