Science 9 Chemistry Syllabus. Desired Results

Transcription

1 Science 9 Chemistry Syllabus School Year: Certificated Teacher: Desired Results Course Title (example: Geometry A and B): Science 9 Chemistry Credit: x one semester (.5) _ two semesters (1.0) Prerequisites and/or recommended preparation (example: Completion of Algebra 1): Successful completion of prior science and math courses Estimate of hours per week engaged in learning activities: 5 hours of class work per week per 18 week semester Instructional Materials: All learning activities (resources, assignments, assessments) are contained within or referenced in the student s online course. The online course is accessed via login and password assigned by student s school (web account) or ed directly to student upon enrollment, with the login website. Other resources required/resource Costs: (Examples: This course requires a MathXL account which will be provided by your course instructor. Holt McDougal Geometry 2011 online videos, examples, and activities. These additional resources will be provided at no additional cost. OR There are no additional textbooks, materials, or resources required for this course.) SAS inschool (provided by SVL) United Streaming (provided by SVL) Kitchen materials and equipment for simple labs CPO Foundations in Physical Science e text (provided by SVL) Course Description: This course is designed to prepare students for success in their future through the exploration of chemistry topics. Emphasis will be given to equip students with the skills and understandings required for success on assessments. At the same time this course will cover topics, hands on experiments and simulations in Chemistry giving students a background that will assist them in future Science courses. Enduring Understandings for Course (Performance Objectives): What will students understand (about what big ideas) as a result of the course? Elements are never used up. As we study nature, we find patterns that help us understand our world. A relatively small number of elements form an almost infinite number of substances. Chemical reactions occur constantly in your body and our world. Chemists can change the rate of reaction; these changes affect our daily life. Course Learning Goals (including WA State Standards, Common Core Standards, National Standards): What is the key knowledge and skill needed to develop the desired understandings?

2 Unit: The Structure of the Atom which each unit is focused? Power Standards: INQE Scientific Investigation involves the development of a theory or conceptual model that can generate testable predictions. INQC Conclusions must be logical, based on evidence, and consistent with prior established knowledge. Complementary Standards: PS2A Atoms are composed of protons, neutrons, and electrons. PS2B Atoms of the same element have the same number of protons. The electron arrangement determines the atom s behavior. PS2J The number of neutrons determines the isotope of the atom. Radioactive isotopes are unstable and emit particles and/or radiation. Unit: Periodicity which each unit is focused? PowerStandards: INQE Scientific Investigation involves development of a theory or conceptual model PS2C When elements are listed in order according to the number of protons, repeating patterns of physical and chemical properties identify families of elements with similar properties. This Periodic Table is a consequence of the repeating pattern of outermost electrons. Complimentary Standards: PS2B Atoms of the same element have the same number of protons. The number and arrangement of electrons determines how the atom interacts with other atoms to form molecules and ionic crystals. Unit: Chemical Bonds, Electrons, and Formulas which each unit is focused? PowerStandards: PS2G (9 12) Chemical reactions change the arrangement of atoms in the molecules of substances. Chemical reactions release or acquire energy from their surroundings and result in the formation of new substances. Complimentary Standards: PS2D (9 12) Ions are produced when atoms or molecules lose or gain electrons, thereby gaining a positive or negative electrical charge. Ions of opposite charge are attracted to each other, forming ionic bonds. PS2E (9 12) Molecular compounds are composed of two or more elements bonded together in a fixed proportion by sharing electrons between atoms, forming covalent bonds. Unit: Chemical Reactions and Classifying Reactions which each unit is focused? PowerStandards: PS2G (9 12) Chemical reactions change the arrangement of atoms in the molecules of substances. Chemical reactions release or acquire energy from their surroundings and result in the formation of new substances. SYSB Systems thinking. Systems thinking used to analyze complex situations. INQB Investigate. Plan and conduct appropriate scientific investigations to answer specific questions. INQC Conclusions must be logical, based on evidence. PS3A (9 12) Although energy can be transferred from one object to another and can be transformed from one form of energy to another form, the total energy in a closed system remains the same. The concept of conservation of energy, applies to all physical and chemical changes. Unit: Energy and Reactions which each unit is focused? Power Standards: INQB Investigate. Plan and conduct appropriate scientific investigations to answer specific questions. INQC Conclusions must be logical, based on evidence. PS3A (9 12) Although energy can be transferred from one object to another and can be transformed from one form of energy to another form, the total energy in a closed system remains the same. The concept of conservation of energy, applies to all physical and chemical changes. Complimentary Standards: PS2I (9 12) The rate of a physical or chemical change may be affected by factors such as temperature, surface area, and pressure. Unit: Radioactivity Nuclear Reactions

3 which each unit is focused? INQC Conclusions must be logical, based on evidence. PS2K Nuclear reactions convert matter into energy, releasing large amounts of energy compared with chemical reactions Complimentary Standards: PS2J The number of neutrons determines the isotope of the atom. Radioactive isotopes are unstable and emit particles and/or radiation Unit: which each unit is focused? Unit: which each unit is focused? Evidence of Assessment What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, and assessments] Performance Tasks: Project Based Learning Lessons Interactive Web based learning Hands on lab experiences Discussion Boards Other Evidence (self assessments, observations, work samples, quizzes, tests and so on): Formative Assessments Summative Assessments Types of Learning Activities Indicate from the table below all applicable learning strategies that may be used in the course. Direct Instruction _X_ Structured Overview _ X _Mini presentation X Drill & Practice Demonstrations Other (List) Indirect Instruction X Problembased Case Studies _ X_Inquiry _ X _Reflective Practice X Project X Paper X Concept Mapping Experiential Learning Virt. Field Trip _ X Experiments _X Simulations _X Games _Field Observ. _Role playing _X Model Bldg. _Surveys Independent Study _X Essays _X_ Self paced computer _Journals _Learning Logs _X Reports _X Directed Study X Research Projects Interactive Instruction _X Discussion _Debates _Role Playing _Panels _Peer Partner Learning _Project team _Laboratory Groups _X Think, Pair, Share

4 Other (List) _Other (List) Other (List) _Cooperative Learning _Tutorial Groups _Interviewing _X Conferencing _Other (List) Other: Learning Activities Learning activities (as provided in the student friendly course schedule posted in online course) and contains the scope and sequence of performance tasks, activities and assessments by semester, unit, and weeks. These learning activities are aligned with the successful completion of the course learning goals and progress towards these learning activities will be reported monthly on a progress report. Chemistry 9 Learning Activities (this is a one semester course) Unit: Atomic Structure In this unit students will learn about the periodic table and the trends found within the table. They will understand how the periodic table is organized and be able to describe the information that one can get from the periodic table. Why are the elements of the Periodic Table organized the way they are? How can we use the Periodic Table to predict chemical behavior? I can describe the difference between physical and chemical properties. I can explain how the periodic table is organized. I can explain and describe the information that one can get from the periodic table. Structure of the Atom 14.1, Atoms and Isotopes 14.1, Video Worksheet 14 1, Phet Build and Atom, Atomic Structure and Bohr Model 14 2, Conclusion Practice, Answer Sheet Practice Assessment, Unit 1 Reflection, Unit 1 Assessment Unit: Periodicity

5 In this unit you will learn about the periodic table and the trends found within the table. You will understand how the periodic table is organized and be able to describe the information that one can get from the periodic table. Why are the elements of the Periodic Table organized the way they are? How can we use the Periodic Table to predict chemical behavior? I can explain how the periodic table is organized. I can explain and describe the information that one can get from the periodic table Introduction to Periodicity, Modern Periodic Table, Valence Electrons, Lewis Dot, and Bohr Model Tutorial, Periodic Table Basics, Unit 2 Review, Unit 2 Reflection, Unit 2 Assessment Unit: Chemical Bonds, Electrons, and Formulas In this unit you will be learning about where electrons exist in relationship to the nucleus of an atom. You will find out about how certain electrons are responsible for chemical properties of the element and how compounds and molecules are formed through attractive forces between two or more atoms. Why do some atoms bond by transferring electrons while others bond by sharing electrons? I can explain why some atoms combine by losing and gaining electrons but other combine by sharing electrons. I can predict the kind of bond that atoms will form by their location on the Periodic Table. I can write chemical formulas for ionic and covalent compounds. I can explain why the ratio of one atom to another is not the same for all compounds. Chemical Bonds Blog, Ionic vs. Covalent Bonds, 16.1 Electron Dot Symbol and Octet Rule, Ionic Compounds Chemistry Tutorial, 16.2 Writing Compounds, Ionic Compound Puzzle, Naming Compounds and Molecules, Candy Compounds, Unit 3 Reflection, Unit 3 Assessment Unit: Chemical Reactions and Classifying Reactions In this unit you will learn about the different parts of a chemical equation, how the law of conservation of mass is applied in balancing equations, and the five main reaction types and how to identify the products from the reactions. Why do some substances react together chemically while others do not?

6 What happens to individual atoms during chemical reactions? I can explain why the conservation of matter requires that a chemical equation is balanced. I can use a chemical equation to show how atoms are arranged before and after a reaction. I can make predictions about the products of a chemical reaction based on the reactants. I can explain and describe the results of a chemical reaction. Chemical Formulas and Equations, Lab 17B Conservation of Mass, Balancing Chemical Equations PhET, Balancing Equations Tutorial, Classifying Chemical Reactions, Predicting Products of Chemical Reactions, Unit 4 Reflection, Unit 4 Assessment Unit: Energy and Reactions In this unit students will explore energy changes that occur within chemical reactions. They will identify reactions as exothermic or endothermic in regards to the transfer of energy within a closed system. Students will also learn factors that contribute to the rate at which a reaction occurs. Why do some substances react together chemically while others do not? I can explain temperature changes that occur during a chemical reaction in terms of energy transferred. I can compare energy stored in reactants and products and predict whether a reaction is endothermic or exothermic. I can identify factors that change the rate of a chemical reaction. I can explain why some factors increase the rate of a reaction while other factors decrease the rate of a reaction. Energy and Chemical Reactions, Hydrogen Peroxide Lab, Ice Cream Lab, Temperature and Reaction Rates, Particle Size and Reaction Rates, Other Factors that affect Reaction Rates, Unit 5 Reflection, Unit 5 Assessment Unit: Radioactivity Nuclear Reactions In this unit students will learn how the products of nuclear reactions are predicted based on conservation of subatomic particles. Students will also learn about the role of the neutron in maintaining a stable nucleus within an atom. Also, students will compare and contract nuclear and chemical reactions in regards to the amount of energy produced. Why do some atoms experience nuclear decay while others do not?

7 I can predict the products of a nuclear reaction based on conservation of neutrons and protons and overall charge I can describe the role of neutrons in determining stability of an atom s nucleus I can describe the role of energy in nuclear reactions and compare it with chemical reactions What is Nuclear Radiation? Blog, Review of Subatomic Particles and Isotopes, 18 3 Radioactivity Nuclear Decay, Radioactive Decay Game, Fission and Fusion, RadTown USA, 18 3 Lise Meitner Biography, Unit 6 Reflection, Unit 6 Assessment Unit: Duration: toward the big ideas of the unit? Unit: Duration: toward the big ideas of the unit? Unit: Duration:

8 toward the big ideas of the unit? Unit: Duration: toward the big ideas of the unit?