Chemistry Unit Overview and Pacing Guide

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1 Chemistry Unit Overview and Pacing Guide This document provides teachers with an overview of each unit in the Chemistry/Chemistry Honors curriculum. The Curriculum Engine provides additional information including knowledge and performance learning targets, key terms, essential questions, instructional resources, and teaching suggestions. For more information on locating components found in the Curriculum Engine, see the last page of this document. Unit 1: A is for Atom (6 Weeks) #1. To use patterns in the periodic table as a tool to predict properties of matter and the outcome of chemical reactions. [HS-PS1-1, HS-PS1-2] #3. To construct explanations from evidence about how instability in an atom s nucleus governs nuclear processes involving the release of radiation in the form of mass, energy, or both. [HS-PS1-8] Crosscutting Concepts: Patterns Part 1: How is the universe organized? Why are mass numbers NOT listed on the periodic table? (2 Weeks) Use a model of the atom to identify and describe the relative charges, masses, and locations of the protons, neutrons, and electrons in an atom. Refer to the periodic table as a tool to calculate the number of protons, electrons, valence electrons, and atomic number for an element. Provide evidence to explain why mass numbers are not listed on the periodic table. Explain why atoms of the same element may have different masses. Write atomic symbols including hyphen notation and nuclear notation. Part 2: Why would a nucleus change? (1 Week) Describe how a nucleus can spontaneously change. Show how the total number of nucleons (protons and neutrons) is conserved during nuclear change. Differentiate between alpha and beta particles. Identify the products of alpha and beta decay. Write and balance a nuclear equation. Part 3: What's trending on the periodic table? (3 Weeks) Compare elements using patterns found in the periodic table for properties such as ionization energy, electronegativity, chemical reactivity, atomic number, and relative size of atoms. Interpret graphical models to explain and predict periodic table patterns. Draw monatomic Lewis structures to model the valence electrons of elements. Predict the energy level of the valence electrons based on the element s position in the periodic table. Write and draw electron configurations for main group elements. (Honors) IDPL, K-12 Science Page 1 of 6 Summer Institute June 2016

2 Unit 2: B is for Bonding (6 Weeks) #1. To use patterns in the periodic table as a tool to predict properties of matter and the outcome of chemical reactions. [HS-PS1-1, HS-PS1-2] #2. To plan and conduct investigations to gather evidence about the structure, properties, and interactions of matter to explain them in terms of attraction and repulsion between electric charges at the atomic scale. [HS-PS1-3, HS-PS2-4] #4. To correlate how the properties and uses of designed materials relate to the molecular-level structure of a substance. [HS-PS1-3, HS-PS2-6, HS-ETS1-3] Crosscutting Concepts: Patterns, Structure and Function Part 1: How do substances combine or change to make new substances? (2 Weeks) Use the position of elements on the periodic table to explain patterns of ion formation and determine the number of electrons gained or lost based on ionic charge. Explain how atoms satisfy the octet rule by gaining, losing, or sharing electrons to achieve a stable number of valence electrons. Differentiate between the names of elements, cations, and anions. Relate the number of valence electrons to the stability and reactivity of different elements. Use the Lewis structure as a model to predict whether an atom will gain, lose, or share electrons. Use electronegativity differences between two elements to determine the type of bonds formed. Explain the difference between ionic, covalent, and metallic bonds. Model binary covalent compounds using Lewis structures. Predict basic geometric shapes of molecules. Write formulas and names of inorganic ionic and binary covalent compounds. Part 2: How does the molecular structure of a substance affect its macroscopic properties? (2 Weeks) Relate molecular geometries and bonding to the bulk physical properties of a substance. Interpret a phase diagram in terms of kinetic and potential energy changes. Differentiate between intermolecular and intramolecular forces. Explain why a substance may have different properties depending on its phase of matter. Describe how the attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter. Predict the solubility of two substances based on relative polarity. Explain how some compounds dissociate in solution. Plan and carry out an investigation to compare the strength of intermolecular forces. Part 3: How do the properties of a substance determine its use? (2 Weeks) Relate molecular level structure, shape, and intermolecular forces to macroscopic properties of a material. Describe the relationship between the function of a material and its macroscopic properties. Use the molecular level structures of substances to predict the properties of a given designed material. Describe the effects that attractive and repulsive electrical forces between molecules have on the structure of the designed material. IDPL, K-12 Science Page 2 of 6 Summer Institute June 2016

3 Unit 3: C is for Chemical Reactions and Calculations (7 Weeks) #1 To use patterns in the periodic table as a tool to predict properties of matter and the outcome of chemical reactions. [HS-PS1-1, HS-PS1-2] #5 To use mathematical representations to support the claim that mass is always conserved during a chemical reaction. [HS-PS1-7] Crosscutting Concepts: Patterns, Energy and Matter Part 1: Why do all chemical reactions occur? How do an element s valence electrons play a role in chemical reactions? (3 Weeks) Translate a complete word equation into a balanced equation using symbols and formulas. Perform a chemical reaction and represent it with a balanced chemical equation. Explain how atoms are conserved and rearranged in a chemical reaction. Identify and provide an example of each of the five basic reaction types. Use the activity series to determine if a single-replacement reaction is possible. Predict products of simple, main group reactions. (Honors) Part 2: How does stoichiometry support the Law of Conservation of Mass? (4 Weeks) Explain the coefficients of a balanced chemical equation represent moles, molecules, and volume (gases only). Show the relationship between molar mass of an atom and average atomic mass from the periodic table. Calculate molar mass of an element or compound. Convert between moles, mass, particle units, and volume. Use the mole ratio to perform stoichiometric calculations. Interpret the result of a stoichiometric calculation. Differentiate among theoretical, actual, and percent yield of a reaction. Explain why excess reactants remain after a chemical reaction. Identify limiting and excess reactants. Perform limiting and excess reactant calculations. (Honors only) IDPL, K-12 Science Page 3 of 6 Summer Institute June 2016

4 Unit 4: D is for Differences in Energy (7 Weeks) #6. To develop and use models to illustrate how the release or absorption of energy in chemical processes depends upon the making and breaking of bonds. [HS-PS1-4, HS-PS1-5, HS-PS1-6] #3 To construct explanations from evidence about how instability in an atom s nucleus governs nuclear processes involving the release of radiation in the form of mass, energy, or both. [HS-PS1-8] Crosscutting Concept: Energy and Matter Part 1: What is the difference between heat and temperature? (2 Weeks) Differentiate between a system and its surroundings in a chemical reaction. Explain the result of effective collisions between atoms/molecules. Relate potential and kinetic energy to the making and breaking of bonds. Explain how chemical energy is stored in chemical compounds (e.g., food molecules, batteries, fuel, fireworks). Part 2: How can a model describe the flow of energy in and out of a system? (1 Week) Describe how energy is conserved in non-nuclear reactions. Describe exothermic and endothermic reactions in terms of the formation and breaking of bonds. Model the transfer of energy during exothermic and endothermic reactions. Part 3: Why do materials hot/cold? (2 Weeks) Calculate the heat of reaction from the reaction coordinate diagram. Interpret a reaction curve for catalyzed and non-catalyzed reactions. Justify why a reaction is endothermic or exothermic based on whether the heat of the reaction is positive or negative. Use a reaction coordinate diagram to explain why a reaction is endothermic or exothermic. Use calorimetry data from a laboratory investigation to calculate change in thermal energy. Part 4: Why do nuclear reactions release more energy than chemical reactions? (2 Weeks) Explain why mass is not conserved in nuclear processes. Compare the release of energy from nuclear processes to standard chemical reactions. Explain why nuclear processes have substantial activation energies. Differentiate between alpha, beta, and gamma decay. Develop models to show fission, fusion, and radioactive decay. Graphically illustrate radioactive decay and half-life. Explain how nuclear processes are applied to various disciplines (e.g., fission in nuclear power plants, fusion in stars, nuclear medicine, and nuclear lifetimes for radiometric dating). IDPL, K-12 Science Page 4 of 6 Summer Institute June 2016

5 Unit 5: E is for Equilibrium (6 Weeks) #6. To develop and use models to illustrate how the release or absorption of energy in chemical processes depends upon the making and breaking of bonds. [HS-PS1-4, HS-PS1-5, HS-PS1-6] #7. To use experimental evidence of effects of various factors on rates of chemical reactions to evaluate the claims of collision theory. [HS-PS1-5, HS-PS1-7] #8. To design chemical reaction systems that govern the amount of products formed in chemical reactions. [HS-PS1-5, HS-PS1-6, HS-PS1-7; HS-ETS1-2] Crosscutting Concepts: Patterns, Stability and Change Part 1: How are effective collisions related to reaction rates? (2 Weeks) Explain why a reaction would proceed at a faster or slower rate based on number of effective collisions. Compare the number of effective collisions among different states of matter. Predict how a change in temperature or concentration will affect the number of effective collisions. Compare reaction rates between catalyzed and non-catalyzed reactions. Describe how temperature, pressure, concentration, and volume influence the number of collisions in a system. Part 2: How do macroscopic changes affect molecular level interactions? How do chemical reactions respond to stress? (1 Week) Predict how a stress will affect the system and direction of the reaction, conceptually and in a hands-on lab environment. Relate the changes occurring at the macroscopic level to the happenings at the molecular level. Part 3: How can you use stresses to manipulate a chemical system? (3 Weeks) Apply an iterative process to refine a teacher-provided chemical equilibrium system that favors the formation of a product. Justify design decisions based upon identified criteria and constraints. Propose and apply modifications to the design of a chemical equilibrium system to maximize the amount of desired product. Communicate results to demonstrate the refined design of the system. IDPL, K-12 Science Page 5 of 6 Summer Institute June 2016

6 The K-12 Science Department has placed resources for science courses in the Curriculum Engine. Document View Scope and Goals Unit Overview and Pacing Guide Information about NGSS Safety CCSD Documents for Planning Pacing View Click on the magnifying glass icon Clarification Statement Assessment Boundary Science and Engineering Practice(s) Crosscutting Concept(s) Disciplinary Core Idea(s) Learning Targets Performance Targets Vocabulary Content Question(s) Student Question(s) Vocabulary help WIDA supports Cognates Scaffolding ideas Reading material Links to Flexbooks Lesson ideas Websites Information for the teacher Links and information about aligned video resources Information for the teacher IDPL, K-12 Science Page 6 of 6 Summer Institute June 2016

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