Chemistry 1 Regular and Honors

Transcription

1 Chemistry 1 Regular and Honors Chemistry 1: Regular & Honors **Honors Only

2 KEY COMPONENTS OF THE SCOPE & SEQUENCE

3 Each Nature of Science benchmark is listed in at least one unit, during which it should be especially emphasized; however, all Nature of Science benchmarks should be infused into all areas of the middle school curriculum. The following benchmarks are found in multiple units throughout the Scope & Sequence. Please note that although the benchmark is repeated in subsequent units, the student targets associated with the benchmark are specific to that unit. Benchmark Initial Unit Subsequent Units SC.912.N.1.1 Unit 1: Introduction to Chemistry Unit 7: Reaction Rates & Equilibrium Unit 11: Acids, Bases, & Equilibrium SC.912.N.4.1 Unit 10: Aqueous Solutions Unit 13: Organic Chemistry SC.912.P.8.1 Unit 2: Changes in Matter Unit 9: Kinetic Molecular Theory Unit 10: Aqueous Solutions SC.912.P.8.2 Unit 2: Changes in Matter Unit 6: Reactions SC.912.P.8.4 Unit 3: Atomic Structure Unit 4: Periodic Trends SC.912.P.8.6 Unit 5: Chemical Bonding & Nomenclature Unit 10: Aqueous Solutions SC.912.P.8.8 Unit 6: Reactions Unit 11: Acids, Bases, & Equilibrium Unit 12: Oxidation-Reduction Reactions SC.912.P.8.9 Unit 6: Reactions Unit 8: Stoichiometry SC.912.P.10.1 Unit 2: Changes in Matter Unit 7: Reaction Rates & Equilibrium SC.912.P.10.2 Unit 2: Changes in Matter Unit 7: Reaction Rates & Equilibrium SC.912.P.10.5 Unit 2: Changes in Matter Unit 9: Kinetic Molecular Theory

4 Every one of the Next Generation Sunshine State Standards (NGSSS) has been assigned a Cognitive Complexity Level by the FLDOE. The Depth of Knowledge (DOK) model was designed to align content standards and assessments. The DOK level for a benchmark represents the typical level of cognitive complexity of a learning activity or assessment item associated with that benchmark. The following table illustrates the distinctions between each level and provides examples at each level. Complexity Test items Students will Examples Low rely heavily on the recall and recognition of previously learned concepts and principles typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically not be required to come up with an original method or solution retrieve information from a chart, table, diagram, or graph recognize a standard scientific representation of a simple phenomenon or identify common examples complete a familiar single-step procedure or solve a problem using a known formula Recall or recognize a fact, term, or property. Represent in words or diagrams a scientific concept or relationship. Provide or recognize a standard scientific representation for simple phenomena. Perform a routine procedure such as measuring length. Identify familiar forces (e.g. pushes, pulls, gravitation, friction, etc.) Identify objects and materials as solids, liquids, or gases. involve more flexible thinking than low-complexity test items do require a response that goes beyond the habitual, is not specified, and ordinarily involves more than a single step or thought process be expected to decide what to do using informal methods of reasoning and problem-solving strategies and to bring together skill and knowledge from various domains interpret data from a chart, table, or simple graph determine the best way to organize or present data from observations, an investigation, or experiments describe or explain examples and non-examples of scientific processes or concepts specify or explain relationships among different groups, facts, properties, or variables differentiate structure and functions of different organisms or systems predict or determine the next logical step or outcome apply and use concepts from a standard scientific model or theory Specify and explain the relationship among facts, terms, properties, and variables. Identify variables, including controls, in simple experiments. Distinguish between experiments and systematic observations. Describe and explain examples and non-examples of science concepts. Select a procedure according to specified criteria and perform it. Formulate a routine problem given data and conditions. Organize, represent, and interpret data. make heavy demands on student thinking require that the student think in an abstract and sophisticated way, often involving multiple steps engage in abstract reasoning, planning, analysis, using evidence, judgment, and creative thought analyze data from an investigation or experiment and formulate a conclusion develop a generalization from multiple data sources analyze and evaluate an experiment with multiple variables analyze an investigation or experiment to identify a flaw and propose a method for correcting it analyze a problem, situation, or system and make long-term predictions interpret, explain, or solve a problem involving complex spatial relationships Identify research questions and design investigations for a scientific problem. Design and execute an experiment or systematic observation to test a hypothesis or research question. Develop a scientific model for a complex situation. Form conclusions from experimental data. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Explain how political, social, and economic concerns can affect science, and vice versa. Create a conceptual or mathematical model to explain the key elements of a scientific theory or concept. Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth. Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.

5 The following content-area literacy standards and mathematics standards are also included in the Chemistry 1 (R & H)) course description and should be implemented on a routine basis. WRITING STANDARDS FOR LITERACY IN SCIENCE - LAFS.910.WHST Write arguments focused on discipline-specific content. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement that follows from or supports the argument presented. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 2.5 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 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print & digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into text selectively to maintain the flow of ideas, avoiding plagiarism & following a standard format for citation. 3.9 Draw evidence from informational texts to support analysis, reflection, and research Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. STANDARDS FOR SPEAKING & LISTENING - LAFS.910.SL. 1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Work with peers to set rules for collegial discussions and decision-making. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Respond thoughtfully to diverse perspectives, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. 1.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 1.3 Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 2.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ENGLISH LANGUAGE DEVELOPMENT/PROFICIENCY STANDARDS FOR ENGLISH LANGUAGE LEARNERS - ELD.K12.ELL. SC.1 SI.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting.

6 READING STANDARDS FOR LITERACY IN SCIENCE - LAFS.910.RST. 1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or description. 1.2 Determine the central ideas or conclusions of a text; trace the texts explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. 1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. 2.4 Determine the meaning of symbols, key terms, & other domain-specific words & phrases as they are used in a specific scientific or technical context relevant to grades 910 texts and topics. 2.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). 2.6 Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. 3.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. 3.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts By the end of grade 10, read and comprehend science/technical texts in the grades 910 text complexity band independently and proficiently. MATH FLORIDA STANDARDS - MAFS.912. NOTE: The 8 Florida Standards for Mathematical Practice (MP) should also be integrated as applicable. F-IF 2.4 F-IF 3.7 G-MG 1.2** N-Q 1.1 N-Q 1.3 S-IC 2.6** S-ID 1.1 S-ID 1.2 S-ID 1.3 S-ID 1.4 S-ID 2.5 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph linear and quadratic functions and show intercepts, maxima, and minima. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude, and using phase shift. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Evaluate reports based on data. Represent data with plots on the real number line (dot plots, histograms, and box plots). Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.

7 Unit 1: Introduction to Chemistry Unit Goal: Students will understand that scientific inquiry is a multifaceted activity; the processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Suggested Time Frame: 14 days (8/14-8/31) Text Resources: Please see the Nature of Science tab in Teacher Toolbox: Secondary Lesson Plans: See Lesson Plan Link in Blender Content/Academic Language FLDOE analyze classify conclusion control group controlled variables data dependent variable (outcome variable) empirical evidence experiment evidence independent (test) variable inference investigation law (scientific law) model observation repetition replication scientific method trials valid variable Other accuracy compare dimensional analysis directly proportional evaluate examine explain function generate graph interpret inversely proportional justify modify objectivity percent error physical science precision predict pseudoscience qualitative quantitative scientific notation scientist significant figures subjectivity systematic technology Next Generation Sunshine State Standards Topic 1: The Practice of Science SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: Pose questions about the natural world. Conduct systematic observations, Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Examine books and other sources of information to see what is already known, Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Plan investigations, (Design and evaluate a scientific investigation). Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (including set-up, Complexity Level Student Target Plan and carry out a scientific investigation: develop a testable question. form a hypothesis. identify a test variable (independent), an outcome variable (dependent), and controlled variables (constants). establish a control group and experimental groups. create or follow a procedure. create an appropriate graph for the data set given or collected. interpret and analyze data in tables, graphs, and graphics. form and/or defend a conclusion. utilize appropriate scientific tools to gather, analyze, and interpret collected data. communicate the results of scientific investigations.

8 calibration, technique, maintenance, and storage). Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences), Use appropriate evidence and reasoning to justify these explanations to others, Communicate results of scientific investigations, and Evaluate the merits of the explanations produced by others. SC.912.N.1.2 Describe and explain what characterizes science and its methods. SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation. SC.912.N.1.5 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. SC.912.N.2.2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. **SC.912.N.2.3 Identify examples of pseudoscience (such as astrology, phrenology) in society. Topic 2: Calculations & Measurements MAFS.912.N-Q.1.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. MAFS.912.F-IF 3.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph linear and quadratic functions and show intercepts, maxima, and minima. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude, and using phase shift. Low describe science as the systematic, organized inquiry that is derived from observations and experimentation that can be verified through testing to explain natural phenomena read, interpret, and examine the credibility/validity of scientific claims in different sources of information, such as scientific articles, advertisements, or media stories. assess the credibility/reliability of sources according to the strict standards of science, including controlled variables, sufficient sample size, replication of results, empirical and measurable evidence, and the concept of falsification. recognize that contributions to science can and have been made by people from all over the world. explain that similar investigations may result in the same outcome regardless of where in the world they are conducted. identify scientific questions that can be disproved by experimentation/testing. recognize that scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. explain that science is testable and seeks falsifications, whereas pseudoscience is not testable and seeks confirmations. determine if the phenomenon (event) can be observed, measured, and tested through scientific experimentation or if the phenomenon is not testable and seeks confirmations. practice quantitative skills such as calculating percentages and unit conversions. perform dimensional analysis using formulas. perform mathematical calculations related to percent error. decide on the level of specificity of measurement data appropriate for a given measurement tool. summarize graphical data and trends. collect, organize, and analyze data sets. determine the best format for data and present the data in an appropriate visual format. identify relationships between data displayed in a graph

9 Access Points Standards Standard Independent Supported Participatory SC.912.N.1.1 SC.912.N.1.4 Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. SC.912.N.1.2 Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. SC.912.N.1.5 Identify that scientific investigations are sometimes repeated in different locations. Recognize that scientific investigations can be repeated in different locations. Recognize that when a variety of common activities are repeated the same way, the outcomes are the same. SC.912.N.2.2 **SC.912.N.2.3 Distinguish between questions that can be answered by science and observable information and questions that can t be answered by science and observable information. Identify questions that can be answered by science. Recognize an example of work by scientists. Common Misconceptions With sufficient evidence, a theory becomes a law. Once developed, laws and theories do not change. Data and evidence are interchangeable terms. Models are only physical representations of ideas. The steps of the scientific method have to be done in a particular order every time and may not be repeated. Precision is the same thing as accuracy. Teacher Notes Make sure that students understand that there is no single, linear scientific method, but rather methods scientists use to engage in scientific inquiry. Nature of Science benchmarks will only be assessed within topics relating to chemistry. Students should be able to differentiate among laws, theories, and hypotheses. Students frequently have issues with the mathematical portions of this unit. It is important that students have a firm grasp of these processes/skills as they will be utilized frequently throughout the course. Sample Literacy Strategies Create a flowchart to illustrate the cyclical nature of the scientific method. Two column chart relating common mathematical keywords/symbols and their operations. Prefixes, Suffixes, Roots pseudo false quant how much qual quality, characteristic

10 Sample Assessment Questions Sample Question MAFS.912.N-Q.1.3 According to an accepted chemistry reference, the heat of vaporization of water is 540 calories per gram. A student determined in the laboratory that the heat of vaporization of water was 620 calories per gram. What was the percent error in the student s result? A B C D Sample FOCUS Question SC.912.N.1.1 Sample Question SC.912.N.1.1 The table below shows student data obtained during an investigation on the factors affecting the rate of a chemical reaction: A + B AB. The student observed that the rate of the reaction changed when the concentration of solution A is kept constant and the concentration of solution B is changed by adding H2O. Correct Answer: B Based on the data provided, what can the student conclude about the factors affecting the rate of the given reaction? A. The reaction rate increased when H2O was added. B. The concentration has no effect on the reaction rate. C. The reaction rate increased as solution A was diluted. D. The reaction rate decreased as solution B was diluted. Correct Answer: D

11 Unit 2: Changes in Matter Unit Goal: Through inquiry and exploration, students will understand that changing the specific conditions of matter can affect the behavior of the particles as well as its physical and chemical properties. Suggested Time Frame: 9 days (9/4-9/17) Text Resources: Pages 45-83; for specific resources related to Nature of Science Benchmarks, please see the Nature of Science tab in Teacher Toolbox: Secondary Lesson Plans: See Lesson Plan Link in Blender Content/Academic Language FLDOE atom chemical change density energy freeze gas heat kinetic energy liquid mass matter melt mixture molecule physical change plasma reaction solid solubility volume weight Other calorimetry differentiate efficiency extensive property intensive property law phase transition Property pure substance reactivity solution state temperature theory transform Next Generation Sunshine State Standards Topic 1: Changes in Matter Complexity Level Student Target SC.912.P.8.1 Differentiate among the four states of matter. compare the shape, volume, and motion of the particles in solids, liquids, gases, and plasma. SC.912.P.10.5 Relate temperature to the average molecular kinetic energy. SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical change of matter. explain how the particles of a substance at a higher temperature move around more freely and rearrange more easily, thus are more susceptible to a chemical change. recognize that the internal energy of an object includes the energy of random motion of the object s atoms and molecules, often referred to as thermal energy. identify physical changes of matter, such as changes in state, texture, appearance, and temperature. identify a chemical change as one that results in a new substance, whereas a physical change does not. recognize that many physical changes are easily reversed, while most chemical changes are not. identify common chemical change indicators, such as changing color or odor, production of heat, fizzing and foaming, giving off sound or light. differentiate between intensive and extensive properties. recognize that a physical property is observed or measured without changing the identity of substance (e.g., solubility). recognize that a chemical property describes a substance s ability to form new substances (e.g., reactivity with water). SC.912.P.10.1 Differentiate among the various forms of energy and describe that matter cannot be created or destroyed in physical and chemical changes.

12 recognize that they can be transformed from one form to others. **SC.912.P.10.2 Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity. SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships. recognize that matter can change state as energy is added or removed due to the movement of particles in a substance. analyze and distinguish among energy transformations (for example, chemical to thermal) in classroom laboratories and real world scenarios. explain how energy transformations follow the Law of Conservation of Energy. explain how the conservation of energy is important in chemical reactions with respect to the breaking and forming of chemical bonds during physical changes or phase transitions. use calorimetry to illustrate the Law of Conservation of Energy. recognize that a scientific law describes specific relationships under given conditions in nature while a scientific theory provides a broad explanation of many observed relationships. recognize that the Law of Conservation of Energy describes the mathematical relationship between the reactants and products (the energy released or absorbed during a chemical reaction) of a chemical change, but does not explain why this is so. Access Points Standards Standard Independent Supported Participatory SC.912.P.8.1 Classify states of matter as solid, liquid, and gaseous. Identify examples of states of matter as solid, liquid, and gaseous. Select an example of a common solid, liquid, and gas. SC.912.P.10.5 Relate the transfer of heat to the states of matter, including gases result from heating, liquids result from cooling a gas, and solids result from further cooling a liquid. Observe and recognize ways that heat travels, such as through space (radiation), through solids (conduction), and through liquids and gases (convection). Recognize the source and recipient of heat transfer. SC.912.P.8.2 Compare characteristics of physical and chemical changes of matter. Identify examples of physical and chemical changes. Recognize a common chemical change, such as cooking, burning, rusting, or decaying. SC.912.P.10.1 **SC.912.P.10.2 Identify examples of energy being transformed from one form to another (conserved quantity). Recognize energy transformations that occur in everyday life, such as solar energy to electricity. Observe and recognize examples of the transformation of electrical energy to light and heat. SC.912.N.3.3 Identify examples of scientific laws that describe relationships in the natural world, such as Newton s laws. Recognize examples of scientific laws that describe relationships in nature, such as Newton s laws. Recognize examples of cause-effect descriptions or explanations related to science. Common Misconceptions There is a change in the amount of energy during a chemical reaction as matter undergoes a chemical change. Gases do not have mass. Particles of solids have no motion. Temperature and heat are the same thing. When the shape of something changes, the mass changes. The term scientific law and scientific theory can be used interchangeably. Teacher Notes Ensure students understand that hot and cold are relative terms, and that when an object decreases in temperature (gets colder ), it is due to the removal of heat and not the addition of cold (which does not exist). While teachers may briefly discuss chemical reactions when talking about chemical changes, the topic of reactions will be covered more in depth later.

13 Sample Literacy Strategies List, Group, Label: solid, liquid, gas, plasma Compare and Contrast Diagram: physical change vs. chemical change Prefixes, Suffixes, Roots kin motion in within ex outside Sample Assessment Questions Sample Question SC.912.P.8.2 Which of the following procedures and corresponding observations indicate that a chemical change has taken place? A. A solid is gently heated in a crucible and the solid slowly turns to liquid. B. Large crystal are crushed with a mortar and pestle and become powder. C. Ethanol is added to an empty beaker and the ethanol eventually disappears. D. A cool, shiny metal is added to water in a beaker and rapid bubbling occurs. Correct Answer: D Sample Question SC.912.N.3.3 Which statement about gases is most likely a scientific law? A. Gases in an experiment on pressure must have the same amount of molecules. B. Gas pressure increases as the volume of the container decreases at constant temperature. C. Gases are one state of matter and have different properties than solids and liquids. D. Gases in an investigation increased Correct Answer: B

14 Unit 3: Atomic Structure Unit Goal: Through inquiry and exploration, students will understand the structure and composition of the atom as well as how energy is absorbed and released at the atomic and subatomic level. Suggested Time Frame: 22 days (9/24-10/18) Text Resources: Pages ; for specific resources related to Nature of Science Benchmarks, please see the Nature of Science tab in Teacher Toolbox: Secondary Lesson Plans: See Lesson Plan Link in Blender Content/Academic Language FLDOE amplitude atom electromagnetic spectrum electron fission frequency fusion gravity infrared light mass microwave mole neutron nucleus proton radiation radioactivity theory ultraviolet wavelength x-ray Other atomic mass atomic number chemical reaction decay electron configuration model magnitude orbital phenomena photon quantization range strong nuclear* weak nuclear* Next Generation Sunshine State Standards Topic 1: Atomic Theory SC.912.P.8.3 Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated by experimental evidence. SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom. **SC.912.P Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). **SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation Complexity Level Student Target analyze and differentiate among the theories and associated scientists that led to the modern atomic theory. explain how observations made during experimentation (like Thomson s cathode ray tube experiment and Rutherford s gold-foil experiment) led to the modification of the atomic model the discovery of the particles that make up the atom differentiate among identification, description, location, mass, and electrical charges of subatomic particles. identify the number of atomic orbitals, electrons, neutrons, protons, and the location of each subatomic particle for a given atom. explain that electrons, protons and neutrons are parts of the atom and that the nuclei of atoms are composed of protons and neutrons, which experience forces of attraction and repulsion consistent with their charges and masses. explain how isotopes of an element differ. understand that nuclear forces are responsible for the structure and make-up of the atom. explain that a scientific theory is a well-tested hypothesis supported by a preponderance of empirical evidence. explain how the development of the atomic theory was modified with the addition of new information.

15 scientists have to offer. SC.912.P.10.9 Describe the quantization of energy at the atomic level. SC.912.P Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. SC.912.N.3.2 Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science. explain what the quantum mechanical model determines about the electrons in an atom. summarize the relationship between energy and frequency. predict the behavior of and/or calculate quantum and photon energy from frequency. explain that when electrons transition to higher energy levels they absorb energy, and when they transition to lower energy levels they emit energy. recognize that spectral lines are the result of transitions of electrons between energy levels that correspond to photons of light with an energy and frequency related to the energy spacing between levels (Planck s relationship E = hv). explain how the frequencies of emitted light are related to changes in electron energies. describe the electromagnetic spectrum (i.e., radio waves, microwaves, infrared, visible light, ultraviolet, X-rays and gamma rays) in terms of frequency, wavelength and energy. solve problems involving wavelength, frequency, and energy. explain how the quantization of energy of an atom relates to the electromagnetic (EM) spectrum. recognize that scientific argument, disagreement, discourse, and discussion create a broader and more accurate understanding of natural processes/events. recognize that our understanding of the structure of the atom was modified with the addition of new information from scientists like Rutherford, Bohr, Thomson, Heisenberg, and Schrődinger. Access Points Standards Standard Independent Supported Participatory SC.912.P.8.3 SC.912.P.8.4 Identify the nucleus as the center of an atom. Recognize that atoms are tiny particles in materials, too small to see. Recognize that the parts of an object can be put together to make a whole. **SC.912.P Identify fundamental forces, including gravitational and electromagnetic. Recognize fundamental forces, such as gravitational. Recognize that an object falls unless stopped (gravity). SC.912.P.10.9 Identify that atoms can be changed to release energy, such as in nuclear power plants, and recognize one related safety issue. Recognize that nuclear power plants generate electricity and can be dangerous. Recognize the universal symbols for radioactive and other hazardous materials. SC.912.P Identify common applications of electromagnetic waves moving through different media, such as radio waves, microwaves, x-rays, or infrared. Recognize examples of electromagnetic waves moving through different media, such as microwave ovens, radios, and x-rays. Recognize primary and secondary colors in visible light. SC.912.N.3.2 **SC.912.N.3.1 Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Recognize examples of cause-effect descriptions or explanations related to science.

16 Common Misconceptions All isotopes are radioactive. Protons and neutrons have the same mass as individual particles as they do as part of the nucleus of an atom. Atomic mass and molar mass are the same thing. The terms emission spectrum and absorption spectrum can be used interchangeably. Electrons orbit the nucleus in a similar way to planets orbiting the Sun. Teacher Notes Students are used to seeing superscripts and subscripts in math class and in chemical equations. Be sure to emphasize how they are used in chemical symbols when describing the composition of an atom. To demonstrate photoelectric effect, use different colors of LED lights and phosphorescent paper. When low energy light is used (red), no phosphorescence is observed but when using blue, UV, or white light, the paper glows. While it is important for students to understand the contributions that various scientists made to our current understanding of the atom, it is not essential for students to memorize specific details regarding each scientists experiments. Sample Literacy Strategies CTriple Venn Diagram: proton, neutron, electron Triangular Comparison Diagram: frequency, wavelength, energy Prefixes, Suffixes, Roots ppro positive neu neutral electro electric quant amount Sample Assessment Questions Sample Question SC.912.P.8.4 What is the total number of valence electrons in an atom with the electron configuration 1s 2 2s 2 2p 6 3s 2 3p 3? A. 3 B. 5 C. 6 D. 9 Correct Answer: B S ample Question SC.912.N.3.2 Rutherford radically changed the idea of what an atom looks like through his gold-foil experiment. His observations led him to change the model of the atom to include a positive nucleus and a region of negative electrons outside of that. Shortly after this, Bohr discovered that the electrons did not seem to just 'hang out' in empty space, but they seemed to be in orbits around the nucleus which yet again changed what we knew about the atom. How did the knowledge gained from each of these experiments change our understanding of atomic structure? A. Rutherford s model was thrown out because Bohr s model was more correct. B. Bohr's theory because ignored because Rutherford's theory was first, and therefore probably more correct. C. Portions of both Rutherford s model and Bohr s model were accepted in order to provide a more accurate understanding of the atomic model. D. Both Bohr s model and Rutherford s model were both thrown out because they could not reach a consensus and then a totally new theory was developed. Correct Answer: C

17 Unit 4: Periodic Trends Unit Goal: Through inquiry and exploration, students will understand the development and significance of the arrangement of the modern periodic table and how properties of elements can be predicted based on this arrangement. Suggested Time Frame: 10 days (10/22-11/2) Text Resources: Pages ; for specific resources related to Nature of Science Benchmarks, please see the Nature of Science tab in Teacher Toolbox: Secondary Lesson Plans: See Lesson Plan Link in Blender Content/Academic Language FLDOE atom electron periodic table proton valence electrons Other alkali metal alkaline earth metal anion atomic mass atomic number cation electronegative group halogen horizontal ionization energy metalloids metals noble gas nonmetals period periodic law property periodicity row transition metal vertical Next Generation Sunshine State Standards Topic 1: Periodic Trends SC.912.P.8.5 Relate properties of atoms and their position in the periodic table to the arrangement of their electrons. SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Complexity Level Student Target explain how chemists began to organize the known elements and how this organizational pattern changed over time. identify the parts of the modern periodic table; for example, groups, periods, element classification, and group name. use the periodic table and electron configuration to determine an element's number of valence electrons and its chemical and physical properties. explain how chemical properties depend almost entirely on the configuration of the outer electron shell. describe the information that can be displayed in a periodic table. classify elements based on electron configuration. relate the electron configuration and number of valence electrons of an atom to its location on the periodic table. draw conclusions and make inferences based on patterns or trends in the periodic table.

18 Access Points Standards Standard Independent Supported Participatory SC.912.P.8.4 SC.912.P.8.5 Identify the nucleus as the center of an atom. Recognize that atoms are tiny particles in materials, too small to see. Recognize that the parts of an object can be put together to make a whole. SC.912.N.1.6 Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Common Misconceptions The periodic table is arranged for convenience. Elements do not have properties. The properties of an element cannot be predicted. Elements whose names you are familiar with are always the most abundant on Earth than those elements that you are unfamiliar with. When an element loses an electron is becomes negatively charged and when an element gains an electron it becomes positively charged. Teacher Notes While it is important for students to know how the elements on the periodic table are organized and classified, it is not necessary for students to memorize specific elements in the periodic table, nor their specific characteristics. Sample Literacy Strategies Compare/Contrast Table: cation vs. anion Two-Column Chart: Periodic trends and Group trends Prefixes, Suffixes, Roots peri around electro electricity non - not Sample Assessment Questions Sample Question SC.912.P.8.5 An atom that has the following electron configuration: 1s22s22p63s23p63d54s2. What is this elements classification? A. noble gas B. alkali metal C. transition metal D. alkaline earth metal Correct Answer: C Sample Question SC.912.N.1.6 Dmitri Mendeleev left an opening between calcium and titanium when he developed his periodic table. What inference can be drawn that explains Mendeleev s reasoning for leaving the opening? A. Other scientists were working on the periodic table at the same time. B. The periodic law would not work unless there was that space in the table. C. Mendeleev knew there was an unnamed element that he wanted to place there. D. Mendeleev predicted that new elements would be discovered and wanted to allow a place for them in his periodic table. Correct Answer: D

19 Unit 5: Chemical Bonding & Nomenclature Unit Goal: Through inquiry and exploration, students will understand bonds hold elements together in specific ways to form new compounds that are then represented by specific chemical formulas and nomenclature. Suggested Time Frame: 24 days (11/5-12/14) Text Resources: Pages 45-83; for specific resources related to Nature of Science Benchmarks, please see the Nature of Science tab in Teacher Toolbox: Secondary Lesson Plans: See Lesson Plan Link in Blender Content/Academic Language FLDOE attraction compound molecule valence electron van der Waals force Other alcohol aldehyde alloy atomic orbital binary compound bonding orbital carbonyl carboxyl chemical formula covalent double bond electron dot structure electronegative formula unit hydrogen bonding hydroxyl intermolecular force ionic ketone line diagram london dispersion forces monatomic ions nonpolar octet rule polar structural formulas triple bond VSPER theory Next Generation Sunshine State Standards Topic 1: Chemical Bonding SC.912.P.8.6 Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces. SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science. Topic 2: Formulas & Nomenclature SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure. Complexity Level Student Target describe how atoms combine to form molecules through ionic, covalent, and hydrogen bonding. compare and contrast the characteristics of the interactions between atoms in ionic and covalent compounds and how these bonds form. use electronegativity to explain the difference between polar and nonpolar covalent bonds. describe the relationship between atomic and molecular orbitals. describe how VSPER theory helps predict the shapes of molecules. describe how models are used by scientists to explain observations of nature. explain how the use of models to show the bonding relationships between atoms has furthered our understanding of chemical bonding. classify and describe the structures of molecules and compounds based on formula representation. write chemical formulas for simple covalent (HCl, SO 2, CO 2, and CH 4 ), ionic (Na+ + Cl- NaCl) and molecular (O 2, H 2 O) compounds. predict the formulas of ionic compounds based on the number of valence electrons and the charges on the ions. apply various models, such as Lewis structures and molecular models, for classifying and