Chemistry Curriculum Guide Semester 2 2016/2017
UNIT 1 Chemistry Sem. 2 (4 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 Unit Exam and Lab Write Up, Atomic Structure Timeline Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Writing Standard Reading/writing Cross Content 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.11-12.7 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.11-12.8 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. WHST.11-12.6 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. 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 Grade: 11-12 Chemistry Curriculum Guide Unit: I: A Closer Look at matter Timeline:4 weeks Standard: Physical Science Standard 1 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 6. When Energy Changes from it is neither created nor destroyed, however because some is necessarily lost as heat the amount of energy available to do work decreases. Student Outcomes: 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 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 Instruction: Atomic Structure Timeline* Marbles and Cup Gold Foil Activity What Does Half Life Mean, the Penny Decay Lab* Atomic Structure Model Hog Hilton-POGIL or Similar electron placement activity* Spectroscopy* Flame Lab 6.d. Differentiate among the characteristics of mechanical and electromagnetic waves 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? What patterns can be observed in the properties of elements and families in the periodic table? Vocabulary: matter: atoms, atomic & molecular structure, physical & chemical reactions, nuclear reactions, isotopes & halflife, physical & chemical properties, conservation of mass and energy, models of atoms, EMR, wavelength, frequency, energy, spectroscopy, electron configuration; energy: mechanical, chemical, electrical, radiant, thermal, nuclear, work, heat; families on the Periodic table, electrons, orbitals Assessments: Common Unit Assessment Approximate district close date: ~Feb 10
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? Science Resources: Half Life of a Penny, Hog Hilton, Text Ch. 5 Literacy Resources: Time line, Text Ch. 5
UNIT 2 Chem 2 (6 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 4. Atoms bond in different ways to form molecules and compounds that have definite properties Big Idea End of unit Performance Task Student Outcomes a. Develop, communicate, and justify an evidence-based scientific explanation supporting the current models of chemical bonding (DOK 1-3) 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) c. Use characteristic physical and chemical properties to develop predictions and supporting claims about compounds classification as ionic, polar or covalent (DOK 1-2) Chemical Bonding End of Unit Exam, Lab Write ups Priority Student Outcomes 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) d. Describe the role electrons play in atomic bonding (DOK 1) e. Predict the type of bonding that will occur among elements based on their position in the periodic table (DOK 1-2) 1. Recognize that the current understanding of molecular structure related to the physical Nature of Science 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. Employ datacollection technology to gather, view, analyze, and interpret data about chemical and physical properties of different compounds. (DOK 1-2) Literacy Standards RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11- CCR text complexity Writing Standard WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, Reading/writing Cross Content Connection Lab Write ups Cobalt Hydroxide Reading and graphing
d. Describe the role electrons play in atomic bonding (DOK 1) e. Predict the type of bonding that will occur among elements based on their position in the periodic table (DOK 1-2) and chemical properties of matter has developed over time and become more sophisticated as new technologies have led to new evidence. (DOK 1) band independently and proficiently. extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic, convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
Greeley-Evans School District 6 Grade: 11-12 Chemistry Curriculum Guide Unit II: Relationships and Patterns in Chemistry Timeline: 6 weeks Standard: Physical Science Standard 1 Grade Level Expectation: 4. Atoms bond in different ways to form molecules and compounds that have definite properties 2. Matter has definite structure that determines characteristic physical and chemical properties Student Outcomes: 2.c. Use characteristic physical and chemical properties to develop predictions and supporting claims about elements positions on the periodic table 4.a. Develop, communicate, and justify an evidence-based scientific explanation supporting the current models of chemical bonding (DOK 1-3) 4.c. Use characteristic physical and chemical properties to develop predictions and supporting claims about compounds classification as ionic, polar or covalent (DOK 1-2) Instruction: Lewis Structures Colored Periodic Table* Alien Periodic Table Periodicity Graphing Reactivity Lab 4.d. Describe the role electrons play in atomic bonding (DOK 1) 4.e. Predict the type of bonding that will occur among elements based on their position in the periodic table (DOK 1-2) Inquiry Questions: (From the standards document) How can various substances be classified as ionic or covalent compounds? What role do electrons play in different types of chemical bonds? What is responsible for holding metal atoms together in a metallic substance or alloys? 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? Vocabulary: ions, ionic compounds, valence electrons, formula unit, molecule, covalent bond, diatomic molecule, metals, metallic bonding, electron, electrical conductivity, malleable, ductile, brittle, shared pair, single, double and triple bond, electron dot structure, cations, ions, octet rule families or groups, periods, valence electrons, orbitals, periodicity, atomic structure, trends, physical & chemical properties, Assessments: Common Written Unit Assessment Approximate district close date: ~March 17
How has our current understanding of the periodicity of atomic structure, physical and chemical properties of the elements developed over time? Science Resources: Ionic vs. Covalent lab, Text Ch.6 Literacy Resources: Cobalt Hydroxide Reading, Text Ch. 6
UNIT 3 Chemistry 2 (4 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 Solutions End of unit Performance Unit 3 Test 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.11-12.2 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.11-12.6 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.11-12.7 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 Grade: 11-12 Chemistry Curriculum Guide Unit III: Solution Chemistry Timeline: 4 weeks Standard: Physical Science Standard 1 Grade Level Expectation: 4. Atoms bond in different ways to form molecules and compounds that have definite properties Student Outcomes: 4.a. Develop, communicate, and justify an evidence-based scientific explanation supporting the current models of chemical bonding (DOK 1-3) 4.c. Use characteristic physical and chemical properties to develop predictions and supporting claims about compounds classification as ionic, polar or covalent (DOK 1-2) Instruction: Shaving Cream hydrophobic vs. hydrophilic Molecular model activities* Intermolecular forces: water vs. isopropyl alcohol vs. glycerol Capillary activity 4.d. Describe the role electrons play in atomic bonding (DOK 1) 4.e. Predict the type of bonding that will occur among elements based on their position in the periodic table (DOK 1-2) Inquiry Questions: (From the standards document) What patterns can be observed in the properties of elements and families in the periodic table? How can various substances be classified as ionic or covalent compounds? What role do electrons play in different types of chemical bonds? What makes a bond polar? What makes a molecule polar? What special properties does polarity impart to a molecule? Vocabulary: Covalent Bonds, Molecules, Polar Bonds, Geometry, Shape, Electronegativity, Polar Bonds, Polar Molecules, bonding pairs, nonbonding pairs, Lewis structures, tetrahedral, linear, bent, trigonal bipyramid, octahedral, trigonal planar, IMF s, acid/base neutralization, molarity, dissociation and ionization equations, polar/nonpolar, solute/solvent solutions Assessments: Unit Common Assessment Approximate district close date: ~April 28 Science Resources: Molecular Geometries, Text Ch. 7 Literacy Resources: polarity POGIL, Text Ch. 7
UNIT 4 Chemistry Sem. 2 (3 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 Unit Exam and Lab Write Up, Atomic Structure Timeline Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Writing Standard Reading/writing Cross Content 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.11-12.7 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.11-12.8 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. WHST.11-12.6 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. 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 Grade: 11-12 Chemistry Curriculum Guide Unit IV: Gases Standard: Physical Science Standard 1 Timeline: 3 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 Student Outcomes: 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) Instruction: Gas Lab/Activity Molar Volume of a Gas Production of environmental gases Graphing gas laws Inquiry Questions: How can KMT and intermolecular forces be used to predict the macroscopic properties of real gases? How can particle representations be used to explain the effect of changes in the macroscopic properties of gases? How can we analyze data for real gases to identify deviations from ideal behavior and explai n them using molecular interactions? Vocabulary: kinetic molecular theory, diffusion, effusion, barometer, Charles law, Boyles law, Avagadros Law, vapor pressure, volatility, gas, fluid, ideal gas law Assessments: Common Written Unit Assessment Approximate district close date: ~May 25 Science Resources: phet, Khan Academy, POGIL, Text Ch.8 Literacy Resources: POGIL, Lab Write up, Text Ch. 8