State Resources: Texas Education Agency STAAR Chemistry Reference Materials. Retrieved from http://www.tea.state.tx.us/student.assessment/staar/science/ (look under "Specific STAAR Resources," "Science"). Texas Education Agency Texas Safety Standards. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483 (look under Documents). Texas Safety Standards: Kindergarten through Grade 12, 2 nd Edition Science Safety Information and Resources Laws and Rules IFD Legend Bold, italic black: Knowledge and Skills Statement (TEKS); Bold black: Student Expectation (TEKS) Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR. Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR. Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit Blue: Supporting Information / Clarifications from TCMPC (Specificity) Italic blue: Provides unit level clarification Black text: Notes from the American Association for the Advancement of Science (AAAS) Project 2061 and the Texas College and Career Readiness Standards (TxCCRS) EXEMPLAR LESSONS RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST Science Chemistry Unit 13 Exemplar Lesson 01: Radioactive Decay, Fission, and Fusion High School Science Chemistry Unit 13 Rubric 01 Science Chemistry Unit 13: Nuclear Chemistry RATIONALE: This unit bundles student expectations that address concepts related to the study of nuclear chemistry. These concepts include the characteristics of alpha, beta particles, and gamma radiation; a comparison of fission and fusion; and the process of radioactive decay. Prior to this unit, students have had very little experience with nuclear chemistry. If students have taken IPC, they will have had an opportunity to study the concept at a very basic level. During this unit, the concepts of nuclear chemistry will be introduced. For the majority of students, public perception will likely make up the prior knowledge that they bring to this unit. This page 1 of 12
will be the last time these concepts are directly taught before the STAAR assessment. After this unit, students may choose to explore the content further during the Chemistry Connections unit. STAAR Note: Balancing nuclear equations will be tested as a Readiness Standard under Reporting Category 2: Atomic Structure and Nuclear Chemistry. According to the American Association for the Advancement of Science (AAAS), in the Benchmarks for Science Literacy (Project 2061) [online version], by the end of the 12 th grade, students should know that: The nuclear forces that hold the protons and neutrons in the nucleus of an atom together are much stronger than the electric forces between the protons and electrons of the atom. That is why much greater amounts of energy are released from nuclear reactions than from chemical reactions. 4G/H6* American Association for the Advancement of Science. (1993). Benchmarks on-line. Retrieved 9/27/11, from http://www.project2061.org/publications/bsl/online/bolintro.htm. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: MISCONCEPTIONS: Students may think nuclear chemistry is the study of weapons and power. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS page 2 of 12
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS High School Science Chemistry Unit 13 PI 01 Construct a visual learning aid to illustrate alpha, beta, and gamma decay; fission; and fusion with balanced nuclear reactions. Include labeled drawings and explanations as necessary. Standard(s): C.2D, C.2I, C.3D, C.12A, C.12B, C.12C ELPS ELPS.c.1C, ELPS.c.5F, ELPS.c.5G Properties Matter; Processes Change Matter Radioisotopes undergo changes to become stable. Alpha, beta, and gamma radiation have distinguishing characteristics and result from different nuclear reactions. Nuclear reactions balance particle charge and mass. KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Nuclear fission the splitting of the nucleus of an atom, releasing energy Nuclear fusion combining nuclei to form a larger nucleus, absorbing or releasing energy Radioisotope an isotope of an element that has an unstable nucleus and undergoes decay to become stable TEKS UNIT LEVEL SPECIFICITY C.2 Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to: C.2D distinguish between scientific hypotheses and scientific theories Distinguish BETWEEN SCIENTIFIC HYPOTHESES AND SCIENTIFIC THEORIES page 3 of 12
TEKS UNIT LEVEL SPECIFICITY Distinguish between scientific hypothesis and scientific theory. Evaluate statements and supporting evidence to determine whether the statement is a hypothesis or a scientific theory. Describe laws in chemistry. Conservation of matter Conservation of energy STAAR Note: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. C.2I communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports Communicate VALID CONCLUSIONS SUPPORTED BY DATA Communicate conclusions in oral, written, and graphic forms. Use essential vocabulary of the discipline to communicate conclusions. Use appropriate writing practices consistent with scientific writing. Use charts, graphs, and equations to represent data page 4 of 12
TEKS UNIT LEVEL SPECIFICITY and conclusions. Present scientific information in appropriate formats for various audiences. Various methods Labeled drawings Graphs Journals (science notebooks) Summaries Oral reports Technology-based reports STAAR Note: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. C.3 Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: C.3B Communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. Communicate, Apply SCIENTIFIC INFORMATION Review scientific information from a variety of sources. Summarize and communicate scientific information page 5 of 12
TEKS UNIT LEVEL SPECIFICITY from a variety of sources. Evaluate the quality and accuracy of information from a variety of sources. Possible examples may include Search engines, databases, and other online tools Newspapers and other periodicals Published journal articles Marketing materials Other media sources STAAR Note: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. C.3D evaluate the impact of research on scientific thought, society, and the environment Evaluate IMPACT OF RESEARCH Describe how scientific research and technology impact society and the environment. C.3E Describe the connection between chemistry and future careers. Describe CONNECTIONS BETWEEN CHEMISTRY AND FUTURE CAREERS page 6 of 12
TEKS UNIT LEVEL SPECIFICITY Explore careers in chemistry. Identify levels of training necessary for different careers. STAAR Note: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. C.12 Science concepts. The student understands the basic processes of nuclear chemistry. The student is expected to: C.12A describe the characteristics of alpha, beta, and gamma radiation Supporting Standard Describe THE CHARACTERISTICS OF ALPHA AND BETA PARTICLES AND GAMMA RADIATION Symbols Properties Similarities Differences STAAR Note: The STAAR Chemistry Reference Materials include equation designations for alpha, beta, and neutron particles under Constants and Conversions. page 7 of 12
TEKS UNIT LEVEL SPECIFICITY C.12B describe radioactive decay process in terms of balanced nuclear equations Readiness Standard TxCCRS Note: VII. Chemistry K1 Understand radioactive decay. Describe RADIOACTIVE DECAY PROCESS Radioactive elements and decay products Balance nuclear equations. STAAR Note: The STAAR Chemistry Reference Materials include equation designations for alpha, beta, and neutron particles under Constants and Conversions. C.12C compare fission and fusion reactions Supporting Standard TxCCRS Note: VII. Chemistry K1 Understand radioactive decay. Compare FISSION AND FUSION REACTIONS Fission reactions Natural Artificial Fusion reactions Natural page 8 of 12
TEKS UNIT LEVEL SPECIFICITY Artificial Mass changes and amount of energy released: E = mc 2 TxCCRS Note: VII. Chemistry K1 Understand radioactive decay. PROCESS TEKS C.1 Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: C.1A C.1B C.1C Demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers. Know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS). Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. C.2 Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to: C.2A C.2B C.2C Know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. Know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. Know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent page 9 of 12
C.2D C.2E C.2F C.2G C.2H C.2I PROCESS TEKS researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. Distinguish between scientific hypotheses and scientific theories. Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. Collect data and make measurements with accuracy and precision. Express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. Organize, analyze, evaluate, make inferences, and predict trends from data. Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. C.3 Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: C.3A C.3B C.3C In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. Communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. Draw inferences based on data related to promotional materials for products and services. page 10 of 12
C.3D C.3E C.3F PROCESS TEKS Evaluate the impact of research on scientific thought, society, and the environment. Describe the connection between chemistry and future careers. Research and describe the history of chemistry and contributions of scientists. ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 ELPS.c.1 ELPS.c.1C ELPS.c.5 Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these page 11 of 12
ELPS# ELPS.c.5F ELPS.c.5G SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. page 12 of 12