Chemistry. Stage 1 Desired Results Kelly Clark, Kelly Puder, Sheryl Rabinowitz, Sarah Warren

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1 Chemistry Kelly Clark, Kelly Puder, Sheryl Rabinowitz, Sarah Warren Unit 4: Kinetic Theory Transfer Goal: I want you to learn that the properties of particles can be predicted from their intermolecular forces that so that you will be able to safely utilize materials under various conditions. Stage 1 Desired Results Established Goals Common Core Curriculum Standards for Math and English (http://www.corestandards.org/) 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia. C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. Reading 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. 21 st Century Themes ( ) _X Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy _X Health Literacy Environmental Literacy 21 st Century Skills Learning and Innovation Skills: _X Creativity and Innovation _X Critical Thinking and Problem Solving _X Communication and Collaboration Information, Media and Technology Skills: Information Literacy Media Literacy ICT (Information, Communications and Technology) Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction

2 4. Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. 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. Social and Cross-Cultural Skills _X Productivity and Accountability _X Leadership and Responsibility Writing 1. Write arguments focused on discipline-specific content. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9.Draw evidence from informational texts to support analysis, reflection, and research. Enduring Understandings: Students will understand that... All substances consist of particles that are in constant random motion and the forces between these particles determine the substance s physical properties Essential Questions: How do we know particles are in motion if they are too small to see? What predictable, observable patterns occur as a result of the interaction between particles?

3 EU 2 Energy takes many forms. These forms can be grouped into types of energy associated with the motion of mass (kinetic energy) and types of energy associated with position of mass (potential energy). EU 2 How do we know things have energy? What happens to the energy in a system where does this energy come from, how is it changed within the system, and where does it ultimately go? How does the flow of energy affect the materials in the system? Observable, predictable patterns in properties of gases occur because of they have indefinite volume and indefinite shape How would your world be different if the gas laws were suspended? How does understanding the gas laws lead to prediction of events in our lives? Knowledge: Students will know... Skills: Students will be able to... Kinetic theory and states of matter Intermolecular forces: Van der waals forces, dipole interactions, hydrogen bonding (Levels 1 and 2 only) Depict the particles of a solid, liquid, and gas and compare and contrast strength of forces, shape, volume, and motion Match intermolecular forces to expected state of matter Predict physical properties of a substance based on the intermolecular forces EU 2 Changes of State Vapor pressure and boiling point Temperature vs. Heat Phase diagrams Heating and Cooling curves Specific heat and calorimetry EU 2 Use a phase diagram to determine state of matter for given conditions and/or melting and boiling points Convert between Celsius and Kelvin temperatures Use a vapor pressure curve to determine boiling point Explain why boiling point changes with pressure and elevation Calculate the specific heat of an unknown metal given data

4 Explain why the temperature remains unchanged in some parts of the heating/cooling curve Gas Laws: o Boyle s, Charles, Gay Lusaac s, Combined, Ideal, Dalton s, Grahams (Honors) Real vs. Ideal gases Calculate gas variable given a set of conditions, using known gas laws Compare and contrast real and ideal gases Use the ideal gas law with a chemical equation and stoichiometry to solve a problem Stage 2 Assessment Evidence Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form. You are a Meteorologist who has been asked to make a presentation to 7 th and 8 th grade physical science students. Pick two states of matter and a weather phenomena that uses these two states of matter. Make a display (either virtual or real) that shows the differences between the two states of matter, the conditions necessary for a change in state between your two chosen states, and how it produces the weather phenomenon you chose. (EU1 and EU2) You are a SCUBA diving instructor creating an informational packet for your students. Include at least two gas laws in your discussion of health risks of diving and proper practices to avoid these potentially dangerous situations (EU3) You are on a commercial airplane with your friend who begins to complain of ear pain during takeoff. Write a newspaper article using the kinetic theory of gases to explain what is occurring in your friend s ear and why he/she is feeling pain. Also recommend at least two remedies to help reduce the pain. (EU3) Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc. Tests and Quizzes on Properties of Matter, Kinetic Theory and Gas Laws Lab reports POGIL observations Partner brainstorm

5 Stage 3 Learning Plan Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements. Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T= Transfer. Partner Brainstorm: What makes a solid a solid and a liquid a liquid? (A) Give One Get One Properties of Solids and Liquids? (M) Kinetic/Molecular Theory POGIL (M) States of Matter Lab (M, T) Lauric Acid Lab and Heating and Cooling curves (M) Compare and Contrast Vapor pressure and boiling point (A) Vapor pressure POGIL (M) The Important Thing About- Temperature vs. Heat and Kinetic energy (M) Interpreting Phase diagram activity (A) Changes of State (A) Teacher-led Discussion: Heat capacity, specific heat and calorimetry (A) Specific heat of a metal Lab (T) Online Lab: Temperature vs. Volume and Pressure vs. Temperature (T) o Students collect data and use graph to determine labs I Know, Think I Know, Want to Know about GASES (A) Teacher-led Discussion: Gas Laws (A) o Boyle s, Charles, Gay Lusaac s, Combined, Ideal, Dalton s, Grahams (Honors) It s a Gas Lab (T) Gas Law Practice Problems (A/M) Gas Variables POGIL: How are the variables that describe a gas related?(m)

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Chemistry. Stage 1 Desired Results Kelly Clark, Kelly Puder, Sheryl Rabinowitz, Sarah Warren

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