PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION CHEMISTRY 1-1

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1 PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION CHEMISTRY 1-1 Length of Course: Elective/Required: Schools: Full Year Required High School Student Eligibility: Grade 11 Credit Value: 6 Credits Date Approved: 9/24/12

2 2 TABLE OF CONTENTS Statement of Purpose 5 Essential Instructional Behavior (Draft 14) 6 Unit 1: Review/Safety 8 Chapter 1 Introduction to Chemistry 1.1 Chemistry 1.2 Chemistry: Far and Wide 1.3 Thinking Like a Scientist 1.4 Problem Solving in Chemistry Chapter 2 Matter and Change 2.1 Properties of Matter 2.2 Mixtures 2.3 Elements and Compounds 2.4 Chemical Reactions Appendix D: Safety in the Chemistry Lab (end of book) Unit 2: Atomic Structure 10 Chapter 4 Atomic Structure 4.1 Defining the atom 4.2 Structure of the Nuclear Atom 4.3 Distinguishing Among Atoms Chapter 5 Electrons in Atoms 5.1 Models of the Atom 5.2 Electron Arrangement in Atoms 5.3 Physics and the Quantum Mechanical Model Unit 3: Scientific Measurement 14 Chapter 3 Scientific Measurement 3.1 Measurements and Their Uncertainty 3.2 The International System of Units (SI) 3.3 Conversion Problems 3.4 Density Appendix C: Math Handbook (end of book) Unit 4: Chemical Periodicity 16 Chapter 6 The Periodic Table 6.1 Organizing the Elements 6.2 Classifying the Elements 6.3 Periodic Trends Appendix A: Elements handbook (end of book) Chapter 7.1 Ions

3 3 Unit 5: Chemical Bonding 18 Chapter 8 Covalent Bonding 8.1 Molecular Compounds 8.2 The Nature of Covalent Bonding Chapter 9 Chemical Names and Formulas 9.3 Naming and Writing Formulas for Molecular Compounds Chapter 8 Covalent Bonding 8.3 Bonding Theories (omit Molecular Orbitals) 8.4 Polar Bonds and Molecules Chapter 7 Ionic and Metallic Bonding 7.2 Ionic Bonds and Ionic Compounds Chapter 9 Chemical Names and Formulas 9.1 Naming Ions 9.2 Naming and Writing Formulas for Ionic Compounds 9.4 Naming and Writing Formulas for Acids and Bases 9.5 The Laws Governing Formulas and Names Chapter 7 Ionic And Metallic Bonding 7.3 Bonding in Metals Unit 6: Chemical Reactions 21 Chapter 11 Chemical Reactions 11.1 Describing Chemical Reactions 11.2 Types of Chemical Reactions 11.3 Reactions in Aqueous Solution Unit 7: Mathematics of Chemistry 23 Chapter 10 Chemical Quantities 10.1 The Mole: A Measurement of Matter 10.2 Mole-Mass and Mole-Volume Relationships 10.3 Percent Composition and Chemical Formulas Chapter 12 Stoichiometry 12.1 The Arithmetic of Equations 12.2 Chemical Calculations 12.3 Limiting Reagent and Percent Yield

4 4 Unit 8: Phases of Matter 25 Chapter 13 States of Matter 13.3 The Nature of Solids 13.2 The Nature of Liquids 13.1 The Nature of Gases 13.4 Changes of State Chapter 14 The Behavior of Gases 14.1 Properties of Gases 14.2 The Gas Laws 14.3 Ideal Gases 14.4 Gases: Mixtures and Movements Unit 9: Solutions 28 Chapter 15 Water and Aqueous Systems 15.1 Water and Its Properties 15.2 Homogeneous Aqueous Systems Chapter 16 Solutions 16.1 Properties of Solutions 16.2 Concentration of Solutions 16.3 Colligative Properties of Solutions Chapter 19 Acids, Bases, and Salts 19.1 Acid-Base Theories 19.2 Hydrogen Ions and Acidity 19.3 Strengths of Acids and Bases (omit all calculations) 19.4 Neutralization Reactions Unit 10: Chemical Kinetics 31 Chapter 17 Thermochemistry 17.1 The Flow of Energy--Heat and Work Chapter 18 Reaction Rates and Equilibrium 18.1 Rates of Reaction 18.2 Reversible Reactions and Equilibrium 18.3 Solubility Equilibrium (omit common ion effect) 18.4 Entropy and Free Energy 2009 New Jersey Core Curriculum Content Standards Science 33 Modifications will be made to accommodate IEP mandates for classified students

5 5 STATEMENT OF PURPOSE A course in chemistry is a necessary inclusion in any sequence of offerings designed to provide students with a comprehensive science background. This course will also prepare students for the expected EOC HSPA Test that will become part of their graduation requirements. Building upon a fundamental knowledge of the structure of matter developed in earlier courses, the course uses laboratory investigations and appropriate mathematics to expand student understanding and to develop an appreciation of chemistry in today s world. This guide was modified by John Canova- John P. Stevens High School Jianzhi Hu- Edison High School Nicholas Zecchino- Edison High School Matthew Zapoticzny- Edison High School Coordinated by: Laurie Maier- Edison High School Hope Benson- John P. Stevens High School

6 6 Public Schools of Edison Township Divisions of Curriculum and Instruction Draft 14 Essential Instructional Behaviors Edison s Essential Instructional Behaviors are a collaboratively developed statement of effective teaching from pre-school through Grade 12. This statement of instructional expectations is intended as a framework and overall guide for teachers, supervisors, and administrators; its use as an observation checklist is inappropriate. 1. Planning which Sets the Stage for Learning and Assessment Does the planning show evidence of: a. units and lessons directly related to learner needs, the written curriculum, the New Jersey Core Content Curriculum Standards (NJCCCS), and the Cumulative Progress Indicators (CPI)? b. measurable objectives that are based on diagnosis of learner needs and readiness levels and reflective of the written curriculum, the NJCCCS, and the CPI? c. lesson design sequenced to make meaningful connections to overarching concepts and essential questions? d. provision for effective use of available materials, technology and outside resources? e. accurate knowledge of subject matter? f. multiple means of formative and summative assessment, including performance assessment, that are authentic in nature and realistically measure learner understanding? g. differentiation of instructional content, processes and/or products reflecting differences in learner interests, readiness levels, and learning styles? h. provision for classroom furniture and physical resources to be arranged in a way that supports student interaction, lesson objectives, and learning activities? 2. Observed Learner Behavior that Leads to Student Achievement Does the lesson show evidence of: a. learners actively engaged throughout the lesson in on-task learning activities? b. learners engaged in authentic learning activities that support reading such as read alouds, guided reading, and independent reading utilizing active reading strategies to deepen comprehension (for example inferencing, predicting, analyzing, and critiquing)? c. learners engaged in authentic learning activities that promote writing such as journals, learning logs, creative pieces, letters, charts, notes, graphic organizers and research reports that connect to and extend learning in the content area? d. learners engaged in authentic learning activities that promote listening, speaking, viewing skills and strategies to understand and interpret audio and visual media? e. learners engaged in a variety of grouping strategies including individual conferences with the teacher, learning partners, cooperative learning structures, and whole-class discussion? f. learners actively processing the lesson content through closure activities throughout the lesson? g. learners connecting lesson content to their prior knowledge, interests, and personal lives? h. learners demonstrating increasingly complex levels of understanding as evidenced through their growing perspective, empathy, and self-knowledge as they relate to the academic content? i. learners developing their own voice and increasing independence and responsibility for their learning? j. learners receiving appropriate modifications and accommodations to support their learning?

7 7 3. Reflective Teaching which Informs Instruction and Lesson Design Does the instruction show evidence of: a. differentiation to meet the needs of all learners, including those with Individualized Education Plans? b. modification of content, strategies, materials and assessment based on the interest and immediate needs of students during the lesson? c. formative assessment of the learning before, during, and after the lesson, to provide timely feedback to learners and adjust instruction accordingly? d. the use of formative assessment by both teacher and student to make decisions about what actions to take to promote further learning? e. use of strategies for concept building including inductive learning, discovery-learning and inquiry activities? f. use of prior knowledge to build background information through such strategies as anticipatory set, K-W-L, and prediction brainstorms? g. deliberate teacher modeling of effective thinking and learning strategies during the lesson? h. understanding of current research on how the brain takes in and processes information and how that information can be used to enhance instruction? i. awareness of the preferred informational processing strategies of learners who are technologically sophisticated and the use of appropriate strategies to engage them and assist their learning? j. activities that address the visual, auditory, and kinesthetic learning modalities of learners? k. use of questioning strategies that promote discussion, problem solving, and higher levels of thinking? l. use of graphic organizers and hands-on manipulatives? m. creation of an environment which is learner-centered, content rich, and reflective of learner efforts in which children feel free to take risks and learn by trial and error? n. development of a climate of mutual respect in the classroom, one that is considerate of and addresses differences in culture, race, gender, and readiness levels? o. transmission of proactive rules and routines which students have internalized and effective use of relationship-preserving desists when students break rules or fail to follow procedures? 4. Responsibilities and Characteristics which Help Define the Profession Does the teacher show evidence of: a. continuing the pursuit of knowledge of subject matter and current research on effective practices in teaching and learning, particularly as they tie into changes in culture and technology? b. maintaining accurate records and completing forms/reports in a timely manner? c. communicating with parents about their child s progress and the instructional process? d. treating learners with care, fairness, and respect? e. working collaboratively and cooperatively with colleagues and other school personnel? f. presenting a professional demeanor? MQ/jlm 7/2009

8 Unit 1: Review/Safety Targeted Standards: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science D3, A1 Unit Objectives/Conceptual Understandings: Students will understand that: 1. Chemistry is the study of the composition of matter and the changes that matter undergoes. 2. There are ways to investigate and differentiate the structure and properties of matter. 3. Proper laboratory practices will minimize the risk of injury. Essential Questions: 1. What is the study of chemistry? 2. What is matter? 3. What are the safety rules that must be followed? Unit Assessment: At this time teachers should choose an appropriate teacher generated performance based on Review and Safety. Core Content Instructional Actions 8 Cumulative Progress Indicators : Scientific Practices D. The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms : Properties of Matter A. 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. Concepts What students will know. 1. Chemistry is the study of the composition of matter and the changes that matter undergoes. 2. How the scientific method is a logical, systematic approach to the solution of a scientific problem. 3. How to differentiate between the three states of matter. 4. That mixtures can be classified as homogeneous or heterogeneous. Skills What students will be able to do. 1. Apply the scientific method to assist in solving problems. 2. Identify something as a physical or chemical property. 3. Differentiate between the three states of matter. 4. Identify whether a physical or chemical change has occurred. 5. Categorize a sample of matter as a pure substance or mixture. Activities/Strategies Technology Implementation/ Interdisciplinary Connections 1. Identifying types of matter worksheet. 2. Differentiating between pure substance and mixture worksheet. 3. How to properly use laboratory equipment lab. Assessment Check Points 1. Tests 2. Quizzes 3. Lab Reports and Related Assessment 4. Worksheets 5. Homework 6. Class Discussion

9 9 Unit 1: Review/Safety (con t) Core Content Instructional Actions Cumulative Progress Indicators Concepts What students will know. 5. That elements and compounds are different. 6. That laboratory safety rules must be adhered to at all times. Skills What students will be able to do. 6. Distinguish between homogeneous and heterogeneous samples of matter. 7. Explain the difference between an element and a compound. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points 8. Follow good laboratory safety practices. Resources: Chemistry (2005) Prentice Hall Chapters 1, 2, Appendix D Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

10 10 Unit 2: Atomic Structure Targeted Standards: All students will understand that all objects and substances in the natural world are composed of matter A1,A3,A B1, B D1, D3 Unit Objectives/Conceptual Understandings: Students will understand that: 1. The atomic theory has evolved as a result of the contributions of many scientists over hundreds of years. 2. The difference between atoms of different elements rests in the varying number of subatomic particles. 3. The Quantum theory predicts the probable location of electrons around the nucleus of an atom. Essential Questions: 1. How do you study the unobservable? 2. How are atoms alike and different? 3. How are electrons arranged around the nucleus of an atom? Unit Assessment: Pick a scientist who contributed to the evolution of the atomic model and write a letter to the Royal Society of Chemists in support of or against his theories behind his model. (HW assignment) Core Content Instructional Actions Cumulative Progress Indicators : Properties of Matter A. Matter has two basic properties: it takes up space and has inertia A1. Use atomic models to predict the behavior of atoms in interactions. A3. Predict the placement of unknown elements on the Periodic Table based on their chemical and physical Concepts What students will know. 1. That there were landmark experiments used to discover subatomic particles which led to the development of various atomic models. 2. The atomic models of Democritus, Dalton, Thomson, Rutherford, Bohr, and Quantum 3. The tenets of Dalton s Skills What students will be able to do. 1. Draw and label atomic models. 2. Identify inaccuracies of Dalton s tenets based on new discoveries 3. Calculate different numbers of protons, neutrons, and electrons 4. Calculate mass number Activities/Strategies Technology Implementation/ Interdisciplinary Connections 1. Rutherford Box 2. Flame Test/Spectroscopy Lab 3. Rutherford Experiment video clip. 4. Calculating subatomic particle worksheet. 5. Isotope worksheet 6. Atomic mass worksheet Assessment Check Points 1.Tests 2.Quizzes 3. Lab Reports and Related Assessment 4. Worksheets 5. Homework 6. Class Discussion

11 11 Unit 2: Atomic Structure (con t) Core Content Instructional Actions Cumulative Progress Indicators properties. Concepts What students will know. atomic theory Skills What students will be able to do. 5. Calculate atomic mass Activities/Strategies Technology Implementation/ Interdisciplinary Connections 7. Atomic mass lab ( Beanium ) Assessment Check Points A4. Explain how the properties of isotopes, including half-lives, decay modes, and nuclear resonances, lead to useful application of isotopes : Forms of Energy C. Familiar forms of energy can help explain and predict the natural world. C1. Use the kinetic molecular theory to describe and explain the properties of solids, liquids, and gases. C2. Account for any trends in the melting and boiling points of various compounds : Energy Transfer and Conservation D. Conservation of energy can be tracked as it changes from one form to another. 4. That atoms have different numbers of protons, neutrons, and electrons. 5. The existence of isotopes is due to varying mass numbers. 6. The difference between mass number and atomic mass. 7. That the energy of an electron limits it to a probable location around the nucleus. 8. The concepts of nuclear fusion and nuclear fission 6. Write electron configurations and draw orbital diagrams. D3. Describe the products

12 12 Unit 2: Atomic Structure (con t) Core Content Instructional Actions Cumulative Progress Indicators and potential applications of fission and fusion reactions. Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points Scientific Practices B. Students master the tools that need to be applied when constructing and evaluating claims. B1. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies causal/correlational relationships and anomalous data. B3. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. B4. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations.

13 13 Unit 2: Atomic Structure (con t) Core Content Instructional Actions Cumulative Progress Indicators : Science Practices D. The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points D2. Represent ideas using literal representations such as graphs, tables, journals, concept maps, and diagrams. Resources: Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

14 14 Unit 3: Scientific Measurement Targeted Standards: 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 B1, B3 Unit Objectives/Conceptual Understandings: Students will understand that: 1. Numerical measurements are accompanied by units. 2. Units can be converted using dimensional analysis 3. Measured quantities must be expressed to reflect the degree of accuracy and precision of the measuring tool. Essential Questions: 1. What is a number without a unit? 2. What is the real-world application of dimensional analysis? 3. To what place value do you round an answer? 4. How do you know if results are reliable? Unit Assessment: At this time teachers should choose an appropriate teacher generated performance based on Scientific Measurement. Core Content Instructional Actions Cumulative Progress Indicators Scientific Practices B. Students master the tools that need to be applied when constructing and evaluating claims. B1. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies causal/correlational Concepts What students will know. 1. The relationship between accuracy and precision 2. That conversion factors are fractions that are equal to one and are used to change the magnitude of a measurement. 3. Why the metric system is preferred over the English Skills What students will be able to do. 1. Convert between units of measurement. 2. Determine the number of significant figures in a measurement and a calculation 3. Convert numbers into and out of scientific notation. Activities/Strategies Technology Implementation/ Interdisciplinary Connections 1. Sand and Aluminum Lab 2. Density Lab 3. Metric Conversions Lab Assessment Check Points 1. Tests 2. Quizzes 3. Lab Reports and Related Assessment 4. Worksheets 5. Homework

15 15 Unit 3: Scientific Measurement (con t) Core Content Instructional Actions Cumulative Progress Indicators relationships and anomalous data Changes in Matter B. Substances can undergo physical and chemical changes to form new substances. Each change involves energy. Concepts What students will know. system. 4. Measurements can be qualitative or quantitative Skills What students will be able to do. 4. Identify a measurement as qualitative or quantitative Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points 6. Class Discussion B3. Balance Chemical Equations by applying the Law of Conservation of Mass. Resources: Chemistry (2005) Prentice Hall Chapters 3, Appendix C Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

16 16 Unit 4: Chemical Periodicity Targeted Standards: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science B1, B4, D2 Unit Objectives/Conceptual Understandings: Students will understand that: 1. The structure of the periodic table has evolved over time. 2. The elements are arranged in order of increasing atomic number. 3. When elements are arranged in order of increasing atomic number, a periodic repetition of their physical and chemical properties occurs. Essential Questions: 1. Why is it necessary to organize the periodic table in order of increasing atomic number and not atomic mass? 2. How is the modern periodic table arranged and how does this arrangement bring about periodic trends? 3. What are the observable period and group trends in the periodic table? Unit Assessment: At this time teachers should choose an appropriate teacher generated performance based on Chemical Periodicity. Core Content Instructional Actions Cumulative Progress Indicators Scientific Practices B. Students master the tools that need to be applied when constructing and evaluating claims. B1. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies causal/correlational Concepts What students will know. 1. The origin of the periodic table. 2. The periodic law. 3. The layout of the periodic table. 4. The group and periodic trends for atomic radii, ionic radii, ionization energy, and Skills What students will be able to do. 1. Relate electron configuration to periodic trends. 2. Identify an element as an alkali metal, alkaline earth metal, halogen, noble gas, transition metal, and inner transition metal 3. Apply the shielding effect Activities/Strategies Technology Implementation/ Interdisciplinary Connections 1. Graphing Trends Lab (atomic radius, ionization electronegativity) 2. Periodic Law Lab Assessment Check Points 1. Tests 2. Quizzes 3. Lab Reports and Related Assessment 4. Worksheets 5. Homework

17 17 Unit 4: Chemical Periodicity (con t) Core Content Instructional Actions Cumulative Progress Indicators relationships and anomalous data. B4. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations : Science Practices D. The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. D2. Represent ideas using literal representations such as graphs, tables, journals, concept maps, and diagrams. Concepts What students will know. electronegativity. 5. That the shielding effect and increased nuclear charge affect periodic and group trends. 6. That electron configuration and periodic table properties will determine the type of ion formed by an element. 7. The octet rule 8. The importance of noble gas configuration in the formation of ions Skills What students will be able to do. and increased nuclear charge to explain periodic trends. 4. Analyze both an electron configuration and periodic properties to determine the ion formed by a representative particle. 5. Determine the number of valence electrons of an element by looking at the periodic table. 6. Draw electron dot structures for elements Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points 6. Class Discussion Resources: Chemistry (2005) Prentice Hall Chapters 6, 7, Appendix A Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

18 18 Unit 5: Chemical Bonding Targeted Standards: All students will understand that all objects and substances in the natural world are composed of matter B1, B3, A2, A5, A6 Unit Objectives/Conceptual Understandings: Students will understand that: 1. A chemical bond is an electrostatic force of attraction between atoms. 2. There is a systematic method to naming and writing formulas for compounds. 3. The properties of compounds is dependent upon bonding (inter and intra molecular forces). 4. The shapes of molecules are dependent on electron pair repulsions. Essential Questions: 1. What is a chemical bond, how are they formed, and how do these bonds compare? 2. What are the different systems used for naming and writing formulas for compounds? 3. What are the differences between ionic and covalent compounds? 4. How does VSEPR theory predict molecular shapes? Unit Assessment: At this time teachers should choose an appropriate teacher generated performance based on Chemical Bonding. Core Content Instructional Actions Cumulative Progress Indicators Scientific Practices B. Students master the tools that need to be applied when constructing and evaluating claims. B1. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies causal/correlational relationships and anomalous Concepts What students will know. 1. How cations and anions are formed 2. The characteristics of an ionic bond 3. The general properties of an ionic compound 4. The type of representative particles for ionic and Skills What students will be able to do. 1. Predict the bonding of a compound based on the elements in the compound 2. Draw Lewis Dot structures to show the bonding in molecules. 3. Use VSEPR theory to predict shapes of molecules Activities/Strategies Technology Implementation/ Interdisciplinary Connections 1. Model Building Lab 2. Paper Ion Lab 3. Conductivity and Chemical Bonding Lab Assessment Check Points 1. Tests 2. Quizzes 3. Lab Reports and Related Assessment 4. Worksheets 5. Homework

19 19 Unit 5: Chemical Bonding (con t) Core Content Instructional Actions data. Cumulative Progress Indicators : Properties of Matter A 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. A2. Account for the differences in the physical properties of solids, liquids, and gases. A5. Describe the process by which solutes dissolve in solvents. A6. Acids and Bases are important in numerous chemical processes that occur around us Changes in Matter B Substances can undergo physical and chemical changes to form new substances. Each change involves energy. B1. Model how the outermost electrons determine Concepts What students will know. covalent compounds. 5. Know how a covalent bond is formed. 6. Know the different types of covalent bonding 7. Using the octet rule, Lewis Dot structures help to predict the bonding in compounds 8. That VSEPR theory can be used to determine the shapes of molecules. 9. That electronegatives can be used to determine whether a bond is ionic, polar covalent or nonpolar covalent bond and the overall polarity of the molecule. 10. The relationship between cations and anions to metals and nonmetals 11. That compounds must obey the law of definite proportions. Skills What students will be able to do. 4. Determine bond and molecular polarity using electronegative tables and VSEPR. 5. Name and write formulas for cations and anions 6. Name and write formulas for ionic and covalent compounds 7. Distinguish between polyatomic ions and monatomic ions 8. Name and write formulas for acids 9. Identify the weak attractive forces between molecules Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points 6. Class Discussion

20 20 Unit 5: Chemical Bonding (con t) Core Content Instructional Actions Cumulative Progress Indicators the reactivity of elements and the nature of the chemical bonds they tend to form. Concepts What students will know. 12. The law of multiple proportions 13. That there are weak attractive forces between molecules Resources: Chemistry (2005) Prentice Hall Chapters 7, 8, 9 Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

21 21 Unit 6: Chemical Reactions Targeted Standards: Physical Science principles, including fundamentals ideas about matter, energy, and motion are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science B1, B3 Unit Objectives/Conceptual Understandings: Students will understand that: 1. Chemical equations are used to represent chemical reactions. 2. Matter is conserved in a chemical reaction. Essential Questions: 1. What are the parts of a chemical equation? 2. How do you prove that matter is conserved in a chemical reaction? 3. Do all chemical reactions proceed in the same way? Unit Assessment: At this time teachers should choose an appropriate teacher generated performance based on Chemical Reactions. Core Content Instructional Actions Cumulative Progress Indicators Scientific Practices B. Students master the tools that need to be applied when constructing and evaluating claims. B1. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies causal/correlational relationships and anomalous data. Concepts What students will know. 1. The five basic types of chemical reactions and the products formed for each. 2. The activity series of metals can be used to predict whether a single replacement reaction will occur. Skills What students will be able to do. 1. Write a complete balanced equation from a word equation. 2. Predict products for the five types of reactions Activities/Strategies Technology Implementation/ Interdisciplinary Connections 1. Chemical Changes and Equations Lab (Merrill) 2. Single Replacement Lab 3. ID by Color Assessment Check Points 1. Tests 2. Quizzes 3. Lab Reports and Related Assessment 4. Worksheets 5. Homework 6. Class Discussion

22 22 Unit 6: Chemical Reactions (con t) Core Content Instructional Actions Cumulative Progress Indicators Changes in Matter B. Substances can undergo physical and chemical changes to form new substances. Each change involves energy. Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points B3. Balance Chemical equations by applying the Law of conservation of Mass. Resources: Resources: Chemistry (2005) Prentice Hall Chapters 11 Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

23 23 Unit 7: Mathematics of Chemistry Targeted Standards: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science D3, A1 Unit Objectives/Conceptual Understandings: Students will understand that: 1. There are different methods to measuring the amount of something. 2. A mole is to atoms as a dozen is to eggs. 3. Since atoms are not able to be individually measured, they must be indirectly measured. 4. The percent composition of a substance remains the same, regardless of the sample size. 5. Reactants and products react in definite whole number proportions, regardless of the sample sizes. Essential Questions: 1. How can you measure the amount of something? 2. How big is an atom? 3. How big is a mole? 4. Why are recipes important? Unit Assessment: At this time teachers should choose an appropriate teacher generated performance based on Mathematics of Chemistry. Core Content Instructional Actions Cumulative Progress Indicators Scientific Practices A Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting Concepts What students will know. 1. How Avogadro s number is related to a mole of a substance 2. What a mole is 3. The relationship between the mass of a substance Skills What students will be able to do. 1. Identify the representative particle of an element and compound 2. Convert between moles, mass, representative Activities/Strategies Technology Implementation/ Interdisciplinary Connections 1. Percent of Oxygen and Potassium Chlorate Lab 2. Formula of a Hydrate Lab 3. Mole Concept Lab Assessment Check Points 1. Tests 2. Quizzes 3. Lab Reports and Related Assessment

24 24 Unit 7: Mathematics of Chemistry (con t) Core Content Instructional Actions Cumulative Progress Indicators the natural and designed world. A1. Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. A2. Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories Scientific Practices B. Students master the tools that need to be applied when constructing and evaluating claims. Concepts What students will know. and 1 mole of that substance 4. The relationship between the volume of a gas at STP and 1 mole of that gas 5. The relationship between empirical and molecular formulas and percent composition 6. That chemical equations can be interpreted in terms of interacting moles, representative particles, mass, and volumes at STP Skills What students will be able to do. particles and volume 3. Use the mole concept to calculate percent composition, empirical and molecular formulas 4. Construct mole ratios from complete balanced equations 5. Perform stoichiometric calculations with balanced equations using moles, mass, representative particles and volumes at STP Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points 4. Stoichiometry Lab 4. Worksheets 5. Homework 6. Class Discussion B1. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies causal/correlational relationships and anomalous data. Resources: Chemistry (2005) Prentice Hall Chapters 10, 12 Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

25 25 Unit 8: Phases of Matter Targeted Standards: A.1, A.2, C.1, C.2, D.4 Unit Objectives/Conceptual Understandings: Students will understand that: 1. The attractive forces between particles determines the phase of matter. 2. Pressure is the result of collisions of particles against a container wall. 3. During a phase change energy is absorbed or released. 4. There are relationships between temperature, pressure and volume of a gas. Essential Questions: 1. Why is there no pressure in space? 2. During what season would a tire blow out more easily? 3. How can you get ice to melt? 4. Why should you hold an aerosol can upright? 5. How can a game of billiards be used to explain the motion of particles? Unit Assessment: At this time teachers should choose an appropriate teacher generated performance assessment based on Phases of Matter. Core Content Instructional Actions Cumulative Progress Indicators A.1: Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations A.2: Account for the differences in the physical properties of solids, liquids, Concepts What students will know. 1. Kinetic theory 2. The relationship between kinetic energy and absolute temperature 3. The significance of absolute zero Skills What students will be able to do. 1. Use kinetic theory to explain the motion of particles 2. Interpret a phase diagram 3. Convert between units of pressure Activities/Strategies Technology Implementation/ Interdisciplinary Connections 1. Gas Laws Lab (derive absolute zero) 2. Molar Mass of Butane Lab Assessment Check Points 1. Tests 2. Quizzes 3. Lab Reports and Related Assessment 4. Worksheets

26 26 Unit 8: Phases of Matter (con t) Core Content Instructional Actions Cumulative Progress Indicators and gases C.1: Use the kinetic molecular theory to describe and explain the properties of solids, liquids, and gases. C.2 : Account for any trends in the melting points and boiling points of various compounds D.4: Measure quantitatively the energy transferred between objects during a collision. Concepts What students will know. 4. That kinetic theory can be used to explain motion of particles and gas pressure 5. Describe nature of solids and liquids in terms of attractive forces between their particles 6. Liquids have a vapor pressure and that it changes with temperature 7. What happens during boiling and melting at a particle level Skills What students will be able to do. 4. Perform calculations using Boyle s Law, Charles Law, Gay-Lussac s Law, Combined Gas Law, and Ideal Gas Law 5. Calculate the pressure of a dry gas when collected over water 6. Calculate partial pressures or total pressure of a mixture of gases 7. Calculate the rate of effusion of gases Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points 5. Homework 6. Class Discussion 8. A phase diagram 9. What factors affect liquidvapor equilibrium 10. The relationship between pressure, volume, temperature, and amount of gas 11. Dalton s Law of Partial Pressures 12. Graham s Law of Effusion

27 27 Unit 8: Phases of Matter (con t) Resources: Chemistry (2005) Prentice Hall Chapters 13, 14 Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

28 28 Unit 9: Solutions Targeted Standards: B.1, C.1, D.3, A.2, A.5, A.6 Unit Objectives/Conceptual Understandings: Students will understand that: 1. Solutions are not pure substances; they are homogeneous mixtures. 2. There are different factors that affect the rate of solubility. 3. Concentrations can be described qualitatively and quantitatively. 4. The addition of solutes affects the normal freezing and boiling point of solvents. 5. Acids and bases differ in concentrations of H + and OH - ions. 6. The ph and poh of solutions is directly related to H + and OH - ion concentrations, respectively. 7. The strengths of acids and bases depend upon their degree of dissociation in water. 8. Combination of an acid and base produces a neutral solution. Essential Questions: 1. Why do you salt the roads in the winter? 2. What distinguishes acids from bases? 3. How is life affected by acids and bases? 4. How does 90% alcohol compare to 70% alcohol? Unit Assessment: At this time teachers should choose an appropriate teacher generated performance assessment based on Solutions. Core Content Instructional Actions Cumulative Progress Indicators B.1: Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, Concepts What students will know. 1. How hydrogen bonding affects the physical and chemical properties of water 2. The factors that affect Skills What students will be able to do. 1. Use Henry s Law to explain gas solubility 2. Use the solubility curves to determine solubilities at various temperatures Activities/Strategies Technology Implementation/ Interdisciplinary Connections 1. Solubility and Rate of Solution 2. Ice Cream Lab 3. Factors Affecting Solution Formation Lab Assessment Check Points 1. Tests 2. Quizzes 3. Lab Reports and Related

29 29 Unit 9: Solutions (cont.) Core Content Instructional Actions Cumulative Progress Indicators casual/correlational relationships, and anomalous data C.1: Reflect on and revise understandings as new evidence emerges D.3: Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare A.2: Account for the differences in the physical properties of solids, liquids, and gases. A.5: Describe the process by which solutes dissolve in solvents. Concepts What students will know. solubility and the rate of solution 3. The difference between saturated, unsaturated, and supersaturated solutions 4. Gas solubility and pressure are directly proportional (Henry s Law) 5. The importance of determining the concentration of solutions 6. A concentration solution can be diluted to a precise concentration 7. That adding solute to solvent causes in increase in boiling point, decrease in freezing point and decrease in vapor pressure Skills What students will be able to do. 3. Calculate the concentration of solutions 4. Solve dilution problems 5. Calculate boiling point elevation and freezing point depressions 6. Write the equation for the self-ionization of water 7. Calculate ph, poh, hydrogen concentration, and hydroxide concentration 8. Complete and balance a neutralization reaction 9. Perform titration calculations Activities/Strategies Technology Implementation/ Interdisciplinary Connections 4. Supersaturation Lab 5. Titration Lab 6. Estimation of ph Assessment Check Points assessment 4. Worksheets 5. Homework 6. Class Discussion A.6: Relate the ph scale to the concentrations of various acids and bases. 8. The difference between acids and bases 9. The different acid-base theories (Arrhenius and

30 30 Unit 9: Solutions (cont.) Core Content Instructional Actions Cumulative Progress Indicators Concepts What students will know. Bronsted-Lowry) Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points 10. That water self-ionizes 11. That solutions can be classified as acid, base, or neutral given hydrogen or hydroxide ion concentrations Resources: Chemistry (2005) Prentice Hall Chapters 15, 16, 19 Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

31 31 Unit 10: Chemical Kinetics Targeted Standards: D.3, C.2, D.2, D.4, D.5 Unit Objectives/Conceptual Understandings: Students will understand that: 1. The total energy of a closed system is constant. 2. Depending upon the mass and chemical composition of a substance, the amount of energy absorbed or released varies 3. The spontaneity of a reaction is dependent upon several variables. 4. The rate of a reaction is dependent upon several factors. 5. Some reactions are reversible. 6. There are factors that affect the primary direction in which a reaction proceeds. 7. The direction of a reversible reaction can be predicted by the size of the equilibrium constant. Essential Questions: 1. Are heat and temperature the same? Explain. 2. What role does specific heat have in determining the materials used in products of our everyday life? 3. Why might the heating/cooling bill vary from month to month? 4. How is sweating a cooling process? Explain. 5. What changes (physical and energy) must occur to convert solid to gas? 6. Does every collision between reacting particles produce products? 7. What factors affect reaction rates? 8. What does the equilibrium constant tell you about a chemical reaction and what effects it? Unit Assessment: At this time teachers should choose an appropriate teacher generated performance assessment based on Chemical Kinetics. Core Content Instructional Actions Cumulative Progress Indicators D.3: Demonstrate how Concepts What students will know. 1. The difference between heat and temperature Skills What students will be able to do. 1. Calculate heat, specific heat, temperature or Activities/Strategies Technology Implementation/ Interdisciplinary Connections 1. Specific Heat Lab 1. Tests Assessment Check Points

32 32 Unit 10: Chemical Kinetics (con t) Core Content Instructional Actions Cumulative Progress Indicators to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare C.2: Account for any trends in the melting points and boiling points of various compounds D.2: Describe the potential commercial applications of exothermic and endothermic reactions. D.4: Measure quantitatively the energy transferred between objects during a collision. D.5: Model the change in rate of reaction by changing a factor. Concepts What students will know. 2. Heat capacity of an object is dependent on mass and chemical composition 3. How heat can flow into or out of a system 4. The four factors that influence the rate of a chemical reaction 5. How energy is involved in the conversion of reactants to products 6. How changes in entropy and energy affect the spontaneity of reactions 7. How to apply Le Chataliers principle to chemical equilibrium Skills What students will be able to do. mass of a sample 2. Interpret an energy change diagram 3. Determine how an equilibrium will be affected 4. Calculate heat, specific heat, by temperature, pressure, and concentration changes Activities/Strategies Technology Implementation/ Interdisciplinary Connections 1. Specific Heat Lab 2. Factors Affecting Reaction Rates Lab 3. Equilibrium Lab Assessment Check Points 1. Tests 2. Quiz 3. Lab Reports and Related Assessment Resources: Chemistry (2005) Prentice Hall Chapters 17, 18 Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

33 New Jersey Core Curriculum Content Standards - Science Content Area Standard Strand By the end of grade Science 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. A. Understand Scientific Explanations : Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Content Statement CPI# Cumulative Progress Indicator (CPI) P Who, what, when, where, why, and how questions form the basis for young learners investigations during sensory explorations, experimentation, and focused inquiry. 5.1.P.A.1 Display curiosity about science objects, materials, activities, and longer-term investigations in progress. 4 Fundamental scientific concepts and principles and the links between them are more useful than discrete facts. 4 Connections developed between fundamental concepts are used to A.1 Demonstrate understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences A.2 Use outcomes of investigations to build and refine questions,

34 34 explain, interpret, build, and refine explanations, models, and theories. 4 Outcomes of investigations are used to build and refine questions, models, and explanations. 8 Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. 8 Results of observation and measurement can be used to build conceptual-based models and to search for core explanations. 8 Predictions and explanations are revised based on systematic observations, accurate measurements, and structured data/evidence. 12 Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. 12 Interpretation and manipulation of evidence-based models are used to models, and explanations A.3 Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments A.1 Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations A.2 Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose theories A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations A.2 Develop and use mathematical, physical, and computational

35 35 build and critique arguments/explanations. 12 Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. tools to build evidence-based models and to pose theories A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence.