2015 Iredell‐Statesville Schools – Chemistry Purpose and Use of the Documents
Table of Contents 3 College and Career Readiness Anchor Standards for Reading
4 College and Career Readiness Anchor Standards for Writing
5 Introduction to NC Essential Standards for Chemistry 6 Science as Inquiry
6 Year at a Glance Clarifying Objectives/Unpacking/Vocabulary/Learning Targets/Criteria for Success
8 ‐ 30 Essential Standard Chm.1.1
8‐12 Essential Standard Chm.1.2
12‐15 Essential Standard Chm.1.3
16‐20 Essential Standard Chm.2.1
20‐23 Essential Standard Chm.2.2
23‐27 Essential Standard Chm.3.1
28‐30 Essential Standard Chm.3.2
30‐34 Instructional Resources
35 Formative Assessment Resources
36 2015 Iredell‐Statesville Schools – Chemistry Purpose and Use of the Documents The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program. ● The “At‐a‐Glance” provides a snapshot of the recommended pacing of instruction across a semester or year. ● Learning targets (“I can” statements) and Criteria for Success (“I will” statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard. ● The academic vocabulary or content language is listed under each standard. There are 30‐40 words in bold in each subject area that should be taught to mastery. ● The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards. Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides. 2015 Iredell‐Statesville Schools – Chemistry College and Career Readiness Anchor Standards for Reading The K‐12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade‐specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate. Key ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. 2015 Iredell‐Statesville Schools – Chemistry * Please see “Research to Build and Present Knowledge” in writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. College and Career Readiness Anchor Standards for Writing The K‐12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade‐specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literacy or informational texts to support analysis, reflection, and research Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 2015 Iredell‐Statesville Schools – Chemistry * These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.’Taken from Common Core Standards (​
www.corestandards.org​
) 2015 Iredell‐Statesville Schools – Chemistry North Carolina Essential Standards The North Carolina Science Essential Standards maintain the respect for local control of each Local Education Authority (LEA) to design the specific curricular and instructional strategies that best deliver the content to their students. Nonetheless, engaging students in inquiry‐based instruction is a critical way of developing conceptual understanding of the science content that is vital for success in the twenty‐first century. The process of scientific inquiry, experimentation and technological design should not be taught nor tested in isolation of the core concepts drawn from physical science, earth science and life science. A seamless integration of science content, scientific inquiry, experimentation and technological design will reinforce in students the notion that "what" is known is inextricably tied to "how" it is known. A well‐planned science curriculum provides opportunities for inquiry, experimentation and technological design. Teachers, when teaching science, should provide opportunities for students to engage in "hands‐on/minds‐on" activities that are exemplars of scientific inquiry, experimentation and technological design. Science as Inquiry Traditional laboratory experiences provide opportunities to demonstrate how science is constant, historic, probabilistic, and replicable. Although there are no fixed steps that all scientists follow, scientific investigations usually involve collections of relevant evidence, the use of logical reasoning, the application of imagination to devise hypotheses, and explanations to make sense of collected evidence. Student engagement in scientific investigation provides background for understanding the nature of scientific inquiry. In addition, the science process skills necessary for inquiry are acquired through active experience. The process skills support development of reasoning and problem‐solving ability and are the core of scientific methodologies. http://www.dpi.state.nc.us/docs/acre/standards/new‐standards/science/chemistry.pdf 6 2015 Iredell‐Statesville Schools – Chemistry YEAR AT A GLANCE DOCUMENT https://docs.google.com/a/iss.k12.nc.us/document/d/1AkZc_dZhjonmQpsQEeYL5v66Q1z6kSx_uMSubNleHIs/edit
?usp=sharing 2015 Iredell‐Statesville Schools – Chemistry Matter: Properties and Change Essential Standard Chem 1.1: Analyze the structure of atoms and ions. Clarifying Objectives: Chm.1.1.1 Analyze the structure of atoms, isotopes, and ions. Chm.1.1.2 Analyze an atom in terms of the location of electrons. Chm.1.1.3 Explain the emission of electromagnetic radiation in spectral form in terms of the Bohr model. Chm.1.1.4 Explain the process of radioactive decay using nuclear equations and half‐life. Unpacking: What does this standard mean that a student will know and be able to do? Chm.1.1.1 • Characterize protons, neutrons, electrons by location, relative charge, relative mass (p=1, n=1, e=1/2000). • Use symbols: A= mass number, Z=atomic number • Use notation for writing isotope symbols: • Identify isotope using mass number and atomic number and relate to number of protons, neutrons and electrons. • Differentiate average atomic mass of an element from the actual isotopic mass and mass number of specific isotopes. (Use example calculations to determine average atomic mass of atoms from relative abundance and actual isotopic mass to develop understanding). Chm.1.1.2 • Analyze diagrams related to the Bohr model of the hydrogen atom in terms of allowed, discrete energy levels in the emission spectrum. • Describe the electron cloud of the atom in terms of a probability model. • Relate the electron configurations of atoms to the Bohr and electron cloud models. Chm.1.1.3 • Understand that energy exists in discrete units called quanta. 2015 Iredell‐Statesville Schools – Chemistry ● Describe the concepts of excited and ground state of electrons in the atom: 1. When an electron gains an amount of energy equivalent to the energy difference, it moves from its ground state to a higher energy level. 2. When the electron moves to a lower energy level, it releases an amount of energy equal to the energy difference in these levels as electromagnetic radiation (emissions spectrum). • Articulate that this electromagnetic radiation is given off as photons. • Understand the inverse relationship between wavelength and frequency, and the direct relationship between energy and frequency. • Use the “Bohr Model for Hydrogen Atom” and “Electromagnetic Spectrum” diagrams from the Reference Tables to relate color, frequency, and wavelength of the light emitted to the energy of the photon. • Explain that Niels Bohr produced a model of the hydrogen atom based on experimental observations. This model indicated that: 1. an electron circles the nucleus only in fixed energy ranges called orbits; 2. an electron can neither gain or lose energy inside this orbit, but could move up or down to another orbit; 3. that the lowest energy orbit is closest to the nucleus. • Describe the wave/particle duality of electrons. Essential Vocabulary: half‐life, radiation 2015 Iredell‐Statesville Schools – Chemistry Learning Targets: “I Can” 1.1.1 ​
I can analyze the structure of atoms, isotopes, and ions. 1.1.2 ​
I can analyze an atom in terms of location of electrons. Criteria For Success: “I Will” Resources Misconceptions I will determine a protons locations, charge and mass I will determine a neutrons location, charge and mass I will determine an electrons locations, charge and mass I use element symbols I will identify an element's atomic number (Z) I will identify an element’s mass number (A) I will identify an element’s atomic mass I will use and interpret nuclear isotope symbols I will use and interpret hyphen isotope symbols I will identify the number of protons, neutrons and electrons in a neutral atom I will identify the number of protons, neutrons and electrons in an isotope I can tell the difference between an element's average atomic mass and an atoms/isotopes mass number I will analyze diagrams related to the Bohr model of the hydrogen atom in terms of allowed, discrete energy levels in the emission spectrum. I will describe the electron cloud of the atom in terms of a probability model. I will relate the electron configurations of atoms to the Bohr model. I will relate the electron configurations of atoms to electron cloud models. Build an Atom Phet​
‐ https://phet.colorado.edu/en/simul
ation/legacy/build‐an‐atom Activity guide isotopes interactive with explanation http://www.learner.org/interactive
s/periodic/basics.html Phet isotopes and average atomic mass​
: https://phet.colorado.edu/en/simul
ation/isotopes‐and‐atomic‐mass Activity Guide Open‐Ended Question: https://drive.google.com/a/iss.k12.
nc.us/file/d/0Bye5pHpCmvOfVzFvY
1BjQUZuU1U/view?usp=sharing Students believe electrons have no mass. Do demonstrations with students showing the relative​
mass of electrons. Examples such as having a student stand on a scale, then handing them a sheet of paper (the paper represents the mass of an electron, the student represents the mass of the atom), or having them measure masses of smaller objects (choose any three, as long two of them are similar masses and the third is negligible). Boseman science video on configuration ‐​
https://www.youtube.com/watch?
v=2AFPfg0Como Simulation for orbital notation: http://employees.oneonta.edu/vini
ngwj/sims/electron_configurations_
t1.html 2015 Iredell‐Statesville Schools – Chemistry 1.1.3 ​
I can explain the emission of electromagnetic radiation in spectral form in terms of the Bohr model. 1.1.4 ​
I can explain the process of radioactive decay using nuclear equations and half‐life. I understand the relationship between energy and a quanta I understand the difference between an electron’s ground state and an electron’s excited state I will describe how an electron absorbs and releases light I will understand that electromagnetic radiation (light) is made up of photons I will use the Bohr Model on the Reference Guide to identify wavelengths and type of electromagnetic radiation released by an electron transition I will explain that according to the Bohr Model, electrons are found in fixed energy orbits I will explain that according to the Bohr Model electrons gain absorb or emit energy and move up or down to another orbit I will explain that according to the Bohr Model that electrons closer to the nucleus are in lower energy state. I will describe what the wave/particle duality of electrons means I will use the correct symbols for alpha, beta and gamma radiation I will distinguish between alpha, beta and gamma radiation I will use correct nuclear symbols to balance and solve nuclear equations Open Ended Question: https://drive.google.com/a/iss.k12.
nc.us/file/d/0Bye5pHpCmvOfOUxk
U0ExRHF1Z0U/view?usp=sharing Spectrum emission​
‐ http://science.sbcc.edu/physics/flas
h/siliconsolarcell/bohratom.swf Nova electromagnetic spectrum​
‐ http://www.pbs.org/wgbh/nova/p
hysics/electromagnetic‐spectrum.ht
ml Radioactive decay Virtual Lab​
: http://www.glencoe.com/sites/com
mon_assets/science/virtual_labs/E1
8/E18.html Decay equations​
: http://chemwiki.ucdavis.edu/Physic
al_Chemistry/Nuclear_Chemistry/N
uclear_Reactions 2015 Iredell‐Statesville Schools – Chemistry I will compare the penetrating ability of alpha, beta and gamma radiation I will describe the process of nuclear decay I will perform simple half‐life calculations I will compare and contrast the process of fission and fusion Fission vs. Fusion video: https://www.youtube.com/watch?
v=3rn339v_Q‐w Essential Standard Chem 1.2: Understand the bonding that occurs in simple compounds in terms of bond type, strength, and properties. Clarifying Objectives: Chm.1.2.1 Compare (qualitatively) the relative strengths of ionic, covalent, and metallic bonds. Chm.1.2.2 Infer the type of bond and chemical formula formed between atoms. Chm.1.2.3 Compare inter‐ and intra‐ particle forces. Chm.1.2.4 Interpret the name and formula of compounds using IUPAC convention. Chm.1.2.5 Compare the properties of ionic, covalent, metallic, and network compounds. Unpacking: What does this standard mean that a student will know and be able to do? Chm.1.2.1 • Describe metallic bonds: “metal ions plus ‘sea’ of mobile electrons”. • Describe how ions are formed and which arrangements are stable (filled d‐level, or half‐filled d‐level). • Appropriately use the term cation as a positively charged ion and anion as negatively charged ion. • Predict ionic charges for representative elements based on valence electrons. • Apply the concept that sharing electrons form a covalent compound that is a stable (inert gas) arrangement. • Draw Lewis (dot diagram) structures for simple compounds and diatomic elements indicating single, double or triple bonds. Chm.1.2.2 • Determine that a bond is predominately ionic by the location of the atoms on the Periodic Table (metals combined with nonmetals) or when ∆EN > 1.7. 2015 Iredell‐Statesville Schools – Chemistry • Determine that a bond is predominately covalent by the location of the atoms on the Periodic Table (nonmetals combined with nonmetals) or when ∆EN < 1.7. • Predict chemical formulas of compounds using Lewis structures. Chm.1.2.3 • Explain why intermolecular forces are weaker than ionic, covalent or metallic bonds • Explain why hydrogen bonds are stronger than dipole‐dipole forces which are stronger than dispersion forces • Apply the relationship between bond energy and length of single, double, and triple bonds (conceptual, no numbers). • Describe intermolecular forces for molecular compounds. o H‐bond as attraction between molecules when H is bonded to O, N, or F. Dipole‐dipole attractions between polar molecules. o London dispersion forces (electrons of one molecule attracted to nucleus of another molecule) – i.e. liquefied inert gases. o Relative strengths (H>dipole>London/van der Waals). Chm.1.2.4 • Write binary compounds of two nonmetals: use Greek prefixes (di‐, tri‐, tetra‐, …) • Write binary compounds of metal/nonmetal* • Write ternary compounds (polyatomic ions)* • Write, with charges, these polyatomic ions: nitrate, sulfate, carbonate, acetate, and ammonium. • Know names and formulas for these common laboratory acids: *The Stock system is the correct IUPAC convention for inorganic nomenclature. Chm.1.2.5 • Explain how ionic bonding in compounds determines their characteristics: high MP, high BP, brittle, and high electrical conductivity either in molten state or in aqueous solution. • Explain how covalent bonding in compounds determines their characteristics: low MP, low BP, poor electrical conductivity, polar nature, etc. • Explain how metallic bonding determines the characteristics of metals: high MP, high BP, high conductivity, malleability, ductility, and luster. • Apply Valence Shell Electron Pair Repulsion Theory (VSEPR) for these electron pair geometries and molecular geometries, and bond angles ‐ Electron pair ‐ Molecular (bond angle); Linear framework – linear; Trigonal planar framework– trigonal planar, bent; Tetrahedral framework– tetrahedral, trigonal pyramidal, bent; Bond angles (include distorting effect of lone pair electrons – no specific angles, conceptually only) • Describe bond polarity. Polar/nonpolar molecules (relate to symmetry) ; relate polarity to solubility—“like dissolves like” ● Describe macromolecules and network solids: water (ice), graphite/diamond, polymers (PVC, nylon), proteins (hair, DNA) intermolecular structure as a class of molecules with unique properties. 2015 Iredell‐Statesville Schools – Chemistry Essential Vocabulary: cation, anion, covalent, ionic, valence electrons Learning Targets: “I Can” 1.2.1 ​
I can compare (qualitatively) the relative strength of ionic, covalent, and metallic bonds. 1.2.2 ​
I can infer the type of bond and chemical formula formed between atoms. 1.2.3 ​
I can compare inter‐ and intra‐ particle forces. Criteria For Success: “I Will” I will describe a metallic bond as “metal ions plus ‘sea of mobile electrons I will describe how ions are formed I will describe which arrangements are stables referring to filled and half filled d‐levels I will appropriately use the term cations and anions I will predict ionic charges for representative elements based on valence electrons I will differentiate between an ionic, covalent and metallic bond I will demonstrate covalent bonding with the use of stable noble gas arrangements I will draw Lewis dot structures for compounds and diatomic elements indicating single, double and triple bonds I will predict the type of bond based on periodic table location I will predict the type of bond based on the electronegativity value I will predict chemical formulas using Lewis structures I will explain why intermolecular forces are weaker than ionic, covalent metallic bonds I will explain why hydrogen bonding is stronger than dipole‐dipole and dispersion forces I will understand the relationship between bond energy and length of single, double and triple bonds Resources Misconceptions Lewis Model : http://chemsite.lsrhs.net/
bonding/images/lewis%20
dot%20tutorial.swf Bonds by Khan https://www.khanacadem
y.org/science/chemistry/c
hemical‐bonds/types‐chem
ical‐bonds/v/ionic‐covalent
‐and‐metallic‐bonds Electronegativity​
: http://chemsite.lsrhs.net/
ChemicalBonds/images/cu
stom_dipole2.swf ionic compounds : http://www.pbslearningm
edia.org/asset/lsps07_int_i
onicbonding/ 2015 Iredell‐Statesville Schools – Chemistry I will describe intermolecular forces and their relative strengths Intermolecular forces​
: https://www.wisc‐online.c
om/learn/natural‐science/
chemistry/gch6804/interm
olecular‐forces 1.2.4 ​
can interpret the name and formula I will write binary compounds of two nonmetals Naming of compounds using the IUPAC I will write binary compounds of metals/nonmetals :​
http://www.sciencegeek.
conventions I will write ternary compounds net/Activities/namingcmp
I will know names and formulas for these common ds.html laboratory acids. I will write with charges the following http://employees.oneonta
nitrates,sulfate, carbonate, acetate and ammonium. .edu/viningwj/sims/solubil
ity_of_ionic_compounds_s.
html Open Ended Question: https://drive.google.com/a
/iss.k12.nc.us/file/d/0Bye5
pHpCmvOfVHJMbjdVcFJue
Vk/view?usp=sharing 1.2.5 ​
I can compare the properties of I will explain how ionic bonding influences MP, BP, Interactive on molecular ionic, covalent, metallic, and network structure, conductivity and solubility shapes​
. compounds. I will explain how covalent bonding influences MP, http://www.pbslearningm
BP, structure and conductivity, polarity and solubility edia.org/asset/lsps07_int_
I will explain how metallic bonding influences MP, molecularshp/ BP, conductivity, malleability, ductility and luster Apply VSEPR to determine molecular geometric Open Ended Question: shape of simple molecules https://drive.google.com/a
I will describe how molecular shape determines /iss.k12.nc.us/file/d/0Bye5
molecular polarity pHpCmvOfbUFxVE5GQ3NO
I will relate polarity to solubility; “like dissolves like” SXM/view?usp=sharing 2015 Iredell‐Statesville Schools – Chemistry I will describe macromolecules and network solids as large complex molecules that have unique properties Essential Standard Chem 1.3: Understand the physical and chemical properties of atoms based on their position on the periodic table. Clarifying Objectives: Chm.1.3.1 Classify the components of a periodic table (period, group, metal, metalloid, nonmetal, transition). Chm.1.3.2 Infer the physical properties (atomic radius, metallic and nonmetallic characteristics) of an element based on its position on the Periodic Table. Chm.1.3.3 Infer the atomic size, reactivity, electronegativity, and ionization energy of an element from its position on the Periodic Table. Unpacking: What does this standard mean that a student will know and be able to do? Chm.1.3.1 Using the Periodic Table, Groups (families) • Identify groups as vertical columns on the periodic table. • Know that main group elements in the same group have similar properties, the same number of valence electrons, and the same oxidation number. • Summarize that reactivity increases as you go down within a group for metals and decreases for nonmetals. Periods • Identify periods as horizontal rows on the periodic table. Metals/Nonmetals/Metalloids • Identify regions of the periodic table where metals, nonmetals, and metalloids are located. Classify elements as metals/nonmetals/metalloids based on location. Representative elements (main group) and transition elements 2015 Iredell‐Statesville Schools – Chemistry • Identify representative (main group) elements as A groups or as groups 1, 2, 13‐18. • Identify alkali metals, alkaline earth metals, halogens, and noble gases based on location on periodic table. • Identify transition elements as B groups or as groups 3‐12. Chm.1.3.2 Using the Periodic Table, Atomic and ionic radii • Define atomic radius and ionic radius. • Know group and period general trends for atomic radius. • Apply trends to arrange elements in order of increasing or decreasing atomic radius. Explain the reasoning behind the trends. • Compare cation and anion radius to neutral atom. Metallic Character • Compare the metallic character of elements. • Use electron configuration and behavior to justify metallic character. (Metals tend to lose electrons in order to achieve the stability of a filled octet.) • Relate metallic character to ionization energy, electron affinity, and electronegativity. Electron configurations/valence electrons/ionization energy/electronegativity • Write electron configurations, including noble gas abbreviations (no exceptions to the general rules). Included here are extended arrangements showing electrons in orbitals. • Identify s, p, d, and f blocks on Periodic Table. • Identify an element based on its electron configuration. (Students should be able to identify elements which follow the general rules, not necessarily those which are exceptions.) • Determine the number of valence electrons from electron configurations. • Predict the number of electrons lost or gained and the oxidation number based on the electron configuration of an atom. • Define ionization energy and know group and period general trends for ionization energy. Explain the reasoning behind the trend. • Apply trends to arrange elements in order of increasing or decreasing ionization energy. ● Define electronegativity and know group and period general trends for electronegativity. Explain the reasoning behind the trend. • Apply trends to arrange elements in order of increasing or decreasing electronegativity. Essential Vocabulary: Groups, periods, families, transition​
elements, valence electrons, oxidation number 2015 Iredell‐Statesville Schools – Chemistry Learning Targets: “I Can” Criteria For Success: “I Will” Resources 1.3.1​
I can classify the components of a periodic table (period, group, metal, metalloid, nonmetal, transition). I can identify groups as vertical columns on the periodic table. I will know that main group elements in the same group have similar properties I will know that main group elements in the same group have the same number of valence electrons. I will know that main group elements in the same group have the same oxidation number. I will summarize that reactivity increases as you go down within a group for metals and decreases for nonmetals. I will identify periods as horizontal rows on the periodic table. I will identify regions of the periodic table where metals, nonmetals, and metalloids are located. I will classify elements as metals/nonmetals/metalloids based on location on the periodic table. I will identify representative (main group) elements as A groups or as groups 1, 2, 13‐18. I will identify alkali metals, alkaline earth metals, halogens, and noble gases based on location on periodic table. I will identify transition elements as B groups or as groups 3‐12. I will know general group and period trends for atomic radius. Interactive periodic table http://chemistry.about.com/libr
ary/weekly/blgroups.htm Reactivity of Alkali metals https://www.youtube.com/watc
h?v=uixxJtJPVXk Periodic Trends​
: http://www.pbslearningmedia.o
1.3.2 ​
I can infer the physical properties (atomic radius, metallic and nonmetallic characteristics) of an Misconceptions 2015 Iredell‐Statesville Schools – Chemistry element based on its position on the periodic table. I will use trends to arrange elements in order of increasing or decreasing atomic radius. I will explain the reasoning behind the trends. I will compare cation and anion radius to that of a neutral atom. I will identify the metallic character of elements. I will use electron configuration and behavior to justify metallic character. I will be able to explain that metals tend to lose electrons in order to achieve the stability of a filled octet. I will relate metallic character to ionization energy. I will relate metallic character to electron affinity. I will relate metallic character to electronegativity. 1.3.3 ​
I can infer the atomic size, I will write standard electron configurations. reactivity, electronegativity, and I will diagram noble gas electron ionization energy of an element from configuration. its position in the periodic table. I will identify s, p, d, and f blocks on Periodic Table. I will identify an element based on its electron configuration. I will determine the number of valence electrons from electron configurations. I will be able to predict the number of electrons lost or gained and the oxidation number based on the electron configuration of an atom. I will define ionization energy. I will identify group and period general trends for ionization energy. rg/asset/lsps07_int_graphperiod
ic/ Periodic trends in table​
: http://www.rsc.org/periodic‐tab
le/trends Digital Resource: Nearpod Formative Assessment ­ Electron Configuration/Orbital Notation/Periodic Table: https://app.nearpod.com/#/?pin
=0DF549390DD820F6E7B7AB6
5E9BD3F83­0 Configuration : http://www.wikihow.com/Write
‐Electron‐Configurations‐for‐Ato
ms‐of‐Any‐Element 2015 Iredell‐Statesville Schools – Chemistry I will explain the reasoning behind the trend. I will apply trends to arrange elements in order of increasing or decreasing ionization energy. I will define electronegativity. I will know group and period general trends for electronegativity. I will explain the reasoning behind the electronegativity trend. I will apply trends to arrange elements in order of increasing or decreasing electronegativity. Energy: Conservation and Transfer Essential Standard Chem 2.1: Understand the relationship among pressure, temperature, volume, and phase. Clarifying Objectives: Chm.2.1.1 Explain the energetic nature of phase changes. Chm.2.1.2 Explain heating and cooling curves (heat of fusion, heat of vaporization, heat, melting point, and boiling point). Chm.2.1.3 Interpret the data presented in phase diagrams. Chm.2.1.4 Infer simple calorimetric calculations based on the concepts of heat lost equals heat gained and specific heat. Chm.2.1.5 Explain the relationships among pressure, temperature, volume, and quantity of gas, both qualitative and quantitative. Unpacking: What does this standard mean that a student will know and be able to do? 2015 Iredell‐Statesville Schools – Chemistry Chm.2.1.1 • Explain physical equilibrium: liquid water‐water vapor. Vapor pressure depends on temperature and concentration of particles in solution. (conceptual only – no calculations) • Explain how the energy (kinetic and potential) of the particles of a substance changes when heated, cooled, or changing phase. • Identify pressure as well as temperature as a determining factor for phase of matter. • Contrast heat and temperature, including temperature as a measure of average kinetic energy, and appropriately use the units Joule, Celsius, and Kelvin. 2015 Iredell‐Statesville Schools – Chemistry Essential Vocabulary endothermic, exothermic, mole 2015 Iredell‐Statesville Schools – Chemistry Learning Targets: “I Can” Criteria For Success: “I Will” Resources 2.1.1 ​
I can explain the energetic nature of phase changes. I will explain physical equilibrium: liquid water and water vapor. I will explain the concept that vapor pressure depends on temperature and concentration of particles in solution. I will explain energy changes of particles in phase changes. I will identify the factors affecting phases of matter including temperature and pressure. I will contrast heat and temperature. I will use joules, celsius and kelvin appropriately. I will define, calculate and use the terms specific heat capacity, heat of fusion and heat of vaporization. I will interpret heating and cooling curves and phase diagrams. I will use phase diagrams to determine information of chemical phases. heating chart : http://www.kentchemistry.co
m/links/Matter/PhaseChanges
A.htm http://chemed.chem.purdue.e
du/genchem/topicreview/bp/c
h14/phase.php Specific heat : http://oceanservice.noaa.gov/
education/pd/oceans_weather
_climate/media/specific_heat.s
wf http://oceanservice.noaa.gov/
education/pd/oceans_weather
_climate/media/specific_heat.s
wf phase change http://www.chemguide.co.uk/
physical/phaseeqia/phasediags
.html heating:​
http://ch301.cm.utexa
s.edu/section2.php?target=the
rmo/enthalpy/heat‐curves.htm
l Pren Hall : http://wps.prenhall.com/wps/
2.1.2 ​
I can explain heating and cooling curves (heat of fusion, heat of vaporization, heat, melting point, and boiling point). 2.1.3 ​
I can interpret the data presented in phase diagrams. I will be able to interpret a phase change diagram and identify regions, phases, and areas of phase change using the diagram. I will also be able to draw phase diagrams of carbon dioxide and water ‐ showing boiling and melting points of each. 2.1.4 ​
I can infer simple calorimetric calculations based on the concepts of I will be able to remember and apply the idea that, in a closed system, energy is neither lost nor gained ‐ only transferred. Misconceptions Students believe heat only flows upwards. 2015 Iredell‐Statesville Schools – Chemistry heat lost equals heat gained and specific heat. I will use calorimetric formulas to calculate missing information with regard to the formulas listed in the unpacked standards. media/objects/4678/4790699/
ch08_08.htm 2.1.5 ​
I can explain the relationships among pressure, temperature, volume, and quantity of gas, both qualitative and quantitative. I will identify characteristics of ideal gases. I will apply general gas solubility characteristics. I will apply the following formulas and concepts of kinetic molecular theory: 1. 1 mol = 22.4 L at STP 2. PV=nRT (Ideal Gas Law) and P​
V​
/T​
= 1​
1​
1​
P​
V​
/T​
(Combined Gas Law) 2​
2​
2​
3. Avogadro’s Law n​
/V​
= n​
/V​
1​
1​
2​
2 4. Dalton’s Law (P​
= P​
+ P​
+ P​
...) t​
1​
2​
3​
5. Vapor pressure of water as a function of temperature (conceptually). Glencoe virtual lab​
: http://www.glencoe.com/sites
/common_assets/science/virtu
al_labs/PS08/PS08.html http://www.energyvang
uard.com/blog‐building‐s
cience‐HERS‐BPI/bid/506
16/Heat‐Rises‐and‐Falls‐
Stack‐Effect‐Air‐Moveme
nt‐Heat‐Flow Students believe gases have no mass. http://www.wonderville.
ca/asset/heavyongases Essential Standard Chem 2.2: Analyze chemical reactions in terms of quantities, product formation, and energy. Clarifying Objectives: Chm.2.2.1 Explain the energy content of a chemical reaction. Chm.2.2.2 Analyze the evidence of chemical change. Chm.2.2.3 Analyze the law of conservation of matter and how it applies to various types of chemical equations (synthesis, decomposition, single replacement, double replacement, and combustion). Chm.2.2.4 Analyze the stoichiometric relationships inherent in a chemical reaction. Chm.2.2.5 Analyze quantitatively the composition of a substance (empirical formula, molecular formula, percent composition, and hydrates). 2015 Iredell‐Statesville Schools – Chemistry Unpacking: What does this standard mean that a student will know and be able to do? Chm.2.2.1 • Explain collision theory – molecules must collide in order to react, and they must collide in the correct or appropriate orientation and with sufficient energy to equal or exceed the activation energy.ions including reactants, products, and activated complex. Chm.2.2.2 Students should be able to determine if a chemical reaction has occurred based on the following criteria: • Precipitate formation (tie to solubility rules) • Product testing ‐ Know the tests for some common products such as oxygen, water, hydrogen and carbon dioxide: burning splint for oxygen, hydrogen or carbon dioxide, and lime water for carbon dioxide. Include knowledge and application of appropriate safety precautions. • Color Change – Distinguish between color change as a result of chemical reaction, and a change in color intensity as a result of dilution. • Temperature change – Tie to endothermic/exothermic reaction. Express ∆H as (+) for endothermic and (–) for exothermic. 2015 Iredell‐Statesville Schools – Chemistry Chm.2.2.3 • Write and balance chemical equations predicting product(s) in a reaction using the reference tables. • Identify acid‐base neutralization as double replacement. • Write and balance ionic equations. • Write and balance net ionic equations for double replacement reactions. • Use reference table rules to predict products for all types of reactions to show the conservation of mass. • Use activity series to predict whether a single replacement reaction will take place. • Use the solubility rules to determine the precipitate in a double replacement reaction if a reaction occurs. Chm.2.2.4 • Interpret coefficients of a balanced equation as mole ratios. • Use mole ratios from the balanced equation to calculate the quantity of one substance in a reaction given the quantity of another substance in the reaction. (given moles, particles, mass, or volume and ending with moles, particles, mass, or volume of the desired substance) Chm.2.2.5 • Calculate empirical formula from mass or percent using experimental data. • Calculate molecular formula from empirical formula using molecular weight. • Determine percentage composition by mass of a given compound. • Perform calculations based on percent composition. • Determine the composition of hydrates using experimental data. Essential Vocabulary: precipitate, chemical reaction, empirical formula, molecular formula Learning Targets: “I Can” 2.2.1 ​
I can explain the energy content of a chemical reaction. Criteria For Success: “I Will” Resources I will explain collision theory ‐ molecules collide in order to react, and they must collide in the correct or appropriate orientation and with sufficient energy to equal or exceed the activation energy. instruction: http://www.chemguide.co.uk/phy
sical/basicrates/introduction.html Misconceptions 2015 Iredell‐Statesville Schools – Chemistry 2.2.2 ​
I can analyze the evidence of chemical change. 2.2.3 ​
I can analyze the law of conservation of matter and how it applies to various types of chemical equations I will interpret potential energy diagrams for endothermic and exothermic reactions including reactants, products, and activated complex I will be able to tie solubility rules to precipitate formation. I will be able to test products for oxygen, water, hydrogen, and carbon dioxide. I will be able to distinguish color change as a result of chemical reaction, and a change in color intensity as a result of dilution. I will be able to tie endothermic/exothermic reactions to temperature change. I will be able to express H as (+) for endothermic and (‐) for exothermic. I will write and balance chemical equations predicting product(s) in a reaction using the reference tables. I will identify acid‐base neutralization as double replacement. I will write and balance ionic equations. I will recognize that hydrocarbons (C, H molecule) and other molecules containing C, H and O burn completely in oxygen to product carbon dioxide and water vapor. I will use reference table rules to predict products for all types of reactions to show the conservation of mass. Bill Nye video : https://www.youtube.com/watch
?v=JSiBSSFKRwE Students do not understand the difference between dissolved solutions and chemical reactions. http://www.compoundchem.
com/2014/10/14/glowsticks/ Flintstones reactions : https://www.youtube.com/watch
?t=11&v=g‐biRwAVTV8 Activity series: http://wps.prenhall.com/wps/me
dia/objects/4677/4789905/ch04_0
8.htm 2015 Iredell‐Statesville Schools – Chemistry 2.2.4 ​
I can analyze the stoichiometric relationships inherent in a chemical reaction. 2.2.5 ​
I can analyze quantitatively the composition of a substance (empirical formula, molecular formula, percent composition, and hydrates). I will use activity series to predict whether a single replacement reaction will take place. I will use the solubility rules to determine the precipitate in a double replacement reaction if a reaction occurs. I will interpret coefficients of a balanced equation as mole ratios. I will use mole ratios from the balanced equation to calculate the quantity of one substance in a reaction given the quantity of another substance in the reaction (given moles, particles, mass, or volume and ending with moles, particles, mass, or volume of the desired substance). I will calculate empirical formula from mass or percent using experimental data. I will calculate molecular formula from empirical formula using molecular weight. I will determine percentage composition by mass of a given compound. I will perform calculations based on percent composition. I will determine the composition of hydrates using experimental data. Chem balancer : http://funbasedlearning.com/che
mistry/chemBalancer/ Open Ended Question: https://docs.google.com/a/iss.k12.
nc.us/document/d/1dA7‐y‐OBQbm
8HWPhNSuBB‐Nx4_uHRkB41o7TNJ
NpWZc/edit?usp=sharing Empirical formula : http://wps.prenhall.com/wps/me
dia/objects/4677/4789712/ch03_1
1.htm 2015 Iredell‐Statesville Schools – Chemistry Interaction of Energy and Matter Essential Standard Chem 3.1: Understand the factors affecting the rate the reaction and chemical equilibrium. Clarifying Objectives: Chm.3.1.1 Explain the factors that affect the rate of a reaction (temperature, concentration, particle size and presence of a catalyst). Chm.3.1.2 Explain the conditions of a system at equilibrium. Chm.3.1.3 Infer the shift in equilibrium when a stress is applied to a chemical system (Le Chatelier’s Principle). Unpacking: What does this standard mean that a student will know and be able to do? Chm.3.1.1 • Understand qualitatively that reaction rate is proportional to number of effective collisions. • Explain that nature of reactants can refer to their complexity and the number of bonds that must be broken and reformed in the course of reaction. • Explain how temperature (kinetic energy), concentration, and/or pressure affects the number of collisions. • Explain how increased surface area increases number of collisions. • Explain how a catalyst lowers the activation energy, so that at a given temperature, more molecules will have energy equal to or greater than the activation energy. Chm.3.1.2 • Define chemical equilibrium for reversible reactions. • Distinguish between equal rates and equal concentrations. • Explain equilibrium expressions for a given reaction. • Evaluate equilibrium constants as a measure of the extent that the reaction proceeds to completion. 2015 Iredell‐Statesville Schools – Chemistry Chm.3.1.3 ● Determine the effects of stresses on systems at equilibrium. (Adding/ removing a reactant or product; adding/removing heat; increasing/decreasing pressure) ● Relate the shift that occurs in terms of the order/disorder of the system Essential Vocabulary: reactants, products, catalyst Learning Targets: “I Can” 3.1.1 ​
I can explain the factors that affect the rate of a reaction (temperature, concentration, particle size and presence of a catalyst) Criteria For Success: “I Will” I will describe what a reaction rate is. I will quantitatively explain how reaction rate and number of collisions are related. I will explain the nature of reactants in terms of bonds broken and bonds reformed. I will explain how temperature and kinetic energy are related. I will explain how temperature, concentration, and or pressure affects the number of collisions. I will explain how increasing surface area increases the number of collisions. I will explain what activation energy is. I will explain how a catalyst lowers the activation energy. 3.1.2 ​
I can explain the conditions of I will define chemical equilibrium for a system at equilibrium reverse reactions. I will between equal rates and equal concentrations. I will explain equilibrium expressions for a given reaction. Resources Misconceptions Reaction rate : http://www.physics‐chemistry‐int
eractive‐flash‐animation.com/che
mistry_interactive/chemical_kine
tics_factor_temperature.htm Interactive site for equilibrium expressions: http://employees.oneonta.edu/vi
ningwj/sims/equilibrium_expressi
ons_t.html Students think that systems at equilibrium have equal concentrations of reactants and products. 2015 Iredell‐Statesville Schools – Chemistry I will use equilibrium expressions to explain to what extent a reaction goes to completion. 3.1.3 ​
I can infer the shift in I will explain LeChatelier’s principle to equilibrium when a stress is applied explain the stress on a system when to a chemical system (Le Chatelier’s reactants or products are added or Principle). removed. I will explain LeChatelier’s principle to explain the stress on a system when heat is added or removed. I will explain LeChatelier’s principle to explain the stress on a system when pressure is increased or decreased. I will use the terms of order/disorder to relate the shift in equilibrium. Stress at Equallibrium : http://www.learnerstv.com/anim
ation/animation.php?ani=120&ca
t=chemistry Essential Standard Chem 3.2: Understand solutions and the solution process. Clarifying Objectives: Chm.3.2.1 Classify substances using the hydronium and hydroxide concentrations. Chm.3.2.2 Summarize the properties of acids and bases. Chm.3.2.3 Infer the quantitative nature of a solution (molarity, dilution, and titration with a 1:1 molar ratio). Chm.3.2.4 Summarize the properties of solutions. Chm.3.2.5 Interpret solubility diagrams. Chm.3.2.6 Explain the solution process. Unpacking: What does this standard mean that a student will know and be able to do? Chm.3.2.1 • Distinguish between acids and bases based on formula and chemical properties. 2015 Iredell‐Statesville Schools – Chemistry • Differentiate between concentration (molarity) and strength (degree of dissociation). No calculation involved. • Use pH scale to identify acids and bases. • Interpret pH scale in terms of the exponential nature of pH values in terms of concentrations. • Relate the color of indicator to pH using pH ranges provided in a table. Chm.3.2.2 ● Distinguish properties of acids and bases related to taste, touch, reaction with metals, electrical conductivity, and identification with indicators such as litmus paper and phenolphthalein. Chm.3.2.3 • Compute concentration (molarity) of solutions in moles per liter. • Calculate molarity given mass of solute and volume of solution. • Calculate mass of solute needed to create a solution of a given molarity and volume Chm.3.2.4 • Identify types of solutions (solid, liquid, gaseous, aqueous). • Define solutions as homogeneous mixtures in a single phase. • Distinguish between electrolytic and nonelectrolytic solutions. • Summarize colligative properties (vapor pressure reduction, boiling point elevation, freezing point depression, and osmotic pressure). Chm.3.2.5 • Use graph of solubility vs. temperature to identify a substance based on solubility at a particular temperature. • Use graph to relate the degree of saturation of solutions to temperature. Chm.3.2.6 • Develop a conceptual model for the solution process with a cause and effect relationship involving forces of attraction between solute and solvent particles. A material is insoluble due to a lack of attraction between particles. 2015 Iredell‐Statesville Schools – Chemistry • Describe the energetics of the solution process as it occurs and the overall process as exothermic or endothermic. • Explain solubility in terms of the nature of solute‐solvent attraction, temperature and pressure (for gases). Essential Vocabulary: Acid, base, pH​
, molarity, concentration​
, aqueous, solute, solvent Learning Targets: “I Can” 3.2.1 ​
I can classify substances using the hydronium and hydroxide concentrations. 3.2.2 ​
I can summarize the properties of acids and bases. Criteria For Success: “I Will” I will distinguish between acids and bases based on their chemical formula. I will distinguish between acids and bases based on their chemical properties. I will explain that concentration of a solution contains the number of moles per liter (molarity). I will explain that the strength of a solution is the degree to which the material dissociates. I will use the pH scale to identify acids and bases. I will be able to interpret pH scale in terms of the exponential nature of pH values in terms of concentrations. I will be able to relate the color of indicator to pH using pH ranges provided in a table. I will be able to compute pH, pOH, [H+], and [OH‐]. I will be able to distinguish properties of acids and bases related to taste, touch, reaction with metals, electrical conductivity, and identification with indicators. Resources Misconceptions pH of common substances: http://www.glencoe.com/sites/com
mon_assets/science/virtual_labs/E2
2/E22.html Open Ended Question: https://docs.google.com/a/iss.k12.n
c.us/document/d/1hm9T4N_TuBzw
plqD3obeMM9J136T0FRG9NocC2g5
BmU/edit?usp=sharing Alien Gems: http://www.lawrencehallofscience.
org/static/scienceview/scienceview.
berkeley.edu/html/showcase/flash/
juicebar.html 2015 Iredell‐Statesville Schools – Chemistry 3.2.3 ​
I can infer the quantitative nature of a solution (molarity, dilution, and titration with a 1:1 molar ratio). 3.2.4 ​
I can summarize the properties of solutions. 3.2.5 ​
I can interpret solubility diagrams. I will be able to calculate the molarity of solutions. I will be able to calculate molarity given mass of solute and volume of solution. I will calculate the mass of solute needed to create a solution of a given molarity and volume. I will be able to solve dilution problems using the formula: M1V1 = M2V2. I will be able to perform 1:1 titration calculations using the formula: MAVA = MBVB I will determine the concentration of an acid or base using titration. I will be able to interpret titration curves for strong acid/strong base. I will be able to identify the different types of solutions (solid, liquid, gaseous, aqueous). I will define solutions as homogeneous mixtures. I will distinguish between electrolytic and nonelectrolytic solutions. I will be able to summarize the colligative properties (vapor pressure reduction, boiling point elevation, freezing point depression, and osmotic pressure). I will use a graph of solubility vs. temperature to identify a substance. I will use graphs to relate the degree of saturation of solutions to temperature. pHET simulation with group instructions and guiding questions: https://docs.google.com/a/iss.k12.nc
.us/document/d/1_ezmpl‐ShX4zoO6
hC‐sppYTgGypRU3wlegXNhaH5SbM/
edit?usp=sharing Chem4 Kids: http://www.chem4kids.com/files/
matter_solution.html CK12; http://www.ck12.org/book/CK‐12‐C
hemistry‐‐‐Second‐Edition/section/1
8.3/ 2015 Iredell‐Statesville Schools – Chemistry 3.2.6 ​
I can explain the solution process. I will be able to develop a conceptual model for the solution process using a cause and effect relationship that deals with the forces of attraction between solute and solvent particles. I understand that a material is insoluble due to a lack of attraction between particles. I will describe the heat lost or gained during the solution process. I will be able to classify the overall process as exothermic (releasing heat) or endothermic (gaining heat). I will explain solubility in terms of the nature of solute‐solvent attraction. I will explain solubility in terms of temperature and pressure (for gases). solution process: http://www.chem.fsu.edu/chemlab
/chm1046course/solnprocess.html 2015 Iredell‐Statesville Schools – Chemistry General Instructional Resources Resource Flinn Lab Manuals Mr. Kent’s Chemistry Page Khan Academy Science Net Links ChemFiesta PhET Project SAS Curriculum Pathways Next Generation Science Standards Description Lab manuals must be purchased, but contain very good labs http://www.kentchemistry.com​
‐‐ Webpages, diagrams, video, lesson plans, etc http://www.khanacademy.org​
–Extensive video library, interactive challenges, lesson plans, practice / tutoring resources, and curriculum planning http://sciencenetlinks.com/lessons/​
Science NetLinks is a premier K‐12 science education resource produced by the ​
American Association for the Advancement of Science​
. At Science NetLinks, you'll find teaching tools, interactives, podcasts, and hands‐on activities, and all of it is free! http://www.chemfiesta.com​
This is a great resource for high school chemistry students and teachers—a virtual help desk. http://phet.colorado.edu/en/simulations/category/chemistry TM​
Interactive, researched based simulations for the PhET​
project at the University of Colorado http://www.sascurriculumpathways.com/portal/ Interactive, standards‐based resource, free to students and educators. http://www.nextgenscience.org/next‐generation‐science‐standa
rds Reference for the Next Generation Science standards finalized in May 2013. This is a good resource for Common Core. 2015 Iredell‐Statesville Schools – Chemistry Resource South Caldwell HS website NY Regents Inquiry in action Formative Assessment Resources Description http://sc.caldwellschools.com/education/components/testbank/default.php?sectiondetailid=28608 EOC Review—interactive questions for each science course http://www.nysedregents.org/ EOC Review—All copies of past exams released for instructional use. http://www.inquiryinaction.org/classroomactivities/ Food labs for chemistry