quarterly content guide 2017-2018 - lee county school · pdf filebetween test (independent)...

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Quarterly Content Guide 2017-2018

Chemistry 1 (Course #2003340) Chemistry 1 Honors (Course #2003350)

Adopted Instructional Materials: Pearson Chemistry, Florida Edition (2012), Prentice Hall

Modern Chemistry (2009), Holt McDougal [HONORS Textbook]

Quarter 1 Quarter 2 Quarter 3 Quarter 4

1-1

Introduction to Chemistry/

Scientific Measurement

2-1

Atomic Structure 3-1

Ionic and Metallic Bonding/

Covalent Bonding

4-1

The Behavior of Gases

1-2 Matter and

Change

2-2

Nuclear Chemistry 3-2

Chemical Names and Formulas

4-2

Water and Aqueous

Systems/Solutions

1-3

States of Matter

2-3

Electrons in Atom

3-3

Chemical Reactions

4-3

Acids, Bases, and Salts

1-4 Thermochemistry 2-4

The Periodic Table

3-4

Chemical Quantities

4-4

Oxidation-Reduction Reactions 3-5

Stoichiometry

(Chemistry 1 Honors ONLY)

GENERAL NOTES

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies,

experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the

high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National

Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural

phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the

http://www.cpalms.org/Public/PreviewCourse/Preview/13090





high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to

calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret,

and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).

Additional Course Information Professional Development General Resources

Special Notes: Instructional Practices Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:

1. Ensuring wide reading from complex text that varies in length.

2. Making close reading and rereading of texts central to lessons.

3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.

4. Emphasizing students supporting answers based upon evidence from the text.

5. Providing extensive research and

writing opportunities (claims and

evidence)

Biology 9-12

Chemistry 9-12

Building Model-Eliciting Activities in CPALMS

Argument-Driven Inquiry in Chemistry

Florida Standards

Florida Students

CPALMS

District Science SharePoint

High School Biology Science SharePoint

Pearson SuccessNet

The JASON Project

American Chemical Society

Helpful Websites

State Assessment Information

http://www.cpalms.org/Public/PreviewProfessionalDevelopment/Preview/28















http://www.flstandards.org/

http://www.flstandards.org/

http://www.floridastudents.org/

http://www.floridastudents.org/

http://www.cpalms.org/

http://www.cpalms.org/

http://sharepoint.leeschools.net/tal/cs/sci/SitePages/Home.aspx

http://sharepoint.leeschools.net/tal/cs/sci/SitePages/Home.aspx

http://sharepoint.leeschools.net/tal/cs/sci/SitePages/bio.aspx

http://sharepoint.leeschools.net/tal/cs/sci/SitePages/bio.aspx

https://www.pearsonsuccessnet.com/snpapp/login/PsnLandingPage.jsp?showLandingPage=true

https://www.pearsonsuccessnet.com/snpapp/login/PsnLandingPage.jsp?showLandingPage=true

http://www.jason.org/

http://www.jason.org/

http://www.acs.org/

http://www.acs.org/


LabQuesting Science

Quarter: 1-1 Academic Plan 2016-2017 Suggested Unit/Topic/Chapter Length: 5-6 Blocks


Adopted Instructional Materials: Pearson Chemistry, Florida Edition (2012), Prentice Hall / Modern Chemistry (2009), Holt McDougal

Big Idea(s)

Big Idea Description: Introduction to Chemistry

Big Idea Description: Scientific Measurement

Big Idea Description: The Practice of Science

A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."

C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.

Big Idea Description: Real and Complex Number Systems

Expand and deepen understanding of real and complex numbers by comparing expressions and performing arithmetic computations, especially those involving

square roots and exponents. Use the properties of real numbers to simplify algebraic expressions and equations, and convert between different measurement

units using dimensional analysis.

Standards





http://www.cpalms.org/Public/PreviewIdea/Preview/574





Science Next Generation Sunshine State Standards Florida Standards for Mathematics

SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:

1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts).

2. Conduct systematic observations, (Write procedures that are clear

and replicable. Identify observables and examine relationships

between test (independent) variable and outcome (dependent)

Integrate Standards for Mathematical Practice (MP) as applicable.

MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.

MAFS.K12.MP.2.1 Reason abstractly and quantitatively.

MAFS.K12.MP.3.1 Construct viable arguments/critique reasoning of others.

MAFS.K12.MP.4.1 Model with mathematics.

MAFS.K12.MP.5.1 Use appropriate tools strategically.

MAFS.K12.MP.6.1 Attend to precision.

MAFS.K12.MP.7.1 Look for and make use of structure.

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variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines).

3. Examine books and other sources of information to see what is already known,

4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models).

5. Plan investigations, (Design and evaluate a scientific investigation).

6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage).

7. Pose answers, explanations, or descriptions of events,

8. Generate explanations that explicate or describe natural phenomena (inferences),

9. Use appropriate evidence and reasoning to justify these explanations to others,

10. Communicate results of scientific investigations, and evaluate the

merits of the explanations produced by others.

MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning. MAFS.912.F-IF.2.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. MAFS.912.F-IF.3.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. MAFS.912.N-Q.1.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. MAFS.912.N-Q.1.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. MAFS.912.S-ID.1.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). MAFS.912.S-ID.1.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. MAFS.912.S-ID.1.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). MAFS.912.S-ID.1.4 Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. MAFS.912.S-ID.2.5 Summarize categorical data for two categories in two-way

frequency tables. Interpret relative frequencies in the context of the data

MAFS.912.S-ID.2.6 Represent data on two quantitative variables on a scatter

plot, and describe how the variables are related.

Florida Standards for English Language Arts












































ELD.K12.ELL.SC.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting. LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. LAFS.1112.RST.1.2 Determine the central ideas or conclusions of a text;

LAFS.1112.SL.2.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. LAFS.1112.SL.2.5 Make strategic use of digital media (e.g., textual, graphical,

audio, visual, and interactive elements) in presentations to enhance

understanding of findings, reasoning, and evidence and to add interest.
















summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. LAFS.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LAFS.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. LAFS.1112.RST.2.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. LAFS.1112.RST.2.6 Analyze the authors purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. LAFS.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LAFS.1112.RST.3.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. LAFS.1112.RST.3.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. LAFS.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 1112 text complexity band independently and proficiently. LAFS.1112.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. LAFS.1112.SL.1.2 Integrate multiple sources of information presented in diverse

formats and media (e.g., visually, quantitatively, orally) in order to make

informed decisions and solve problems, evaluating the credibility and accuracy

of each source and noting any discrepancies among the data. LAFS.1112.SL.1.3

Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric,

assessing the stance, premises, links among ideas, word choice, points of

emphasis, and tone used.

LAFS.1112.WHST.1.1 Write arguments focused on discipline-specific content. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LAFS.1112.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.1112.WHST.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. LAFS.1112.WHST.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. LAFS.1112.WHST.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. LAFS.1112.WHST.3.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. LAFS.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. LAFS.1112.WHST.4.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.




















































Essential Outcome Questions

● How do scientists write large numbers?

● How can scientists evaluate the accuracy and precision of their experiments?

● Why do measurements need to be reported to the correct number of significant figures?

● Why do scientists use metric units?

● What determines how dense an object is?

● How can dimensional analysis solve many scientific calculations easily?

Aligned Learning Goals (Student

will be able to)

District Adopted

Materials

Supplemental Resources Strategies for

Differentiation

● describe how science is important to individuals and society and give examples of what science is and what is not the practice of science;

● describe how technology has changed the study of biology and other sciences and explain the role that computers hold to support data analysis;

● identify sources of scientific information and appraise the

reliability;

● distinguish between observations, inferences, and predictions giving examples of each; and

● identify lab safety symbols, lab rules, and laboratory equipment

used in the science lab.

Pearson Chemistry

Chapter 1 –

Introduction to Chemistry

Chapter 3 – Scientific Measurement

Holt Modern Chemistry

Chapter 1 –

Matter and Change

Chapter 2 –

Measurement and

Calculations

TE pp. xviii - xxi

TE pp. 44-57

TE pp. 6-20

TE pp 26-27

Mixture Separation

TE pp. 6-15,TE pp. 16-20

HOLT Lab Manual: Laboratory Procedures HOLT Lab Manual: Accuracy and Precision in Measurements (Skills Practice)

Mixture Separation

(Chapter Lab)

Paper Chromatography

(Inquiry) LM 53

SC.912.N.1.1

Dimensional Analysis

SC.912.N.1.1

• Defining Chemistry

• Nature of Science

• expand and deepen understanding of real and complex numbers by comparing expressions and performing arithmetic computations, especially those involving square roots and exponents; and

• use the properties of real numbers to simplify algebraic

expressions and equations, and convert between different

measurement units using dimensional analysis.



https://drive.google.com/open?id=0BxhT81h4rkhSYlhPOXpwVklVaTQ&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSYlhPOXpwVklVaTQ&authuser=0



http://www.ck12.org/chemistry/Defining-Chemistry/

http://www.ck12.org/chemistry/Defining-Chemistry/

http://www.ck12.org/chemistry/Nature-of-Science/

http://www.ck12.org/chemistry/Nature-of-Science/








Assessment(s):

Home




Big Idea(s)

Big Idea Description: Matter

A. A working definition of matter is that it takes up space, has mass, and has measurable properties. Matter is comprised of atomic, subatomic, and elementary particles. B. Electrons are key to defining chemical and some physical properties, reactivity, and molecular structures. Repeating (periodic) patterns of physical and chemical properties occur among elements that define groups of elements with similar properties. The periodic table displays the repeating patterns, which are related to the atom's outermost electrons. Atoms bond with each other to form compounds. C. In a chemical reaction, one or more reactants are transformed into one or more new products. Many factors shape the nature of products and the rates of reaction. D. Carbon-based compounds are building-blocks of known life forms on earth and numerous useful natural and synthetic products.

Standards

Science Next Generation Sunshine State Standards Florida Standards









SC.912.P.8.1 Differentiate among the four states of matter.

SC.912.P.8.2 Differentiate between physical and chemical properties and

physical and chemical changes of matter.

Each Argument-Driven Inquiry (ADI) lab investigation addresses:

8 Science and Engineering Practices

1 core Science Next Generation Sunshine State Standard (at least)

2 Crosscutting Concepts (at least)

43 Florida Standards for English Language Arts (ELA)


● What properties are used to describe matter?

● How can matter change its form?


will be able to)

District Adopted Materials Supplemental Resources Strategies for

Differentiation

● differentiate among the four states of matter (solid, liquid, gas

and plasma) in terms of energy, particle motion, and phase

transitions. (Note: Currently five states of matter have been

identified.)

Pearson TE 32-59

Carbon Column Pearson

TE 43

HOLT TE 328-359

SC.912.P.8.1





https://digioh.s3.amazonaws.com/vendors/vendor_10867/em_files/em_file_42274/Stages%20of%20ADI%20and%20Florida%20Standards%20HS%20Chemistry%20Alignment%20Table.pdf?AWSAccessKeyId=AKIAJ23IM33EG3FDC6XQ&Expires=1437658759&Signature=G1zILogt%2BM1DHvzFv2TbFUkd79E%3D










● discuss volume, compressibility, density, conductivity, malleability, reactivity, molecular composition, freezing, melting and boiling points;

● distinguish between a mixture and a pure substance;

● distinguish between the physical properties and chemical properties of matter;

● classify changes of matter as physical or chemical;

● describe simple laboratory techniques that can be used to separate homogeneous and heterogeneous mixtures (e.g. filtration, distillation, chromatography, evaporation); and

● explain how the law of conservation of energy applies to changes of matter.

HOLT TE 6-27B

SC.912.P.8.1

● Ice Cubes in a Bag

● Lemonade

● Cookie Crumbles

● Seedlings in a Jar

● Pennies

● Is it a Solid?

SC.912.P.8.2 ● Is

It Melting? ● Is

It Matter?

● Is It Made of Molecules?

● The Rusty Nails

● Comparing Cubes

● Floating High and Low

● Sugar Water

SC.912.P.8.2

• Lab 10. Identification

of an Unknown

“Click or Scan” for

Student Lab Handout

• Chromatography Lab

HOLT Lab Manual:

Evidence for Chemical

Change

• Solid, Liquid, Gas

SC.912.P.8.2

• Physical Properties of Matter

• Chemical

Properties of

Matter

• Physical Change

Assessment(s):

http://www.uncoveringstudentideas.org/



https://drive.google.com/open?id=0B1GInX1TNkpUM1NwTWcxUkNjMlU&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUM1NwTWcxUkNjMlU&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUQ0hIbDBGbXVUenM&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUbVlCUlF2Q3J6eEU&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUbVlCUlF2Q3J6eEU&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUcGFHeVljVFlUV1k&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUcGFHeVljVFlUV1k&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUMmg4ZnhVYjA0T1U&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUc1FLV0ptTHQyeG8&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUc1FLV0ptTHQyeG8&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUcXFhS2s3aWM3MlE&authuser=0/



https://drive.google.com/open?id=0B1GInX1TNkpUSVJWZk5vZ1BLckU&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUSFFmVnlRRkFCaVE&authuser=0/




https://drive.google.com/open?id=0B1GInX1TNkpUaVloOUFpcFVkOUE&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUaVloOUFpcFVkOUE&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUYm9KWjN0WmF3QlU&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUeWxMVVhWS3ZjWkU&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUcktCbWN0cUlOVUk&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUcktCbWN0cUlOVUk&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUS05LSzlwTGlWOGs&authuser=0




http://home/

http://home/

http://home/

http://home/

http://www.ck12.org/chemistry/Solid-Liquid-and-Gas/

http://www.ck12.org/chemistry/Solid-Liquid-and-Gas/



http://www.ck12.org/chemistry/Physical-Properties-of-Matter/




http://www.ck12.org/chemistry/Chemical-Properties-of-Matter/






http://www.ck12.org/chemistry/Physical-Change/

http://www.ck12.org/chemistry/Physical-Change/





Home




Big Idea(s)








Big Idea Description: Motion

A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. When objects travel at speeds comparable to the speed of light, Einstein's special theory of relativity applies. B. Gases consist of great numbers of molecules moving in all directions. The behavior of gases can be modeled by the kinetic molecular theory.

C. Chemical reaction rates change with conditions under which they occur. Chemical equilibrium is a dynamic state in which forward and reverse processes occur at the same rates.

Big Idea Description: Energy

A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2. B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion. C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy. D. The theory of electromagnetism explains that electricity and magnetism are closely related. Electric charges are the source of electric fields. Moving charges generate magnetic fields. E. Waves are the propagation of a disturbance. They transport energy and momentum but do not transport matter











Standards


SC.912.P.10.5 Relate temperature to the average molecular kinetic energy. SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others. SC.912.P.12.11 Describe phase transitions in terms of kinetic molecular theory. SC.912.P.8.1:Differentiate among the four states of matter (solid, liquid, gas

and plasma) in terms of energy, particle motion, and phase transitions

SC.912.N.1.1 Define a problem based on a specific body of knowledge, for

example: biology, chemistry, physics, and earth/space science







● What factors determine the physical state of a substance?

● What are the characteristics that distinguish solids, liquids, and gases?

● How do substances change from one state to another?


will be able to)


Differentiation

● distinguish the four states of matter, i.e., solid, liquid, gas, and

plasma, for a substance.

Pearson TE 418-448

HOLT TE 328-332

How Sublime















https://drive.google.com/open?id=0B7Flv4QTs50OcGg1Q2FmaVF5dFE&authuser=0

https://drive.google.com/open?id=0B7Flv4QTs50OcGg1Q2FmaVF5dFE&authuser=0





●

explain the behavior of solid, liquids, and gases as modeled by

the kinetic molecular theory.

SC.912.P.10.5

● The Mitten Problem

SC.912.P.12.11

● Lab 8. Solutes and the Freezing Point of Water

Freezing and

Melting of Water

● describe solids, liquids, and gases in terms of compressibility, structure, shape, and volume; and

● explain and predict the transition of solids, liquids, and gases based on kinetic-molecular theory.

● Objects and Temperature

● Turning the Dial

● Boiling Time and Temperature

● Freezing Ice

● What’s in the Bubbles?

SC.912.P.12.11

● Salt Crystals

● Warming Water


Student Lab Handout

● Lab 9. Melting and

Freezing Points


Student Lab Handout

● use the kinetic-molecular theory to describe the behavior and

kinetic energy of a molecule and compound during changes in

temperature.

Assessment(s):




https://drive.google.com/open?id=0B1GInX1TNkpUektZejNZODBNajg&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUektZejNZODBNajg&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUS3E2c2x6WUFXZ2c&authuser=0









http://www2.vernier.com/sample_labs/CWV-02-COMP-freezing_melting_water.pdf






https://drive.google.com/open?id=0B1GInX1TNkpUVUdRdDdDTXNLU3c&authuser=0




https://drive.google.com/open?id=0B1GInX1TNkpUOWFwdlNyaXQ4TjQ&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUeUtDOFo4X2lfZ3M&authuser=0




https://drive.google.com/open?id=0B1GInX1TNkpURlk2clZhaTZhUm8&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUVHdUenl2LWJHZ2M&authuser=0







https://drive.google.com/open?id=0B1GInX1TNkpUR0dCVEpxSUR0QkE&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUR0dCVEpxSUR0QkE&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUSS0yRVdDZDZZSmM&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUdDJGVldKc0dfV3c&authuser=0
















Home




Big Idea(s)








Standards


SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others. SC.912.P.8.2 Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity. SC.912.P.10.5 Relate temperature to the average molecular kinetic energy.

SC.912.P.10.6 Create and interpret potential energy diagrams

SC.912.P.10.7 Distinguish between endothermic and exothermic chemical

processes.







● How is energy conserved in a chemical or physical process?

● How can you determine the amount of energy absorbed or released in a chemical or physical process?

Aligned Learning Goals

(Student will be able to)


Differentiation



















● analyze and distinguish among energy transformations (for example, chemical to thermal) in classroom laboratories and real world scenarios; and

● explain how energy transformations follow the Law of

Conservation of Energy.

Pearson TE 554-591

HOLT TE 530-537

SC.912.P.10.1

● Is It a System?

● Ice Cold Lemonade

SC.912.P.10.5

● Thermometer

HOLT Lab Manual:

Specific Heat (Inquiry)

Temperature of a Bunsen

Burner Flame

(Skills Practice)

SC.912.P.10.7

● Lab 20. Enthalpy Change of Solution


Student Lab Handout

• Endothermic and

Exothermic Rxns

• Energy Content of Foods

• Heat of Fusion for

Ice

● use calorimetry to illustrate conservation of energy; and

● explain how conservation of energy is important in chemical

reactions with bond formation and bond breaking.

● use the kinetic-molecular theory to describe the behavior and

kinetic energy of a molecule and compound during changes in

temperature.

● select the chemical reaction which represents an increase or

decrease in entropy going from reactants to products.

● justify a chemical process as either endothermic or exothermic from a potential energy diagram; and

● relate endothermic and exothermic to enthalpy.

Assessment(s):




https://drive.google.com/open?id=0B1GInX1TNkpUM09abUlJTllaYkE&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUM09abUlJTllaYkE&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUUXloVHptY05qTk0&authuser=0





https://drive.google.com/open?id=0B1GInX1TNkpUWjVNU3lLNGdvbkk&authuser=0





https://drive.google.com/open?id=0B1GInX1TNkpUTUR5WGNlZTA3OTg&authuser=0







http://www2.vernier.com/sample_labs/CWV-01-COMP-endothermic_reactions.pdf




http://www.google.com/url?sa=t&rct=j&q=vernier%20energy%20content%20of%20foods&source=web&cd=1&cad=rja&uact=8&ved=0CB4QFjAA&url=http%3A%2F%2Fwww2.vernier.com%2Fsample_labs%2FCWV-16-COMP-energy_content_foods.pdf&ei=iaB1VZrKE-jksATt1oKwAg&usg=AFQjCNG6W1WMu6uhKX7022kfS27t7ynqIQ




http://www2.vernier.com/sample_labs/CWV-04-COMP-heat_of_fusion.pdf




















Home




Big Idea(s)



Standards










SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science. SC.912.P.8.3 Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated by experimental evidence. SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons, and electrons, and differentiate among these particles in terms of their mass, electrical charges, and locations within the atom. SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and

open to change. Scientific knowledge can change because it is often examined

and re-examined by new investigations and scientific argumentation. Because

of these frequent examinations, scientific knowledge becomes stronger,

leading to its durability.

SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. SC.912.N.3.2 Describe the role consensus plays in the historical development

of a theory in any one of the disciplines of science.


● What components make up an atom?

● How are atoms of one element different from atoms of another element?


will be able to)


Differentiation

● identify the experiments and main contributions of Rutherford

and J.J. Thompson to the understanding of the atom.

Pearson TE 100-124

Holt TE 66-82

• Isotopic Pennies

SC.912.P.8.3













https://drive.google.com/open?id=0BxhT81h4rkhSZVJuM04tVVVaQVE&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSZVJuM04tVVVaQVE&authuser=0







●

●

●

analyze and differentiate among the theories and associated

scientists that led to the modern atomic theory; discuss the

importance of certain experiments; for example, cathode ray

tube and gold foil that led to the discovery of the particles

that make up the atom; and explain how certain experiments

led to the creation of the historical and modern atom

models: for example, the plum pudding atom and the

nuclear atom.

SC.912.P.8.3

• Island of Stability

• Democritus’ Idea of the Atom

• Dalton’s Atomic

Theory

• Thomson’s Atomic

Model

• Rutherford’s Atomic Model

• Bohr’s Atomic

Model

●

describe the structure of atoms and differentiate among

identification, description, location, mass, and electrical charge

of subatomic particles.

Assessment(s):

Home



http://www.pbs.org/wgbh/nova/education/viewing/3313_02_nsn.html

http://www.pbs.org/wgbh/nova/education/viewing/3313_02_nsn.html

http://www.ck12.org/chemistry/Democritus-Idea-of-the-Atom/




http://www.ck12.org/chemistry/Daltons-Atomic-Theory/




http://www.ck12.org/chemistry/Thomsons-Atomic-Model/




http://www.ck12.org/chemistry/Rutherfords-Atomic-Model/





http://www.ck12.org/chemistry/Bohrs-Atomic-Model/














Big Idea(s)



Standards


SC.912.P.10.11: Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues. SC.912.P.10.12: Differentiate between chemical and nuclear reactions.














● What happens when an unstable nucleus decays?

● How is the structure of atoms altered during fission and fusion?

● How does nuclear chemistry affect your life?


will be able to)


Differentiation

● identify the characteristics of chemical and nuclear reactions;

● describe how chemical reactions differ from nuclear reactions in terms of the changes to the nucleus of an atom; and

● complete and balance an equation for a nuclear transmutation.

Pearson TE 874-905

HOLT TE 680-708

MIA Guide Simulation of Nuclear Decay

Using Pennies and Paper

(Chapter Lab)

Red Hot Half Life

SC.912.P.10.11

• Structure of the

Nuclear Atom

• Radioactive Decay

• Radioactive

Half-Life

• Fission and Fusion

● identify the three main types of radioactive decay (alpha, beta, and gamma) and compare their properties (composition, mass, charge, and penetrating power);

● explain the concept of half-life for an isotope (e.g. C-14 is used to determine the age of objects) and calculate the amount of a radioactive substance remaining after an integral number of half-lives have passed; and

● recognize that the energy release per gram of material is much

larger in nuclear fusion or fission reactions than in chemical

reactions due to the large amount of energy related to small

amounts of mass by equation E=mc^2.

Assessment(s):

https://drive.google.com/open?id=0BxhT81h4rkhSWUU3U0JnYl9HNHc&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSWUU3U0JnYl9HNHc&authuser=0



http://www.ck12.org/chemistry/Structure-of-the-Nuclear-Atom/




http://www.ck12.org/chemistry/Radioactive-Decay/

http://www.ck12.org/chemistry/Radioactive-Decay/

http://www.ck12.org/chemistry/Radioactive-Half-life/






http://www.ck12.org/chemistry/Fission-and-Fusion/

http://www.ck12.org/chemistry/Fission-and-Fusion/








Home




Big Idea(s)





Standards












SC.912.P.10.18: Explore the theory of electromagnetism by comparing and

contrasting the different parts of the electromagnetic spectrum in terms of

wavelength, frequency, and energy and relate them to phenomena and

applications.

SC.912.P.10.20 Describe the measurable properties of waves and explain the relationships among them and how these properties change when the wave moves from one medium to another SC.912.P.10.9 Describe the quantization of energy at the atomic level. SC.912.P.8.5 Relate properties of atoms and their position in the periodic table to the arrangement of their electrons. SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons, and electrons, and differentiate among these particles in terms of their mass, electrical charges, and locations within the atom. SC.912.N.3.2 Describe the function of models used in science, and identify the wide range of models used in science. SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and

open to change. Scientific knowledge can change because it is often examined

and re-examined by new investigations and scientific argumentation. Because

of these frequent examinations, scientific knowledge becomes stronger,

leading to its durability.


● How does the quantum mechanical model describe the arrangement of electrons in atoms? ●

What happens when electrons in atoms absorb or release energy?


will be able to)


Differentiation


















●

●

●

explain how the quantization of energy of an atom relates to

the electromagnetic (EM) spectrum; identify and describe

the different aspects and electromagnetic radiation of the

EM spectrum; and use the EM spectrum to calculate

wavelength, frequency, and/or energy.

Pearson TE 126-157

HOLT TE pp.. 96-122

MIA Guide

Flame Tests

(Chapter Lab, p. 130)

EarthGuide

Electromagnetic

Spectrum Simulation

PBS Learning - NOVA

• The Fabric of the Cosmos- Quantum Leap

• The World of

Chemistry- The Busy Electron

● describe the measurable properties of waves (frequency, wavelength) and explain the relationships among them; and

● recognize that the source of all waves is a vibration and waves carry energy from one place to another.

• Electron Configuration,

Orbital Notation, and

Quantum Numbers

SC.912.P.8.5

• Online Orbital Filling

SC.912.P.10.9

• Photoelectric Effect

Simulation

• Neon Lights & Other Light Simulations

SC.912.P.10.18

• Quantization of

Energy

• Energy Level

• Orbitals

• Valence Electrons

● explain the relationship between energy and frequency; and

● predict the behavior of and/or calculate quantum and photon energy from frequency.

● use the periodic table and electron configuration to determine an element's number of valence electrons and its chemical and physical properties; and

● explain how chemical properties depend almost entirely on the

configuration of the outer electron shell.

http://earthguide.ucsd.edu/eoc/special_topics/teach/sp_climate_change/p_emspectrum_interactive.html




http://www.pbs.org/wgbh/nova/physics/fabric-of-cosmos.html#fabric-quantum








https://www.learner.org/

http://www.learner.org/vod/vod_window.html?pid=807










https://drive.google.com/open?id=0BxhT81h4rkhSYkdvV1JySWhobms&authuser=0












http://www.cpalms.org/Public/PreviewResource/Preview/56143














http://www.ck12.org/chemistry/Quantization-of-Energy/




http://www.ck12.org/chemistry/Energy-Level/

http://www.ck12.org/chemistry/Energy-Level/

http://www.ck12.org/chemistry/Orbitals/

http://www.ck12.org/chemistry/Orbitals/

http://www.ck12.org/chemistry/Valence-Electrons/

http://www.ck12.org/chemistry/Valence-Electrons/














Assessment(s):

Home




Big Idea(s)










Standards


SC.912.P.8.5: Relate properties of atoms and their position in the periodic

table to the arrangement of their electrons.


● What information does the periodic table provide?

● How can periodic trends be explained?


will be able to)

District Adopted

Materials


Differentiation










● describe how the periodic table is organized;

● relate the position of the atom on the periodic table to its properties and to its arrangement of electrons; and

● predict properties of atoms based on position in the periodic

table.

Pearson TE 158-191

Holt TE 133-164

SC.912.P.8.5

• Interactive Periodic

Table

• Alkali Metals in

Water

• Why Do They Call it a

Periodic Table?

SC.912.P.8.5

• Rodent Infestation Challenge

SC.912.P.8.5

• Blocks of the Periodic Table

• Periodic Trends

Assessment(s):

Home










https://www.youtube.com/watch?v=m55kgyApYrY




https://drive.google.com/open?id=0BxhT81h4rkhSeGk1aXJHSnNybDA&authuser=0












http://www.ck12.org/chemistry/Blocks-of-the-Periodic-Table/




http://www.ck12.org/chemistry/Periodic-Trends/

http://www.ck12.org/chemistry/Periodic-Trends/









Big Idea(s)





Standards


SC.912.P.8.6 Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces. SC.912.P.8.7 Interpret formula representations of molecules and compounds

LAFS.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. LAFS.1112.RST.3.7 Integrate and evaluate multiple sources of information

in terms of composition and structure.

SC.912.P.8.12 Describe the properties of the carbon atom that make the

diversity of carbon compounds possible.

presented in diverse formats and media (e.g., quantitative data, video,

multimedia) in order to address a question or solve a problem.



















● How do ionic compounds form?

● How does metallic bonding affect the properties of metals?

● How is the bonding in molecular compounds different from the bonding in ionic compounds?

● How do electrons affect the shape of a molecule?

● What factors affect molecular properties?


will be able to)

District Adopted

Materials


Differentiation

●

●

●

describe how atoms combine to form molecules through

ionic, covalent, and hydrogen bonding; compare and contrast

the characteristics of the interactions between atoms in ionic

and covalent compounds and how these bonds form; and use

electronegativity to explain the difference between polar and

nonpolar covalent bonds.

Pearson TE 192-261

HOLT TE 175-207

HOLT Lab Manual:

Conductivity as an

Indicator of Bond Type

(Microscale)

Chemical Bonds

(Microscale)

• Don't Flip Your

Lid

• Evaporation and

Intermolecular

Attractions

SC.912.P.8.12

• The World of Chemistry-Carbon

SC.912.P.8.7

• Modeling Compounds with Fruit Loops

●

●

●

●

determine if two elements will form a covalent or an ionic

bond based on their positions on the periodic table; predict

the bond type using a periodic table, for a compound;

associate type of electron behavior with bond type; and

select the formula of a compound with a given a set of

properties of either ionic or covalent compounds.

● explain how the bonding characteristics of carbon lead to a

large variety of structures ranging from simple hydrocarbons

to complex polymers and biological molecules

https://drive.google.com/open?id=0BxhT81h4rkhSeS1PUHpvUmJkRXM&authuser=0




http://dwb4.unl.edu/chem/chem869e/chem869emats/cwcbl09.pdf









https://www.learner.org/vod/vod_window.html?pid=813
























SC.912.P.8.6

• Ionic or Not

Activity

• PhET Molecular

Shape Simulation

Assessment(s):

Home











https://drive.google.com/a/leeschools.net/file/d/0BxhT81h4rkhSV0Y2NDFvVFhGdlU/view?usp=sharing


Quarter: 3

Academic Plan -

Chemistry 1 (Course #


-2 2016-2017 Suggested Unit/Topic/Chapter Length: 3 4 Blocks

2003340)

Chemistry 1 Honors (Course #2003350)


Big Idea(s)





Standards













SC.912.P.8.7 Interpret formula representations of molecules and compounds in

terms of composition and structure. LAFS.1112.RST.2.4 Determine the meaning of symbols, key terms, and other

domain-specific words and phrases as they are used in a specific scientific or

technical context relevant to grades 1112 texts and topics.


● How does the periodic table help your determine the names and formulas of ions and compounds?

● What is the difference between an ionic and molecular compound?


will be able to)


Differentiation

● classify and describe the structures of molecules and compounds based on formula representation;

● identify a common ion’s correct formula with a charge;

● write chemical formulas for simple covalent (HCl, SO2, CO2, and CH4), ionic (Na+ + Cl− → NaCl) and molecular (O2, H2O) compounds; and

● predict the formulas of ionic compounds based on the number

of valence electrons and the charges on the ions.

Pearson TE 262-303

Holt TE 218 - 235

• World of Chemistry-

Molecules in Action

SC.912.P.8.7

• Dancing Ionic Compounds


















Quarter: 3

Academic Plan -



• The Eight Solution

Problem

(Naming)

SC.912.P.8.7

• Molecular Formula

Naming Binary

Ionic Compounds

• Formulas for Binary Ionic Compounds

• Names and

Formulas of

Ternary Ionic

Compounds

Assessment(s):

Home


2003340)



Big Idea(s)










http://www.ck12.org/chemistry/Molecular-Formula/

http://www.ck12.org/chemistry/Molecular-Formula/

http://www.ck12.org/chemistry/Naming-Binary-Ionic-Compounds/






http://www.ck12.org/chemistry/Formulas-for-Binary-Ionic-Compounds/




http://www.ck12.org/chemistry/Names-and-Formulas-of-Ternary-Ionic-Compounds/



















Standards


SC.912.P.8.8 Characterize types of chemical reactions; for example, redox, acid-base, synthesis, and single- and double replacement reactions. SC.912.P.8.9 Apply the mole concept and the law of conservation of mass to

calculate quantities of chemicals participating in reactions.


● How do chemical reactions obey the Law of Conservation of Mass?

● How can you predict the products of a chemical reaction?











Quarter: 3

Academic Plan -




will be able to)


Differentiation

● classify and distinguish among the different types of chemical reactions; and

● predict products for certain types of chemical reaction based

on the activity series for metals and halogens.

Pearson TE 344-381

HOLT TE 77 - 87

HOLT Lab Manual:

Balancing Equations

Using Models (Quick Lab)

SC.912.P.8.8

• Zip Lock Bag Reactions

SC.912.P.8.9

• Online Balancing Practice

• Reactions in

Chemistry -

Chemical Design

SC.912.P.8.8

• Chemical Symbols and Formulas

• Reactants and Products

• Recognizing

Chemical Reactions

● balance chemical equations in order to calculate quantities of

chemicals in reactions

Assessment(s):

Home














http://www.learner.org/workshops/chemistry/








http://www.ck12.org/chemistry/Chemical-Symbols-and-Formulas/




http://www.ck12.org/chemistry/Reactants-and-Products/




http://www.ck12.org/chemistry/Recognizing-Chemical-Reactions/














2003340)



Big Idea(s)





Standards


SC.912.P.8.9: Apply the mole concept and the law of conservation of

mass to calculate quantities of chemicals participating in reactions. Each Argument-Driven Inquiry (ADI) lab investigation addresses:


1 core Science Next Generation Sunshine State Standard (at least) 2

Crosscutting Concepts (at least)

















Quarter: 3

Academic Plan -




LAFS.1112.RST.3.9 Synthesize information from a range of sources (e.g., texts,

experiments, simulations) into a coherent understanding of a process,

phenomenon, or concept, resolving conflicting information when possible.


● Why is the mole an important measurement in chemistry?

● How can the molecular formula of a compound be determined experimentally?


will be able to)


Differentiation

●

calculate and convert mass to moles to particles or a

combination for compounds and molecules.

Pearson TE 304-343

Holt TE 299 - 318

MIA Guide: TE pp 258







Determining the Empirical

Formula of Magnesium

Oxide (Chapter Lab)

SC.912.P.8.9

Lab 14. Molar

Relationships


Student Lab Handout

SC.912.P.8.9

• Determination of a

Hydrate Lab

SC.912.P.8.9

• Avogadro’s

Number

• Scientific Dimensional Analysis

• Calculating Derived

Quantities

https://drive.google.com/open?id=0BxhT81h4rkhSTVNCRzFyMll4ZVE



https://drive.google.com/a/leeschools.net/file/d/0BxhT81h4rkhSWFh6blBmQmlQRTg/view?usp=sharing














http://www.ck12.org/chemistry/Avogadros-Number/




http://www.ck12.org/chemistry/Scientific-Dimensional-Analysis/






http://www.ck12.org/chemistry/Calculating-Derived-Quantities/





SC.912.P.8.9

• Mole Measurement

• Moles of Calcium

Carbonate

Assessment(s):

Home

https://www.flinnsci.com/teacher-resources/



https://www.flinnsci.com/media/621446/91622.pdf



http://moodle.nisdtx.org/pluginfile.php/444257/mod_resource/content/1/Moles%20of%20Chalk%20Lab%20v2.pdf







Quarter: 3-5 (Chemistry 1 Honors ONLY) Academic Plan 2016-2017 Suggested Unit/Topic/Chapter Length: 3-4 Blocks



Big Idea(s)




A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2. B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion. C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy.

D. The theory of electromagnetism explains that electricity and magnetism are closely related. Electric charges are the source of electric fields. Moving charges

generate magnetic fields. E. Waves are the propagation of a disturbance. They transport energy and momentum but do not transport matter

Standards













SC.912.P.8.9: Apply the mole concept and the law of conservation of

mass to calculate quantities of chemicals participating in reactions. Each Argument-Driven Inquiry (ADI) lab investigation addresses:






How do chemists measure elements?


will be able to)


Differentiation

● balance chemical equations in order to calculate quantities of

chemicals in reactions

HOLT MC TE 299 – 318

HOLT Lab Manual:

Stoichiometry and

Gravimetric Analysis SC.912.P.8.9













(Chapter Lab)

SC.912.P.8.9

Lab 27. Stoichiometry and Chemical Reactions


Student Lab Handout

• Mole Road Map

Everyday

Stoichiometry

• Stoichiometric

Calculations

SC.912.P.8.9

• Online Limiting Reagent Simulation

• Airbags

Assessment(s):

Home







https://drive.google.com/a/leeschools.net/file/d/0BxhT81h4rkhSRHRBVEZKcXdxb1E/view?usp=sharing








http://www.ck12.org/chemistry/Mole-Road-Map/

http://www.ck12.org/chemistry/Mole-Road-Map/

http://www.ck12.org/chemistry/Everyday-Stoichiometry/






http://www.ck12.org/chemistry/Stoichiometric-Calculations/










https://drive.google.com/open?id=0BxhT81h4rkhScjhOQjRETGE1QUk&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhScjhOQjRETGE1QUk&authuser=0








Big Idea(s)







A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2. B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion. C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy. D. The theory of electromagnetism explains that electricity and magnetism are closely related. Electric charges are the source of electric fields. Moving charges generate magnetic fields. E. Waves are the propagation of a disturbance. They transport energy and momentum but do not transport matter.

Standards












SC.912.P.12.10: Interpret the behavior of ideal gases in terms of kinetic molecular theory. SC.912.P.10.5: Relate temperature to the average molecular kinetic energy.








will be able to)


Differentiation

●

●

explain the behavior of an ideal gas using the molecular theory

with regard to compression, expansion, diffusion, effusion, and

partial pressures of gases; and apply the kinetic-molecular

theory to predict and calculate the behavior of an ideal gas

with regard to changes in volume, pressure, and temperature.

Pearson TE 448-485

Holt TE 360-399

Pressure-Temperature Relationship in Gases HOLT

Lab Manual: Molar Volume of a Gas

(Skills Practice)

SC.912.P.12.10

Lab 15. The Ideal Gas

Law


Student Lab Handout

• World of

Chemistry-A Matter

of State

SC.912.P.12.11

• Kinetic-Molecular

Theory

SC.912.P.12.10

• Ideal Gas Law

• Real & Ideal Gases

● recognize that the internal energy of an object includes the

energy of random motion of the object’s atoms and molecules,

often referred to as thermal energy.























http://www.ck12.org/chemistry/Kinetic-Molecular-Theory/








http://www.ck12.org/chemistry/Ideal-Gas-Law/

http://www.ck12.org/chemistry/Ideal-Gas-Law/

http://www.ck12.org/chemistry/Real-and-Ideal-Gases/

http://www.ck12.org/chemistry/Real-and-Ideal-Gases/








SC.912.P.12.10

• Boyle's Law Bell Jar

Predict-Observe-

Explain

• PhET Gas Law Online

Simulation

• Gas Law Balloons Online Simulation

• Real Life Gas

Application Reading

and Lab

Boyle's Law:

Pressure-Volume

Relationship in Gases

Assessment(s):

Home




Big Idea(s)

























http://www2.vernier.com/sample_labs/CWV-06-COMP-boyles_law.pdf


http://www.vernier.com/training/videos/
























A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2. B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion. C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy. D. The theory of electromagnetism explains that electricity and magnetism are closely related. Electric charges are the source of electric fields. Moving charges generate magnetic fields. E. Waves are the propagation of a disturbance. They transport energy and momentum but do not transport matter.

Standards












SC.912.L.18.12 Discuss the special properties of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. SC.912.P.8.6 Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces. SC.912.P.8.8 Characterize types of chemical reactions; for example, redox,

acid-base, synthesis, and single- and double replacement reactions.

LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. LAFS.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. LAFS.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 1112 text complexity band independently and proficiently. LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LAFS.1112.WHST.3.9 Draw evidence from informational texts to support

analysis, reflection, and research.



will be able to)


Differentiation

●

●

describe the properties of water at a conceptual and molecular

level; for example, specific heat, polarity, and cohesive

behavior; and explain how these properties make water

essential for life on Earth.

Pearson TE 448-485

HOLT TE 349-351

Holt TE 400-433/ 434-465

SC.912.P.8.1

Paintball Chemistry

World of

Chemistry-Water




































● select that compound or group of compounds which are electrolytes or nonelectrolytes; and

● select those factors that affect solubility and how they affect

solubility from a list.

MIA Guide: TE pp 405

Observing Solutions,

Suspensions, and Colloids

(Quick Lab)

SC.912.L.18.12

• Structure of Water

• Structure of Ice

• Physical Properties of Water

SC.912.P.8.6

• Electrolytes and

Nonelectrolytes

• Strong and Weak

Electrolytes

SC.912.P.8.8

• Molarity

• Molality

● solve word problems involving molarity and molality

Assessment(s):

Home




http://www.ck12.org/chemistry/Structure-of-Water/

http://www.ck12.org/chemistry/Structure-of-Water/

http://www.ck12.org/chemistry/Structure-of-Ice/

http://www.ck12.org/chemistry/Structure-of-Ice/

http://www.ck12.org/chemistry/Physical-Properties-of-Water/







http://www.ck12.org/chemistry/Electrolytes-and-Nonelecrolytes/




http://www.ck12.org/chemistry/Strong-and-Weak-Electrolytes/






http://www.ck12.org/chemistry/Molarity/

http://www.ck12.org/chemistry/Molarity/

http://www.ck12.org/chemistry/Molality/

http://www.ck12.org/chemistry/Molality/












Big Idea



Standards


SC.912.P.8.8 Characterize types of chemical reactions, for example: redox, acid-

base, synthesis, and single and double replacement reactions.

SC.912.P.8.11 Relate acidity and basicity to hydronium and hydroxide ion

concentration and pH.



1 core Science Next Generation Sunshine State Standard (at least) 2 Crosscutting Concepts (at least)


LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. LAFS.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LAFS.1112.RST.3.8 Evaluate the hypotheses, data, analysis, and conclusions in
































a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. LAFS.1112.RST.3.9 Synthesize information from a range of sources (e.g., texts,

experiments, simulations) into a coherent understanding of a process,

phenomenon, or concept, resolving conflicting information when possible.


● What are different ways chemists define acids and bases?

● What does the pH of a solution mean?

● How do chemists use acid-base reactions?


will be able to)


Differentiation

●

●

classify and distinguish among the different types of chemical

reactions; and predict products for certain types of chemical

reaction based on the activity series for metals and halogens.

Pearson TE 644-689

HOLT TE 466-497,498-529

MIA Guide: TE 472

SC.912.P.8.11









●

●

●

●

●

●

●

●

measure pH using various tools; for example, litmus paper pH indicators and pH probe; use the hydronium and/or hydroxide ion concentration in solution to calculate pH; identify the correct description of a strong/weak acid; select the correct definition of an acid/base according to Arrhenius, Bronsted/Lowry, and Lewis; identify a conjugate acid/base of a given base/acid in a

chemical equation; calculate pH given the molar concentration

or the data needed to calculate the molar concentration for a

strong acid or base; calculate the concentration of unknown

acid or base from data for a titration experiment; and select

the appropriate indicator from a table of indicators for a given

acid/base titration.

Household Acids and

Bases (Quick Lab)

HOLT Lab Manual:

Is It an Acid or a Base?

(Chapter Lab)

Hydronium Ion

Concentration and pH

(Skills Practice)

Determination of Acetic

Acid in Vinegar

(Microscale)

Determination of Vitamin

C in Fruit Juices

(Microscale)

SC.912.P.8.11

Lab 18.

Characteristics of

Acids and Bases


Student Lab Handout

• Calculating pH of Acids and Bases

• Strong and Weak Acids

• Strong and Weak

Bases

• Indicators

How Effective are

Antacids

(Inquiry)

Titration with an Acid and a Base

(Skills Practice) SC.912.P.8.11

• Acid Base Intro with Lab

• Fish Tank pH Read and

Apply pH of Soil Investigation

• Acid-Base Solutions




https://drive.google.com/a/leeschools.net/file/d/0BxhT81h4rkhSU2VXQVhaUG9XUlE/view?usp=sharing








http://www.ck12.org/chemistry/Calculating-pH-of-Acids-and-Bases/




http://www.ck12.org/chemistry/Strong-and-Weak-Acids/




http://www.ck12.org/chemistry/Strong-and-Weak-Bases/




http://www.ck12.org/chemistry/Indicators/

http://www.ck12.org/chemistry/Indicators/


























Assessment(s):

Home




Quarter: 4-4 Academic Plan 2016-2017 Suggested Unit/Topic/Chapter Length: 3 Blocks



Big Idea



Standards










SC.912.P.8.10: Describe oxidation-reduction reactions in living and non-living systems SC.912.P.8.8: Characterize types of chemical reactions, for example: redox,

acid-base, synthesis, and single and double replacement reactions.

LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. LAFS.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. LAFS.1112.RST.4.10 By the end of grade 12, read and comprehend science/technical texts in the grades 1112 text complexity band independently and proficiently. LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LAFS.1112.WHST.3.9 Draw evidence from informational texts to support

analysis, reflection, and research.


● What happens during oxidation and reduction?

● How can you balance redox equations?


will be able to)


Differentiation

● define oxidation and reduction;

● identify the oxidizing and reducing agents in a reaction;

● identify the substance(s) losing and gaining electrons in oxidation-reduction reactions; and

● discuss voltaic cells, various types of batteries, electrolysis of

water, smelting and purification of metals, electrolysis of brine

versus molten NaCl, neutralization reactions, electrolytic cells,

and living systems (photosynthesis and cellular respiration).

Pearson TE 690-725

HOLT TE 631-641

SC.912.P.8.10

• Rusting Reading

• Beautiful Chemistry

SC.912.P.8.10

• OxidationReduction Reactions






















http://www.cpalms.org/Public/PreviewResourceUrl/Preview/66062




http://www.ck12.org/chemistry/Oxidation-Reduction-Reactions/










● assign oxidation numbers to reactant and product species; and

● explain the process of oxidation-reduction reactions (redox

reaction).

Article

• Oxidation-Reduction

Reactions: Real Life

Implications

• Nature of Oxidation

and Reduction

Oxidizing and

Reducing Agents

• Oil Rig

Assessment(s):

Home



http://www.ck12.org/chemistry/Nature-of-Oxidation-and-Reduction/




http://www.ck12.org/chemistry/Oxidizing-and-Reducing-Agents/






https://drive.google.com/open?id=0BxhT81h4rkhSbWozVnFqWnZrZkE&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSbWozVnFqWnZrZkE&authuser=0






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