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Chemistry Curriculum Map 2010-2011TEKS 1-3 will be included in lab experiences throughout the year.

Lab experiences should encompass 40% of instructional time.

Timeframe 5 days Focus Intro to Chemistry and SafetyStrand ChemistryTEKS The student is expected to:

1(A) demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers;

1(B) know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS); and

1(C) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.

3(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

3(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;

3(D) evaluate the impact of research on scientific thought, society, and the environment;

3(E) describe the connection between chemistry and future careers; and“I Can” Statements I can…

conduct scientific investigations safely. identify lab equipment and its proper function. select and correctly use lab equipment in scientific investigations. evaluate the different branches of Chemistry and related careers.

The following “I Cans” are to be taught with current Chemistry material and NOT as a unit on their own. identify and describe the steps of the scientific method. identify and write proper, testable hypotheses (including independent and dependent variables). apply the steps of the scientific method to solve scientific problems (design an experiment). organize, analyze and evaluate data (from graphs and scenarios). make inferences and predict trends from data (in graphs) to create supported, valid conclusions. evaluate hypotheses, experimental design, and conclusions as to their strengths and weaknesses. evaluate the differences between scientific theories and laws as to their strengths and weaknesses. make accurate measurements in time, length, mass, volume, and temperature.

Content/Process/Skills: lab safety and proper disposal scientific method

demonstrate safe lab practices collect, organize, and analyze data

Revised 5-10 /tt/file_convert/5f08d8367e708231d423ff78/document.doc - 1 -



strengths/weaknesses of theories analyzing data presenting data measurement problem solving mass vs. weight branches of chemistry and related careers

select appropriate equipment formulate questions and a procedure to test them formulate testable hypothesis present data and observations communicate valid conclusions define matter, differentiate mass vs. weight

Vocabulary scientific method observation hypothesis experiment theory

data conclusion law inference fume hood

mass weight organic inorganic

physical chemistry biochemistry analytical

Instructional Resources Signature Lab Equipment Identification including base units and units of measure. Safety Contract

Ch 1 and 26 GlencoeDemosSafety – 1. raw egg white in petri dish, add drops of HCI, show on overhead

2. overhead transparency eye with “contact lens,” drops of colored water sucked under

Teaching Strategies and Ideas1. Students in groups read through Flinn safety contract and underline key words, share with class2. Jefferson High Safety Video3. Paper towel painted with phth (?) “Welcome to Chemistry” after dry hang on board. Ask “according to your past observations, what do

you predict or ‘hypothesize’ will happen when I spray with Windex?” Experiment. Do we need to revise our hypothesis?4. ozone (O3) vs O2, formation, effect on environment, impact on society as it relates to scientific method.

Assessment Resources Lab Safety Test oral responses worksheets quizzes tests

lab practical demonstrate safe practice – ex: acid pouring, burner lighting, filtering projects what’s wrong with this picture? (unsafe lab)

Discipline Integration Environmental issues, N2 cycle, Carbon cycle, ozone issues

Technology Integration Hardness tester for water

Differentiation

Timeframe 8 days



Lab experiences should encompass 40% of instructional time.Focus Data AnalysisStrand ChemistryTEKS Essential:

Essential On-going:The student is expected to:

2(F) collect data and make measurements with accuracy and precision;

2(G) express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures;

“I Can” Statements I can… define and identify base units for time, length, mass, temperature, and amount (moles). use a table of prefixes to determine which equivalence (conversion factor including moles) is needed for a particular conversion. calculate density, mass, and/or volume of a substance given any two variables of the formula: d=m/v. express small and large measurements using scientific notation. perform calculation of measurements expressed in scientific notation (e.g., add, subtract, multiply, divide). manipulate proportions using dimensional analysis (one conversion factor). manipulate proportions using dimensional analysis (two or more conversion factors). use rules for recognizing significant figures in measurements. use rules for rounding calculations of measurements expressed with significant figures. define and compare accuracy and precision.

Content/Process/Skills: Science units: sec, meter, kilogram, liter, Kelvin Metric conversions Science notation Accuracy vs Precision Temperature conversions Collect, organize, and analyze data

Significant figures % error Dimensional analysis (problem solving) Density Graphing Multi-step conversion

Vocabulary graph density

significant figures precision/accuracy

dimensional analysis scientific notation

% error SI unit

Instructional Resources Signature Labs/ Activities Gross of Beans Density of Objects Known and Unknown

DemosDensity – 1. Block of wood and a sponge equal is size; measure mass of each

2. Determine density of a stack of nickels or pennies; compare to accepted values

Teaching Strategies and Ideas5. Use cm3 and dm3 blocks and relate to ml and liter6. Sig Figs: Students hold up cards or small whiteboards

with number or decimal or zero. Line up – move zero into various positions. Have class respond when “0” counts or not.

Activities and Lab


I love Density


Lab experiences should encompass 40% of instructional time.1. Measurement Challenge: Precision of measuring device;

density of metal sample, mystery blocks2. Density of Marbles3. Take home lab – Layering Liquids4. Density of bowling balls – Floater or Sinker5. Just How Dense Are You? – body in bathtub at home

Assessment Resources Ch 2 GlencoeLab Practical – Measurement ToolsReleased TAKS Obj 1 Questions

Discipline Integration History: Archimedes and the Crown (density)Algebra: 3 variables: rearranging equations; exponents (scientific notation)TAKS integration: Buoyancy Skills: using the formula chart ruler, bubbling in the grid on TAKS

Technology Integration CBL Temp Probe, calculator usage (esp exponents)

Differentiation


MV



Timeframe 8 days Focus Physical and Chemical Properties of MatterStrand ChemistryTEKS The student is expected to:

1(A) demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers;

1(B) know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS); and

2(E) plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals;

2F) collect data and make measurements with accuracy and precision;

2(H) organize, analyze, evaluate, make inferences, and predict trends from data; and

2(I) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports.

4(A) differentiate between physical and chemical changes and properties;

4(B) identify extensive and intensive properties;

4(D) classify matter as pure substances or mixtures through investigation of their properties.“I Can” Statements I can…

compare and contrast pure substances and mixtures. differentiate between elements, compounds, heterogeneous mixtures and homogeneous mixtures. group elements by properties. define physical and chemical properties. classify properties as either physical or chemical. Identify extensive and intensive properties. define physical change. list evidences of chemical change. classify changes as physical or chemical. use different techniques to separate mixtures.




solve problems using Law of Conservation of Mass.Content/Process/Skills: define and give examples – physical properties, chemical

properties states of matter physical and chemical changes conservation of mass

mixtures and methods of separation pure substances: elements and compounds Honors: Law of Definite Proportions Honors: Law of Multiple Proportions

Vocabulary chemical change physical change extensive property intensive property chromatography filtration magnetism

heterogeneous mixture homogeneous mixture distillation gas (vapor)

liquid solid solution element

physical property chemical property compound mixture

Instructional Resources Glencoe Ch. 3

Signature Labs/ Activities Separation Lab (chromatography, distillation, decanting) (QHS) Take Home Lab – Separation - Bags of mixtures of salt, sand, birdseed, etc. Kids have to bring these back completely separated in

individual baggies.

Demos 1. separation techniques: separatory funnel baby oil and colored water, distillation of cherry coke, iron in cereal in blender (magnet), chromatography, filtration (KHS)2. 5 test tubes containing: iron, sulfur, iron sulfur mix, K3Fe2(CN)6, Fe2SO4 pure vs. mix

Teaching Strategies and Ideas1. Given the words, have the student “discover” the flowchart (general to specific) - matter, pure substance, mixture, heterogeneous,

homogeneous, compound, element.

Activities and Labs 1. Discovery Lab: mixture in a baggie – separate at home

2. CuC12 + Al Lab – quality, quantity, observations, physical vs chemical properties and changes3. Book cover or element cube report4. Rotation Lab- Physical and Chemical Properties and Changes – lab stations may vary depending on teacher preference. Students

observe and identify chemical/ physical changes.5. Write a Book: Physical and Chemical Change (QHS)

Assessment Resources

Discipline Integration Calculate % composition Bio – cell membranes are like filters, active and passive transport Bio – physical and chemical processes – digestion, oxidation, rock cycle (chem vs physical weathering)




Technology Integration

Differentiation Take home “INQUIRY” Lab experimental design Element projects




Timeframe 7 days Focus Atomic Structure and History of Atomic TheoryStrand ChemistryTEKS The student is expected to:

3(F) research and describe the history of chemistry and contributions of scientists.

6(A) understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom;

6(D) use isotopic composition to calculate average atomic mass of an element; and

8(D) use the law of conservation of mass to write and balance chemical equations; and“I Can” Statements I can…

name and identify the subatomic particles of the nucleus of an atom. (8 grade TEK) describe the properties of the subatomic particles of the nucleus of the atom. (8 grade TEK) name and identify and subatomic particle that surrounds the nucleus of the atom. (8 grade TEK) describe the properties of the subatomic particle that surrounds the nucleus of the atom. define atomic number and identify what element it represents using the periodic table identify the element symbol with a given atomic number. define isotope and draw a nucleus of an atom’s particular isotope. identify the differences and similarities between isotopes of the same atom. define mass number and correctly write the symbol and name of an atom’s particular isotope. Use isotopic composition to calculate average atomic mass. identify the type of atom with a Bohr Model picture. research and describe the history of the atom and contributions of scientists: J. J. Thomson, John Dalton, Ernest Rutherford, extension: describe how the contributions of scientists such as Robert Millikan, James Chadwick, Henry Mosley, Democritus,

Schrodinger contributed to our current understanding of atomic theoryContent/Process/Skills: early atomic theories: Democritus, Dalton,

Thomson, Rutherford, etc. define and give examples of atoms and isotopes

subatomic particles: e- p+ n° and history of discovery atomic # mass # and a.m.u., average atomic mass

Vocabulary atom atomic mass atomic mass unit atomic number

mass number isotope proton neutron

electron chemical reaction nuclear reaction

ion

Instructional Resources Glencoe Ch. 4Signature Labs/Activities

Atoms in a Bag Indirect Evidence Lab

Demos




1. video clips from Glencos CD2. magnet sheet against magnet sheet bumps to show how scanning tunneling microscope works3. hidden shapes under a board – roll a ball through to determine shape (gold foil experiment) 4. film

Teaching Strategies and Ideas color memorization sheet of polyatomic ions and families of ions on Periodic Table

Activities and Labs1. beans representing proton and neutrons in Petri dishes, what is the isotope? (zip zapped lab- KHS)2. obsertainers


Discipline Integration History: development of Atomic Theory, development of scientific process (method)


Differentiation




Timeframe 7 days Focus ElectronsStrand ChemistryTEKS The student is expected to:

6(A) understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom;

6(B) understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light;

6(C) calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light;6 The student knows that atomic structure is determined by nuclear composition, allowable electron cloud formations, and subatomic particles.

6(E) express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures.

11(A) understand energy and its forms, including kinetic, potential, chemical, and thermal energies;“I Can” Statements I can…

explain how energy changes in electrons affect wavelength and frequency of electromagnetic radiation contrast continuous electromagnetic spectra and atomic emission spectra. draw Bohr models for the first 20 elements. mathematically relate wavelength and frequency to speed of Electromagnetic Radiation. (EMR) label the parts of transverse wave. identify parts of the electromagnetic spectrum. express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. identify the four blocks of the periodic table based on electron configuration define valence electrons and draw electron-dot structures representing an atom’s valence electrons. explain why elements in the same group have similar properties.

Enrichment or Honors compare the wave and particle models of light. compare the Bohr and quantum mechanical models of the atom. identify the relationships among a hydrogen atom’s energy levels, sublevels, and atomic orbitals. apply the Pauli exclusion principle, the aufbau principle, and Hund’s rule to write electron configurations using orbital diagrams and

electron configuration notation. use photoelectric effect as an example of light as a particle. explain the impact of de Broglie’s wave-particle duality and the Heisenberg uncertainty principle on the modern view of electrons

in atoms.Content/Process/Skills: Electromagnetic Radiation (light as a wave)

wavelength, amplitude and frequency Quanta (light as particle) photoelectric effect and photons

emission spectra Bohr Model orbitals e- config Lewis dot structures




Vocabulary amplitude wavelength frequency atomic emission

spectrum spectral lines Hertz

spectroscopy atomic orbital principle energy

level energy sublevel valence electron ground state

electron configuration electronmagnetic radiation electromagnetic spectrum photon

photoelectric effect excited state Aufbau principle Hund’s rule Pauli exclusion

principle

Instructional Resources Glencoe Ch. 5Signature Labs

Flame Tests Atomic Spectra Lab (email from Louis)

Demos1. spray bottle flame test demo, crystals and alcohol lit on fire2. lightsticks, glow in dark stuff, minerals and black lights3. diffraction gratings and spectral lines of excited gases4. tygon tubing, vacuum Tesla coil5. electric pickle, colored flame birthday candles6. movie clip from “Powder”7. plasma ball or VandeGraff generator8. spectrometer9. United Streaming Video – fireworks , fire extinguishers10. LED Colors and Phosphorescent screen – students “draw line” with LED’s on a phosphorescent screen.11. Flame test video clip

Teaching Strategies and Ideas1. jump and throw quantum (light) colored balls while playing “I’m so excited”2. write about Scientist’s contributions or “Why do we still use the Bohr model?”3. cube project: 3 bullets about 6 scientists or 3 scientists and 3 models4. groups presentation in teaching theater5. 3D glasses to see spectrum

Activities and LabskaleidoscopticalPoor Man’s Spectroscope

Assessment Resources edible Bohr models

Discipline Integration Physics (IPC) Electromagnetic spectrum, types of waves (longit, transvers, compress,wave interactions) polarized light, interferenceSafety: types of fire extinguishersBio- electron transport chain as relates to seeing in colorPhotoelectric effect: doors open at store


http://chemmovies.unl.edu/chemistry/beckerdemos/BD004.html

http://sciencestage.com/v/617/burning-salt-metal-ion-chemistry-demo-demonstration-flame-test-russia-sully-sully-russia-color-colored.html




Differentiation




Timeframe 6 daysFocus Periodic TableStrand ChemistryTEKS The student is expected to:

3(D) evaluate the impact of research on scientific thought, society, and the environment;

3(F) research and describe the history of chemistry and contributions of scientists.

5(A) explain the use of chemical and physical properties in the historical development of the Periodic Table;

5(B) use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals; and

5(C) use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy

6 The student knows that atomic structure is determined by nuclear composition, allowable electron cloud formation, and subatomic particles.

.“I Can” Statements I can…

identify a group of elements that have similar physical and chemical characteristics based on position on the periodic table. identify and name the major groups of the periodic table. Describe the contributions of scientists which led to the development of the periodic table. categorize an element as metal, nonmetal, or metalloid. list the trends in atomic radius, ionic radii, electro negativity, and ionization energy across and down the periodic table. Compare the atomic radius of elements in the same period or the same family, do the same for electronegativity and ionic radii. Predict where an “unknown” element would be placed in the Periodic Table based on trends relate the trends in the periodic table to the electronic configuration.




Content/Process/Skills: History and development of Periodic Table Periodic Law Modern Periodic Table arrangement: groups,

periods, families, blocks (metals, nonmetals), etc. e- configuration and how it fits with P. Table Trends: atomic radius, ionic radius, ionization

energy, electronegativity Predict bonding partners (bonds

“with” or bonds “like”) Common names of salts (halides, sulfides, etc)

Similarities and difference of elements in a given group Properties of each family and of each block (s, p, d, f) e- config of ions – all exceptions especial in transition metals – honors Element uses and where found Metallic properties Explain why some transition metals form compounds with color and

some have magnetic properties Allotropes

Vocabulary metal nonmetal metalloid alkali metal alkaline earth metal

group (family) period halogen noble gas octet rule radioactive elements

transition element inner transition element ionization energy electronegativity Mendeleev

Moseley ion orbital notation e- dot notation lanthanide series (rare earths) actinide series (transuranium)

Instructional Resources Glencoe Ch. 6 & 7

Signature Labs Alien Periodic Table

Teaching Strategies and Ideas1. electron dorm to explain configuration

Activities and Labs1. Periodic Table project (KHS)2. flip chart (Flinn workshop) on trends3. card game (Flinn topic book) similar to Mendeleev (AHS)4. map your family members potential whereabouts – relate to potential whereabouts of an electron in its orbital5. patterns lab-(KHS-Janet)6. Merry Men of Matterdom (KHS)7. Elemental Awards (QHS-Julanna)8. Element Reports on index cards – hang to make giant P.Table9. Family Reunion10. Periodic Law Lab

Assessment Resources Periodic Table ProjectTAKS Questions on bonding and periodicity

Discipline Integration History – development of Periodic Table




Biology – scientific systems of organizing info (eg. Taxonomy) Phenotypes of organisms are used to classify them whereas the phys and chem. properties of elements are used to classify them

Technology Integration spectrophotometers

Differentiation




Timeframe 6 days ionic bonding and naming; 7 days covalent bonding and namingFocus Bonding and Nomenclature (Ionic Compounds )Strand ChemistryTEKS The student is expected to:


(7) Science concepts. The student knows how atoms form ionic, metallic, and covalent bonds. The student is expected to:

7(A) name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules;

7(B) write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases;

7(C) construct electron dot formulas to illustrate ionic and covalent bonds;

7(D) describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility;

“I Can” Statements I can… identify how cations and anions are formed using the electron configuration and calculate their charge using # protons and electrons. differentiate between cation and anion (e.g., charge, names, and which elements typically form them). define ionic bonds and discuss how and why they are formed. identify the differences between monoatomic and polyatomic ions (e.g., names and number of atoms making them up). use the periodic table to determine the charge of the representative element atoms after becoming a monoatomic ion. determine the charge of the transition element ions given the name followed by Roman numerals. formulate an ionic compound from: ion symbols or names of ions. evaluate an ionic compound and determine the charges of the cations and anions. name an ionic compound given the chemical formula. formulate the chemical formula of an ionic compound given the name. use variable charges for naming and writing formulas of ionic compounds.

Define ionic and describe or list the properties of ionic compounds (melting and boiling points, hardness, brittleness, conductivity in solid and aqueous states).

evaluate a compound and determine if it is an ionic compound

Content/Process/Skills: Forming chemical bonds The formation and naming of ions The formation and nature of ionic bonds Metallic bonds

Properties of metals Write names of chemical compounds from formulas Write formulas from names Draw dot structures for compounds




Vocabulary chemical bond alloy metallic bond ionic bond covalent bond ion

anion cation electrolyte formula unit salt (halide) delocalized electrons

crystal lattice malleable ductile binary compound ternary compounds precipitate

substitutional alloy interstitial alloy oxidation number lattice energy

Instructional Resources Signature Labs Spots Lab/ Criss Cross Lab Ionic Dice

Demos Glencoe Ch. 81. magnetic dots and symbols on marker board to demonstrate electronegativities2. styrofoam balls with rubber bands representing bonds: use different sizes of rubber bands and also the same rubber band size for a ionic

vs. covalent bonds demos3. conductivity apparatus – bulb: demonstrate several solutions4. Glencoe ChemLab, p. 232 in Textbook: Making Ionic Compounds5. United Streaming Video – bonding

Teaching Strategies and Ideas1. No Mean Clowns Cook Soft Crunchy Popcorn…to reinforce polyatomic memorization2. Flash Cards – students quiz each other to reinforce ions and polyatomic memorization3. “I Have, Who Has” game using ions, polyatomics, formulas, names, etc.4. “Peeps” conductivity – students hold hands: hold Peep between two people’s hands; break the connection somewhere around the circle.

What happens? Why?5. Naming worksheets: Write formulas; Write names

Activities and Labs1. Patterns Lab: samples of various ionic crystalline compounds, practice naming, find color patterns by metal (KHS)2. Golden Penny Lab: metal alloys – due to the nature of metallic bonds…(Humble High School)3. Electrolyte Lab (QHS)

Discipline Integration Bio: Body Systems that are controlled by ions (nerves, muscle contractions, bone formation)Health: blood pressure affected by sodium ions


Differentiation




Timeframe 6 days ionic; 7 days covalentFocus Bonding and Nomenclature (Covalent Compounds)Strand ChemistryTEKS Essential:



(7) Science concepts. The student knows how atoms form ionic, metallic, and covalent bonds. The student is expected to:



7(C) construct electron dot formulas to illustrate ionic and covalent bonds;

7(E) predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory.

“I Can” Statements I can… define covalent bonding. identify a compound as having covalent bonds based on its’ elements placement on the periodic table. determine which elements usually form diatomic molecules. list the prefixes and suffixes used in naming non organic covalent compounds. name covalent compounds given the chemical formula. give the chemical formula of a covalent compound given the name. recognize that different molecules have different shapes depending on valence e-. identify linear, trigonal planar, and tetrahedral using VSEPR. determine if a bond is ionic, covalent, or polar covalent based on the difference between electronegativities. define polar and nonpolar compounds and identify partial charges on model drawings. compare the physical properties of covalent compounds (molecules) and ionic compounds (ionic crystals). identify a substance as covalent or ionic based on its physical properties. recognize that water is polar because of its bent shape

Content/Process/Skills: covalent bonds single, double, triple bonds naming molecules and writing molecular formulas naming acids

Lewis Structures molecular shapes VSEPR models electronegativity and polarity




Vocabulary covalent bond

molecule diatomic molecule

polar molecule Lewis structure polar bond VSEPR

bent linear trigonal planar tetrahedral pyramidal

coordinate covalent bond

resonance sigma bonds pi bonds

Instructional Resources Signature Labs hydrochloric acid and magnesium molecular modeling

Demos Glencoe Ch. 9, 24, 221. magnetic dots and symbols on marker board to demonstrate eletronegativities2. styrofoam balls with rubber bands representing bonds: use different sizes of rubber bands and also the same rubber band size for a ionic

vs. covalent bonds demos…3. balloon models – molecular shapes hanging from ceiling4. chromatography: use vis-a-vis to show the colors they are composed of…

Teaching Strategies and Ideas1. No Mean Clowns Cook Soft Crunchy Popcorn…to reinforce naming2. flash cards – students quiz each other to reinforce naming3. “I Have, Who Has” game using formulas, names, etc.4. naming worksheets: write formulas; write names; write acids

Activities and Labs1. chromatography – Flinn Camp Book: use filters to make cone, draw water onto another filter, use 4 different colors of Vis a Vis

markers…2. t-shirts with isopropyl alcohol – Flinn Camp Book3. molecular shapes using ball and stick model kits: students learn about shapes, angles, valence electrons, lone pairs of electrons;

students draw and color after making shapes4. marshmallows and toothpick models: students use a variety of marshmallows (colored and white, small and large) and toothpicks to

make models; kits are limited to what we can build5. gum drops and toothpick models6. colored bottles – baby oil (or mineral oil), isopropyl alcohol (70% or 90%), food coloring – teach about the polarity/nonpolarity of

water and oil, miscible vs. immiscible, density oils and alcohols7. Website (AFL) AHS

Assessment Resources Discipline Integration Biochemistry – DNA molecules, H bonds, lipids hydrophobic / hydrophilic, polarity

Organic – hydrocarbons, Geometry – shapes of moleculesSociology – like dissolves like, affinity btwn friends




Technology Integration Internet animations of molecular modeling

Differentiation




Timeframe 12 days Focus Chemical ReactionsStrand ChemistryTEKS Essential:


10(H) understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions;



8(D) use the law of conservation of mass to write and balance chemical equations; and

“I Can” Statements I can… identify a chemical equation and a skeletal equation. identify and apply all the symbols in a chemical equation such as [+,, (aq), (s), (g), (l) ]. identify the reactants and products in a chemical equation. balance the masses of a chemical equation by calculations (conservation of mass). count the number of atoms present in a compound given the chemical formula. explain what a coefficient is and how to use them to balance chemical equations (conservation of mass). explain chemical equations as it applies to balanced number of atoms and masses (conservation of mass). write and balance an equation given the words (names) of chemicals in a reaction. Differentiate between physical and chemical changes Identify precipitation reactions Identify redox rxns




Enrichment and Honors Only list five (5) evidences that a chemical r x n is taking place. label a reaction as one of the five (5) types. use an activity series chart to predict whether a single replacement reaction will occur. given the reactants, use the rules for predicting products and complete the chemical equation

Content/Process/Skills: evidence of chemical reaction change in color, odor, or energy in chemical reaction:

release energy – heat/light (especially combustion reaction) or some reaction absorb energy

changes in physical state may not be evidence of chemical reaction.

equation symbols: Aqueous, Precipitates (solids), liquids, gases

chemical equations: balance atoms – related to Law of Conservation of Mass

classify reactions by type: synthesis, decomposition, combustion, single/double replacement, redox

Enrichment/ Honors * honors – ionic equations * honors – predicting

products

Vocabulary chemical reaction coefficient subscript reactant product

precipitate (s) aqueous solution (aq) spectator ion synthesis reaction decomposition reaction

single replacement reaction double replacement reaction combustion reaction complete ionic equation net ionic equation

catalyst conservation of mass = heat = yield gas (g)

Instructional Resources Signature Labs Spots Lab/ Criss Cross Lab Station Lab (include example of redox)

Glencoe Ch 10Demos Splint tests for presence of H2, O2, CO2

Rxn types: Synthesis- Mg + O2

Decomposition- genie in a bottle H2O2

Single replacement – CuCl2 + Al Double replacement- CuSO4 + NaOH Combustion- Great Balls of Fire or Whoosh ethanol in big bottle, Poster of Activity Series

Teaching strategies Recall from 1st lab of year (CuCl2 + Al foil) the evidences of Chemical Change (reaction)Act out single & double replacement with boys and girls as dance partnersTypes of rxns posters (cartoon people & objects) hold up to review or have them makeNanomodels (colored circles that represent atoms and molecules)




Activities / LabsUse model kits or colored discs or bottle lids to show equations and balancingChemical reaction strips challenge – put in categories (QHS)6 station lab rotate thru types: Mg + O2, Zn + CuCl2 Christmas ornaments, Pb(NO3)2 + KI, 12% H2O2 w/ MnO2, HCl + NaOH w/ phthActivity Series LAB

Assessment Resources Discipline Integration Silver tarnish jewelry and silverware

Architectural – effect of oxidation on buildings and statuesBatteries and other redox reactions

Technology IntegrationDifferentiation




Timeframe 10 days Focus The MoleStrand ChemistryTEKS Essential:


2(G) express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures;


“I Can” Statements I can… identify the representative particle for a chemical as a molecule, formula unit, or atom. convert between moles number of representative particles identify the atomic mass of an element using the periodic table. calculate the molar mass of a compound given the chemical formula. convert between moles mass for both elements and compounds convert between number of particles mass for both elements and compounds given a word problem, convert between grams moles particles for elements and compounds calculate percent composition given a chemical formula differentiate between empirical and molecular formulas determine molecular formula given empirical formula and molecular weight calculate molecular formula from % composition

Content/Process/Skills: the mole as a counting unit the mole in re: carbon-12 standard molar mass (atomic mass, molecular mass) particles – Avogadro’s number

representative particles (atoms, molecules, formula units) dimensional analysis * empirical and molecular formulas * hydrates and anhydrous compounds

Vocabulary Avogadro representative particles mole

molar mass molar volume

empirical formula molecular formula

hydrate anhydrous

Instructional Resources Signature Labs Mole Bags Mini mole lab

Demos Glencoe Ch. 111. dozen eggs, ream of paper, gross of bean




Teaching Strategies and Ideas1. make an Al foil mole that weighs 1 mole 26.98g2. use 1 side of mole den diagram to do conversions3. Poor Grades Make Dad Mad as mnemonic device to convert % to molecular formula % grams mole divide by small multiply to get whole

Activities and Labs1. hydrated crystals – text, pp. 342-32. % composition: Are Oreo Double Stuff really double?3. nuts and bolts of % composition4. Empirical Airlines Flight 10235. Arson Crime Scene


Discipline Integration


Differentiation




Timeframe 14 days (Jan 3-21)Focus StoichiometryStrand ChemistryTEKS 2(G) express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis,

scientific notation, and significant figures;

8(D) use the law of conservation of mass to write and balance chemical equations; and“I Can” Statements I can interpret balanced chemical equations in terms of particles, moles, & mass.

Determine mole ratios from a balanced chemical equation. set up the steps using in solving mole- mole stoichiometric problems I can calculate the number of moles of a reactant or product in a balanced chemical equation when given the number of moles of

another reactant or product. I can identify the quantitative (mass) relationship in a balanced chemical equation and relate to conservation of mass. I can set up the steps using in solving mass-mass stoichiometric problems I can calculate the number of grams of a reactant or product in a balanced chemical equation when given the number of grams of

another reactant or product. From a word description, write a balanced equation and solve a stoichiometric problem.

I can define limiting reactant and excess reactant. I can identify the limiting reactant in a chemical reaction. I can calculate the mass of a product using the limiting reactant. I can define percent yield, theoretical yield, and actual yield. I can calculate the % yield given the theoretical and actual yield.

Content/Process/Skills: Mole to mole relationships with dimensional analysis

Gram to mole relationships with dimensional analysis

Volume to mole relationships with dimensional analysis

Mole to particle relationships with dimensional analysis Percent Yield Limiting reactant and Excess reactant problems 22.4 Molar volume

Vocabulary Stoichiometry Limiting reagent Excess reagent

Actual yield Theoretical yield Percent yield

Instructional Resources Glencoe Ch 12Signature Labs

Rocket lab (Apollo 13 video clips and discussions) Decomposition of Baking Soda lab

Demos:



Lab experiences should encompass 40% of instructional time. Mr. potato head in a bucket – limiting reactant Steel wool in upside down graduated cylinder in beaker of water (O2 is limiting reactant) Examples of how ratios do not change if both sides are mathematically changed to the same extent

Teaching Strategies: Have students race for determining answers on problems Make the rocket lab into a contest Build molecular models – remove some pieces – what is the limiting reactant necessary to build the substances in the given

balanced chemical equation? (students must first balance the equation) Bicycle Co. – build bicycles with parts given -remove some pieces – what is the limiting reactant? Recipes – Chocolate Chip Cookies, Smoothies, Pancakes…give recipes for complete recipe – then remove ingredients…ask

students how much they can make now…what is limiting reactant? Tools in a toolbox game – what tool is the limiting reactant…what tool is in excess? Use Examples with People – 500 lbs. girls + 700 lbs. boys…how many couples can be made? Must convert mass values to

numbers… Mole Den to teach conversions Stoichiometric Bridge to teach conversions

Activities and Labs: Mole ratio lab using copper II sulfate in book (Hydrates lab) discuss opal in Australia… Smores lab – limiting reactant and excess reactant (recipes – food is chemistry) Leftover Aluminum Wire lab AgNO3 + NaCl mass relationships utilizing stoichiometric relationships

Assessment Resources Discipline Integration IPC – Newton’s law action – reaction, gravitational force when you do the rocket labTechnology Integration

Differentiation




Timeframe February 24th – March 12thFocus States of Matter (Kinetic Theory and Gas Laws)Strand ChemistryTEKS 4(A) differentiate between physical and chemical changes and properties;

4(C) compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume; and

4(D) classify matter as pure substances or mixtures through investigation of their properties.

11(B) understand the law of conservation of energy and the processes of heat transfer;

11(C) use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic;

11(D) perform calculations involving heat, mass, temperature change, and specific heat; and

11(E) use calorimetry to calculate the heat of a chemical process.

(9) Science concepts. The student understands the principles of ideal gas behavior, kinetic molecular theory, and the conditions that influence the behavior of gases. The student is expected to:

9(A) describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law;

9(B) perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases; and

9(C) describe the postulates of kinetic molecular theory.“I Can” Statements Describe how the kinetic theory applies to states of matter

Define pressure and understand how it relates to force of gases and surface area Use the kinetic-molecular theory to explain the behavior of gases Describe how mass affects the rates of diffusion and effusion. Compare rates of effusion for various gaseous molecules. Explain why atmospheric pressure exists and how it varies with altitude. Explain how gas pressure is measured and convert between various units of pressure including: kPa, mm, atm, psi. Explain how changes in one of these variables affects the others: gas volume, temp, and pressure. State Boyle’s law, Charles’s law, and Gay-Lussac’s law Apply the three gas laws to problems involving the pressure, temperature, and volume of a gas State the relationship among temperature, volume, and pressure as the combined gas law Apply the combined gas law to problems involving the pressure, temperature, and volume of a gas



Lab experiences should encompass 40% of instructional time. Relate numbers of particles & volumes using Avogadro’s principle

Enrichment and Honors Only Calculate the partial pressure of a gas

Content/Process/Skills: Kinetic-molecular theory Density of gases is low and can be compressed Air pressure on earth measured with a barometer Gases can diffuse Graham’s Law of effusion Dalton’s law of partial pressures Kinetic Energy = ½ mv2

Units used to measure pressure (101.3 kPa = 760 mm Hg = 760 torr = 14.7 psi = 1 atm) Boyles’s law Charles’ law Gay-Lussac’s law Combined gas law Ideal gas law R is the ideal gas constant Finding molar mass and density using ideal gas law Avogadro’s principleMolar volume

Vocabulary Temperature Evaporation Vapor pressure Pascal Kinetic molecular theory

Ideal gas law Ideal gas constant STP Effusion

diffusion

Phase diagram Boyle’s Law Charles’ Law Gay-Lussac’s Law Molar massCombined gas law

Condensation Barometer Diffusion Effusion Dalton’s Law of Partial

Pressure



Lab experiences should encompass 40% of instructional time.Instructional Resources Signature Labs

Dry Ice Boyle’s Law Lab

Ch 13 Glencoe textOther Labs

Chemistry with Syringes Demos:Melting Ice and Boiling WaterEffect of Vacuum on Solids, Liquids, GasesVacuum Pump – balloons, marshmallowsWine bottle vacuum pump, Soda pop bottle pump pressure in, temp strip in bottleEffusion of perfumeKinetic NRG demo: BBs in plexi-glass on overhead projectorChains to slide over one another – at cross links add small magnets

Teaching Strategies:Student Research – have students bring pictures of different compounds in all 3 phases and discuss

Activities and Labs:Comparing rates of evaporation – pentane, hexane (no Hydrogen bonds) – alcohols (with Hydrogen bonds)Lab: Freezing point depression/temperature changes/phase changes using CBLs & temp. probes: ice, water, water vapor)Marshmallow Puff: Syringes & miniature marshmallowsEvaporation and Intermolecular Attraction Lab (compare temp of evaporating water vs alcohol)

Glencoe text Ch 14Demos Plexiglass box depicting a mole of airBalloon on a soda bottle on hot plateBalloon immersed in ice waterHand vacuum pump on a wine bottleCO2 wine cork removeregg sucked into a bottleVacuum pump and peeps marshmallow chicksTeaching strategies Something baseball to help remember the formulas (CBL)Talk about paint ball guns, tires on hot and cold days, scuba divers, astronautsActivities / LabsMarshmallow Puff LabBoyle’s Law Lab (CBL)Charles’s Law LabCollapsing Can labTake home lab – balloon in the freezer




Assessment Resources Discipline Integration Bio Chem – osmosis, organic molecules and viscosity, DNA, chemical properties of water and how it makes life possibleTechnology Integration

CBL gas pressure probes

Differentiation




Timeframe 10 days (March 22-April 2)Focus SolutionsStrand ChemistryTEKS 8D describe the influence of intermolecular forces on the physical and chemical properties of covalent cmpds

12A demonstrate and explain effect of temp and nature of solute on solubility of a solid

10(A) describe the unique role of water in chemical and biological systems;

10(B) develop and use general rules regarding solubility through investigations with aqueous solutions;

10(E) distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions;

“I Can” Statements Relate vapor pressure, viscosity, surface tension, & capillary action to intermolecular forces Differentiate between solute and solvent and identify each in a solution Relate intermolecular forces to the process of solvation Identify whether a solution is saturated, unsaturated, or supersaturated Define solubility and identify factors affecting it (factors affecting rate are similar) Use a solubility chart and graph to determine solubility at various temps Describe four colligative properties of solutions Relate the amount of gas present to its pressure, temperature, and volume using the ideal gas law. Differentiate between intramolecular and intermolecular forces

Identify intermolecular forces: dispersion, dipole, H bonds

Relate vapor pressure, viscosity, surface tension, & capillary action to intermolecular forces

Enrichment and Honors Only Compare the structures & properties of different types of solids Interpret a phase diagram Use Henry’s Law to determine solubility of a gas at various pressures Calculate concentrations of solns ( %mass, % volume, Molarity, molality) Show how to dilute a given stock solution to a specific concentration Calculate boiling point elevation & freezing point depression of a solution

Content/Process/Skills: properties of water, surface tension, capillary action, chromatography, polarity of solvation, like dissolves like, Vapor pressure

How fast a salt dissolves at different temps, graphs of temp vs solubility of a solute (see p 458)ionic vs molecular and polar vs nonpolar

Liquids and solid not easily compressed Surface tension



Lab experiences should encompass 40% of instructional time. Phase change diagram

Vocabulary Soluble Insoluble Solution Dissociation Solute Solvent Saturated immiscible miscible colloid Tyndall effect

Unsaturated Supersaturated Deposition Crystalline Triple point Surface tension Hydrogen bond Boiling point Amorphous Unit cell

Molarity Colligative property Freezing point depression Boiling point elevation Suspension Brownian motion Henry’s law Viscosity Surfactant Dipole-dipole forces Elastic collision Freezing point

Instructional Resources Signature Labs Solutions rotating lab (QHS)

Glencoe Ch 15

Demos and strategiesGreat Catsup RaceVapor Pressure RaceVery cold (-8oC) Club Soda that freezes when you open itboil water in a paper cup layering demo, solubility blocksDemo of club soda that freezes as CO2 is released (Henry’s Law)Reference old book water chpt and current text ch 26.2Catsup Race – Chariots of Fire songEvaporation RaceNeedle floating on water (page 385)Diapers – sodium polyacrylate + distilled water – discuss polymersSolid, Liquids, and Gases in BeakersGrow crystals: alum; CuSO4; salt; MgSO4; Mrs. Wright’s bluing solution

Labs:ChromatographyMystery PenWeather FlowersSupersaturation LabSolubility Curve LabSnowflake LabIce Cream Lab



Lab experiences should encompass 40% of instructional time.Assessment Resources Discipline Integration Osmosis

Blood solubility“Saturated” fats is entirely differentTAKS: solubility graphs, Qs about solubility of gases in liquids


Differentiation




Timeframe 8 daysFocus Acids and BasesStrand ChemistryTEKS 7(A) name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of

Pure and Applied Chemistry (IUPAC) nomenclature rules;


11B. Demonstrate the use of symbols, formulas, and equations in describing interactions of matter such as chemical and nuclear reactions.

10(G) define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water;

10(H) understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions;

10(I) define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution; and

10(J) distinguish between degrees of dissociation for strong and weak acids and bases.

“I Can” Statements Analyze common household products using a variety of indicators to classify the products as acids or bases. List the physical and chemical properties of acids and bases. Name acids from their formulas and write chemical formulas given acid names. Describe the effects of Acids and Bases on an ecological system Define pH and pOH as they relate to aqueous solutions. Identify the “strong” acids and bases and explain why these are considered strong. Relate strength of an acid or base to its degree of ionization. Differentiate between “strong” and “concentrated” (also weak vs dilute) Write chemical equations for neutralization reactions. Identify the acid/ base parents of a salt. Determine acidic or basic character of a salt based on its parentage. Explain how neutralization reactions are used in acid-base titrations. Relate concentration of ions in solution to pH.



Lab experiences should encompass 40% of instructional time.Honors and Enrichment Only Calculate the pH and pOH from [H+] and [OH-]. Calculate the [H+] and [OH-] from pH and pOH. Calculate the pH of a “strong” acid from its molarity. Calculate the pOH of a “strong” base from its molarity. Calculate the pH of a weak acid given its molarity and its % dissociation. Use the formula MaVa = MbVb solve titration problems. Using a known Molarity of NaOH, perform a titration to determine the molarity of an unknown concentration of HCl.

Content/Process/Skills: Characteristics of acids and bases (electricity) Acidic, basic, and neutral solutions Arrhenius acids and bases. Bronsted- Lowry conjugate acids and bases Characteristic reactions of acids and bases

Self ionization of water equation

Strong/weak acids and bases

pH

Honors and Enrichment Only * H Kw, Keq, Ka Calculating pH, pOH from

ion concentration Calculating [H+] from

Neutralization rxns, salts, salt parentage

Vocabulary Amphoteric End point Hydronium ion Neutralization Acid pH Alkaline

phth Diprotic Acid-base indicator Molarity Hydroxide Titration Base

pOH Caustic Logarithm Conjugate

Instructional Resources Glencoe Ch 19Demos:Universal indicator/ Cabbage juice with dry iceAcid rain from a burning match. (Film book)Indicator sponge

Activities and Labs:A six solution labSerial dilution using cabbage juice Titration

Assessment Resources Discipline Integration History – soap making

Bio – amino acid vs inorganic acid, homeostasisEnvironmental – acid rain

Technology Integration pH probes (CBL)

Differentiation




Timeframe 8 daysFocus Energy and Chemical Changes (Thermochemistry)Strand ChemistryTEKS 2(G) express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis,

scientific notation, and significant figures;

11(A) understand energy and its forms, including kinetic, potential, chemical, and thermal energies;




11(E) use calorimetry to calculate the heat of a chemical process.

15A. Verify the law of conservation of energy by evaluating the energy exchange that occurs as a consequence of a chemical reaction.

“I Can” Statements Differentiate between heat and temperature Convert between calories ↔ Joules and kcal ↔ kJ Explain how different substances absorbing the same amount of energy can be at different temperatures. Identify an unknown metal by experimentally determining its specific heat and comparing the exp value to a known value. Solve specific heat problems using the formula q = m c ∆t Graph energy vs temp as ice melts to liquid and then boils to make steam. Label the energy vs temp graph (aka heat curve) with: boiling pt., freezing pt., heat of fusion, heat of vaporization. Calculate the energy required to turn a given mass of ice into steam. Define enthalpy, exothermic, endothermic, heat of formation Define enthalpy, exothermic, endothermic, heat of formation, and explain that energy is stored within the chemical bonds. Define entropy and list 3 ways entropy can be increased. Predict whether entropy increases or decreases given a chemical equation.

Honors and Enrichment Only Calculate ∆H given the reaction and heat of formation tables. Calculate ∆H given the reaction and heat of formation tables. Calculate ∆S given the reaction and the entropy tables.



Lab experiences should encompass 40% of instructional time.Content/Process/Skills: Energy

Kinetic energy and potential energy Chemical potential energy Heat Specific heat (Also solve for mass, heat, change in

temp.) Phase diagrams

Enthalpy Entropy Spontaneous reactions (4 cases) Calculating change in enthalpy (Sum of products- sum of reactants) *Calculating Gibbs Free Energy *Hess’s Law

Vocabulary Calorie Joule Enthalpy Entropy Free energy Heat Specific heat Heat of fusion

Heat of vaporization Thermochemistry Law of conservation of energy Enthalpy (heat) of formatin Enthalpy (heat) of combustion Enthalpy (heat) of reaction Spontaneous reaction ∆ H ∆ S

Instructional Resources Glencoe Ch 16

Demos:Titanic: Hypothermia: (Why does water at room temp feel cold?)Flameless Ration Heaters (Meals ready to eat)

Teaching Strategies:Road runner/ coyote cartoons for kinetic and potential energyGasoline burns water doesn’t for chemical potential energy

Activities and Labs:CBL lab on Heat of fusion of iceSpecific heat of a metalJunk food calorimetry (Burn a Frito, potato chip, ect. Lab)

Assessment Resources Discipline Integration IPC Energy

Heat Curves (energy changes as H2O goes thru the 3 phases)Technology Integration

Differentiation




Timeframe 4 daysFocus Reaction RatesStrand ChemistryTEKS 11(A) understand energy and its forms, including kinetic, potential, chemical, and thermal energies;

11B. The student is expected to demonstrate the use of symbols, formulas and equations in describing interactions of matter such as chemical and nuclear reactions.

10(F) investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area;

15A. The student is expected to verify the law of conservation of energy by evaluating the energy exchange that occurs as a consequence of a chemical reaction.

“I Can” Statements Explain how molecular orientation, speed and concentration affect reaction rate. List the 5 factors that affect rate. Experiment and graph the data to show concentration of reactant vs time of rxn. Define: reaction rate, collision theory, activation energy, activated complex, reversible rxn, LeChatelier’s principle Label a graph depicting the energy vs time of a rxn, initial energy, final energy of products, activation energy, ∆H, activated

complex, & determine if rxn is endo or exothermic

Content/Process/Skills: 1.Collision Theorya. Collisionb. proper orientationc. activation energy

2. Activated Complex3. Transition State4. Graphing reaction progress5. Influence of spontaneity G6. Factors Affecting Reaction Rate

a. nature of reactantsb. surface areac. concentration d. temperaturee. catalyst

7. * Reaction Rate Lawsa. rate law constant (K)b. rate law expressionc. reaction orders

1.) 1st order2.) 2nd order3.) “0” order

d. determining orders/table of experiments8. * Instantaneous Rates/Table and Graphing9. * Reaction Mechanisms

1. rate determining step2. intermediates

Vocabulary activation energy activated complex catalyst

collision theory reversible reaction endothermic

intermediate reaction rate reaction order



Lab experiences should encompass 40% of instructional time. inhibitor endergonic

exothermic exergonic

reaction mechanism rate law

Instructional Resources Glencoe Ch 17

Assessment Resources Discipline Integration Bio - enzymes and catalystsTechnology Integration

Differentiation




Timeframe 4-10 daysFocus Nuclear ChemistryStrand ChemistryTEKS (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and

outside the classroom.

6(D) use isotopic composition to calculate average atomic mass of an element; and

11B


(12) Science concepts. The student understands the basic processes of nuclear chemistry.

12(A) describe the characteristics of alpha, beta, and gamma radiation;

12(B) describe radioactive decay process in terms of balanced nuclear equations; and

12(C) compare fission and fusion reactions.

9C. Evaluate the commercial use of nuclear energy and medical uses of radioisotopes.9D. Evaluate environmental issues associated with the storage, containment and disposal of nuclear wastes.

“I Can” Statements Research and describe the history of nuclear chemistry and the contributions of scientists Evaluate the impact of research on scientific thought, society, and the environment Demonstrate the use of symbols, formulas, and equations in describing nuclear reactions. Explain and balance nuclear equations. Compare fission and fusion reactions in terms of the masses of the reactants and products and the amount of energy released in the

nuclear reactions. Evaluate the commercial use of nuclear energy and medical uses of radioisotopes. Evaluate environmental issues associated with the storage, containment, and disposal of nuclear wastes.

Honors and Enrichment Only Solve half-life problems and explain why it is useful to determine the half-life of a radioactive isotope.



Lab experiences should encompass 40% of instructional time.Content/Process/Skills: Radioactivity, radioisotopes

Alpha decay, beta decay, electron capture, positron emission

Band of stability Nuclear equations Fission, fusion Half Life Nuclear Power Environmental issues Medical uses

Scientists Klaproth Becqueral Roentgen Pierre & Marie Curie Hahn Lise Meinter Frisch Einstein Libby(C-14 dating)

Bohr Rutherford Geiger Chadwick Fermi Szilard Oppenheimer Seaborg

Vocabulary Radioisotope X-ray Band of stability Electron capture Positron Alpha particle Beta particle radiotracers

Gamma ray Radioactive decay

series Transuranium element Transmutation Half-life Chain reactin

Radiochemical dating Fission Fusion Fallout Critical mass Thermonuclear reaction Ionizing radiation Nuclear waste

Instructional Resources Glencoe Ch 25Demos:Geiger counter: fiesta ware, lantern mantles

Teaching Strategies: Clips from “Atomic Café” Project: Read “My Hiroshima”: Creatively depict some aspect of this chapter (poems, songs, letters, newspaper articles, films,

animations, interviews, etc.

Activities and Labs: Half Life with pennies or M & Ms. Graph Computer search to cover TEKS 9C and 9D Nuclear Speaker

Assessment ResourcesDiscipline Integration Medical uses of Radioisotopes

EnergyCells and cell damage of radiation, mutations and genetics,History – WW II

Technology Integration Geiger counter



Lab experiences should encompass 40% of instructional time.Differentiation




Timeframe 3-5 days (OPTIONAL)Focus Equilibrium Strand ChemistryTEKS 11(A) understand energy and its forms, including kinetic, potential, chemical, and thermal energies;

15A. The student is expected to verify the law of conservation of energy by evaluating the energy exchange that occurs as a consequence of a chemical reaction.

11(F) investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area;

“I Can” Statements Identify factors that can disturb chemical equilibrium. List 3 reasons a rxn might not be reversible Predict how changes would shift equilibrium according to Le Chatelier’s principle. Distinguish between dynamic and static equilibrium

Content/Process/Skills: Recognize characteristics of chemical equilibrium Write equilibrium expressions Describe how factors affect chemical equilibrium

(conc., vol., temp) Explain how LeChatelier’s principle applies

* H Calculate equilibrium constants from concentration data * H Determine equilibrium concentrations * H Calculate solubility of a cmpd from Ksp * H Explain common ion effect

Vocabulary Le Chatelier’s principle solubility Equilibrium Equilibrium constant

Instructional Resources Glencoe Ch 18Penny Exchange activity to show dynamic equilibriumAnalogies: deadheading flowers so more buds grow, gathering eggs so hen lays more, digging a hole in sand at beachColor Change cups and spoons LeChatelier Lab

Assessment ResourcesDiscipline Integration Homeostasis, hyperventilationTechnology Integration

Differentiation




Timeframe 7 days (July)Focus REDOX and Electrochemistry (Optional)Strand ChemistryTEKS 10(H) understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions;

10B. Demonstrate and document the effects of a corrosive process and evaluate the importance of electroplating metals.

“I Can” Statements Assign oxidation numbers to the elements in a reaction. Determine if redox is occurring in an equation by checking for changes in oxidation numbers. Identify the element being oxidized and the one being reduced. Derive oxidation and reduction half-reactions from a redox equation. Identify the parts of a voltaic cell and explain how each part operates. Describe the structure, composition, and operation of the typical carbon-zinc dry cell battery. Distinguish between primary and secondary batteries. Describe the process of corrosion of iron and methods to prevent corrosion. Compare and contrast Electrolysis with Spontaneous Redox reactions.

Content/Process/Skills: Oxidation Reduction Oxidizing Agent, Reducing Agent Corrosion Galvanization Battery Anode, cathode Determining oxidation numbers Recognize oxidation, reduction in an equation Honors: Balancing redox rxns

Vocabulary Oxidation Reduction Oxidizing agent Reducing agent Redox reaction Half-reaction Oxidation number Voltaic cell

Tarnish Corrosion Galvanizing Anode Cathode Primary battery Secondary battery Electrolysis

Electrolytic cell Electroplating Sacrificial anode Alessandro Volta Luigi Galvani

Instructional Resources Glencoe Ch 20 & 21Electroplating ActivityDemos:Cu in ZnSO4 vs Zn in CuSO4

Tiny Silver Christmas treeObserve crystal growth on an Al wire in CuSO4, or do Fe nail discovery lab.Lemon battery clock



Lab experiences should encompass 40% of instructional time.Examine crystal growth with a current through solutions. Look at under microscopes. Write the equations.

Teaching Strategies:LEO goes GER. An Ox and a red Cat; OIL RIG Redox Number lineEnlarge, make a poster of the Glencoe imaginary electron machine, p 65Glencoe redox animationDevelop the activity series, and relate to oxidation/ reduction.Bio TAKS transparencies 111 and 150Examine a car battery and conduct an on-line quest for how it works.

Activities and Labs:Electoplate a key or some other metal objectHave students research and find examples of corrosion in daily life. Diagram an electroplating process, and find examples of use. Explore how photography works

Assessment Resources Do research projects on various redox processes

Discipline Integration Vitamins (antioxidants), agingTechnology Integration

Differentiation

Timeframe ThermochemistryFocusStrand ChemistryTEKS 4(A) differentiate between physical and chemical changes and properties;

4(C) compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume; and

.




4(D) classify matter as pure substances or mixtures through investigation of their properties.




11(E) use calorimetry to calculate the heat of a chemical process.“I Can” Statements

Content/Process/Skills:

Vocabulary



Lab experiences should encompass 40% of instructional time.Instructional Resources

Assessment Resources Discipline IntegrationTechnology IntegrationDifferentiation


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