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Chemistry for Future Presidents / Chemistry I - H
CHEMISTRY FOR FUTURE PRESIDENTS – A
CREDIT: ½ credit
This course is an exploratory study of the nature of matter and its reactions that involves problem solving, deductive reasoning and
experimentation. Topics included are states of matter; stoichiometry of chemical reactions; electronic structure of atoms and the
connection of matter to the periodic chart; energy and equilibrium. This course will explore the relevance of chemistry in everyday
life. Students will complete the class with an understanding of how chemical concepts influence decisions made on a daily basis.
CHEMISTRY I – H
CREDIT: ½ credit
This course will be an in depth study of the nature of matter and its reactions. Students will be asked to problem solve and use
deductive reasoning and experimentation in real world applications. Topics included are states of matter; stoichiometry of chemical
reactions; electronic structure of atoms and the connection of matter to the periodic chart; energy and equilibrium. Scientific
experimentation, research, and discussion are integral parts of this course. The honors section places a stronger emphasis on
mathematical applications, writing, and independent work than the advanced level class. Students who wish to take AP Science
classes and/or pursue science in college should consider taking this course.
Essential Questions
What is energy? What is meant by conservation of energy? How is energy transferred between objects or systems? How do food and fuel provide energy? If energy is conserved, why do people say it is produced or used?
Grade Level Expectations Disciplinary Core Ideas (DCIs) Students will know:
Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. (HS-PS3-1) Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. (HS-
PS3-1),(HS-PS3-4) Mathematical expressions allow the concept of conservation of energy to be used to predict and describe chemical reactions gain or loss of energy. (HS-PS3-1) The availability of energy limits what can occur in any chemical reaction. (HS-PS3-1) Uncontrolled systems always evolve toward more stable states—that is, toward more uniform energy distribution. (HS-PS3-4) Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment. (HS-PS3-3),(HS-PS3-4) How to design a device that works within specific criteria and constraints to convert chemical energy into thermal energy. (secondary to HS-PS3-3) Temperature is responsible for moving gas molecules faster, and that faster moving molecules will have more kinetic energy. (HS-PS3-1) Chemistry is So Cold!
Lab
Heat Capacity of
Unknown Liquid Lab Heat of
Neutralization Lab
Instructional Strategies
Heat of
Neutralization with
Hess’ Law – HONORS ONLY
Making a Heat/Cold Pack Economically Energy of Food Lab Plan and conduct an investigation using specific heat concepts individually and collaboratively to produce data which serves as the basis for evidence and refine the design accordingly. (HS-PS3-4) Create a computational model or simulation of q=mcΔT. Create a model to explain proportional relationships between, mass, specific heat and temperature. (HS-PS3-1) Design, build and refine device that converts chemical energy into thermal energy a based on prior scientific knowledge, studentgenerated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-PS3-3)
Evidence of Learning S and E Practices Students will be able to:
Grade Level Expectations Disciplinary Core Ideas (DCIs) Students will know:
Chemical reactions involve energy changes that are proportional to the amount of reactants used. (HS-PS3-1),(HS-PS3-4). When investigating or describing a transfer of energy when two components of different temperature are combined within a closed system, the boundaries are defined and their inputs and outputs analyzed and described using models. (HS-PS3-4) Models can be used to predict the change in energy of one component in a system when the change in energy of the other component and energy flows in the system are known, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. (HS-PS3-1) Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within the developed device for converting one form of energy into another.(HS-PS3-3) Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems. (HS-PS3-2) Modern civilization depends on major technological systems.
Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks. (HS-PS3-3) Science assumes the universe is a vast single system in which basic laws are consistent. (HS-PS3-1)
Instructional Strategies
Evidence of Learning S and E Practices Students will be able to:
CHEMISTRY FOR FUTURE PRESIDENTS – A / CHEMISTRY I – H UNIT 2: STRUCTURES AND PROPERTY OF MATTER
Essential Questions
How do particles combine to form the variety of matter one observes? What forces hold nuclei together and mediate nuclear processes? What underlying forces explain the variety of interactions observed?
Grade Level Expectations Disciplinary Core Ideas (DCIs) Students will know:
Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. These electrons are found in electron orbitals, each with a different energy. (HS-PS1-1) The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (HS-PS1-1) The structure and interactions of matter at the macroscopic scale are determined by electrical forces (intramolecular) within and intermolecular forces between atoms. (HS-PS1-3),(secondary to HS-
PS2-6) o The three states of matter may be distinguishable by observable properties at the macroscopic level, and modeled differently at the microscopic level based on molecular motion Nuclear processes, including fusion, fission, and radioactive decays (alpha, beta, gamma) of unstable nuclei. The total number of neutrons plus protons does not change in any nuclear process. (HS-
PS1-8) Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. (HS-
PS1-1),(HS-PS1-3),(HS-PS2-6) o Atoms bond by sharing or transferring electrons Lewis Dot
Structures/VSEPR –
HONORS ONLY
Chemical nomenclature based upon periodic Table patterns Introduction of the
Mole YouTube Videos
Mole Stations
Empirical
Formulas/Strange
Case of Mole
Flight Activity Mole and
Molarity/Dilutions
Notes/WS Kinetic Molecular
Theory Simulations Stearic Acid Lab Develop a model to illustrate of the composition of the nucleus of the atom during the processes of fission, fusion, and radioactive decay. (HS-
PS1-8) Use the periodic table to predict properties and patterns of atoms based on the patterns of electrons in the outermost energy level of atoms. (HS-PS1-1) Plan and conduct an investigation individually and collaboratively to gather evidence to compare the structure of substances at the macroscopic scale to infer the strength of forces between atoms, and refine the design accordingly. (HS-PS1-3)
Instructional Strategies
Evidence of Learning S and E Practices Students will be able to:
CHEMISTRY FOR FUTURE PRESIDENTS – A / CHEMISTRY I – H UNIT 2: STRUCTURES AND PROPERTY OF MATTER
Grade Level Expectations Disciplinary Core Ideas (DCIs) Students will know:
o The properties associated with each bonding style o Nature of some bonds is related to electronegativity o Bond polarity is related to molecular polarity Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS1-1),(HS-PS1-3) In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. (HS-PS1-8) Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. (HS-PS2-6)
Instructional Strategies
Phase Changing
Materials
Performance Task
Evidence of Learning S and E Practices Students will be able to:
Communicate scientific and technical information gathered from an investigation of intermolecular forces in order to develop and design a process or system in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS2-6)
Essential Questions
How do particles combine to form the variety of matter one observes? What forces hold nuclei together and mediate nuclear processes? What underlying forces explain the variety of interactions observed? How do substances combine or change (react) to make new substances? How does one characterize and explain these reactions and make predictions about them? How can the various proposed design solutions be compared and improved?
Grade Level Expectations Disciplinary Core Ideas (DCIs) Students will know:
The periodic table allows for predictions of simple chemical reactions based on valence electrons, trends in the periodic table, and patterns of chemical properties. (HS-PS1-2) (HS-
PS1-1.) A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. (HS-PS1-4) Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy. (HS-PS1-4),(HS-PS1-5) o Advanced – qualitatively discuss why endo/exo reactions occur using diagrams and higher/lower energies of reactants vs. products o Honors-quantitatively calculate the total bond energy changes during a chemical reaction using bond energies from table A Balancing Act
Engage/Explore Chemical
Reactions
Balancing Chemical
Equations Notes/WS Law of Conservation of
Mass Lab
Weight Loss Performance
Task
Types of Chemical
Reactions Explore Lab Stations with Jigsaw Poster
Presentation
Explain of 6 Types of
Reactions with Focus on
Driving Force Precipitation, Acid/Base ,Single Replacement
Animations with Develop a model to illustrate the release or absorption of energy from a chemical reactions system. (HS-PS1-4) Use mathematical representations of the mole and stoichiometry to support the Law of Conservation of
Matter. (HS-PS1-7) Apply scientific principles and evidence to provide an explanation of chemical kinetics and solve design problems, taking into account possible unanticipated effects. (HS-PS1-5) Construct and revise an explanation of the Law of Conservation of
Matter based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws
Instructional Strategies
Evidence of Learning S and E Practices Students will be able to:
Grade Level Expectations Disciplinary Core Ideas (DCIs) Students will know:
In many reactions, a dynamic and condition-dependent balance between a forward reaction and the reverse reaction determines the numbers of all molecules present. (HS-PS1-6) The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. (HS-PS1-2),(HS-
PS1-7) Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS1-1),(HS-PS1-3) The total amount of energy and matter in closed systems is conserved. (HS-PS1-7) Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (HS-PS1-4) Much of science deals with constructing explanations of how things change and how they remain stable. (HS-PS1-6) Science assumes the universe is a vast single system in which basic laws are consistent. (HS-PS1-7)
Instructional Strategies
Worksheets
Colorful Precipitates Lab Strawberry Float
Engage/Explore Lab Hamburger/Pizza
Stoichiometry
Engage/Explore Magnesium Oxide Lab 2 grams Lab S’More Explore Stoich
Activity Limiting Reactant with Al
Foil/CuCl2 Lab Collision Theory POGIL and pHET simulation All Screwed Up Kinetics
Activity Introduction to Equilibrium
Beaker/Straw Activity Equilibrium Expressions and Le Chatelier’s Principle
Lab – HONORS ONLY
Evidence of Learning S and E Practices Students will be able to:
that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-PS1-2) Refine the design of a chemical system based on prior scientific knowledge and student-generated data. (HS-PS1-6)
CHEMISTRY FOR FUTURE PRESIDENTS
o No textbook o WebAssign- electronic data base of practice problems and assignments o Chem Matters Magazine- American Chemical Society o Assorted websites and electronic media
CHEMISTRY I – H
o Basic Chemistry. Fourth edition. Timberlake and Timberlake. Pearson 2014 o MasteringChemistry®- Pearson Publishing Homework Tutorial and Assessment system
Unit PACING GUIDE
1st Quarter 2nd Quarter
Unit 1: Energy X Unit 2: Structures and Property of Matter X Unit 3: Chemical Reactions
> X
ELA/Literacy
RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (HS-PS1-1) RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. (HS-PS4-2, HS-PS4-3, HS-PS4-4) RST.11-12.1 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. (HS-PS1-3, HS-PS1-5, HS-PS2-1, HS-PS2-6, HS-PS3-4, HS-PS4-2, HS-PS43, HS-PS4-4) RST.11-12.7 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. (HS-PS4-1, HS-PS4-4, HS-ETS1-1, HS-ETS1-3) RST.11-12.8 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. (HS-PS4-2, HS-PS4-3, HS-PS4-4, HS-ETS1-1, HS-ETS13) RST.11-12.9 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. (HS-ETS1-1, HS-ETS1-3) WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS2-6, HS-PS4-5) WHST.9-12.7 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. (HS-PS2-3, HS-PS2-5, HS-PS3-3, HS-PS3-4, HS-PS3-5) WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-4, HS-PS3-5) WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS1-2, HS-PS1-5) WHST.11-12.5 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. (HS-PS1-2) WHST.11-12.7 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. (HS-PS1-3, HS-PS1-6, HS-PS2-1) WHST.11-12.8 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. (HS-PS1-3, HS-PS2-5, HS-PS3-4, HS-PS3-5, HS-PS4-4) WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3, (HS-PS2-1, HS-PS2-5) SL.11-12.5 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. (HS-PS1-4, HS-PS3-1, HS-PS3-2, HS-PS3-5)
Mathematics
MP.2 Reason abstractly and quantitatively. (HS-PS1-5, HS-PS1-7, HS-PS2-1, HS-PS2-2, HS-PS2-4, HS-PS3-1, HS-PS3-2, HS-PS3-3, HS-PS34, HS-PS3-5, HS-PS4-1, HS-PS4-3, HS-ETS1-1, HS-ETS1-3, HS-ETS1-4) MP.4 Model with mathematics. (HS-PS1-4, HS-PS1-8, HS-PS2-1, HS-PS2-2, HS-PS2-4, HS-PS3-1, HS-PS3-2, HS-PS3-3, HS-PS3-4, HS-PS3-5, HS-PS4-1, HS-ETS1-1, HS-ETS1-2, HS-ETS1-3, HS-ETS1-4) HSN-Q.A.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. (HS-PS1-2, HS-PS1-3, HS-PS14, HS-PS1-5, HS-PS1-7, HS-PS1-8, HS-PS2-1, HS-PS2-2, HS-PS2-4, HS-PS2-5, HS-PS2-6, HS-PS3-1, HS-PS3-3) HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-4, HS-PS1-7, HS-PS1-8, HS-PS2-1, HS-PS2-2, HSPS2-4, HS-PS2-5, HS-PS2-6, HS-PS3-1, HS-PS3-3) HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-2, HS-PS1-3, HS-PS14, HS-PS1-5, HS-PS1-7, HS-PS1-8, HS-PS2-1, HS-PS2-2, HS-PS2-4, HS-PS2-5, HS-PS2-6, HS-PS3-1, HS-PS3-3) HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1, HS-PS2-4, HS-PS4-1, HS-PS4-3) HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1, HS-PS2-4, HS-PS4-1, HS-PS4-3) HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1, HS-PS2-2) HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-PS2-1, HS-PS2-2) HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1, HS-PS2-2, HSPS4-1, HS-PS4-3) HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. (HS-PS2-1) HSS-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)
