Wayne RESA

Unit PlannerChemistry MSS Draft

Wayne RESA / 9 - 12 / Science / Chemistry MSS Draft / Week 10 - Week 13
7 Curriculum Developers

Overview

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Unit Abstract

Wayne RESA MSS/NGSS aligned high school Chemistry Curriculum 2017; including 8 Units to be taught in a year long chemistry course.

Unit 3 focuses on helping students to define energy, and collect evidence to support conservation and transfer of energy between systems and surroundings. After an investigation of how matter interacts in Units 1 and 2, it makes sense to investigate the energy involved in these interactions.

Interactions between objects (particles) can be explained and predicted using the concept of energy transfer. When energy is transferred, the total energy of the system and the surroundings remains constant, this is known as the “Law of Conservation of Energy.” We will limit our discussion here to the thermal energy, as measured by temperature and the changes in potential energy involved in phase transitions.

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Storyline
Narrative
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Expectations/Standards
NGSS: Disciplinary Core Ideas
NGSS: 9-12
PS1: Matter and Its Interactions
PS1.A: Structure and Properties of Matter
The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. (HSPS1-3),(secondary to HS-PS2-6)
PS3: Energy
PS3.A: Definitions of Energy
Energy is a quantitative property of a system that depends on the motionand interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. (HSPS3-1),(HS-PS3-2)
At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. (HSPS3-2) (HS-PS3-3)
PS3.B: Conservation of Energy and Energy Transfer
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),(HSPS3-4)
Mathematical expressions, which quantify how the stored energy in asystem depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. (HS-PS3-1)
PS3.C: Relationship Between Energy and Forces
When two objects interacting through a field change relative position, theenergy stored in the field is changed. (HS-PS3-5)
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Learning Targets

L1: How does condensation appear on a cold can of soda?

I CAN describe the appearance of droplets on the outside of a cold metal can

I CAN construct a model that explains the appearance of the droplets

I CAN test my explanation for the droplets

I CAN defend my explanation for the droplets with evidence

L2: What role does energy play in condensation?

I CAN predict the transfer of energy between objects of different temperature

I CAN relate the transfer of energy to the condensation of water vapor

L3: How can we compare the energy transferred between systems?

I CAN use a change in temperature to quantify the energy transferred from one system to another

I CAN calculate the energy transferred to or from water in a calorimeter

L4: What determines the temperature change when thermal energy is transferred?

I CAN compare the temperature change in two different systems during an energy transfer

I CAN describe specific heat capacity of a substance

I CAN use temperature change to rank different substances on their ability to change temperature when energy is transferred.

L5: Is energy transfer always related to temperature?

I CAN make a time temperature graph for water being heated from ice to vapor

I CAN recognize the parts of the graph where the temperature is changing

I CAN recognize the parts of the graph where the temperature is not changing

I CAN give an evidence based explanation for the parts of the heating curve where the temperature is not changing and relate that to energy transfer.

L6: Summary of The Model So Far

I CAN explain the energy transfer between water vapor in the air and the cold metal can in terms of particle collisions.

I CAN relate the energy transfer between the water vapor and the can to the formation of water droplets on the can

I CAN refine my model of matter to incorporate the information learned in this unit.

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Enduring Understandings

Gradeband endpoints:

By the end of grade 8, students should have learned...

PS1.A Structure and properties of matter

  • changes of state that occur with variations in temperature or pressure can be described and predicted using the particle model of matter.

PS3.A Definition of energy

  • Motion energy is called kinetic energy and is proportional to the mass of a moving object and grows with the square of its speed

  • Stored (potential) energy depends on position: stored in fields such as gravitational, electric, and magnetic. This energy changes when two objects change position in relation to each other.

  • Stored energy is also changed in chemical reactions.

  • “Heat” is a term that often refers to thermal energy, but is best used as a verb to talk about how energy is transferred between objects of different temperatures.

  • The relationship between the temperature and total energy of a system depends on the types, states, and amounts of matter present.

PS3.B Conservation and transfer of energy

  • When the motion energy of an object changes, there must be some other energy change at the same time.

  • The amount of energy transfer needed to change the temperature of a sample of matter depends on the nature of the matter, the size of the sample, and the environment.

  • Energy is transferred out of hotter regions or objects into colder ones through conduction, convection, and radiation.

PS3.C Relationship between energy and forces

  • When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object

By the end of grade 12, students should know...

PS3.A Definition of energy

  • Energy is quantitative and depends on the motion and interactions of matter and radiation

  • The total energy of the universe is conserved, although in is transferred between systems in a variety of ways.

  • Energy can manifest itself in many ways. Some examples are motion, sound, light, thermal energy.

  • “Mechanical energy” refers to some combination of motion and stored energy in an operating machine

  • “Chemical Energy” is used to mean the energy that is stored or released in chemical processes

  • “Electrical energy” may mean energy stored in a battery, or energy transmitted by electric currents.

  • No matter what it is called, at the particulate level all energy can be modeled as either motions of particles or energy stored in fields which mediate interactions between particles.

PS3.B Conservation and transfer of energy

  • The total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy cannot be created or destroyed, but it can be transported from one place or system to another.

  • Mathematical expressions can quantify how the stored energy in a system depends on its configuration (e.g. relative position of charged particles) and how kinetic energy depends on mass and speed.

  • The concept of conservation of energy can be used to predict and describe system behavior.

  • The availability of energy limits what can occur in any system.

  • Uncontrolled systems always evolve toward more stable states i.e. toward more uniform energy distribution.

  • A system is unstable if it can degrade with no added energy. All such systems will degrade, but if the energy released throughout the transition is small, the process may be very long.

PS3.C Relationship between energy and forces

  • Force fields contain energy and can transmit energy across space from one object to another

  • Small particles such as molecules, ions, atoms, and subatomic particles may have charges or electrical fields that can exert a force field on neighboring particles.

  • When two particle interact and change relative position, the energy stored in the force field is changed

  • Each force between the two interacting particles acts in the direction such that motion in that direction would reduce the energy in the force field between the objects.

 

Essential Questions

Each lesson in a unit begins with a driving question. These questions could be posted on a driving question board or on a summary chart. The teacher should keep in mind that essential questions in a lesson should include student generated questions about the phenomenon.

L1: How does condensation appear on a cold can of soda?

L2: What role does energy play in condensation?

L3: How can we compare the energy transferred between systems?

L4: What determines the temperature change when thermal energy is transferred?

L5: Is energy transfer always related to temperature?

L6: What is our model so far?

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Content (Key Concepts)

Pieces of the DCI taken from the FRAMEWORK. The entire DCI is not unpacked, just those pieces related to this unit.

PS3.A Definition of energy

  • Motion energy is called kinetic energy and is proportional to the mass of a moving object and grows with the the square of its speed

  • Stored (potential) energy depends on position: stored in fields such as gravitational, electric, and magnetic. This energy changes when two objects change position in relation to each other.

  • Stored energy is also changed in chemical reactions.

  • “Heat” is a term that often refers to thermal energy, but is best used as a verb to talk about how energy is transferred between objects of different temperatures.

  • The relationship between the temperature and total energy of a system depends on the types, states, and amounts of matter present.

  • Energy is quantitative and depends on the motion and interactions of matter and radiation

  • The total energy of the universe is conserved, although in is transferred between systems in a variety of ways.

  • Energy can manifest itself in many ways. Some examples are motion, sound, light, thermal energy.

  • “Mechanical energy” refers to some combination of motion and stored energy in an operating machine

  • “Chemical Energy” is used to mean the energy that is stored or released in chemical processes

  • No matter what it is called, at the particulate level all energy can be modeled as either motions of particles or energy stored in fields which mediate interactions between particles.

PS3.B Conservation and transfer of energy

  • When the motion energy of an object changes, there must be some other energy change at the same time.

  • The amount of energy transfer needed to change the temperature of a sample of matter depends on the nature of the matter, the size of the sample, and the environment.

  • Energy is transferred out of hotter regions or objects into colder ones through conduction, convection, and radiation.

  • The total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy cannot be created or destroyed, but it can be transported from one place or system to another.

  • Mathematical expressions can quantify how the stored energy in a system depends on its configuration (e.g. relative position of charged particles) and how kinetic energy depends on mass and speed.

  • The concept of conservation of energy can be used to predict and describe system behavior.

  • The availability of energy limits what can occur in any system.

  • Uncontrolled systems always evolve toward more stable states i.e. toward more uniform energy distribution.

  • A system is unstable if it can degrade with no added energy. All such systems will degrade, but if the energy released throughout the transition is small, the process may be very long.

PS3.C Relationship between energy and forces

  • When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object

  • Force fields contain energy and can transmit energy across space from one object to another

  • Small particles such as molecules, ions, atoms, and subatomic particles may have charges or electrical fields that can exert a force field on neighboring particles.

  • When two particles interact and change relative position, the energy stored in the force field is changed

  • Each force between the two interacting particles acts in the direction such that motion in that direction would reduce the energy in the force field between the objects.

Skills (Intellectual Processes)

Targeted Scientific Practices

 

Developing and Using Models

Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.

  • Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-PS3-2),(HS-PS3-5)

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 9–12 builds on K–8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.

  • Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-PS3-4)

Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

  • Create a computational model or simulation of a phenomenon, designed device, process, or system. (HS-PS3-1)

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

  • Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-PS3-3)
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