Wayne RESA

Unit PlannerChemistry MSS Draft

Wayne RESA / 9 - 12 / Science / Chemistry MSS Draft / Week 5 - Week 9
7 Curriculum Developers

Overview

...
Unit Abstract

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

Attached below is the Storyline for Units 1 & 2 written together. Investigating the particulate nature of matter as well as matter's interactions can not be separated from each other. It made sense to create a storyline that tied these two important topics together. If a teacher were considering changing a sequence of the storylines, the authors would recommend starting with Units 1 and 2 and presenting them sequentially.

In Unit 2, the students work to answer the question, "How Does Matter Interact?" Like the material in Unit 1, Unit 2 will work to solidify the 8th grade assessment boundary of PS1.A. The rationale is that until the Michigan Science Standards are entrenched in science teaching K-12, high school chemistry teachers may not be able to rely on students entering the classroom with the 8th grade assessment boundary being met. It will be impossible for students to construct a meaningful, particulate model necessary to build upon without incorporating middle school performance expectations. As the MSS become more prevalent, the high school chemistry teacher will be able to adjust the curriculum of Units 1 and 2 to fit the needs of the students in their district.

Unit 2 focuses on how matter (specifically gases) is affected by temperature and pressure. A heavy emphasis is placed on students constructing an evidence based explanation for the natural phenomenon know as atmospheric pressure. In Unit 2, students explore and discover the behavior of gases and how it relates to the Kinetic Molecular Theory. As a culminating task, students are asked to use what they have learned about density and gases to meet a specific engineering challenge.

...
Storyline
Narrative
...
Expectations/Standards
NGSS: Disciplinary Core Ideas
NGSS: 6-8
PS1: Matter and Its Interactions
PS1.A: Structure and Properties of Matter
Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4)
In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4)
The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4)
PS1.B: Chemical Reactions
The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5)
PS3: Energy
PS3.A: Definitions of Energy
Temperature is not a measure of energy; the relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (secondary to MS-PS1-4)
NGSS: 9-12
PS1: Matter and Its Interactions
PS1.B: Chemical Reactions
The fact that atoms are conserved, together with knowledge ofthe chemical properties of the elements involved, can be used to describe and predict chemical reactions. (HS-PS1-2),(HS-PS1-7)
ETS1: Engineering Design
ETS1.C: Optimizing the Design Solution
Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. (HSETS1-2) (secondary to HS-PS1-6) (secondary to HS-PS2-3)
© Copyright 2013 Achieve, Inc. All rights reserved.
Access the interactive version of the NGSS here
Learning Targets

L1: Can particles move?

I CAN cite evidence to support the movement of particles.

I CAN draw and describe the movement of odor from one side of the room to the other.

L2: What causes particles to move?

I CAN draw and describe how particles move and begin to explain what causes the movement.

L2: What causes particles to move?

I CAN draw and describe how particles move and begin to explain what causes the movement.

L4: What does temperature measure?

I CAN describe how particles are affected by changes in temperature.

I CAN predict how liquid water will expand or contract due to temperature

L5: How does a straw work?

I CAN draw and describe what makes a liquid move up a straw.

I CAN explain what is meant by the term vacuum.

L6: Are there air particles everywhere?

I CAN draw and describe how the air particles outside the system (in the surroundings) may affect those inside the system.

I CAN predict how a change in the number of particles in the system may be affected by the particles in the surroundings.

L7: What causes pressure?

I CAN give an evidence based explanation for what causes pressure.


L8: What factors affect the pressure of a gas?

I CAN draw and describe the relationship of the volume of a gas and the pressure of a gas.

I CAN draw and describe the relationship of the volume of the gas and the temperature of a gas.

I CAN draw and describe the relationship between the amount of gas and the pressure of a gas.

I CAN draw and describe the relationship between the pressure of a gas and the temperature of a gas.

L:9 How much?

I CAN use gather experimental data to support the relationships determined in L8.

I CAN graph the data that is collected.

I CAN use the graphs to determine a quantitative relationship between P & V, V & T, P & T, and n & P.

I CAN use the graphs to justify the need for the Kelvin temperature scale.

L10:What is our model so far?

I CAN provide an evidence based explanation for the movement of particles and how temperature, pressure, and volume are related.

L11: How does it all fit? Engineering Challenge

I CAN use what I have learned in Unit 2 to create a Cartesian Diver

...
Enduring Understandings

 

Grade Band Endpoints

By the end of Grade 8 students should have learned...

PS1.A: Structure and Property of Matter

  • Gases and liquids are made of molecules or inert atoms that are moving
    about relative to each other.

  • In a liquid, the molecules are constantly in contact
    with each other; in a gas, they are widely spaced except when they happen to
    collide.

  • In a solid, atoms are closely spaced and vibrate in position but do not change relative locations. Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals)

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.

U2: How does matter interact?

L1: Can particles move?

L2: What causes particles to move?

L2: What causes particles to move?

L4: What does temperature measure?

L5: How does a straw work?

L6: Are there air particles everywhere?

L7: What causes pressure?


L8: What factors affect the pressure of a gas?

L:9 How much?

L10:What is our model so far?

L11: How does it all fit? Engineering Challenge

...
Content (Key Concepts)

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

PS1.A

“Within matter, atoms and their constituents are constantly in motion. The arrangement and motion of atoms vary in characteristic ways, depending on the substance and its current state (e.g., solid, liquid).

  • Atoms and molecules are in constant random motion.

  • Phases of matter, solid, liquid, and gas have characteristic particle arrangements.

  • the particles of a solid are not able to move out of their positions relative to one another, but do have small vibrational movements.

  • The particles of a liquid are able to move past each other.

  • The particles of a gas move quickly and are spread apart from one another

 

“Chemical composition, temperature, and pressure affect such arrangements and motions of atoms, as well as the ways in which they interact.”

  • Chemical composition refers to the atoms that make up the substance.

  • Temperature is a measure of the average kinetic energy of the particles

  • Pressure is the relationship between the force exerted by the particles per surface area.

  • Increased temperature and pressure increases the interaction of the atoms.

“Under a given set of conditions, the state and some properties (e.g., density, elasticity, viscosity) are the same for different bulk quantities of a substance, whereas other properties (e.g., volume, mass) provide measures of the size of the sample at hand. Materials can be characterized by their intensive measurable properties”

  • Density is an intensive property that can be used to identify substances.

  • Intensive property-doesn't change when you take away some of the sample

  • The mass of a specific volume of a substance is determined by the density.

PS1.B

“However, the total number of each type of atom is conserved (does not change) in any chemical process, and thus mass does not change either. “

  • A chemical change occurs when reactants are regrouped into new substances with new properties.

  • In a chemical change, the total number of atoms on the reactant side must equal the number on the product side.

  • Mass may be lost by the system, but it is gained by the surroundings.

PS2.B

“Collisions between objects involve forces between them that can change their motion.”

  • Atoms and molecules are in constant motion.

  • Collisions of atoms and molecules result in force that can change their motion.

Targeted Cross Cutting Concepts

Cause and Effect

  • Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Energy and Matter

  • Matter is conserved because atoms are conserved in physical and chemical processes.

Stability and Change

  • Much of science deals with constructing explanations of how things change and how they remain stable.

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 a model based on evidence to illustrate the relationships between systems or between components of a system.

  • Use a model to predict the relationships between systems or between components of a system.

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.

  • Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.

  • Construct and revise an explanation 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 that describe the natural world operate today as they did in the past and will continue to do so in the future.

  • Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

...