Wayne RESA

Unit PlannerChemistry MSS Draft

Wayne RESA / 9 - 12 / Science / Chemistry MSS Draft / Week 25 - Week 30
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.

 

Unit 6 addresses the quantitative nature of chemical. Beginning with the mole and its usefulness in chemistry, the storyline leads to an understanding of mole ratios in empirical formulas and in a balanced chemical equations. Students will learn about stoichiometry and be challenged to design an airbag. This unit includes the calculation of energy in a chemical reaction and the calculation of concentrations of solutions in neutralization reactions after conducting titrations in the lab.

...
Storyline
Narrative
...
Expectations/Standards
NGSS: Disciplinary Core Ideas
NGSS: 9-12
PS1: Matter and Its Interactions
PS1.A: Structure and Properties of Matter
Stable forms of matter are those in which the electric and magnetic field energy is minimized. 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)
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)
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)
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)
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)
© Copyright 2013 Achieve, Inc. All rights reserved.
Access the interactive version of the NGSS here
Learning Targets

L1: What is a mole?

 

I CAN recognize and understand that when I have a mole of a substance it contains 6.02 x 10^23 particles and a mass that it equal to that found on the periodic table known as its molar mass.

 

L2A: How to use a mole to count in chemistry?

 

I CAN use the analogy of the Popcorn Counting Unit “PCU” and know that although the particle amount/ count is the same for every molar sample, the mass of 1 mole of any material is different due to the mass of the individual atom or compound.

 

L2B: How many moles are in everyday items?

 

I CAN use the knowledge that 1 mole is equal to 6.02 x 10^23 particles and the substance’s molar mass to convert from one unit to another using everyday atoms and compounds such as salt, sugar and water.

 

L3: Can I use this chemical counting system to determine chemical formulas?

 

I CAN use experimental data to determine the ratio of two elements that form a compound to determine the compound’s empirical formula because I understand that atoms are conserved in a chemical reaction.

 

L4: What is the meaning of a balanced chemical reaction?

 

I CAN use correct formulas within a balanced chemical reaction to show that mass of reactants and products are conserved in a chemical reaction.

 

L5: Can I use a balanced chemical equation to predict how much of a product will be produced?

 

I CAN use the given mass of a reactant to predict the mass of products made using the balanced chemical equation and stoichiometric ratios because of the law of conservation of mass.

 

L6: How is stoichiometry used to design an air bag?

 

I CAN use a balanced chemical reaction and stoichiometry to determine the correct amount of baking soda and vinegar to inflate my air bag to a safe volume.

 

L7: How do you quantify energy in a chemical reaction?

 

I CAN understand and use the information of temperature changes during a chemical reaction to know if the reaction is endothermic or exothermic. I can be use the understand that energy is required to break bonds and energy is released when a new bond is formed to determine if the overall reaction in endothermic or exothermic.

 

L8: What is a and how is it useful?

 

I CAN perform a titration and use the experimental data and my knowledge of mole to mole ratios to determine the concentration of an unknown acid.

 

 

...
Enduring Understandings

Grade Band Endpoints

 

 

PS1.A Matter and Its Interactions

 

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

  • All substances are made from some 100 different types of atoms which combine in various ways.

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

  • Stable molecules has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart (breaking bonds is endothermic).

 

PS1.B Chemical Reactions

 

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

  • Atoms (mass) are conserved in a chemical reaction

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

  • Chemical reactions are predictable.

 

PS3.A Definitions of Energy

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

  • Total energy of a system is conserved

  • Energy is a quantitative property of a system

 

PS3.B Conservation of Energy and Energy Transfer

By the end of grade 12 should know...

  • Energy cannot be created or destroyed, but can only be transported from one place to another

  • Mathematical expression is possible for chemical reactions to quantify energy

 

Essential Questions

L1: What is a mole?

 

L2A: How to use a mole to count in chemistry?

 

L2B: How many moles are in everyday items?

 

L3: Can is this chemical counting system used to determine chemical formulas?

 

L4: What is the meaning of a balanced chemical reaction?

 

L5: Can a balanced chemical equation be used to predict how much of a product will be made?

 

L6: How is stoichiometry used to design an air bag?

L7: How is energy quantified in a chemical reaction?

L8: What is a titration and how is it useful?

...
Content (Key Concepts)

 

Unpacking the DCIs

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

PS1.A

 

“Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. 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. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.”

  • Will be addressed in Theme 5

 

“A stable molecule has less energy, by an amount known as the binding energy, than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.”

  • An exothermic reaction has stronger bonds in the product producing more energy than was required to break the bonds of the reactants an endothermic reaction has stronger bond in the reactants required more energy to break the bonds than was produced in forming the bond of the product

 

PS1.B

“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…”

  • The new arrangement of bonds will predict if energy is stored or released

  • Leaving for another theme..rates of chemical processes

“with consequent changes in total binding energy (i.e., the sum of all bond energies in the set of molecules) that are matched by changes in kinetic energy.”

  • The comparison of energy required to break bond versus the making of new bonds determines if a reaction is endothermic or exothermic

 

“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.”

  • Law of conservation of matter is address in Theme 3

  • Chemical reactions represent mole to mole ratios that can be used to predict the amount of reactant needed and or the amount of product produced

PS3.A

 

“Chemical energy” generally is used to mean the energy that can be released or stored in chemical processes,

  • Chemical energy is converted to other types of energy such as thermal in chemical reactions

 

PS3.B

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.

  • Prior knowledge - address in theme 2

Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

  • Prior knowledge - address in theme 2

PS3.D

Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment.

  • Energy into a system is equal to the energy out of the surroundings

 

Cross Cutting Concepts

 

 

Patterns

 

  • In grades 9-12, students observe patterns in systems at different scales and cite patterns as empirical evidence for causality in supporting their explanations of phenomena. They recognize classifications or explanations used at one scale may not be useful or need revision using a different scale; thus requiring improved investigations and experiments. They use mathematical representations to identify certain patterns and analyze patterns of performance in order to reengineer and improve a designed system.

 

Scale, Proportion and Quantity

 

  • In grades 9-12, students understand the significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. They recognize patterns observable at one scale may not be observable or exist at other scales, and some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly. Students use orders of magnitude to understand how a model at one scale relates to a model at another scale. They use algebraic thinking to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).

 

Energy and Matter

  • In grades 9-12, students can investigate or analyze a system by defining its boundaries and initial conditions, as well as its inputs and outputs. They can use models (e.g., physical, mathematical, computer models) to simulate the flow of energy, matter, and interactions within and between systems at different scales. They can also use models and simulations to predict the behavior of a system, and recognize that these predictions have limited precision and reliability due to the assumptions and approximations inherent in the models. They can also design systems to do specific tasks.

 

Skills (Intellectual Processes)

Targets Scientific Practices

Using Mathematics and Computational Thinking

 

Mathematical and computational thinking in 9- 12 builds on K-8 experiences 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

 

  • Apply techniques of algebra and functions to represent and solve scientific and engineering problems.

  • Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound unit

 

...