Wayne RESA

Unit PlannerChemistry MSS Draft

Wayne RESA / 9 - 12 / Science / Chemistry MSS Draft / Week 31 - Week 35
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.

 

This unit brings together the topics of electron structure, organization of the Periodic Table, and bonding. Unit 7 begins with investigations in how and why the physical and chemical properties of compounds vary. As students dig deeper into the trends of the periodic table, they begin to develop an enduring understanding of how and why bonding occurs and how forces, such Coulomb's and intermolecular, effect the physical and chemical properties of matter.

RESA: Storyline Unit 7 Periodic Table & Bonding
RESA: Teacher Narrative Unit 7 Periodic Table & Bonding
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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
Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (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),(HSPS1-2)
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)
PS2: Motion and Stability: Forces and Interactions
PS2.B: Types of Interactions
Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects.(HS-PS2-4)
Forces at a distance are explained by fields (gravitational,electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (HS-PS2-4),(HS-PS2-5)
Attraction and repulsion between electric charges at the atomicscale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.(HS-PS2-6),(secondary to HS-PS1-1),(secondary to HS-PS1-3)
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Access the interactive version of the NGSS here
Learning Targets

L1: Why do some compounds melt at a different temperature than others?

I CAN collect data and use it to rank compounds according to relative melting point.

I CAN use similarities in compounds of known relative melting point to predict the relative melting point of substances.

L2: Why do elements combine in different ratios when forming a compound?

I CAN predict the charge of an ion based on the location of the atom on the Periodic Table.

I CAN use the ionic charge to predict the correct formula for an ionic compound.

L3: Why do electrons require different amounts of energy in order to be removed from an atom?

I CAN describe the relative amount of energy requires to remove an electron from an atom.

L4: Why do elements in the same group have common ion charges that are the same?

I CAN identify, describe and use the patterns of the Periodic Table.

L5: How do electrostatic attractions differ between ionic and covalent bonds?

I CAN describe the difference between ionic and covalent bonding.

I CAN revise my current bonding model to include new information.

L6: Why do atoms in the same period or in the same group have different sizes, ionization energies, and electronegativities?

I CAN identify, describe and use the trends of the Periodic Table.

L7: Why do some elements have different properties than others?

I CAN use experimental data to classify elements.

L8: Why does the dye mix in the water but not the oil?

I CAN cite evidence to support my rationale in explaining the results of the experiment.

L9: Why do some liquids evaporate faster than others?

I CAN collect data and use it to rank compounds according to relative rate of evaporation.

I CAN use similarities in compounds of known relative rate of evaporation to predict the relative rate of evaporation of substances.

L10 - How can we determine the identity of an ink sample?

I CAN use the results of this investigation to support the existence of intermolecular forces.​

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Enduring Understandings

Grade Band Endpoints

By the end of grade 12 students should know…

 

PS1.A Structure and Properties of Matter

 

  • 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 patters of outer electron states.

 

PS2.B Types of Interactions

 

  • Such forces can be attractive or repulsive, depending on the relative sign of the electric charges involved.

 

  • Attraction and repulsion of electric charges at the atomic scale explain the structure, properties, and transformations of matter and the constant forces between material 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: Why do some compounds melt at a different temperature than others?

L2: Why do elements combine in different ratios when forming a compound?

L3: Why do electrons require different amounts of energy in order to be removed from an atom?

L4: Why do elements in the same group have common ion charges that are the same?

L5: How do electrostatic attractions differ between ionic and covalent bonds?

L6: Why do atoms in the same period or in the same group have different sizes, ionization energies, and electronegativities?

L7: Why do some elements have different properties than others?

L8: Why does the dye mix in the water but not the oil?

L9: Why do some liquids evaporate faster than others?

L10 - How can we determine the identity of an ink sample?

 

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Content (Key Concepts)

Disciplinary Core Ideas

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

PS1.A: Structure and Properties of Matter

"Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons"

  • Atoms are made up of a small region called a nucleus, which contains protons and neutrons

    • The nucleus is very small and dense. It contains most of the atom’s mass.

    • Isotopes of an element vary in the number of neutrons in the nucleus.

    • The number of protons is represented by the atomic number and is used to identify each element.

"The repeating patterns of this table reflect patters of outer electron states."

  • Electron clouds surround the nucleus and comprise the majority of the volume of the atom.

    • Electrons are arranged in a predictable pattern, electron configurations.

    • Electron configurations help explain the reactivity and bond formation of an element.

    • Valence electrons are related to an element's position on the periodic table.

"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 periodic table depicts an arrangement of elements based upon atomic number.

    • The periodic table arranges elements with common chemical properties into vertical columns called groups.

    • The elements are arranged horizontally by atomic number.

    • An element’s position on the periodic table is related to its chemical properties, number of valence electrons, bond type, atomic radius, ionization energy, and electronegativity.

"Such forces can be attractive or repulsive, depending on the relative sign of the electric charges involved..."

  • The charged particles of an atom cause electrostatic attractions and repulsions.

    • Attractions between positively-charged protons and negatively-charged electrons within an atom hold the atom together.

    • Electrons transferred from one atom/object to another causes a net charge and the potential for electrostatic attractions/repulsions.

"Attraction and repulsion of electric charges at the atomic scale explain the structure, properties, and transformations of matter and the constant forces between material objects."

  • Forces between atoms form the bonds of molecules.
  • Forces between molecules give rise to physical properties of substances.
  • Binding energy is the minimum amount of energy needed in order to take apart a molecule.
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. (HS-PS1-8)

  • Use a model to predict the relationships between systems or between components of a system. (HS-PS1-1)

Planning and Carrying Out Investigations

Planning and carrying out investigations 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-PS1-3)

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.

  • Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS2-6)

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.

  • Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4)

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