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					                                                                                           Metcalfe County
                                                                                Core Content for Assessment Curriculum
                                                                                               Chemistry

         Kentucky                            Essential                            Program of Studies                  Key/Common                                 Activities                            Formative/
        Core Content                         Questions                            Concepts and Skills                  Vocabulary                                   and                                Summative
         Version 4.1                     Program of Studies                                                                                                     Assessments                            Assessment
                                           Understanding                                                                                                                                                  Dates
design of scientific investigation   SC-H-STM-U-9                      SC-H-STM-S-15                                                      Students will:                                               3 weeks
Formulate testable hypotheses        Students will understand          Students will generate investigable                                Convert metric units to the correct number of
and demonstrate the                  that accurate record-             questions and conduct experiments or                               significant figures.
logical connections between the                                                                                                           Convert between selected English and metric
scientific concepts
                                     keeping, openness and             non-experimental research to address                               units.
guiding a hypothesis and the         replication are essential for     them, using evidence to defend                                     Use the factor-label method to solve problems.
design of an experiment.             maintaining credibility with      conclusions                                                        Perform experiments in which they measure
Use equipment, techniques,        other scientists and society.                                                                        physical objects, perform calculations on the data
technology, and                                                                                                                           and report the results to the correct number of
mathematics to improve               1. What is precision?                                                                                significant figures.
scientific investigations and        2. What is accuracy?                                                                                 Know the symbols and names of important
communications.                      3. How do you determine the                                                                          elements.
Use equipment, tools, techniques,    precision of a measurement?                                                                          Discuss possible situations where mistakes in
technology, and mathematics to       4. How do you determine the                                                                          determining the number of significant figures would
improve scientific investigations    precision of a derived result?                                                                       result in unforeseen of undesirable consequences.
and communications.                  5. What are the names and                                                                            Using the TI-83 or similar calculator, determine
Communicate designs,              symbols of important elements?                                                                       the
procedures, and results of           6. What are metric units?                                                                            standard deviation, mean median, etc. values for a
scientific investigations.           7. What is the Factor Label                                                                          set of measurements.
Communicate and defend the           method and how do you use it to
designs, procedures,                 solve problems?
observations, and results of
scientific investigations.
Nuclear Reactions                    SC-H-EU-U-1                       SC-H-EU-S-3                                    Subatomic        Examine nuclear structure , nuclear forces, and nuclear   3 weeks
                                     Students will understand          Students will analyze the supporting           structure           reactions (e.g., fission, fusion, radioactivity
SC-HS-4.6.11                                                           evidence for the nebular theory of formation   of the atom         Students will:
                                     that gravity played an                                                                               Correctly balance nuclear processes.
Students will:                                                         of the solar system                            electrons,
                                     essential role in the                                                                                Know characteristics of subatomic particles.
    explain the                                                                                                      protons, neutrons
       difference between            formation of the universe         SC-H-EU-S-4                                    symbol from      Defend a position concerning use of nuclear
       alpha and beta                and is one of the                 Students will analyze the supporting           number of           processes in society.
       decay, fission and            fundamental forces that           evidence for the Big Bang theory of            electrons,          Perform experiment using a cloud chamber.
       fusion;                                                         formation of the universe                      neutrons and        Determine number of half-lives from available
                                     controls the function of the
                                                                                     Metcalfe County
                                                                          Core Content for Assessment Curriculum
                                                                                         Chemistry

         Kentucky                           Essential                       Program of Studies                      Key/Common                             Activities                 Formative/
        Core Content                       Questions                        Concepts and Skills                      Vocabulary                               and                     Summative
         Version 4.1                Program of Studies                                                                                                    Assessments                 Assessment
                                       Understanding                                                                                                                                    Dates
       identify the             universe and the systems                                                           protons.            data.
        relationship             within it.                      SC-H-EU-S-5                                        Nuclear          Analyze data derived from a rate meter
        between nuclear                                          Students will explain the role of gravity in the   reactions           Discuss pros and cons of production of
        reactions and                                            formation and function of the universe             nuclear          radioactive
                                 SC-H-EU-U-2                                                                                            isotopes.
        energy.                                                                                                     processes,
Nuclear reactions convert a      Students will understand        SC-H-EU-S-6                                        alpha particles,    Interview representative from Navy about
fraction of the mass of          that current estimates of the   Students will investigate, describe and            beta particles      opportunities in nuclear engineering.
interacting particles into       ages of the Earth (4.6          document patterns of interaction of                Half lives.      (Continued
energy, and they can             billion years) and the                                                             Description of
release much greater
                                                                 matter and gravity                                 solar processes
amounts of energy than
                                 universe (10+ billion years)                                                       which produce
atomic interactions. Fission     are based on a variety of       SC-H-EU-S-1                                        energy.
is the splitting of a large      measurement techniques          Students will compare methods used to
nucleus into smaller pieces.     that have unique strengths      measure the ages of geologic features
Fusion is the joining of two     and limitations. The same
nuclei at extremely high                                         SC-H-EU-S-3
temperature and pressure.
                                 evidence that establishes       Students will analyze the supporting
Fusion is the process            the extreme age of the          evidence for the nebular theory of formation
responsible for the energy       universe also indicates its     of the solar system
of the Sun and other stars.      vastness.
                         DOK 2                                   SC-H-EU-S-4
SC-HS-2.3.1                      SC-H-EU-U-3                     Students will analyze the supporting
Students will:                                                   evidence for the Big Bang theory of
                                 Students will understand        formation of the universe
      explain phenomena         that stars have cycles of
        (falling objects,
        planetary motion,        birth and death, and the        SC-H-EU-S-8
        satellite motion)        lives of large stars end in     Students will explain how technological
        related to gravity;      explosions that provide the     solutions permit the study of phenomena
      describe the factors      elements to create new stars    too faint, small, distant or slow to be
        that affect              and planets. All living         directly measured
        gravitational force.
Gravity is a universal force     things on Earth are also
                                                                                   Metcalfe County
                                                                        Core Content for Assessment Curriculum
                                                                                       Chemistry

        Kentucky                         Essential                        Program of Studies                      Key/Common     Activities   Formative/
       Core Content                     Questions                         Concepts and Skills                      Vocabulary       and       Summative
        Version 4.1                Program of Studies                                                                           Assessments   Assessment
                                      Understanding                                                                                             Dates
that each mass exerts on        formed from this recycled      SC-H-EU-S-5
every other mass.               matter.                        Students will explain the role of gravity in the
                     DOK 3                                     formation and function of the universe

SC-HS-2.3.2                     SC-H-STM-U-4                   SC-H-EU-S-7
Students will:                  Students will understand       Students will describe the life cycle of
     describe the current      that not all atoms of an       stars and the products/consequences of
        scientific theory of    element are truly identical.   their deaths
        the formation of the    Some may vary in their
        universe (Big Bang)
        and its evidence;
                                number of neutrons             SC-H-STM-S-1
     explain the role of       (isotopes) or electrons        Students will classify samples of matter from
        gravity in the          (ions). These variations       everyday life as being elements,
        formation of the        result in properties which     compounds, or mixtures
        universe and it’s       are different than the more
        components.                                            SC-H-STM-S-10
                                common forms of that           Students will relate the chemical
The current and most
widely accepted scientific      element                        behavior of an element, including
theory of the mechanism of                                     bonding, to its location on the periodic
formation of the universe       SC-H-STM-U-3
                                                               table
(Big Bang) places the origin    Students will understand
of the universe at a time       that when elements are
between 10 and 20 billion                                      SC-H-STM-S-8
                                listed in order by their        Students will explain the organizational
years ago, when the
universe began in a hot         number of protons, the         structure (design) and communicate the
dense state. According to       same sequence of               usefulness of the Periodic Table to
this theory, the universe       properties appears over and    determine potential combinations of
has been expanding since                                       elements
                                over again in the list. The
then. Early in the history of   structure of the periodic
the universe, the first atoms                                  SC-H-STM-S-10
to form were mainly             table reflects this sequence   Students will relate the chemical
hydrogen and helium. Over       of properties, which is        behavior of an element, including
                                                                                         Metcalfe County
                                                                              Core Content for Assessment Curriculum
                                                                                             Chemistry

        Kentucky                            Essential                           Program of Studies                  Key/Common     Activities   Formative/
       Core Content                        Questions                            Concepts and Skills                  Vocabulary       and       Summative
        Version 4.1                   Program of Studies                                                                          Assessments   Assessment
                                        Understanding                                                                                             Dates
time, these elements clump        caused by the repeating            bonding, to its location on the periodic
together by gravitational         pattern of outermost               table
attraction to form trillions of
stars.
                                  electrons.
DOK 2                                                                SC-H-EU-S-1
                                  SC-H-EU-U-2                        Students will compare methods used to
SC-HS-2.3.3                       Students will understand           measure the ages of geologic features
Students will explain the         that current estimates of the
origin of the heavy elements                                         SC-H-EU-S-3
                                  ages of the Earth (4.6             Students will analyze the supporting
in planetary objects
(planets, stars).
                                  billion years) and the             evidence for the nebular theory of formation
Some stars explode at the         universe (10+ billion years)       of the solar system
end of their lives, and the       are based on a variety of
heavy elements they have                                             SC-H-EU-S-4
                                  measurement techniques             Students will analyze the supporting
created are blasted out into      that have unique strengths
space to form the next                                               evidence for the Big Bang theory of
generation of stars and
                                  and limitations. The same          formation of the universe
planets.                          evidence that establishes
                        DOK 2     the extreme age of the             SC-H-EU-S-8
                                  universe also indicates its        Students will explain how technological
SC-HS-2.3.4                       vastness.                          solutions permit the study of phenomena
Students will understand that                                        too faint, small, distant or slow to be
stars have life cycles of birth   1. What is the structure of the    directly measured
through death that are            atom?
analogous to those of living      2. What is an isotope?
organisms. During their           3. Why do nuclear reactions
lifetimes, stars generate         occur?
energy from nuclear fusion        4. What are the types of nuclear
reactions that create             reactions?
successively heavier chemical     5. How do you balance nuclear
elements.                         reactions?
                                  6. How do you detect nuclear
                                                                             Metcalfe County
                                                                  Core Content for Assessment Curriculum
                                                                                 Chemistry

        Kentucky                           Essential               Program of Studies             Key/Common     Activities   Formative/
       Core Content                        Questions               Concepts and Skills             Vocabulary       and       Summative
        Version 4.1                    Program of Studies                                                       Assessments   Assessment
                                         Understanding                                                                          Dates
SC-HS-1.1.2                        processes?
Students will understand that      7. How are nuclear processes
the atom’s nucleus is              used and how do they affect
composed of protons and            society?
neutrons that are much more        8. How did the elements
massive than electrons. When       originate?
an element has atoms that
differ in the number of
neutrons, these atoms are
called different isotopes of the
element

SC-HS-1.1.1
Students will classify or
make generalizations about
elements from data of
observed patterns in atomic
structure and/or position on
the periodic table.
The periodic table is a
consequence of the
repeating pattern of
outermost electrons.
DOK 2

SC-HS-2.3.2
Students will:
    describe the current
       scientific theory of
       the formation of the
       universe (Big Bang)
       and its evidence;
                                                                  Metcalfe County
                                                       Core Content for Assessment Curriculum
                                                                      Chemistry

         Kentucky                     Essential         Program of Studies             Key/Common     Activities   Formative/
        Core Content                  Questions         Concepts and Skills             Vocabulary       and       Summative
         Version 4.1              Program of Studies                                                 Assessments   Assessment
                                    Understanding                                                                    Dates
       explain the role of
        gravity in the
        formation of the
        universe and it’s
        components.
The current and most
widely accepted scientific
theory of the mechanism of
formation of the universe
(Big Bang) places the origin
of the universe at a time
between 10 and 20 billion
years ago, when the
universe began in a hot
dense state. According to
this theory, the universe
has been expanding since
then. Early in the history of
the universe, the first atoms
to form were mainly
hydrogen and helium. Over
time, these elements clump
together by gravitational
attraction to form trillions of
stars.
                         DOK 2


SC-HS-2.3.6
Students will:
    compare the
       limitations/benefits
                                                                                      Metcalfe County
                                                                           Core Content for Assessment Curriculum
                                                                                          Chemistry

        Kentucky                          Essential                          Program of Studies                 Key/Common                          Activities                         Formative/
       Core Content                       Questions                          Concepts and Skills                 Vocabulary                            and                             Summative
        Version 4.1                   Program of Studies                                                                                           Assessments                         Assessment
                                        Understanding                                                                                                                                    Dates
         of various
         techniques (
         radioactive dating,
         observing rock
         sequences and
         comparing fossils)
         for estimating
         geological time;
     justify deductions
         about age of
         geologic features.
Techniques used to
estimate geological time
include using radioactive
dating, observing rock
sequences and comparing
fossils to correlate the rock
sequences at various
locations.
                        DOK 3

SC-HS-2.3.5
Students will understand that
the Sun, Earth and the rest of
the solar system formed
approximately 4.6 billion years
ago from a nebular cloud of
dust and gas.
Properties of Matter              SC-H-STM-U-6                    SC-H-STM-S-3                                  Matter        Students will:                                        3 weeks
                                  Students will understand that   Students will construct and/or interpret      classification   Identify type of matter based on chemical and
SC-HS-1.1.5                       elements are able to form an    diagrams that illustrate ionic and covalent   scheme.          physical characteristics.
Students will explain the         almost limitless variety of     bonding                                       Compound.     Perform experiments or observations to determine
                                                                                          Metcalfe County
                                                                               Core Content for Assessment Curriculum
                                                                                              Chemistry

        Kentucky                          Essential                              Program of Studies                    Key/Common                               Activities                           Formative/
       Core Content                       Questions                              Concepts and Skills                    Vocabulary                                 and                               Summative
        Version 4.1                   Program of Studies                                                                                                       Assessments                           Assessment
                                        Understanding                                                                                                                                                  Dates
role of intermolecular or         chemical compounds by the                                                            Element.          type of matter.
intramolecular interactions       sharing or exchange of their        SC-H-STM-S-4                                     Homogeneous       Distinguish between chemical and physical
on the physical properties        electrons. The rate at which        Students will predict compound formation         mixture.             properties or processes.
(solubility, density, polarity,   these combinations occur is         and bond type as either ionic or covalent        Heterogeneous     Perform separation of mixtures.
conductivity,                     influenced by a number of                                                            mixture.             Describe the steps in determining the state and
boiling/melting points) of        variables. The compounds            SC-H-STM-S-5                                     Separation        type of matter.
compounds.                        produced may vary                   Students will identify and test variables that   techniques, e.g.,    Discuss impact of DNA fingerprinting as an
The physical properties of        tremendously in their physical      affect reaction rates                            chromatography,      analytical tool.
compounds reflect the             and chemical properties.                                                             distillation,        Use CBL to determine conductivity of solutions
nature of the interactions                                            SC-H-STM-S-6                                     filtration,          (physical property).
among molecules. These                                                Students will use evidence/data from             etc.                 Use density to identify unknown.
interactions are determined       1. How is matter classified?        chemical reactions to predict the effects of     Properties or     Use melting point to identify unknown.
by the structure of the           2. What characteristics             changes in variables (concentration,             Processes            Use CBL to illustrate differences in boiling point.
molecule including the            distinguish the various types of    temperature, properties of reactants, surface    Physical, e.g.,
constituent atoms.                matter?                             area and catalysts)                              mp, bp, color,
                        DOK 2     3. What is the difference between                                                    etc.
                                  a physical and chemical property    SC-H-STM-S-10                                    Chemical, e.g.,
SC-HS-1.1.6                       or process?                         Students will relate the chemical                oxidation,
Students will:                    4. How do you determine the         behavior of an element, including                digestion, etc.
    identify variables           type of matter?                                                                      Introduction to
       that affect reaction       5. How are mixtures separated?
                                                                      bonding, to its location on the periodic
                                                                      table                                            states
       rates;                     6. What are states of matter.                                                        of matter.
    predict effects of
       changes in variables
       (concentration,
       temperature,
       properties of
       reactants, surface
       area and catalysts)
       based on
       evidence/data from
       chemical reactions.
                                                                 Metcalfe County
                                                      Core Content for Assessment Curriculum
                                                                     Chemistry

        Kentucky                     Essential         Program of Studies             Key/Common     Activities   Formative/
       Core Content                  Questions         Concepts and Skills             Vocabulary       and       Summative
        Version 4.1              Program of Studies                                                 Assessments   Assessment
                                   Understanding                                                                    Dates
Rates of chemical reactions
vary. Reaction rates depend
on concentration,
temperature and properties
of reactants. Catalysts
speed up chemical
reactions.
                       DOK 3

SC-HS-1.1.7
Students will:
     construct diagrams
        to illustrate ionic or
        covalent bonding;
     predict compound
        formation and bond
        type as either ionic
        or covalent (polar,
        nonpolar) and
        represent the
        products formed
        with simple
        chemical formulas.
Bonds between atoms are
created when outer
electrons are paired by
being transferred (ionic) or
shared (covalent). A
compound is formed when
two or more kinds of atoms
bind together chemically.
DOK 2
                                                                                           Metcalfe County
                                                                                Core Content for Assessment Curriculum
                                                                                               Chemistry

        Kentucky                          Essential                               Program of Studies                  Key/Common                             Activities                           Formative/
       Core Content                       Questions                               Concepts and Skills                  Vocabulary                               and                               Summative
        Version 4.1                   Program of Studies                                                                                                    Assessments                           Assessment
                                        Understanding                                                                                                                                                Dates
Electron Configuration and the    SC-H-ET-U-4                          SC-H-ET-S-3                                    Electron         Students will:                                          3 weeks
Periodic Table                    Students will understand             Students will apply the law of conservation    configuration.      Determine quantum numbers from electron
                                  that many elements and               of energy and explore heat flow in real-life   Determination    orbital.
SC-HS-1.1.1                                                            phenomena                                      for atoms and       Determine orbital from quantum number.
Students will classify or
                                  compounds are involved in                                                           ions.               Predict chemical characteristics from electron
make generalizations about        continuous cyclic processes          SC-H-ET-S-5                                    Predicting ion   configuration.
elements from data of             where they are stored by             Students will investigate the flow of          formed from         Predict electron configuration from chemical data.
observed patterns in atomic       and/or flow between                  matter and energy between organisms            electron            Determine chemical family from chemical
structure and/or position on      organisms and the                                                                   configuration.      characteristics.
                                                                       and the environment and model the                                  Use spectrometer to investigate atomic emission.
the periodic table.
                                  environment. These                                                                  Atom emission
The periodic table is a                                                cyclic nature of this process                  Periodic table   Discuss how a person would determine to which
consequence of the                processes require a                                                                 Families,        group a "new" element would belong.
repeating pattern of              continuous supply of                                                                family
outermost electrons.              energy to occur.                                                                    names, and
                       DOK 2                                                                                          family
                                  1. How do you determine the                                                         characteristics.
SC-HS-1.1.4                       electron configuration of an                                                        Trends:
Students will understand that     element or ion?                                                                     electron
in conducting materials,          2. What are quantum numbers                                                         affinity,
electrons flow easily;            and what information is                                                             ionization
whereas, in insulating            expressed by quantum numbers?                                                       energy, size,
materials, they can hardly flow   3. How are quantum numbers                                                          electronegativity
at all. Semiconducting            related to orbitals?                                                                Quantum
materials have intermediate       4. How was the periodic table                                                       Numbers
behavior. At low                  devised and how is it arranged.?                                                    Explanation of
temperatures, some materials      5. What is the atomic (electronic)                                                  four quantum
become superconductors and        basis for the structure of the                                                      numbers.
offer no resistance to the flow   periodic table?                                                                     Determination
of electrons.                     6. What are the periodic trends                                                     of
                                  and why do they exist?                                                              electron orbital
SC-HS-4.6.4                       7. How are chemical properties                                                      from quantum
Students will:                    predicted by the electron                                                           numbers.
                                                                              Metcalfe County
                                                                   Core Content for Assessment Curriculum
                                                                                  Chemistry

        Kentucky                        Essential                   Program of Studies             Key/Common     Activities   Formative/
       Core Content                     Questions                   Concepts and Skills             Vocabulary       and       Summative
        Version 4.1                 Program of Studies                                                           Assessments   Assessment
                                      Understanding                                                                              Dates
       describe the            configuration?
        components and          8. How can electromagnetic
        reservoirs involved     radiation be used to investigate
        in biogeochemical       electron configuration?
        cycles ( water,
        nitrogen, carbon
        dioxide and
        oxygen);
     explain the
        movement of matter
        and energy in
        biogeochemical
        cycles and related
        phenomena.
The total energy of the
universe is constant.
Energy can change forms
and/or be transferred in
many ways, but it can
neither be created nor
destroyed. Movement of
matter between reservoirs
is driven by Earth’s internal
and external sources of
energy. These movements
are often accompanied by a
change in physical and
chemical properties of the
matter. Carbon, for
example, occurs in
carbonate rocks such as
limestone, in the
                                                                                      Metcalfe County
                                                                           Core Content for Assessment Curriculum
                                                                                          Chemistry

        Kentucky                          Essential                          Program of Studies              Key/Common                                 Activities                           Formative/
       Core Content                       Questions                          Concepts and Skills              Vocabulary                                   and                               Summative
        Version 4.1                   Program of Studies                                                                                               Assessments                           Assessment
                                        Understanding                                                                                                                                          Dates
atmosphere as carbon
dioxide gas, in water as
dissolved carbon dioxide
and in all organisms as
complex molecules that
control the chemistry of life.
DOK 3


SC-HS-1.1.3                        SC-H-STM-U-5                   SC-H-STM-S-2                               Formula Mass            Students will:                                          4 weeks
Students will understand that      Students will understand       Students will investigate the kinetic      Intra-molecular         Produce correct formulas for ionic compounds.
solids, liquids and gases differ   that changes of state occur    molecular theory of matter                 bonds                   Determine type of solid from physical property
in the distances between                                                                                     Shapes                  data.
molecules or atoms and
                                   when enough energy is          SC-H-STM-S-7                               Polarity                Predict physical properties from knowledge of
therefore the energy that binds    added to or removed from       Students will explore the relationships    Intra-molecular         type of solid.
them together. In solids, the      the atoms/molecules of a       among temperature, particle number,        Forces                  Experimentally investigate physical properties of
structure is nearly rigid; in      substance to change their      pressure and volume in the Universal Gas   Empirical            solids.
liquids, molecules or atoms                                       Law                                        Molecular            Determine empirical and molecular formulas from
                                   average energy of                                                         Ionic
move around each other but do                                                                                                        data.
not move apart; and in gases,
                                   vibration. Most solids                                                    Covalent (e.g.       Make models of molecules/ions.
                                   expand as they are heated,                                                organic)
molecules or atoms move                                                                                                              Produce Lewis structures, electronic structures,
                                                                                                             Macro properties
almost independently of each       and if sufficient energy is                                               from micro forces.      and molecular structures from molecular/ionic
other and are relatively far       added the atoms/molecules                                                 Gas, Liquid, Solid   formulas (or names).
apart. The behavior of gases       lose their rigid structure                                                Shapes               Correctly name compounds from formulas and
and the relationship of the                                                                                  Lewis structure      produce correct formulas from names.
variables influencing them can
                                   and become free to move                                                   Electron structure   Determine the number of possible isomers for a
be described and predicted.        past each other as a liquid.                                              Molecular            specified formula.
                                   In gases the energy of                                                    structure               Discuss the changes (evolution, recreation,
                                                                                                             Polarity
                                   vibration is enough that                                                                          climate, etc.) if the density of ice were higher than
                                                                                                             Isomers
                                   individual atoms/molecules                                                Dispersion           the density of liquid water.
                                                                                                             Hydrogen             Identify the "type" of solid from physical
                                   are free to move                                                                                  properties determined in lab.
                                                                                                             bonding
                                                                                            Metcalfe County
                                                                                 Core Content for Assessment Curriculum
                                                                                                Chemistry

        Kentucky                      Essential                                    Program of Studies                      Key/Common                               Activities                        Formative/
       Core Content                   Questions                                    Concepts and Skills                      Vocabulary                                 and                            Summative
        Version 4.1              Program of Studies                                                                                                                Assessments                        Assessment
                                   Understanding                                                                                                                                                        Dates
                              independently.                                                                               Dipole-dipole
                                                                                                                           Phase Diagram
                              1. What are the types of intermolecular                                                      Phase transition
                              bonds?                                                                                       relative density
                              2. What physical properties result from
                              these bonds?
                              3. How do you determine molecular
                              shapes?
                              4. How do you predict the formulas of
                              ionic compounds?
                              5. How do you determine empirical
                              formulas of molecules?
                              6. How do you determine molecular
                              formulas?
                              7. How do you name compounds?
                              8. What are the states of matter and
                              how do micro forces predict macro
                              properties?
                              9. How do you predict intermolecular
                              bonding and physical properties from
                              molecular shapes?
                              10. What information can be obtained
                              from a phase diagram?
                              11. What is organic chemistry?
The Mole, Solutions and       SC-H-STM-U-2                              SC-H-STM-S-1                                       The mole           Students will:                                       4 weeks
the Gas Laws                    Students will understand                 Students will classify samples of matter          Molar mass         Determine colligative properties
                                that an enormous variety of             from everyday life as being elements,              Formula mass       Dilute and/or concentrate solutions.
SC-HS-1.1.4
                                                                        compounds, or mixtures                             AMU                Prepare solutions and determine concentrations
Students will understand that   biological, chemical and
in conducting materials,                                                                                                   Solutions          (molarity, molality, %, etc.)
                                physical phenomena can be               SC-H-STM-S-9                                                             Determine solubilities.
electrons flow easily;                                                                                                     Solute
whereas, in insulating
                                explained by changes in the             Students will investigate the role of              Solvent            Calculate concentrations.
                                                                        intermolecular or intramolecular interactions                            Determine the molecular mass from colligative
materials, they can hardly flow arrangement and motion of                                                                  Solution
                                                                        on the physical properties (solubility, density,                         property data.
at all. Semiconducting          atoms and molecules.                                                                       Solubility
                                                                        polarity, boiling/melting points) of                                     Determine molecular masses from formulas.
materials have intermediate                                                                                                Molarity
                              1. What is the mole and why was it        compounds                                                                Investigate Temperature vs. Pressure using CBL.
behavior. At low                                                                                                           Molality
                                                                                               Metcalfe County
                                                                                    Core Content for Assessment Curriculum
                                                                                                   Chemistry

        Kentucky                           Essential                                  Program of Studies            Key/Common                             Activities                       Formative/
       Core Content                        Questions                                  Concepts and Skills            Vocabulary                               and                           Summative
        Version 4.1                    Program of Studies                                                                                                 Assessments                       Assessment
                                         Understanding                                                                                                                                        Dates
temperatures, some materials      created?                                                                          % by mass or     Investigate Pressure vs. Volume with using CBL
become superconductors and        2. What are the most often used           SC-H-STM-S-12                           volume              Determine concentration of unknown using CBL
                                  concentration units?
offer no resistance to the flow   3. How do you produce a solution of       Students will design and conduct        Freezing point   with colorimeter.
of electrons.                     desired concentration?                    experiments to determine the            depression.         Discuss the pros and cons of using sodium
                                  4. How do you prepare a solution with
                                                                            conductivity of various materials       Boiling point    chloride
SC-HS-1.1.5                       specific physical property?                                                       elevation           to treat roads and sidewalks.
Students will explain the         5. If a solution exhibits a specific
                                  property, how do you determine the
                                                                                                                    Osmotic
role of intermolecular or                                                                                           pressure
                                  concentration?
intramolecular interactions       6. How do you determine the                                                       Beer’s Law
on the physical properties        concentration of (i.e., analyze) a                                                Colligative
(solubility, density, polarity,   solution?                                                                         property
conductivity,                     7. Why does a substances dissolve (or
                                                                                                                    Gases
boiling/melting points) of        fail to dissolve) in another substance?
                                  8. What is a colligative property and                                             P-V-T
compounds.
                                  why is it important?                                                              relationships
The physical properties of        9. What are the relationships among                                               Equal volumes
compounds reflect the             the variables which effect gases?                                                 =
nature of the interactions        10. How do gases differ from liquids                                              equal moles
among molecules. These            and solids?
interactions are determined
by the structure of the
molecule including the
constituent atoms.
                        DOK 2

SC-HS-1.1.8
Students will:
    explain the
       importance of
       chemical reactions
       in a real-world
       context;
    justify conclusions
                                                                                   Metcalfe County
                                                                        Core Content for Assessment Curriculum
                                                                                       Chemistry

        Kentucky                        Essential                         Program of Studies                    Key/Common                              Activities                        Formative/
       Core Content                     Questions                         Concepts and Skills                    Vocabulary                                and                            Summative
        Version 4.1                 Program of Studies                                                                                                 Assessments                        Assessment
                                      Understanding                                                                                                                                         Dates
        using evidence/data
        from chemical
        reactions.
Chemical reactions (e.g.,
acids and bases, oxidation,
combustion of fuels,
rusting, tarnishing) occur all
around us and in every cell
in our bodies. These
reactions may release or
absorb energy.
DOK 3
Chemical Reactions and           SC-H-STM-U-8                  SC-H-STM-S-7                                     Reactions           Students will:                                        4 weeks
Stoichiometry                     Students will understand     Students will explore the relationships          Decomposition    Determine pH from concentration data
                                 that a system may stay the    among temperature, particle number,              Synthesis        Determine concentration from pH data.
                                                               pressure and volume in the Universal Gas         Combustion       Investigate pH of commercial and/or natural
SC-HS-1.1.8                      same because nothing is       Law
Students will:                                                                                                  Acid-Base        products.
                                 happening or because                                                                               Identify type of reaction if given reactants and
     explain the                                                                                               Oxidation
                                 things are happening but      SC-H-STM-S-13                                    Reduction           products.
        importance of                                                                                                               Determine products if given type of reaction.
        chemical reactions
                                 exactly counterbalance one    Students will create and/or interpret            Oxidation
                                 another.                      graphs and equations to depict and                                   Use oxidation numbers.
        in a real-world                                                                                         number
                                                                                                                                    Determine species oxidized and/or reduced.
        context;                                               analyze patterns of change                       Stoichiometry
                                                                                                                                    Discuss importance of buffers.
     justify conclusions        SC-H-STM-U-7                                                                   Theoretical
                                                                                                                                    Perform experiment and determine % yield.
        using evidence/data      Students will understand      SC-H-STM-S-11                                    yield
                                                                                                                                    Identify acids/bases from formula or molecular
        from chemical                                          Students will relate the structure of water to   Acid-Base
                                 that chemical reactions                                                                            structure.
        reactions.                                             its function as the universal solvent            pH
                                 have a variety of essential                                                                        Determine pH of common household and/or
Chemical reactions (e.g.,                                                                                       Buffer           environmental samples.
acids and bases, oxidation,      real-world applications,      SC-H-STM-S-14                                    Conjugate acid   Discuss why metals are used although most are
combustion of fuels,             such as oxidation and         Students will explore real-life                  Conjugate        easily oxidized.
rusting, tarnishing) occur all   various metabolic             applications of a variety of chemical            base                Discuss the advisability of being on the "gold"
around us and in every cell      processes.                                                                     Biological       standard.
                                                                                      Metcalfe County
                                                                           Core Content for Assessment Curriculum
                                                                                          Chemistry

        Kentucky                         Essential                           Program of Studies                 Key/Common      Activities   Formative/
       Core Content                      Questions                           Concepts and Skills                 Vocabulary        and       Summative
        Version 4.1                  Program of Studies                                                                        Assessments   Assessment
                                       Understanding                                                                                           Dates
in our bodies. These                                               reactions (e.g., acids and bases,            acids
reactions may release or         1. How are reactions              oxidation, rusting, tarnishing) and          and bases
absorb energy.                   categorized?                                                                   Acid-base
                                 2. How do you balance reactions
                                                                   communicate findings/present evidence
DOK 3                                                                                                           indicators
                                 by inspection?                    in an authentic form (transactive writing,
                                 3. How do you know what           public speaking, multimedia
SC-HS-1.1.6                      products will be produced?        presentations)
                                 4. How do you determine the
                                 amount of product if you are
Students will:                   given a specified amount of
      identify variables        reactants?
          that affect reaction   5. How do you know how much
          rates;                 reactant to add to produce a
      predict effects of        specified amount of product?
          changes in variables   6. How do you determine if
          (concentration,        something is an acid or a base?
          temperature,           7. How do you determine pH
          properties of          from concentration?
          reactants, surface     8. How do you determine
          area and catalysts)    concentration from pH?
          based on               9. How do you test for pH.
          evidence/data from
          chemical reactions.
Rates of chemical reactions
vary. Reaction rates depend
on concentration,
temperature and properties
of reactants. Catalysts
speed up chemical
reactions.
DOK 3Examine the transfer
of electrons or hydrogen ions
                                                                                    Metcalfe County
                                                                         Core Content for Assessment Curriculum
                                                                                        Chemistry

        Kentucky                      Essential                           Program of Studies                   Key/Common                             Activities                           Formative/
       Core Content                   Questions                           Concepts and Skills                   Vocabulary                               and                               Summative
        Version 4.1               Program of Studies                                                                                                 Assessments                           Assessment
                                    Understanding                                                                                                                                            Dates
between reacting ions,
molecules, or atoms.
Thermochemistry and            SC-H-ET-U-2                      SC-H-ET-S-9                                    Calorimetry      Students will:                                          3 weeks
Calorimetry                    Students will understand         Students will apply the concept of             Chemical         Construct a calorimeter
                               that while the total amount      entropy to molecular interactions and to       energy              Measure the heat produced or consumed during a
SC-HS-4.6.1                                                                                                    Endothermic      phase change or reaction.
Students will:
                               of energy in the universe is     interactions within the universe               Enthalpy         Use Hess’s Law to determine the amount of heat
      explain the             constant, the amount that is                                                    Exothermic       will be produced or consumed by a reaction.
         relationships and     available for useful             SC-H-ET-S-6                                    Heat added vs.   Use the heat of reaction to predict how much heat
         connections           transformations is always        Students will explain the metabolic process    temperature         will be produced or consumed by a specified
         between matter,                                        of photosynthesis and describe the             curve.              amount of reactants.
                               decreasing. Systems within       molecules it assembles to store solar energy
         energy, living                                                                                        Heat capacity    Use CBL to determine enthalpy of a reaction.
         systems and the
                               the universe will cease to                                                      Hess’s Law       Use CBL to determine the heat of fusion of water.
         physical              function once the energy                                                        Kinetic energy   Use CBL to determine the specific heat of a metal.
         environment;          differential becomes zero.       SC-H-ET-S-7                                    Phase changes    Discuss if the "Heat Death of the Universe" will
      give examples of                                         Students will describe the metabolic           Potential        occur.
         conservation of       SC-H-ET-U-5                      processes that allow energy stored in          energy
         matter and energy.    Students will understand that    food to be made available to the               Specific heat
As matter and energy flow      radiant energy from the sun is                                                  The
                               stored in a chemical form in
                                                                organism                                       calorimeter
through different
organizational levels (e.g.,   plants as a result of
cells, organs, organisms,      photosynthesis. This energy      SC-H-ET-S-8
communities) and between       transformation allows plants     Students will explore the composition
living systems and the         to use simple molecules, such    and function of the carbon compounds
physical environment,          as carbon dioxide and water,     involved in metabolism
chemical elements are          to assemble the complex
recombined in different        molecules needed to increase
ways. Each recombination       their mass.
results in storage and
dissipation of energy into     SC-H-ET-U-6
the environment as heat.       Students will understand
Matter and energy are          that energy stored in food is
                                                                                Metcalfe County
                                                                     Core Content for Assessment Curriculum
                                                                                    Chemistry

        Kentucky                          Essential                   Program of Studies             Key/Common     Activities   Formative/
       Core Content                      Questions                    Concepts and Skills             Vocabulary       and       Summative
        Version 4.1                 Program of Studies                                                             Assessments   Assessment
                                       Understanding                                                                               Dates
conserved in each change.       released by a series of
                                internal chemical reactions
SC-HS-4.6.10
                                that reorganize the
Students will:                  molecules into a form
     identify the              useable by the organism.
        components and
        mechanisms of           SC-H-ET-U-7
        energy stored and       Students will understand
        released from food      that a variety of carbon
        molecules
        (photosynthesis and
                                compounds are essential to
        respiration);           the processes that occur in
     apply information to      all organisms.
        real-world
        situations.             1. How does the temperature of a
Energy is released when the     system vary when heat added
bonds of food molecules         to the system?
are broken and new              2. How do you determine the
compounds with lower            amount of heat produced or
energy bonds are formed.        consumed?
Cells usually store this        3. Will heat be produced or
energy temporarily in the       consumed during a phase
phosphate bonds of              transition?
adenosine triphosphate          4. What is the relationship
(ATP). During the process       between temperature change and
of cellular respiration, some   the change in potential or kinetic
energy is lost as heat.         energy.
DOK 3


SC-HS-4.6.5
                                                                 Metcalfe County
                                                      Core Content for Assessment Curriculum
                                                                     Chemistry

        Kentucky                     Essential         Program of Studies             Key/Common     Activities   Formative/
       Core Content                  Questions         Concepts and Skills             Vocabulary       and       Summative
        Version 4.1              Program of Studies                                                 Assessments   Assessment
                                   Understanding                                                                    Dates
Students will describe and
explain the role of carbon-
containing molecules and
chemical reactions in
energy transfer in living
systems.
Living systems require a
continuous input of energy
to maintain their chemical
and physical organization
since the universal
tendency is toward more
disorganized states. The
energy for life primarily
derives from the Sun. Plants
capture energy by
absorbing light and using it
to break weaker bonds in
reactants (such as carbon
dioxide and water) in
chemical reactions that
result in the formation of
carbon-containing
molecules. These
molecules can be used to
assemble larger molecules
(e.g., DNA, proteins, sugars,
fats). In addition, the energy
released when these
molecules react with
oxygen to form very strong
                                                                                     Metcalfe County
                                                                          Core Content for Assessment Curriculum
                                                                                         Chemistry

         Kentucky                           Essential                      Program of Studies             Key/Common                        Activities                            Formative/
        Core Content                        Questions                      Concepts and Skills             Vocabulary                          and                                Summative
         Version 4.1                    Program of Studies                                                                                 Assessments                            Assessment
                                          Understanding                                                                                                                             Dates
bonds can be used as
sources of energy for life
processes.
DOK 3.
Equilibrium, Kinetics and           1. How do you determine the                                                         Students will:                                            4 weeks
                                    amounts of reactants and                                                            Determine an equilibrium constant using CBL.
Antrophy
                                    products in an equilibrium                                                          Using CBL investigate the effect on equilibrium
                                    reaction?                                                                           concentrations of reactants and products when a
Heat is the manifestation of the    2. How does the equilibrium                                                         concentration of a reactant or product is modified.
random motion and                   constant vary with temperature?                                                     Investigate entropy and show examples.
vibrations of atoms, molecules,     3. What variables are important                                                     Investigate some of the variables which affect the
and ions. The greater               in the speed (kinetics) of a                                                        speed (kinetics) of a reaction.
the atomic or molecular motion,     reaction?                                                                           Investigate the effect of a catalyst.
the higher the                      4. What is entropy and why is it                                                    Discuss the affect of entropy on extent of reaction.
temperature.                        important?                                                                          Discuss if a messy room is an appropriate analogy
The universal becomes less          5. What is a catalyst and why is it                                                 for entropy
orderly and less                    important?
organized over time. Thus, the
overall effect is that
the energy is spread out
uniformly. For example, in
the operation of mechanical
systems, the useful
energy output is always less than
the energy input;
the difference appears as heat.

				
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