Q2 9th PACING GUIDE Chemistry 2010 2011

Document Sample
Q2 9th PACING GUIDE Chemistry 2010 2011 Powered By Docstoc
					                                                  Physical and Earth Science
                                                    Aurora Public Schools
                                                           Second Quarter: 45 days
                                                     Unit taught this quarter: Chemistry
Note: Standards 1 and 5 should be embedded throughout each and every unit of content delivered in Physical Science. These
are essential skills that students will need in future science classes. See the suggested resources and strategies to see how
these skills are addressed throughout the content in the course. This is the quarter that these specific skills may be assessed.
                                                   Science Process: Error Analysis
                                               Teaching Time: Throughout the Quarter
(1.3) Identify major sources of error or           Essential Question: How do             Teaching Strategies:
uncertainty within an investigation (for           experimental errors affect the          Pick a lab that will quickly generate
example: particular measuring devices and          outcome of an experiment?                  variable data such as the Reaction
experimental procedures)                                                                      Time Lab with falling meter sticks (to
 (1.3.a) Identify when an error has been          Students should know:                      identify sources of error with timing of
    introduced into a scientific investigation         Trials                                moving objects)
    (e.g., certain variables are not controlled,       Sources of errors                  Most of the physics labs done this
    measurements are read incorrectly,                                                        quarter can be used to focus on error
    more than one variable is changed, etc.). Students should be able to:                     analysis with the students
 (1.3.b) Describe a possible source for            Explain how random errors that
    unexplained data/observations obtained            occurred in different trials affect Student understanding can be shown
    from a scientific investigation, and              the experimental results.           by:
    explain how to evaluate this type of            Explain that errors occur when        Identify the conditions that remain constant
    data/observations.                                variables are not kept completely       in the experiment.
 (1.3.c) Describe ways of keeping errors             constant between multiple trials.    Calculate percent error from data in an
    out of a scientific investigation (e.g.,        Identify limitations of data based       experiment.
    know only one variable can be changed,                                                 Identifying the uncertainty of
                                                      on only one trial of the
    have the same person read                                                                 measurements. (e.g. accuracy, precision,
                                                      independent variable.                   consistency in an experiment.
    measurements, record all data and
    observations because they may be
    needed to clarify unexpected results,
    etc.)

Physical Science Pacing Guide- REVISED (7/25/09)                  PACESETTERS!!
Quarter 2                                                                                                                       Page 1
                                                   Science Process: Validity
                                             Teaching Time: Throughout the Quarter
                                                Essential Question: How do you      Student understanding can be shown
(1.6) Communicate and evaluate scientific       know if an experiment is valid?     by:
thinking that leads to particular conclusions.                                       Labeling claim and evidence for data in
 (1.6.a) Identify and use evidence to          Students should know:                   an experiment.
    support a particular conclusion.               Control group,                   Using the scaling of graphs to show
 (1.6.b) Identify and explain whether or          Conclusion using logic.             different conclusions formed from the
    not a conclusion is aligned with the                                                same data. (Logger Pro)
    testable question and the scientific        Students should be able to:
    investigation that was conducted.              Use a control group to
                                                    determine changes in the
                                                    independent variable.
                                                   Use logic and data to accept or
                                                    reject the hypothesis.
                                                   Judge the validity of results
                                                    based on comparison to the
                                                    control group.
                                                   A conclusion identifies whether
                                                    the hypothesis will be accepted
                                                    or rejected based on data
                                                    collected in the experiment.




Physical Science Pacing Guide- REVISED (7/25/09)             PACESETTERS!!
Quarter 2                                                                                                            Page 2
                                                         Periodic Table
                                               Teaching Time: 7 Blocks (14 Days)
                                                      ESSENTIAL QUESTION
   BENCHMARKS / ASSESSMENT                                                                     SUGGESTED RESOURCES AND
                                                                AND
         OBJECTIVES                                                                                  STRATEGIES
                                                        LEARNING GOALS
(2.1) Elements can be organized by their     Essential Question: How is the periodic         Resources in the textbook:
physical and chemical properties             table used as a tool in chemistry to               Chapter 4: Atoms and the Periodic
(Periodic Table)                             understand matter?                                  Table, Physical Science, pp. 102-
    (2.1.a) Recognize that the Periodic                                                         141
     Table is organized by atomic            Students should know:                              Lab: “Comparing the Physical
     number and electron levels                 Symbols for common elements                     Properties of Elements”, pp. 140-
     (horizontally into series/periods and      Atomic structure                                141
     vertically into families/groups), and            o Subatomic particles
     explain why elements in the same                 o Energy levels                        Activities:
     family/group of the Periodic Table         Atomic number and mass                          Alien Periodic Table
     have similar properties. Use the           Periodic law                                    Construct your own periodic table
     Periodic Table to determine the            Classification of elements                       from experimental Table data
     atomic number and atomic mass of                 o States of matter                          similar to what Mendeleyev had.
     common elements.                                 o Metal/nonmetal/semi-metals
                                                      o Families                             Labs:
                                                      o Groups and periods                      Reactivity Lab (identify the trend
                                                                                                 of reactivity for metals)
                                              Students should be able to:
                                                 Explain that the number of protons in an
                                                  atom determines what element it is.        Resources:
                                               Use Periodic Table to count subatomic           Chemistry with Vernier
                                                 particles and determine their location in       http://www.vernier.com/cmat/cwv.
                                                 an atom (nucleus and outer energy               html
                                                 levels).
                                               Use the Periodic Table to identify atomic
                                                 number and atomic mass of common
                                                 elements.
Physical Science Pacing Guide- REVISED (7/25/09)                 PACESETTERS!!
Quarter 2                                                                                                                  Page 3
                                             Uses common physical and chemical
                                              properties (e.g. brittle, luster,
                                              conductivity, reactivity, atomic radius,
                                              valence electrons) to predict whether
                                              two elements are similar to one another.
                                             Classify elements as Metals, Nonmetals,
                                              and Semi-metals




Physical Science Pacing Guide- REVISED (7/25/09)              PACESETTERS!!
Quarter 2                                                                                Page 4
                                                 Atomic Structure and Bonding
                                                Teaching Time: 4 Blocks (8 Days)
(2.2) The spatial configuration of atoms     Essential Question: How does the             Resources in the textbook:
and the structure of the atoms in a          structure of an atom determine its            Electron orbits: Atomic Structure,
molecule determine the chemical              chemical properties?                           Physical Science, pp. 104-110
properties of the substance                                                                Ionic and Covalent Bonding,
    (2.2.a) Describe that electrons are     Students should know:                          Physical Science, pp. 151-158
     located in different energy levels in      Bonds form molecules
     an atom and that the outer electrons       Ionic vs. covalent bonds                 Activities:
     determine its chemical properties.                                                       Ionic Bond Go Fish
    (2.2.b) Identify and describe that      Students should be able to:                      Chemical Formula Card Game
     when two or more atoms chemically        Draw a Bohr model and use to count             Ionic Bond Dating
     combine, they either share electrons       valence electrons.                            Chem Cubes
     (covalent bond, which can be polar       Predict charge of common simple ions.          Hog Hotel (orbitals)
     or non-polar) or transfer electrons        (e.g. Group 1,2,5,6,7 and that noble
     (ionic bond)                               gases do not form ions)                   Labs:
                                              Covalent vs. Ionic                            Flame Tests
                                                o Predict chemical formula of an ionic       Precipitate Lab (writing chemical
                                                    compound.                                 equations for insoluble salts)
                                                    Name simple ionic compounds.
                                                     (e.g. -ide and -ate ending for       Resources:
                                                     compounds. No transition metal          Go Fish, Flinn ChemTopic Labs
                                                     naming.)                                 www.flinnsci.com
                                                    Use valance electrons to determine      Chem Cubes Game, Science Kit
                                                     bond type                                and Boreal Labs,
                                                                                              www.sciencekit.com




Physical Science Pacing Guide- REVISED (7/25/09)                PACESETTERS!!
Quarter 2                                                                                                               Page 5
                                               Physical and Chemical Properties
                                               Teaching Time: 4 Blocks (8 Days)
(2.3) There are observable and              Essential Question: How can you use             Resources in the textbook:
measurable physical and chemical            physical and chemical properties to                Properties of Matter, Physical
properties that allow one to compare,       identify and/or separate substances and             Science, pp. 45-52
contrast, and separate substances (for      mixtures?                                          Lab: “Comparing the Physical
example: pH, melting point, conductivity,                                                       Properties of Elements”, pp. 140-
magnetic attraction)                        Students should know:                               141
    (2.3.a) Use information (e.g., pH,        Characteristics of physical and
     melting point, conductivity,               chemical properties                         Activities:
     magnetism, and reactivity) to                                                          Which elements act alike? (Ammonium
     classify, identify, and separate       Students should be able to:                     Carbonate, Ammonium Phosphate + 6
     substances.                             Use common physical and chemical              salt solutions)
                                               properties to predict whether elements
                                               are similar or different.                    Labs:
                                                  o Physical Properties (e.g. Density,       Density Labs (review from middle
                                                      Boiling Point, Melting Point, State      school)
                                                      of Matter)                               Chromatography Lab as an
                                                  o Chemical Properties (e.g.                   example of separation using
                                                      Valence electrons, Reactivity)            chemical properties.
                                             Develop a procedure that will                    Mixture lab: physical separation
                                               successfully separate the components of          of a mixture by filtration,
                                               a mixture based on common physical or            distillation, and other mechanical
                                               chemical properties.                             means.




Physical Science Pacing Guide- REVISED (7/25/09)                PACESETTERS!!
Quarter 2                                                                                                                  Page 6
                                             Chemical Equations and Reactions
                                             Teaching Time: 7 Blocks (14 Days)
(2.4) Word and chemical equations are      Essential Question: How can a chemical      Resources in the textbook:
used to relate observed changes in         equation be used to represent and            Compound Name and Formulas,
matter to its composition and structure    classify chemical reactions?                  Physical Science, pp. 159-164
(for example: conservation of matter)                                                   Chemical Reactions, Physical
     (2.4.a) Explain that a chemical      Students should know:                         Science, pp. 183-219
      equation shows how atoms are            Ionic compound names
      rearranged during a chemical            Formulas for molecules                  Activities:
      change and translate word               Law of Conservation of Mass                 Water Jug with alcohol
      equations into chemical equations.                                                    combustion teacher demo to
     (2.4.b) Determine whether the        Students should be able to:                      illustrate ratios of reactants in an
      products and reactants of a           Count number of atoms for each                 equation.
      chemical equation are balanced in       element in a chemical formula.
      order to show that matter is          Translate a word equation into a          Labs:
      conserved.                              chemical equation.                          Conservation of Mass Lab
                                            Identify whether a chemical equation is       (Calcium Chloride, Phenol Red,
                                              balanced to illustrate the law of            Sodium Bicarbonate)
                                              conservation of mass.                       Alka-seltzer, Water, and Gatorade
                                                                                           Bottle (conservation of mass lab)
                                                                                          Copper Sulfate + Iron , then
                                                                                           Hydrochloric acid to show reaction
                                                                                           types and predicting chemical
                                                                                           equations.




Physical Science Pacing Guide- REVISED (7/25/09)              PACESETTERS!!
Quarter 2                                                                                                                Page 7
                                                     ESSENTIAL QUESTION
   BENCHMARKS / ASSESSMENT                                                                 SUGGESTED RESOURCES AND
                                                              AND
         OBJECTIVES                                                                              STRATEGIES
                                                       LEARNING GOALS
(2.5) Quantitative relationships involved   Essential Question: How can chemical         Resources in the textbook:
with thermal energy can be identified,      reactions be classified by the energy         The Nature of Chemical Reactions,
measured, calculated and analyzed (for      they exchange?                                 Physical Science, pp. 184-189
example: heat transfer in a system
involving mass, specific heat, and          Students should know:                        Labs:
change in temperature of matter)               Reactants and products                      Endothermic and Exothermic Lab
    (2.5.a) Identify whether chemical         Endothermic reactions absorb energy         Vernier probeware lab:
     reactions are exothermic or               Exothermic reactions release energy          Endothermic and Exothermic
     endothermic.                                                                            Reactions,
                                            Students should be able to:
                                               Explain that total energy is conserved   Resources:
                                                in chemical reactions                       Chemistry with Vernier
                                               Explain the relationship between             http://www.vernier.com/cmat/cwv.
                                                energy and the breaking and forming of       html
                                                chemical bonds
                                               Classify chemical reactions as
                                                endothermic or exothermic.




Physical Science Pacing Guide- REVISED (7/25/09)              PACESETTERS!!
Quarter 2                                                                                                             Page 8

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:10
posted:8/8/2012
language:English
pages:8