chemistry curriculum guide - dmps science -...

DMPS Chemistry Curriculum 2012

Chemistry Curriculum 2012

Iowa Core Statements:

Science as Inquiry

Identify questions and concepts that guide scientific investigations. Design and conduct scientific investigations. Use technology and mathematics to improve investigations and communications. Formulate and revise scientific explanations and models using logic and evidence. Recognize and analyze alternative explanations and models. Communicate and defend a scientific argument. Understand about scientific inquiry.

9-12 Physical Science

1. Essential Concept and/or Skill: Understand and apply knowledge of the structure of atoms.

Principles that underlie the concept and/or skill include but are not limited to: Atomic structure Atomic nucleus (composition and size) Isotopes (related to relative mass) Nuclear forces: Fission and Fusion Radioactive isotopes Predictable rates of decay

Matter is made of minute particles called atoms, and atoms are composed of even smaller components. These components have measurable properties, such as mass and electrical charge. Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and electrons holds the atom together.

The atom’s nucleus is composed of protons and neutrons, which are much more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are called different isotopes of the element.

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The nuclear forces that hold the nucleus of an atom together, at nuclear distances, are usually stronger than the electric forces that would make it fly apart. Nuclear reactions convert a fraction of the mass of interacting particles into energy, and they can release much greater amounts of energy than atomic interactions. Fission is the splitting of a large nucleus into smaller pieces. Fusion is the joining of two nuclei at extremely high temperature and pressure, and is the process responsible for the energy of the sun and other stars.

Radioactive isotopes are unstable and undergo spontaneous nuclear reactions, emitting particles and/or wavelike radiation. The decay of any one nucleus cannot be predicted, but a large group of identical nuclei decay at a predictable rate. This predictability can be used to estimate the age of materials that contain radioactive isotopes.

2. Essential Concept and/or Skill: Understand and apply knowledge of the structure and properties of matter.

Principles that underlie the concept and/or skill include but are not limited to: Valence electrons Chemical bonds Periodic table Periodic trends Molecular and ionic structures Physical properties of chemical compounds States of matter Relationship between pressure and volume of gasses Hydrocarbon compounds

Atoms interact with one another by transferring or sharing electrons that are the furthest from the nucleus. These outer electrons govern the chemical properties of the element.

An element is composed of a single type of atom. When elements are listed in order according to the number of protons (called the atomic number), repeating patterns of physical and chemical properties identify families of elements with similar properties. This “Periodic Table” is a consequence of the repeating pattern of outermost electrons and their permitted energies

Bonds between atoms are created when electrons are paired up by being transferred or shared. A substance composed of a single kind of atom is called an element. The atoms may be bonded together into molecules or crystalline solids. A compound is formed when two or more kinds of atoms bind together chemically.

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Solids, liquids, and gases differ in the distances and angles between molecules or atoms and, therefore, the energy that binds them together. In solids the structure is nearly rigid; in liquids molecules or atoms move around each other but do not move apart; and in gases molecules or atoms move almost independently of each other and are mostly far apart.

Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures, including synthetic polymers, oils, and the large molecules essential to life.

3. Essential Concept and/or Skill: Understand and apply knowledge of chemical reactions.

Principles that underlie the concept and/or skill include but are not limited to: Conservation of matter Common reactions Thermochemistry Types of reactions Acids and bases Common reactions in living systems Reaction rates and equilibrium

“Chemical reactions” is an essential concept of a world-class secondary science curriculum. Included in “chemical reactions” is the following content:Chemical reactions occur all around us, for example in health care, cooking, cosmetics, and automobiles. Complex chemical reactions involving carbon-based molecules take place constantly in every cell in our bodies.

Chemical reactions may release or consume energy. Some reactions such as the burning of fossil fuels release large amounts of energy by losing heat and by emitting light. Light can initiate many chemical reactions such as photosynthesis and the evolution of urban smog.

A large number of important reactions involve the transfer of either electrons (oxidation/reduction reactions) or hydrogen ions (acid/base reactions) between reacting ions, molecules, or atoms. In other reactions, chemical bonds are broken by heat or light to form very reactive radicals with electrons ready to form new bonds. Radical reactions control many processes such as the presence of ozone and greenhouse gases in the atmosphere, burning and processing of fossil fuels, the formation of polymers, and explosions.

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Chemical reactions can take place in time periods ranging from the few femtoseconds (10 – 15 seconds) required for an atom to move a fraction of a chemical bond distance to geologic time scales of billions of years. Reaction rates depend on how often the reacting atoms and molecules encounter one another, the temperature, and the properties—including shape—of the reacting elements.

4. Essential Concept and/or Skill: Understand and apply knowledge of conservation of energy and increase in disorder.

Principles that underlie the concept and/or skill include but are not limited to: Types of energy Energy transformations Conservation of energy Wave phenomena Energy and matter Electromagnetic waves

“Conservation of energy and increase in disorder” is an essential concept of a world-class secondary science curriculum. Included in “conservation of energy and increase in disorder” is the following content:The total energy of the universe is constant. Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many other ways. However, it can never be destroyed. As these transfers occur, the matter involved becomes steadily less ordered.

All energy can be considered to be either kinetic energy, which is the energy of motion; potential energy, which depends on relative position; or energy contained by a field, such as electromagnetic waves.

“Interactions of energy and matter” is an essential concept of a world-class secondary science curriculum. Included in “interactions of energy and matter” is the following content:Waves, including sound and seismic waves, waves on water, and light waves have energy and can transfer energy when they interact with matter.

Electromagnetic waves result when a charged object is accelerated or decelerated. Electromagnetic waves include radio waves (the longest wavelength), microwaves, infrared radiation (radiant heat), visible light, ultraviolet radiation, X-rays, and gamma rays. The energy of electromagnetic waves is carried in packets whose magnitude is inversely proportional to the wavelength.

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DMPS Graduate Ends Statements:Graduates demonstrate strategies for lifelong learning • They exhibit competent thinking • They exhibit intuitive thinking • They understand systems and processes, including the understanding of underlying structures • They exhibit creative and innovative thinking • They anticipate future trends • They demonstrate critical thinking and problem solving abilities

Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas • They demonstrate proficiency in science, including life, earth and physical science

Graduates possess technological and information literacy • They can access and evaluate information from a variety of sources to continue their learning • They understand, manage and create oral, written and multimedia communication • They utilize appropriate technology to apply or analyze information

National Core Science Literacy Standards

Reading In Science

Key Ideas and Details

1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

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Craft and Structure

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Range of Reading and Level of Text Complexity

10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.

Writing in Science

Text Types and Purposes

1. Write arguments focused on discipline-specific content.

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Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

9. Draw evidence from informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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Nature of Science (Skills to be thread throughout all units)Content Standards Content Objectives Iowa Core Statements Student-Centered Learning Targets Common

AssessmentsGraduate Ends

Science is a continuous process In which new evidence changes old ideas. Continuous inquiry is the vehicle for establishing current understandings in science

Exercise the basic tenets of scientific investigation.

make accurate observations exercise critical thinking skills

apply proper scientific instruments of investigation and measurement tools

communicate results in problem solving.

Evaluate the validity of information

Summarize findings by creating lab reports using technical writing including graphs, charts, and diagrams

Identify questions and concepts that guide scientific investigations.

Design and conduct scientific investigations

Use technology and mathematics to improve investigations and communications.

Formulate and revise scientific explanations and models using logic and evidence.

Recognize and analyze alternative explanations and models

Communicate and defend a scientific argument.

Understand about scientific inquiry.

Skills and Concepts

NOS 1. I can describe scientific processes.

NOS 2. I can collect record and analyze data appropriately.

NOS 3. I can apply mathematical concepts and operations to evaluate and interpret experimental data (sig figs, scientific notation, dimensional analysis).

NOS 4. I can demonstrate the concept of percent error.

NOS 5. I can select and use the appropriate tools and technology to make measurements using the metric system.

NOS 6. I can plan and evaluate a specific scientific investigation by formulating a testable question and hypothesis, gather data, draw reasonable conclusions based on the evidence collected, and communicate my findings to others.

NOS 7. I can demonstrate the procedures for the appropriate and safe storage, handling, use, disposal, care, and maintenance of chemicals, materials, and equipment.

At 36 WeeksMay 27-31

Q#1, 2

Q# 3, 4, 6, 7

Q# 5, 8

Q# 9

Q# 11, 12, 13, 14

TBA

Q# 15, 16

Graduates demonstrate strategies for lifelong learning

Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas

Graduates demonstrate proficiency in science, including life, earth and physical science

Graduates possess technological and information literacy

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Unit 1: MatterApproximate Timeline: 6 weeks

Content Standards Content Objectives Iowa Core Statements Common Student-Centered Learning Targets Common Assessments

Graduate Ends

Chemistry is the study of matter and its interactions.

Types of matter Properties of

matter States of matter Physical and

chemical changes Separations of

mixtures

Understand and apply structure and knowledge of the properties of matter.

.

Skills and Concepts:

Types1A. I can differentiate between and element, compound and mixture (homogeneous/heterogeneous).

Properties1B. I can compare and contrast chemical and physical properties.

1C. I can demonstrate that density is a characteristic property of matter that can be used to identify a substance.

States(Phases)1D. I can identify states of matter and describe how energy transfer affects changes in states of matter.

Changes1E. I can recognize the difference between a physical change and chemical reactions.

Separations1F. I can demonstrate ways to separate a mixture by using the properties of the substances.Including (but not limited to)

filtration magnetism

At 6 weeksOctober 8-10

Q#2,3,4

Q#5,6

Q#7,8,9

Q#1,10,11

Q#12,13,14

Q#15, 16





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Suggested Resources:

Unit 2: Atoms and ElementsApproximate Timeline: 6 weeks


Graduate Ends

Atomic structure determines elemental properties.

History of the atomic model

Structure of the atom

Electrons and energy levels

Periodic trends Periodic table

Understand and apply knowledge of the structure of atoms


History of the Atomic Model2A. I can compare and contrast the major atomic models (Democritus, Dalton, Thomsen, Rutherford, Bohr, quantum mechanical).

Structure of the Atom2B. I can differentiate between elements (using atomic number, mass number, and AMU), isotopes and ions and represent them with an isotope symbol.

2C. I can recognize that some naturally occurring isotopes are radioactive and can explain common forms of radioactive decay (alpha, beta, and gamma).

Electrons and Energy Levels2D. I can predict electron configuration using the aufbau principle, Pauli exclusion principle and Hund’s rule based on the position of an element on the periodic table and represent it using an energy level diagram.

2E. I can explain the nature of the visible light region of the electromagnetic spectrum (photon, spectroscopy).

Periodic Trends2F. I can compare/evaluate the periodic nature of elemental properties (valence electrons, atomic radius, ionization energy, electronegativity, metallic character, reactivity).

Periodic Table

At 12 weeksNovember 19-20

Q#1,2,3

Q#4,5,6,7

Q#8

Q#9,10,11

Q#12,13

Q#14,15,16,17





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2G. I can predict the groups/families (alkali metals, alkaline earth metals, halogens and noble gases) and blocks (s,p,d ,f) and identify synthetic elements based on their position on the periodic table.

Q#18,19,20

Suggested Resources:Unit 3: Molecules and CompoundsApproximate Timeline: 6 weeks

Content Standards Content Objectives Iowa Core Statements Student-Centered Learning Targets Common Assessments

Graduate Ends

Atoms are the building blocks of molecules and elements are the building blocks of compounds.

Bonding (covalent, ionic)

Formulas & Nomenclature

Lewis Structures Geometry(VSEP

R) Polarity Intermolecular

forces

Understand and apply structure and knowledge of the properties of matter.

Understand and applies knowledge of energy and interaction of matter.


Bonding3A. I can explain, based on electronegativity and oxidation states, that atoms combine in whole number ratios to form molecules by sharing electrons (covalent bonding) or ionic compounds by transferring electrons (ionic bonding).

3B. I can recognize the difference between the properties of ionic and covalent compounds.

Formulas3C. I can represent compounds in written form (formulas and nomenclature).

Lewis Structures and Geometry3D. I can represent molecules by drawing Lewis dot structures and predict their shape (linear, trigonal planar, bent, tetrahedral, and pyramidal), hybridization and polarity.

Intermolecular Forces3E. I can predict the type(s) of intermolecular forces between molecules (hydrogen, dipole and dispersion).

At 18 weeksJanuary 7-11

Q#1,2,3,4

Q#5,6,7

Q#8,9,10,11,12,13

Q#14,15,16,17

Q#18,19,20





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Unit 4: Reactions & StoichiometryApproximate Timeline: 11 Weeks


Graduate Ends

Atoms and molecules are quantifiable.

Elements can be rearranged and form new substances under the right conditions.

Reaction types Predicting

products Balancing

reactions Stoichiometry 6.022 x 1023

Atomic and molecular mass

Percent composition

Understand and apply knowledge of chemical reactions


4A. I can represent chemical reactions by writing and balancing equations with appropriate phases.

4B. I can recognize types of and predict products for chemical reactions including synthesis, decomposition, combustion, single and double replacement and acid/base (neutralization).

4C. I can describe the concept of a mole and calculate molar mass.

4D. I can convert grams to moles and moles to grams.

4E. I can calculate the mass of reactants or products in a chemical reaction given one or more initial amounts (limiting reactants) and calculate percent yield.

4F. I can explain that chemical reactions can occur reversibly or irreversibly, at varying rates and either endothermically or exothermically.

At 29 WeeksApril 1-5

Q#1, 2, 3, 20

Q# 4,5,6,7,8

Q#11, 12, 13, 14

Q# 14, 15

Q# 9, 10, 16

Q# 17, 18






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Unit 5: Solutions & Gasses Approximate Timeline: 6 weeks

Content Standards Content Objectives Iowa Core Statements Student-Centered Learning Targets Common Assessments

Graduate Ends

Elements can be rearranged and form new substances under the right conditions.

Properties of gasses

Standard temperature and pressure

Gas laws Properties of

solutions(vocabulary)

Concentration (M)

Acids and bases

Understand and apply knowledge of conservation of energy and increase in disorder.

Understand and apply knowledge of the structure and properties of matter


5A. I can qualitatively and quantitatively relate the number of moles, pressure, volume and temperature of a gas.

5B. I can convert moles to volume of gas at STP and use stoichiometry to solve problems involving gasses.

5C. I can differentiate between a solute, solvent and solution.

5D. I can calculate concentration and use stoichiometry to solve problems involving solutions.

5E. I can predict the solubility of substances as a function of temperature.

5F. I can distinguish between an acid, base and neutral using the pH scale.

At 34 WeeksMay 13-17

Q# 1, 2, 3

Q# 4, 5, 6

Q# 7

Q# 8, 9, 10, 11

Q# 12, 13, 14

Q# 15, 16






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The following are recommendations for teachers of chemistry from NSTA:

C.3.a. Core Competencies. All teachers of chemistry should be prepared lead students to understand the unifying concepts required of all teachers of science, and should in addition be prepared to lead students to understand:

1. Fundamental structures of atoms and molecules.2. Basic principles of ionic, covalent, and metallic bonding.3. Physical and chemical properties and classification of elements including periodicity.4. Chemical kinetics and thermodynamics.5. Principles of electrochemistry.6. Mole concept, stoichiometry, and laws of composition.7. Transition elements and coordination compounds.8. Acids and bases, oxidation-reduction chemistry, and solutions.9. Fundamental biochemistry.10. Functional and polyfunctional group chemistry.11. Environmental and atmospheric chemistry.12. Fundamental processes of investigating in chemistry.13. Applications of chemistry in personal and community health and environmental quality.

C.3.b. Advanced Competencies. In addition to the core competencies, teachers of chemistry as a primary field should also be prepared to effectively lead students to understand:

14. Molecular orbital theory, aromaticity, metallic and ionic structures, and correlation toproperties of matter.15. Superconductors and principles of metallurgy.16. Advanced concepts of chemical kinetics, and thermodynamics.

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17. Lewis adducts and coordination compounds.18. Solutions, colloids, and colligative properties.19. Major biological compounds and natural products.20. Solvent system concepts including non-aqueous solvents.21. Chemical reactivity and molecular structure including electronic and steric effects.22. Organic synthesis and organic reaction mechanisms.23. Energy flow through chemical systems.24. Issues related to chemistry including ground water pollution, disposal of plastics, and development of alternative fuels.25. Historical development and perspectives in chemistry including contributions of significant figures and underrepresented groups, and the evolution of theories in chemistry.26. How to design, conduct, and report research in chemistry.27. Applications of chemistry and chemical technology in society, business, industry, and health fields.

C.3.c. Supporting Competencies. All teachers of chemistry should be prepared to effectively apply concepts from other sciences and mathematics to the teaching of chemistry including:

28. Biology, including molecular biology, bioenergetics, and ecology.29. Earth science, including geochemistry, cycles of matter, and energetics of Earth systems.30. Physics, including energy, stellar evolution, properties and functions of waves, motions and forces, electricity, and magnetism.31. Mathematical and statistical concepts and skills including statistics and the use of differential equations and calculus.

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