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ROCHESTER CITY SCHOOL DISTRICTREGENTS CHEMISTRY

CURRICULUM

Science Curriculum

CURRICULUM FRAMEWORK

This curriculum should be used as a lesson planning guide/instructional design for teachers.

The Key Ideas

The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or conceptual body of knowledge of what students should know.

The Performance Objectives

The Performance Objectives are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major Understandings and to focus assessment and instructional activities. Performance Objectives provide a general guideline for skill that students must demonstrate to provide evidence of the acquisition of the standard.

The Major Understanding

The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from NYS Core Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but developed conceptually through instructional activities and cognitive processes.

Suggested Assessments

These are stated as general categories based on the Major Understandings and Performance Objectives. They are designed to assess student understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their own assessments that measure acquisition of the Major Understandings and Performance Objectives.

Vocabulary

The essential vocabulary terms were listed in order to acquire the concepts of the Major Understanding. Students should be at the acquaintance or familiarity level with these terms. Visuals should be used to assist in model representations and reinforcement of the terms.

The Suggested Activities

The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other activities that support the development of the Major Understanding and Performance Objectives in addition to preparing students for the assessment may also be used.

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Science Curriculum

The Conceptual Question

The conceptual question is based in the Performance Objectives and Major Understandings. It is conceptual in nature and is designed to focus the lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance Objectives.

SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING

Working Effectively — contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project team; planning procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part of group.

Gathering and Processing Information — accessing information from printed, media, electronic databases, and community resources using the information to develop a definition of the problem and to research possible solutions.

Generating and Analyzing Ideas — developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.

Common Themes — observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.

Realizing Ideas — constructing components or models, arriving at a solution, and evaluating the results.

Presenting Results — using a variety of media to present the solution and to communicate the results.

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Science Curriculum

SCIENCE PROCESSING SKILLS

Observing Using one or more of your senses to gather information about objects or events Seeing, hearing ,touching, smelling, or tasting or combinations of these Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc. Scientific observations are always recorded Some observations may include measurements, color, shape, size taste, smell, texture, actions, etc.

Classifying Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of common

properties, methods, patterns, or systems. Based on an identification process objects or events can be grouped according to similarities and differences Objects or events are placed into categories based on their identifiable characteristics or attributes. Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve information

Comparing and Contrasting Identifying observable or measurable similarities and differences between two or more objects, data, events or systems Using specific criteria to establish similarities and /or differences between two or more objects or events. Showing what is common and what is uncommon between two objects, events, conditions, data, etc.

Inferring A statement, reasonable judgment or explanation based on an observation or set of observations Drawing a conclusion based on past experiences and observations Inferences are influenced by past experiences Inferences often lead to predictions Taking previous knowledge and linking it to an observation An untested explanation

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Predicting Making a forecast of future events or conditions expected to exist Forecasting an expected result based on past observations, patterns, trends, data, or evidence Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted Using an inference to tell what will happen in the future Interpolated prediction is made between two known data points Extrapolated prediction is made outside or beyond known data points

Measuring Making direct and indirect comparisons to a standard unit Each measurement has a number and a unit Making quantitative observations or comparisons to conventional or non-conventional standards Instruments may be used to make reliable, precise, and accurate measurements

Communicating Verbal, graphic or written exchange of information Describing observations, procedures, results or methods Sharing information or observations with charts, graphs, diagrams, etc.

Hypothesizing Making a possible explanation based on previous knowledge and observations Making an “educated” guess Proposing a solution to a problem based on some pertinent information on the problem Constructing an explanation based on knowledge of the condition Tells how one variable will affect the other variable A logical explanation that can be tested Identifying variables and their relationship(s) Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation)

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Science Curriculum

Testing a Hypothesis/ Experimenting Following a procedure to gather evidence to support or reject the hypothesis Applying the scientific method to gather supportive or non-supportive evidence Testing variables and drawing conclusions based on the results Designing investigations to test hypotheses Testing how one variable affects the other Following a precise method to test a hypothesis Forming conclusions based on information collected Controlling variables to isolate how one will affect the other. Answering a research question

Making Models Creating representations of objects, ideas or events to demonstrate how something looks or works Models may be physical or mental representations Models can be computer generated Displaying information, using multi-sensory representations

Constructing Graphs Identifying dependent and independent variables and showing relationships Showing comparisons between two or more , objects or events Distribution of percentages Producing a visual representative of data that shows relationships, comparisons or distribution Labeling and scaling the axis Descriptive data – bar graph Continuous data – line graph Converting discreet data into pictures

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Science Curriculum

Collecting and Organizing Data Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems Categorizing and tabulating the information to illustrate patterns or trends Recording measurements, male drawings, diagrams, lists or descriptions Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format. Sorting, organizing and presenting information to better display the results Using titles, tables, and units for columns

Analyzing and Interpreting Data Looking for patterns, trends or relationships in the arrangement of data Deciding what the collection of information means Looking at pieces of data to understand the whole Looking at the independent and dependent variables and their relationship Looking for consistency and discrepancies in the data Making sense of the observations, data, etc.

Forming Conclusions Making final statements based on the interpretation of data Making a decision or generalization based on evidence supported by the data Telling whether the data supports the hypothesis or not A factual summary of the data

Researching Information Asking questions and looking for relevant information to answer it Using various methods and sources to find information Identifying variables and asking questions about it followed by gathering relevant information. Research questions may focus on one variable or the relationship between two variables. Asking relevant questions to a specific problem and identify resources to gather information and answer the problem

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Science Curriculum

Formulating Questions Asking the who, what, where, when, why, how, what if, of the problem, information, or even Using the given information to search for further understanding Asking textually explicit questions that can be answered by the text. Asking textually implicit questions that are inferential and cannot be answered by the text alone

Estimating Making a judgment about the size or number of an item, or attribute without actually measuring it Making a judgment based on past experiences or familiarity

Identifying Variables Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships Showing the cause and effect relationship in respect to the variables Any factor, condition, or relationship that can affect the outcome of an experiment, event or system. There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are held

constant).

Controlling Variables Keeping variables consistent or constant throughout and experiment Controlling the effect or factors that influence the investigation

Forming Operational Definitions Tell how an object, item, idea, or model functions works or behaves Tells the purpose or the use of the object or model Tells what the term means and how to recognize it

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Science Curriculum

Reading Scales and Instruments Identifying the intervals and scales Reading or counting the total number of scales , graduations or points Identifying initial and final measurements, counts or increments

Calibrating Instruments Setting the instrument to zero before beginning to use it Adjusting the instrument to measure exact with known copies Setting the instrument measures to a known standard

Following Procedures Following a given set of oral or written directions to accomplish a specific task to obtain desired results

Applying Formulas Using theoretical formulas to a concrete or abstract situation Applying a theoretical measurement to a model Gathering information from a known condition or situation and substituting the elements or variables into a formula.

Interpreting Scientific Illustrations Looking for connections, sequences and relationships amongst the components Identifying individual and multiple relationships Categorizing groups and individual entities Reading the label or description of the illustration

Sequencing Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria Identifying the elements and organizing them chronologically

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Science Curriculum

Conduct an Investigation Identify the question or problem Conduct some preliminary research Identify the variables Develop and follow the procedures Make observations and collect data Analyze the information and report the results

Identifying Properties Selecting items, conditions or events based on specific attributes or features

Evaluating Making a judgment of worth or merit based on a set of criteria Deciding to approve or disapprove a based on some standard Asking how the data was obtained or how the information was collected Asking how the investigation was done

Seeking and Providing Evidence Searching for and sharing factual information Identifying relationships or proofs that support an argument Stating specific and significant or relevant information to support an idea, decision or argument

Making Decisions Gathering relevant information, or evidence to support a choice between alternatives

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Science CurriculumManipulating Materials Handling materials and equipment in a safe, skillfully and in an appropriate manner

Generalizing Making a general statements from specifics, particulars, or components

Identifying Cause and Effect Relationships Recognizing the influence of the independent variable on the dependent variable Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome

Constructing Tables Placing similar information into categories Ordering discrete information into groups to develop patterns, trends, etc Using columns and rows to distinguish elements and components of the information

Analyzing Results Determine the meaning of the data collected Identifying specific patterns from the information or effects Separating the information to understand the components

Interpreting Graphs Identify the variables and categories Look for relationships and patterns Look for sources of errors Asking what is evident from the information Can interpolations and extrapolations be made from the data

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Science Curriculum

Interpreting Diagrams Tell what the objects, or items represents Tell what the diagram is a model of, or represents Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes Tell the sequence of events or the chronology of the elements Construct an explanation from the interrelated parts or components

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Science Curriculum

REGENTS CHEMISTRYPROCESS SKILLS

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Science Curriculum

PROCESS SKILLS

PROCESS SKILLS

BASED ON STARNDARD 4

STANDARD 4 – The Physical SettingStudents will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Note: The use of e.g. denotes examples which may be used for in-depth study. The terms for example and such as denote material which is testable. Items in parentheses denote further definition of the word(s) preceding the item and are testable.

STANDARD 4The Physical Setting

Key Idea 3:Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

use models to describe the structure of an atom determine the number of protons or electrons in an atom or ion when given one of these

values calculate the mass of an atom, the number of neutrons or the number of protons, given the

other two values distinguish between valence and non-valence electrons, given an electron configuration,

e.g., 2-8-2 draw a Lewis electron-dot structure of an atom classify elements as metals, nonmetals, metalloids, or noble gases by their properties compare and contrast properties of elements within a group or a period for Groups,

1,2,13-18 on the Periodic Table determine the group of an element, given the chemical formula of a compound, e.g., XCI

or XCI explain the placement of an unknown element on the Periodic Table based on its

properties classify an organic compound based on its structural of condensed structural formula draw a structural formula with the functional group(s) on a straight chain hydrocarbon

backbone, when given the IUPAC name for the compound draw structural formulas for alkanes, alkenes, and alkynes containing a maximum of ten

carbon atoms use a simple particle model to differentiate among properties of solids, liquids, and gases compare the entropy of phases of matter describe the processes and uses of filtration, distillation, and chromatography in the

separation of a mixture interpret and construct solubility curves apply the adage “like dissolves like” to real-world situations interpret solution concentration data use solubility curves to distinguish among saturated, supersaturated, and unsaturated

solutions given properties, identify substances as Arrhenius acids or Arrhenius bases identify solutions as acid, base, or neutral based upon the PH interpret changes and acid-base indicator color use particle models/diagrams to differentiate among elements, compounds, and mixtures distinguish between chemical and physical changes

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Science Curriculum

STANDARD 4The Physical Setting

continued

balance equations, given the formulas of reactants and products interpret balanced chemical equations in terms of conservation of matter and energy create and use models of particles to demonstrate balanced equations convert temperatures in Celsius degrees (°C) to kelvins (K), and kelvins to Celsius

degrees describe the concentration of particles and rates of opposing reactions in an equilibrium

system use collision theory to explain how various factors, such as temperature, surface area, and

concentration, influence the rate of reaction distinguish between endothermic and exothermic reactions distinguish between heat energy and temperature in terms of molecular motion and

amount of matter explain phase change in terms of the changes in energy and intermolecular distances compare and contrast fission and fusion reactions identify specific uses of some common radioisotopes, such as I-131 in diagnosing and

treating thyroid disorders, C-14 to C-12 ratio in dating once-living organisms, U-238 to Pb-206 ratio in dating geological formations, and Co-60 in treating cancer

demonstrate bonding concepts, using Lewis dot structures representing valance electrons:o transferred (ionic bonding)o shared (covalent bonding)o in a stable octet

distinguish between nonpolar covalent bonds (two of the same nonmetals) and polar covalent bonds

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Science Curriculum

TOPIC IATOMIC CONCEPTS

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Science CurriculumSTANDARD 4: The Physical Setting/Chemistry – Atomic Concepts

KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

Major Understandings Performance Indicators Suggested Assessment

I.1The modern model of the atom has evolved over a long period of time through the work of many scientists.

Identify and explain the advantages and disadvantages of the various models of the atom.

Describe now the model of the atom has changed from ancient Greek theory to the model accepted by scientists today.

Compare and contrast the atomic models of ancient Greece, Dalton, Thomson, Rutherford and Bohr.

Explain how Rutherford’s experiment resulted in the model of the atom.

Identify characteristics of subatomic particles including mass, charge and location.

Vocabulary/Visuals Suggested Activities Conceptual Questions

AtomAtomic mass unitElectronNeutronNucleusOrbitalProtonWave-mechanical modelRutherfordBohrPlanetary model

Videoclip- Scattering of alpha particles by gold foil (Scattering of alphaparticles.mov).

Videos on the atomic models. Rutherford scattering experiment (using

marbles or magnetic marbles to map out an unknown shape).

How has the modern atomic model evolved from ancient theory to today?

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Science Curriculum

STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts



I.2Each atom has a nucleus, with an overall positive charge, surrounded by one or more negatively charged electrons.

Describe the basic structure and charge of an atom.

Identify the different regions of charge on a carbon-12 atom.


Subatomic particlesIsotopesOrbital modelCharge cloud modelBohr modelRutherford model

Student-made models, using various types of materials.

Students present models to class, to discuss why/why not they are functional.

How are the charges distributed around an atom?

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I.3Subatomic particles contained in the nucleus include protons and neutrons.

Identify and describe the contents of the nucleus.

Label the protons and neutrons in an atom. Draw a model of an atom that contains 12

protons, 13 neutrons, and 12 electrons. Identify the number of protons and

neutrons contained in a chlorine-36 atom.


Subatomic particlesProtonsNeutronsNucleusNucleons

Provide students with several atoms and their masses. Have students determine the number of protons and neutrons in each atom.

Where are the protons and neutrons located in the atom?

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Science Curriculum

STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts



I.4The proton is positively charged and the neutron has no charge. The electron is negatively charged.

Identify the charges on the subatomic particles.

Determine the number of protons, electrons or neutrons based on their charges.

Given Sodium-23: Determine the net charge of the nucleus, the region surrounding the nucleus, and the entire atom.

Vocabulary/Visuals Suggested Activities Conceptual Questions Positive chargeNegative chargeAnodeCathodeProtonNeutronElectron

Give each student a different atom with a specific mass. Have students draw a model that indicates the numbers of protons, neutrons, and electrons and their given charge.

What distinguishes a proton from a neutron?

How are charges distributed in an atom?

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I.5Protons and electrons have equal but opposite charges. The number of protons equals the number of electrons in an atom.

Determine the number of protons or electrons in an atom or ion when given one of these values.

Determine the net charge based on the number of protons and electrons.

Determine the number of protons when given the number of electrons and vice versa.


ProtonsElectronsNet chargeOpposite chargesPositive chargesNegative chargesAtomic number

Practice determining the number of protons and electrons in a given atom.

How does the overall charge of an atom relate to the number of protons and electrons it has?

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I.6 The mass of each proton and each neutron is approximately equal to one atomic mass unit. An electron is much less massive than a proton or a neutron.

Calculate the mass of an atom, the number of neutrons or the number of protons, given the other two values.

Explain how the various subatomic particles contribute to the mass of the atom.

Compare and contrast the masses of protons, neutrons and electrons.

Define an atomic mass unit. Determine the atomic mass of various

atoms.


Atomic massAtomic mass unit (amu)

Practice calculating atomic mass. Determine the quantity of one subatomic

particle given the other two.

How is the mass of an atom calculated?

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Science Curriculum STANDARD 4: The Physical Setting/Chemistry – Atomic Concepts



I.7In the wave-mechanical model (electron cloud model), electrons are in orbitals, which are defined as the regions of the most probable electron location (ground state).

Explain how electron density or position are determined with various models.

Compare and contrast the electron cloud model to other models.

Analyze and explain the advantages of the electron cloud model.


OrbitalsElectron cloud modelGround stateEnergy levels

Demonstrate how electrons move from one energy level to another.

How does the electron cloud model of the atom explain the structure of the atom?

How does the electron cloud model explain distribution of electron?

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I.8Each electron has its own distinct amount of energy.

Describe the properties and energy of electron in various states.

Identify the position of various electrons and their corresponding energy levels.

Determine the number of electrons in each energy level for an atom if the electrons are in the ground state.


Energy levelElectronic configuration

Practice writing electron configurations of various elements.

Determine how many electrons are in each energy level for a given atom.

How are electrons identified?

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I.9When an electron in an atom gains a specific amount of energy, the electron is at a higher energy state (excited state).

Distinguish between ground state and excited state electron configurations.

Determine the electronic configuration of various atoms in the ground state and excited state.


Energy levelExcited stateGround state

Practice writing the electronic configuration of various elements in an excited state.

How do electrons within an atom move to a higher energy level?

- lower energy level?

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I.10When an electron returns from a higher state to a lower energy state, a specific amount of energy is emitted. This emitted energy can be used to identify an element.

Identify an element by comparing its bright-line spectrum to given spectra.

Explain how an electron gives of energy by returning to the ground state.

Plot elements along the line the electromagnetic spectrum.

Identify elements in excited state or ground state.

Determine the energy emitted by an electron returning to the ground state

Explain what happens when you move from red to violet along the continuous spectrum.


SpectrumHertzFrequencyContinuous spectrumBright line spectrumWavelength

Flame test lab Using a gas emission tube, have students

identify an unknown gas using a spectroscope.

Why do elements give off different colors when in a flame test?

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I.11 The outermost electrons in an atom are called the valence electrons. In general, the number of valence electrons affects the chemical properties of an element.

Distinguish between valence and non-valence electrons, given an electron configuration.

Draw a Lewis electron-dot structure of an atom.

Identify the valence electrons of various elements.

Draw a Lewis electron-dot structure for a chlorine atom.


Lewis electron-dot structureValence electronElectron configurationS and P sublevelsOrbital

Make models of various atoms. Make models of molecules that relate to

various substances:NaCl, Sugar, Carbon, Oxygen

What are valence electrons and why are they important?

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Major Understanding Performance Indicators Suggested Assessment

I.12 Atoms of an element that contain the same number of protons but different numbers of neutrons are called isotopes of that element.

Compare and contrast isotopes of an element.

Define an isotope. Determine the number of protons, neutrons

and electrons of an isotope from its name or symbol.


Isotope Determine numbers of subatomic particles using atomic number and mass number.

What is an isotope?

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I.13The average atomic mass of an element is the weighted average of the masses of its naturally occurring isotopes.

Calculate the atomic mass of an element, given the masses and ratios of naturally occurring isotopes.

Given an atomic mass, determine the most abundant isotope

Calculate the average atomic mass of an element given the relative abundance of its naturally occurring isotopes.

Identify the most abundant isotope given the average atomic mass.


Excited stateGround stateSpectrum/spectraValence electronsAverage atomic massAbundanceMass numberNaturally occurringWeighted average

Isotope Lab- using different colored marbles in paper cups, explore mass differences and weighted averages.

Investigate the most abundant isotope of some common elements.

Why are the masses on the periodic table not whole numbers?

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Science Curriculum

TOPIC IIPERIODIC TABLE

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Science CurriculumSTANDARD 4: The Physical Setting/Chemistry – Periodic Table



II.1 The placement or location of elements on the periodic table gives an indication of the physical and chemical properties of that element. The elements on the periodic table are arranged in order of increasing atomic number.

Explain the placement of an unknown element on the Periodic Table based on its properties.

Arrange the elements on the periodic table based on their atomic number.

Distinguish between chemical and physical properties.

Identify physical and chemical properties of different areas of the periodic table.

How are elements arranged on the periodic table?


Chemical propertiesAtomic numberPeriodic tablePeriodic lawPhysical propertiesPeriodRowGroupGamilyMendeleevMosley

Compound jumble- organizes a set of oxides, chlorides and hydrides into categories.

Video of the reactions of alkali metals with water.

Mendeleev Lab: Provide students with cards describing the properties of many elements. Have them arrange the cards in groups and rows with similar properties. Then give students cards of unknown elements and have them insert the unknown elements into the appropriate group and row based on their characteristics.

What are the chemical properties of each type of element (metal, nonmetal, etc.)?

How are elements arranged on the periodic table?

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II.2 The number of protons in an atom (atomic number) identifies the element. The sum of the protons and neutrons in an atom (mass number) identifies an isotope. Common notations the represent isotopes include: carbon-14, C-14 and 14C.

Identify a given element based on atomic number.

Explain how isotopes are identified. Interpret and write isotopic notation.

Identify the number of electrons and protons for any given atom or ion.

Determine the number of neutrons in an atom when given the mass number.

Write two isotopes of oxygen. Distinguish between atomic number

(number of protons) and mass number (number of protons and neutrons).


Mass numberIsotope

Draw models of an atom to represent two isotopes.

Complete a chart of various atoms and ions to identify the atomic number, mass number, charge, protons, neutrons, and electrons.

What is the difference between an atom and an ion?

What is an isotope?

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Science Curriculum

STANDARD 4: The Physical Setting/Chemistry – Periodic Table



II.3 Elements can be classified by their properties and located on the periodic table as metals, nonmetals, metalloids (B, Si, Ge, As, Sb, Te) or noble gases.

Classify elements as metals, nonmetals, metalloids, or noble gases by their properties.

Explain the placement of an unknown element on the Periodic Table based on its properties.

Identify the location of metals, non-metals, metalloids, and noble gases on the periodic table.


PeriodGroupFamilyMetalMetalloidNon-metalAlkali metalsAlkaline Earth metalsHalogensNoble gases

Practice the identification of elements based on specific properties.

Given specific properties, determine the location of an element on the periodic table.

Color-code a periodic table to indicate the location of metals, non-metals, metalloids, and noble gases.

What are the properties of metals, non-metals, and metalloids?

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II.4 Elements can be differentiated by their physical properties. Physical properties of substances, such as density, conductivity, malleability, solubility and hardness, differ among elements.

Classify elements as metals, nonmetals, metalloids, or noble gases by their physical properties.

Describe the states of the elements at STP.

List the physical characteristics of metals, nonmetals, metalloids, and noble gases.

List two elements that are liquids at STP.


DensityConductivityMalleabilitySolubilityHardness

Periodic Chart: Assign groups to (groups) students.

Students should research and present group characteristics to class.

Lab: Compare the physical properties of several different elements.

What are the different physical characteristics of a metal, metalloid and nonmetals?

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II.5 Elements can be differentiated by chemical properties. Chemical properties describe how an element behaves during a chemical reaction.

Classify elements as metals, nonmetals, metalloids, or noble gases by their chemical properties.

Differentiate between a chemical and a physical property.

Identify groups of elements based on their chemical properties and interactions.


Reactivity Identify a list of characteristics as either physical or chemical.

Demonstrate reactions with certain groups/families of elements.

Predict the chemical behavior of elements based on their location on the periodic table.

How do the chemical properties of an element determine the behavior?

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KEY IDEA #5: Matter Energy and matter interact through forces that result in changes in motion..Performance Indicator 5.2: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.


II.6 Some elements exist in two or more forms in the same phase. These forms differ in their molecular or crystal structure and hence their properties.

Explain how molecular structure and both chemical and physical properties influence physical state.

How are graphite and a diamond both similar and different?


AllotropeMolecular structureCrystal structure

Have students compare and contrast the physical and chemical properties of oxygen (O ) and Ozone (O ).

How can two substances that are made out of the same element be so different? (ex. diamond and coal)

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II.7For Groups 1, 2 and 13 through 18 on the periodic table, elements within the same group have the same number of valence electrons (helium is an exception) and therefore similar chemical properties.

Determine the group of an element, given the chemical formula of a compound, e.g., XCl or XCl .

Explain why valence electrons give elements their specific properties.

Identify the group of an element based on the given chemical formuli.

Determine the number of valence electrons in an atom.

Explain why elements have various properties.


Valence electronsKernel

Provide students with a list of elements and have them determine the correct number of valence electrons.

Examine several chemical compounds. Using the subscripts, predict the family that each element belongs to.

How can subscripts/formulas be used to determine location on the periodic table?

What do all of the elements in a group have in common?

How do valence electrons affect the chemical properties of elements?

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II.8The succession of elements within the same group demonstrates characteristic trends: differences in atomic radius, electro-negativity, first ionization energy, and metallic/nonmetallic properties.

Compare and contrast properties of elements within a group for Groups 1, 2,

13-18 on the Periodic Table. Describe the factors that cause the periodic

trends to change as you move down a group.

Describe the trend in metallic character as you go down a group.

Why does first ionization energy decrease as you go down a group?


Shielding effect Using Table S, graph electronegativity, ionization energy and atomic radii separately for a specific group. Observe the trends shown.

How do the properties of elements (atomic radius, electronegativity, first ionization energy, and metallic properties) change as you move within groups of elements?

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II.9The succession of elements across the same period demonstrates characteristic trends: differences in atomic radius, electro-negativity, first ionization energy, and metallic/nonmetallic properties.

Compare and contrast properties of elements within a period for Groups 1, 2, 13-18 on the Periodic Table.

Describe the factors that cause the changes in the periodic trends as you move from left to right across a row.

Describe the trend in fist ionization energy as you move from left to right across a period.

Identify how the electronegativity changes as you move from left to right across a period.

Explain why atomic radius decreases as you move across a period.


Atomic radiusElectronegativityFirst ionization energyMetallic propertiesNonmetallic propertiesTrend

Using Table S, graph electronegativity, ionization energy and atomic radii separately for a specific group. Observe the trends shown.

What changes occur to atomic radius, electronegativity, first ionization energy, and metallic/nonmetallic properties as you move across a period?

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Science Curriculum

TOPIC IIIMOLES / STOICHIOMETRY

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Science CurriculumSTANDARD 4: Moles/ Stoichiometry

KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.


III.1 A compound is a substance composed of two or more different elements that are chemically combined in a fixed proportion. A chemical compound can be represented by a specific chemical formula and assigned a name based on the IUPAC system.

Determine the name of simple chemical formulas based on the IUPAC system.

Explain how compounds are formed. Determine the chemical formula of

compounds when given the IUPAC name.

Given a compound, write its formula. Given a compound, provide its IUPAC

name. What are the characteristics of a

compound?


CompoundElementChemically combinedChemical formulaIUPAC systemSubscriptFixed proportionSymbol

Practice formula writing and naming compounds.

Compare and contrast elements and mixtures.

What is a compound? How are compounds named?

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III.2 Types of chemical formulas include: empirical, molecular, and structural.

Categorize chemical formulas as empirical, molecular, and structural.

Given a molecular formula, provide the empirical and structural formula.

Write the empirical formula for a given molecular formula.

Compare and contrast empirical and molecular formulas


Empirical formulaMolecular formulaStructural formula

Build structural formulas from molecular formulas

Write empirical formulas from molecular compounds.

Complete a Venn diagram for the three types of chemical formulas.

How are empirical and molecular formulas related?

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KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.Performance Indicator 3.3: Apply the principle of conservation of mass to chemical reactions.


III.3 The empirical formula of a compound is the simplest whole-number ratio of atoms of the elements in a compound. It may be different from the molecular formula, which is the actual ratio of atoms in a molecule of that compound.

Determine the molecular formula when given the empirical formula and the molecular mass.

Determine the empirical formula from a molecular formula.

Given a molecular formula, provide the empirical formula.

If the empirical formula for a compound is CH and the molecular mass is 42 g/mol, then what is the molecular formula?


Empirical formulaMolecular formulaRatio

Empirical formula lab Empirical and molecular formulas

worksheet

How are empirical formulas similar to and different from molecular formulas?

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III.4 In all chemical reactions there is a conservation of mass, energy, and charge.

Interpret balanced chemical equations in terms of conservation of matter and energy.

Balance chemical equations. Using a balanced chemical equation,

explain how mass is conserved.


Chemical reactionsLaw of conservation of massLaw of conservation of energyLaw of conservation of charge

Use a simple recipe to demonstrate the need to alter amounts to fit the desired number of servings.

Practice balancing equations.

How is mass conserved in a chemical reaction?

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III.5 A balanced chemical equation represents conservation of atoms. The coefficients in a balanced chemical equation can be used to determine mole ratios in the reaction.

Balance equations, given the formulas for reactants and products.

Interpret balanced chemical equations in terms of conservation of matter and energy.

Calculate simple mole-mole stoichiometry problems, given a balanced equation.

Create and use models of particles to demonstrate balanced equations.

Apply the smallest whole number coefficients to balance chemical equations.

Given a number of moles of reactant, determine how many moles of product can be produced.

Determine the number of moles, atoms and mass of reactants in balanced equation.

Explain the difference between subscripts and coefficients.


CoefficientsMole ratiosBalanced chemical equation

Mass-mole lab. Write mole ratios based on the balanced

equation. Practice balancing equations. Calculate mole-mass problems.

Why is it necessary to balance equations? What are the steps in balancing an

equation?

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III.6 The formula mass of a substance is the sum of the atomic masses of its atoms. The molar mass (gram-formula mass) of a substance equals one mole of that substance.

Calculate formula mass and gram-formula mass.

Determine the number of moles of a substance, given its mass.

Determine the mass of a given number of moles of a substance.

Calculate the formula masses or gram-formula masses of NaCl and Al (SO ) .

How many moles of NaCl are contained in 2.5 grams of NaCl.

How many grams of NaCl are in 5.0 moles of NaCl?

Define a mole.


Atomic massGram formula massMoleMolar massFormula mass

Practice calculating gram-formula mass and formula mass.

Lab: Gram-formula mass Convert moles to mass and mass to moles.

How do you find the mass of a compound? How are moles related to grams?

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III.7 The percent composition by mass of each element in a compound can be calculated mathematically.

Calculate the percent composition of each element in a compound.

Determine the percent composition of water in a hydrate.

Given two samples containing oxygen, determine which sample has the greater composition of oxygen.

Determine the percent composition of the elements in a formula.


Percent composition Lab: Percent composition of a hydrated salt. Practice calculating the percent composition

of various compounds.

How can the percent composition of a compound be determined?

What percentage of glucose ( ) is made up of oxygen?

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KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions.


III.8 Types of chemical reactions include synthesis, decomposition, single replacement, and double replacement.

Identify the types of chemical reactions. Given different reactions, classify each into the categories of: synthesis, decomposition, single replacement, double replacement.

How are synthesis and decomposition reactions different?


Synthesis reaction Decomposition reactionSingle replacement reactionDouble replacement reaction

Lab: Types of chemical reactions. Demo: Patriotic colors (reaction types). Practice identifying the different types of

chemical reactions.

What are the different types of chemical reactions?

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Science Curriculum

TOPIC IVBONDING

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Science CurriculumSTANDARD: STANDARD: The Physical Setting/Chemistry – Bonding

KEY IDEA #3: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.


IV.1 Compounds can be differentiated by their chemical and physical properties.

Distinguish among ionic, molecular, and metallic substances given their properties.

Distinguish between chemical and physical properties.

Identify compounds based on their chemical and physical properties.

List the chemical and physical properties of various components.


Chemical propertyPhysical propertyCompound

Categorize the physical properties of compounds.

Categorize the chemical properties of compounds.

Identify of compounds (substances) based on their chemical and physical properties.

Identification of unknown substances – lab.

How are compounds different from each other?

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KEY IDEA #5: Energy and matter interact through forces that result in changes in motion.Performance Indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.


IV.2The two major categories of compounds are ionic and molecular (covalent) compounds.

Distinguish between ionic and covalent compounds.

Identify ionic compounds. Identify covalent compounds. Compare and contrast ionic and covalent

compounds.


Ionic compoundMolecular (covalent) compound

Practice identification of ionic and covalent compounds based on specific criteria.

What are the types of chemical compounds?

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IV.3 Chemical bonds are formed when valence electrons are: transferred from on atom to another (ionic), shared between atoms (covalent), mobile within a metal (metallic).

Describe how ionic, covalent and metallic bonds are formed.

Demonstrate bonding concepts using Lewis dot structures representing valence electrons: transferred (ionic bonding); shared (covalent bonding); in a stable octet.

Explain the role of electrons in the formation of ionic, covalent, and metallic substances.

Draw Lewis dot diagrams to represent the following compounds:

NaCl, CH CaCl CO


Chemical bondIonic bondCovalent bondMetallic bondValence electronMobileBond bypes

Practice writing equations for ionic and covalent bonds.

Use Lewis dot structures to represent the valence electrons in ionic and covalent compounds.

What is the role of valence electrons in a chemical bond?

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IV.4In a multiple covalent bond, more than one pair of electrons is shared between the atoms.

Explain how multiple covalent bonds are formed.

Identify multiple covalent bonds. Describe how multiple covalent bonds are

different from single bonds. Use a Lewis dot diagram to show the

bonding in and .


Molecular substancesSingle bondsDouble bondTriple bondUnsaturated compoundSaturated compound

Construct models and diagrams to show how bonds are formed between various elements. Include examples for single, double, and triple bonds.

How are covalent bonds formed? How are single, double, and triple covalent

bonds different from each other?

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IV.5 Molecular polarity can be determined by the shape of the molecule and the distribution of the charge. Symmetrical (non-polar) molecules include CO2, CH4, and diatomic elements. Asymmetrical (polar) molecules include HCl, NH3 and H2O.

Explain what causes some molecules to be polar/non-polar.

Identify molecules that are polar and non-polar.

Identify the factors that affect polarity in molecules

Compare and contrast polar and non-polar molecules (structure and interaction).


Nonpolar moleculesPolar moleculesSymmetricalAsymmetricalDistribution of chargeDiatomicPolarityNonpolar bondPolar covalent bondDipoleDipole moment

Construct models of polar and nonpolar molecules using molecular modelt kits.

Categorize molecules as polar or nonpolar based on the shape of the molecule or the distribution of the charge.

What determines the polarity of a bond? of a molecule?

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IV.6 When an atom gains one or more electrons, it becomes a negative ion and its radius increases. When an atom loses one or more electrons, it becomes a positive ion and its radius decreases.

Explain how negative and positive ions are formed.

Describe the characteristics of positive and negative ions.

Identify examples of and describe how positive ions are formed.

Identify examples of and describe how negative ions are formed.

Compare the size of a chlorine ion to the size of a chlorine atom.

Compare the size of a calcium ion to the size of a calcium atom.


Atomic radiiIonNegative ionAnionPositive ionCatron

Have students draw models of several atoms which show the number of protons and neutrons in the nuclei and the electrons in each energy level. Then have students draw pictures of the atoms after they have become ions. Compare the radii of each. Draw a generalization comparing atomic radii of atoms compared to positive and negative ions.

How are ions formed? How does gaining or losing an electron

affect the size of an ion?

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IV.7 When a bond is broken, energy is absorbed. When a bond is formed, energy is released.

Describe the changes in energy when bonds are formed and broken.

Determine the amount of energy transformed when bonds are formed or broken.

Compare the amount of energy present in individual atoms to the amount of energy after they have bonded together.


Bond energy Use magnets to simulate the energy needed to break a bond. Place the opposite poles of the magnets toward each other and let them “clamp together” in a position of lower energy. Work is required to separate the magnets so energy is absorbed as bonds are broken.

How is energy involved in bond formation?

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IV.8 Atoms attain a stable valence electron configuration by bonding with other atoms. Noble gases have a stable valence state and tend not to bond.

Determine the noble gas configuration an atom will achieve when bonding.

Explain how bonding produces stability.

Explain the relationship between valence electrons and stability.

In the compound NaC1, the electron configuration of the sodium and chlorine ions are the same as what two noble gases?


Valence electronNoble gas configurationInertOctet rule

Use a Lewis dot diagram to show atoms that have noble gas configurations after bonding.

Why do atoms bond to other atoms?

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IV.9 Physical properties of substances can be explained in terms of chemical bonds and intermolecular forces. These properties include conductivity, malleability, solubility, hardness, melting point and boiling point.

Compare the physical properties of substances based on chemical bonds and intermolecular forces.

Identify substances as ionic, molecular, or metallic based on their physical properties.

Explain the relationships between chemical bonds and physical properties.


Intermolecular forcesNetwork solid

Lab: Determine the physical properties listed below for several substances. Conductivity Solubility Hardness Melting point Boiling pointCategorize these compounds as ionic or covalent based on these properties.

What are the physical properties of ionic bonds? covalent bonds?

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Science Curriculum STANDARD: The Physical Setting/Chemistry – Bonding



IV.10 Electron-dot diagrams (Lewis structures) can represent the valence electron arrangement in elements, compounds and ions.

Demonstrate bonding concepts, using Lewis dot structures representing valence electrons in a stable octet:

Transferred (ionic bonding) Shared (covalent bonding)

Relate bonding to the octet rule (noble gases) as represented by Lewis dot structures.

Draw electron configurations using Lewis dot diagrams to demonstrate the arrangement of electrons in elements, ions, and compounds.


Lewis dot diagramsElectron arrangement

Practice drawing electron-dot diagrams for various elements, both atoms and ions.

Build models of atoms and their electronic configuration.

How can a diagram be used to show the arrangement of electrons in a compound?

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Science CurriculumSTANDARD: The Physical Setting/Chemistry – Bonding



IV.11 Electronegativity indicates how strongly an atom of an element attracts electrons in a chemical bond. Electronegativity values are assigned according to arbitrary scales.

Explain how electronegativity influences chemical bonding.

Determine the type of bonding that occurs based on the electronegativity difference between atoms.

Define electronegativity. Compare the electronegativity of various

atoms in a bond and indicate the atom which attracts the electrons more strongly.

Explain the relationship between electronegativity and the types of chemical bonds.

Explain why the electrons are not shared equally between oxygen and hydrogen in a molecule of water.


ElectronegativityArbitrary scale

Chart the electronegativity of elements on the periodic table to develop patterns of strongest to weakest potentials.

How does electronegativity influence bonding?

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KEY IDEA #3: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.Performance indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.


IV.12The electronegativity difference between two bonded atoms is used to assess the degree of polarity in the bond.

Determine the degree of polarity by calculating the electronegativity difference in chemical bonds.

Distinguish between nonpolar covalent bonds (two of the same nonmetals) and polar covalent bonds based on the electronegativity differences.

Determine the polarity of bonds by calculating the difference in electronegativity.

Categorize covalent bonds as polar or nonpolar based on the electronegativity difference.


Degree of polarity Calculate the electronegativity differences between atoms in a bond.

Identify bonds as polar covalent or nonpolar covalent based on the electronegativity differences.

How do you know if a bond is polar or nonpolar?

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KEY IDEA #3: Energy and matter interact through forces that result in changes in motion.Performance indicator 5.2: Explain chemical bonding in terms of the behavior of electrons.


IV.13Metals tend to react with non-metals to form ionic compounds. Non-metals tend to react with other non-metals to form molecular (covalent) compounds. Ionic compounds containing polyatomic ions have both ionic and covalent bonding.

Differentiate between the types of atoms involved in the bonding of ionic and covalent compounds.

Describe ionic bonding and covalent bonding.

Identify ionic and covalent compounds based on the elements that make-up the compound.

Identify the ionic and covalent bonds in a polyatomic compound.


Polyatomic ions Categorize compounds as ionic or covalent based on the types of atoms that make up the compound.

What types of atoms form an ionic bond? a covalent bond?

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Science Curriculum

TOPIC VPHYSICAL BEHAVIOR

OF MATTER

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Science Curriculum STANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter

KEY IDEA #3: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose themPerformance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.


V.1 Matter is classified as a pure substance or as a mixture of substances.

Distinguish between pure substances and mixtures of substances.

Given a list of formulas:

- classify substances as pure substances or as a mixture of substances.


MatterPure substancesMixture

Investigate substances as pure or as a mixture.

What is a pure substance?

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Science CurriculumSTANDARD: The Physical Setting/Chemistry – Physical Behavior of Matter

KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.Performance indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them


V.2 The three phases of matter (solids, liquids and gases) have different properties.

Use a simple particle model to differentiate among properties of solids, liquids, and gases.

Compare and contrast the properties of solids, liquids and gases.

Draw a particle model diagram to show the properties of solids, liquids, and gases.


SolidLiquidGas

Practice classifying materials to determine whether it is a solid, liquid or gas.

Build models to represent solids, liquids and gases.

How are the characteristics of solids, liquids and gases different?

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V.3 A pure substance (element or compound) has a constant composition and constant properties throughout a given sample, and from sample to sample.

Use particle models/ diagrams to differentiate among elements, compounds, and mixtures.

Define a pure substance in terms of composition and properties.

Identify the properties and composition of various pure substances.

Classify substances as pure based on composition and properties.

Draw a particle diagram to demonstrate the differences between elements, compounds, and mixtures.


Pure substanceConstant compositionConstant propertiesCompoundElement

Compare the properties and composition of various substances to determine their purity.

Have students draw particle model diagrams showing Sodium (Na, solid), chlorine (C1 , gas) Iron (Fe, solid), Salt (NaC1, solid), and a mixture of salt and iron.

How can a substance be classified as pure?

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KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.Performance indicator3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them


V.4 Elements are substances that are composed of atoms that have the same atomic number. Elements can not be broken down by chemical change.

Define an element. Explain how a carbon atom is different from an oxygen atom.

Distinguish a specific element from various other atoms, compounds and mixtures.


Chemical changeElements

Conduct research on various elements. Mini-activity: Identify elements from

examples of elements, compounds, and mixtures.

Why are elements considered pure?

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V.5 Mixtures are composed of two or more different substances that can be separated by physical means. When different substances are mixed together, a homogeneous or heterogeneous mixture is formed.

Distinguish between a homogenous and heterogeneous mixture.

Define heterogeneous mixture and homogeneous mixture.

Classify mixtures as homogeneous and heterogeneous.

Differentiate between mixtures, elements, and compounds.


MixturePhysical propertyPhysical changeHomogenousHeterogeneous

Observe several mixtures and categorize the mixtures as homogeneous or heterogeneous.

Prepare homogenous and heterogeneous mixtures.

What is a mixture?

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V.6 The proportion of components in a mixture can be varied. Each component in a mixture retains its original properties.

Explain why mixtures can be easily separated by physical means.

Identify the properties of mixtures. Determine the compounds and their

relative concentration that make up a mixture.

Explain how 10-k, 14-k, and 18-karat gold are mixtures.

Compare and contrast 10-k, 14-k, and 18-k gold.


ProportionRelative concentrationAlloy

Prepare mixtures of varying concentrations. Separate the components in various

mixtures. Draw a particle model to represent the

differences between 10-karat, 14-karat, and 18-karat gold.

Why doesn’t everyone’s Kool-Aid taste the same?

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V.7Differences in properties such as density, particle size, molecular polarity, boiling point and freezing point, and solubility permit physical separation of the components of the mixture.

Identify and differentiate the physical properties that promote the physical separation of mixtures.

Describe the process and use of filtration, distillation, and chromatography in the separation of a mixture.

How would you separate a dry mixture of sulfur, iron, and sugar?

What properties did you observe in each substance?

Did any of the substances share similar properties?


ChromatographyDensityDecantDistillationFiltrationHeterogeneousHomogeneousMelting point/boiling pointMixtureMolecular polarityParticle sizeSolubility

Classify sample mixtures based on macroscopic properties

Design separation procedures for several simple mixtures.(i.e., sand/iron/salt)

Using particle diagrams, illustrate the differences between mixtures and compounds involving the same elements.

How do physical properties effect the separation of a mixture?

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V.8 A solution is a homogeneous mixture of a solute dissolved in a solvent. The solubility of a solute in a given amount of solvent is dependent on the temperature, pressure and the chemical natures of the solute and solvent.

Interpret and construct solubility curves. Use solubility curves to distinguish among

saturated, supersaturated, and unsaturated solutions.

Apply the adage “like dissolves like” to real-would situations.

Interpret and construct solubility curves. Define and identify solute, solvent and

solution. How many grams of KNO are needed to

make a saturated solution at 50°C? Why don’t oil and water mix? Based on Table F, determine the solubility of

the following compounds: AgI, CaSO , FeC1, Na CO .


HomogeneousSoluteSolventConcentratedSaturated/unsaturated/supersaturatedDiluteSolubilitySolution

Prepare different concentration of solutions. Lab: Using KNO or NaNO , construct and

interpret a solubility curve. When given the temperature and grams of

solute, determine if the solution is saturated, unsaturated, or supersaturated.

Practice interpreting Table F to determine the solubility/insolubility of various compounds.

What factors affect the solubility of various solutions?

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V.9 The concentration of a solution may be expressed as molarity (M), percent by volume, percent by mass or parts per million (ppm).

Describe the preparation of a solution, given the molarity (M).

Interpret solution concentration data. Calculate solution concentrations in

molarity(M), percent mass, and parts per million (ppm).

Calculate the molarity on various solutions. Determine the concentration of various

solutions. Compare the concentration of various

solutions. Determine the number of grams of KOH

needed to make 500 ml of a 2.0 M solution.


MolarityMolesParts per millionConcentrationPercent by volumePercent bv mass

Prepare solutions of various concentrations. Practice calculations of solution

concentration (molarity, percent by mass, and parts per million).

What is molarity? How do you know how concentrated a solution

is?

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V.10 The addition of a nonvolatile solute to a solvent causes the boiling point of the solvent to increase and the freezing point of the solvent to decrease. The greater the concentration of particles, the greater the effect.

Describe the effect of the addition of different types of solution will have on the freezing and boiling points of a solvent.

Explain the affect on the freezing and boiling points of a solution as various solutes are added.

Predict the effect of adding different types and concentrations of solutes on the freezing point and boiling point of a solvent.

Which IM solution will have the highest-boiling point?

NaC1


NonvolatileBoiling point elevationFreezing point depression

Practice ordering the effectiveness of different solutes on freezing point depression and boiling point elevation.

Demo: Prepare three cups, one that is pure water, one that is an unsaturated solution and one that is a saturated solution. Place thermometers in each and place them into a freezer. The following day, remove them during class and have students read the temperatures. In the cups you should have a solid block of ice, a “slushy”, and an unfrozen solution.

What factors affect the freezing and boiling points of solutions?

Why are the streets “salted” in the winter?

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KEY IDEA #4: Energy exists in many forms, and when these forms change, energy is conserved.Performance indicator 4.1: Observe and describe transmission of various forms of energy.


V.11 Energy can exist in different forms, such as chemical, electrical, electromagnetic, thermal, mechanical and nuclear.

Describe the various forms that energy can exist.

Define energy and identify several forms. As the temperature of a sample of water is

increasing, what is happening to the average kinetic energy of the water molecules? How is the thermal energy of the water changing?


HeatKinetic energyPotential energyChemical energyNuclear energyMechanical energyElectromagnetic energyElectrical energy

Demonstrate the transfer of energy in different forms.

Burn a piece of magnesium. Have students describe the energy changes that take place.

What are the various forms of energy?

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KEY IDEA #4: Energy exists in many forms, and when these forms change, energy is conserved.Performance indicator 4.2: Explain heat in terms of kinetic molecular theory.


V.12 Heat is a transfer of energy (usually thermal) from a body of higher temperature to a body of lower temperature. Thermal energy is the energy associated with the random motion of atoms and molecules.

Qualitatively interpret heating and cooling curves in terms of changes in kinetic and potential energy, heat of vaporization, heat of fusion, and phase changes.

Distinguish between heat energy and temperature in terms of molecular motion and amount of matter.

Describe the direction of energy transfer between an object that is 10°C and an object that is ˉ5°C.

As temperature increases, what happens to the motion of the molecules that make up matter?

On a heating curve, label the solid, liquid, and gas phases. Where do the solid and liquid phases exist in equilibrium?


Energy transferThermal energyKinetic energyPotential energyHeat of vaporizationHeat of fusion

Lab: Construct a cooling curve. Label heating and cooling curves: solid,

liquid, gas, heat of fusion, heat of vaporization.

Compare the motion of molecules in the solid, liquid, and gas phases.

How is the heat of vaporization determined?

Why does your chair feel cool when you first sit down on it?

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V.13 Temperature is a measure of the average kinetic energy of the particles in a sample of matter. Temperature is not a form of energy.

Distinguish between heat energy and temperature in terms of molecular motion and amount of matter.

Explain phase change in terms of the changes in energy and intermolecular distance.

Convert temperatures in Celsius degrees (°C) to Kelvins (K), and Kelvins to Celsius degrees.

Convert Celsius to Kelvin. Define temperature. Explain the relationship between

temperature and the average kinetic energy of the particles.

Compare the distance between molecules in solids, liquids, and gases.


Kinetic energytemperatureaverage kinetic energyKelvinCelsius

Practice temperature conversions. Practice calculating the amount of heat

energy required to raise a specific amount of water by a pre-determined number of degrees Celsius.

Draw a particle diagram to show the difference in molecular motion between solids, liquid, and gases.

What is the difference between heat energy and temperature?

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KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.Performance indicator 3.4: Use kinetic theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.


V.14The concept of an ideal gas is a model to explain the behavior of gases. A real gas is most like an ideal gas at low pressure and high temperature.

Explain the behavior of gases. Distinguish between a real and an ideal gases using KMT.

Differentiate between combined gas lawBoyles lawCharles law

Describe how certain factors (pressure, volume, temperature and number of particles) affect a gas and the relationship among the Gas Laws

Explain the basic characteristics of a gas in terms of shape and volume.

Under what conditions does a real gas behave most like an ideal gas?


Ideal gasBoyle’s lawCharles’ lawCombined gas law

Video clips of gases with changing parameters

Boyle’s Law lab Charles’ Law lab Use Combined Gas Law to solve

problems.

What everyday objects move in a way similar to gases?

How does an ideal gas behave?

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V.15 Kinetic molecular theory (KMT) for an ideal gas states that all gas particles: (a) are in random, constant, straight-line motion, (b) Are separated by great distances relative to their size; the volume of gas particles is considered negligible, (c) have no attractive forces between them, (d) have collisions that may result in a transfer of energy between particles, but the total energy of the system remains constant.

Explain the KMT for ideal gases. Describe the behavior of gases as it relates to KMT.

Describe one way that real gases deviate from the Kinetic Molecular Theory.


Kinetic Molecular Theory (KMT)ideal gas

Have students work in groups to complete a poster to represent one of the statements of the Kinetic Molecular Theory. Each group should give a two-minute presentation.

What is KMT? How does KMT relate to molecular

movement of gas particles?

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V.16 Collision theory states that a reaction is most likely to occur if reactant particles collide with the proper energy and orientation.

Explain the factors necessary for reactions to occur.

What must happen between reactants in order for a reaction to occur?


Collision theoryOrientation

Computer simulation of nitrogen gas (N ) and hydrogen gas (H ) to produce ammonia (NH ).

What is collision theory?

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V.17 Kinetic molecular theory describes the relationships of pressure, volume, temperature, velocity and frequency and force of collisions among gas molecules.

Describe the relationship between pressure, temperature, volume, velocity and frequency with collisions among gas molecules.

Explain the gas laws in terms of KMT. Solve problems using the combined gas

law.

Explain the gas laws in terms of KMT. Identify the factors that effect the collision

of gas molecules. Why does heating a hot air balloon cause

the balloon to rise? A gas sample has a volume of 100.0 ml at

a pressure of 1.00 atm. If the volume increases to 150.0 ml and the temperature remains constant, what will the new pressure be?


PressureVolumeTemperatureVelocityFrequency

Practice solving problems using the combined gas law.

For the same number of molecules of gas, have students predict the impact of changing the pressure volume, temperature and velocity on the frequency of collisions.

Identify standard temperature and pressure.

How does increasing the volume of gas effect the number of gas collisions?

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V.18 Equal volumes of different gases at the same temperature and pressure contain an equal number of particles.

Explain the relationship between different various gases in terms of the number of particles and the volume of gas present.

How do the number of particles of 1.0 L of C1 gas at 20°C compare to 1.0 L of H gas at 20°C?


TemperaturePressure

Investigate the behavior and characteristics of equal volumes of different gases.

How are equal volumes of different gases similar?

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Major Understanding Performance Indicators Suggested AssessmentV.19

The concepts of kinetic and potential energy can be used to explain physical processes that include: fusion (melting), solidification (freezing), vaporization (boiling, evaporation), condensation, sublimation and deposition.

Qualitatively interpret heating and cooling curves in terms of changes in kinetic and potential energy, heat of vaporization, heat of fusion, and phase changes.

Calculate the heat involved in a phase or temperature change for a given sample of matter.

Explain phase change in terms of the changes in energy and intermolecular distances.

How much heat is needed to completely melt 30.0 g of ice?

Draw particle diagrams to show the liquid and gas phases.

Determine which type of energy (kinetic or potential) is changing at different points of the heating/cooling curve.


Condensation Deposition EndothermicExothermicFreezingFusionHeat of FusionHeat of VaporizationSublimationVaporizationMeltingBoilingEvaporation

Use particle diagrams to depict the physical process of each phase change.

Cooling/heating curve Lab Heat of fusion/vaporization calculations.

How does the kinetic and potential energy change for a substance that is cooling and eventually solidifies?

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KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.Performance indicator 3.2: Use atomic and molecular models to explain common chemical reaction.


V.20 A physical change results from the rearrangement of existing particles in a substance. A chemical change results in the formation of different substances with changed properties.

Distinguish between chemical and physical changes.

Identify and define physical changes. Identify and define chemical changes. Compare and contrast the processes of

chemical and physical changes. Differentiate between chemical and physical

changes in terms of properties of substances and the particles within them.


ReactantProductPhysical changeChemical change

Demo: Conduct several physical and chemical changes. Have students classify each change and explain why.

Classify a list of changes as chemical or physical.

How is a chemical change different from a physical change?

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KEY IDEA #4: Energy exists in many forms, and when these forms change, energy is conserved.Performance indicator 4.1: Observe and describe transmission of various forms of energy.


V.21Chemical and physical changes can be exothermic or endothermic.

Distinguish between endothermic and exothermic reactions, using energy terms in a reaction equation, , potential energy diagrams or experimental data.

Identify and define exothermic reaction. Identify and define endothermic reactions. Compare and contrast exothermic and

endothermic reactions that result from chemical and physical changes.

Describe the energy changes that occur within a system that includes the surrounding room for reactions that are exothermic and endothermic.

How much energy is given off by a burning sample when 100-0 ml of water is raised from 20°C to 45°C?


Endothermic reactionExothermic reaction

Investigation on exothermic and endothermic reactions resulting for physical and chemical changes.

Lab: Kitchen calorimetry Use Table I and the values to classify

reactions as exothermic or endothermic. Demo: Exothermic dissolving of CaCl2. Demo: Endothermic mixing of two solids-

Ba(NO3) 2 and NH4SCN. Discuss the energy flow between the system and the surroundings.

How are endothermic and exothermic reactions different?

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KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.Performance indicator 3.1: Explain the properties of materials in terms of arrangement and properties of the atoms that compose them.


V.22The structures and arrangement of particles and their interactions determine the physical state of a substance at a given temperature and pressure.

Explain how the state of a substance is influenced by the structure and arrangement of particles.

Use simple particle models to differentiate among properties of solids, liquids, and gases.

Describe how arrangement of particles determines the state of matter.

Identify the states of matter based on the structures and arrangement of particles.


Gaseous phaseLiquid phaseSolid phaseIndefinite shapeDefinite shapeIndefinite volumeDefinite volume

Use particle diagrams to depict the arrangement of particles in the different phases.

Use water, air and coins to show the type (definite/indefinite) shape and volume of the different phases.

How does the internal structure of a phase effect its macroscopic properties?

How are the particles arranged differently in solids, liquids, and gases?

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V.23Intermolecular forces created by the unequal distribution of charge result in varying degrees of attraction between molecules. Hydrogen bonding is an example of a strong intermolecular force.

Explain vapor pressure, evaporation rate, and phase changes in terms of intermolecular forces.

Explain how unequal distribution of charges influences the attraction between molecules.

Identify intermolecular forces. Compare and contrast the effects of equal

and unequal distribution of charges. Describe how attraction occurs between

molecules. Why is water a liquid at room temperature

and not a gas? When the vapor pressure of a sample of

ethanol is reduced to 72 KPa, what is the temperature?


Intermolecular forcesUnequal distribution of chargeHydrogen bondingVander Waals forcesDipole-dipoleVapor pressure

Demonstrate attraction and repulsion of various materials.

Observe videos / overhead transparencies on how intermolecular forces contribute to attraction of molecules.

Draw a diagram of several water molecules. Show the regions of charge and indicate the areas of attraction between molecules.

Use Table H to determine vapor pressure at a specific temperature for propanone, ethanol, water, or ethanoic acid.

Use Table H to determine the temperature at a specific vapor pressure for propanone, ethanol, water, or ethanoic acid.

How do intermolecular forces charge the degree of molecular attraction?

Why does water form a meniscus in a graduated cylinder?

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V.24Physical properties of substances can be explained in terms of chemical bonds and intermolecular forces. These properties include conductivity, malleability, solubility, hardness, melting point and boiling point.

Compare physical properties of substances based on chemical bonds and intermolecular forces, e.g., conductivity, malleability, solubility, hardness, melting point, and boiling point.

Compare and contrast the physical properties and chemical bonds/ intermolecular forces of various substances.

Describe the relationship between intermolecular forces/chemical bonds and physical properties.

Compare the conductivity, malleability, solubility, hardness, melting point, and boiling point for ionic and molecular substances; polar and nonpolar compounds.


ConductivityMalleabilitySolubilityHardnessMelting pointBoiling point

Construct charts of physical properties and types of chemical bonds.

Investigate the relationship between chemical bonds and physical properties.

Lab: Comparing the physical properties of ionic and covalent compounds.

Who do some substances conduct electricity?

Why are some substances hard while others are soft?

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Science Curriculum

TOPIC VIKINETICS / EQUILIBRIUM

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Science CurriculumSTANDARD 4: Kinetics/ Equilibrium

KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.Performance Indicator 3.4: Use kinetic molecular theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.


VI.1 Collision theory states that a reaction is most likely to occur if reactant particles collide with the proper energy and orientation.

Use collision theory to explain how various factors, such as temperature, surface area, and concentration, influence the rate of reaction.

Summarize the steps that are necessary for products to be produced in a chemical reaction.


Collision theoryOrientationKinetic molecular theoryReactantProductEffective collision

Computer simulation of the production of ammonia.

What is collision theory? How are products produced in a chemical

reaction?

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Science CurriculumSTANDARD 4: Kinetics / Equilibrium



VI.2 The rate of a chemical reaction depends on several factors: temperature, concentration, nature of reactants, surface area, and the presence of a catalyst.

Explain how a change in surface area, temperature, concentration, a catalyst, or the nature of the reactants affects reaction rate.

Describe the effect of reducing the surface area of a reactant.

Identify two changes that could be made in a reaction in order to increase the rate of the reaction.


Reaction rateNature of reactantsSurface areaCatalyst

Activity: Have students use Alka-Seltzer or dilute vinegar and baking soda to explore the various factors (temperature, surface area, concentration).

Lab: Factors Affecting Reaction Rates Activity: Reaction rate and temperature of

vinegar (react 1-2 cm of Mg ribbon in vinegar that is 10°C below room temperature, room temperature, & 10°C, 20°C, 30°C, 40°C above room temperature.

How can chemical reactions be sped up (or slowed down)?

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VI.3 Some chemical and physical changes can reach equilibrium.

Identify examples of physical equilibria as solution equilibrium and phase equilibrium, including the concept that a saturated solution is at equilibrium.

Explain how liquid and solid water are at equilibrium at 0°C.

Provide an example of both a physical and a chemical change that is at equilibrium.


EquilibriumPhase equilibriumDynamic equilibriumSaturated solution

Activity: Prepare a saturated solution. Show the effects of adding additional solute.

What is equilibrium?

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VI.4 At equilibrium the rate of the forward reaction equals the rate of the reverse reaction. The measurable quantities of reactants and products remain constant at equilibrium.

Describe the concentration of particles and rates of opposing reactions in an equilibrium system.

Explain the relationship between the concentrations of products and reactants at equilibrium.

Compare the rate of product formation to the rate of reactant formation for a reaction at equilibrium.


EquilibriumForward reactionReverse reaction

Use a particle model to simulate the concentrations of products and reactants at equilibrium and how the rates of the forward and reverse reactions are equal.

What does an arrow () mean in a chemical reaction?

What might it mean if the arrow was drawn in the opposite direction ()?

What if the two arrows were combined when writing a chemical reaction () ?

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VI.5 LeChatelier’s principle can be used to predict the effects of stress (change in pressure, volume, concentration, and temperature) on a system at equilibrium.

Qualitatively describe the effect of a given stress on equilibrium, using LeChatelier’s principle.

For the given reaction,

2N2(g) + 3H2(g) 2NH3(g) + heat

What would be the effect of . . .

Increasing the pressure? Increasing the concentration of

N2(g)? Increasing the temperature?


LeChatelier’s principleStressEquilibriumSolution equilibriumHaber process

Review the effect of pressure, volume, concentration, and temperature on a system at equilibrium.

Have students practice how each of these stresses would effect different systems.

When a reaction is at equilibrium, how would adding more of one of the reactants effect the equilibrium?

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Science Curriculum

STANDARD 4: Kinetics / Equilibrium

KEY IDEA 4: Energy exists in many forms, and when these forms change energy is conserved.Performance Indicator 4.1: Observe and describe transmission of various forms of energy.


VI.6 Energy released or absorbed by a chemical reaction can be represented by potential energy diagram.

Read and interpret potential energy diagrams: PE of reactants and products, activation energy (with or without a catalyst), heat of reaction.

Compare and contrast PE diagrams from an endothermic and an exothermic reaction.

Draw a potential energy diagram for an endothermic reaction. Label the following: 1. potential energy of reactants and products; 2. activation energy (with and without a catalyst); 3. heat of reaction.


Potential energy diagrams (endothermic & exothermic)Endothermic reactionExothermic reactionActivation energyHeat of reactionPE of reactantsPE of productsEnthalpy

Draw and label potential energy diagrams. What is an endothermic reaction? What is an exothermic reaction?

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KEY IDEA 4: Energy exists in many forms, and when these forms change energy is conserved.Performance Indicator 4.1: Observe and describe transmission of various forms of energy.


VI.7 Energy released or absorbed during a chemical reaction (heat of reaction) is equal to the difference between the potential energy of the products and the potential energy of the reactants.

Read and interpret potential energy diagrams: heat of reaction, endothermic or exothermic for the forward or reverse reaction.

Show using potential energy diagrams how the heat of reaction differs between endothermic and exothermic reactions.


Heat of reactionSpontaneous reaction

Draw potential energy diagrams for both endothermic and exothermic reactions. Label the potential energy of the reactants and products.

Define the heat of reaction. Show how the difference in potential

energies between the products and the reactants can be read from the diagram and used to calculate the heat of reaction.

What is the heat of reaction?

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VI.8 A catalyst provides an alternate reaction pathway, which has a lower activation energy than an uncatalyzed reaction.

Read and interpret potential energy diagrams: activation energy with and without a catalyst.

Explain how the presence of a catalyst affects the potential energy of the reactants/products, the activation energy, and the heat of reaction.


CatalystActivated complexEnzyme

Provide students with a potential energy diagram that shows the effect of a catalyst. Have students describe the role of a catalyst in a reaction.

What is a catalyst? How do catalysts effect chemical

reactions?

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VI.9 Entropy is a measure of the randomness or disorder of a system. A system with greater disorder has greater entropy.

Explain entropy. Using a classroom as an example, tell how it could reach a higher state of entropy.


EntropyDisorder

Provide students with many examples and pictures of systems. Compare the entropy between examples.

What is entropy?

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VI.10 Systems in nature tend to undergo changes toward lower energy and higher entropy.

Compare the entropy of the different phases of matter.

Compare the energy before and after bonds are formed.

Is the entropy increasing or decreasing in the following examples? H2O(l) H2O(s) H2O(s) H2O(g)


Chaos theory Have students provide examples that show systems moving toward a lower energy state.

Have students provide examples that show systems moving toward a higher entropy.

What type of system would have the highest entropy?

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Science Curriculum

TOPIC VIIORGANIC CHEMISTRY

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Science CurriculumSTANDARD: The Physical Setting/Chemistry – Organic Chemistry



VII.1Organic compounds contain carbon atoms, which bond to one another in chains, rings and networks to form a variety of structures. Organic compounds can be named using the IUPAC system.

Classify an organic compound based on its structural or condensed structural formula. (i.e. CH3COOH or –C-C-OH)

Provide the IUPAC name for a compound when given the structural formula.

Name hydrocarbons using the IUPAC system.

Identify which compounds are organic when given the structural formulas.


AlkaneAlkeneAlkyneStructureOrganic compoundChainRingNetworkIUPAC systemInorganic compound

Using a molecular model kit and tables P and Q, have students build various hydrocarbons, name them and draw their structural formulas.

Practice identifying organic compounds. Ex.: Which of the following compounds are organic:

What is an organic compound? What do the lines in a structural formula

represent?

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VII.2Hydrocarbons are compounds that contain only carbon and hydrogen. Saturated hydrocarbons contain only single carbon-carbon bonds. Unsaturated contain at least one multiple carbon-carbon.

Classify an organic compound as an alkane, alkene, and alkyne based on its structural or condensed structural formula.

(i.e. CH3COOH or –C-C-OH) Draw a structural formula for alkanes,

alkenes, and alkynes containing a maximum of ten carbon atoms.

Define and distinguish between saturated and unsaturated hydrocarbons.

Draw structural formulas for hydrocarbons.


SaturatedUnsaturatedHydrocarbonBenzene

Using a molecular model kit and tables P and Q, have students build alkanes, alkenes, and alkynes, name them and draw their structural formulas.

Practice drawing alkanes, alkenes, and alkynes when provided the names.

How are saturated and unsaturated hydrocarbons different?

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VII.3Organic acids, alcohols, esters, aldehydes, ketones, ethers, halides, amines, amides and amino acids are categories of organic molecules that differ in their structures. Functional groups impart distinctive physical and chemical properties to organic compounds.

Classify an organic compound based on its structural or condensed structural formula. (i.e. CH3COOH or –C-C-OH)

Draw a structural formula with the functional group (s) on a straight chain hydrocarbon backbone, when given the correct IUPAC name for the compound.

Identify hydrocarbon derivatives based on their functional groups: organic acids, alcohols, esters, aldehydes, ketones, ethers, halides, amines, amides and amino acids.

Given the name or molecular formula of a hydrocarbon derivative, draw its structural formula.


AlcoholAldehydeAmideAmineAmino acidEsterEtherFunctional groupKetoneOrganic acidHalide

Using a model kit and tables P, Q and R, have students build various hydrocarbon derivatives, name them and draw their structural formulas.

Practice drawing the structural formulas for organic acids, alcohols, esters, aldehydes, ketones, ethers, halides, amines, and amides when given the IUPAC name.

What are some common hydrocarbon derivatives that you use daily?

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VII.4Isomers of organic compounds have the same molecular formula but different structures and properties.

Draw structural formulas to represent various isomers of a compound.

Compare and contrast two isomers.

For isomers: identify, name and draw the structural and molecular formulas.

Describe the similarities and differences between two isomers.

Draw two isomers of heptane.


Isomer Practice drawing and naming isomers. What is an isomer?

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VII.5In a multiple covalent bond, more than one pair of electrons are shared between atoms. Unsaturated organic compounds contain at least one double or triple bond.

Draw structural formulas for alkenes and alkynes containing a maximum of ten carbon atoms.

Classify an organic compound as saturated or unsaturated based on its structural or condensed structural formula.

Why are saturated fats worse for your body than unsaturated fats?

How would you recognize an unsaturated compound?


Practice categorizing compounds as saturated or unsaturated based on the structural formula.

Compare the bond strength of single and multiple covalent bonds.

How does a multiple covalent bond differ from a single covalent bond?

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KEY IDEA #3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions.


VII.6Types of organic reactions include addition, substitution, esterification, fermentation, saponification, combustion and both substitution and addition polymerization.

Identify types of organic reactions. Determine missing reactant or product in a

balanced equation.

Classify organic reactions as: addition, substitution, esterification, fermentation, saponification, combustion and either substitution and addition polymerization.

Identify the missing product from the reaction below:


Addition reactionEsterificationFermentationPolymerPolymerizationSaponificationSubstitution reactionHalogenHydrogenationMonomer

Using a model kit, have students build the reactants of various organic reactions and then rearrange them to form the products.

Esterification Lab/Demo (caution concentrated H2SO4 (aq) )

Fermentation project

How are esters and halides formed?

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Science Curriculum

TOPIC VIIIOXIDATION – REDUCTION

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Science Curriculum

STANDARD 4: Oxidation-ReductionKEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.Performance Indicator 3.2: Use atomic and molecular models to explain common chemical reactions.


VIII.1 An oxidation-reduction (redox) reaction involves the transfer of electrons (e-).

Determine a missing reactant or product in a balanced equation.

Assign oxidation numbers to identify redox reactions.

Fill in the missing product in the following reaction:


OxidationReductionOxidation-reduction reaction

Lab: Copper into gold – the alchemist’s dream

The rules for assigning oxidation numbers Identifying oxidation-reduction reactions. Practice filling in the missing product or

reactant in redox reactions.

What is an oxidation-reduction reaction? How are redox reactions different from

regular chemical reactions?

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Science CurriculumSTANDARD 4: Oxidation-Reduction



VIII.2 Reduction is the gain of electrons.

Assign oxidation numbers to show an element gaining electrons.

Classify the species that is reduced in the following equation:


ReductionGER (Gain Electrons Reduction)RIG (Reduction Is Gain)

Provide a set of half-reactions. Have students assign oxidation numbers and determine which reactions involve the gaining of electrons.

What is reduction?

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VIII.3 A half-reaction can be written to represent reduction.

Write and balance half-reactions for oxidation and reduction of free elements and their monatomic ions.

Select which elements/monatomic ions are reduced in given chemical reactions. Write the half-reaction for each reduction.


Half-reaction Assign oxidation numbers to all elements in an oxidation-reduction reaction.

Practice writing the half-reaction for the reduction of the element/monatomic ion in the reaction.

How can the gain of electrons be shown in a chemical reaction?

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VIII.4 Oxidation is the loss of electrons.

Assign oxidation numbers to show an element gaining electrons.

Classify the species that is oxidized in the following equation:


OxidationLEO (Lose Electrons Oxidation)OIL (Oxidation Is Lose)

Provide a set of half-reactions. Have students assign oxidation numbers and determine which reactant is gaining electrons.

What is oxidation?

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VIII.5 A half-reaction can be written to represent oxidation.

Write and balance half-reactions for oxidation and reduction of free elements and their monatomic ions.

Select which elements/monatomic ions are reduced in given chemical reactions. Write the half-reaction for each reduction.


Half-reaction Assign oxidation numbers to all elements in an oxidation-reduction reaction.

Practice writing the half-reaction for the oxidation of the element/monatomic ion in the reaction.

How can the loss of electrons be shown in a chemical reaction?

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VIII.6 In a redox reaction, the number of electrons lost is equal to the number of electrons gained.

Interpret balanced half-reactions in terms of conservation of charge.

Explain the law of conservation of charge by using a redox reaction.


Conservation of charge Balance redox reaction through using the half-reaction method.

What is the law of conservation of charge?

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KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.Performance Indicator 3.1: 3.2 Use atomic and molecular models to explain common chemical reactions.


VIII.7 Oxidation numbers (states) can be assigned to atoms and ions. Changes in oxidation numbers indicate that oxidation and reduction have occurred.

Determine the oxidation numbers of atoms or ions in a redox reaction.

Classify reactions as being redox or non-redox.

Provide oxidation numbers for every atom or ion in a chemical reaction.

Compare and contrast redox and non-redox reactions.


Oxidation numberOxidation state

Review the “Rules for Assigning Oxidation Numbers”.

Practice assigning oxidation numbers to atoms or ions in chemical reactions.

Use oxidation number changes to categorize reactions as being redox or non-redox.

What is an oxidation state? What information does an oxidation

number tell you?

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VIII.8 An electrochemical cell can be either voltaic or electrolytic. In an electrochemical cell, oxidation occurs at the anode and reduction at the cathode.

Compare and contrast voltaic and electrolytic cells.

Explain where oxidation and reduction occur in electrochemical cells.

Classify a given electrochemical cell as being voltaic or electrolytic.


Electrochemical cellVoltaic cellElectrolytic cellAnodeCathode

Diagram the parts of electrochemical cells. Lab – Electrochemical cells

What is an electrochemical cell?

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VIII.9 A voltaic cell spontaneously converts chemical energy to electrical energy.

When given a chemical reaction, identify and label the parts of a voltaic cell (cathode, anode and salt bridge) and direction of electron flow.

Use an activity series to determine whether a redox reaction is spontaneous

In a given diagram of a voltaic cell, use Table J to determine the anode and cathode and label the direction of electron flow.

Write the half-reactions for oxidation and reduction reactions.


Chemical energyElectrical energySpontaneouslyVoltmeterSalt bridgeMigration of ions

Diagram the parts of a voltaic cell. Lab – Electrochemical cells

How does a battery work?

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VIII.10 An electrolytic cell requires electrical energy to produce chemical change. This process is known as electrolysis.

When given a chemical reaction, identify and label the parts of an electrolytic cell (cathode, anode) and direction of electron flow.

Explain how an electrolytic cell is different from a voltaic cell.

In a given diagram of an electrolytic cell, determine the anode, cathode, and direction of electron flow.


ElectrolysisElectric currentPlating

Diagram the parts of an electrolytic cell. Lab – Electrolytic cell

How is jewelry plated in gold?

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Science Curriculum

TOPIC IXACIDS, BASES, AND SALTS

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Science CurriculumSTANDARD 4: STANDARD 4: STANDARD 4: Acids, Bases, and Salts



IX.1 Behavior of many acids and bases can be explained by the Arrhenius theory. Arrhenius acids and bases are electrolytes.

Identify substances as Arrhenius acids or Arrhenius bases when given the properties.

Compare and contrast the properties of acids and bases.


Arrhenius acidArrhenius baseElectrolyteHydronium ionHydogen ionHydroxide ion

Use common household acids and bases to have students explore the properties of acids and bases.

What are some characteristics of acids and bases?

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IX.2 An electrolyte is a substance which, when dissolved in water, forms a solution capable of conducting an electric current. The ability of a solution to conduct an electric current depends on the concentration of ions.

Explain the relationship between acid and base strength and the ability to conduct electricity.

Identify substances as electrolytes.

Compare two or more substances and determine which one will conduct electricity to the greatest extent.

Which of the following substances are electrolytes?

NaOH NaC1


ElectrolyteConductivity apparatusElectric current

Use a conductivity apparatus to identify which solutions contain electrolytes.

Categorize acids/bases as weak or strong based on the brightness of the light bulb.

Why do acids and bases conduct electricity?

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IX.3 Arrhenius acids yield H+

(aq), hydrogen ions, as the only positive ions in aqueous solution. The hydrogen ion may also be written as H30+

(aq), hydronium ion.

Identify acids as yielding H+, hydrogen ions. When given a list of compounds, select which ones would be classified as Arrhenius acids.


Hydrogen ionHydronium ionAqueous solution

Provide students with a list of five acids. Have students determine the commonality between them.

What does it mean for an aqueous solution to be an acid?

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IX.4 Arrhenius bases yield OH-

(aq), hydroxide ion, as the only negative ion in an aqueous solution.

Identify bases as producing OH‾, hydroxide ions in solutions.

When given a list of compounds, select which ones would be classified as Arrhenius bases.


Hydroxide ion Provide students with a list of five Arrhenius bases. Have students write a working definition based on their similarities.

What makes a solution basic?

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IX.5 In the process of neutralization, an Arrhenius acid and an Arrhenius base react to form salt and water.

Write simple neutralization reactions when given the reactants.

Complete neutralization reactions when given the reactants.


NeutralizationSalt

Lab: Neutralization reactions Have students practice writing the products

of neutralization reactions.

What happens when you mix a strong acid and a strong base?

What is a salt?

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Science CurriculumSTANDARD 4: STANDARD 4: Acids, Bases, and Salts



IX.6 Titration is a laboratory process in which a volume of solution of known concentration is used to determine the concentration of another solution.

Calculate the concentration or volume of a solution, using titration data.

What is the concentration of NaOH if 20 ml of NaOH is neutralized by 80 ml of 2.0 M HCl?


TitrationBuretIndicatorEnd pointPhenolphthalein

Titration Lab Practice titration calculations.

How much 1M NaOH is needed to neutralize a 50 ml of .2M HC1?

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IX.7 There are alternate acid-base theories. Once such theory states that an acid is an H+ donor and a base is an H+ acceptor.

Identify acids as proton donors and bases as proton acceptors-.

Classify acids and bases on given reactions based on proton (H+) transfers.

Explain why both the Arrhenius and Brönsted-Lowry definitions of acids and bases are necessary.


Bronsted-Lowry AcidBonsted-Lowry BaseProton (H+)

Discuss the limitations of the Arrhenius definition of acids and bases using ammonia and sodium carbonate as examples.

Practice identifying acids and bases using the proton donor/acceptor theory.

How can NH3 be a base if it doesn’t contain OH‾?

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IX.8 The acidity and alkalinity of an aqueous solution can be measured by its pH value. The relative level of acidity or alkalinity of a solution can be shown by using indicators.

Interpret changes in acid-base indicator color.

Identify solutions as acid, base, or neutral based upon the pH.

What would result if thymol blue was added to a solution of HNO3?

Milk of Magnesia has a pH of 10.5. Is this an acidic, basic, or neutral solution?

Why did the phenolphthalein indicator turn from colorless to pink during the titration lab?


AcidityAlkalinityIndicatorpH value

Activity: Test several acids and bases using a variety of different indicators.

Select appropriate acid-base indicators to identify a pH change when given specific pH range.

How could you tell if an unknown solution was an acid or a base?

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Science CurriculumSTANDARD 4: Acids, Bases, and Salts



IX.9 On the pH scale, each decrease of one unit of pH represents a tenfold increase in hydronium ion concentration.

Interpret a pH change of one unit representing a solution ten times more or less acidic.

Determine the change in acidity level by examining the change in pH.

Explain how the acidity level of lemon juice (pH = 2.5) compares to the acidity level of tomato juice (pH = 4.5).


pH scalelogarithmic scaleacidicbasicneutral

Draw a pH scale and label it 0 – 14. Have students draw a double bar graph to

represent the concentrations of H30+ and OH‾ at pHs of 3, 7, and 10. (y-axis: concentration of H30+ ranging from 1 x 100 to 1 x 10-14; x-axis = pH)

What do the numbers on the pH scale mean?

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Science Curriculum

TOPIC XNUCLEAR CHEMISTRY

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Science CurriculumSTANDARD 4: Nuclear Chemistry



X.1 Stability of isotopes is based on the ratio of the neutrons and protons in its nucleus. Although most nuclei are stable, some are unstable and spontaneously decay emitting radiation.

Determine which atoms are most likely to decay and emit radiation based on the ratio of neutrons to protons.

Explain why some atoms are radioactive

Explain how the ratio of protons to neutrons effects the stability of nuclei.

Describe transmutation.


TransmutationSpontaneousRadiation

Construct models of radioactive and non-radioactive nuclei (ex. ).

Use the nuclear models to show the instability caused by the excess neutrons.

Show the decay series for Uranium-238.

Why are some elements radioactive?

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KEY IDEA 4: Energy exists in many forms, and when these forms change energy is conserved.Performance Indicator 4.4: Explain the benefits and risks of radioactivity.


X.2 Each radioactive isotope has a specific mode and rate of decay (half-life).

Calculate the initial amount, the fraction remaining, or the half-life of a radioactive isotope when given two of the three variables.

How much of a 30.g sample of strontium – 90 will remain after 84.3 years?

At the end of 12 days, ¼ of an original sample of a radioactive element remains. What is the half-life of the element?

After 62.0 hours, 1.0 gram remains unchanged from a sample of Potassium-42. How much K-42 was in the original sample?


Half-lifeIsotopeRadioactivityRadioisotopesSpontaneous decay

Half-life simulation Half-life problems to calculate one of the

following variables: initial amount, fraction remaining, or half-life of a radioactive isotope.

Interpret half-life information from graphed data.

What is half-life? What factors affect half-life?

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KEY IDEA 5: Energy and matter interact through forces that result in changes in motion.Performance Indicator 5.3: Compare energy relationships within an atom’s nucleus to those outside the nucleus.

Major Understanding Performance Indicators Suggested AssessmentX.3

A change in the nucleus of an atom that converts it from one element to another is called transmutation. This can occur naturally or can be induced by the bombardment of the nucleus by high-energy particles.

Distinguish between natural and artificial transmutation.

Classify examples of artificial and natural transmutation.

Explain the differences between atoms that undergo artificial and natural transmutation.


Artificial transmutationNatural transmutationBombardmentInduceHigh-energy particles

Practice identifying nuclear reactions as natural or artificial transmutations.

How can one type of atom change into a different type of atom?

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X.4Spontaneous decay can involve the release of alpha particles, beta particles, positrons, and/or gamma radiation from the nucleus of an unstable isotope. These emissions differ in mass, charge, ionizing power, and penetrating power.

Indicate the differences in mass, charge, ionizing power, and penetrating power between alpha, beta, and gamma radiation.

Determine decay mode and write nuclear equations showing alpha and beta decay.

Identify given types of radiation based on charge and penetrating power.

Explain which type of radiation (alpha, beta, or gamma) would be most harmful.


Alpha decayAlpha particleBeta decayBeta particleElectronGamma radiationIonizing powerNeutronNucleonPositronProtonSubatomic particleTransmutation

Write nuclear equations showing alpha and beta decay.

Lab: Comparing the strength and penetrating power of alpha and beta decay.

Label alpha, beta, and gamma radiation based on the charge as they move through parallel charged plates.

How are beta particles, alpha particles, and gamma radiation different?

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X.5 Nuclear reactions include natural and artificial transmutation, fission, and fusion.

Compare and contrast fission and fusion reactions.

Compare and contrast natural and artificial transmutation.

Classify equations as either fission or fusion.

What are the similarities and differences between natural and artificial transmutation?


FusionFission

Explain how fission and fusion reactions are similar to and different from each other.

What is the difference between fission and fusion?

How can humans cause a non-radioactive nucleus to change into a different nucleus?

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X.6 There are benefits and risks associated with fission and fusion reactions.

Compare and contrast the benefits and risks of nuclear reactions.

Write a persuasive essay in support or opposition of nuclear reactions.


FissionFusion

Brainstorm the benefits of fission/fusion. Brainstorm the risks of fission/fusion.

Are fission reactions worth the risk?

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X.7 Nuclear reactions can be represented by equations that include symbols which represent atomic nuclei (with the mass number and atomic number), subatomic particles (with mass number and charge), and/or emissions such as gamma radiation.

Complete nuclear equations. Predict missing particles from nuclear

equations.

Write nuclear decay equations showing alpha and beta decay for given radioisotopes from Table N.

Fill in the missing particle from the nuclear equation below:


Artificial transmutationDecay seriesFissionFusionInduced transmutationMan-made elementNatural transmutationNuclear equation

Finish nuclear equations. Predict missing particles from the nuclear equations.

Complete the entire nuclear decay series of Uranium-238.

Write the nuclear decay reaction for any radioisotope listed in Table N.

How can a nuclear reaction be represented by an equation?

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X.8 Energy released in a nuclear reaction (fission or fusion) comes from the fractional amount of mass converted into energy. Nuclear changes convert matter into energy.

Describe how energy and mass are related. Explain the source of energy in nuclear reactions.


E = mc2 Practice calculating the amount of energy that is produced from a very small amount of matter.

Why does a nuclear reaction produce so much energy?

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Science Curriculum

STANDARD 4: Nuclear Chemistry



X.9 Energy released during nuclear reactions is much greater than the energy released during chemical reactions.

Compare the amount of energy produced in a nuclear reaction to the energy produced in a regular chemical reaction.

Describe the difference in energy production between nuclear reactions and regular chemical reactions.


Law of conservation of massAtomic bomb

Demonstrate an ordinary chemical reaction. Show a video of a nuclear explosion. Have students brainstorm the similarities

and differences between the two.

How does the energy produced by a nuclear reaction compare to the energy produced by a regular chemical reaction?

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X.10 There are inherent risks associated with

radioactivity and the use of radioactive isotopes. Risks can include biological exposure, long-term storage and disposal, and nuclear accidents.

Explain the risks of radiation. Write a persuasive essay outlining the dangers of radiation and nuclear energy.

Describe the precautions that should be taken at Ginna nuclear power plant.


Breeder reactorChain reactionDisposalExposureLong-term storageNuclear reactorNuclear wasteRadioactive Pollution

Analyze the cost/benefit/risk of nuclear energy compared to other energy sources.

What are the dangers of radiation?

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Science Curriculum

STANDARD 4: Nuclear Chemistry



X.11 Radioactive isotopes have many beneficial uses. Radioactive isotopes are used in medicine and industrial chemistry, e.g., radioactive dating, tracing chemical and biological processes, industrial management, nuclear power, and detection and treatment of diseases.

Explain the many different scientific and medical uses of radioisotopes.

Identify specific uses of some common radioisotopes, such as I-131 in diagnosing and treating thyroid disorders; C-14 to C-12 ratio in dating living organisms; U-238 to Pb-206 ratio in dating geologic formations; Co-60 in treating cancer.

Write an essay outlining the beneficial use of a particular radioisotope and how it positively impacts science.

Describe how carbon-14 is used to determine the age of a sample.


C-14 & biological datingC-60 & treatment of cancerI-131 & thyroid disordersIrradiatedRadiation therapyRadioactive datingTracerU-238, Pb-206 & geological dating

Invite a guest speaker to talk about the medical uses of radioisotopes.

Have students conduct research on a particular radioisotope and give a short 2-minute presentation to the class to teach each other about their assigned radioisotope.

How are radioisotopes important in science?

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