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Whitman-Hanson Regional High School provides all students with a high- quality education in order to develop reflective, concerned citizens and contributing members of the global community.

842/843 Chemistry I Honors Part A & B Grades 10-12 120 Days

Course Description This course includes the study of the fundamentals of chemistry, measurement in chemistry, matter and changes in matter, atomic structure, radioactivity, the Periodic Law, chemical bonding, the composition of compounds, writing chemical equations, and solutions. This is a course that requires some background in solving mathematical problems. Laboratory study is an important part of this course. The goal of the course is to provide the student with an increased opportunity for advanced study and a broad background in chemical principles through greater use of modern theories and principles. This course is recommended for the student who has shown a high degree of interest in previous science and mathematics courses and plans to pursue a career in science or a related field. The course is presented at more depth and at an accelerated pace. The topics are similar in structure to the conventional Chemistry at the Academic level. Chemistry Honors demands a commitment to academic excellence. Students in this class will be expected to do more outside of class readings and complete reports pertaining to chemists and chemistry.

Instructional Strategies Instructional Strategies include but may not be limited to the following:

Smartboard notes and lecture, laboratory work, group work, problems solving, videos, projects, demonstrations, clicker questions, POGIL exercises

Student Learning Expectations

1. Read, write and communicate effectively.2. Utilize technologies appropriately and effectively.3. Apply critical thinking skills.4. Explore and express ideas creatively.5. Participate in learning both individually and collaboratively.6. Demonstrate personal, social, and civic responsibility.

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Unit of Study : Classification of Matter

MA Standard/Strands: 1. Properties of MatterCentral Concept: Physical and chemical properties reflect the nature of the interactions between molecules or atoms, and can be used to classify and describe matter.

1.1 Identify and explain physical properties (e.g., density, melting point, boiling point, conductivity, malleability) and chemical properties (e.g., the ability to form new substances). Distinguish between chemical and physical changes.

1.2 Explain the difference between pure substances (elements and compounds) and mixtures. Differentiate between heterogeneous and homogeneous mixtures.

1.3 Describe the three normal states of matter (solid, liquid, gas) in terms of energy, particle motion, and phase transitions.

6. States of Matter, Kinetic Molecular Theory, and ThermochemistryCentral Concepts: Gas particles move independently of each other and are far apart. The behavior of gas particles can be modeled by the kinetic molecular theory. In liquids and solids, unlike gases, particles are close to each other. The driving forces of chemical reactions are energy and entropy. The reorganization of atoms in chemical reactions results in the release or absorption of heat energy.

6.3 Using the kinetic molecular theory, describe and contrast the properties of gases, liquids, and solids. Explain, at the molecular level, the behavior of matter as it undergoes phase transitions.

6.4 Describe the law of conservation of energy. Explain the difference between an endothermic process and an exothermic process.

Time Frame: 4 weeks

Text (Chapter/Pages)

Chapter 2 – pages 38-61 Chapter 3 – Pages 63-65, 89-99

Other Resources: Videos – Mr. Wizard – A Metter of State, Chemical Tests Demo – Carbon snake POGIL – States of Matter (with clicker questions) Lab – Observing a Chemical Reaction Lab – Forgery Lab – Exothermic and Endothermic Reactions (with Vernier probes) Lab – Density Challenge

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Essential QuestionsConcepts, Content:

What is matter? How do we classify matter? What are the elements? What are compounds? What are mixtures? What are some properties of matter? How do properties provide evidence of the identity of materials? Can matter change? How do changes affect the properties, identities, and interactions of matter?

Targeted Skill(s): Reading: See Appendix A: Reading Standards for Literacy in Science and Technical Subjects 6–12 Identify properties of matter as extensive or intensive. Define physical properties and list several common physical properties of substances. Differentiate among three states of matter. Describe a physical change. Categorize a sample of matter as a substance or a mixture. Distinguish between homogeneous and heterogeneous samples of matter. Describe two ways that components of a mixture can be separated. Explain the difference between an element and a compound. Distinguish between a substance and a mixture. Identify the chemical symbols of elements, and name elements, given their symbols. Describe what happens during a chemical change. Identify four possible clues that a chemical reaction has taken place. Apply the law of conservation of mass to chemical reactions. Convert between Celsius and Kelvin measurement scales. Distinguish between mass and weight of an oblect. Calculate the density of a material from experimental data.

Writing:Lab conclusions describing why the lab was done, how it was done, what happened and why the lab works. Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects6 – 12

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Assessment Practices: Cartesian Diver Project Clicker Questions Labs Teacher created tests and quizzes

Unit of Study : Atomic Structure MA Standard/Strands: 2. Atomic Structure and Nuclear Chemistry

Central Concepts: Atomic models are used to explain atoms and help us understand the interaction of elements and compounds observed on a macroscopic scale. Nuclear chemistry deals with radioactivity, nuclear processes, and nuclear properties. Nuclear reactions produce tremendous amounts of energy and lead to the formation of elements.

2.1 Recognize discoveries from Dalton (atomic theory), Thomson (the electron), Rutherford (the nucleus), and Bohr (planetary model of atom), and understand how each discovery leads to modern theory.

2.2 Describe Rutherford’s “gold foil” experiment that led to the discovery of the nuclear atom. Identify the major components (protons, neutrons, and electrons) of the nuclear atom and explain how they interact.

2.3 Interpret and apply the laws of conservation of mass, constant composition (definite proportions), and multiple proportions.

2.5 Identify the three main types of radioactive decay (alpha, beta, and gamma) and compare their properties (composition, mass, charge, and penetrating power).

2.6 Describe the process of radioactive decay by using nuclear equations, and explain the concept of half-life for an isotope (for example, C-14 is a powerful tool in determining the age of objects).

2.7 Compare and contrast nuclear fission and nuclear fusion.

Time Frame: 4 weeks


Chapter 4 –Pages 100-125Chapter 25 – Pages 798-825

Other Resources: Video- World of Chemistry – The Atom Video – NOVA Science Now – Island of Stability POGIL – Atomic Structure (with clicker questions) Game – nucleogenesis Lab – Half-Life


What is an atom?

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What makes up an atom? Who discovered the atom? How do the various atomic models compare with current scientific evidence? How do models in science change over time? What is an isotope? What do the parts of the atom tell us about the element? What makes something radioactive? How is half life determined? What are radioactive particles? How do radioactive emissions occur? What is transmutation? What is fission? What is fusion? How is nuclear chemistry beneficial in our lives? How is nuclear chemistry harmful to our lives? What medical uses does nuclear chemistry have?

Targeted Skill(s): Reading: See Appendix A: Reading Standards for Literacy in Science and Technical Subjects 6–12 Describe Democritus’ ideas about atoms. Explain Dalton’s atomic theory. Identify three types of subatomic particles. Describe the structure of atoms according to the Rutherford atomic model. Explain what makes elements and isotopes different from each other. Calculate the number of neutrons in an atom. Calculate the atomic mass of an element. Explain why chemists use the periodic table. Explain how an unstable nucleus releases energy. Describe the three main types of nuclear radiation. Describe the type of decay a radioisotope undergoes. Solve problems that involve half-life. Identify the two ways that transmutation can occur. Describe what happens in a nuclear chain reaction. Explain the role of water in the storage of spent fuel rods.

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Distinguish fission reactions from fusion reactions. Describe how radioisotopes are used in medicine.


Assessment Practices: Clicker Questions Labs Teacher created tests and quizzes

Unit of Study : Electrons in Atoms and PeriodicityMA Standard/Strands: 2. Atomic Structure and Nuclear Chemistry

Central Concepts: Atomic models are used to explain atoms and help us understand the interaction of elements and compounds observed on a macroscopic scale. Nuclear chemistry deals with radioactivity, nuclear processes, and nuclear properties. Nuclear reactions produce tremendous amounts of energy and lead to the formation of elements.

2.4 Write the electron configurations for the first twenty elements of the periodic table.

3. PeriodicityCentral Concepts: Repeating (periodic) patterns of physical and chemical properties occur among elements that define families with similar properties. The periodic table displays the repeating patterns, which are related to the atoms’ outermost electrons.

3.1 Explain the relationship of an element’s position on the periodic table to its atomic number. Identify families (groups) and periods on the periodic table.

3.2 Use the periodic table to identify the three classes of elements: metals, nonmetals, and metalloids.3.3 Relate the position of an element on the periodic table to its electron configuration and compare its reactivity

to the reactivity of other elements in the table.3.4 Identify trends on the periodic table (ionization energy, electronegativity, and relative sizes of atoms and ions).

Time Frame: 4 weeks

Text Chapter 5 – Pages 126-153

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(Chapter/Pages) Chapter 6 – Pages 154-185

Other Resources: Lab – Electron Configurations Activity – Electron Bingo Spectroscopy Activity Lab – Flame Tests Video- World of Chemistry – The Periodic Table


How are electrons arranged in atoms? What are valence electrons? How does the structure of the periodic table allow us to predict the chemical and physical properties of an

element? How is the periodic table a template of organization for the material world? How does a study of valence electrons help to explain most chemical phenomena? Why are the elements arranged in the way they are? What are the groups in the Periodic Table? What do the groups represent? What are the trends within the Periodic Table? What can we interpret from the trends within the table? Do the trends relate to the amount of the element? How does the position of the element tell us the reactivity of the element? What is a metal, non metal or a metalloid?

Targeted Skill(s): Reading: See Appendix A: Reading Standards for Literacy in Science and Technical Subjects 6–12 Identify the inadequacies in the Rutherford atomic model. Identify the new proposal in the Bohr model of the atom. Describe the energies and positions of electrons according to the quantum mechanical model. Describe how the shapes of orbitals related to different sublevels differ. Describe how to write the electron configuration of an atom. Explain why the actual electron configurations for some elements differ from those predicted by the Aufbau

principle. Describe the relationship between the wavelength and the frequency of light.

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Identify the source of atomic emissions spectra. Explain how the frequencies of emitted light are related to changes in electron energies. Explain how elements are organized in the periodic table. Identify three broad classes of elements. Describe the information in the periodic table. Classify elements based on electron configuration. Distinguish representative elements and transition metals. Describe trends among the elements. Explain how ions form.

Writing:Essay explaining how the electronic structure of atoms causes atomic spectra.Lab conclusions describing why the lab was done, how it was done, what happened and why the lab works. Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects6 – 12

Assessment Practices: Periodic Table Puzzle Element Project Clicker Questions Labs Teacher created tests and quizzes

Unit of Study : Chemical BondingMA Standard/Strands: 4. Chemical Bonding

Central Concept: Atoms bond with each other by transferring or sharing valence electrons to form compounds.

4.1 Explain how atoms combine to form compounds through both ionic and covalent bonding. Predict chemical formulas based on the number of valence electrons.

4.2 Draw Lewis dot structures for simple molecules and ionic compounds. 4.3 Use electronegativity to explain the difference between polar and nonpolar covalent bonds.4.4 Use valence-shell electron-pair repulsion theory (VSEPR) to predict the molecular geometry (linear, trigonal

planar, and tetrahedral) of simple molecules. 4.5 Identify how hydrogen bonding in water affects a variety of physical, chemical, and biological phenomena

(e.g., surface tension, capillary action, density, boiling point).

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Time Frame: 4 weeks


Chapter 7 – Pages 186-211 Chapter 8 – Pages 212-229, 232-233, 237-251

Other Resources: Video- World of Chemistry – Metals Video- World of Chemistry – Chemical Bonding Lab – Making Molecular Models Lab – Shapes and Polarity Lab – Intermolecular Forces (with Vernier probes) Marble Activity for Intermolecular Forces VSEPR Game Video- Kaboom


Why do atoms bond? How do atoms bond? What are ions? What types of bonds are there? How can we determine the type of bond that is formed? What holds a bond together? How can molecules be represented with Lewis dot structures? What is polarity and how is it determined? How can bonds be broken? What makes a bond strong? What is the difference between intramolecular and intermolecular bonds?

Targeted Skill(s): Reading: See Appendix A: Reading Standards for Literacy in Science and Technical Subjects 6–12 Determine the number of valence electrons in an atom of a representative element. Explain how the octet rule applies to atoms of metallic and nonmetallic elements. Describe how cations and anions form. Explain the electrical charge of an ionic compound. Describe three properties of ionic compounds.

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Model the valence electrons of metal atoms. Describe the arrangement of atoms in a metal. Explain the importance of alloys. Distinguish between the melting points and boiling points of molecular compounds and ionic compounds. Describe the information a molecular formula provides. Describe how electrons are shared to form covalent bonds and identify exceptions to the octet rule. Demonstrate how electron dot structures represent shared electrons. Describe how atoms form double or triple covalent bonds. Describe how VSEPR theory helps predict the shapes of molecules. Describe how electronegativity values determine the distribution of charge in a polar molecule. Evaluate the strength of intermolecular attractions compared with the strength of ionic and covalent bonds.


Assessment Practices: Labs Teacher created tests and quizzes

Unit of Study : Nomenclature and the MoleMA Standard/Strands: 4. Chemical Bonding

Central Concept: Atoms bond with each other by transferring or sharing valence electrons to form compounds.

4.6 Name and write the chemical formulas for simple ionic and molecular compounds, including those that contain the polyatomic ions: ammonium, carbonate, hydroxide, nitrate, phosphate, and sulfate.

5. Chemical Reactions and StoichiometryCentral Concepts: In a chemical reaction, one or more reactants are transformed into one or more new products. Chemical equations represent the reaction and must be balanced. The conservation of atoms in a chemical reaction leads to the ability to calculate the amount of products formed and reactants used (stoichiometry).

5.3 Use the mole concept to determine number of particles and molar mass for elements and compounds.

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5.4 Determine percent compositions, empirical formulas, and molecular formulas.

Time Frame: 4 weeks


Chapter 9 – Pages 252-285 Chapter 10 – Pages 286-319

Other Resources: POGIL – Naming and Writing Formulas (with clicker questions) Lab – Making Ionic Compounds Game - Element Rummy Lab – Percent Composition Lab Empirical Formula Determination


How are chemicals named? Why is a name important? How are formulas written? How is matter quantified? How do mathematical relationships and experimental data relate to chemical formulas? What role does conservation play in mole relationships? How are moles calculated? Why do scientists use moles? How is percent composition calculated? How are empirical formulas determined? How are molecular formulas determined?

Targeted Skill(s): Reading: See Appendix A: Reading Standards for Literacy in Science and Technical Subjects 6–12 Identify the charges of monatomic ions by using the periodic table and name the ions. Define a polyatomic ion and write the names and formulas of the most common polyatomic ions. Identify the two common endings for the names of most polyatomic ions. Apply the rules for naming and writing formulas for binary ionic compounds. Apply the rules for naming and writing formulas for compounds with polyatomic ions. Interpret the prefixes in the names of molecular compounds in terms of their chemical formulas. Apply the rules for naming and writing formulas for binary molecular compounds.

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Apply the rules for naming and writing formulas for acids. Define the laws of definite proportions and multiple proportions. Describe methods of measuring the amount of something. Define Avogadro’s number as it relates to a mole of a substance. Calculate the mass of a mole of a compound. Convert the mass of a substance to moles of a substance and moles to mass. Identify the volume of a quantity of gas at STP. Calculate the percentage mass of an element in a compound. Determine empirical formula from percentage composition data. Distinguish between empirical and molecular formulas.


Assessment Practices: Consumer Chemistry Project Clicker Questions Labs Teacher created tests and quizzes

Unit of Study : Chemical Reactions and The MoleMA Standard/Strands: 5. Chemical Reactions and Stoichiometry

Central Concepts: In a chemical reaction, one or more reactants are transformed into one or more new products. Chemical equations represent the reaction and must be balanced. The conservation of atoms in a chemical reaction leads to the ability to calculate the amount of products formed and reactants used (stoichiometry).

5.1 Balance chemical equations by applying the laws of conservation of mass and constant composition (definite proportions).

5.2 Classify chemical reactions as synthesis (combination), decomposition, single displacement (replacement), double displacement, and combustion.

5.5 Calculate the mass-to-mass stoichiometry for a chemical reaction.5.6 Calculate percent yield in a chemical reaction.

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7. Solutions, Rates of Reaction, and EquilibriumCentral Concepts: Solids, liquids, and gases dissolve to form solutions. Rates of reaction and chemical equilibrium are dynamic processes that are significant in many systems (e.g., biological, ecological, geological).

7.1 Describe the process by which solutes dissolve in solvents.7.2 Calculate concentration in terms of molarity. Use molarity to perform solution dilution and solution

stoichiometry.

Time Frame: 4 weeks


Chapter 11 – Pages 320-351 Chapter 12 – Pages 352-383

Other Resources: Video – World of Chemistry – The Mole Mr. Wizard - Types of Chemical Reactions Demos – Burning magnesium oxide, decomposition of water, elephant toothpaste, production of hydrogen

from zinc, methane bubbles Lab – Types of Chemical Reactions Lab – How Much is Too Much?


Why must a reaction be balanced? How are reactions balanced? What are the types of chemical reactions? How do we predict the quantity of a product in a reaction? What is percent yield? How is percent yield calculated? What is a limiting reagent?

Targeted Skill(s): Reading: See Appendix A: Reading Standards for Literacy in Science and Technical Subjects 6–12 Write balanced chemical equations given the word equation. Describe the five general types of reactions. Describe the information found in a net ionic equation. Write balanced net ionic equations, identifying spectator ions. Interpret balanced chemical equations in terms of moles, representative particles, mass, and gas volume at

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STP. Calculate stoichiometric quantities from balanced chemical equations using units of moles, mass,

representative particles, and volumes of gases at STP. Identify the limiting reagent in a reaction. Calculate theoretical yield, actual yield, or percent yield given appropriate information.


Assessment Practices: Labs Teacher created tests and quizzes

Unit of Study : Science LiteracyMA Standard/Strands: SIS1. Make observations, raise questions, and formulate hypotheses.

Observe the world from a scientific perspective. Pose questions and form hypotheses based on personal observations, scientific articles, experiments, and

knowledge. Read, interpret, and examine the credibility and validity of scientific claims in different sources of information,

such as scientific articles, advertisements, or media stories.

Time Frame: Ongoing throughout course

Text (Chapter/Pages)Other Resources: Demo – Think Tube, Water machine


What are the steps of the scientific method? How does experimentation affect a hypothesis? What is the difference between a hypothesis and a theory? What is the difference between a theory and a law?

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Targeted Skill(s): Reading: See Appendix A: Reading Standards for Literacy in Science and Technical Subjects 6–12 List the steps of the scientific method. Read and understand scientific articles.

Writing:

Assessment Practices: Teacher created tests and quizzes

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Unit of Study : LaboratoryMA Standard/Strands: SIS2. Design and conduct scientific investigations.

Articulate and explain the major concepts being investigated and the purpose of an investigation. Select required materials, equipment, and conditions for conducting an experiment. Identify independent and dependent variables. Write procedures that are clear and replicable. Employ appropriate methods for accurately and consistently

o making observationso making and recording measurements at appropriate levels of precisiono collecting data or evidence in an organized way

Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration (if required), technique, maintenance, and storage.

Follow safety guidelines.

SIS3. Analyze and interpret results of scientific investigations.

Present relationships between and among variables in appropriate forms.o Represent data and relationships between and among variables in charts and graphs.o Use appropriate technology (e.g., graphing software) and other tools.

Use mathematical operations to analyze and interpret data results. Assess the reliability of data and identify reasons for inconsistent results, such as sources of error or

uncontrolled conditions. Use results of an experiment to develop a conclusion to an investigation that addresses the initial questions and

supports or refutes the stated hypothesis. State questions raised by an experiment that may require further investigation.

SIS4. Communicate and apply the results of scientific investigations.

Develop descriptions of and explanations for scientific concepts that were a focus of one or more investigations.

Review information, explain statistical analysis, and summarize data collected and analyzed as the result of an investigation.

Explain diagrams and charts that represent relationships of variables. Construct a reasoned argument and respond appropriately to critical comments and questions. Use language and vocabulary appropriately, speak clearly and logically, and use appropriate technology (e.g.,

presentation software) and other tools to present findings. Use and refine scientific models that simulate physical processes or phenomena.

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Time Frame: Ongoing throughout course

Text (Chapter/Pages)Other Resources: Video – Accident at Jefferson High


Why do we need safety in the lab? What is the proper way to be safe? What are unsafe practices? What is a dependent variable? What is an independent variable? How is percent error calculated?

Targeted Skill(s): Reading: See Appendix A: Reading Standards for Literacy in Science and Technical Subjects 6–12 Distinguish among accuracy, precision, and error of a measurement. Design a laboratory procedure. Perform labs safely using proper laboratory techniques. Write complete lab reports.

Writing:

Assessment Practices: Labs

Unit of Study : Math SkillsMA Standard/Strands: Students are expected to know the content of the Massachusetts Mathematics Curriculum Framework, through grade

8. Below are some specific skills from the Mathematics Framework that students in this course should have the opportunity to apply:

Construct and use tables and graphs to interpret data sets.17

Solve simple algebraic expressions. Perform basic statistical procedures to analyze the center and spread of data. Measure with accuracy and precision (e.g., length, volume, mass, temperature, time) Convert within a unit (e.g., centimeters to meters). Use common prefixes such as milli-, centi-, and kilo-. Use scientific notation, where appropriate. Use ratio and proportion to solve problems.

The following skills are not detailed in the Mathematics Framework, but are necessary for a solid understanding in this course:

Determine the correct number of significant figures. Determine percent error from experimental and accepted values. Use appropriate metric/standard international (SI) units of measurement for mass (g);

length (cm); and time (s). Use the Celsius and Kelvin scales.

Time Frame: One week for significant figures, the rest is ongoing throughout the course

Text (Chapter/Pages)Other Resources: POGIL – Scientific Measurement (with clicker questions)


What are significant figures? How are significant figures determined in calculations? What is scientific notation? Why do we use scientific notation?

Targeted Skill(s): Reading: See Appendix A: Reading Standards for Literacy in Science and Technical Subjects 6–12 Convert measurements to scientific notation. Determine the number of significant figures in a measurement and in a calculated answer.

Writing:

Assessment Practices:

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Clicker questions Teacher created quiz

Unit of Study : Gas LawsMA Standard/Strands: 6. States of Matter, Kinetic Molecular Theory, and Thermochemistry

Central Concepts: Gas particles move independently of each other and are far apart. The behavior of gas particles can be modeled by the kinetic molecular theory. In liquids and solids, unlike gases, particles are close to each other. The driving forces of chemical reactions are energy and entropy. The reorganization of atoms in chemical reactions results in the release or absorption of heat energy.

6.1 Using the kinetic molecular theory, explain the behavior of gases and the relationship between pressure and volume (Boyle’s law), volume and temperature (Charles’s law), pressure and temperature (Gay-Lussac’s law), and the number of particles in a gas sample (Avogadro’s hypothesis). Use the combined gas law to determine changes in pressure, volume, and temperature.

6.2 Perform calculations using the ideal gas law. Understand the molar volume at 273 K and 1 atmosphere (STP).

Time Frame: When time allows


Chapter 14 Pages – 412-443

Other Resources: Demos – Balloon, shaving cream marchmallows in a vacuum pump; potato gun; ethanol cannon; balloon in a bottle; egg in a bottle; crushing cans

Video – Julius Sumner Miller – Atmospheric Pressure


What is atmospheric pressure? How does atmospheric pressure affect our daily lives? What is STP? What is Boyle’s Law? What is Charles’ Law?

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What is the combined gas law? What is Dalton’s Law What is the ideal gas law? What is the difference between effusion and diffusion?

Targeted Skill(s): Reading: See Appendix A: Reading Standards for Literacy in Science and Technical Subjects 6–12 Explain why gases are easier to compress than solids or liquids are. Describe the atmospheric pressure and how it affects our lives. Describe the three factors that affect gas pressure. Describe the relationships among the temperature, pressure and volume of a gas. Use the gas laws to solve problems. Relate the total pressure of a mixture of gases to the partial pressure of the component gases. Explain how the molar mass of a gas affects the rate at which the gas diffuses and effusions.

Writing:

Assessment Practices: Teacher created quiz

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Appendix A: Reading Standards for Literacy in Science and Technical Subjects 6–12 [RST]

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:Key Ideas and Details1. Cite specific textual evidence to support

analysis of science and technical texts.1. Cite specific textual evidence to support

analysis of science and technical texts, attending to the precise details of explanations or descriptions.

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

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

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

3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

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

Craft and Structure4. Determine the meaning of symbols, key

terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

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

5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

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

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

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

Integration of Knowledge and Ideas7. Integrate quantitative or technical

information expressed in words in a text 7. Translate quantitative or technical

information expressed in words in a text into visual form (e.g., a table or chart)

7. Integrate and evaluate multiple sources of information presented in diverse

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with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

and translate information expressed visually or mathematically (e.g., in an equation) into words.

formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

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

9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

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

Range of Reading and Level of Text Complexity

10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

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

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Appendix B: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 [WHST]The standards below begin at grade 6; standards for Pre-K–5 writing in history/social studies, science, and technical subjects are integrated into the Pre-K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:Text Types and Purposes1. Write arguments focused on discipline-

specific content.a. Introduce claim(s) about a topic or

issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

1. Write arguments focused on discipline-specific content.a. Introduce precise claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and

1. Write arguments focused on discipline-specific content.a. Introduce precise, knowledgeable

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

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that

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Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:d. Establish and maintain a formal style.e. Provide a concluding statement or

section that follows from and supports the argument presented.

concerns.c. Use words, phrases, and clauses to

link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

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

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

anticipates the audience’s knowledge level, concerns, values, and possible biases.

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

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

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

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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 [WHST]

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:Text Types and Purposes (continued)2. Write informative/explanatory texts,

including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic clearly, previewing

what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style and objective tone.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize ideas,

concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

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

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

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

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

1. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize

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

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

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

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

e. Provide a concluding statement or section that follows from and supports the information or

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Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:articulating implications or the significance of the topic).

explanation provided (e.g., articulating implications or the significance of the topic).

3. (See note; not applicable as a separate requirement)



Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 [WHST]

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:Production and Distribution of Writing4. Produce clear and coherent writing in

which the development, organization, and style are appropriate to task, purpose, and audience.

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

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

5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

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

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

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

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

Research to Build and Present Knowledge

7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

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

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

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text

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format for citation. ideas, avoiding plagiarism and following a standard format for citation.

selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

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



Range of Writing

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



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· web viewthis course includes the study of the fundamentals of chemistry, measurement in...

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