21st century chemistry,

21st CENTURY

CHEMISTRY

BREVARD PUBLIC SCHOOLS Dr. Brian T. Binggeli

Summer 2011

SCHOOL BOARD OF BREVARD COUNTY Educational Services Facility

2700 Judge Fran Jamieson Way Viera, Florida 32940-6601

SCHOOL BOARD MEMBERS

Dr. Barbara A. Murray, Chairman Amy Kneessy, Vice Chairman

Karen Henderson Dr. Michael Krupp

Andrew Ziegler

SUPERINTENDENT Dr. Brian T. Binggeli

DIVISION OF CURRICULUM AND INSTRUCTION ASSOCIATE SUPERINTENDENT

Cyndi Van Meter

OFFICE OF SECONDARY PROGRAMS

Dr. Walter Christy, Director

Acknowledgements

21st Century Science Curriculum Task Team

Jean Almeida Bayside High School Sara Brassler Cocoa High School

John Carr Viera High School Joesph Estevez Melbourne High School Alison Fertig Merritt Island High School Jennifer Heflick Bayside High School John Latherow Satellite High School Andrea Marston Merritt Island High School Debbie Minor Eau Gallie High School

Scott McCord Cocoa Beach Jr/Sr High School Raul Montes Cocoa High School Laura Rouveyrol Bayside High School Christina Sage Space Coast Jr./Sr. High School Somer Sutton Heritage High School Joy Turingan Eau Gallie High School

Lynn Wade Cocoa High School Catherine Webb Eau Gallie High School Ginger Davis Science Resource Teacher

TableofContents(Clickable)How to Use this Document in PDF Form........................................................................ 1A Vision for Science Learning in the 21st Century........................................................... 2Best Practices in Science................................................................................................. 3

Quality Science Education and 21st Century Skills ...................................................... 3Bodies of Knowledge, Standards and NGSSS ............................................................. 4Bodies of Knowledge Grades 9-12.............................................................................. 5What Does Research Say about the Brain and Learning?............................................. 9Strategies to Incorporate into Science Lessons .......................................................... 10

Teaching and Learning Strategies ................................................................................. 11Brevard Effective Strategies for Teachers (B.E.S.T.) and the 5E Model .................... 11Laboratory Investigation ........................................................................................... 13Literature, History, and Storytelling .......................................................................... 14Brainstorming ........................................................................................................... 15Graphic Organizers ................................................................................................... 15Model ....................................................................................................................... 16Interactive Notebooks ............................................................................................... 17Interviews ................................................................................................................. 18Critical Thinking Skills ............................................................................................. 18Cooperative Learning................................................................................................ 19Problem Solving ....................................................................................................... 20Reflective Thinking................................................................................................... 20

Assessment Strategies ................................................................................................... 21Assessment Strategies for the 21st Century ................................................................ 21Response to Intervention (RtI)................................................................................... 22Continuous Quality Improvement (CQI) ................................................................... 22Diagnostic, Formative and Summative Assessment ................................................... 24Performance Assessment........................................................................................... 25

Rubrics.................................................................................................................. 25Inquiry Based Labs to Assess Learning ................................................................. 28Interactive Notebooks to Assess Learning ............................................................. 28Open-Ended Questions.......................................................................................... 30Portfolios .............................................................................................................. 30

Graphic Organizers as Assessment Tools .............................................................. 31Integrating Technology in Assessment ...................................................................... 31Interviews ................................................................................................................. 32Peer Assessment ....................................................................................................... 32Self-Assessment........................................................................................................ 33Teacher Observation of Student Learning.................................................................. 33

Quality Science for All Students ................................................................................... 35Science Literacy........................................................................................................ 35Matching Strategies to Course Level ......................................................................... 35Strategies for Students with Attention Deficit Disorder (ADD) ................................. 37Science for Speakers of Other Languages.................................................................. 38Strategies for Teaching Science to Academically Gifted Students ............................. 39Differentiated Instruction .......................................................................................... 39

Literature Cited............................................................................................................. 40Introduction .................................................................................................................. 41

Pursuing Exemplary Chemistry Education ................................................................ 41Laboratory Safety in Chemistry................................................................................. 41Guide to Curriculum Design and Implementation...................................................... 42Curriculum Organizers.............................................................................................. 43Sequencing ............................................................................................................... 45How to Use This Document ...................................................................................... 46Chemistry Course Descriptions ................................................................................. 46

Sample Concept Map of the Major Essential Questions................................................. 47Suggested Curriculum Course Outline for Chemistry.................................................... 48What is Chemistry? ....................................................................................................... 53

Essential Questions ................................................................................................... 53Common Misconceptions.......................................................................................... 54Assessment Probes.................................................................................................... 54B.E.S.T. / 5E Sample ................................................................................................ 55Lab: How Do Temperature and Salinity Affect Density?........................................... 56Thinking Map: Taxonomy of Matter ......................................................................... 58Matter: Its Classification, Structure, and Changes ..................................................... 59

Overview: ............................................................................................................. 60Teaching Strategies: .............................................................................................. 60Matching Strategies to Course Level: .................................................................... 60

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Focus Benchmark Correlations:............................................................................. 61Related Benchmark Correlations: .......................................................................... 63

How is Chemistry Practiced? ........................................................................................ 65Essential Questions ................................................................................................... 65Common Misconceptions.......................................................................................... 66Assessment Probes.................................................................................................... 66B.E.S.T. / 5E Sample ................................................................................................ 67Thinking Map: Scientific Theory .............................................................................. 68The Nature of Science............................................................................................... 69

Overview: ............................................................................................................. 71Teaching Strategies: .............................................................................................. 72Matching Strategies to Course Level: .................................................................... 73Focus Benchmark Correlations:............................................................................. 73

Interactions of Chemistry with Technology and Society............................................ 82Overview: ............................................................................................................. 82Teaching Strategies: .............................................................................................. 83Matching Strategies to Course Level: .................................................................... 83Focus Benchmark Correlations:............................................................................. 83

What is Our Understanding of Matter and Energy? ...................................................... 86Essential Questions ................................................................................................... 86Common Misconceptions.......................................................................................... 87B.E.S.T / 5E Sample ................................................................................................. 88Thinking Map: Evolution of Atomic Theory ............................................................. 89Atomic Theory.......................................................................................................... 90

Overview: ............................................................................................................. 91Teaching Strategies: .............................................................................................. 91Matching Strategies to Course Level: .................................................................... 92Focus Benchmark Correlations:............................................................................. 92Related Benchmark Correlations: .......................................................................... 96

How is the Behavior of Matter Organized? ................................................................... 97Essential Questions ................................................................................................... 97Common Misconceptions.......................................................................................... 98Assessment Probes.................................................................................................... 98B.E.S.T. / 5E Sample ................................................................................................ 99Lab: Periodic Trends............................................................................................... 100

Thinking Map: Metals and Nonmetals..................................................................... 103The Periodic Table.................................................................................................. 104

Overview: ........................................................................................................... 104Teaching Strategies: ............................................................................................ 104Matching Strategies to Course Level: .................................................................. 105Focus Benchmark Correlations:........................................................................... 105

Chemical Bonding and Formulas ............................................................................ 107Overview: ........................................................................................................... 108Teaching Strategies: ............................................................................................ 108Matching Strategy to Course Level: .................................................................... 108Focus Benchmark Correlations:........................................................................... 109

How Does Matter Interact?......................................................................................... 111Essential Questions ................................................................................................. 111Common Misconceptions........................................................................................ 112Assessment Probes.................................................................................................. 112B.E.S.T. / 5E Sample .............................................................................................. 113Lab: Thermodynamics of an Aluminum/Copper Chloride ....................................... 114Thinking Map: Classification of Chemical Reactions ............................................. 117Chemical Reactions and Balanced Equations .......................................................... 118

Overview: ........................................................................................................... 118Teaching Strategy: .............................................................................................. 118Matching Strategies to Course Level: .................................................................. 119Focus Benchmark Correlations:........................................................................... 119

How are the Interactions of Matter Measured? ........................................................... 122Essential Questions ................................................................................................. 122Common Misconceptions........................................................................................ 123Assessment Probes.................................................................................................. 123B.E.S.T. / 5E Sample .............................................................................................. 124Thinking Map: Effects of the Physical Properties of Gases...................................... 125Stoichiometry.......................................................................................................... 126


Behavior of Gases ................................................................................................... 129


How are the Interactions between Matter and Energy Measured?............................... 132Essential Questions ................................................................................................. 132Common Misconceptions........................................................................................ 133Assessment Probes.................................................................................................. 133B.E.S.T. / 5E Sample .............................................................................................. 134Lab: Chemical Kinetics........................................................................................... 135Thinking Map: Concepts of Thermochemistry ........................................................ 139Dynamics of Energy................................................................................................ 140

Overview: ........................................................................................................... 141Teaching Strategies: ............................................................................................ 141Matching Strategies to Course Level: .................................................................. 141Focus Benchmark Correlations:........................................................................... 142Related Benchmark Correlations: ........................................................................ 144

Reactions Rates and Equilibrium............................................................................. 146Overview: ........................................................................................................... 146Teaching Strategies: ............................................................................................ 147Matching Strategies to Course Level: .................................................................. 147Focus Benchmark Correlations:........................................................................... 148Related Benchmark Correlations: ........................................................................ 149

What are the Relevant Applications of Chemistry? ...................................................... 151Essential Questions ................................................................................................. 151Common Misconceptions........................................................................................ 152Assessment Probes.................................................................................................. 152B.E.S.T. / 5E Sample .............................................................................................. 153Lab: Pollutants........................................................................................................ 154Thinking Map: Electrochemistry............................................................................. 156Acids and Bases ...................................................................................................... 157


Related Benchmark Correlations: ........................................................................ 160Electrochemistry ..................................................................................................... 163

Overview: ........................................................................................................... 163Teaching Strategies: ............................................................................................ 164Matching Strategies to Course Level: .................................................................. 164Focus Benchmark Correlations:........................................................................... 164Related Benchmark Correlations: ........................................................................ 166

Chemistry of Life.................................................................................................... 167Overview: ........................................................................................................... 168Teaching Strategies: ............................................................................................ 168Matching Strategies to Course Level: .................................................................. 168Focus Benchmark Correlations:........................................................................... 168Related Benchmark Correlations: ........................................................................ 169

Adopted Text Book References................................................................................... 170Internet Resources....................................................................................................... 171

“The important thing in science is not so much to obtain new facts as to discover new ways of thinking about them.”

Sir William Bragg

How to Use this Document in PDF Form This document is available both as a hard copy and as an online PDF document. The online PDF version of this document has been created to help teachers easily search and locate material. The table of contents is hyperlinked to allow the teacher quick access to an individual topic listed. To help navigate back to the table of contents a Table of Contents icon has been added at the bottom of each page. This icon, when clicked, will bring the teacher back to the first page of the table of contents. There are several other links to locations in this document or to outside resources. These links appear in blue font and are underlined. Clicking on the font will direct you to these resources. Searching within the document for a specific term or benchmark can be done by clicking “Edit” on the top menu bar of the PDF Page and selecting “Advanced Search” or “Search” (or pressing shift, control, F simultaneously). Select “Search” in the current document and type in the term or benchmark desired in the “What word or phrase would you like to search for?” box and then click search. The first location the term or benchmark appears in the document will be displayed on the main document. Subsequent entries will appear in the search box to the left of the document. Click on the entries in the search box to move from one page to another where the term or benchmark is located. Please make sure to update your Adobe Reader to take advantage of the search option for the PDF version. The latest version may be obtained at http://get.adobe.com/reader/ .

“Technology has come a long way, as have the teachers that use it and the students that learn from the use of it. We are living and teaching in another generation. A generation that sees more television, plays more computer games, and understands more about gadgets, devices, and web concepts than we would have ever expected in our lifetime. This is one of the key reasons that teaching with technology is such an important way to not only engage our students, but to relate to them as well.”

Emily Witt

A Vision for Science Learning in the 21st Century The bell rings! The students are in their seats. Waiting… The teacher slowly surveys the class with that “I’ve got a secret!” look. Apparently satisfied, the teacher fires off seven words in an almost inaudible mischievous tone: “Do you want to see something cool.?!?” Young synapses surge with energy. Adrenaline flows. Enthusiastic hearts race. Eyes widen. And hands launch towards the sky. Silently, the teacher concludes: “They are ready.” In carefully measured movements, the teacher, now turned entertainer, takes two arcane solutions and, with a hint of hesitation, slowly pours them into a tall glass cylinder. As the sound of liquid sloshing reaches the students’ ears, they hear a warning: “Be on your guard students. No one knows what might happen.” Young minds race… The stage is set. The switch is thrown. The magnetic stirrer whirls. The solution begins to swirl and as the vortex swells in ever growing intensity, the mysterious concoction suddenly turns green……then blue…... violet……RED! And then, almost miraculously, the cycle repeats! Involuntary gasps escape from stimulated minds. The students don’t understand. They have never seen anything like this before. And they love it! The teacher knows that timing is everything and so, at just the right moment, the question is presented: “How does this work?” After a few seconds of silence, a follow-up question asks “would you like to find out?”

“YES!” Soon, the classroom transforms into a beehive of purposeful activity. Students--no—young scientists, scramble for materials in a lab brimming with an assortment of lab equipment, glassware, microscopes, computers, and technology. One group of students is using computers and Probeware to check out a prediction. Another group is racing through the indexes of several books. Yet another group is searching the Internet. Questions from all directions assail the teacher. Debates spontaneously explode amongst the researchers. Predicting! Observing! Designing! Experimenting! Seeking! Analyzing!

The teacher can barely handle the tempo! And then………………….

Suddenly, a student shrieks out involuntarily: “Eureka!” The teacher thinks, “Mission accomplished!” A stimulating and challenging science classroom encourages high level learning, skilled methodology, creative thinking, and focused problem solving. The integration of science concepts provides a solid foundation for understanding the world in which we live. Society is dependent upon how wisely we use science, as today and the future are being shaped by science and technology. Science by its very nature encourages students to be active learners. Classroom experiences should include discussions, oral presentations, projects, and laboratory experiences. These can be best accomplished by collecting,

manipulating, analyzing, and interpreting data. The high school science classroom provides a positive learning environment of meaningful teacher instruction as well as assessment and a wide variety of current resources and instructional methods. Since science relates to our daily lives, we must ensure that the Next Generation of students is scientifically literate. Accomplishing such a goal will empower our students to become productive, critical thinking citizens in the global community of the 21st century. Best Practices in Science Throughout history, people have developed ideas about the world around them. These ideas in the physical, biological, social, and psychological realms have enabled successive generations to achieve increased understanding of our species and environment. These ideas were developed using particular ways of observing, thinking, experimenting, and validating. Such methods represent the nature of science and reveal science as a unique way of learning and knowing.

Science tends to reflect the following beliefs and attitudes: • The universe is understandable. • Scientific knowledge is durable • Scientific ideas are subject to change. • Science demands evidence. • Science explains and predicts. • Scientists identify and avoid bias. • Science blends logic and imagination. • Scientists follow ethical procedures.

Quality Science Education and 21st Century Skills Technological advancement, scientific innovation, increased globalization, shifting workforce demands, and pressures of economic competitiveness are but a few of the challenges that are rapidly changing our world. These changes are redefining the skill sets that students need to be adequately prepared to participate in and contribute to today's society (Levy and Murnane 2005; Stewart 2010; Wilmarth 2010). Defining and identifying 21st century skills is now a big role for commercial and educational organizations. Core subject knowledge, learning and innovation skills, information, media, and technology skills, life and career skills, adaptability, complex communication/social skills, problem solving, self-management/self-development, and systems thinking are but a few of skills that need to mastered. Science education should foster deep content knowledge through active intellectual engagement emulating disciplinary practices and thinking; 21st-century skills focus on developing broadly applicable capacities, habits of mind, and preparing knowledge workers for a new economy (Windschitl 2009).

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“Exemplary science education can offer a rich context for developing many 21st-century skills, such as critical thinking, problem solving, and information literacy especially when instruction addresses the nature of science and promotes use of science practices. These skills not only contribute to the development of a well-prepared workforce of the future but also give individuals life skills that help them succeed. Through quality science education, we can support and advance relevant 21st -century skills, while enhancing science practice through infusion of these skills.” (NSTA Position Statement on 21st Century Skills)

Bodies of Knowledge, Standards and NGSSS

The Bodies of Knowledge (BOK) do not represent courses. Science courses were developed from the Next Generation Sunshine State Standards, and individual courses may have standards from more than one BOK. Benchmarks are considered to be appropriate for statewide assessment or end of course exams. Some Florida science courses have curriculum defined by other organizations (such as College Board for Advanced Placement, AICE, or International Baccalaureate science courses).

Benchmark Coding Scheme

SC. 912. N. 1. 1

Subject, Grade Level, Body of Knowledge, Standard, Benchmark

Body of Knowledge Key: N - Nature of Science

E - Earth and Space Science

P - Physical Science

L - Life Science

Understanding the Benchmark Coding Scheme

SC. 912 N. 1. 1

Subject Grade Level Body of

Knowledge

Standard Benchmark

“All men by nature desire knowledge.” Aristotle

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Bodies of Knowledge Grades 9-12

Body of Knowledge: NATURE OF SCIENCE Standard 1: The Practice of Science

A. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

B. The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."

C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.

D. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.

Standard 2: The Characteristics of Scientific Knowledge

A. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion.

B. Scientific knowledge is durable and robust, but open to change.

C. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.

Standard 3: The Role of Theories, Laws, Hypotheses, and Models

The terms that describe examples of scientific knowledge, for example: "theory," "law," "hypothesis" and "model" have very specific meanings and functions within science.

Standard 4: Science and Society

As tomorrow’s citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.

Body of Knowledge: EARTH AND SPACE SCIENCE

Standard 5: Earth in Space and Time The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence the development and life cycles of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, Earth, and residual material left from the formation of the Solar System. Humankind’s need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.

Standard 6: Earth Structures The scientific theory of plate tectonics provides the framework for much of modern geology. Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.

Standard 7: Earth Systems and Patterns The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.

Body of Knowledge: PHYSICAL SCIENCE Standard 8: Matter A. A working definition of matter is that it takes up space, has mass, and has

measurable properties. Matter is comprised of atomic, subatomic, and elementary particles.

B. Electrons are key to defining chemical and some physical properties, reactivity, and molecular structures. Repeating (periodic) patterns of physical and chemical properties occur among elements that define groups of elements with similar properties. The periodic table displays the repeating patterns, which are related to the atom's outermost electrons. Atoms bond with each other to form compounds.

C. In a chemical reaction, one or more reactants are transformed into one or more new

products. Many factors shape the nature of products and the rates of reaction. D. Carbon-based compounds are building-blocks of known life forms on earth and

numerous useful natural and synthetic products.

21st Century Science

Standard 10: Energy A. Energy is involved in all physical and chemical processes. It is conserved, and can

be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2.

B. The properties of atomic nuclei are responsible for energy-related phenomena such

as radioactivity, fission and fusion. C. Changes in entropy and energy that accompany chemical reactions influence

reaction paths. Chemical reactions result in the release or absorption of energy.

D. The theory of electromagnetism explains that electricity and magnetism are closely related. Electric charges are the source of electric fields. Moving charges generate magnetic fields.

E. Waves are the propagation of a disturbance. They transport energy and momentum

but do not transport matter.

Standard 12: Motion A. Motion can be measured and described qualitatively and quantitatively. Net forces

create a change in motion. When objects travel at speeds comparable to the speed of light, Einstein's special theory of relativity applies.

B. Momentum is conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval.

C. The Law of Universal Gravitation states that gravitational forces act on all objects

irrespective of their size and position.

D. Gases consist of great numbers of molecules moving in all directions. The behavior of gases can be modeled by the kinetic molecular theory.

E. Chemical reaction rates change with conditions under which they occur. Chemical equilibrium is a dynamic state in which forward and reverse processes occur at the same rates.

Next Generation Sunshine State

Standards Science Bodies of Knowledge

Science Standards Science

Benchmarks

Body of Knowledge: LIFE SCIENCE Standard 14: Organization and Development of Living Organisms

A. Cells have characteristic structures and functions that make them distinctive.

B. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis.

C. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere.

D. Most multicellular organisms are composed of organ systems whose structures reflect their particular function.

Standard 15: Diversity and Evolution of Living Organisms A. The scientific theory of evolution is the fundamental concept underlying all of biology.

B. The scientific theory of evolution is supported by multiple forms of scientific evidence.

C. Organisms are classified based on their evolutionary history.

D. Natural selection is a primary mechanism leading to evolutionary change.

Standard 16: Heredity and Reproduction A. DNA stores and transmits genetic information. Genes are sets of instructions encoded in

the structure of DNA. B. Genetic information is passed from generation to generation by DNA in all organisms and

accounts for similarities in related individuals. C. Manipulation of DNA in organisms has led to commercial production of biological

molecules on a large scale and genetically modified organisms. D. Reproduction is characteristic of living things and is essential for the survival of species.

Standard 17: Interdependence A. The distribution and abundance of organisms is determined by the interactions between

organisms, and between organisms and the non-living environment.

B. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes.

C. Human activities and natural events can have profound effects on populations, biodiversity

and ecosystem processes.

Standard 18: Matter and Energy Transformations A. All living things are composed of four basic categories of macromolecules and share the

same basic needs for life.

B. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration).

C. Chemical reactions in living things follow basic rules of chemistry and are usually

regulated by enzymes. D. The unique chemical properties of carbon and water make life on Earth possible.

What Does Research Say about the Brain and Learning? Learning is the process of discovering and constructing meaning from information and experience, filtered through our own unique perceptions, thoughts, feelings, and beliefs. Advances in understanding how the brain learns can help teachers structure more meaningful lessons. The brain learns by connecting new information to concepts and ideas that it already understands (Resnick 1998; Willis 2008). Learning environments must feel emotionally safe for learning to take place. For example, students should not be afraid of offering opinions or hypotheses about the content they are studying (Howard 1994; Jensen 1998; McGaugh et al., 1993; Hinton, Miyamoto and Chiesa 2008). Each brain needs to make its own meaning of ideas and skills. Students need to be able to relate the learning to personal experiences provided for them. To learn, students must experience appropriate levels of challenge without being frustrated. The brain learns best when it “does” rather than when it “absorbs” (Pally 1997). For example, students could be presented with a problem and asked to design and carry out a project to solve it (Shultz, Dayan & Montague, 1997; Fedlstein and Benner 2004). Online Resources on Brain Research and Learning Brain/Mind learning principles: http://www.funderstanding.com/v2/educators/brainmind-principles-of-natural-learning/ Enriching the learning environment: http://members.shaw.ca/priscillatheroux/brain.html Twelve brain/mind learning principles: http://brainconnection.positscience.com/topics/?main=fa/brain-based2 How the Brain Learns http://www.yale.edu/ynhti/curriculum/units/2009/4/09.04.03.x.html#d

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Strategies to Incorporate into Science Lessons As science teachers, we understand that learning is a process. This process works best when new knowledge is connected to prior knowledge by the teaching of meaningful lessons. Lessons related to personal experiences and taught in an emotionally safe environment allow for greater retention. 40% of instruction time should be devoted to activities involving the manipulation, collecting and analyzing of data. By using these strategies, students will have positive experiences and become actively engaged in inquiry, scientific processes, and problem solving. The teacher should…..

• Relate what students already know to the new concept. • Build on prior understanding, identify and resolve existing misconceptions. • Use a variety of science resources, use books, periodicals, multimedia technology,

and up to date information. • Emphasize the real life relevance of science. • Relate science to daily life and encourage students to apply their own experiences

to science. • Ask probing questions to encourage student discussion and develop

understanding. • Involve students in sustained, in-depth projects rather than just "covering the

textbook". • Engage students in unifying topics which can be fully explored. • Integrate subject matter to exemplify how the disciplines co-exist in actual

practice. Science and other subject areas should be integrated to unify concepts and disciplines.

• Promote collaboration among students. • Engage students in cooperative learning

and small group projects to build understanding.

• Actively engage students in scientific processes and inquiry by having students actively engage in the manipulation, collecting and analysis of data.

• Encourage students to communicate. • Allow students to make oral presentations,

class discussions, complete interactive notebooks, and use data logs.

• Use meaningful and varied assessments. • Focus on student understanding rather

than on memorized definitions.

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Teaching and Learning Strategies

Brevard Effective Strategies for Teachers (B.E.S.T.) and the 5E Model B.E.S.T is an instructional model that creates a common language of effective instruction for Brevard’s teachers and administrators. B.E.S.T. incorporates research-based practices and knowledge of how the learner learns to provide an integrated model that teachers can use as a benchmark for analysis, reflection, and planning; and that administrators and instructional coaches can use to guide continuous improvement of instruction. B.E.S.T. also supports and reinforces the 5E model of instruction. The 5E model of instruction includes 5 phases: engage, explore, explain, elaborate, and evaluate. Roger Bybee, in his book, Achieving Scientific Literacy, states: “Using this approach, students redefine, reorganize, elaborate, and change their initial concepts through self-reflection and interaction with their peers and their environment. Learners interpret objects and phenomena and internalize those interpretations in terms of their current conceptual understanding.”

• Engage students so that they feel a personal connection with the topic. • Provide students an opportunity to explore the topic through their own activities

and investigations. • Help students explain their findings once they have constructed meaning from

their own experiences. • Allow students to elaborate by constructing convincing lines of evidence to

support their suppositions. • Work with students to evaluate their understanding of science concepts, problem

solving abilities, and inquiry skills.

Today’s innovative science classrooms require that educators provide the most useful and engaging educational experiences possible. This section provides examples of many helpful strategies. They may be adapted and refined to best fit the needs of students and/or instructional plans. Online Resources on the 5E Model Order Matters: Using the 5E Model to Align Teaching with How People Learn http://www.lifescied.org/cgi/content/full/9/3/159 What the teacher and student should do in the 5E Model http://www.heartlanded.org/FloridaPromise/Documents/5E_Model.pdf The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications http://www.bscs.org/pdf/bscs5eexecsummary.pdf

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هذا الملف مهمة جدا يدور حول تدريس الكيمياء في القرن 21 ، ويتضمن كجمزعة من الموضوعات الكيميائية الهامة ، وكيفية تدريسها ، كما يتضمن نموذج رائع لتدريس الكيمياء يقوم على خمسة مراحل وهي : - مشاركة - تفسير - elaborate - تقييم -

B.E.S.T. and the 5E Model Example

WHY B.E.S.T.? Brevard Public Schools recognized the need for a systemic and up-to-date model of instruction for all BPS teachers and administrators. Using current research, consensus of professional education associations and Brevard Public School staff B.E.S.T has been developed for use by BPS educators. This model was based upon the following:

1. Need for a Systemic Instructional Model a. Tony Wagner presentation – administrators evaluated a teacher on video as

anywhere from “A” to “F” – evidence that we don’t share a picture of good teaching

b. SREB’s visiting committee (Gene Bottoms Group) reported that teachers could not articulate an instructional model in Brevard County

c. Differentiated Accountability Model visiting committee reported that Brevard does not have a clear instructional model for all teachers

d. Strategic Plan objective 3.1.1: Enhance our comprehensive system of professional development by using a benchmarking process by June 30, 2010 Strategic Plan objective 3.1.6: By 2013, create a system for continuous improvement of instruction and supervision based on a common vision of effective teaching

e. NSDC definition of Professional Development – a comprehensive, sustained and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement.

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2. Need for an Up-to-Date Model of Instruction a. Marzano – research-based strategies (What Works in Schools), but not

presented as an articulated instructional model b. Madeline Hunter (Teaching Effectiveness Model/Florida Performance

Management System) – well articulated model, but research done in 1970s c. Susan Kovalik (Integrated Thematic Instruction – (ITI) – comprehensive

model of instruction, but very expensive and staff time intensive d. Bernice McCarthy (4MAT Learning Design) – comprehensive model of

instruction, but very expensive and staff time intensive e. William Glasser (Quality Schools) – based on relationships but light on

instructional strategies f. Expertise in the district – our own model of instruction could make most

efficient use of a combination of relationship, management, and current instructional strategies to form Brevard Effective Strategies for Teaching (B.E.S.T.)

Additional information on B.E.S.T. can be found at the BPS website…. http://best.brevardschools.org/best/default.aspx (Intranet accessible only) Laboratory Investigation Experimental investigations are central to teaching science. Investigations are the guiding force for science in the real world and must be integrated into the science curriculum. Teachers should not look for a way to “fit-in” investigations; rather, investigations should be a tool for introducing, reinforcing, and assessing student understanding. Great effort should be made to ensure that students are not simply going through the motions but instead are actively engaged in the design and implementation of investigations. Many successful science programs emphasize the use of an interactive notebook. This notebook is a record of the author’s thinking process as well as a log of the events that took place during the investigation. Documentation and reflection are important life-long skills that are essential to scientists, but are also important in other activities and professions. A well developed and planned experimental investigation provides a better understanding of a science concept through actively engaging students in the process of science. How Do You Use It?

• ask and focus on the question • develop a hypothesis and conduct the investigation • analyze the data collected and draw conclusions from the results • report the results orally, in writing, or with a picture

What Are the Benefits?

• helps students visualize science concepts and participate in science processes • students can experience the way some scientists work • students can learn there may not be an answer to a question or there may be many

answers • develops process skills

Lab Report Format The lab report should clearly summarize the investigation. An example might include:

• Title • Purpose • Procedure • Results (data, graphs, etc) • Analysis/Interpretation • Conclusion

Science Safety Safety should always be a primary concern for the teacher in the science classroom and laboratory. Science teachers are responsible for safety equipment in the classroom, student safety in the classroom and laboratory, and safe student performance in a lab or class activity. It is the teacher’s responsibility to review the Safety Guide, Safe Science – Science Safety for Schools, for specific safety practices. Safe Science-Science Safety for Schools Grades 7-12, 2008 can be found at: http://secondarypgms.brevard.k12.fl.us/Science%20Guides/Safe%20Science%2008.pdf

Literature, History, and Storytelling These are strategies in which history and humanities are brought to life through the eyes of a storyteller, historian, or author. Revealing the social context of a particular period in history can be very beneficial to the students’ learning. How Do You Use It?

• locate books, brochures, and websites relevant to science topics • seek community resources • assign students to prepare reports on the “life and times” of scientists during

specific periods of history that are important to the subject being studied • ask students to write about their own observations and insights


• personalizes science learning • allows students to connect science to its social and historical context

“A man who dares to waste one hour of time has not discovered the value of life.”

Charles Darwin

Brainstorming A learning strategy for eliciting ideas and preconceptions from a group, How Do You Use It? Students contribute ideas related to a topic. All contributions are accepted without initial comment. After the list of ideas is finalized, students categorize, prioritize, and defend selections. What Are the Benefits?

• reveals background information and knowledge of a topic • discloses misconceptions • helps students relate existing knowledge to content • strengthens listening skills • stimulates creative thinking •

Graphic Organizers In order to make connections between topics, teachers and students may transfer abstract concepts and processes into visual representations. The use of concept maps and thinking maps helps students visualize concepts. How Do You Use It?

• the teacher provides a specific format for learning, recalling, and organizing • students visually depict outcomes for a given problem by charting various

decisions and their possible consequences • the teacher selects a main idea and then the teacher and students identify a set of

concepts associated with the main idea, concepts are ranked in related groups from most general to most specific, related concepts are connected and the links labeled

• students structure a sequential flow of events, actions, roles, or decisions graphically on paper


• Helps students visualize abstract concepts • Helps learners organize ideas • Provides a visual format for study • Develops the ability to identify details and

specific points • Develops organizational skills • Aids in planning • Provides an outline for writing

Samples of Graphic Organizers

Online Resources on Graphic Organizers Examples of graphic organizers: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm Graphic Organizers that Support Specific Thinking Skills http://www.somers.k12.ny.us/intranet/skills/thinkmaps.html Graphic Organizer or Thinking Map©? What's the Difference? http://www.nhcs.k12.nc.us/instruction/ssflpe/honors/graphic_organizers.htm

Model A scientific model is simplified representation of a concept. It may be concrete, such as a ball and stick model of an atom, or abstract like a model of weather systems. How Do You Use It? Students create a concrete product that represents an abstract idea or a simplified representation of an abstract idea. What Are the Benefits?

• facilitates understanding of conceptual ideas • reinforces the value of models in science

Modified Venn Diagram\Comparing

Tree Map/Classifying

Bracket Map\Whole to Parts

Bubble Map/Describing Qualities

Interactive Notebooks The interactive notebook provides an opportunity for students to be creative, independent thinkers and writers. Interactive notebooks can be used for a variety of purposes; such as class notes, expression of ideas and laboratory data. Requirements vary from teacher to teacher and are set up according to the directions of the teacher. How Do You Use It? Interactive notebooks can be used to help students develop, practice, and refine their science understanding, while also enhancing reading, writing, mathematics and communication skills. What Are the Benefits?

• Students use visual and linguistic intelligences • Notebooks help students organize their learning • Notebooks are a portfolio of individual learning

Dialogue Journals A learning strategy in which students use interactive notebooks as a way to hold private conversations with the teacher. Dialogue journals are a vehicle for sharing ideas and receiving feedback through writing. How Do You Use It? Students write on topics on a regular basis, and the teacher responds with advice, comments, and observations in a written conversation. What Are the Benefits?

• Develops communication and writing skills • Creates a positive relationship between the teacher and the student • Increases student interest and participation • Allows the student to direct his or her own learning

Learning Log A learning strategy to develop structured writing. How Do You Use It? During different stages of the learning process, students respond in written form under three columns: “What I Think” “What I Learned” “How My Thinking Has Changed” What Are the Benefits?

• Bridges the gap between prior knowledge and new content • Provides a structure for translating concepts into written form

Online Resources on Interactive Notebooks What is a science interactive notebook? http://jyounghewes.tripod.com/science_notebooks.html Science Notebooks in k-12 Classrooms http://www.sciencenotebooks.org/ Interviews A learning strategy for gathering information and reporting How Do You Use It? Students prepare a set of questions and a format for the interview. After conducting the interview, students present their findings to the class. What Are The Benefits?

• foster connections between ideas • develops the ability to interpret answers • develops organizational and planning skills • develops problem solving skills

Critical Thinking Skills "Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action" (Scriven, 1996). How Do You Use It?

• students should be able to relate issues or content to their own knowledge and experience

• students should compare and contrast different points of view

"It is the supreme art of the teacher to awaken joy in creative expression and

knowledge." Albert Einstein

What Are The Benefits? • student raises vital questions and problems, formulating them clearly and

precisely • students gather and assess relevant information on an issue • students use abstract ideas to come to conclusions and solutions and analyze then

them against relevant criteria and standards • students think open-mindedly within alternative systems of thought,

recognizing and assessing, as need be, their assumptions, implications, and practical consequences

• student communicates with others in determining solutions to complex problems Online Resources on Critical Thinking Skills Critical Thinking Skills in Education and Life http://www.asa3.org/ASA/education/think/critical.htm#critical-thinking Defining Critical Thinking http://www.criticalthinking.org/aboutct/define_critical_thinking.cfm Teaching Critical Thinking Skills http://academic.udayton.edu/legaled/CTSkills/CTskills01.htm Critical Thinking: What It Is and Why It Counts http://www.insightassessment.com/pdf_files/what&why2007.pdf

Cooperative Learning A learning strategy in which students work together in small groups to achieve a common goal. Cooperative learning involves more than simply putting students into work or study groups. Teachers promote individual responsibility and positive group interdependence by making sure that each group member is responsible for a given task. Cooperative learning can be enhanced when group members have diverse abilities and backgrounds. How Do You Use It? After organizing students into carefully selected groups, the teacher thoroughly explains a task to be accomplished within a time frame. The teacher facilitates the selection of individual roles within the group and monitors the groups, intervening only when necessary, to support students working together successfully and accomplishing the task. What Are the Benefits?

• Fosters interdependence and pursuit of mutual goals and rewards

• Develops communication and leadership skills • Increases the participation of shy students • Produces higher levels of student achievement,

thus increasing self-esteem • Fosters respect for diverse abilities and

perspectives

Online Resources on Cooperative Learning The Essential Elements of Cooperative Learning in the Classroom. ERIC Digest. http://www.ericdigests.org/1995-1/elements.htm Competitive vs. Cooperative Learning Formats http://www.behavioradvisor.com/CoopLearning.html

Problem Solving A learning strategy in which students apply knowledge to identify and solve problems. How Do You Use It?

• read the problem carefully • identify all “knowns” • identify the unknown • research solutions • explore solutions • determine best solutios


• allows students to discover relationships that may be completely new to them • adapts easily for all • Develops the ability to construct new ideas and concepts from previously learned

information, skills, and strategies

Reflective Thinking A learning strategy in which students reflect on what was learned. How Do You Use It? Approaches to reflective thinking may include students writing a journal about the concept learned, comments on the learning process, questions or unclear areas, and interest in further exploration.


• Helps students assimilate what they have learned • Helps students connect concepts to make ideas more meaningful

"Too often we give children answers to remember rather than problems to solve." Roger Lewin

Assessment Strategies Assessment Strategies for the 21st Century Science, by its very nature, lends itself to a variety of assessments. Students must develop more than a factual knowledge base in order to become scientifically literate. They need to develop skills and habits that are appropriate for critical thinking and problem solving. Given opportunities to use resources, analyze information, and critically evaluate problems and solutions, students will be better prepared for life in the 21st Century. In order to assess the students’ growth in these areas, diverse assessment strategies should be used. How and what we assess sends a clear message about what is important. Traditionally, we have almost exclusively valued students’ success at retaining and reproducing assigned information within established time limits. Time has been the constant; performance has been the variable. When factual knowledge is emphasized, students may conclude that remembering facts is the goal. When opportunities for improvement are not provided, students may conclude that improvement is not valued. If higher-order thinking, problem solving, and critical thinking are valued, then classroom assessment needs to lend value to them. Alternative assessments encourage creativity and allow students to demonstrate knowledge in different ways. An additional advantage in using alternative assessments is that growth can be measured for each student wherever they may be on the learning continuum. Students stretch to reach new levels, competing only with themselves rather than against other students. Changing assessment practices is not a simple linear, lock-step process. Rather, it is a process of becoming more purposeful about: the clarification of goals for student performance, the design of learning experiences in support of these goals, the use of assessment methods that match desired goals, and the use of grading systems that reflect the student’s achievement of these goals. The benefits of exploring a variety of assessment methods lie as much in the conversations they engender between and among teachers and students as they do in the information they provide on student competence. Students, as well as teachers, often become empowered as assessment becomes a dynamic, interactive conversation about progress using new interviews, journals, projects, and portfolios. Through these assessment methods, the teacher relates to students more as a facilitator, coach, or critic than as an authority figure who dispenses all information and knowledge.

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Hints for Getting Started in Alternative Assessment

• Share successes with other teachers. • Analyze tests used in the past and try to incorporate new assessment strategies. • Start a folder of assessment samples from test banks and published articles. • Review hands-on activities and develop rubrics that could effectively assess

student performance on these tasks. • Develop a system for using a variety of assessment data in determining student

grades. • Identify colleagues who have experience in alternative assessment and use them

as resources. Response to Intervention (RtI) Response to intervention strategy is a comprehensive, multi-tiered, standards-aligned strategy to enable early identification and intervention for students at risk. Key items include alignment of standards to instruction, universal screening, shared ownership; data based decision making, and parental involvement. RtI allows educators to identify and address academic difficulties prior to student failure. RtI’s goal is to improve student achievement using research-based interventions matched to the level and instructional needs of students. Online Resources Response to Intervention (RtI) The Florida Response to Intervention (RtI) website provides a central, comprehensive location for Florida-specific information and resources that promote school wide practices to ensure highest possible student achievement in both academic and behavioral pursuits. http://www.florida-rti.org/ What You Need to Know about IDEA 2004 Response to Intervention (RTI): New Ways to Identify Specific Learning Disabilities http://www.wrightslaw.com/info/rti.index.htm Continuous Quality Improvement (CQI) Continuous Quality Improvement (CQI) provides an opportunity to make assessment more meaningful. Traditional assessment sometimes produces a false record of student achievement. For example, if a student were to earn a series of test grades, such as 30%, 60%, 95% and 100%, the student has apparently improved in mastery of the material. Yet, the average would be 71%. This does not demonstrate that mastery was achieved and would actually be an unsatisfactory grade average. CQI might more truly reflect a student’s knowledge base. Its results can be rewarding for students and teachers.

• With a specific set of criteria established prior to the assignment, the student knows

what the expectations of success are. The criteria may be designed by both the teacher and student.

• If the criteria are met, the student will then earn a “Q” for Quality; if not, a “NY” for Not Yet Quality.

• The student may repeat the assignment at the instructor’s discretion until “Quality” is achieved.

• The student is not penalized for not achieving quality immediately. • All students have the opportunity to succeed.

How to transfer CQI to traditional grade sheets A teacher can convert “Q’s” and “NY’s” to letter grades. The teacher counts the number of assignments and divides them into 100. For example, if a teacher gave ten (10) assignments, they would be worth ten points apiece. To weight a major assignment more heavily, assessments in multiple categories may be recorded. A sample format follows: Research Paper 1 Quality (10 points) Presentation: Research 1 Quality (10 points) Presentation: Visual Aid 1 Quality (10 points) Presentation: Creativity 1 Quality (10 points) Lab Performance 1 1 Quality (10 points) Lab Performance 2 1 Quality (10 points) Discussion 1 Quality (10 points) Problem-Solving Activities 1 Quality (10 points) Unit Quiz 1 Quality (10 points) Journal 1 Quality (10 points) In the example above each assignment is worth 10 points. If quality is achieved, then the total of 10 would be given. If a “NY” is given and never reworked, then 2-9 points are earned, depending on the quality of the work submitted. If the assignment is not done, then a 0 would be earned. A scale of 100 would be used to compute a percentage. Online Resource Continuous Quality Improvement (CQI) A New Alliance: Continuous Quality and Classroom Effectiveness http://www.ntlf.com/html/lib/bib/94-6dig.htm

Diagnostic, Formative and Summative Assessment Educational assessment is the process of documenting, in measurable terms, learned knowledge and skills. Assessment can focus on the individual learner, the learning community, the institution, or the educational system. Progress monitoring is a scientifically based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. Diagnostic Assessment Diagnostic assessment is given before instruction. This assessment determines student understanding of topics before learning takes place. Diagnostic assessment provides a way for teachers to plan, or map out a route, using students’ existing knowledge to build upon. It also allows for identification of gaps or misconceptions in prior learning. Examples: Diagnostic content specific tests Surveys Formative Assessment Formative assessments are given during the instructional unit, and the outcomes are used to adjust teaching and learning. They provide many opportunities for students to demonstrate mastery of identified goals. Formative assessments should vary to accommodate students' habits of minds to demonstrate knowledge. Examples: Homework Questioning during instruction Thinking Maps Interactive Notebooks Formative Assessment Probes Summative Assessment Summative assessments are given at the end of instructional units and can be used to determine final judgment about student achievement and instructional effectiveness. Examples: End of Unit Exams End of Course Exams AP, AICE and IB Exams Online Resources for Diagnostic, Formative and Summative Assessment The ABCs of Assessment http://science.nsta.org/enewsletter/2004-03/tst0110_60.pdf Assessment-Inquiry Connection http://www.justsciencenow.com/assessment/index.htm Assessment and Evaluation http://www.sasked.gov.sk.ca/docs/native30/nt30ass.html Diagnostic, Formative & Summative Assessments – What’s the difference? http://blog.learningtoday.com/blog/bid/20323/Diagnostic-Formative-Summative-Assessments-What-s-the-difference

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Performance Assessment Knowledge and understanding are tightly linked to the development of important process skills such as observing, measuring, graphing, writing, and analyzing. The teacher can assess such skill development by observing student performance. Many science teachers have experience with performance assessment through the use of a lab practical. Performance assessment can include models, drawings, stories, multimedia presentations, and any other objects by which students demonstrate what they know. Models and drawings allow students to use tactile skills to represent ideas, feelings, structures, or concepts. Oral and dramatic presentations help students with public speaking skills and reinforce their own knowledge and that of the audience. Whenever possible, other classes, the community, and families could be invited to participate in the presentations. The variety of products and projects that students may produce is immense. The following are examples of products and projects:

• produce a podcast • recreate a famous experiment • build a model • create a movie • develop a guide • design a simulation

It is important to note that developing scoring guidelines for performance assessment requires careful analysis of student responses to accurately assess performance levels. Online Resource for Performance Assessment LESSONPLANET Science Performance Assessment http://www.lessonplanet.com/article/elementary-science/science-performance-assessment

“You cannot teach a man anything; you can only help him find it within himself.”

Galileo

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RubricsThe term rubric, rather than scoring key, is used to refer to the guidelines laid out on performance-based tasks. Rubrics spell out in detailed language what learning is expected and the standard for products and performances. Rubrics are designed for reporting results, scoring, and coaching students to a higher level of performance. Furthermore, because rubrics are determined in advance, they provide clarity of focus for students and teachers. Rubrics are also helpful tools in increasing student competencies in the areas of self-management, peer assistance, and self-evaluation. Developing a Rubric Building a rubric is an ongoing process. Rethinking, refining, and rewriting are a part of the process. Students, teachers, parents, and others can offer valuable insight and objectivity. It is important to have a purpose for the rubric and to be certain that the rubric supports that purpose.

• Determine which concepts, skills, or performance standards you are assessing. • List the concepts and rewrite them into statements which reflect both cognitive

and performance components. • Identify the most important concepts or skills being assessed in the task. • Based on the purpose of your task, determine the number of points to be used for

the rubric (example: 4-point scale or 6-point scale). • Based on the purpose of your assessment, decide if you will use an analytic rubric

or a holistic rubric. (see below) • Starting with the desired performance, determine the description for each score

remembering to use the importance of each element of the task or performance to determine the score or level of the rubric.

• Compare student work to the rubric. Record the elements that caused you to assign a given rating to the work.

• Revise the rubric descriptions based on performance elements reflected by the student work that you did not capture in your draft rubric.

• Rethink your scale: Does a 6-point scale differentiate enough between types of student work to satisfy you?

• Adjust the scale if necessary. Reassess student work and score it against the developing rubric.

“A teacher who is attempting to teach without inspiring the pupil with a desire to

learn is hammering on cold iron.“ Horace Mann

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Analytic rubric vs. Holistic rubric: Analytic: Assigning separate scores for different traits or dimensions of a student’s work. The separate score should total your predetermined amount. Holistic: Assigning one overall score based on the combination of performance standards being assessed. Sample Rubrics for Student Products, Projects, and Problem Solving Does the product reflect that the student made valid inferences from data sources?

4= The product reflects that the student made valid inferences from data sources. 3= The product reflects that the student made invalid inferences from data sources. 2= The product lacks inference from data sources. 1= The product lacks evidence that the student used data sources.

Does the product show evidence that the student reached valid conclusions based on data analysis and displayed the results of the analysis in appropriate formats (e.g. graphs, charts, tables, pictures, and other representations)?

4 = The product shows evidence that the student reached valid conclusions based on data analysis and displayed the results of the analysis in appropriate formats.

3 = The product shows evidence that the student reached valid conclusions based on data analysis and displayed the results of the analysis in inappropriate formats.

2 = The product shows evidence that the student reached conclusions not based on data analysis and displayed the results of the analysis in appropriate formats. OR the product shows evidence that the student reached valid conclusions based on data analysis but lacked evidence of the analysis.

1 = The product shows no evidence of data analysis. Online Resources for Rubrics Rubrics http://www2.gsu.edu/~mstnrhx/457/rubric.htm Rubrics for Assessment http://www.uwstout.edu/soe/profdev/rubrics.cfm

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A Sample Laboratory Rubric Phase Change Assessment Task: This is a three-day activity in which students observe and perform a distillation to demonstrate phase change, explain energy transformation, and identify key components in the system. On day one, a group of students writes a description of the distillation equipment that is placed in a location that the other class members cannot see. The rest of the class assembles the lab equipment on the lab tables according to this description. On day two, the lab groups use the setup to experiment with the phase change of water from liquid to gas and back to liquid. Each group writes their own statement of the problem, hypothesis, procedure, data table, and conclusion. On day three, each student describes individual components of the setup and explains how each part is used to cause water to change phases. Rubric

Topics Score 4 Score 3 Score 2 Score 1 Collaborative Worker: Student can take charge of his/her own behavior in a group

Student stays on task: offers useful ideas and can defend them; can take on various roles; participates without prompting.

Student stays on task; offers useful ideas and can defend them; can take on various roles; rarely requires prompting to participate.

Student dos not attend to the lab. Student accepts group view or considers only his/her own ideas worthwhile. Student needs regular prompting to stay on task.

Student does not respond to the group. Student is not involved or may try to undermine the efforts of the group.

Scientific Literacy: Student uses processes and skills of science to conduct investigations

Student identifies the question, forms a possible solution, designs a data chart, collects data, and concludes about the validity of the possible solution.

Student identifies the question, forms a possible solution. Procedure and data chart are complete but lack clarity and/or creativity. Student concludes about the validity of the possible solution.

Student identifies the question but does not form a complete solution. Procedure and data are incomplete and the conclusion does not speak to the possible solution.

Student does not identify the question. No possible solution is given. Procedure and data chart are incomplete or missing. The conclusion is incomplete or missing.

Systems Analysis: Student describes how a system operates internally and how it interacts with the outside world.

Student identifies how parts of the system interact and provides personal insight into the interacting of the parts. Student relates how the system interacts with the outside world.

Student identifies how parts of the system interact and relates how the system interacts with the outside world.

Student does not identify some parts of the system. Student does not understand how the parts interact and does not relate how the system interacts with the outside world.

Student incorrectly identifies the parts and cannot describe how they interact either within or outside the system.

Reprinted from NSTA with permission.

InquiryBasedLabstoAssessLearningInquiry based labs are exploration activities in which students are responsible for all aspects of the experimental design. (Students must demonstrate sufficient content,

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process, and safety readiness before they are permitted to proceed in order to ensure a safe and meaningful laboratory experience.) Assessing inquiry activities requires teachers to recognize that not all students will choose to explore the same aspect of a given problem. Students should be able to explain and justify their procedure. Evaluation may be based on:

• reasoning skills • the ability to identify the question • the experimental design • documentation of data • drawing conclusions from data • teamwork

Online Resources for Inquiry Based Labs NSTA National Association of Science Teacher Position Statement Scientific Inquiry http://www.nsta.org/about/positions/inquiry.aspx Inquiry Based Approaches to Science Education: Theory and Practice http://www.brynmawr.edu/biology/franklin/InquiryBasedScience.html Mini-Labs.org: Inquiry-Based Lab Activities for Formative Assessment http://www.mini-labs.org/Mini_Labs_Home.html InteractiveNotebookstoAssessLearning An interactive notebook is a student’s record of activities and reflections. Interactive notebooks are dynamic assessment tools that promote communication between the teacher and student, reflection on what students are learning, and active involvement in classroom activities. Interactive notebooks can also be used to assess attitudes toward science. To realize the full potential of the interactive notebook, the teacher should probe, challenge, or ask for elaborations about the entries submitted. Assessment of interactive notebooks depends on the purpose of the interactive notebook and the maturity of the student. The act of keeping an interactive notebook can be considered a goal in itself if a teacher wants the students to structure or feel ownership of their own learning, and the criterion for success of this objective might simply be the completion of the assigned interactive notebook entries.

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OpenEndedQuestions Open-ended questions are highly compatible with the current emphasis on teaching students to become active complex thinkers and effective communicators. Open-ended questions can assess a variety of instructional goals, including:

• conceptual understanding • application of knowledge via creative writing • the use of science process skills, and divergent thinking skills

If open-ended questions are to be included on a test that will be graded, it is important that teachers prepare students for expectations that may be new to them. Student anxiety over open-ended test questions might be reduced by sharing examples of model student responses and providing opportunities for practice. Grading open-ended questions involves interpreting the quality of the response in terms of predetermined criteria. Several suggestions for rating open-ended questions are offered below:

• Determine in advance the elements expected in an answer. • Communicate the criteria that will be assessed. • Read a sampling of answers before assigning grades to get an idea of the range of

responses to each question. Some suggestions for open-ended questions that lead to higher order-thinking are listed below:

• What is the relationship between...? • How might this principle be applied to...? • What are some of the limitations of the data? • How might this information be used in another area?

Portfolios

Portfolios refer to the process of assessing student progress by collecting examples of student products. Physically, it is a container of evidence of a student’s achievements, competencies, or skills. It is a purposeful collection in the sense that the collection is meant to tell a story about achievement or growth in a particular area. Portfolios represent complex, qualitative, and progressive pictures of student accomplishments.

The use of portfolios, like any assessment method, starts with a consideration of purposes. A properly designed assessment portfolio can serve four important purposes. It allows:

• teachers to assess the growth of students’ learning • students to keep a record of their achievements and progress • teacher and parents to communicate about student work, and/or • teachers to collaborate with other teachers to reflect on their instructional

programs

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An essential step for determining what to include in a portfolio is to answer the question: What should students know and be able to do? This establishes criteria by which the quality of a task is judged. A portfolio may include, but is not limited to:

• a table of contents • a description of the concepts to be mastered • artifacts that demonstrate the student’s mastery of concepts • evidence of self-reflection • a series of work samples showing growth over time • examples of best work • assessment information and/or copies of rubrics • progress notes contributed by student and teacher collaboratively

A portfolio may be as simple as a large expandable file folder in a place that is easily accessible to students and teacher. The location invites student and teacher contributions on an ongoing basis. It is important for students to review their portfolios to assess what they have achieved. It is in self-reflection that the student realizes progress and gains ownership in learning and achievement.

GraphicOrganizersasAssessmentTools

Graphic organizers can be used as effective assessments as well as teaching strategies. A graphic allows students to organize large amounts of information in a limited space, usually one page. Student-developed graphic organizers can be used to demonstrate how well students have grasped concepts and connected ideas.

Examples of graphic organizers include concept maps, thinking maps, diagrams, word webs, idea balloons, and Venn diagrams.

Integrating Technology in Assessment The use of technology can play a vital role in student achievement and assessment. Teachers need to assess students’ learning/instructional needs to identify the appropriate technology for instruction. Technology materials need to be reviewed in order to determine their most appropriate instructional use. Research based practices should be applied in the integration of instruction and assessment. Select and use appropriate technology to support content-specific student learning outcomes. When developing assessments with the use of technology they should be appropriate to student outcomes. Examples of technologies that can be used in the classroom to facilitate assessment:

• Edline • Computers/Computer Software • Internet • Laboratory Probes • Still and Video Cameras • Classroom Response Systems • Question Data Banks

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Online Resources for Integrating Technology in Assessment Center for Integrating Technology & Teaching: Teaching and Technology http://research.auctr.edu/content.php?pid=106722&sid=825564 Motivate While You Integrate Technology: Online Assessment http://www.educationworld.com/a_tech/tech/tech125.shtml Interviews In an interview, the teacher questions students individually about learning. A series of probing questions can be developed that are useful in deciding how to help students improve their performance.

Many benefits can result from interviews: • Rapport is encouraged and student motivation may be increased. • Students who are intimidated by written tests may express what they understand

in a less threatening context. • Interviews provide teachers the opportunity to probe and ask follow-up questions

in ways that challenge students to think beyond their current level of understanding and to organize their knowledge in more systematic ways.

Some suggestions for effective interviewing follow: • Keep the tone of the interview positive and constructive. Remember to avoid

giving verbal cues or exhibiting facial expressions that can be interpreted as meaning that an answer is incorrect.

• Let students respond without interruptions and give them time to think before they respond.

• Try to keep interviews short and focus on relevant questions. Peer Assessment Peer assessment occurs every time students collaborate on assignments, explain their understanding of a topic to another, or ask their neighbor in class how to proceed with a lab experiment. Many times the most valued opinions and assessments are those students determine with one another. Peer assessment requires students to put aside any biases toward each other and truly reflect on accomplishments. Procedures and criteria for peer assessment should be developed with the class. By assessing others’ work, students often see alternative reasoning patterns and develop an appreciation for the diverse ways of approaching problems. Some advantages of peer assessment are:

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• increased quality of performance • improved cooperative attitudes, and enhanced leadership skills

Self-Assessment Student self-assessment questionnaires are helpful in determining how students perceive their knowledge, skills, or the quality of their work. When used appropriately, self-assessments actively involve students in reflecting on their learning process and emphasize the importance of students’ awareness about what they know and what they need to know. Teachers may find it helpful to present a science self-assessment at the beginning, middle, and end of the school year to monitor student changes in attitudes towards science and their individual successes within a given class. Students may be requested to include self-assessments as a part of project and portfolio assignments. Groups or teams may be required to evaluate individual and group performance related to teamwork and responsibility and to make recommendations for improving group performance on future projects. Students can be asked to evaluate their understanding of concepts at any point in the instructional process. A teacher might announce future topics (e.g., carbohydrates, starch, glucose, and digestion) and ask students to rate each concept using the following key: 1 = I have never heard of it. 2 = I have heard of it but do not understand it. 3 = I think I understand it partially. 4 = I know and understand it. 5 = I can explain it to a friend. Such an approach to assessing students’ understanding is less threatening than a pre-test and can give students a sense of the different levels of knowledge, particularly if used frequently in a class situation. Results of student ratings of each concept could be tabulated as a class activity, which may promote positive peer interactions and expand learning opportunities. Teacher Observation of Student Learning Some goals and objectives can only be assessed by observation. For example, it is difficult to imagine how a teacher would assess students’ team problem-solving skills or success at independent lab work without observing them. The three types of teacher observation are informal, structured and narrative. Informal Observations

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Teachers regularly observe students and make assessments about their performance that influence future instruction. With informal observations, teachers observe with no predetermined focus. The information gathered may be used for parent or student conferences. Informal observations occur daily, and occasionally teachers may want to record information from their observations. Structured Observations The components of structured observations include a specified focus and a sample behavior to be observed systematically. The information may be used to show which students need improvement or to give students feedback about how they are improving. Narratives Progress on some objectives can be tracked best through narrative records of observed behavior. A narrative is a written record. Such narratives are particularly appropriate for complex behaviors, such as group interactions, which cannot be described effectively with a checklist. For example, a teacher might observe and describe a cooperative team learning activity. Over time, a series of these narratives might demonstrate how students improved in working as a team.

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Quality Science for All Students All students, not just a talented few, need to learn science. It is integral to all of society and provides a foundation for understanding the world in which we live. It is important that accessible opportunities for learning science are provided to every student. Today and tomorrow are being shaped by science and technology. Our society is dependent on how wisely we use science and technology. It is necessary for students to develop the understanding and thinking habits they need to become informed citizens, prepared to face life head-on. Science and technology are so intertwined in society, that lack of “science literacy” may adversely impact our economy, our democracy, and our quality of life. We have a mission to make science literacy possible for all students. What is required is a commitment to developing higher-order thinking and problem-solving skills. Science-literate citizens are better prepared to assume responsibilities for making our world a better place. Science Literacy Science is an integral part of life and prepares students to make reasoned, thoughtful, and healthy lifelong decisions in a world that is constantly changing. Scientific literacy promotes skeptical, creative minds able to interpret data and to distinguish between scientific information and pseudoscience. Exemplary science teachers relate what students already know to new concepts, building upon prior understandings, and working to identify and resolve students’ misconceptions. They emphasize the real-life relevance of science, use examples that relate to daily life experiences, and encourage students to find connections to their own experiences. Current and varied resources are used to provide a variety of perspectives and up-to-date information, with an instructional focus on concepts rather than textbook chapters. Teachers ask probing questions that encourage student discussion, prediction, or explanation. Students should be actively engaged in scientific processes and inquiry. They should collect, manipulate, and interpret data regularly, and use the data to answer questions or support claims. Predicting, inferring, and comparing are integral, adding to the student’s depth of understanding.

40% of instruction time should be devoted to activities involving the manipulation, collecting and analyzing of data.

Matching Strategies to Course Level Addressing the “regular and “honors” levels in science can prove challenging to teachers, because the core content of the courses as determined by the Florida Department of Education may be similar. Differences may be defined by the level at which the students are asked to think, solve, explain, design, develop, and produce. It is important to remember, that all students should have strong experience in each of the identified science standards, with an emphasis on science process skills. All students should have

opportunities to pursue in-depth projects, experimental design, and original research. Higher level activities should comprise a significant percentage of the “honors” curriculum. BLOOM’S TAXONOMY (Revised) WEBB’S DEPTH OF KNOWLEDGE Remembering Define, duplicate, list, memorize, recall, repeat Regular 10%, Honors 10% Understanding Classify, describe, discuss, explain, identify, locate, recognize, select Regular 30%, Honors 10%

Level One - Recall Recall of a fact, information, or procedure. Represent in words or diagrams a scientific concept or relationship. Conduct basic mathematical calculations.

Applying Choose, demonstrate, dramatize, interpret, illustrate, interpret, solve Regular 30%, Honors 20%

Level Two -Basic Application of Skill/Concept Use of information, conceptual knowledge, procedures, or two or more steps. Formulate a routine problem given data and conditions. Organize, represent and interpret data.

Analyzing Appraise, compare, contrast, criticize, examine, differentiate, discriminate, distinguish Regular 10%, Honors 20%

Level Three -Strategic Thinking Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer. Identify research question for a scientific problem. Think and process multiple conditions of the problem or task.

Evaluating Argue, defend, judge, support, value, evaluate, select Regular 10%, Honors 20%

Creating Assemble, construct, design, develop, formulate Regular 10%, Honors 20%

Level Four - Extended Thinking Requires an investigation. Create a mathematical model to inform and solve a practical or abstract situation. Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/ solutions. Apply mathematical model to illuminate a problem or situation. Develop a scientific model for a complex situation. Student peer review.

Strategies for Students with Attention Deficit Disorder (ADD) Establishing the Proper Learning Environment in Science

• Seat students with ADD closer to the teacher, but include them as part of the regular science class seating.

• Avoid distracting stimuli. Try not to place students with ADD near air conditioners, high traffic areas, doors, or windows.

• Students with ADD may require additional attention and assistance during field trips, labs and hands-on activities.

• Provide a quiet area in the classroom for use by any student wishing to reduce distractions.

Giving Instructions in Science to Students with ADD • Maintain eye contact when giving verbal science instruction. • Simplify complex directions for science activities and avoid multiple commands. • Confirm that students understand the instructions before beginning an activity or

lab. Repeat instructions in a calm, positive manner, if needed. • Help students feel comfortable in asking for assistance. (Many students with ADD

will not ask for help.)

Giving Assignments in Science to Students with ADD • Help the students develop and maintain an organizational system. (Organization is

an important but difficult task for most ADD students.) • Modify science assignments as needed to match the quantity of work to the needs

of the student. • Give extra time for certain tasks. Students with ADD may work slowly. Do not

penalize them for needing extra time to complete an assignment or lab activity. • Keep in mind that children with ADD are easily frustrated. Stress, pressure, and

fatigue can break down their self-control and lead to poor behavior.

Providing Supervision and Discipline in Science • Assure that students clearly understand safety rules and requirements as well as

potential hazards. • Enforce classroom rules consistently. • Administer consequences immediately, and monitor behavior frequently. • Avoid ridicule and criticism. Remember that children with ADD have difficulty

staying in control.

Providing Encouragement • Praise good behavior and performance. • Encourage positive self-talk (e.g., “You did very well remaining on task today.

How do you feel about that?”). This encourages the child to think positively about themselves.

• Provide opportunities for students to focus their attention and energy in positive ways, such as distributing lab supplies to classmates or long term projects that involve data collection.

Science for Speakers of Other Languages The ELL (English Language Learners) student may face an array of obstacles when learning science. There are a number of strategies which may be useful in helping the student learn science while they are also learning English. • The use of visuals is extremely helpful. Many science concepts can be addressed

through demonstrations and hands-on activities. Any student, not just the LEP (Limited English Proficiency), can benefit from demonstrations and laboratory work. It may be necessary to provide the LEP with the laboratory procedure ahead of time, so the LEP can translate and thoroughly understand the task at hand. The use of visuals can also include labeling items within the classroom and allowing the LEP to match pictures, items, colors, and symbols with words.

• Pairing a struggling LEP student with a more accomplished one might assist both in their work.

• Cooperative learning is useful. It provides the LEP the opportunity to hear and practice the English language in a group setting.

• The use of gestures and facial expressions is effective in portraying meaning. (Caution needs to be taken to ensure the gestures and expressions used are not offensive to the LEP).

• Encourage the LEP to ask questions to clarify understanding. • Use repetition and consistency when giving instructions. • Create word banks. Science has a unique vocabulary the LEP will not encounter out

of the classroom. Supplying the LEP with important vocabulary ahead of time will allow the LEP to translate and have an understanding of the vocabulary before class. This will make a class discussion or lecture easier for the LEP to understand.

• Semantic Mapping is a strategy which uses vocabulary and background knowledge. The student can display words, ideas, and details that relate to a larger concept.

• A Native Language/English Dictionary should be made available. Make use of available science resources to make lessons relevant.

• Use musical activities to introduce and reinforce science concepts. • Use graphic organizer strategies such as consequence diagrams, decision trees,

flowcharts, Venn diagrams, and webbing to make the science concepts easier to understand.

• When assessing the LEP, it is helpful to allow the student additional time to complete the task. Another option is to use oral assessment. A visual exam could be used by having the student identify diagrams or depict ideas and processes through diagrams.

Strategies for Teaching Science to Academically Gifted Students Gifted learners require an enhanced curriculum of instruction. The curriculum should have greater depth of study for greater challenge and complexity. Depth of study and complexity can be increased by including the following:

• attributes, patterns and details • connections between disciplines • opportunities for questioning different points of view • opportunities for promote thinking of different possibilities or solutions

General Characteristics - Gifted Students • Gifted learners are diverse. • Crave knowledge. Irresistible desire to learn certain subjects.Set high standards

for themselves. Challenge generalizations. • May be outstanding in some areas but average in others. • Need to feel a sense of progress in what they are learning. • Desire to know, have the capacity to create, structure, and organize data. • Need to make observations, establish serial relationships, and comment on them. • Have tremendous power of concentration. • Are sensitive to values. • Resist routines. Need time to work alone. • Seek order, structure, consistency, and a better way of doing things.

Differentiated Instruction

Differentiated Instruction is a teaching method based on the fact that students have varying learning readiness levels. Instructional strategies are modified to meet the needs of the various learning levels of the students. Teachers are encouraged to be flexible in providing students with activities that are challenging and allow for mastery of science content. Using the 5Es model and B.E.S.T. strategies ensures the science classroom provides a differentiated approach to learning.

Online Resources Differentiated Instruction

Differentiated instruction, Dr. Susan Allen http://differentiatedinstruction.net/

Learner’s Link http://www.learnerslink.com/

Sunshine Connections, FLDOE http://www.sunshineconnections.org/strategies/Pages/DifferentiatedInstruction.aspx

Enhance Learning with Technology http://members.shaw.ca/priscillatheroux/differentiating.html

Differentiated Instruction – Strategies for Teachers http://www.eht.k12.nj.us/~Jonesj/Differentiated%20Instruction/1%20DI%20Strategies.htm

Literature Cited Brookfield, S., 1987, Developing critical thinkers: challenging adults to explore

alternative ways of thinking and acting, Open University Press, Milton Keynes. Sharon M. Feldstein, s & Benner, M, 2004, The American Biology Teacher (Feb 2004):

p 114(6). Hinton , C. , Miyamoto , K. , & della Chiesa , B . ( 2008 ). Brain research, learning, and

emotions: Implications for education research, policy, and practice . European Journal of Education , 4 3 ,87 – 103 .

Howard, P., 1994, The owner's manual for the brain. Austin, TX: Leornian. Hoover, W., Published in SEDL Letter Volume IX, Number 3, August 1996,

Constructivism Jensen, E., 1998, Teaching with the brain in mind. Alexandria, VA: ASCD Levy F., and R. J. Murnane. 2005. The new division of labor: How computers are

creating the next job market. Princeton, NJ: Princeton University Press. McGaugh, J. L., Introini-Collison, I. B., Cahill, L. F., Castellano, C., Dalmaz, C., Parent,

M. B., & Williams, C. L., 1993, Neuromodulatory systems and memory storage: Role of the amygdala. Behavioural Brain Research, 58, 81–90.

Mezirow, J., 1990, Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning, Jossey-Bass, San Francisco.

Pally, R., 1997, How brain development is shaped by genetic and environmental factors. International Journal of Psycho-Analysis, 78, 587–593.

Resnick, L. B., 1987, Learning in school and out. Educational Researcher, 16(9), 13-20. Schön, DA., 1987, Educating the reflective practitioner, Jossey-Bass. San Francisco. Shultz, W., Dayan, P., & Montague, P. R., 1997, A neural substrate of prediction and

reward. Science, 275, 1593–1599. Stewart, V. 2010. A classroom as wide as the world. In Curriculum 21: Essential

Education for a Changing World, ed. H. Hayes Jacobs, 97–114. Alexandria, VA : Association for Supervision and Curriculum Development.

Willis, J. (2008). Brain-based teaching strategies for improving students' memory, learning, and test-taking success.(Review of Research). Childhood Education, 83(5), 31-316.

Wilmarth, S. 2010. Five socio-technology trends that change everything in learning and teaching. In Curriculum 21: Essential education for a changing world, ed. Heidi Hayes Jacobs, 80–96. Alexandria, VA : Association for Supervision and Curriculum Development.

Windschitl, M. 2009. Cultivating 21st century skills in science learners: How systems of teacher preparation and professional development will have to evolve. Presentation given at the National Academies of Science Workshop on 21st Century Skills, Washington, DC.

Introduction Pursuing Exemplary Chemistry Education

Science is an integral part of life and prepares students to make reasoned, thoughtful, and healthy life long decisions in a world that is constantly changing. Goals of the chemistry course include chemistry literacy, which focuses on the mastery of information specific to chemistry, and scientific literacy, which emphasizes the process of thinking, evaluating, and the quest for knowledge. Scientific literacy promotes skeptical, creative minds able to interpret data and to distinguish between scientific information and pseudoscience.

Exemplary science teachers relate what students already know to new concepts, building upon prior understandings and working to identify and resolve students’ misconceptions. They emphasize the real-life relevance of science, use examples which relate to daily life experiences, and encourage students to find connections to their own experiences. Current and varied resources are used to provide a variety of perspectives and up-to-date information, with an instructional focus on concepts rather than textbook chapters. Teachers ask probing questions that encourage student discussion, prediction, and explanation.

Chemistry is central to science, and the exemplary chemistry teachers present unified science concepts that exemplify how the disciplines of science interrelate in actual practice. They also integrate other subject areas as they naturally relate, such as statistical analysis of data (mathematics), communicating lab results (language arts), and examining the societal implications of science issues (social studies).

Students are actively engaged in scientific processes and inquiry in an exemplary chemistry classroom. They collect, manipulate, and interpret data regularly, and use the data to answer questions or support claims. Predicting, inferring, and comparing are integral, adding to the student’s depth of understanding. At least 40% of chemistry instructional time should be devoted to active laboratory investigations involving the collection and analysis of data.

Laboratory Safety in Chemistry While it is true that the chemistry laboratory is a potentially hazardous place to learn chemistry, it is just as true that the chemistry laboratory can be a safe and fun setting for enriched learning experiences. Safety in the laboratory must take the highest priority for the chemistry teacher—and the chemistry student. Alert and constant laboratory supervision combined with well-prepared students, are the keys to practicing safe science. For example, the chemistry teacher must ensure that all chemicals, equipment, and procedures are previously approved by Brevard County Schools (see Brevard Public

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Schools Safe Science Manual). Chemicals and supplies must be logistically dispersed for easy and safe student access. Students must wear appropriate safety attire, including chemical splash goggles and aprons. The chemistry teacher must always review safety procedures and protocols before the lab activity and enforce those safety rules during the lab activity. Always consult the Brevard Public Schools Safe Science Manual for safety information as well as other sources that apply to your particle lab safety situation. Following safe science practices will create a safe and fun environment for learning chemistry. Brevard Public Schools Safe Science Manual can be found at: http://secondarypgms.brevard.k12.fl.us/Science%20Guides/Safe%20Science%2008.pdf Guide to Curriculum Design and Implementation To maximize student learning and success, the course in chemistry must be exactly that, a planned succession of educational experiences that constructs progressive pathways towards a clearly defined set of goals. The Next Generation Sunshine State Standards is the wellspring for those goals. However, the exemplary teacher is always mindful of the immense importance of the curriculum journey itself. Just as science is process rather than product orientated, so, too, must the instructor be aware of the diverse pathways a student may undertake to arrive at these goals. The experienced teacher is constantly expanding and enhancing his or her repertoire of teaching models and learning strategies, offering the students innovative, interesting and relevant learning experiences. Exemplary teachers are tuned into their students’ interests and needs and are not fearful of taking risks by embarking on unplanned alternative pathways initiated by the students. Classroom spontaneity, if properly seized upon and controlled, can be a powerful force in successful learning. It includes the student as an important component of the curriculum decision-making process. This has the added benefit of giving the student a sense of ownership in his or her education.

Outstanding teachers are also aware that adhering blindly to a chapter-by-chapter concrete-hard curriculum can often diminish student creativity, critical thinking skills, and ultimately, student interest and motivation. One of the most consistent criticisms of formal education has been its ability to all but stamp out the child-like sense of wonder and curiosity that is part of our human nature. The exemplary teacher welcomes the awesome question, “Why?”

The chemistry curriculum should exude a cohesiveness and fluidity that gives the students a sense of structure and direction yet allows for the unexpected and unpredictable. Such a curriculum offers the student a chance to experience the excitement of real science as what it has always been: an adventure. Exemplary teachers are keenly aware of the major forces that influence the curriculum. The relative strength of each force must be constantly measured and weighed against each other to achieve curriculum balance. This process can be daunting, but, with experience, the instructor can craft a rewarding long lasting learning experience for the student. These forces can be numerous and complex and an exhaustive treatment is beyond the scope of this document. However, what follows is a guide to help the teacher determine how to construct and implement a successful chemistry curriculum.

Curriculum Organizers

Once the curriculum aims, goals, and objectives are established, the instructor proceeds to build a course of study that enables the students to meet the standards and benchmarks. Curriculum Organizers are selected to mold the various components of the course into a cohesive, structured, yet fluid curriculum. These organizers serve as dimensions of curriculum design and give structure to a course of study. Some of the most commonly used organizers are content-centered, student-centered, theme-centered, and process-centered. Most well planned courses use a combination of curriculum organizers to meet the goals and standards.

The nature and structure of scientific knowledge significantly influences how science will be learned. The history of science, including chemistry, has demonstrated that there are multiple ways of knowing. Experimental designs, deductive and inductive reasoning, mathematical modeling, Einstein’s famous thought-experiments, and even serendipity are examples of ways that have extended our understanding of science and the world.

There are three types of content-centered organizers that must be used to maximize the chemistry curriculum: Paradigms, Unifying Themes, and Major Ideas. Like Bloom’s Taxonomy of Cognitive Levels, these content-centered organizers have overlapping as well as distinctive characteristics.

Paradigms are mental models, sometimes referred to as schemas or cognitive maps. They are used as a mental ‘window’ to view and interpret reality. For example, when a chemist observes a blue sky, he or she ‘sees’ the interaction of photons with electrons of atmospheric atoms. The chemist realizes that the resulting color is associated with specific characteristic and behaviors of these subatomic particles. Those lacking the appropriate paradigms cannot appreciate this insight into why the sky is blue. Paradigms cannot be learned through rote memorization of unconnected facts; rather, they must be constructed via meaningful experiences over a significant period of time. If one wishes to learn a foreign language, merely becoming familiar with vocabulary and written symbolism are insufficient for language mastery. The student must learn and understand the structure of the language through its diverse use. This is primarily accomplished through paradigm construction.

If the student is to truly benefit from a chemistry curriculum, he or she must construct a permanent set of useful paradigms that serve to enhance the student’s understanding of the world. Once these chemistry paradigms become part of the student’s thinking process, critical decision-making skills are significantly improved. Another important reason for curriculum focus on paradigm construction is the fact that students learn faster when they are able to connect new learning to preexisting schemas or cognitive maps. It is far easier for a professional cook to learn and understand an innovative recipe for making clam chowder than it is for a person with no cooking experience. After completing the chemistry course, all students must have constructed the following major chemistry paradigms:

• The quantum model of the atom. • The laws of energy and entropy influence chemical systems. • The transition of electrons from one orbit to another is a primary driving force

for chemical reactions. • Elements react with each other according to specific rules of stability. • Chemical systems spontaneously drive towards a state of equilibrium. • The Kinetic Molecular Theory. • The scientific method and associated processes. • Molecular structure and bonding gives rise to physical and chemical properties. • Atoms, ions, and molecules react with each other, via energetic collisions, in

specific ratios. • All physical and biological systems are composed of atoms, ions, and molecules

and are governed by the laws that influence the behavior of such particles.

Unifying Themes are curriculum strands that continue to resurface as motifs that serve to bind and give meaning to the subject material. They also tend to link chemistry with other scientific disciplines and other subject areas as well. These themes unite the various scientific disciplines in terms of central scientific ideas and thus help the student understand that all sciences utilize specific procedures, processes of investigation and verification, and a code of ethics.

The major Unifying Themes that should be incorporated into the chemistry curriculum are as follows:

• The Nature of Science • Energy and Matter • Quantification and Analysis Techniques • Applications of the scientific method, as a process of science. • Modeling Systems and Patterns • Taxonomic and Nomenclature Systems • Problem-Solving Techniques • Science/Technology/Society • Safe Science Practices • Advantages of Scientific Literacy • Processes of Life • How Living Things Interact with the Environment

Major Ideas are the primary curriculum components of a chemistry course. They define the specific areas of study that determine the course content. When implemented within the context of the Paradigms and Unifying Themes, the Major Ideas blend together into a cohesive flow that becomes a continuum of scientific knowledge. The Major Ideas addressed in this document were set forth by the Florida Department of Education and represent the core of the chemistry course content that addresses the Next Generation Sunshine State Standards. They are as follows:

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• Matter: It’s Classification, Structure and Changes • The Nature of Science • Interactions of Chemistry with Technology and Society • Atomic Theory • The Periodic Table • Chemical Bonding and Formulas • Chemical Reactions and Balanced Equations • Stoichiometry • Behavior of Gases • Dynamics of Energy • Reaction Rates and Equilibrium • Acids and Bases • Electrochemistry • Chemistry of Life

The chemistry course should not be limited to just these particular Major Ideas. Chemistry, as the central science, has great many applications and specialized areas of study that merit inclusion in even an introductory chemistry course. The instructor is free to select such topics as appropriate to enrich the chemistry course.

Sequencing

In sequencing a curriculum, the instructor must decide on a series of learning experiences and events that are to take place in chronological order. The experienced teacher sequences a curriculum in the same manner that composers and writers sequence music and literature. Plots, subplots, melodic themes, and motifs are interwoven into a tapestry that is art. New ideas are presented in relationship to previously stated themes. In other words, music, literature, or a curriculum is not to be experienced in merely linear fashion. The third movement of a symphony, although unique, is conceived as an extension and development of the first two movements and a precursor to the forth movement. In the same way, the ‘chapters’ of a book are not created as separate unconnected bits of prose. They relate to each other in complex ways.

The sequencing of the chemistry curriculum must be no different. Major Ideas should be thought of as musical movements or literary chapters, not isolated islands of ‘stuff’ to be covered. The student must always feel that there is an underlying purpose that drives the chemistry curriculum. Laboratory experiments, field trips, teacher presentations, projects, problem-solving sessions, readings, and class discussions should all be considered examples of interesting and diverse ways of experiencing the chemistry curriculum. Using the Paradigms, Unifying Themes, and Major Ideas and other relevant factors such as student interest, the exemplary teacher will sequence these various activities into an art form that we call a curriculum.

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How to Use This Document

This main purpose of this document is to help teachers effectively address the Next Generation Sunshine State Standards (NGSSS) and benchmarks as they apply to the both the regular and honors chemistry curriculum. The chemistry curriculum guide is organized by eight Unifying Questions. Each of these major questions is addressed by Essential Questions, Common Misconceptions, Assessment Probes, B.E.S.T./ 5E Sample, Thinking Map, and the Major Idea curriculum topics

For each Major Idea topic, you will first find the NGSSS Body of Knowledge, Standards, and Benchmarks that are addressed by that Major Idea topic. Following that will be an Overview that discusses the importance of each Major Idea topic, Teaching Strategies that discusses suggested teaching and learning strategies and activities, and, Matching Strategies to Course Level, which addresses the different expectations and requirements for Chemistry I vs. Chemistry I Honors. The final section of this chapter is the Teacher Support. This section includes the benchmarks addressed by the Major Idea topic. For each benchmark, a list of activities and resources for both chemistry I and chemistry I honors to be used to address that benchmark has been listed.

Chemistry Course Descriptions

Chemistry is a laboratory based course introducing the fundamental principles of chemistry and their applications. Major topics include science/technology and society, the nature of science, scientific measurement and analysis, matter and energy, atomic theory, periodicity, bonding, chemical formulas, reactions, and equations, chemical quantities, stoichiometry, thermochemisty, reaction rates and equilibrium, states of matter, behavior of gases, solution chemistry, acids and bases, electrochemistry, energy, chemistry of life, nuclear chemistry, and an introduction to organic chemistry.

The course includes an introduction to the principles and techniques of experimental chemistry, emphasizing experimental design, inquiry, data analysis and problem solving.

The Florida Department of Education for Chemistry 1 can be found at: http://www.floridastandards.org/Courses/PublicPreviewCourse76.aspx?ct=1&kw=chemistry The Florida Department of Education for Chemistry 1 Honors can be found at: http://www.floridastandards.org/Courses/PublicPreviewCourse77.aspx?ct=1&kw=chemistry

Sample Concept Map of the Major Unifying Questions

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Suggested Curriculum Course Outline for Chemistry

Major Themes and Topics Suggested Time

Benchmarks

1st Nine Weeks

What is Chemistry? Matter: Classification, Structure and Changes

• Introduction to Chemistry • Connections to Other Sciences • Physical and Chemical Changes

o Movie Special Effects o Art o Mystery Chemistry

• Mixtures, Elements and Compounds o Metals and Nonmetals o Polymers

1 week SC.912.P.8.1 SC.912.P.8.2 SC.912.P.8.5 SC.912.P.8.6 SC.912.P.8.7 SC.912.P.10.1 SC.912.E.5.1

How is Chemistry Practiced? Scientific Measurement and Data Analysis

• The Processes of Science o Inquiry Science o CSI Chemistry

• SI Measurement • Mass, Volume, Density • Conversion Factors • Significant Figures • Precision and Accuracy

1 week

SC.912.N.1.1-N.1.7 SC.912.N.2.1-N.2.5 SC.912.N.3.1-N.3.5 SC.912.N.4.1-N.4.2

Chemical Quantities • Mole Concept • Applications of the Mole Concept • Avogadro’s Number

2 weeks SC.912.P.8.9 SC.912.MA.S.1.2

1st Nine Weeks Continued on Next Page

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1st Nine Weeks Continued

What is our Understanding of Matter and Energy? Atomic Theory

• History and Development • Introduction to the Periodic Table • Subatomic Particles • Atomic Mass and Number • Isotopes

2 weeks SC.912.P.8.3 SC.912.P.8.4 SC.912.P.10.10

Nuclear • The Nucleus • Nuclear Stability • Balanced Nuclear Equations • Radioactive Decay and Half-life • Nuclear Radiation • Fission and Fusion

1 week

SC.912.P.10.11 SC.912.P.10.12

Electrons in Atoms • Properties of Light

o How Does Stained Glass Get Its Color?

o Producing and Harnessing Light • Bohr Model • Quantum Mechanics • Electron Configuration

2 weeks SC.912.P.10.9 SC.912.P.10.13 SC.912.P.10.18 SC.912.P.10.19 SC.912.E.5.8

“It is possible to commit no errors and still lose. That is not a weakness. That is life.”

Captain Picard to Data, Star Trek: The Next

Generation, “Peak Performance”

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2nd Nine Weeks

How is the Behavior of Matter Organized? Periodic Table

• Development of the Periodic Table o Principles of Organizing

• Relationship of Electron Configuration • Periodicity

o Characteristics of Metals o Characteristics of Nonmetals

2 weeks SC.912.P.8.5 SC.912.P.10.14 SC.912.MA.S.1.2

Bonding • Types of Chemical Bonds • Lewis Dot Structures • Bond Characteristics • Molecular Geometry

2 weeks SC.912.P.8.6 SC.912.P.8.7 SC.912.MA.S.1.2 SC.912.MA.S.3.2

Chemical Formulas • Chemical Names and Formulas • Oxidation Numbers • Formula and Molar Mass • Percent Composition

o Clay • Empirical and Molecular Formulas

2 weeks

SC.912.P.8.7

How Does Matter Interact? Chemical Reactions and Balanced Equations

• Reactions, and Equations • Balancing Chemical Equations • Writing Equations • Five Types of Reactions

o Paints and Dyes

3 weeks SC.912.P.8.2 SC.912.P.8.7 SC.912.P.8.8 SC.912.P.10.12 SC.912.MA.S.1.2

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3rd Nine Weeks

How are the Interactions of Matter Measured?

Stoichiometry • Mole Ratio • Molar Mass as a Conversion Factor • Calculation Techniques • Limiting Reactants • Percent Yield

3 weeks SC.912.P.8.9 SC.912.MA.S.1.2

States of Matter • Kinetic Molecular Theory • Liquids • Solids • Phase Changes • Water

1 week SC.912.P.8.1 SC.912.P.8.2 SC.912.P.8.6 SC.912.P.12.11

Gases • Gas Laws

o Cartesian Divers o Hot Air Balloons

• Pressure Conversions • Effusion and Diffusion

1 week SC.912.P.10.5 SC.912.P.12.10 SC.912.P.12.11

Solution Chemistry • Types of Mixtures • Solubility • Concentration of Solutions • Colligative Properties

o Clay o Ice Cream and Roads o Radiator Fluid

2 weeks SC.912.P.8.2 SC.912.P.8.9 SC.912.P.12.12

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4th Nine Weeks

How are the Interactions Between Matter and Energy Measured?

Thermochemistry • Calorimetry • Enthalpy

o Reactions That Produce Heat • Entropy

o Rubber Bands and Spontaneity • Free Energy

2 weeks SC.912.P.10.1 SC.912.P.10.2 SC.912.P.10.4 SC.912.P.10.5 SC.912.P.10.6 SC.912.P.10.7 SC.912.P.10.8 SC.912.E.5.1 SC.912.L17.19

Reaction Rates and Equilibrium • Collision Theory • Activation Energy • Rate Laws • Dynamic Equilibrium • Equilibrium Constant • Le Chatelier’s Principle

2 weeks SC.912.P.10.6 SC.912.P.12.12 SC.912.P.12.13 SC.912.L.17.15 SC.912.L.17.16 SC.912.L.18.11

What are the Relevant Applications of Chemistry?

Acids and Bases • Properties • Strong and Weak • Acid Base Theories • Acid Base Reactions • pH Calculations • Titrations

2 weeks SC.912.P.8.8 SC.912.P.8.11 SC.912.L.17.15 SC.912.L.17.16 SC.912.L.17.20 SC.912.L.18.12

Electrochemistry • Oxidation Reduction Reactions • Electrochemical Cells

o Electroplating o Batteries

2 weeks SC.912.P.8.2 SC.912.P.8.8 SC.912.P.8.9 SC.912.P.8.10 SC.912.P.10.15 SC.912.MA.S.1.2

Chemistry of Life • Organic Compounds

o Polymers • Hydrocarbons • Functional Groups

1 week SC.912.P.8.12 SC.912.P.8.13 SC.912.E.7.1 SC.912.L.17.10 SC.912.L.17.11 SC.912.L.18.11

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What is Chemistry?

Essential Questions

• What is Chemistry? • Why should I learn chemistry? • How is matter described? • What changes does matter undergo?

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Common Misconceptions

• Students may assume that the term chemical refers exclusively to harmful materials. Explain that the term chemical describes all types of matter including life sustaining substances such as water and oxygen.

• Students think gases do not have mass. Demonstrate to students that gases have mass. One example is to have students mass a balloon before and after inflation.

Assessment Probes Keeley, Page, Eberle, Francis, and Farrin, Lynn. "Is it Matter?." Uncovering

Student Ideas in Science. Vol. 1. Arlington, VA: NSTA, 2005.79-84. Print Keeley, Page, and Joyce Tugel. "Burning Paper." Uncovering Student Ideas

in Science. Vol. 4. Arlington, VA: NSTA, 2007. 23-29. Print

"It is the struggle itself that is most

important. We must strive to be more than we are. It does not matter that we will not reach our ultimate goal. The effort itself yields its own reward."

— Gene Roddenberry

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What is Chemistry? B.E.S.T. / 5E Sample

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Lab: How Do Temperature and Salinity Affect Density? Source: “Science Success Through Inquiry” Page 63 Overview: This lab is designed to enable the students to see how the density of water is affected by temperature and salinity. The students will be able to relate how the differences in density create surface and deep currents and how these currents affect the climate of nearby landmasses.

Background: Climate is the characteristic weather for a region over a long period of time. When comparing climate zones, the two main conditions that are involved are temperature and amount of precipitation. Factors that affect the temperature of an area include latitude, altitude, and distance from the ocean. The amount of precipitation an area receives depends on prevailing winds and topography. Oceans have a considerable effect on the temperature of nearby landmasses. Water heats up and cools down more slowly than land does, thereby making the temperature of coastal regions more moderate than inland regions. Surface currents have a direct effect on the temperature of coastal areas. Warm currents carry warm water from the equator to the poles. Cold currents carry cold water away from the poles toward the equator. Surface currents therefore cool or warm the surrounding air around them. The presence or absence of an ocean current will affect an area’s temperature. Currents are created by the density differences of the surrounding water. Variations in temperature, salinity, and pressure of ocean water combine to affect the density of seawater. Time: One 50-minute class period

Materials: 20 gallon aquarium Food coloring Beakers (250 mL) 4 per group Warm and cold water Table salt Ice bath for your beakers Electric Fan Heat Lamp

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Engage:

∑ Ask students to brainstorm and make a list of observations about salt water. Why are these properties important?

∑ Show students examples of tropical drift seeds. Guess where they come from and then discuss how ocean currents affected their voyage.

∑ Challenge students to predict how warm and cold ocean currents can steer a hurricane’s path and modify it’s intensity.

Explore:

∑ Implement a pre-laboratory safety and technique presentation.

Student instructions: ∑ Using the above materials, students will design an experiment to show how varying

temperature and density will affect ocean currents. ∑ Students should vary salinity and temperature. Food coloring will allow the students

to see the movement of currents.

Explain:

Teachers will facilitate a discussion to answer the following questions: ∑ What is the relationship between density and temperature? ∑ What is the relationship between density and salinity? ∑ Is temperature a more important factor in surface or deep currents? ∑ Why won’t cold water and warm water readily mix in the ocean? ∑ What is the effect of wind on currents? ∑ Describe two ways in which ocean currents affect the climate of coastal areas.

Elaborate:

∑ Research another factor that affects climate such as topography, wind patterns, or amount of solar radiation.

∑ How does climate influence the type of plants and animals that live in an area? Relate this to the different biomes of the world.

Evaluate:

∑ Have students write an essay describing seven or more factors that affect the Earth’s climate.

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Thinking Map: Taxonomy of Matter Student Sample

Matter: Its Classification, Structure, and Changes Standards of Focus: Body of Knowledge: Physical Standard 8: Matter SC.912.P.8.1 Differentiate among the four states of matter. SC.912.P.8.2 Differentiate between physical and chemical properties and physical and

chemical changes of matter. Standard 10: Energy SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they

can be transformed from one form to another. Related Standards: Body of Knowledge: Physical Standard 8: Matter SC.912.P.8.5 Relate properties of atoms and their position in the periodic table to the

arrangement of their electrons. SC.912.P.8.6 Distinguish between bonding forces holding compounds together and other

attractive forces, including hydrogen bonding and van der Waals forces. SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of

composition and structure. Body of Knowledge: Earth and Space Science Standard 5: Earth in Space and Time SC.912.E.5.1 Cite evidence used to develop and verify the scientific theory of the Big

Bang (also known as the Big Bang Theory) of the origin of the universe.

Overview: This segment of the chemistry curriculum is grounded in descriptive chemistry. Historically, descriptive chemistry preceded theoretical chemistry, which is based on atomic theory. The first generation of chemists described the physical and chemical characteristic of materials accessible at that time. Patterns were discovered and taxonomic systems developed in order to classify matter. The study of matter offers the chance to learn how science processes and categorizes information, seeking out patterns to create models of the phenomena being investigated.

Teaching Strategies: This Major Idea can be introduced to the students by presenting them with various materials such as liquid solutions, metals, alloys, salts, wood, and polymers. They can then proceed to develop their own methods of classifying these materials using their observations. A post-lab discussion can bring out the various methods and strategies used to accomplish the task of classification. The results are then compared to the accepted taxonomic systems used by chemists. Physical characteristics such as mass, volume, and density can be descriptively studied as examples of extensive and intensive properties. Separation techniques including distillation and chromatography can be acquired through laboratory activities. These labs can also facilitate student awareness of the relationship between energy and physical changes of state. Since this section is often taught near or at the beginning of the course, it offers students an excellent opportunity to develop basic laboratory skills and techniques. Fundamental characteristics of the periodic table can be introduced during the implementation of this Major Idea. The instructor should guard against elaborating too much on the descriptive chemistry, especially when presented at the beginning of the course. Many of the concepts and laboratory experiences that could be included in this portion of the curriculum can be learned and experienced in other segments when students have achieved a deeper understanding of chemistry. Postponing an elaborate discussion of metalloids until students understand electronic structure and stability rules will ensure a more meaningful exploration of this elemental family.

Matching Strategies to Course Level: Due to the fundamental nature of this part of the curriculum, there should be little, if any difference in pacing or expectations for the two course levels. All students can learn and benefit from the laboratory exercises and strategies in classification. Chemistry I Honors students can be further challenged by more complex classification tasks and additional lab activities that apply separation techniques such as fractional distillation and centrifugation.

Focus Benchmark Correlations: SC.912.P.8.1 Differentiate among the four states of matter. Teacher Support Chemistry Pearson Properties of Matter Chemistry Pages 36-37 Active Chemistry States of Matter Active Chemistry Page 586 Change of State Active Chemistry Pages 587-588 Changes of State Active Chemistry Pages 595-596 Modern Chemistry Properties and Changes in Matter Modern Chemistry Pages 7-8 Constructing a Heating/Cooling Curve Inquiry Experiments Pages 29-41 “Wet” Dry Ice Modern Chemistry Pages 358-359 SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical changes of matter.

Teacher Support

Chemistry Pearson Physical and Chemical Properties Chemistry Pages 34-37 Physical Changes Chemistry Pages 37 Chemical Changes Chemistry Pages 48-49 Quick Lab: Separating Mixtures Chemistry Pages 39 Active Chemistry Physical Properties Active Chemistry Pages 42-43 Lab: Metals and Nonmetals Active Chemistry Pages 60-64 Physical and Chemical Properties Active Chemistry Pages105-106 Lab: Chemical and Physical Changes Active Chemistry Pages 465-467 Chemical and Physical Changes Active Chemistry Page 468 Lab: More Chemical Changes Active Chemistry Pages 473-479 Properties of Matter Active Chemistry Pages 652-655

Modern Chemistry Matter and Its Properties Modern Chemistry Pages 6-11 Mixture Separation Modern Chemistry Pages 26-27 Chromatography Experiments Forensics and Applied

Science Experiments Pages 35-50

Evidence for a Chemical Change Skills Practice Experiments

Pages 35-40

SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to another. Teacher Support Chemistry Pearson The Flow of Energy Chemistry Pages 556-561 A Basis for Life Chemistry Pages 838-840 Chemical Formulas Chemistry Page 202 Metabolism Chemistry Pages 862-866 Active Chemistry Conservation of Energy Active Chemistry Pages 506-507 The Environmental Costs of Generating Energy

Active Chemistry Page 634B

Modern Chemistry Energy and Changes in Matter Modern Chemistry Pages 10-11 Thermochemistry Modern Chemistry Pages 531-540 Internet Resources http://www.energyeducation.tx.gov/ http://www.energy4me.org/

Related Benchmark Correlations:

SC.912.P.8.5 Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.

Teacher Support Chemistry Pearson Organizing the Elements Chemistry Pages 160-173 Periodic Trends Chemistry Pages 174-182 Periodicity in Three Dimensions Chemistry Page 184 Active Chemistry Atoms with More Than One Electron Active Chemistry Pages 140-148 Noble Gases Active Chemistry Pages 157-158 Forming Compounds Active Chemistry Pages 165-167 Reactivity of Metals Active Chemistry Pages 216-218 Modern Chemistry

Elements Modern Chemistry Pages 16-20 Electron Configuration and Periodic Table Modern Chemistry Pages 138-148 Electron Configuration and Periodic Properties

Modern Chemistry Pages 150-164

The Mendeleev Lab of 1869 Modern Chemistry Pages 172-173 SC.912.P.8.6 Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces. Teacher Support Chemistry Pearson Ions-Ionic Bonds and Compounds Chemistry Pages 194-207 Electron Configurations of Ions Chemistry Page 200 Molecular Compounds Chemistry Pages 222-225 Quick Lab: Strengths of Covalent Bonds Chemistry Page 238 Active Chemistry Forming Compounds Active Chemistry Pages 165-167 Intermolecular Forces Active Chemistry Pages 392-395 Solid, Liquid, or Gas Active Chemistry Pages 389-392 Modern Chemistry Intermolecular Forces Modern Chemistry Pages 203-207

Types of Bonding in Solids Modern Chemistry Pages 216-217 Conductivity as an Indicator of Bond Type Microscale Experiments Pages 13-18 Chemical Bonds Microscale Experiments Pages 19-22 SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure. Teacher Support Chemistry Pearson Octet Rule Chemistry Pages 226-231 Molecular Orbitals Chemistry Pages 240-243 Chemical Formulas Chemistry Page 202 Active Chemistry Organic Substances Active Chemistry Pages 78-82 Lab: Stained Glass Active Chemistry Pages 261-262 Solid, Liquid, or Gas Active Chemistry Pages 389-395 Lab: More Chemical Changes Active Chemistry Pages 473-479 Lab: Chemical Names and Formulas Active Chemistry Pages 480-487 Lab: Chemical Equations Active Chemistry Pages 490-494 Proteins Active Chemistry Pages 610-612 Modern Chemistry The Octet Rule- Electron Dot Notation Modern Chemistry Pages 182-185 VSEPR Theory Modern Chemistry Pages 197-200 Lab: Types of Bonding in Solids Modern Chemistry Page 216 Chemical Formulas Modern Chemistry Pages 219-220 SC.912.E.5.1 Cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory) of the origin of the universe. . Teacher Support Active Chemistry The Big Bang Theory Active Chemistry Pages 634A-B Modern Chemistry The Chemistry of the Big Bang Modern Chemistry Page 700 Internet Resources http://map.gsfc.nasa.gov/universe/bb_theory.html http://science.howstuffworks.com/dictionary/astronomy-terms/big-bang-theory.htm

How is Chemistry Practiced?

Essential Questions

• How is chemistry practiced? • How are problems solved by chemists?

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• Students may think the steps of the scientific method must be completed in order every time. Explain to students that the process is a cyclic interconnected web that may be started, at any point and parts may be repeated. To help students understand the method have them work through a decision making process using a real life example such as, purchasing a car.

• Students often use precision and accuracy interchangeably. Cleary explain the difference between the terms. Demonstrate the difference using a target and soft darts.

• Students think a theory develops into a law. Clearly explain the difference between the terms. Use the assessment probe “Is It a Theory” listed below.

Assessment Probes Keeley, Page, Eberle, Francis, and Dorsey, Chad. "Doing Science." Uncovering Student

Ideas in Science.Vol. 3. Arlington, VA: NSTA, 2008. 93-100. Print Keeley, Page, Eberle, Francis, and Dorsey, Chad. "What is a Hypothesis?." Uncovering

Student Ideas in Science.Vol. 3. Arlington, VA: NSTA, 2008. 101-105. Print Keeley, Page, Eberle, Francis, and Joyce Tugel. "Comparing Cubes." Uncovering Student

Ideas in Science. Vol. 2. Arlington, VA: NSTA, 2007. 19-25. Print Keeley, Page, Eberle, Francis, and Dorsey, Chad. "Is It a Theory?." Uncovering

Student Ideas in Science.Vol. 3. Arlington, VA: NSTA, 2008. 83-91. Print “Do not worry about your difficulties in Mathematics. I can

assure you mine are still greater.” Albert Einstein

How is Chemistry Practiced? B.E.S.T. / 5E Sample

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Thinking Map: Scientific Theory Student Sample

“Start by doing what’s necessary,

then do what’s possible and suddenly you are doing

the impossible.” St. Francis of Assisi

The Nature of Science Standards of Focus: Body of Knowledge: Nature of Science Standard 1: The Practice of Science SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example:

biology, chemistry, physics, and earth/space science, and do the following:

1. pose questions about the natural world, 2. conduct systematic observations, 3. examine books and other sources of information to see what is already known, 4. review what is known in light of empirical evidence, 5. plan investigations, 6. use tools to gather, analyze, and interpret data (this includes the use of

measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs),

7. pose answers, explanations, or descriptions of events, 8. generate explanations that explicate or describe natural phenomena (inferences), 9. use appropriate evidence and reasoning to justify these explanations to others, 10. communicate results of scientific investigations, and 11. evaluate the merits of the explanations produced by others.

SC.912.N.1.2 Describe and explain what characterizes science and its methods.

SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.

SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

SC.912.N.1.5 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations.

Standard 2: The Characteristics of Scientific Knowledge SC.912.N.2.1 Identify what is science, what clearly is not science, and what

superficially resembles science (but fails to meet the criteria for science). SC.912.N.2.2 Identify which questions can be answered through science and which

questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.

SC.912.N.2.3 Identify examples of pseudoscience (such as astrology, phrenology) in

society. SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to

change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.

SC.912.N.2.5 Describe instances in which scientists' varied backgrounds, talents,

interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

Standard 3: The Role of Theories, Laws, Hypotheses, and Models SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific

investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.

SC.912.N.3.2 Describe the role consensus plays in the historical development of a

theory in any one of the disciplines of science. SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under

given conditions in nature, but do not offer explanations for those relationships. SC.912.N.3.4 Recognize that theories do not become laws, nor do laws become theories;

theories are well supported explanations and laws are well supported descriptions. SC.912.N.3.5 Describe the function of models in science, and identify the wide range of

models used in science.

Standard 4: Science and Society SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-

based perspective to inform society's decision making. SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal

problem by comparing a number of different costs and benefits, such as human, economic, and environmental.

Related Standards Body of Knowledge: Reading/ Language Arts Strand 2: Literary Analysis Standard 2: Nonfiction LA.910.2.2.3 The student will organize information to show understanding or

relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining)

Strand 4: Writing Applications Standard 2: Informative LA.910.4.2.2 The student will record information and ideas from primary and/or

secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information.

Overview: The Nature of Science is central to understanding how chemistry knowledge is produced and structured. It addresses the various processes of science including the scientific method of understanding phenomena, experimental design strategies in testing hypotheses, theories and laws, the importance of peer review and verification, and the tentativeness of science as a body of knowledge subject to change. The study of this Major Idea provides the student with an opportunity to compare scientific processes to other ways of knowing that may already have been experienced. For example, applying the scientific method to the decision-making process may offer unique advantages otherwise denied to the decision-maker as a voting citizen. It also provides connectivity and integration among the other core sciences. Therefore, the teacher should strongly consider implementing this unit of the chemistry curriculum at or near the beginning of the course since it will help to facilitate a smooth transition between what the student has previously learned and experienced and what student will be learning. However, it should be remembered that many of the ideas, principles, and rules inherent in understanding the nature of science must continue to be experienced by the student during the entire length and breadth of the chemistry curriculum.

Teaching Strategies: There are many successful approaches for teaching the nature of science in the chemistry curriculum. For example, the use of discrepant events is a powerful method for sparking interest and motivation in students. Historically, discrepant events have been the driving force for many of our scientific discoveries. If the student is presented with a sufficiently interesting and challenging discrepant chemical event, the student can discover and experience the nature of science firsthand. Great care must be taken in choosing the particular event to be investigated. Safety, student maturity level, laboratory controls, expense, available resources, instructional time and, of course, educational value are important factors that must be considered before implementing this strategy. Chemical reactions that undergo dramatic color changes (thus stimulating the visual cortex) such as the classic Iodine-Starch reaction, oscillating reactions, or pH mediated reactions work quite well in enticing the student to investigate the nature of the event. The Cartesian Diver phenomenon is also an excellent choice. With a little imagination, any number of labs can be adapted as an inquiry experience. Several events can be sequenced to facilitate the discovery of emerging scientific principles. In this way, the student experiences scientific skills such as the power of observation, documentation skills, organizing and interpreting data, and formulating and testing hypotheses. A single discrepant event can be expanded into a full inquiry investigation in which students experience the cyclic nature of science. Students design simple laboratory procedures (proofed for safety by the instructor) to test their hypotheses, implement the experiments, analyze the data and reevaluate the validity of their suppositions. They may then design additional experiments to test their modified hypotheses, thus building a deeper understanding of the investigated phenomena. During such an activity, students tend to spontaneously collaborate, sharing information and ideas in an attempt to solve the puzzle of the discrepant event. Periodic class discussions that simulate scientific congresses would enhance the science process experience. If students have access to the Internet, the inquiry project can be expanded to include consultation of appropriate resources such as university databases and correspondences with scientists. Some students may pursue original scientific research for publication or science fair competition. Many exciting learning possibilities exist within an inquiry-driven curriculum, but perhaps the greatest advantage to the inquiry approach is that it emulates the nature of science itself. Students learn science by actually doing science. Additional strategies that would supplement the inquiry approach to understanding the nature of science would include, guest speakers, field trips to industrial sites, universities, and state science museums such as the Thomas Edison Estate, and class investigations/discussions of Science/Technology/Society issues such as Global Warming. Additionally, critiques of S/T/S articles published in local or national sources can serve as an ongoing activity that allows students to become increasingly aware of the nature of science as it affects their lives.

Matching Strategies to Course Level: Both the Chemistry I and Chemistry I Honors student should be given the opportunity to experience the rewarding processes of science. Students are curious by nature and thus are capable of enjoying the experience of investigating an interesting phenomenon. If Chemistry I Honors students need additional challenges, teachers may choose to introduce confounding factors or require multifactor experimental designs. Most students are successful in collaborative learning environments. This approach may enable some Chemistry I students to better experience scientific processes such as peer review, data interpretation, hypothesis revising, and presenting. Chemistry I Honors students need to have experiences in both collaborative investigations and individual research. Chemistry I Honors students should search literature, design experiments, and present an individual paper.

Focus Benchmark Correlations: SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:

1. pose questions about the natural world, 2. conduct systematic observations, 3. examine books and other sources of information to see what is already

known, 4. review what is known in light of empirical evidence, 5. plan investigations, 6. use tools to gather, analyze, and interpret data (this includes the use of

measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs),

7. pose answers, explanations, or descriptions of events, 8. generate explanations that explicate or describe natural phenomena

(inferences), 9. use appropriate evidence and reasoning to justify these explanations to

others, 10. communicate results of scientific investigations, and 11. evaluate the merits of the explanations produced by others.

Teacher Support Chemistry Pearson Accidental Chemistry Chemistry Pages 12-13 Periodicity in Three Dimensions Chemistry Page 184 All Lab Activities

Active Chemistry Chapter 2 Mini-Challenge Active Chemistry Pages 138-139 Inquiring Further: Storing Batteries Active Chemistry Page 388 Modern Chemistry Mixture Separation Modern Chemistry Pages 26-27 Is it an Acid or a Base? Modern Chemistry Pages 496-497 All Lab Activities SC.912.N.1.2 Describe and explain what characterizes science and its methods.

Teacher Support Chemistry Pearson The Scope of Chemistry Chemistry Pages 2-5 Active Chemistry Science and Its Method Active Chemistry Pages NS2-7 Modern Chemistry Scientific Method Modern Chemistry Pages 29-31

SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.

Teacher Support Chemistry Pearson Thinking like a Scientist Chemistry Pages 14-19

Active Chemistry Science and Its Method Active Chemistry Pages NS2-7 Inquiring Further: Reacting Metals with Bases

Active Chemistry Page 321

Modern Chemistry Scientific Method Modern Chemistry Pages 29-31

SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

Teacher Support Chemistry Pearson Thinking like a Scientist Chemistry Pages 14-19 Active Chemistry Inquiring Further: The Spectroscope Active Chemistry Page 331 Modern Chemistry “Wet” Dry Ice Modern Chemistry Pages 358-359 Casein Glue Modern Chemistry Pages 782-783

SC.912.N.1.5 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

Teacher Support Chemistry Pearson Thinking like a Scientist Chemistry Pages 14-19 Acid-Base Theories Chemistry Pages 646-652 Active Chemistry The Changing Model of an Atom Active Chemistry Pages 123-126 Modern Chemistry Historical Chemistry Modern Chemistry Pages 114-115 Historical Chemistry Modern Chemistry Pages 302-303

SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

Teacher Support Chemistry Pearson Small-Scale Lab: Electron Configuration of Ions

Chemistry Page 200

Active Chemistry How do you Choose Cookware? Active Chemistry Pages 600-602

SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations.

Teacher Support Chemistry Pearson Thinking like a Scientist Chemistry Pages 14-19 Active Chemistry Chapter Challenge Chemistry Content Active Chemistry Pages 539-541 Modern Chemistry Chemistry is a Physical Science Modern Chemistry Pages 3-5 SC.912.N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Teacher Support Chemistry Pearson Thinking like a Scientist Chemistry Pages 14-19 Chapter 4 CHEMYSTERY Chemistry Page 100, 124 Active Chemistry Extending the Connection Active Chemistry Page 634A Science and Its Method Active Chemistry Pages NS2-7 Modern Chemistry Chemistry is a Physical Science Modern Chemistry Pages 3-5

“Imagination is more important than knowledge”

A. Einstein

SC.912.N.2.2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Teacher Support

Chemistry Pearson Thinking like a Scientist Chemistry Pages 14-19 Active Chemistry Inquiring Further: Art Active Chemistry Page 201 Modern Chemistry Scientific Method Modern Chemistry Pages 29-32 SC.912.N.2.3 Identify examples of pseudoscience (such as astrology, phrenology) in society.

Teacher Support Active Chemistry Science versus Pseudoscience Active Chemistry Pages NS6-7 Modern Chemistry What is Science? Modern Chemistry Page 32 SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.

Teacher Support Chemistry Pearson Atomic Theory Chemistry Pages 102-109 Active Chemistry Electrons: Where are They, Really? Active Chemistry Pages 147-148

Modern Chemistry Scientific Method Modern Chemistry Pages 29-32 Development of a New Atomic Model Modern Chemistry Pages 97-110

SC.912.N.2. 5 Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

Teacher Support Active Chemistry Atoms Active Chemistry Pages 113-116 Modern Chemistry The Riddle of Electrolysis Modern Chemistry Pages 444-445 SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.

Teacher Support Chemistry Pearson Revising the Atomic Model Chemistry Pages 128-133 Active Chemistry Bohr’s Model of an Atom Active Chemistry Pages 133-136 Modern Chemistry History of the Periodic Table Modern Chemistry Pages 133-137

“Theories and goals of education don’t matter a whit if you do not consider

your students as human beings.” Lou Ann Walker

SC.912.N.3.2 Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.

Teacher Support Chemistry Pearson Revising the Atomic Model Chemistry Pages 128-133 Active Chemistry The Noble Gases Active Chemistry Pages 157-158 Modern Chemistry History of the Periodic Table Modern Chemistry Pages 133-137 SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.

Teacher Support Chemistry Pearson The Gas Laws Chemistry Pages 456-468 Active Chemistry Kinetic Molecular Model of Gases Active Chemistry Pages 438-441 Modern Chemistry Scientific Method Modern Chemistry Pages 29-32 Gas Laws Modern Chemistry Pages 369-385 SC.912.N.3. 4 Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions.

Teacher Support Chemistry Pearson Thinking like a Scientist Chemistry Pages 14-19 Active Chemistry The Nature of Science Active Chemistry Pages NS2-7

Modern Chemistry Scientific Method Modern Chemistry Pages 29-31 SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science.

Teacher Support Chemistry Pearson Hydrocarbon Compounds Chemistry Pages 760-794 Active Chemistry The Electron-Sea Model of Metals Active Chemistry Pages 224-227 Modern Chemistry VSEPR Theory Modern Chemistry Pages 197-200 SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.

Teacher Support Chemistry Pearson Agronomist Chemistry Page 663 Active Chemistry Biological Polymers in Action Active Chemistry Pages 372A-B The Human Toll on the Environment Active Chemistry Pages 542A-B Modern Chemistry Fluoridation and Tooth Decay Modern Chemistry Page 283 Acid Water a Hidden Menace Modern Chemistry Page 477 SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.

Teacher Support Chemistry Pearson Natural Gas Vehicles Chemistry Pages 476-477 Reverse Osmosis Desalination Chemistry Pages 502-503

Active Chemistry Using Our Non-Renewable Resources Active Chemistry Pages 190A-B Modern Chemistry Ultrasonic Toxic-Waste Destroyer Modern Chemistry Page 180 Liming Streams Modern Chemistry Page 510

“In times of profound change,

the learners inherit the earth, while the learned find themselves

perfectly prepared for a world which no

longer exists.” Eric Hupper

Interactions of Chemistry with Technology and Society Standards of Focus: Body of Knowledge: Life Science Standard 16: Heredity and Reproduction SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the

environment, including medical and ethical issues. Standard 17: Interdependence SC.912.L.17.15 Discuss the effects of technology on environmental quality. SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human

activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.

SC.912.L.17.19 Describe how different natural resources are produced and how their

rates of use and renewal limit availability SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine

how human lifestyles affect sustainability

Overview: By definition, chemistry is the central science since both living and nonliving matter are composed of atomic and subatomic particles. It therefore follows that chemistry and society are inextricably intertwined. Developments in chemistry have greatly impacted our civilizations in many ways. The discovery and use of energy sources, advances in the pharmaceutical industry, materials science, computer sciences, robotics, and the Human Genome Project are all heavily grounded in chemistry. A society composed of citizens that grasp the fundamental concepts in science and technology can make more informed thoughtful decisions that impact not only their personal lives but also the planet. Students tend to be interested in Science/Technology/Society (S/T/S) issues since they readily see the relevance to their lives. Brain research supports the idea that people learn best when they attach new learning to preexisting experiences. The study of S/T/S presents itself as an excellent transition for the beginning chemistry student. S/T/S can also provide a thematic motif for the entire chemistry curriculum, constantly relating the content material to the student

Teaching Strategies: Students can be engaged in interesting S/T/S issues that may concern them locally, nationally, or even globally. Population growth, resource production and depletion, the Internet, ozone depletion, global warming, disease control, and toxic waste disposal, cloning and tobacco use are just a few of the interesting S/T/S/ issues that can be addressed in a chemistry curriculum. Student involvement in such issues can be in the form of responses to relevant articles, library or Internet research, presentations, special projects, field trips, and industrial site tours. Students of history may enjoy researching the effects of chemistry on past civilizations. For example, it is now thought that lead poisoning may have contributed to the fall of the Roman Empire since only the ruling class drank water from expensive aqueducts that contained lead. Many chemistry laboratory exercises lend themselves well to the study of S/T/S. For example, analyses of vitamin C concentration or buffering capacity in various commercial products are excellent methods for addressing quality control concerns. The extremely expensive problem of metallic corrosion can be explored in iron corrosion labs. Additional technological applications of electrochemistry such as electroplating and battery production are also easily demonstrated in the chemistry laboratory.

Matching Strategies to Course Level: Understanding the concepts inherent within this Major idea is essential for all chemistry students, regardless of level. There should be no distinction between the two levels in terms of the S/T/S/topic chosen to explore, however, honors students may be able to evaluate the facets of a certain topic at higher levels. For example, all students can study the effects of acid rain by comparing pH measurements of various samples of water. Chemistry Honors students might apply mathematical and statistical analysis to determine types and concentrations of specific parent molecules causing the pH effects. Laboratory investigations involving consumer experiments such as vitamin C and antacid content analysis work quite well with both levels. Additionally, teaching models such as role-playing, collaborative learning, and class discussion are effective ways of addressing the Standards for both levels of chemistry.

Focus Benchmark Correlations: SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues Teacher Support

Chemistry Pearson The Genetic Code Chemistry Pages 856-861 Biochemists Chemistry Page 853 DNA Testing Chemistry Page 867

Active Chemistry Biological Polymers in Action Active Chemistry Page 372A The Stem Cell Controversy Active Chemistry Page 372B Modern Chemistry Applications of Nuclear Radiation Modern Chemistry Page 695 Technology and Genetic Engineering Modern Chemistry Pages 774-775 SC.912.L.17.15 Discuss the effects of technology on environmental quality. Teacher Support Chemistry Pearson Catalytic Converters Chemistry Pages 602-603 Plasma Waste Converter Chemistry Pages 440-441 Natural Gas Vehicles Chemistry Pages 476-477 PCBs Persistent Pollutant Chemistry Page 803 Active Chemistry The Environmental Cost of Energy Active Chemistry Pages 634A-B Modern Chemistry Catalytic Converters Modern Chemistry Page 579 Chemical Industry Modern Chemistry Pages 814-815 SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution Teacher Support Chemistry Pearson Algal Blooms Chemistry Page 270 Natural Gas Vehicles Chemistry Pages 476-477 Active Chemistry The Human Toll on the Environment Active Chemistry Pages 542A-B Modern Chemistry Catalytic Converters Modern Chemistry Page 579 Chemical Industry Modern Chemistry Pages 814-815 Acid Water Modern Chemistry Page 477 Liming Streams Modern Chemistry Page 510

SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability Teacher Support Chemistry Pearson Geothermal Energy Chemistry Pages 576-577 Hydrocarbons from Earth’s Crust Chemistry Pages 782-786 Active Chemistry Using our Non-Renewable Resources Active Chemistry Page 190A Modern Chemistry Petroleum Chemistry Modern Chemistry Page 715 Properties and Uses of Alkanes Modern Chemistry Pages 722-723 Internet Resources http://www.mint.com/blog/trends/mint-map-resource-consumption-by-country SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability Teacher Support Chemistry Pearson Carbon Footprints Chemistry Page 83 Chemistry and You Chemistry Pages 6-11 Active Chemistry Sustainability Active Chemistry Page 190B Modern Chemistry Acid Water-A Hidden Menace Modern Chemistry Page 477 Nuclear Waste Modern Chemistry Pages 695-696 Mercury Poisoning Modern Chemistry Pages 805 Ozone Modern Chemistry Page 836

What is Our Understanding of Matter and Energy?

Essential Questions

• What is the history of chemistry? • What is an atom? • How are atoms of one element different from atoms of another atom? • How does nuclear chemistry affect your life? • What happens when electrons in atoms absorb or release energy?


• Students think that if any of the subatomic particles change the element changes. Reinforce that protons identify the elements and electrons identify the characteristics of the element.

• Students confuse the terms molar mass and atomic mass. Although they often have the same number, atomic mass is the mass of one atom in atomic mass units (amu) and molar mass is the mass of one mole of particles in grams/mole (g/mol).

• Students may think the Big Bang was a giant explosion rather than an expansion. The term bang implies explosion. Have students picture the Big Bang not as an exploding balloon, but rather as a small balloon that slowly continues to inflate.

• Students often cling to the Bohr model which suggests that an orbiting electron moves at a specific radius like a planet does. Explain that the Bohr model is used as a visual because it is easy to understand. Introduce the quantum model and stress that orbitals are actually electron clouds indicating probability of location.

What is Our Understanding of Matter and Energy? B.E.S.T / 5E Sample

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Thinking Map: Evolution of Atomic Theory Student Sample

Atomic Theory Standards of Focus Body of Knowledge: Physical Standard 8: Matter SC.912.P.8.3 Explore the scientific theory of atoms (also known as atomic theory) by

describing changes in the atomic model over time and why those changes were necessitated by experimental evidence.

SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory)

by describing the structure of atoms in terms of protons, neutrons, and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom.

Standard 10: Energy SC.912.P.10.9 Describe the quantization of energy at the atomic level. SC.912.P.10.10 Compare the magnitude and range of the four fundamental forces

(gravitational, electromagnetic, weak nuclear, strong nuclear). SC.912.P.10.11 Explain and compare nuclear reactions (radioactive decay, fission and

fusion), the energy changes associated with them and their associated safety issues. SC.912.P.10.12 Differentiate between chemical and nuclear reactions. SC.912.P.10.13 Relate the configuration of static charges to the electric field, electric

force, electric potential, and electric potential energy. Related Standards Body of Knowledge: Physical Standard 10: Energy SC.912.P.10.18 Explore the theory of electromagnetism by comparing and contrasting

the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.

SC.912.P.10.19 Explain that all objects emit and absorb electromagnetic radiation and

distinguish between objects that are blackbody radiators and those that are not.

Body of Knowledge: Earth and Space Science Standard 5: Earth in Space and Time SC.912.E.5.8 Connect the concepts of radiation and the electromagnetic spectrum to the

use of historical and newly-developed observational tools. Body of Knowledge: Statistics Standard 1: Formulating Questions SC.912.MA.S.1.2 Determine appropriate and consistent standards of measurement for the

data to be collected in a survey or experiment.

Overview: Atomic Theory can be one of the most interesting and relevant topics in chemistry. It gives the teacher the opportunity to allow the student to discover the interrelationships between science and history, including all its socio-economic and political forces. Indeed, students are afforded the chance to understand that the development of science and technology has not only influenced history but is history. One of the finest ways of studying the nature of a discipline is by studying the works of its Masters. The study of Atomic Theory introduces into the chemistry curriculum the chance to study not only science, but also the scientists themselves. Students tend to enjoy learning about people who became famous for their achievements, particularly if the “human” side of the person is revealed. Students also feel that the material is more relevant if presented in a context that matches their previous learning experiences. This portion of the curriculum is rich in classic experimental designing and methodology. Just as a musician can gain insight into the art of music by studying the compositions of Beethoven, so too can a science student gain insight into the process of science by studying the strengths and weaknesses of the Oil-Drop and Gold-Foil Experiments.

Teaching Strategies: Students should first become acquainted with a historical overview of the philosophical, social, economic, and political forces that influenced the development of atomic theory. This should be accomplished in a general way since the history of atomic theory extends as far back as the ancient Greek civilization. During this overview, the students should learn that there has always been a consistent drive to understand the nature of the universe. Another theme of this Major Idea is the fact that as technology developed, investigators were able to refine their understanding of the nature of the atom by modifying or rejecting past theories. Therefore, this section of the curriculum should be replete with laboratory activities including teacher demonstrations and student labs. Such labs should include flame tests, spectroscopy, conservation of mass, and model constructing. Multimedia can be used to demonstrate the Gold-Foil experiment and Moseley’s X-ray experiments. The cathode and canal ray tubes must be teacher demonstration only, however, relatively inexpensive oil-drop apparatus are available.

Matching Strategies to Course Level: Chemistry I students should focus on the fundamental concepts such as the Laws of Multiple and Definite Proportions, Avogadro’s Hypothesis, Dalton’s First Atomic Theory, isotopes, and the Photoelectric Effect. Whenever possible, they should be given the chance to observe demonstrations of the actual apparatus that contributed to the development of modern atomic theory. These include such devices as the Oil-Drop Apparatus, cathode ray tube, and the canal ray tube. Chemistry I students should know and apply the basic principles in modeling. They should also learn enough about the design and investigative strategies invented by these scientists to appreciate innovative approaches to problem solving. Chemistry I Honors students should develop the same appreciation, but at higher levels, by analyzing the details of the math models developed by scientists such as Lord Rutherford. For example, Chemistry I Honors students might study how J.J. Thomson derived the relationship between the charge and mass of the electron by deriving the mathematical relationship themselves.

Focus Benchmark Correlations: SC.912.P.8.3 Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated by experimental evidence. Teacher Support Chemistry Pearson Early Models of the Atom Chemistry Pages 102-104 Structure of the Nuclear Atom Chemistry Pages 105-109 Quick Lab: Black Box Chemistry Page 109 Atomic Theory Time Line Chemistry Page 133 Active Chemistry Atoms Active Chemistry Pages 113-116 Models in Science Active Chemistry Pages 123-125 The Bohr Model Active Chemistry Pages 133-136 Discovery of the Neutron Active Chemistry Pages 176-179

Modern Chemistry Early Atomic Theory Modern Chemistry Pages 67-69 Quick Lab: Instructing a Model Modern Chemistry Page 71 Structure of the Atom Modern Chemistry Pages 72-76 Properties Light Modern Chemistry Pages 97-101 The Bohr Model Modern Chemistry Pages 102-103 Quantum Theory Modern Chemistry Pages 104-105 Quick Lab: Nature of Light Modern Chemistry Page 106 Flame Test Lab Modern Chemistry Pages 130-131

SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons, and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom. Teacher Support Chemistry Pearson Isotopes Chemistry Pages 114-118 Structure of the Nuclear Atom Chemistry Pages 105-109 Electron Arrangement Chemistry Pages 134-135 Active Chemistry Models in Science Active Chemistry Pages 123-125 Discovery of the Neutron Active Chemistry Pages 176-179 How Atoms Produce Light Active Chemistry Page 661 Modern Chemistry Structure of the Atom Modern Chemistry Pages 72-76 Properties of Light Modern Chemistry Pages 97-101 Counting Atoms Modern Chemistry Pages 77-84 Lab: Conservation of Mass Modern Chemistry Pages 94-95 The Bohr Model Modern Chemistry Pages 102-103 Atomic Orbitals Modern Chemistry Pages 107-122 Quick Lab: Nature of Light Modern Chemistry Page 106 Flame Test Lab Modern Chemistry Pages 130-131 SC.912.P.10.9 Describe the quantization of energy at the atomic level. Teacher Support Chemistry Pearson Energy Levels and Quantum Mechanical Model

Chemistry Pages 128-132

Electron Arrangement Chemistry Pages 134-148 Quick Lab: Flame Test Chemistry Page 142 Small Scale: Atomic Emission Spectra Chemistry Page 149 Active Chemistry Bohr’s Model of the Atom Active Chemistry Page 133, 136 Flame Test Active Chemistry Page 73-79

Modern Chemistry The Bohr Model Modern Chemistry Pages 102-103 Atomic Orbitals Modern Chemistry Pages 107-122 Quick Lab: Nature of Light Modern Chemistry Page 106 Flame Test Lab Modern Chemistry Pages 130-131 SC.912.P.10.10 Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). Teacher Support Chemistry Pearson Definition of Nuclear Force Chemistry Page 880 Active Chemistry Electrostatic and Nuclear Forces Active Chemistry Pages 177-179 Modern Chemistry Forces in the Nucleus Modern Chemistry Pages 175-176 The Four Fundamental Forces Modern Chemistry Page 701 Glencoe Physics (Honors Text Book) Gravitation Physics Pages 171-185 Nuclear Physics Physics Pages 799-805 Internet Resources http://science.howstuffworks.com/environmental/earth/geophysics/fundamental-forces-of-nature.htm SC.912.P.10.11 Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues. Teacher Support Chemistry Pearson Nuclear Chemistry Chemistry Pages 874-897 Small Scale Lab: Radioactivity and Half-lives

Chemistry Page 887

Math Tune Up: Nuclear Reactions Chemistry Page 889

Active Chemistry Unstable Atoms Active Chemistry Pages 179-182 Modern Chemistry Radioactive Decay Modern Chemistry Pages 685-692 Nuclear radiation Modern Chemistry Pages 693-699 SC.912.P.10.12 Differentiate between chemical and nuclear reactions. Teacher Support

Chemistry Pearson Nuclear Reactions Chemistry Pages 876-891 Active Chemistry Nuclear Reactions Active Chemistry Page 181 Modern Chemistry Chemical Reactions Modern Chemistry Pages 261-263 Nuclear Reactions Modern Chemistry Pages 684-685 SC.912.P.10.13 Relate the configuration of static charges to the electric field, electric force, electric potential, and electric potential energy. Teacher Support Glencoe Physics (Honors Text Book) Electric Fields Physics Pages 562-577 Internet Resources http://www.physicsclassroom.com/class/estatics/u8l4c.cfm

Related Benchmark Correlations: SC.912.P.10.18 Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. Teacher Support Chemistry Pearson Atomic Emission And Quantum Model Chemistry Pages 138-148 Quick Lab: Flame Test Chemistry Page 142 Small Scale: Atomic Emission Spectra Chemistry Page 149 Active Chemistry Electronic Behavior of Atoms Active Chemistry Pages 129-136 Producing and Harnessing Light Active Chemistry Pages 324-329 Modern Chemistry Properties of Light Modern Chemistry Pages 97-103 Quick Lab: Nature of Light Modern Chemistry Page 106 SC.912.P.10.19 Explain that all objects emit and absorb electromagnetic radiation and distinguish between objects that are blackbody radiators and those that are not. SC.912.E.5.8 Connect the concepts of radiation and the electromagnetic spectrum to the use of historical and newly-developed observational tools. Teacher Support Chemistry Pearson Atomic Emission And Quantum Model Chemistry Pages 138-148 Quick Lab: Flame Test Chemistry Page 142 Small Scale: Atomic Emission Spectra Chemistry Page 149 Active Chemistry Electronic Behavior of Atoms Active Chemistry Pages 129-136 Producing and Harnessing Light Active Chemistry Pages 324-329 Modern Chemistry Properties of Light Modern Chemistry Pages 97-103 Quick Lab: Nature of Light Modern Chemistry Page 106

How is the Behavior of Matter Organized?

Essential Questions

• How is matter organized? • What are periodic trends?

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• Students think that something needs to vary uniformly in order to vary periodically. Use a picture of water with rippling waves. Explain that although the spaces between the water waves are not equal, the waves spread in a periodic manner. Each wave spreads outward.

• Many students will associate the words “losing” and “gaining” with subtraction and addition. Remind students that they are adding or subtracting the total charge of electrons not the number of electrons. Remind students the electron is a negatively charged particle.

• Students think that, like an ionic formula, a correctly written molecular formula should show the simplest ratio of atoms in the compound that the formula represents. Remind students that molecular formula represents the actual number of atoms in the compound. !

Assessment Probes Keeley, Page, Eberle, Francis, and Joyce Tugel. "Chemical Bonds." Uncovering Student

in Science. Vol. 2. Arlington, VA: NSTA, 2007. 71-57. Print Keeley, Page, Eberle, Francis, and Farrin, Lynn. "Is it Made of Molecules." Uncovering

Student Ideas in Science. Vol. 1. Arlington, VA: NSTA, 2005.85-90. Print

How is the Behavior of Matter Organized? B.E.S.T. / 5E Sample

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Lab: Periodic Trends

Overview: This experiment is designed to enable the student to quantitatively discern similarities in the physical and chemical properties in families of elements. This experiment will study the densities of group 4A and the solubilities of group 2A. The student will discover that these properties are similar but not identical since there are important differences in the electronic structures in the elemental members of a family or group.

Background: Long before scientists knew about electron configurations, they were arranging elements according to their similar characteristics that occurred periodically as one goes through the elemental chart by atomic number. In fact, some scientists were able to predict the existence of otherwise undiscovered elements that were missing from the chart. It is primarily the identical outer shell electron configurations of a family of elements that give rise to their similar characteristics. However, because the outer shell electrons of each element has increasingly greater energy (among other factors) as you go down a family, the elements begin to differ from each other in the magnitude of their characteristics. Interestingly, group 4A, the backbone of the metalloids, actually changes dramatically from nonmetallic to metallic characteristics as you go down the family. It is very important to emphasize the natural variability that occurs within the family. Thus the student will avoid the misconception that elemental members of a family are identical.

Time:

One 50-minute class period

Materials: Lead shot Sodium carbonate 1.0 M Tin Potassium chromate 0.1 M Silicon Unknown salt solution Magnesium nitrate 0.1 M Distilled water Calcium nitrate 0.1 M Balances Strontium nitrate 0.1 M Spot plate Barium nitrate 0.1 M Graduated cylinder Sulfuric acid 1.0 M Dropper pipette

Engage:

Demonstration ∑ Place a small sample ofmagnesium ribbon into a 250ml beaker previously filledwith

about150mlofdistilledwateranda1‐2mlofphenolphthaleinsolution.∑ Place the beaker onto an overhead projector and, as the reaction slowly

proceeds, explain to the class, using chemical equations, the reaction between the alkaline metal and water.

∑ After a few minutes, the overhead projection should show the presence of bubbles (hydrogen gas) and a pink color near the ribbon, which indicates the presence of hydroxide.

∑ As the reaction slowly proceeds, ask the student to predict what will happen if a similar sample size of calcium were placed into the same beaker. The students should realize that the reaction should be the same but more energetic due to the higher energies of the outer shell electrons of calcium compared to magnesium.

∑ At this point, add a small piece of calcium metal to the beaker. The reaction will be immediate and dramatic, producing vigorous hydrogen generation, a dark red color, and a thick precipitate of calcium hydroxide.

Explore:

∑ Administer a pre-lab safety and technique presentation. Ensure that students are aware that there should not be skin contact with any of the solutions.

∑ Instruct students to determine the densities of the three metals–tin, lead, and silicon–using the balances and the water displacement method.

∑ To four wells on a spot plate, students are to dispense a few drops of the four nitrate solutions (one solution per well).

∑ Students now add a few drops of 1.0 M sulfuric acid to each solution and observe for the presence of a precipitate.

∑ The solutions and products can be diluted and poured down the sink. ∑ Repeat this procedure again but using the 1.0 M sodium carbonate solution instead

of the sulfuric acid. Dispose as before. ∑ Repeat this procedure a third time but using the 1.0 M potassium chromate

solution instead of the sulfuric acid. Dispose as before. ∑ Give the student an unknown salt solution containing one of the 2A metal ions.

Have them perform the three solubility tests to determine the identity of the unknown. Dispose as before.

∑ Students compile data, graph the densities of the metals vs. atomic number, and tabulate the solubility results.

Explain:

∑ Facilitate a class discussion that compiles and compares the class data. ∑ Have students look up the densities of germanium and carbon. Analyze the density

curve to see if the densities of carbon and germanium fit the trend. ∑ Point out to students that the densities are not identical but that they do fit a trend

unique to that group. ∑ Ask the students to describe any trends that they notice in the solubilities of group

2A. ∑ Invite students to share their data and conclusions concerning the identities

of the unknown.

Elaborate:

∑ Ask students to research why the solubility’s of group 2A decrease with increasing atomic number.

∑ Have students identify the limitations of the solubility tests and ask them to suggest ways of increasing the accuracy of the methodology.

∑ Ask students to explain why helium is placed in the 8A instead of the 2A group. ∑ Ask students to explain why hydrogen is detached from group 1A. ∑ Students can investigate the relationship between the coinage metals’

characteristics and their relative positions in the periodic chart.

Evaluate:

∑ Check student graphs and percent error calculations for accuracy. ∑ Ensure that student explanation of periodic group activity reflects an

understanding of electron configuration and the factors that cause variations among the elements.

∑ Students can create their own three-dimensional periodic chart that focuses on specific periodic characteristics such as solubility, electrical conductivity, state of matter, etc.

Thinking Map: Metals and Nonmetals Student Sample

The Periodic Table Standards of Focus: Body of Knowledge: Physical Standard 8: Matter SC.912.P.8.5 Relate properties of atoms and their position in the periodic table to the

arrangement of their electrons. Standard 10: Energy SC.912.P.10.14 Differentiate among conductors, semiconductors, and insulators. Related Standards: Body of Knowledge: Statistics Standard 1: Formulating Questions SC.912.MA.S.1.2 Determine appropriate and consistent standards of measurement for the


Overview: Periodic tables are typically found in research labs, industrial complexes, medical facilities, and university labs around the world. Understanding and applying the periodic table is not only a fundamental skill in chemistry, it is also a critical part of understanding and applying all sciences. Once students learn how to read and glean information from the periodic table, they will be able to use it when the teacher refers to elemental characteristics and trends. The periodic table is a most powerful tool in predicting how elements will behave in each other’s presence. Many of the other Major Ideas in chemistry are grounded in elemental characteristics that are accessible through the periodic table. Ionization energies, oxidation states, stability drive, electron flow, paramagnetism, electronegativities, bonding types and bonding strengths, are among the many characteristics and trends that the student will be able to discern by studying the periodic table.

Teaching Strategies: A comprehensive study of the periodic table is usually preceded by an understanding of atomic theory and the idea that electron behavior is primarily responsible for chemical activity. However, the periodic table can be referred to even before atomic theory, depending on the context. For example, the teacher may be discussing DNA (relating to the student’s previous biological studies) and may wish to help the students understand

the similarities and differences among the primary elements of life, which are close to each other in the periodic table. Once the curriculum focus is on the periodic table, several approaches are required to maximize the student’s learning achievement. Laboratory investigations, followed by well-planned post-lab discussions, allow the student to discover the nature of the periodicity of the elements as it was discovered historically. Integrated with this approach should be discussions of the theoretical reasons for periodicity such as electron configurations. The student will understand both theoretical and observable characteristics that led to the organization of the elements in the periodic table. Eventually, students will internalize the nature of elemental families and their dominant properties. These concepts can be reinforced by teacher demonstration of the physical and chemical characteristics of representative elements of these families. Sulfur, calcium, magnesium, carbon, copper, zinc, iron, hydrogen, oxygen, and aluminum are good choices for such demonstrations. An exhaustive treatment of all families is impractical and unnecessary since aspects of the periodic table will continue to reveal themselves as the course unfolds. However, the teacher may wish to include lab exercises that introduce other major concepts such as chemical bonding and reaction type. Additional projects can enrich the student’s experience with the periodic table. These include research papers investigating the industrial uses of specific elements, student presentations, redesigned periodic charts, and even field trips to sites that specialize in the use of specific elements.

Matching Strategies to Course Level: All students must understand the abstract nature of periodic law such as electron configurations and the octet rule. Otherwise, the usefulness of the periodic table becomes greatly diminished. Chemistry I students may require additional instructional review and reinforcement time for the theoretical/abstract components of periodic law. Learning can be enhanced through demonstrations (teacher, laser disc, or video) of representative elements. Chemistry I Honors students should derive stability rules from periodic trends, but Chemistry I students may instead provide evidence, derived from the periodic table, to support a stability rule. All students should be able to conduct investigative labs of the characteristics and chemical behaviors of the representative elements, and become adept at using the periodic table.

Focus Benchmark Correlations: SC.912.P.8.5 Relate properties of atoms and their position in the periodic table to the arrangement of their electrons. Teacher Support Chemistry Pearson

Organizing the Elements Chemistry Pages 160-173 Periodic Trends Chemistry Pages 174-182 Periodicity in Three Dimensions Chemistry Page 184 Active Chemistry Atoms with More Than One Electron Active Chemistry Pages 140-148 Noble Gases Active Chemistry Pages 157-158 Forming Compounds Active Chemistry Pages 165-167 Reactivity of Metals Active Chemistry Pages 216-218 Modern Chemistry Elements Modern Chemistry Pages 16-20 Electron Configuration and Periodic Table Modern Chemistry Pages 138-148 Electron Configuration and Periodic Properties


The Mendeleev Lab of 1869 Modern Chemistry Pages 172-173 SC.912.P.10.14 Differentiate among conductors, semiconductors, and insulators. Teacher Support Chemistry Pearson Element Handbook Chemistry Page R17 Properties of Metals Chemistry Page 209 Modern Chemistry Element Handbook Modern Chemistry Pages 826-827 Internet Resources http://www.physicsclassroom.com/class/estatics/u8l1d.cfm http://www.pbs.org/transistor/science/info/conductors.html

Chemical Bonding and Formulas Standards of Focus: Body of Knowledge: Physical Standard 8: Matter SC.912.P.8.6 Distinguish between bonding forces holding compounds together and other

attractive forces, including hydrogen bonding and van der Waals forces. SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of

composition and structure. Related Standards: Body of Knowledge: Statistics Standard 1: Formulating Questions SC.912.MA.S.1.2 Determine appropriate and consistent standards of measurement for the

data to be collected in a survey or experiment. Standard 3: Summarizing Data SC.912.MA.S.3.2 Collect, organize, and analyze data sets, determine the best format for

the data and present visual summaries from the following: bar graphs, line graphs, stem and leaf plots, circle graphs, histograms, box and whisker plots, scatter plots, cumulative frequency graphs.

Overview: Soon after the discovery of HIV, scientists began to investigate how the viral particles chemically dock to the membranes of target cells. Once the docking sites were found, it was thought that a synthetic protein could be introduced into the host body to act as a ‘decoy’, bonding to the viral particles or to the docking sites themselves, effectively blocking the effects of the virus. The importance of bonding in both physical and biological processes cannot be overestimated. Chemical bonding, including bond type and strength, gives rise to many properties: molecular structure, melting and boiling points, volatility, density, viscosity, miscibility, stability, material strength, superconductivity and chemical reactivity, just to name a few. Simply put, if we can control bonding, we can control matter.

Teaching Strategies: Students must learn the connections among bonding, molecular structure, and properties. This can be successfully accomplished by a blend of strategies that draw upon the characteristics and trends learned in the study of the periodic table, a suggested prerequisite to this Major Idea. Laboratory investigations, augmented by teacher demonstrations and carefully crafted presentations, should form the nexus of this part of the chemistry curriculum. There exists a great diversity of excellent published lab activities that are conducive to meeting the curriculum demands of this Major Idea. These include descriptive labs such as microscale precipitation reactions, qualitative analysis, and hydrolysis reactions, separation techniques such as distillation and chromatography labs, and synthesis labs including allotrope synthesis labs (sulfur is an excellent example), hydrate, and coordination chemistry labs.

Once the student begins to grasp the major concepts, relevant examples of modern materials can be studied. For example, ceramics (shuttle tiles), superconducting materials, alloys, composites, medicinal drugs, and liquid crystals offer fascinating examples of the relationship between chemical bonding and substance properties. Since there are always new materials being discovered or synthesized, the teacher should enrich the curriculum with the study of any of these materials. Guest speakers, field trips to industrial research sites, special research projects, inquiry labs, and multimedia presentations, are all strategies that the teacher is encouraged to use to accomplish this task. Additionally, there are inexpensive molecular modeling programs that demonstrate the principles of chemical bonding. Once the student has gained significant mastery over these concepts, chemical bonding can now become a useful paradigm to better understand chemistry.

Matching Strategy to Course Level: All chemistry students can learn the major categories of bond type including ionic, covalent, metallic, and hydrogen bonding. In addition to these major types, Chemistry I Honors students can learn the subtle differences among the weaker forces, for example, London Dispersion, ion-dipole, and dipole-dipole forces. Chemistry I students should distinguish bonding types by relative bond strengths, while Chemistry I Honors students

express such differences with math models (distance, charge density, dipole moment, etc.). The ability to connect bonding theory to substance properties may vary between levels as well as among individual students.

Focus Benchmark Correlations: SC.912.P.8.6 Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces. Teacher Support Chemistry Pearson Ions-Ionic Bonds and Compounds Chemistry Pages 194-207 Electron Configurations of Ions Chemistry Page 200 Molecular Compounds Chemistry Pages 222-225 Quick Lab: Strengths of Covalent Bonds Chemistry Page 238 Active Chemistry Forming Compounds Active Chemistry Pages 165-167 Intermolecular Forces Active Chemistry Pages 392-395 Solid, Liquid, or Gas Active Chemistry Pages 389-392 Modern Chemistry

Intermolecular Forces Modern Chemistry Pages 203-207 Types of Bonding in Solids Modern Chemistry Pages 216-217 Conductivity as an Indicator of Bond Type Microscale Experiments Pages 13-18 Chemical Bonds Microscale Experiments Pages 19-22

SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure. Teacher Support Chemistry Pearson Octet Rule Chemistry Pages 226-231 Molecular Orbitals Chemistry Pages 240-243 Chemical Formulas Chemistry Page 202 Active Chemistry Organic Substances Active Chemistry Pages 78-82 Lab: Stained Glass Active Chemistry Pages 261-262 Solid, Liquid, or Gas Active Chemistry Pages 389-395 Lab: More Chemical Changes Active Chemistry Pages 473-479

Lab: Chemical Names and Formulas Active Chemistry Pages 480-487 Lab: Chemical Equations Active Chemistry Pages 490-494 Proteins Active Chemistry Pages 610-612

Modern Chemistry The Octet Rule- Electron Dot Notation Modern Chemistry Pages 182-185 VSEPR Theory Modern Chemistry Pages 197-200 Lab: Types of Bonding in Solids Modern Chemistry Page 216 Chemical Formulas Modern Chemistry Pages 219-220

How Does Matter Interact?

Essential Questions

• How does matter interact? • How do chemical reactions obey the law of conservation of mass? • How can you predict the products of a chemical reaction?

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• Students often think that they can balance equations by changing subscripts. Use an example to show why this approach is incorrect. H2 (g) + O2 (g) H2O(l) This could be balanced by changing the formula of the product to H2O2. But H2O2 (hydrogen peroxide) is not the same substance as water.

• Students think that the coefficients on both sides of the equation have to be the same in order for the number of atoms of each type to be balanced. Use a visual example to illustrate that the atoms balance even if the coefficients do not match. A good example is the formation of carbon dioxide.

• Students tend to limit a decomposition reaction to the decomposition of a compound into its component elements. Explain that a compound can break down into an element and a compound or two or more compounds. Some examples are the decomposition of hydrogen peroxide and carbonic acid.

Assessment Probes Keeley, Page, and Joyce Tugel. "Burning Paper." Uncovering Student Ideas in Science.

Vol. 4. Arlington, VA: NSTA, 2009. 23-29. Print Keeley, Page, and Joyce Tugel. "Nails in a Jar." Uncovering Student Ideas in Science.

Vol. 4. Arlington, VA: NSTA, 2009. 31-37. Print

“Science cannot solve the ultimate mystery of nature. And that is because, in the last analysis, we ourselves are a part of the mystery that we are trying to solve.”

Max Planck

How Does Matter Interact? B.E.S.T. / 5E Sample

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Lab: Thermodynamics of an Aluminum/Copper Chloride Redox Reaction

Overview: The student will apply knowledge of electron configurations to predict and explain the reduction/oxidation reaction between aluminum and copper (II) ion. The student will also be able to measure the thermodynamic properties of this reaction.

Background: This lab experiment may be used either as an introduction to the relationship between chemical thermodynamics and electron configurations or as an application of the concept. Electron configurations can often be used to predict chemical reactivity between simple elemental species and their ions. They can also sometimes be used to predict aspects of the energy changes that accompany all chemical reactivity. For example, the reaction between magnesium and oxygen gas is highly exothermic, involving the release of a tremendous amount of light and heat. Magnesium loses two electrons to oxygen. This results in stable electron configurations for both species: a neon configuration (the Octet Rule). Those electrons move from magnesium’s 3s orbit to oxygen’s 2p orbit. Since the electrons are moving ‘down’ in orbit, one may be tempted to predict that this explains why the reaction is so exothermic. However, the reaction between sodium metal and chlorine gas is also extremely exothermic and yet sodium’s electron is also a 3s moving towards a higher orbit to chlorine’s 3p sublevel. Clearly, other processes are involved in determining the thermodynamics of a reaction. For example, in both cases a stable solid ion compound is produced which significantly lowers the energies of the outershell electrons.

Time: One 50-minute class period

Materials: 250 ml beaker Glass stirring rod Aluminum foil, 10x10 cm Distilled water Thermometer Copper (II) chloride dihydrate

Engage:

∑ Demonstration: In a fume hood, demonstrate the reaction between a small sample of magnesium ribbon (about 10 cm long) and air (oxygen). Caution students to NOT look directly at the burning magnesium.

∑ After the reaction ceases, carefully show the students the product, which is a fine white powder (magnesium oxide).

∑ Facilitate a class discussion inviting students to identify possible factors that could operate as the driving force for the chemical reaction. This discussion should eventually focus on electron configurations and stability rules such as the Octet Rule.

∑ Have students write out the electron configuration for aluminum and copper (II). Ask them to predict what each species might do to obtain more stable configurations.

∑ Once students realize that aluminum will give up three electrons to become more stable, they should conclude that copper (II) will take electrons to become neutral metallic copper. This can be represented by a chemical equation:

3Cu 2 + +2Al 3Cu+2Al 3 +

Explore:

∑ Implement a pre -lab safety and technique presentation. ∑ Dispense to each pair of students approximately 1-2 grams of solid copper (II)

chloride dihydrate. Use a plastic spoon to do this, NOT metallic. Place the solid into their clean, dry beaker.

∑ Have the students observe the physical characteristics of the copper compound, including color, texture and crystal shape. CAUTION: Students may NOT touch the crystals.

∑ Have the students obtain a sample of aluminum foil and document its characteristics.

∑ Students now add approximately 100 ml of distilled water to the beaker containing the copper (II) chloride sample, stirring gently. Have them observe the color change that occurs in the solution as the green solid dissolves, producing a blue solution.

∑ Once the crystals are completely dissolved, the students need to measure and record the initial temperature of the solution.

∑ Students then submerge the aluminum foil into the copper (II) solution, occasionally stirring gently with the thermometer and recording their observations and temperature changes. The reaction can take between 15 and 20 minutes to complete.

∑ When the reaction subsides, students need to dispose of any un-reacted solid and precipitate by placing the material in a designated waste container. The solution may be diluted and poured down the sink.

Explain:

∑ Discuss with the students the relationship between the electron configurations of aluminum and copper (II) and the ability to predict the redox reaction that occurs between them.

∑ Facilitate a class discussion relating the students’ observations to the products of this reaction. Students should conclude that the Aluminum foil was dissolving and thus ionizing. They should also conclude that the copper ions were becoming reduced thus precipitating solid copper metal on the surface of the foil.

∑ Ask the students why the chloride anion did not participate in the reaction. They should understand that since the chloride anion already has a stable electron configuration, it would not react in this experiment.

∑ Discuss with the students the reasons that the reaction was highly exothermic. Be certain that they understand that the change in electron configurations was the driving force for this energy release.

Elaborate:

∑ You may elect to explain why the color of the copper (II) solution became blue. Since this explanation involves an understanding of electron orbital theory (specifically the d-orbital separation), which is closely related to electron configurations, such an explanation would reinforce the main concept.

∑ Ask the students to consider what gas was being evolved during this reaction. The evolution of hydrogen gas occurred because copper (II) ions polarized water ligands (complex ions) to the extent that hydrogen cations were able to intercept some of the electrons released by the Al atoms. This results in the production of hydrogen gas.

∑ Drawing on the experience of this experiment, ask students why it is important to recycle aluminum. They should realize that a large quantity of energy is released when aluminum is oxidized and therefore, according to the Law of Conservation of Energy, a like amount of energy must be supplied to reduce the same amount of aluminum, making the process of aluminum production very energy consumptive and expensive.

Evaluate:

∑ Set up an electrolysis apparatus using a solution of aluminum chloride. Run the apparatus for a few minutes until the products at the electrode become visible. Ask the students to predict what substances are appearing at the cathode and the anode. Have them write chemical reactions describing how these substances were produced. Then have them support their answer using electron configuration stability concepts.

∑ Have the students research how batteries work. Divide the class into groups, each one assigned to a specific kind of battery. Each group gives a presentation explaining how their assigned battery functions, with emphasis on how it yields energy based on the electron configurations of the reactant and products. Rechargeable batteries are quite interesting to discuss in this context.

Thinking Map: Classification of Chemical Reactions Student Sample

Chemical Reactions and Balanced Equations

Standards of Focus:

Body of Knowledge: Physical Standard 8: Matter SC.912.P.8.2 Differentiate between physical and chemical properties and physical and

chemical changes of matter. SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of

composition and structure. SC.912.P.8.8 Characterize types of chemical reactions, for example: redox, acid-base,

synthesis, and single and double replacement reactions. SC.912.P.10.12 Differentiate between chemical and nuclear reactions. Related Standards: Body of Knowledge: Statistics Standard 1: Formulating Questions SC.912.MA.S.1.2 Determine appropriate and consistent standards of measurement for the


Overview: This Major Idea was historically taught as descriptive chemistry. Chemists noted physical characteristics and chemical behaviors of substances such as carbon, sulfur and metal oxides. These observations were then documented using taxonomic systems, nomenclature, chemical symbolism, and chemical equations. In other words, this is the language of chemistry. Since there are no complex or abstract concepts inherent in this segment of the curriculum, it should be relatively brief. Student mastery of descriptive chemistry will increase as the student uses the language of chemistry throughout the entire course.

Teaching Strategy: The keys to meeting the objectives of this Major Idea are practice and experience. The rules of reading and writing nomenclature, chemical formulas and chemical equations are best internalized through use. Just like any language, the student assimilates best through practice. If the teacher constantly uses the language, the student will realize its importance. Laboratory activities do not automatically guarantee material mastery since

the student may focus on the mechanics of the lab and not the nomenclature of the substances being used. The value of lab experiences can be enhanced if students associate the descriptive properties of the substances that they are manipulating with the proper chemical symbolism. This kind of association learning can be maximized if students are afforded the opportunity to manipulate familiar substances previously experienced: salts, alcohols, hydrogen peroxide, metals, limestone, and antacids are good examples. The periodic chart should be introduced by this time and should always be consulted by students as they endeavor to write and name chemical formulas. The periodic chart will also help students see trends in oxidation states, which will enable students to predict possible products of select elements. At this point, students need not understand exactly why sodium and chlorine react to form salt; however, they should become aware of the fact that the properties of the resulting product differ greatly its constituent elements.

Matching Strategies to Course Level: All students must master the fundamental language of chemistry and all students should predict products of major types of chemical reactions.

Focus Benchmark Correlations: SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical changes of matter. Teacher Support Chemistry Pearson Physical and Chemical Properties Chemistry Pages 34-37 Physical Changes Chemistry Page 37 Chemical Changes Chemistry Pages 48-49 Quick Lab: Separating Mixtures Chemistry Page 39 Active Chemistry Physical Properties Active Chemistry Pages 42-43 Lab: Metals and Nonmetals Active Chemistry Pages 60-64 Physical and Chemical Properties Active Chemistry Pages105-106 Lab: Chemical and Physical Changes Active Chemistry Pages 465-467 Chemical and Physical Changes Active Chemistry Page 468 Lab: More Chemical Changes Active Chemistry Pages 473-479 Properties of Matter Active Chemistry Pages 652-655 Modern Chemistry Matter and Its Properties Modern Chemistry Pages 6-11 Mixture Separation Modern Chemistry Pages 26-27 Chromatography Experiments Forensics and Applied



Pages 35-40

SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure. Teacher Support Chemistry Pearson Octet Rule Chemistry Pages 226-231 Molecular Orbitals Chemistry Pages 240-243 Chemical Formulas Chemistry Page 202 Active Chemistry Organic Substances Active Chemistry Pages 78-82 Lab: Stained Glass Active Chemistry Pages 261-262 Solid, Liquid, or Gas Active Chemistry Pages 389-395 Lab: More Chemical Changes Active Chemistry Pages 473-479 Lab: Chemical Names and Formulas Active Chemistry Pages 480-487 Lab: Chemical Equations Active Chemistry Pages 490-494 Proteins Active Chemistry Pages 610-612 Modern Chemistry The Octet Rule- Electron Dot Notation Modern Chemistry Pages 182-185 VSPER Theory Modern Chemistry Pages 197-200 Lab: Types of Bonding in Solids Modern Chemistry Page 216 Chemical Formulas Modern Chemistry Pages 219-220 SC.912.P.8.8 Characterize types of chemical reactions, for example: redox, acid base, synthesis, and single and double replacement reactions. Teacher Support Chemistry Pearson Describing Chemical Reactions Chemistry Pages 346-354 Chemical Equations Small Scale Manual Lab 14 Types of Chemical Reactions Chemistry Page 356-357 Small Scale Lab: Balancing Chemical Equations

Small Scale Manual Lab 15

Oxidation Reduction Chemistry Pages 692-299 Quick Lab: Bleach it! Chemistry Page 699 Redox Reactions Chemistry Pages 707-715 Oxidation Reduction Reactions Small Scale Manual Lab 35

Active Chemistry Acids and Bases Active Chemistry Pages 204-210 Double Replacement Reaction Active Chemistry Pages 248-249 Lab: Alternative Pathways Active Chemistry Pages 279-282 Redox Reactions Active Chemistry Pages 316-318 Redox Reactions Active Chemistry Pages 384-386 Kinds of Chemical Reactions Active Chemistry Pages 421-425 Lab: Chemical Equations Active Chemistry Pages 490-494 Chemical Reactions Active Chemistry Pages 495-497 Redox Reaction Active Chemistry Pages 534-537 Combustion Reaction Active Chemistry Pages 564-568 Double Replacement Active Chemistry Pages 676-677 Single Replacement Active Chemistry Pages 694-697 Modern Chemistry Types of Chemical Reactions Modern Chemistry Pages 276-283 Quick Lab: Balancing Equations Modern Chemistry Page 284 Acid Base Reactions Modern Chemistry Pages 483-489 Lab: Is it an Acid or a Base? Modern Chemistry Pages 496-497 Oxidation-Reduction Modern Chemistry Pages 631-635 Balancing Redox Reactions Modern Chemistry Pages 637-641 Quick Lab: Redox Reactions Modern Chemistry Page 684 Lab: Reduction of Manganese and Permanganate Ion


SC.912.P.10.12 Differentiate between chemical and nuclear reactions. Teacher Support Chemistry Pearson Nuclear Reactions Chemistry Pages 876-891 Active Chemistry Nuclear Reactions Active Chemistry Page 181 Modern Chemistry Chemical Reactions Modern Chemistry Pages 261-263 Nuclear Reactions Modern Chemistry Pages 684-685 Internet Resources http://www.howstuffworks.com/nuclear-power.htm http://www.pbs.org/wgbh/nova/teachers/activities/3213_einstein_05.html http://galileo.phys.virginia.edu/Education/outreach/8thgradesol/FissionFusion.htm http://www.paec.org/progressenergygrant/nuclear_energy_transformed.pdf

How are the Interactions of Matter Measured?

Essential Questions

• How are the interactions of matter measured? • What factors determine the physical state of a substance? • How do substances change from one state to another? • What causes the unique properties of water?

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• Students often automatically pick as the limiting reactant the reactant that is present in the smaller amount. Remind students that they need to factor in the molar ratios of reactants to determine limiting reactant.

• Students often think that any bond containing a hydrogen atom is a hydrogen bond. Explain that hydrogen bonding is not a type of chemical bond, but rather a type of intermolecular attractive force that occurs between molecules. Use water molecules as an example to differentiate between the oxygen-hydrogen covalent bond in a molecule and the hydrogen bond formed between the oxygen in one molecule to the hydrogen in another molecule.

• Students may think that a molecule can only experience either dipole-dipole or London dispersion forces with another molecule. Remind students that there can be multiple intermolecular forces even though we commonly only address the strongest one.

• Students often confuse the terms gas and vapor. Reminds students that the term vapor is only used to describe substances that are generally a liquid or solid at room temperature.

• Students think that solvents must be liquids. Remind them that many solutions do not involve liquid solvents. A good example is a metal alloy. The metal with the greatest abundance is the solvent the other metal(s) are the solutes.

Assessment Probes Keeley, Page, and Joyce Tugel. "Burning Paper." Uncovering Student Ideas in Science.

Vol. 4. Arlington, VA: NSTA, 2009. 23-29. Print Keeley, Page, and Joyce Tugel. "Nails in a Jar." Uncovering Student Ideas in Science.

Vol. 4. Arlington, VA: NSTA, 2009. 31-37. Print

How are the Interactions of Matter Measured? B.E.S.T. / 5E Sample

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Thinking Map: Effects of the Physical Properties of Gases Student Sample

Stoichiometry Standards of Focus: Body of Knolwedge: Physical Standard 8: Matter SC.912.P.8.9 Apply the mole concept and the law of conservation of mass to calculate

quantities of chemical participating in reactions. Related Standards: Body of Knowledge: Statistics Standard 1: Formulating Questions SC.912.MA.S.1.2 Determine appropriate and consistent standards of measurement for the


Overview: Stoichiometry lies at the heart of quantitative chemistry. It is based on the premise that atoms, ions and molecules react with each other in specific ratios. This Major Idea extends to all other aspects of the quantitative chemistry curriculum and encompasses a vast array of real world applications. This area of chemistry also is one of the most challenging for the student. Students can be successful at quantitative chemistry if they know how to approach it.

Teaching Strategies: Students must understand the nature and limitations of measurements. A comprehensive mastery of significant digit rules, scale types, calibration techniques, and data interpretation methods should precede this Major Idea. Once the student understands that measurement quantities are tentative, the course can proceed towards a more rigorous mathematical treatment of the data. The teacher should ensure that students are given sufficient time and practice. One obstacle to learning stoichiometry is the abstract nature of what is being quantified: tiny particles that cannot be seen nor felt. Carefully selected laboratory activities may help to alleviate this problem, but only if the student can associate the substances being measured with the written symbolism representing those substances. Hydrate labs are a good example. Another related obstacle is the student’s ability to translate English into mathematical symbolism. Most students can perform the math operations easily enough, but the challenge lies in building the math model used to solve the problem.

Despite these problems, students can be successful in stoichiometry once they realize that the mathematics are merely reflecting the relationships among concepts that are being quantified. For example, students understand that seeds exist in oranges and if you are to ask them to calculate the number of seeds to be found in ten oranges, they will ask you to supply the number of seeds to be found in one orange. Through prior experience, they have internalized the concept that there is a ratio of seeds to orange. Students will not be able to convert liters of liquid water to liters of gaseous hydrogen and oxygen unless they first learn the nature of the relationship between the water molecule and its constituent elements. Since oranges and seeds have been seen and felt by our students, it follows that if they handle models of atoms and molecules they will be able to internalize the concepts to be learned. It is therefore strongly suggested that, whenever possible, students use molecular models to simulate the stoichiometric relationships represented by the mathematics.

Matching Strategies to Course Level: Chemistry I students may spend more time reviewing and understanding the key chemistry concepts involved in stoichiometry. They may also require more practice in developing problem solving strategies and math model construction. It may be prudent to intersperse the various sub-topics and applications of stoichiometry throughout the course. This would give the Chemistry I students more time to assimilate and reinforce these skills. Chemistry I Honors students may be challenged with any number of interesting applications representing varying levels of complexity. For example, students could be asked to calculate the amount of fuel saved (or cost savings) when the decision was made to exclude painting the external fuel tank of the space shuttle. All students should engage in quantitative laboratory activities that require stoichiometric problem solving. Among the most interesting to students are the titration labs. Vitamin C titration experiments may be relevant to students as they analyze the concentration of this well-known vitamin in familiar foods and drinks.

Focus Benchmark Correlations: SC.912.P.8.9 Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions. Teacher Support Chemistry Pearson Chemical Quantities Chemistry Pages 306-333 Small Scale: Counting by Measuring Mass Chemistry Page 324 Quick Lab: Percent Composition Chemistry Page 328 Stoichiometry Chemistry Pages 384-408 Stoichiometric Safety (Airbag) Chemistry Page 397 Small Scale Lab: Analysis of Baking Soda Chemistry Page 399 Quick Lab: Limiting Reagents Chemistry Page 404

Active Chemistry Lab: Clay Active Chemistry Pages 230-234 Way of Counting Active Chemistry Pages 235-236 Stoichiometry Active Chemistry Pages 303-307 Kinds of Reactions Active Chemistry Pages 421-422 Modern Chemistry Relating Mass to Numbers of Atoms Modern Chemistry Pages 82-87 Stoichiometry Modern Chemistry Pages 298-318 Quick Lab: Limiting Reactants in a Recipe Modern Chemistry Page 316 Water of Hydration Skills Practice

Experiments Pages 29-34

Internet Resources http://misterguch.brinkster.net/molecalculations.html www.moleday.org

“The world little knows how many of the thoughts and theories which have passed through the mind of a scientific investigator, have been crushed in silence and secrecy by his own severe criticism and adverse examination!”

Michael Faraday

Behavior of Gases

Standards of Focus: Body of Knowledge: Physical Standard 10: Energy SC.912.P.10.5 Relate temperature to the average molecular kinetic energy. Standard 12: Motion SC.912.P.12.10 Interpret the behavior of ideal gases in terms of kinetic molecular

theory. SC.912.P.12.11 Describe phase transitions in terms of kinetic molecular theory. Overview: The study of gases in the chemistry curriculum entails the scientific principles of modeling and the construction of mental schemas or paradigms. The Kinetic Molecular Theory is by far one of the most important paradigms in viewing the world of chemistry. Student must understand and mentally visualize the great velocities and collision frequencies of gas particles. Without such paradigms, students cannot grasp the more abstract chemistry concepts that will challenge them. For example, the fact that approximately a billion billion water molecules vaporize from room temperature water per second is a very difficult concept to visualize, especially since the water appears to be calm. This section of the curriculum is best learned when preceded by a mastery of fundamental concepts in stoichiometry, chemical equations, and nomenclature supported by significant laboratory experience. Students should be given the opportunity to explore significant applications to other sciences such as meteorology, geology, ecology, medicine and the life sciences. The study of gases offers the student the opportunity to learn how to model what cannot be seen using scientific methods of experimentation and careful data analysis. By studying the deviations of the Ideal Gas Law, the students also come to realize that models are limited by the assumptions and parameters used to define the context in which they are developed.

Teaching Strategies: One of the most important objectives for the behavior of gases is to facilitate the mental construction of kinetic-molecular paradigms that the student can use to understand gas behavior. This task can be accomplished if the teacher concentrates on presenting demonstrations that lead to observations supporting the Kinetic Molecular Theory. For example, demonstrations of Boyle’s Law, Charles’s Law, and Graham’s Law of Effusion effectively demonstrate the validity of the assumptions of the Kinetic Molecular Theory. The key concept to comprehending these Laws is pressure. Students must understand the origins of pressure and any misconceptions that the student brings into the classroom

must be identified and corrected. It is therefore strongly suggested that the teacher ensure that the students have internalized the meaning of gas pressure before continuing with the study of gases. Some very dramatic demonstrations involving collapsing metallic cans have been published and represent highly motivating ways of capturing student interest in the pressure concept. Demonstrations of various barometers will reinforce the relevance of gas behavior and open up interesting class discussions concerning atmospheric chemistry and meteorology. Industrial applications such as the use of sodium azide in air bag technology can enhance student interest in the stoichiometric aspect of gas behavior. The teacher may even consider applying gas concepts to the study of atmospheric conditions on other planets.

Matching Strategies to Course Level: Chemistry I students should focus on the qualitative relationships between pressure, volume and temperature. Chemistry I Honors students might engage in high level quantitative applications of gases that tie in previously learned materials. For example, they might identify unknown gases based on experimental data that yields information that can indirectly be used to find the molecular weight of the gas. The sodium azide example discussed above can be applied to the problem of reducing the air bag pressure, which has been demonstrated to be potentially dangerous to children.

Focus Benchmark Correlations: SC.912.P.10.5 Relate temperature to the average molecular kinetic energy. Teacher Support Chemistry Pearson Nature of Gases Chemistry Pages 420-424 Properties of Gases Chemistry Pages 450-454 Gas Laws Chemistry Pages 456-463 Active Chemistry Changes of State Active Chemistry Pages 26-27 Charles’ Law Active Chemistry Pages 411-413 Modern Chemistry Kinetic Molecular Theory Modern Chemistry Pages 330-333 Definition of Temperature Modern Chemistry Page 531

SC.912.P.12.10 Interpret the behavior of ideal gases in terms of kinetic molecular theory. Teacher Support Chemistry Pearson Ideal Gases Chemistry Pages 464-468 Quick Lab: Carbon Dioxide Chemistry Page 467 Small Scale Lab: Diffusion Chemistry Page 475 Active Chemistry Boyle’s Law Active Chemistry Pages 400-403 Charles’ Law Active Chemistry Pages 411-414 Ideal Gas Law Active Chemistry Pages 432-433 Molecular Size and Motion of Gases Active Chemistry Pages 438-440 Modern Chemistry Kinetic Molecular Theory Modern Chemistry Pages 329-333 Boyles Law Skills Practice

Experiments Pages 41-46

SC.912.P.12. 11 Describe phase transitions in terms of kinetic molecular theory. Teacher Support Chemistry Pearson Nature of Liquids Chemistry Pages 426-430 Nature of Solids Chemistry Pages 431-434 Small Scale Lab: Behavior of Liquids and Solids

Chemistry Page 435

Changes of State Chemistry Pages 436-439 Quick Lab: Sublimation Chemistry Page 437 Active Chemistry Heat Energy and the Changes of State Active Chemistry Pages 586-588 Modern Chemistry Change of State and Equilibrium Modern Chemistry Pages 342-348

How are the Interactions between Matter and Energy Measured?

Essential Questions

• How is energy conserved in a chemical or physical process? • How can you determine the amount of energy absorbed or released in chemical or

physical process? • How can the rate of a chemical reaction be controlled? • What is the role of energy in chemical reactions? • Why do some reactions occur naturally?

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• Students think the sign for enthalpy, (ΔH), indicates a negative or positive value for energy. Explain to students that no such value exists. The negative sign is there to indicate direction of energy flow.

• Students think that during an exothermic process the system cools off because energy is released. The term release means that potential energy of the system is converted to heat energy so the surroundings increase in temperature during an exothermic process. !

Assessment Probes Keeley, Page, Eberle, Francis, and Farrin, Lynn. "The Mitten Problem." Uncovering

Student Ideas in Science. Vol. 1. Arlington, VA: NSTA, 2005.103-108. Print

How are the Interactions between Matter and Energy Measured? B.E.S.T. / 5E Sample

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Lab: Chemical Kinetics

Overview: The student discovers that temperature, concentration, pressure, and the presence of a catalyst have a measurable impact on the rate of chemical reactions. This experiment uses the popular Iodine-Starch Clock reaction, discovered by chemist Vernon Harcourt. This reaction provides an exciting and dramatic way of learning about reaction rates.

Background: In order for reacting units to react they must collide with the correct orientation and kinetic energy. Reacting units must therefore overcome repulsion forces to break any preexisting bonds in order to form new bonds. The energy required to do this is referred to as activation energy. Depending on the state of matter and other conditions, reacting units can collide billions of times per second. Only a very small fraction of these collisions are successful in creating a new substance. Thus, any factor that increases this fraction will usually increase the reaction rate. Since increasing concentration (or pressure in the case of gases) increases the collision frequency, reaction rate also increases. Increasing temperature provides the reacting units with more kinetic energy to overcome the activation energy barrier, thus increasing the fraction of successful collisions. Since a catalyst will lower the activation energy by creating a new reaction mechanism pathway, the reaction rate will increase.

Time: One or two 50-minute class periods

Teacher Preparation:

∑ Makeallsolutionsfresh.

∑ Make a 0.010M solution of potassium iodate by dissolving 2.1 grams of potassiumiodateinenoughdistilledwatertomakea1.0‐litersolution.

∑ Makeastarchsolutionbymixingapproximately7gramsofsolublestarchina literofwarmwater.

∑ Slowlybringthemixturetoagentleboilandletcooltoroomtemperature.

∑ Tomake one liter of the sodiummetabisulfite solution dissolve 0.20 grams of sodiummetabisulfite inapproximately500mlofwater.Add50mlofstarchsolutionand50ml of a 1.0M solution of sulfuric acid.Mix and then add enoughwater to bring themixturetooneliter.

Materials: Small (100-150 ml) beakers Ice Hot plate Timer Graduated cylinders Thermometers Distilled water Glass rod Potassium iodate solution Acidified sodium metabisulfite solution

Engage:

∑ Present a discrepant demonstration to the students by quickly pouring 50 ml of metabisulfite into a 125 ml flask containing 10 ml of potassium iodate. In about 10-20 seconds, the clear solution should abruptly turn very dark blue.

∑ Facilitate a discussion inviting explanations for the abruptness in the color change. Guide the discussion toward factors that impact reaction rate.

∑ Discuss real-world applications of reaction rate. For example, biochemical enzymes controlling growth rate, flash fires, fuel efficiency, and climatic shifts may be of interest to students.

Explore:

∑ Implement a pre-laboratory safety and technique presentation. ∑ To explore the impact of concentration on reaction rate, have students measure

out 25 ml of the metabisulfite solution and 25 ml of the iodate solution in separate, clean, and dry graduated cylinders. One student will time the reaction while the other pours the contents of both cylinders into a clean dry beaker. The solutions must be mixed constantly with a glass rod. Have students record the length of time that it takes for the mixture to turn blue-black. The temperature of the mixture may also be recorded and the data used in the next part of the experiment.

∑ Repeat the trial 2-3 times until a 5-7% agreement is reached. ∑ To test for the impact of iodate concentration, have students run four trials keeping

the concentration and amount of metabisulfite constant (25 ml aliquot) but varying the concentration of the iodate solution by dilution as follows: 1) 20 ml iodate/5 ml distilled water, 2)15 ml iodate/ 10 ml water, 3)10 ml iodate/15 ml water, and 4) 5 ml iodate/20 ml water. Total reacting solution volume in all trials is thus held constant at 50 ml. The students must record reaction time and temperature of reacting solution as before (reacting temperature must be constant to test for concentration impact only).

∑ Have the students repeat the above experimental design but vary the concentration of metabisulfite and keep the concentration of iodate constant.

∑ To explore the impact of temperature on reaction rate, have students set up ice water baths and hot water baths to vary the temperatures of the solutions. Instruct students to review their data from the concentration experiment and to select an iodate/metabisulfite mixture ratio that timed between 15-30 seconds. The students are then to run several trials, using this ratio, at different temperatures.

∑ Have students place the pre-measured solutions into beakers which are then placed in the water baths. Ensure that the students measure the temperature of the solutions before they mix them together. Instruct students to keep the experimental temperature range between 0° C and 45° C. The starch begins to break down above 50° C. The students should run at least five temperature trials evenly spaced between 0° C and 45° C.

∑ To test the impact of a catalyst, have the students select three previous trials that resulted in relatively slower times. Instruct them to repeat these trials but with 1.0 ml of 1.0 M sulfuric acid added to the metabisulfite solution. Have them record these new times.

∑ To determine the impact of temperature, concentration and a catalyst, students should be directed to analyze their data by plotting reaction time against the variable being investigated. Powerful spreadsheet programs such as Microsoft Excel are well-suited for this task. The resulting curves will afford the student the opportunity to discern any meaningful relationships among the variables.

∑ Students now formulate conclusions, supported by their data and the kinetic molecular theory, addressing the impact of concentration, temperature and a catalyst on chemical reactivity.

Explain:

∑ Facilitate a class discussion that shares and describes the results of the experiment. ∑ Integrate into the class discussion the key concepts of kinetic energy, activation

energy, intermolecular forces, bond energy, concentration, reaction pathway mechanism, and catalysts.

∑ Help students to understand the motion of the reacting units. For example, hold a lock in one hand and a key in the other and show the students that the vast majority of random collisions between the two objects will be unsuccessful in opening the lock.

Elaborate:

∑ Ask students to give examples of the relevance of controlling reaction rates in processes involved in their daily lives (car fuel efficiency, catalytic converter, human or animal growth rate, athletic activities, climate, medication absorption rate, etc.)

∑ Invite the students to suggest other meaningful ways that the data may be analyzed.

∑ Have students investigate the mechanism involving chlorofluorocarbons as catalysts for conversion of ozone into diatomic oxygen. Have students evaluate the validity of the proposed mechanism.

Evaluate:

∑ Evaluate the student’s ability to present data in a meaningful way. ∑ Determine how well a student is able to support a stated conclusion. ∑ Have students sketch drawings of what the reacting molecules may look like

under different conditions. ∑ Lab practical: Have the students determine which substances can catalyze the

decomposition of hydrogen peroxide into oxygen and water. Some suitable substances are manganese dioxide pellets, tomato juice, vitamin C, vinegar, etc.

Teacher Notes:

∑ Consider making several liters of each of the two solutions according to the supply demands of your classes.

∑ Glassware must be kept clean and free of competing ions that may interfere with the reaction mechanism.

∑ You may wish to save the detailed explanations until after the experiment, increasing the inquiry value of the lab.

∑ Students can collaborate on their data, increasing the effectiveness of their graphs and interpretations.

∑ Disposal of solutions is simply accomplished by diluting and pouring down the sink.

Thinking Map: Concepts of Thermochemistry Student Sample

Dynamics of Energy Standards of Focus: Body of Knowledge: Physical Standard 10: Energy SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they

can be transformed from one form to another. SC.912.P.10.2 Explore the Law of Conservation of Energy by differentiating among

open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.

SC.912.P.10.6 Create and interpret potential energy diagrams, for example: chemical

reactions, orbits around a central body, motion of a pendulum. SC.912.P.10.7 Distinguish between endothermic and exothermic chemical processes. Related Standards: Body of Knowledge: Life Science Standard 17: Interdependence SC.912.L.17.19 Describe how different natural resources are produced and how their

rates of use and renewal limit availability Body of Knowledge: Physical Standard 10: Energy SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction, and

radiation, and explain the connection of heat to change in temperature of states of matter.

SC.912.P.10.5 Relate temperature to the average molecular kinetic energy. SC.912.P.10.8 Explain entropy’s role in determining the efficiency of processes that

convert energy to work.

Body of Knowledge: Earth and Space Science Standard 5: Earth in Space and Time SC.912.E.5.1 Cite evidence used to develop and verify the scientific theory of the Big

Bang (also known as the Big Bang Theory) of the origin of the universe

Overview: Energy is the driving force of the universe. There is a growing consensus among scientists that everything in our universe exists as some form of energy. The laws of energy dynamics are so universally pervasive and so powerful in their influence over physical and biological processes, that we all have gained some level of awareness of their existence. Thus, students, through their own experiences come into the chemistry class with some prior knowledge of energy relationships. The exemplary teacher knows to seize upon these experiences as a starting point for understanding chemistry. Dynamics of energy can then become an anchor for the rest of the course, helping the students understand new chemistry concepts within a previously constructed energy paradigm.

Teaching Strategies: Since energy dynamics is a driving force that underlies chemical activity and since students have personal experience with energy events (fire, athletics, fuel consumption, electricity, etc.), this major idea can be addressed early in the curriculum. The concepts of activation energy, exothermic and endothermic reactions, and the Law of Conservation of Energy can be presented and explored in an empirical fashion. For example, lab activities investigating Hess’s Law are excellent quantitative methods for exploring the relationships between chemical reactions and energy dynamics. Initially, students need not know exactly why energy changes occur. (Historically, neither did scientists). They simply need to begin to understand the critical connection between energy and chemical activity. As the course matures and students learn more about the role of the electron, the nature of the relationship between energy and chemical activity will reveal itself in stages. This strategy utilizes the premise that unanswered questions drive scientists to delve deeper into nature’s mysteries. It also constructs curriculum continuity throughout the course. It is always a rewarding experience to hear a student refer to a lab experienced months ago and say, “So that’s why that happened!”

Matching Strategies to Course Level: All students must learn about the fundamental relationship between energy and chemical activity. They must realize, for example, that energy can be stored in chemical bonds during endothermic reactions and that energy can be released during exothermic reactions. They must understand that energy dissipates in forms that are too costly to recapture. Students also need to know that once used to do work; much of that energy remains (Global Warming). Chemistry I students can engage in a number of energy activities. These would include calorimetry, physical reactions involving changes of state, and heat curves. Chemistry I students can also explore energy relationship

quantitatively; however, they might need additional time to assimilate the math models that reflect the concepts. Chemistry I Honors students should tackle more aggressive mathematical treatment and comprehension of energy dynamics. While Chemistry I students can verify Hess’s Law, Chemistry I Honors student might derive the Law through careful analysis of experimental data.

Focus Benchmark Correlations: SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to another. Teacher Support Chemistry Pearson The Flow of Energy Chemistry Pages 556-561 A Basis for Life Chemistry Pages 838-840 Chemical Formulas Chemistry Page 202 Metabolism Chemistry Pages 862-866 Active Chemistry Conservation of Energy Active Chemistry Pages506-507 The Environmental Costs of Generating Energy

Active Chemistry Page 634B

Modern Chemistry Energy and Changes in Matter Modern Chemistry Pages 10-11 Thermochemistry Modern Chemistry Pages 531-540 Internet Resources http://www.energyeducation.tx.gov/ http://www.energy4me.org/ SC.912.P.10.2 Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity. Teacher Support Chemistry Pearson The Flow of Energy Chemistry Pages 556-561 Active Chemistry Conservation of Energy Active Chemistry Pages 506-507 Spontaneity Active Chemistry Pages 357-361

Modern Chemistry Thermochemistry Modern Chemistry Pages 531-540 Specific Heat Inquiry Experiment Pages 1-11 SC.912.P.10.6 Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum. Teacher Support Chemistry Pearson Hess’s Law Chemistry Pages 578-579 Active Chemistry Energy Diagrams Active Chemistry Pages 347-349 Modern Chemistry The Reaction Process Modern Chemistry Pages 561-567 Enthalpy of Reaction Modern Chemistry Pages 534-537 Internet Resources http://misterguch.brinkster.net/energydiagram.html http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/activa2.swf http://physics.wku.edu/phys201/Information/ProblemSolving/EnergyDiagrams.html SC.912.P.10.7 Distinguish between endothermic and exothermic chemical processes. Teacher Support

Chemistry Pearson The Flow of Energy Chemistry Pages 556-561 Enthalpy Changes Chemistry Pages 562-568 Calculating Heats of Reactions Chemistry Pages 578-582 Geothermal Energy Chemistry Pages 576-577 Active Chemistry Heat Energy Changes Active Chemistry Pages 346-347 Endo and Exo Processes Active Chemistry Pages 504-507 Terms Used in Thermochemistry Active Chemistry Pages 576-578 Modern Chemistry Enthalpies of Solution Modern Chemistry Pages 415-416 Enthalpy of Reaction Modern Chemistry Pages 534-537

Related Benchmark Correlations: SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability Teacher Support Chemistry Pearson Geothermal Energy Chemistry Pages 576-577 Hydrocarbons from Earth’s Crust Chemistry Pages 782-786 Active Chemistry Using our Non-Renewable Resources Active Chemistry Page 190A Modern Chemistry Petroleum Chemistry Modern Chemistry Page 715 Properties and Uses of Alkanes Modern Chemistry Pages722-723 Internet Resources http://www.mint.com/blog/trends/mint-map-resource-consumption-by-country SC.912.P.10.5 Relate temperature to the average molecular kinetic energy. Teacher Support Chemistry Pearson Nature of Gases Chemistry Pages 420-424 Properties of Gases Chemistry Pages 450-454 Gas Laws Chemistry Pages 456-463 Active Chemistry Changes of State Active Chemistry Pages 26-27 Charles’ Law Active Chemistry Pages 411-413 Modern Chemistry Kinetic Molecular Theory Modern Chemistry Pages 330-333 Definition of Temperature Modern Chemistry Page 531

SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature of states of matter. Teacher Support Active Physics Heat Transfer Active Physics Page 694-695 Extending the Connection Active Physics Page 704,

704A-B Internet Resources http://www.physicstutorials.org/home/heat-temperature-and-thermal-expansion/ SC.912.P.10.8 Explain entropy’s role in determining the efficiency of processes that convert energy to work. Teacher Support Chemistry Pearson Free Energy and Entropy Chemistry Pages 627-634 Active Chemistry Spontaneity Active Chemistry Pages 357-361 Modern Chemistry Driving Force of Reactions Modern Chemistry Pages 546-550 SC.912.E.5.1 Cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory) of the origin of the universe. Teacher Support Active Chemistry The Big Bang Theory Active Chemistry Pages 634A-B Modern Chemistry The Chemistry of the Big Bang Modern Chemistry Page 700 Internet Resources http://map.gsfc.nasa.gov/universe/bb_theory.html http://science.howstuffworks.com/dictionary/astronomy-terms/big-bang-theory.htm

Reactions Rates and Equilibrium Standards of Focus: Body of Knowledge: Physical Standard 10: Energy SC.912.P.10.6 Create and interpret potential energy diagrams, for example: chemical

reactions, orbits around a central body, motion of a pendulum. Standard 12: Motion SC.912.P.12.12 Explain how various factors, such as concentration, temperature, and

presence of a catalyst affect the rate of a chemical reaction. SC.912.P.12.13 Explain the concept of dynamic equilibrium in terms of reversible

processes occurring at the same rate. Related Standards: Body of Knowledge: Life Standard 17: Interdependence SC.912.L.17.15 Discuss the effects of technology on environmental quality. SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human


Standard 18:Matter and Energy Transformations SC.912.L.18.11 Explain the role of enzymes as catalyst that lower the activation energy

of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity.

Overview: The chemistry concepts of reaction rates and chemical equilibrium have a vast array of applications over a broad spectrum of science and technology domains including biochemistry, pharmacology, geology, meteorology, medicine, chemical engineering, agriculture, anthropology, archeology, and even xenobiology. Fascinating class discussions can be facilitated once students begin to grasp these concepts. For example, students can use chemical equilibrium concepts to speculate on the possibilities of life existing on planets with certain defined conditions. If environmental factors are static,

could a meta-stable equilibrium system support life? If a planet exists at extreme temperatures, could reaction rates be sufficiently controlled to establish life? S/T/S issues such as Global Warming and antibiotic applications can also be discussed within the reaction rate/equilibrium paradigm. This facet of the chemistry curriculum can function as a centralizing core that reaches out and connects previously learned chemistry concepts to create a holistic view of the world of chemistry.

Teaching Strategies: In depth knowledge of acid/base theory and colligative properties are not necessary prerequisites to learning the essential principles and concepts in reaction rates and chemical equilibrium; however, the student should have significant lab experience and a solid background in chemistry fundamentals such as periodic law, nomenclature, stoichiometry, solution chemistry, reaction types, thermodynamics, gas laws and kinetic molecular theory. The classic Iodine-Starch clock reaction is a visually powerful chemical event that motivates students to explore the factors that affect reaction rates. This reaction can be studied on a fundamental level by investigating the effects of temperature, concentration, and a catalyst, or, it can be expanded to include more sophisticated experimental designs to determine the reaction orders and possible mechanisms that govern the reaction. Students can use data from such labs to derive the chemical kinetic principles and laws associated with reaction rate chemistry. A similar approach can be utilized in presenting chemical equilibrium. For example, the copper sulfate/copper chloride equilibrium system is an excellent chemical event that demonstrates shifting equilibrium based on temperature, concentration, common ion effect, solubility, and pH. Like the Iodine-Starch clock reaction, it is based on visually appealing color changes and thus is very effective as both a teacher demonstration and a lab activity. Oscillating reactions are fascinating examples of chemical equilibrium systems but are recommended as teacher demonstration only since they usually require exotic chemicals that must be School Board approved. Text readings and problems will reinforce laboratory experiences ensuring a problem-solving theoretical mastery of the concepts.

Matching Strategies to Course Level: Reaction Rates, by its very definition, involves the comprehension of loss or gain of reactant or product quantities over time. Laboratory experiences such as the Iodine-Starch Clock Reaction will help all chemistry students to derive the factors that affect reaction rate. Chemistry I Honors students can explore the actual reaction orders and mechanisms that govern reaction rates. Both levels of student should be able to predict equilibrium shift given a specific stress factor. Chemistry I students should be expected to calculate an equilibrium constant given a balanced chemical reaction and final concentrations. Chemistry I Honors students should also be able to mathematically manipulate the equilibrium expression to calculate final concentrations of reactants and products and predict equilibrium shift direction.

Focus Benchmark Correlations: SC.912.P.10.6 Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum Teacher Support Chemistry Pearson Hess’s Law Chemistry Pages 578-579 Active Chemistry Energy Diagrams Active Chemistry Pages 347-349 Modern Chemistry The Reaction Process Modern Chemistry Pages 561-567 Enthalpy of Reaction Modern Chemistry Pages 534-537 Internet Resources http://misterguch.brinkster.net/energydiagram.html http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/activa2.swf http://physics.wku.edu/phys201/Information/ProblemSolving/EnergyDiagrams.html SC.912.P.12.12 Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction Teacher Support

Chemistry Pearson Rates of Reaction Chemistry Pages 595-601 Quick Lab: Does Steel Burn Chemistry Page 600 Rate Laws Chemistry Pages 604-605 Active Chemistry Catalyst Active Chemistry Page 349 Factors Affecting Rates of a Reaction Active Chemistry Pages 514-515 Inquiring Further Active Chemistry Page 518 Modern Chemistry Reaction Rate Modern Chemistry Pages 568-577 Quick Lab: Factors Influencing Rate Modern Chemistry Page 578 Chapter Lab: Rate of a Chemical Reaction Modern Chemistry Pages 586-587 Clock Reaction Microscale Experiments Pages 83-87

SC.912.P.12.13 Explain the concept of dynamic equilibrium in terms of reversible processes occurring at the same rate Teacher Support Chemistry Pearson Solubility Chemistry Page 520 Reversible Reactions and Equilibrium Chemistry Pages 609-620 Solubility Equilibrium Chemistry Pages 621-626 Free Energy and Entropy Chemistry Pages 627-634 Active Chemistry Equilibrium Active Chemistry Pages 525-526 Modern Chemistry The Nature of Chemical Equilibrium Modern Chemistry Pages 589-595 Enthalpy of Reaction Modern Chemistry Pages 534-537 Shifting Equilibrium Modern Chemistry Pages 598-603 Equilibrium Microscale Experiments Pages 89-93 Solubility Product Constant-Algal Blooms Inquiry Experiments Pages 91-94

Related Benchmark Correlations: SC.912.L.17.15 Discuss the effects of technology on environmental quality. Teacher Support Chemistry Pearson Catalytic Converters Chemistry Pages 602-603 Plasma Waste Converter Chemistry Pages 440-441 Natural Gas Vehicles Chemistry Pages 476-477 PCBs Persistent Pollutant Chemistry Page 803 Active Chemistry The Environmental Cost of Energy Active Chemistry Pages 634A-B Modern Chemistry Catalytic Converters Modern Chemistry Page 579 Chemical Industry Modern Chemistry Pages 814-815

SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution Teacher Support

Chemistry Pearson Algal Blooms Chemistry Page 270 Natural Gas Vehicles Chemistry Pages 476-477 Active Chemistry The Human Toll on the Environment Active Chemistry Pages 542A-B Modern Chemistry Catalytic Converters Modern Chemistry Page 579 Chemical Industry Modern Chemistry Pages 814-815 Acid Water Modern Chemistry Page 477 Liming Streams Modern Chemistry Page 510 SC.912.L.18.11 Explain the role of enzymes as catalyst that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity Teacher Support Chemistry Pearson Enzymes Chemistry Pages 847-848 Active Chemistry Enzymes Active Chemistry Page 664 Modern Chemistry Proteins as Enzymes Modern Chemistry Pages 763-765 Internet Resources www.accessexcellence.org/AE/ATG/data/released/0166-PeggySkinner/index.php http://mdk12.org/instruction/curriculum/hsa/biology/enzyme_activity/

What are the Relevant Applications of Chemistry?

Essential Questions

• What are the applications of chemistry?

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• Students think that when performing a titration that more indicator will make the color change more vivid. Remind them that indicators are themselves acids or bases. An indicator should be present in a quantity low enough so that it does not affect the result of the end point.

• Students often incorrectly confuse oxidation state or oxidation number with charge. Oxidation number is not a charge. The charge is a net charge for the molecule or ion. Oxidation number and charge are equivalent only when considering a monatomic ion.

Assessment Probes Keeley, Page, and Joyce Tugel. "Where Does Oil Come From?" Uncovering Student in

Science. Vol. 4. Arlington, VA: NSTA, 2009. 151-156. Print

What are the Relevant Applications of Chemistry? B.E.S.T. / 5E Sample

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Lab: Pollutants Overview: Students will experiment with different types of pollutants in an aquatic environment. Background: All living things have a basic set of needs, such as food, water, oxygen, and shelter. Humans burn oil, gas and coal to fuel power plants and cars and to provide electricity. We dam rivers for irrigation water and electricity. We dig deep into the ground to mine metals and minerals. We clear forests to build shopping centers and housing developments. The water we waste, the air we pollute, the trees we cut and the garbage we throw out all contribute to the destruction of our environment. Since humans are part of the environment, we may be damaging the future of our own species. Students should be familiar with the scientific method, safety procedures and laboratory procedures. Remind them to think about their control group and to use measurable data. Time: One 50-minute class period for initial set up Two to four weeks for observation and data collecting Materials (per group of 4 or 5): 3 one-gallon aquariums or similar containers Spirogyra, stock culture Pond water (several liters depending on class size) Paper towels Wax pencil Plastic wrap Detergent with phosphate Fluorescent lamp Detergent without phosphate

Engage:

∑ Ask students if they have witnessed a fish-kill, an extreme algal bloom, or other unusual phenomenon in a lake, river, stream or ocean.

∑ Show students photographs, video, etc., that are specific to your area (such as red tide or summer fish-kills).

∑ Brainstorm and discuss possible reasons for these different phenomena. ∑ Place a plant with some gravel in a large beaker of water. Add several drops of

motor oil, one at a time and observe what happens to the oil.

Explore:

∑ You may either instruct the students to use specified measurements or they may choose themselves.

∑ Implement a pre-laboratory safety and technique presentation.

Provide the following student instructions:

∑ Fill each container two-thirds full of pond water. Label each container #1, #2, #3. ∑ To container #1, add 2 g of detergent with phosphates. ∑ To container #2, add 2 g of detergent without phosphates. ∑ Do not add detergent to container #3. ∑ Remove the Spirogyra from the culture container and place it briefly on a folded

paper towel to absorb excess water. Mass three 25-g samples of Spirogyra and add one sample to each of the containers. This must be done quickly to keep the Spirogyra from drying out.

∑ Cover each container with a sheet of plastic wrap and place all of them 20 cm from a fluorescent lamp.

∑ Observe each container twice a week and record your observations. The observations should include color of Spirogyra , odor of containers, position of the Spirogyra in the containers, presence of bubbles and any other detail noted.

∑ After three weeks, remove the Spirogyra and briefly place it on a folded paper towel to absorb excess water. Record the mass of the Spirogyra in each container.

∑ Calculate the increase in mass of the Spirogyra in each container by subtracting the original mass from the final mass.

Explain:

∑ Which container had the greatest increase/decrease in mass? ∑ Why do you think the Spirogyra was found where it was inside the container? ∑ If the Spirogyra has very rapid growth in a lake, pond or river, what effect do you

think it would have on the other organisms in the aquatic system? ∑ Which container represents rapid growth and how can you account for this? ∑ What are the characteristics of eutrophication? ∑ What is runoff and what consequences are associated with it? ∑ Why are we concerned with runoff? ∑ What happens to aquatic systems when there is more waste than the system can

break down? ∑ Why do the fish, insects, etc. die off?

Elaborate:

∑ Have students research an area (local waterways, Everglades, etc.) that has had problems with runoff and detail the steps that have been taken to improve it.

∑ Research the Ogallala Aquifer and the problems that have occurred as a result of the overuse of water.

Evaluate:

∑ Describe the effects of increased human activity on a selected natural resource. Students should consider growing populations, ecological and economic effects.

Thinking Map: Electrochemistry Student Sample

Acids and Bases Standards of Focus: Body of Knowledge: Physical Standard 8: Matter SC.912.P.8.8 Characterize types of chemical reactions, for example: redox, acid-base,

synthesis, and single and double replacement reactions. SC.912.P.8.11 Relate acidity and basicity to hydronium and hydroxyl ion concentration

and pH Related Standards: Body of Knowledge: Life Science Standard 17: Interdependence SC.912.L.17.15 Discuss the effects of technology on environmental quality. SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human


SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine

how human lifestyles affect sustainability Standard 18: Matter and Energy Transformations SC.912.L.18.12 Discuss the special properties of water that contribute to Earth’s

suitability as an environment for life; cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.

Overview: Earth is a water planet. Much of its physical and biological characteristics are dominated by the chemistry of that unique substance. One of the most important characteristics of water is its ability to autoionize into the acidic hydronium and the basic hydroxide ions. The experienced chemistry instructor engages the student in acid/base experiences throughout the curriculum. In exploring acid/base chemistry, students learn significant practical chemistry knowledge readily applied to their daily lives.

Teaching Strategies: Introduce students to classification of solutions based on their acidic and basic properties. For example, the pH of common household solutions can be measured: tap water, fruit juices, certain cleansers, vinegar, and milk are good examples. Thus, concepts in acid/base chemistry can be initially discovered empirically in appropriate lab activities that emphasize the descriptive properties of these substances. As the student learns about the electrostatic forces that drive chemical activity, more formal definitions of acids and bases and be taught. Once this is accomplished, students can move from qualitative to more quantitative aspects of acid/base chemistry. This would involve a detailed study of the nature of the pH scale and the devices that measure pH. For example, relative strengths of acids can be qualitatively observed by reaction rates with specific metals or by electrical conductivity. The same acids can later be compared quantitatively using pH meters. Titration experiments would most certainly be part of this quantitative experience. Investigating the buffering capacity of antacids is an interesting choice for applying titration techniques. This Major Idea should include a study of the hydrolytic action of salts and gases. Once students understand hydrolysis concepts, S/T/S issues including acid rain and water pollution can be explored. An interesting class project that applies acid/base chemistry would be an analysis of local water sources: rain, lakes, and rivers. Students can measure pH and using qualitative laboratory techniques, identify some of the acids or bases present. Students can then investigate the possible sources for these substances, natural or manmade. Such projects give students an opportunity to apply chemistry to their own environment.

Matching Strategies to Course Level: All students must understand both the descriptive and theoretical aspects of acid/base chemistry. They should be well acquainted with the autoionization, neutralization, and hydrolysis reactions. All students must also become well trained in the proper and safe handling of acids and bases. Since these substances are commercially available and widely used, safety training must be an integral part of the chemistry curriculum. The fundamental quantitative facets of this Major Idea can be learned by both levels of students. Chemistry I students should make qualitative identification of solutions using the pH scale. Chemistry I Honors students should engage in constructing and interpreting titration curves. Chemistry I students may also explore titration curve experiments, but may require more time to interpret the data. Chemistry I Honors students should be able to extend their knowledge base into equilibrium concepts such as the Common Ion effect. All students should be encouraged to apply this Major Idea to S/T/S issues of interest.

Focus Benchmark Correlations: SC.912.P.8.8 Characterize types of chemical reactions, for example: redox, acid base, synthesis, and single and double replacement reactions. Teacher Support Chemistry Pearson Describing Chemical Reactions Chemistry Pages 346-354 Chemical Equations Small Scale Manual Lab 14 Types of Chemical Reactions Chemistry Pages 356-357 Small Scale Lab: Balancing Chemical Equations


Oxidation Reduction Chemistry Pages 692-299 Quick Lab: Bleach it! Chemistry Page 699 Redox Reactions Chemistry Pages 707-715 Oxidation Reduction Reactions Small Scale Lab 35 Active Chemistry Acids and Bases Active Chemistry Pages 204-210 Double Replacement Reaction Active Chemistry Pages 248-249 Lab: Alternative Pathways Active Chemistry Pages 279-282 Redox Reactions Active Chemistry Pages 316-318 Redox Reactions Active Chemistry Pages 384-386 Kinds of Chemical Reactions Active Chemistry Pages 421-425 Lab: Chemical Equations Active Chemistry Pages 490-494 Chemical Reactions Active Chemistry Pages 495-497 Redox Reaction Active Chemistry Pages 534-537 Combustion Reaction Active Chemistry Pages 564-568 Double Replacement Active Chemistry Pages 676-677 Single Replacement Active Chemistry Pages 694-697 Modern Chemistry Types of Chemical Reactions Modern Chemistry Pages 276-283 Quick Lab: Balancing Equations Modern Chemistry Page 284 Acid Base Reactions Modern Chemistry Pages 483-489 Lab: Is it an Acid or a Base? Modern Chemistry Pages 496-497 Oxidation-Reduction Modern Chemistry Pages 631-635 Balancing Redox Reactions Modern Chemistry Pages 637-641 Quick Lab: Redox Reactions Modern Chemistry Page 684 Lab: Reduction of Manganese and Permanganate Ion


SC.912.P.8.11 Relate acidity and basicity to hydronium and hydroxyl ion concentration and pH Teacher Support Chemistry Pearson Hydrogen Ions in Acidity Chemistry Pages 653-662 Strengths of Acids and Bases Chemistry Pages 664-669 Active Chemistry Acids and Bases Active Chemistry Pages 204-210 Lab: Acid, Bases and Indicators Active Chemistry Pages 519-522 Acids and Bases Active Chemistry Pages 522-528 Modern Chemistry Calculating [hydronium] and [hydroxide ] Modern Chemistry Pages 501-509 Quick Lab: Testing the pH of Rain Water Modern Chemistry Page 514 Percentage of Acetic Acid in Vinegar Microscale Experiments Pages 73-78 Shampoo Chemistry Inquiry Experiments Pages 75-80

Related Benchmark Correlations: SC.912.L.17.15 Discuss the effects of technology on environmental quality. Teacher Support Chemistry Pearson Catalytic Converters Chemistry Pages 602-603 Plasma Waste Converter Chemistry Pages 440-441 Natural Gas Vehicles Chemistry Pages 476-477 PCBs Persistent Pollutant Chemistry Page 803 Active Chemistry The Environmental Cost of Energy Active Chemistry Pages 634A-B Modern Chemistry Catalytic Converters Modern Chemistry Page 579 Chemical Industry Modern Chemistry Pages 814-815

SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution Teacher Support Chemistry Pearson Algal Blooms Chemistry Page 270 Natural Gas Vehicles Chemistry Pages 476-477 Active Chemistry The Human Toll on the Environment Active Chemistry Pages 542A-B Modern Chemistry Catalytic Converters Modern Chemistry Page 579 Chemical Industry Modern Chemistry Pages 814-815 Acid Water Modern Chemistry Page 477 Liming Streams Modern Chemistry Page 510 SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability Teacher Support Chemistry Pearson Carbon Footprints Chemistry Page 83 Chemistry and You Chemistry Pages 6-11 Active Chemistry Sustainability Active Chemistry Page 190B Modern Chemistry Acid Water-A Hidden Menace Modern Chemistry Page 477 Nuclear Waste Modern Chemistry Pages 695-696 Mercury Poisoning Modern Chemistry Page 805 Ozone Modern Chemistry Page 836

SC.912.L.18.12 Discuss the special properties of water that contribute to Earth’s suitability as an environment for life; cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Teacher Support Chemistry Pearson Water and its Properties Chemistry Page 488-493 Quick Lab: Surface Tension Chemistry Page 491 Solutions Chemistry Pages 494-495 Active Chemistry The Unique Role of Water Active Chemistry Pages 90A-B Modern Chemistry Structure of Water Modern Chemistry Pages 349-351 Acid Water- A Hidden Menace Modern Chemistry Page 477 Liming Streams Modern Chemistry Page 510 Quick Lab: Testing the pH of Rain Water Modern Chemistry Page 514

"It would be illogical to assume that all conditions

remain stable." Spock

Electrochemistry

Standards of Focus: Body of Knowledge: Physical Standard 8: Matter SC.912.P.8.8 Characterize types of chemical reactions, for example: redox, acid-base,

synthesis, and single and double replacement reactions. Honors Chemistry Only: SC.912.P.8.10 Describe oxidation-reduction reactions in living and non-living systems. Related Standards: Body of Knowledge: Physical Standard 8: Matter SC.912.P.8.2 Differentiate between physical and chemical properties and physical and

chemical changes of matter. Standard 10: Energy SC.912.P.10.15 Investigate and explain the relationships among current, voltage,

resistance, and power. Body of Knowledge: Statistics Standard 1: Formulating Questions SC.912.MA.S.1.2 Determine appropriate and consistent standards of measurement for the

data to be collected in a survey or experiment

Overview: Redox (reduction/oxidation) reactions are among some of the most relevant and interesting reactions that the chemistry student will study. Electrochemical reactions are involved in many industrial and biological applications such as batteries, corrosion, electroplating, metallurgy, and numerous biochemical reactions. For example, students tend to be very interested in how batteries work and how they differ from each other. By constructing and measuring the various parameters of voltaic cells, such mysteries begin to reveal themselves to the student. In this way, the student will internalize important redox concepts such as voltage, amperage, overvoltage, and reactant potential type. The study of electrochemistry will greatly facilitate the construction of the student’s electron-

flow paradigm, which is one of the foundations to modern chemistry. Since electrochemistry is presented mostly as an applied chemistry area, it is best understood by the student when preceded by chemistry fundamentals such as chemical nomenclature, writing and balancing chemical reactions, electronic structure in atoms, periodic law, thermochemistry, and solution chemistry. It is therefore suggested that the Redox Major Concept be addressed during the latter part of the course.

Teaching Strategies: Choose a suitable redox reaction, such as the one between aluminum metal and copper (II) chloride, and have the students observe the reaction, noting significant changes such as temperature and color changes. Engage the students in a post-lab discussion to explain these changes. Eventually, students should recall that such changes are based on electron behavior as they change orbits to reach greater stability. Once it has been established that electrons have a drive to flow towards more stable orbits, the question can now be put to the student: “What would happen if we intercepted these electrons before they reached their lower orbits?”

Matching Strategies to Course Level: All chemistry students must be able to comprehend the fundamentals of electrochemistry. For example, students must be able to identify oxidizers and reducers, understand voltage, trace the flow of electrons in a voltaic cell, and build a simple electrochemical battery and measure its voltage. Chemistry I students may need more time for review in prerequisite concepts such as balancing equations and periodic trends. Building batteries using different metals for the electrodes will help Chemistry I students discover how voltage is correlated with electronegativities. Chemistry I Honors students can be given the task of selecting materials to build the most potent voltaic cell, using electrode potentials as a guide. Both Chemistry I and Chemistry I Honors students will be very interested in learning about the differences between battery types including, dry cells, alkaline, rechargeable, lead-storage, and fuel cells. Chemistry I students can learn how to describe the differences among the different batteries while Chemistry I Honors students can be required to point out the differences by writing out the pertinent reactions. All students can study qualitative concepts in corrosion. More advanced quantitative applications such as electroplating and energy consumption calculations should be required of Chemistry I Honors students and may be explored by Chemistry I students, depending on their mathematics skills.

Focus Benchmark Correlations: SC.912.P.8.8 Characterize types of chemical reactions, for example: redox, acid base, synthesis, and single and double replacement reactions. Teacher Support Chemistry Pearson Describing Chemical Reactions Chemistry Pages 346-354 Chemical Equations Small Scale Manual Lab 14

Types of Chemical Reactions Chemistry Pages 356-357 Chemistry Pearson Continued

Small Scale Lab: Balancing Chemical Equations


Oxidation Reduction Chemistry Pages 692-299 Quick Lab: Bleach it! Chemistry Page 699 Redox Reactions Chemistry Pages 707-715 Oxidation Reduction Reactions Small Scale Lab 35 Active Chemistry Acids and Bases Active Chemistry Pages 204-210 Double Replacement Reaction Active Chemistry Pages 248-249 Lab: Alternative Pathways Active Chemistry Pages 279-282 Redox Reactions Active Chemistry Pages 316-318 Redox Reactions Active Chemistry Pages 384-386 Kinds of Chemical Reactions Active Chemistry Pages 421-425 Lab: Chemical Equations Active Chemistry Pages 490-494 Chemical Reactions Active Chemistry Pages 495-497 Redox Reaction Active Chemistry Pages 534-537 Combustion Reaction Active Chemistry Pages 564-568 Double Replacement Active Chemistry Pages 676-677 Single Replacement Active Chemistry Pages 694-697 Modern Chemistry Types of Chemical Reactions Modern Chemistry Pages 276-283 Quick Lab: Balancing Equations Modern Chemistry Page 284 Acid Base Reactions Modern Chemistry Pages 483-489 Lab: Is it an Acid or a Base? Modern Chemistry Pages 496-497 Oxidation-Reduction Modern Chemistry Pages 631-635 Balancing Redox Reactions Modern Chemistry Pages 637-641 Quick Lab: Redox Reactions Modern Chemistry Page 684 Lab: Reduction of Manganese and Permanganate Ion


SC.912.P.8.10 Describe oxidation-reduction reactions in living and non-living systems. Teacher Support Chemistry Pearson Describing Redox Equations Chemistry Pages 707-708 Quick Lab: Half Reactions Chemistry Page 717 Modern Chemistry Oxidizing and Reducing Agents Modern Chemistry Pages 642-645

Quick Lab: Redox Reactions Modern Chemistry Page 644 Oxidation-Reduction Reactions Microscale Experiments Pages 95-99

Related Benchmark Correlations: SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical changes of matter. Teacher Support Chemistry Pearson Physical and Chemical Properties Chemistry Pages 34-37 Physical Changes Chemistry Page 37 Chemical Changes Chemistry Pages 48-49 Quick Lab: Separating Mixtures Chemistry Page 39 Active Chemistry Physical Properties Active Chemistry Pages 42-43 Lab: Metals and Nonmetals Active Chemistry Pages 60-64 Physical and Chemical Properties Active Chemistry Pages105-106 Lab: Chemical and Physical Changes Active Chemistry Pages 465-467 Chemical and Physical Changes Active Chemistry Page 468 Lab: More Chemical Changes Active Chemistry Pages 473-479 Modern Chemistry Matter and Its Properties Modern Chemistry Pages 6-11 Mixture Separation Modern Chemistry Pages 26-27 Chromatography Experiments Forensics and Applied



Pages 35-40

SC.912.P.10.15 Investigate and explain the relationships among current, voltage, resistance, and power.

Teacher Support

Chemistry Pearson Electrochemistry Chemistry Pages 728-751 Active Chemistry Batteries Active Chemistry Pages 381-386 Modern Chemistry Electrochemistry Modern Chemistry Pages 655-671

Internet Resources http://www.allaboutcircuits.com/vol_1/chpt_2/1.html http://science.howstuffworks.com/electricity4.htm

Chemistry of Life Standards of Focus: Body of Knowledge: Physical Standard 12: SC.912.P.8.12 Describe the properties of the carbon atom that make the diversity of

carbon compounds. Related Standards Body of Knowledge: Physical Standard 8: Matter SC.912.P.8.13 Identify selected functional groups and relate how they contribute to

properties of carbon compounds. Body of Knowledge: Earth and Space Science Standard 7: Earth systems and Patterns SC.912.E.7.1 Analyze the movement of matter and energy through the different

biogeochemical cycles, including water and carbon. Body of Knowledge: Life Science Standard 17: Interdependence SC.912.L.17.10 Diagram and explain the biogeochemical cycles of an ecosystem,

including water, carbon, and nitrogen cycle. SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable

resources, such as water, energy, fossil fuels, wildlife, and forests. Standard 18: Matter and Energy Transformations SC.912.L.18.11 Explain the role of enzymes as catalysts that lower the activation energy

of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity.

Overview: The subject of biochemistry and related sciences can help students learn to appreciate the relevance of chemistry to their lives. The Chemistry of Life connects chemistry concepts as the student builds mastery. This Major Idea can serve as a means of applying chemistry to the student’s world. It represents an excellent approach to addressing S/T/S standards as well. Topics ranging from the nature of DNA to the health effects of tobacco can be incorporated into the curriculum. It is therefore suggested that the Chemistry of Life be integrated within the chemistry curriculum during the entire course.

Teaching Strategies: The exemplary teacher will draw upon a constantly updated repertoire of biological and biochemical applications to enhance the chemistry curriculum. This can be accomplished in a number of ways. For example, laboratory activities involving vitamin C titration (food chemistry), chlorophyll extraction techniques, and protein separation electrophoresis experiments provide students with fascinating ways of discovering biological applications of chemistry. Students can research specific topics of interest such as the value of zinc in the human immunity system and present their own findings to the class. Knowing the replicate nature of DNA, students can be asked to predict the type of bonding that would be able to temporarily hold the double helix structure together. The unique properties of water (heat capacity, hydrogen bonding, acid/base characteristics, dissolving power, etc.) provide an excellent transition between physical and biological chemistry. Students are particularly fascinated by brain research and are thus highly motivated about the biochemical nature of emotion, and memory. If this Major Idea is presented to the students as an integral part of the chemistry curriculum, the student may internalize the relevance of chemistry and in the process become better informed, critical thinking citizens.

Matching Strategies to Course Level: Complex multi-conceptual topics such as mechanism-altering enzymatic reactions may be appropriate for Chemistry I Honors. Chemistry I students might focus on the initial connection between chemistry and biology.

Focus Benchmark Correlations: SC.912.P.8.12 Describe the properties of the carbon atom that make the diversity of carbon compounds. Teacher Support Chemistry Pearson Hydrocarbons Chemistry Pages 762-773 Isomers Chemistry Pages 775-777 Quick Lab: Isomers of Heptane Chemistry Page 778

Hydrocarbon Rings Chemistry Pages 779-781 Active Chemistry Modeling Molecules Active Chemistry Pages 615-621 Chemical Structures Active Chemistry Pages 622-626 Modern Chemistry Diversity of Organic Compounds Modern Chemistry Pages 711-714 Carbon Skills Practice

Experiment Pages 107-113

Polymers Skills Practice Experiments

Pages 115-120

The Slime Challenge Inquiry Experiments Pages 123-129

Related Benchmark Correlations: SC.912.P.8.13 Identify selected functional groups and relate how they contribute to properties of carbon compounds. Teacher Support Chemistry Pearson Functional Groups Chemistry Pages 798-820 Modern Chemistry Functional Groups Modern Chemistry Pages 730-734 Internet Resources http://www.chemistry-drills.com/functional-groups.php?q=simple SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. SC.912.L.17.10 Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle. Teacher Support Chemistry Pearson Geothermal Energy Chemistry Pages 576-577 Energy and the Carbon Cycle Chemistry Pages 839-840

The Nitrogen Cycle Chemistry Pages 865-866 Modern Chemistry Chemical Industry Modern Chemistry Pages 814-815 Internet Resources http://ga.water.usgs.gov/edu/watercycle.html http://earthobservatory.nasa.gov/Features/CarbonCycle/ http://soil.gsfc.nasa.gov/NFTG/nitrocyc.htm SC.912.L.18.11 Explain the role of enzymes as catalyst that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity Teacher Support Chemistry Pearson Enzymes Chemistry Pages 847-848 Active Chemistry Enzymes Active Chemistry Page 664 Modern Chemistry Proteins as Enzymes Modern Chemistry Pages 763-765 Internet Resources www.accessexcellence.org/AE/ATG/data/released/0166-PeggySkinner/index.php http://mdk12.org/instruction/curriculum/hsa/biology/enzyme_activity/

Adopted Text Book References

Modern Chemistry –Honors Chemistry

Davis, Raymond E., Regina Frey, Mickey Sarquis, and Jerry L. Sarquis. Modern

Chemistry. Orlando: Houghton Mifflin Harcourt, 2012. Print.

Pearson Chemistry- Regular Chemistry

Wilbraham, Anthony C., Dennis D. Staley, Michael S. Matta, and Edward L. Waterman.

Pearson Chemistry. Boston: Pearson Education, 2012. Print.

Active Chemistry- Additional Classroom Resource Eisenkraft, Arthur. Active Chemistry. It's About TIme, Herff Jones Education Division,

2011. Print. Internet Resources

Amazing Chemistry Resources http://www.nclark.net/Chemistry

ACS- Chem Matters http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_SUPERARTICLE&node_id=1090&use_sec=false&sec_url_var=region1&__uuid=60a12251-2684-4ac6-8f71-c670f0086c61

Chem Guide Helping you to Understand Chemistry http://www.chemguide.co.uk/

Chemical Elements http://www.chemicalelements.com/

Chemistry Explained http://www.chemistryexplained.com

Chemistry Sifter’s Guide http://www.cpet.ufl.edu/siftguide/chem.htm

Chemmybear www.chemmybear.com/stdycrds.html

Chemtutor http://www.chemtutor.com/

Chymist http://www.chymist.com/

Flinn Scientific www.flinsci.com

Interactive Library Edinformatics http://www.edinformatics.com/il/il_chem.htm

Inquiry in Action http://www.inquiryinaction.org/

Learners TV- Chemistry www.learnerstv.com/chemistry.php

Mr.Guch http://misterguch.brinkster.net

Perdue University Department of Chemistry www.chem.purdue.edu

PhET Interactive simulations http://phet.colorado.edu

Virtual Chemistry Experiments http://www.chm.davidson.edu/vce/

Web Elements www.webelements.com

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