Honors Chemistry Quarter 1 Safety and Measurement ... · 2. Understand the five principles of...

HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT

Honors Chemistry Quarter 1

Safety and Measurement – Duration 1 Week

Big Idea:

1. Understand appropriate behavior in the lab setting 2. Recognize the difference between precision and accuracy 3. Know the SI base units of measurement, and use them to convert within the metric system 4. Determine the number of significant figures in a measurement, and apply rules for significant figures in calculations 5. Convert between standard and scientific notation 6. Solve for unknown quantities by manipulating variables 7. Use graphical, mathematical, and/or statistical models to express patterns and relationships inferred from sets of scientific data

Essential Questions:

1. How do scientists safely use laboratory equipment and techniques when conducting scientific investigations? 2. What is the difference between precision and accuracy with respect to experimental data? 3. What are the appropriate SI units for length, mass, time, temperature, quantity of matter, area, volume, and density? 4. What are the relationships among SI unit prefixes (e.g., centi-, milli-, kilo-)? 5. How are the correct number of significant figures calculated? 6. How do scientists record very large or very small quantities? 7. How do scientists collect and analyze data?

Vocabulary See Vocabulary list below

Strand

Concept

Performance

Objective

AZ Department of Education Priority/Supporting Standards

HUSD Support Materials & Resources

1 2 1 Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all science inquiry.

HUSD Materials, Resources, & Assessments

1 2 2 Identify the resources needed to conduct an investigation.


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Strand

Concept

Performance

Objective



1 2 3

Design an appropriate protocol (written plan of action) for testing a hypothesis: • Identify dependent and independent variables in a controlled investigation. • Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes, spectrophotometer, using qualitative changes). • Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts, computers/calculators).


Vocabulary

Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on

1. Accuracy 2. Precision 3. Metric system 4. SI units 5. Prefix 6. Kilo- 7. Hecto- 8. Deka- 9. Deci- 10. Centi

11. Milli- 12. Micro- 13. Pico- 14. Nano- 15. Meter 16. Gram 17. Mass 18. Weight 19. Second 20. Celsius

21. Conversion factor 22. Dimensional analysis 23. Volume 24. Meniscus 25. Liter 26. Derived units 27. Density 28. Significant figures 29. Scientific notation

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Scientific Method – Duration 1 Week

Big Idea:

General: 1. Identify and clarify research questions and design experiments 2. Design experiments so that variables are controlled and appropriate numbers of trials are used 3. Routinely make predictions and estimations 4. Interpret results and draw conclusions, revising hypotheses as necessary and/or formulating additional questions or explanations 5. Explain the criteria that explanations must meet to be considered scientific (e.g., be consistent with experimental/observational

evidence about nature, be open to critique and modification, use ethical reporting methods and procedures)

Honors: 1. Identify possible sources of error (human and inherent) and how they affected the outcome of an experiment


General: 1. How do scientists do, and report, their work?

Honors:

1. How does the type of equipment used affect the accuracy/precision of an experiment? 2. What changes to an experiment design can be made to reduce possible errors?


Strand

Concept

Performance

Objective



1 1 1 Evaluate scientific information for relevance to a given problem. HUSD Materials,

Resources, & Assessments

1 1 2 Develop questions from observations that transition into testable hypotheses. HUSD Materials,


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Strand

Concept

Performance

Objective



1 1 3 Formulate a testable hypothesis. HUSD Materials,


1 1 4 Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring).


1 2 4 Conduct a scientific investigation that is based on a research design. HUSD Materials,


1 2 5 Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers. HUSD Materials,


1 3 1 Interpret data that show a variety of possible relationships between variables, including: • positive relationship • negative relationship • no relationship


1 3 2 Evaluate whether investigational data support or do not support the proposed hypothesis. HUSD Materials,


1 3 3 Critique reports of scientific studies (e.g., published papers, student reports). HUSD Materials,


1 3 4

Evaluate the design of an investigation to identify possible sources of procedural error, including: • sample size • trials • controls • analyses

1 3 7 Propose further investigations based on the findings of a conducted investigation.

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Strand

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Objective



1 4 1 For a specific investigation, choose an appropriate method for communicating the results.

1 4 2 Produce graphs that communicate data.

1 4 3 Communicate results clearly and logically

1 4 4 Support conclusions with logical scientific arguments.

Vocabulary


1. Scientific method 2. Observation 3. Problem 4. Hypothesis 5. Resource 6. Variable 7. Independent variable 8. Dependant variable

9. Controlled variables 10. Control group 11. Experiment 12. Data table 13. Data trends 14. Positive relationship (graphing) 15. Negative relationship (graphing) 16. No relationship (graphing)

17. Line graph 18. Analysis 19. Sample size 20. Trials 21. Bias 22. Conclusion 23. Theory 24. Scientific law

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Matter – Duration 1.5 Weeks

Big Idea:

General: 1. Compare the definition of matter and energy and the laws of conservation of mass and energy 2. Describe how matter is classified by state and by composition 3. Define chemical and physical properties and compare them by providing examples 4. Explain the difference between chemical and physical changes 5. Explain density qualitatively and solve density problems by applying an understanding of the concept of density

Honors:

1. Demonstrate how physical changes can be used to separate mixtures and compounds into their components


General: 1. What is matter? 2. What is the relationship between mass and volume? 3. How is matter classified? 4. How can matter be created or destroyed? 5. What is the difference between a physical and chemical change? 6. What is the difference between a physical property and a chemical property? 7. How can mixtures be separated?

Honors:

1. How can physical changes be used to separate mixtures and compounds into their components?


Strand

Concept

Performance

Objective



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Strand

Concept

Performance

Objective



5 1 1 Describe substances based on their physical properties. HUSD Materials,


5 1 2 Describe substances based on their chemical properties. HUSD Materials,


5 1 4 Separate mixtures of substances based on their physical properties. HUSD Materials,


5 3 7 Explain how molecular motion is related to temperature and phase changes. HUSD Materials,


5 4 2 Identify the indicators of chemical change, including formation of a precipitate, evolution of a gas, color change, absorption or release of heat energy.


Vocabulary


1. Matter 2. States of matter 3. Particles 4. Solid 5. Liquid 6. Gas 7. Kinetic-molecular theory 8. Plasma 9. Intensive 10. Extensive 11. Physical changes 12. Energy

13. Temperature 14. Chemical changes 15. Odor 16. Heat/light 17. Color change 18. Precipitate 19. Gas emission 20. Reactants 21. Products 22. Physical property 23. Density 24. Color

25. Texture 26. Pure substance 27. Element 28. Molecule 29. Diatomic 30. Allotrope 31. Hardness 32. Mixture 33. Homogenous 34. Heterogenous 35. Compound

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Atoms – Duration 1 Week

Big Idea:

General: 1. State the three laws that support the existence of atoms 2. Understand the five principles of Dalton’s atomic theory 3. Describe the contributions of Dalton, Thomson, Rutherford, and Bohr to Atomic structure 4. Describe the progression of the model of the atom from Democritus’s “Billiard Ball Model” to the modern “Cloud Model” 5. Describe the subatomic particles of an atom, and recognize their role in the following: atomic number, mass number, isotopes,

ionization 6. Define the mole, and explain why this unit is used to count atoms

Honors:

1. Compare and contrast the Aristotle’s and Democritus’s theories of matter


General: 1. Is water the same regardless of where it is found? 2. How does the law of multiple proportions support Dalton’s atomic theory? 3. What are the five postulates of Dalton’s atomic theory? 4. How does Thomson’s model of the atom differ from Dalton’s model of the atom? 5. What did Rutherford’s gold foil experiment tell us about the atom? 6. What are the similarities and differences between the Nuclear model, Bohr model and the Cloud model? 7. How many particles are there in one mole?

Honors:

1. How are Aristotle’s and Democritus’s theories similar and different? Vocabulary See Vocabulary list below

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Concept

Performance

Objective



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Strand

Concept

Performance

Objective



5 1 6

Describe the following features and components of the atom: • protons • neutrons • electrons • mass • number and type of particles • structure • organization


5 1 7 Describe the historical development of models of the atom. HUSD Materials,


5 1 8 Explain the details of atomic structure (e.g., electron configuration, energy levels, isotopes). HUSD Materials,


Vocabulary


1. Atom 2. Democritus 3. Aristotle 4. Benjamin Franklin 5. Antoine Lavoisier 6. Charles Coulomb 7. Atomic theory 8. John Dalton 9. Law of definite composition 10. Law of multiple proportions 11. Law of conservation of mass and

energy 12. Sir William Crookes 13. Henri Becquerel

14. Marie and Pierre Curie 15. Subatomic particles 16. JJ Thomson 17. Electrons 18. Max Planck 19. Quanta 20. Albert Einstein 21. Robert Milikan 22. Ernest Rutherford 23. Gold foil experiment 24. Nucleus 25. Protons 26. Alpha particles

27. Neils Bohr 28. Energy level 29. Erwin Schrodinger 30. Schrodinger’s cat 31. Electron clouds 32. Irene Joliot Curie 33. James Chadwick 34. Neutron 35. Glen Seaborg 36. Transuranic elements 37. Murrey Gell-Man &

George Zweig 38. Quarks

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Electrons – Duration 2 Weeks

Big Idea:

General: 1. Compare and contrast the Rutherford, Bohr, and Quantum models of the atom 2. Explain how the color of light emitted by an atom provides information about electron energy levels 3. Write the electron configuration and atomic orbital diagram of an atom by using Hund’s Rule, the Pauli exclusion principle, and the

Aufbau principle Honors:

1. Explain how the Photoelectric effect proves that light is made up of particles 2. Use quantum numbers to identify where an electron might be in an atom


General: 1. What is the relationship between the wavelength and frequency of electromagnetic waves? 2. What is the relationship between the energy and frequency of electromagnetic waves? 3. How does the color of light emitted by an atom provide information about electron energy levels? 4. What does the cloud model tell us about the location of electrons? 5. In what order do atomic orbitals fill with electrons? 6. What does the uncertainty principle tell us about the path of electrons? 7. How many electrons can an orbital hold? 8. How many sublevels are in each energy level? 9. How many electrons can each energy level hold? 10. Why do electrons fill lower levels first? 11. Why do electrons not repel in an orbital? 12. What are the different orbital shapes? 13. What do electron scatter plots tell us about orbital shapes?

Honors:

1. How does the Photoelectric effect prove that light is made up of particles? 2. What do quantum numbers tell us about an electron?


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Strand

Concept

Performance

Objective



Strand

Concept

Performance

Objective



5 1 5

Describe the properties of electric charge and the conservation of electric charge. HUSD Materials, Resources, & Assessments

5 4 13

Determine the transfer of electrons in oxidation/reduction reactions.


Vocabulary


1. Waves 2. Particles 3. Electromagnetic spectrum 4. Frequency 5. Wavelength 6. Energy 7. Joules 8. Photoelectric effect 9. Excited state 10. Ground state 11. Photon 12. Bohr model

13. Atomic emission spectra 14. Particle/wave duality 15. Quantum mechanics 16. Uncertainty principle 17. Orbital 18. Quantum numbers 19. Principle quantum number 20. Energy level 21. Angular momentum

quantum number 22. Orbital shape (s, p, d, f) 23. Magnetic quantum number 24. Orientation

25. Spin quantum number 26. Electron spin 27. Pauli exclusion principle 28. Aufbau principle 29. Hund’s rule 30. Orbital diagram 31. Electron configuration 32. Core electrons 33. Valence electrons 34. Short hand electron

configuration 35. Stability 36. Ion configuration

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Periodic Table – Duration 1 Week

Big Idea:

General and Honors: 1. Describe the historical origin of the periodic table 2. Describe the organization of the modern periodic table 3. Describe the periodic trends of atomic size, ionization energy, boiling and melting point, electronegativity, electron affinity, and ionic

radius 4. Explain the relationship between families of elements and electron configuration


General and Honors: 1. How was Mendeleev’s periodic table arranged? 2. How was Mendeleev able to predict the properties of “missing” elements on the periodic table? 3. How is the modern periodic table arranged? 4. What causes the periodic trends of atomic size, ionization energy, boiling and melting point, electronegativity, electron affinity, and

ionic radius? 5. What are the relationships between families of elements and electron configuration?


Strand

Concept

Performance

Objective



5 1 3

Predict properties of elements and compounds using trends of the periodic table (e.g., metals, non-metals, bonding – ionic/covalent).


Vocabulary

Bold = Priority vocabulary

1. Dmitri Mendeleev 2. Atomic mass 3. Average atomic mass

14. Electronegativity 15. Electron affinity 16. Boiling/melting point

27. Reactive 28. Noble gases 29. Unreactive

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Strand

Concept

Performance

Objective



Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on

4. Amu 5. Periodic law 6. Group/family 7. Valence electrons 8. Row/period 9. Periodic trends 10. Ionization energy 11. Electron shielding 12. Atomic radius 13. Bond radius

17. Atomic orbital shell 18. Electron configuration 19. Element 20. Main group elements 21. Metals 22. Non metals 23. Metalloids 24. Alkali metals 25. Alkaline-Earth metals 26. Halogens

30. Inert gases 31. Transition metals 32. Conductivity 33. Brittle 34. Ductile 35. Malleable 36. Lanthanides 37. Actinades 38. Alloys

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Bonding/Structures – Duration 2 Weeks

Big Idea:

General: 1. Compare and contrast the process of ionic bonding and covalent bonding 2. Explain the differences between single, double, and triple covalent bonds 3. Distinguish between nonpolar and polar covalent bonds based on electronegativity differences 4. Write, and interpret, the chemical names for compounds when given the chemical formula (and vice versa) 5. Draw, and interpret, the Lewis structures of ionic and covalent bonds 6. Predict the shape of a molecule using Valence Shell Electron Pair Repulsion (VSEPR) theory

Honors:

1. Predict the shape of a molecule using Valence Shell Electron Pair Repulsion (VSEPR) theory for extended octets 2. Name and write common polyatomic ions from memory


General: 1. Why do elements gain or lose electrons? 2. How do ionic bonds form? 3. How are covalent bonds formed? 4. Why are covalent bonds formed? 5. How are metallic bonds formed? 6. What is the relationship between the properties of metals and metallic bonding? 7. How do we name chemical compounds? 8. How are Lewis structures used to show chemical bonds? 9. How does electron repulsion affect the shape of a molecule?

Honors:

1. How does an expanded octet affect the shape of a molecule? 2. What are the common polyatomic ions?


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Strand

Concept

Performance

Objective



Strand

Concept

Performance

Objective



5 1 3 Predict properties of elements and compounds using trends of the periodic table (e.g., metals, non-metals, bonding – ionic/covalent).


5 4 4 Distinguish among the types of bonds (i.e., ionic, covalent, metallic, hydrogen bonding). HUSD Materials,


5 4 7 Predict the properties (e.g., melting point, boiling point, conductivity) of substances based upon bond type. HUSD Materials,


Vocabulary


1. Valence electrons 2. Ion 3. Cation 4. Anion 5. Fixed/Variable 6. Stable ions 7. Ionic bonding 8. Lattice structure 9. Ionic compounds 10. Attractive forces 11. Repulsive forces 12. Covalent bonds 13. Sharing electrons 14. Diatomic molecules 15. Bond energy

21. Polarity 22. Dipole 23. Metallic bond 24. Electron sea 25. Lewis structures 26. Octet rule 27. Unshared pairs 28. Polyatomic ions 29. Single bond 30. Double bond 31. Triple bond 32. Resonance structures 33. VSEPR theory 34. Trigonal planar 35. Tetrahedral shape

42. Net charge 43. Polyatomic ions 44. Monatomic 45. –ite 46. –ate 47. Covalent compounds 48. Prefix 49. Suffix 50. Mono- 51. Di- 52. Tri- 53. Tetra- 54. Penta- 55. Hexa- 56. Hepta-

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Objective



16. Bond length 17. Potential energy 18. Potential energy diagram 19. Nonpolar covalent bond 20. Polar covalent bond

36. Bent shape 37. Linear shape 38. Trigonal pyramidal 39. –ide 40. Binary ionic compounds 41. Ionic formulas

57. Octa- 58. Nona- 59. Deca-

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Honors Chemistry Quarter 1 Common Core

Grade

Cluster

Standard

Common Core Standards Explanations & Examples HUSD Support

Materials & Resources

9 R 3

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

Students follow a written lab protocol or sequence of steps to accomplish an activity. Students should pay attention to accuracy and precision when taking measurements. Students should be aware of the special cases specific to that procedure. Examples: • Follow written procedures for preparing wet mount slides to view pond organisms under the microscope, paying attention to the type of preparation needed for a variety of different types of organisms. SCHS-S4C1-02 • Follow written procedures for determining the concentration of acids and bases, demonstrating proper techniques and safety precautions. SCHS-S5C4-12, SCHS-S1C2-01


9 R 4

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

Students determine the meaning of words and phrases as they read science content, including text books, lab materials, and other print or electronic sources of information. They use a variety of strategies (context clues, linguistic roots and affixes, restatement, examples, contrast, glossary, etc.) to determine the meaning of words and phrases in the text. This standard specifically addresses domain-specific Tier Three words and interpreting symbols in equations or in diagrams and flow charts. Examples: • Read about food chains and food webs, and then identify the linguistic roots and affixes to help clarify the meanings of terms related to trophic levels, such as carnivore, herbivore, omnivore, autotroph, and heterotrophy. SCHS-S4C3-01 • Determine the meaning of chemical equations containing chemical


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Grade

Cluster

Standard

Common Core Standards Explanations & Examples HUSD Resources

formulas, coefficients, and symbols that represent the states of the reactants and products. SCHS-S5C4-03 • Determine the meaning of variables in mathematical equations, such as f=ma (SCHS-S5C2-04), PV=nRT (SCHS-S5C5-05), or V=IR (SCHS-S5C5-06).

9 R 7

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Students will use words in a text and information expressed visually to obtain information about a given topic. Sources of text could include textbooks, magazine or newspaper articles, websites, or product information or safety sheets. Students should be able to develop a written or oral explanation of a visual representation (graph, chart, picture, etc.) that accurately represents the information presented; or vice versa. Examples: • After reading a written description of a chemical reaction, write an equation that shows the reaction. Text provided: Solid sodium reacts with chlorine gas to produce solid sodium chloride. Student translated: 2Na(s) + Cl2(g) 2NaCl(s). SCHS-S5C4-03 • Given a chemical equation, write a description of that equation. Text provided: 2Na(s) + Cl2(g) 2NaCl(s) SCHS-S5C4-03 Student translated: Solid sodium reacts with chlorine gas to produce solid sodium chloride. SCHS-S5C4-03 • Read text describing the luminosity, color, and temperature of various stars and show the relative position of each star on a Hertzsprung-Russell diagram. SCHS-S6C4-03 • Using a diagram illustrating the Coriolis Effect on the movement of water and air, use appropriate science vocabulary (written or verbally) to describe the process with accuracy and enough detail that would allow another student to construct a similar diagram. SCHS-S6C2-10


9 W 7

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

Students conduct research projects or experimental investigations of differing lengths meant to answer a question or solve a problem. Students answer questions - including those they create themselves - through research (online, library, laboratory investigations) to solve a problem. They use and combine information from multiple sources to construct their claims, evidence, and explanations. Examples:






Grade

Cluster

Standard

Common Core Standards Explanations & Examples HUSD Resources

• Generate questions about the genetics of an organism (pea plants, fruit flies) and then test the question experimentally and/or by researching published data. Synthesize relevant information from multiple sources to construct claims, evidence, and explanations supporting the research or published information. SCHS-S4C2-03 • Conduct research on possible causes and/or effects of climate changes over long periods of time. Synthesize data from multiple sources on effects of glaciations, solar activity, greenhouse effect, etc to construct a claim and support that claim with evidence gathered during research. SCHS-S6C2-15

9 W 9

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

Students should be given multiple opportunities to use evidence from informational texts (e.g., research papers, credible web sites, journal articles, textbooks) to support their claims, analyses, reflections, and/or research. Example: • Following a lab aligned to the grade level Science Standard, in write a research claim and then support it with evidence (from one or multiple sources) or scientific principles that support the claim. These additional sources can either be teacher provided or researched by the students. • After reading a science article aligned to the grade level Science Standard, write a claim to support student research, reflection, or analysis of scientific principles. The written claim should include evidence (from one or multiple sources) that supports the claim. These additional sources can either be teacher provided or researched by the students.




Honors Chemistry Quarter 1 Safety and Measurement ... · 2. Understand the five principles of...

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