Greeley-Evans School District 6 Grade 10 -12 Chemistry of Matter Curriculum Guide Theme: Unit: I: Foundations of Chemistry, Timeline: 4 weeks & Mathematical Skills Inquiry Questions: What role do units play in problem solving? Technical Vocabulary: Academic Vocabulary: How can graphs be used to observe patterns and properties of matter? matter, density, melting point, boiling Analyze What do precision and accuracy tell us about a measurement or a series of point, conductivity, pH, atoms, Interpret measurements? molecules, compounds, physical and Predict chemical properties, precision & Identify accuracy, errors, units, significant figures, scientific notation Standard: 1. Physical Science: Students know and understand common properties, forms and changes in matter and energy. Grade Level Expectations (GLE): Physical Science #2: Matter has definite structure that determines characteristic physical and chemical properties. Physical Science #4: Atoms bond in different ways to form molecules and compounds that have definite properties.

Evidence Outcomes Guiding Questions Students will... Factual Conceptual

1.2.b: gather, analyze and interpret data on chemical and What is accuracy? Apply density calculations to identify and object. physical properties of elements such as density, melting What is precision? What is the importance of chemical and physical point, boiling point, and conductivity. Calculate density given mass and volume? properties? Graphing: How can a graph be used solve problems in 1.2.c: use characteristic physical and chemical properties Identify dependent vs independent chemistry? to develop predictions and supporting claims about variables. elements’ positions on the periodic table. What does slope represent about the data. 1.4.b: gather, analyze, and interpret data on chemical Identify chemical and physical properties. and physical properties of different compounds such as density, melting point, boiling point, pH, and conductivity.

Greeley-Evans School District 6 Page 1 of 9 2013-2014 Chemistry of Matter Curriculum Guide, High School Assessments Instruction Notes and Examples Performance assessments on measurement, formative Lab/Activity: Over the Rainbow assessments on mathematical skills & foundation topics; Lab/Activity: Thickness of a Metal Foil summative assessment –15 questions. Lab/Activity: Identification of an Unknown Metal Lab/Activity: Accuracy, Precision & Error Activity: Using EXCEL Activity: Why Graph? Activities/Worksheets: Significant Figures and Scientific Notation Lab/Activity: Reaction in a Bag: Note: This activity can be used as part of Unit 1 or as a bridge to the next unit or as an introduction to Unit 2. How to use a calculator activity

Resources: • See individual lab/activity sheets.

Bolded Text = Potential assessment items

Greeley-Evans School District 6 Page 2 of 9 2013-2014 Chemistry of Matter Curriculum Guide, High School

Greeley-Evans School District 6 Grade 10 -12 Chemistry of Matter Curriculum Guide Theme: Unit II: Classification of Matter & Energy Relationships Timeline: Timeline: 2 weeks

Inquiry Questions: What evidence can indicate whether a change is physical or Technical Vocabulary: Academic Vocabulary: chemical & what are the accompanying energy changes/exchanges? matter: atoms, elements, compounds, develop What techniques can be used to separate mixtures of substances based their mixtures, substances, chromatography, properties? physical & chemical properties, energy: Which properties are the most useful in trying to separate mixtures of endothermic vs. exothermic, heating curves, substances? potential energy diagrams, potential vs. kinetic energy, system vs. surroundings Standard: Physical Science: Students know and understand common properties, forms and changes in matter and energy.

Grade Level Expectations (GLE): GLE #2: Matter has definite structure that determines characteristic physical and chemical properties. GLE #3: Matter can change form through chemical or nuclear reaction abiding by the laws of conservation of mass and energy.

Evidence Outcomes Guiding Questions Students will... Factual Conceptual

1.2.d Develop a model that differentiates atoms and What is a homogeneous vs. heterogeneous How can mixtures be separated and be classified molecules, elements and compounds, and pure substances mixture? as homo or heterogeneous? and mixtures. What is the difference between an atom, What happens to matter during a chemical molecule, element, compound, mixture, reaction? pure substance? What makes elements useful? What are phase changes? What causes a phase change and what happens to the matter?

Greeley-Evans School District 6 Page 3 of 9 2013-2014 Chemistry of Matter Curriculum Guide, High School

Assessments Instruction Notes and Examples Performance assessments on calorimetry & chromatography, Lab/Activity: Elements_Compounds_Mixtures_v1 formative assessments on mathematical skills of energy topics; Lab/Activity: Fig 1 for cutting 2009 2x per sheet (this is a sheet that is used in conjunction summative assessment –15 questions with the “Elements, Compounds, & Mixtures” Lab). Lab/Activity: M&M Chromatography Lab Calorimetry Endo/exothermic demos

Resources: • See individual lab/activity sheets. Bolded Text = Potential assessment items

Greeley-Evans School District 6 Page 4 of 9 2013-2014 Chemistry of Matter Curriculum Guide, High School

Greeley-Evans School District 6 Grade 10 -12 Chemistry of Matter Curriculum Guide Theme: Unit III: Atomic Structure Timeline: 3 weeks

Inquiry Questions: Technical Vocabulary: matter: atoms, Academic Vocabulary: What patterns can be observed in the properties of elements and families in the atomic & molecular structure, physical & develop, communicate, periodic table? chemical reactions, nuclear reactions, justify, support, recognize, How have new technologies led to evidence that has helped develop our current isotopes & half-life, physical & chemical analyze, interpret, predict, understanding of atomic and molecular structure over time? properties, conservation of mass and distinguish What patterns of nuclear reactions exist? energy, models of atoms How are chemical reactions distinguished from nuclear reactions? Standard: Physical Science: Students know and understand common properties, forms and changes in matter and energy.

Grade Level Expectations (GLE): 1.2: Matter has definite structure that determines characteristic physical and chemical properties. 1.3: Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy.

Evidence Outcomes Guiding Questions Students will... Factual Conceptual

1.2.a develop, communicate, and justify an evidence-based How has our understanding of the atomic How might various industries use classification of scientific explanation supporting the current model of an model changed over time? matter in the development and utilization of atom. materials?

1.3.a recognize, analyze, interpret, and balance chemical How have advances in technology changed our equations (synthesis, decomposition, combustion, and Understanding of the world around us? replacement) or nuclear equations (fusion and fission)

1.3.b predict reactants and products for different types of chemical and nuclear reactions.

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Assessments Instruction Notes and Examples formative assessments on atomic structure, balanced nuclear Possible PowerPoints that could be used: equations & half-life; summative assessment –15 questions Atom Structure Historical Perspective 2010 Modern Atomic Theory 2010 Modern Atomic Theory 2010 Handouts Nuclear Reactions 2010 Half Life problems 2009

Possible activities that can be used: Paper Plate Models 2009 Isotopes For Paper Plate Models_2009 Paper Plate Models_Gradingsheet_2009 What does half life mean, the Penney Decay Lab Isotopes Bean lab Timeline to determine progression of ideas of atomic structure

Resources: See individual lab/activity attachments

Bolded Text = Potential assessment items

Greeley-Evans School District 6 Page 6 of 9 2013-2014 Chemistry of Matter Curriculum Guide, High School

Greeley-Evans School District 6 Grade 10 -12 Chemistry of Matter Curriculum Guide Theme: Unit IV: A New Approach to the Atom, Electron Structure Timeline: 3 weeks Inquiry Questions: Technical Vocabulary: Academic Vocabulary: From the standards document) What patterns can be observed in the properties of elements EMR, wavelength, develop, communicate, and families in the periodic table? frequency, energy, justify, predict, support, What factors can be measured to determine the amount of energy associated with an electron? spectroscopy, electron identify, calculate, configuration; energy: differentiate, measure, What are the most common forms of energy in our physical world? mechanical, chemical, quantify What makes some forms of energy hard to measure? electrical, radiant, thermal, Scientists or engineers often say energy is "lost." Is there a word that might be better than "lost?" nuclear, work, heat; Why? families on the Periodic How does the law of conservation of energy help us solve problems involving complex systems? table, electrons, orbitals Standard: Physical Science: Students know and understand common properties, forms and changes in matter and energy. Grade Level Expectations (GLE): 1.2 Matter has definite structure that determines characteristic physical and chemical properties 1.5: Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined 1.6 When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases

Evidence Outcomes Guiding Questions Students will... Factual Conceptual

1.2.a: Develop, communicate, and justify an evidence-based Given the orbital diagram of an element, Why are valence electrons important? scientific explanation supporting the current model of an how does it change when and ion is How are atomic spectra related to the atom? atom. formed? What is an electron configuration and an 1.2.c: Use characteristic physical and chemical properties to orbital diagram? develop predictions and supporting claims about elements' How can the periodic table be used to positions on the periodic table . predict electron configurations? What are valence electrons? 1.5.d: Identify different energy forms, and calculate their What are emission spectra? amounts by measuring their defining characteristics How are energy, wavelength, frequency and amplitude used to describe the 1.6.d: Differentiate among the characteristics of Electromagnetic Radiation? mechanical and electromagnetic waves that determine their What are quanta? energy

Greeley-Evans School District 6 Page 7 of 9 2013-2014 Chemistry of Matter Curriculum Guide, High School Assessments Instruction Notes and Examples formative assessments on mathematical skills of wave The following instructional resources can be found with this Curriculum Guide. mechanics; summative assessment –15 questions Activity/Lab: Hog Hilton PowerPoint: Another Look 2011 Review Sheets: Radiant Energy 2011 Orbital Diagrams 2011 Emission tubes/flame tests- spectral analysis Explaining colored ions for example Cu2+ vs. Zn2 Resources: • See individual lab/activity attachments.

Bolded Text = Potential assessment items

Greeley-Evans School District 6 Page 8 of 9 2013-2014 Chemistry of Matter Curriculum Guide, High School

Greeley-Evans School District 6 Grade 10 -12 Chemistry of Matter Curriculum Guide Theme: Unit V: The Periodic Table Timeline: : 4 weeks Inquiry Questions: (From the standards document) What patterns can be observed Technical Vocabulary: Academic Vocabulary: in the properties of elements and families in the periodic table? families or groups, periods, predict, support What role do electrons play in the organization of our present day periodic table? valence electrons, orbitals, How has our current understanding of the periodicity of atomic structure, physical and periodicity, atomic structure, chemical properties of the elements developed over time? trends, physical & chemical properties Standard: Physical Science: Students know and understand common properties, forms and changes in matter and energy. Grade Level Expectations (GLE): 1.2: Matter has definite structure that determines characteristic physical and chemical properties.

Evidence Outcomes Guiding Questions Students will... Factual Conceptual

1.2.c use characteristic physical and chemical properties to What are periods, groups and families on Explain how the periodic trends are related to the develop predictions and supporting claims about elements’ the periodic table? periodic table? positions on the periodic table. Give examples of periodic trends. Why can the periodic table be used to predict How is the Periodic Table organized? element behavior and properties?

Assessments Instruction Notes and Examples Common unit assessment Activity/Lab: Cycling_Through_the_Periodic_Table (There are three documents: One is the Off world periodic table Teacher Resource with answers, one ends with “10 font”, this allows the activity to be placed on one piece of paper, and the third document is the “Cards” that are needed for the activity. Activity/Lab: Periodic Trends Activity (Two documents - the “Handout” for students and the “Key” for teachers. PowerPoints: Periodic Trends 2011: This PPT goes over the Periodic Trends. Unit5_Review PeriodicTable_2011: This is a review for the Unit. Lab: Reactivity of Alkali Earth metals Lab: Periodicity Halogens explored Periodic Table puzzles Resources: See individual lab/activity attachments. Bolded Text = Potential assessment items Greeley-Evans School District 6 Page 9 of 9 2013-2014 Chemistry of Matter Curriculum Guide, High School Greeley-Evans School District 6 Grade 10 -12 Reaction Chemistry Curriculum Guide Theme: Unit I: Chemical Bonding Timeline: 4 weeks

Inquiry Questions: Technical Vocabulary: Academic Vocabulary: (From the standards document) How can various substances be classified as ionic or ions, ionic compounds, valence classify, develop, covalent compounds? electrons, formula unit, communicate, justify, What role do electrons play in different types of chemical bonds? molecule, covalent bond, support, gather, analyze, What is responsible for holding metal atoms together in a metallic substance or alloys. diatomic molecule, metals, interpret, predict, describe, metallic bonding, electron, electrical conductivity, malleable, ductile, brittle, shared pair, single, double and triple bond, electron dot structure, cations, ions, octet rule Standard: 1. Physical Science: Students know and understand common properties, forms and changes in matter and energy. Grade Level Expectations (GLE): 1.4: Atoms bond in different ways to form molecules and compounds that have definite properties.

Greeley-Evans School District 6 Page 1 of 10 2013-2014 High School Chemistry of Matter Evidence Outcomes Guiding Questions Students will... Factual Conceptual

Students will be able to…..(1.4.a) develop, communicate, and As far as electrons are concerned, what is the justify an evidence-based scientific explanation supporting What are valence electrons? difference between and ionic and a covalent the current models of chemical bonding. What is the octet rule? bond? What is the relationship between valence Why can the periodic table be used to determine Students will be able to…..(1.4.b) gather, analyze, and electrons and bonding type? chemical bonding? interpret data on chemical and physical properties of How are compounds formed? different compounds such as density, melting point, boiling point, pH, and conductivity .

Students will be able to…..(1.4.c) use characteristic physical and chemical properties to develop predictions and supporting claims about compounds' classification as ionic, polar or covalent.

Students will be able to…..(1.4.d) describe the role electrons play in atomic bonding.

Students will be able to…..(1.4.e) predict the type of bonding that will occur among elements based on their position in the periodic table

Assessments Instruction Notes and Examples Common unit assessment Activity/Lab: Analysis of Anions and Cations: This is a small scale lab and is not available in electronic format at this time.

Activity/Lab: Formula of an Ionic Compound: This lab is available in electronic format. Good lab for visually determining formula of a PbI2 cmpd. Resources:

Bolded Text = Potential assessment items

Greeley-Evans School District 6 Page 2 of 10 2013-2014 High School Chemistry of Matter

Greeley-Evans School District 6 Grade 10 -12 Reaction Chemistry Curriculum Guide Theme: Unit II: Molecular Structure, Polarity & Intermolecular Forces Timeline: 2 weeks Inquiry Questions: Technical Vocabulary: Academic Vocabulary: (From the standards document) What patterns can be observed in the properties of Covalent Bonds, Molecules, observe, classify, develop, elements and families in the periodic table? Polar Bonds, Geometry, differentiate, communicate, How can various substances be classified as ionic or covalent compounds? Shape, Electronegativity, justify, support, gather, What role do electrons play in different types of chemical bonds? Polar Bonds, Polar Molecules, analyze, interpret, predict What makes a bond polar? bonding pairs, nonbonding What makes a molecule polar? pairs, Lewis structures, What special properties does polarity impart to a molecule? tetrahedral, linear, bent, trigonal bipyramid, octahedral, trigonal planar, IMF’s Standard: 1. Physical Science: Students know and understand common properties, forms and changes in matter and energy. Grade Level Expectations (GLE): 1.2: Matter has definite structure that determines characteristic physical and chemical properties. 1.4: Atoms bond in different ways to form molecules and compounds that have definite properties.

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Evidence Outcomes Guiding Questions Students will... Factual Conceptual

Students will be able to…..(1.2.d): Develop a model that What is a polar bond? How is electron arrangement related to molecular differentiates atoms and molecules, elements and What are the possible electron geometry and polarity? compounds and pure substances and mixtures. arrangements about the central atom in a Why do some molecules form multiple bonds and molecule, and how can they be others do not? (1.4.a): Develop, communicate, and justify an evidence- determined? What factors determine the solubility of a based scientific explanation supporting the current models What is the difference between a single, molecule in water vs. a nonpolar solvent? of chemical bonding. double and triple covalent bond? Do intermolecular forces have any effect on the What is a Lewis structure and how do you chemical or physical properties of molecules? (1.4.b): Gather, analyze, and interpret data on chemical draw the Lewis structure for a molecule? How is the structure of an atom related to the and physical properties of different compounds such as What are intermolecular forces? number and types of compounds it can form? density, melting point, boiling point, pH, and What is different about molecules that conductivity. exhibit dipole-dipole vs. hydrogen bonding vs. dispersion forces? (1.4.c): Use characteristic physical and chemical properties to develop predictions and supporting claims about compounds’ classification as ionic, polar or covalent.

(1.4.d): Describe the role electrons play in atomic bonding

(1.4.e): Predict the type of bonding that will occur among elements based on their position in the periodic table.

Assessments Instruction Notes and Examples Common unit assessments Molecular model activities Intermolecular forces: water vs. isopropyl alcohol vs. glycerol Capillary activity Lisa: Shabam!

Resources: • See individual lab/activity sheets.

Bolded Text = Potential assessment items

Greeley-Evans School District 6 Page 4 of 10 2013-2014 High School Chemistry of Matter

Greeley-Evans School District 6 Grade 10 -12 Reaction Chemistry Curriculum Guide Theme: Unit III: Chemical Reactions and Equations Timeline: 3 weeks

Inquiry Questions: Technical Vocabulary: Academic Vocabulary: (From the standards document) What patterns of chemical reaction exist? chemical formula, chemical recognize, analyze, distinguish, How are chemical reactions distinguished from nuclear reactions? How can various equation, subscript, interpret, predict, evaluate, substances be classified as ionic or covalent compounds? coefficient, balanced question, develop chemical equation, law of conservation of mass, ionic compound, molecular compound, ionic bonds, covalent bonds, Standard: 1. Physical Science: Students know and understand common properties, forms and changes in matter and energy. Grade Level Expectations (GLE): 1.3: matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy.

1.4: Atoms bond in different ways to form molecules and compounds that have definite properties.

Greeley-Evans School District 6 Page 5 of 10 2013-2014 High School Chemistry of Matter

Evidence Outcomes Guiding Questions Students will... Factual Conceptual

Students will be able to…..(1.3.a) recognize, analyze, How is the law of conservation of Why is the mass of products equal to the mass of interpret, and balance chemical equations (synthesis, mass/matter related to chemical reactants? decomposition, combustion, and replacement) or nuclear reactions? What patterns of chemical reactions exist? equations (fusion & fission). What are the differences among various How are chemical reactions used to maximize reaction types: synthesis/direct production in manufacturing? Students will be able to….(1.3.b) predict reactants and combination, decomposition, single products for different types of chemical and nuclear replacement, double replacement and reactions. combustion? How do you balance a chemical equation? Students will be able to….(1.3.d) examine, evaluate, question, and ethical use information from a variety of sources and media to investigate the conservation of mass and energy.

Students will be able to ….(1.4.c.) use characteristic physical and chemical properties to develop predictions and supporting claims about compounds’ classification as ionic, polar or covalent.

Assessments Instruction Notes and Examples Common unit assessment Lab/activity: Types of Reactions Translation of word equations to balanced equations Activity: Predict the products

Resources: • See individual lab/activity sheets.

Bolded Text = Potential assessment items

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Greeley-Evans School District 6 Grade 10 -12 Reaction Chemistry Curriculum Guide Theme: Unit IV: The Mole Timeline: 3 weeks

Inquiry Questions: (From the standards document) Technical Vocabulary: Academic Vocabulary: What patterns of chemical reactions exist? mole, Avogadro’s number, determine, recognize, What information does the formula of a compound tell us? percent composition, empirical analyze, interpret, predict, How can we determine the formula of a compound after breaking it down into its elemental formula, molecular formula, calculate, examine, components? molarity investigate How is solution concentration notated (Molarity)?

Standard: 1. Physical Science: Students know and understand common properties, forms and changes in matter and energy. Grade Level Expectations (GLE): 1.3: Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy.

Greeley-Evans School District 6 Page 7 of 10 2013-2014 High School Chemistry of Matter

Evidence Outcomes Guiding Questions Students will... Factual Conceptual

Students will be able to…..(1.3.a) recognize, analyze, What is Avogadro’s constant and what does Can percent composition be used to compute interpret, and balance chemical equations(synthesis, it tell you about matter? molecular formula? decomposition, combustion, and replacement) or nuclear What is atomic mass, molecular mass, What information is required? equations(fusion & fission). molar mass and moles? How are they related? Students will be able to ….((1.3.c) predict and calculate the What is an empirical formula and how can amount of products produced in a chemical reaction based it be calculated from experimental data? on the amount of reactants. How is molecular formula related to an empirical formula? Students will be able to …..(1.3.d) examine, question and ethically use information from a variety of sources and media to investigate the conservation of mass and energy.

Assessments Instruction Notes and Examples Common unit assessment POGIL and/or mole and molecules activity Lab: moles of elements and compounds Activity: “How big is a mole?” and group calculations

Resources: • See individual lab/activity sheets. Bolded Text = Potential assessment items

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Greeley-Evans School District 6 Grade 10 -12 Reaction Chemistry Curriculum Guide Theme: Unit 5: Stoichiometry & Gases Timeline: 5 weeks

Inquiry Questions: Technical Vocabulary: Academic Vocabulary: (From the standards document) What patterns of chemical reactions exist? moles, grams, liters, molarity, % calculate, predict, examine, How can we calculate the percent composition by mass of a compound? composition, empirical & molecular evaluate, question How can we predict the amount of product that will be produced in a chemical Rxn? formula, subscripts, coefficients, molar mass, atomic mass, molecular mass, STP, molar volume, gas law(s), dimensional analysis,

Standard: 1. Physical Science: Students know and understand common properties, forms and changes in matter and energy. Grade Level Expectations (GLE): 1.3: Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy.

Greeley-Evans School District 6 Page 9 of 10 2013-2014 High School Chemistry of Matter

Evidence Outcomes Guiding Questions Students will... Factual Conceptual

Students will be able to…..(1.3.c) predict and calculate the How are amounts of products and/or How can the volume of a gas be utilized in a amount of products produced in a chemical reaction based reactants calculated from a balanced determining the amounts of products &/or on the amount of reactants. chemical equation? reactants? What is STP? How are the coefficients in a balanced equation Students will be able to …. (1.3.d) examine, evaluate, What units are used to measure pressure? used by a chemist? question, and ethically use information from a variety of How are they related? How are calculations involving gases different and sources and media to investigate the conservation of mass How can experimental data/graph be how are they the same vs. solids and liquids? and energy. utilized to: balance an equation, How is the law of conservation of mass utilized in determine the formula of a compound, the solving of stoichiometry problems. determine limiting reactant, etc.

Assessments Instruction Notes and Examples Common unit assessment Stoichiometry card game Excess and limiting reactions using CaC2O4 or PbI2 % Composition lab (CuS; MgO) Boyle vs. Charles law using lab quest or lack of technology Boyle in a bottle or syringes Molar Volume of H2 via and Mg and HCl

Resources:

• See individual lab/activity sheets.

Bolded Text = Potential assessment items Greeley-Evans School District 6 Page 10 of 10 2013-2014 High School Chemistry of Matter