II. PROCESS: (How Are the Thinking Skills Developed?)
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1 OVERVIEW
I. CONTENT : (Why is this unit important? What are the essential concepts in this unit?)
II. PROCESS: (How are the thinking skills developed?)
III. PRODUCT: (What will kids do/know as a result of this unit?)
Unit Overview: Alignment with National / State / District Pupil Performance Standards
Overarching Benchmarks / Standards / Goals for COMPLETE unit of study:
Benchmark 1: Standard A: Standard B:
Benchmark 2: Standard A: Standard B:
Benchmark 3: Standard A: Standard B:
Benchmark 4: Standard A: Standard B:
Go to www.rogertaylor.com to download the complete curriculum writing template; Look under Resources for this template and for your state’s grade-by-grade content standards
2 OVERVIEW
I. CONTEN T: Nearly all of first year chemistry relies on one principle – the mole. Understanding the mole is the key to: basic nomenclature, the law of conservation of matter, balancing chemical equations, stoichiometry, molecular and empirical formulas, and several property constants. Both the California and Colorado state standards directly address these concepts as fundamental understandings of physical science.
II. PROCESS: Organized according to Bloom’s Taxonomy Knowledge: The unit will begin by ensuring that students know the basic concepts and principles of the mole as a counting unit. Comprehension: Then, by connecting the principle of the mole to an understanding of the law of conservation of matter, students will translate this understanding into balancing chemical equations. Application: Furthermore, students will be able to apply these concepts to the process of stoichiometry in determining amounts required or produced of certain compounds or elements in chemical reactions and to the understanding of several physical constants. Analysis: After stoichiometry, students will be able to analyze laboratory experiments quantitatively and determine, through the process of error analysis, where discrepancies in the experimental procedure or process led to quantitative errors in the formation of products. Synthesis and Evaluation: Finally, students will be able to design, perform, analyze, and evaluate an experimental procedure in an authentic assessment setting.
III. PRODUCT: Students will know how to describe chemical reactions by writing balanced equations. the quantity one mole is set by defining one mole of carbon 12 atoms to have a mass of exactly 12 grams. one mole equals 6.02 x 1023 particles (atoms or molecules). how to determine the molar mass of a molecule from its chemical formula and a table of atomic masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at standard temperature and pressure. how to calculate the masses of reactants and products in a chemical reaction from the mass of one of the reactants or products and the relevant atomic masses. how to calculate percent yield in a chemical reaction. Students will be able to: write and balance chemical equations do stoichiometric calculations develop, design, analyze and apply experimental processes.
Unit Overview: Alignment with National/State/District Pupil Performance Standards
California Strand 3: The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants. As a basis for understanding this concept: a. Students know how to describe chemical reactions by writing balanced equations. b. Students know the quantity one mole is set by defining one mole of carbon 12 atoms to have a mass of exactly 12 grams. c. Students know one mole equals 6.02 x 1023 particles (atoms or molecules). d. Students know how to determine the molar mass of a molecule from its chemical formula and a table of atomic masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at standard temperature and pressure. e. Students know how to calculate the masses of reactants and products in a chemical reaction from the mass of one of the reactants or products and the relevant atomic masses. f. Students know how to calculate percent yield in a chemical reaction.
3 4 PRODUCTS INDEPENDENT RESEARCH PROJECTS FOR GIFTED AND TALENTED STUDENTS A Dance/A Letter/ A Oral Defense Lesson Oral Report State each research project with an investigative focus and a "hands–on" Advertisement Painting Pamphlet product to show research outcome. Animated Movie Pantomime Annotated Papier Mache (If writing curriculum for inclusion, design one I-Search project for Gifted and Bibliography Petition Talented learners and a concrete operational project for special learners or Art Gallery Photo Essay Students on IEPs.) Block Picture Story Pictures Bulletin Board Picture Story for 1. PARADOXES: Bumper Sticker Children Chart Plaster of Paris Common notion not necessarily true in fact. Choral Reading Model Self-contradictory statement or observation. Clay Sculpture Play Code Poetry Collage Political Cartoon 2. ATTRIBUTES: Collection Pop-Up Book Inherent properties. Comic Strip Postage Stamp, Conventional symbols or identities. Computer Program Commemoratives Ascribing qualities Costumes Press Conference Crossword Puzzle Project Cube Database Prototype 3. ANALOGIES: Debate Puppet Demonstration Puppet Show Situations of likeness. Detailed Illustration Puzzle Similarities between things. Diorama Rap Comparing one thing to another. Diary Radio Program Display Rebus Story Edibles Recipe 4. DISCREPANCIES: Editorial Essay Riddle Gaps of limitations in knowledge. Etching Role Play Missing links in information. Experiment Science Fiction Story What is not known. Fact Tile Sculpture Fairy Tale Skit Family Tree Slide Show 5. PROVOCATIVE QUESTIONS: Fiction Story Slogan Film Soliloquy Inquiry to bring forth meaning. Filmstrip Song Incite knowledge exploration. Flip Book Sound Summons to discovering new knowledge. Game Story Telling-Tall Graph Tales Hidden Picture Survey 6. EXAMPLES OF CHANGE: Illustrated Story Tapes–Audio–Video Demonstrate the dynamics of things. Interview Television Program Provide opportunities for making alterations, modifications, or Jingle Timeline substitutions. Joke Book Transparencies Journal Travel Brochure Labeled Diagram Venn Diagram Large Scale DrawingWeb Home Page Learning Center Working Hypothesis Letter to the Editor Write a new law 7-18 will be found in the writing template as per page 2. Map with Legend Video Film Mazes Mural Museum Exhibit Musical Instruments Needlework Newspaper Story Non-Fiction
5 I–SEARCH INDEPENDENT RESEARCH PROJECTS FOR GIFTED AND TALENTED STUDENTS
1. PARADOXES: If electrons are attracted to protons, and protons repel other protons, how can you explain the structure of the atom? Product: Write a short science fiction story personifying the subatomic particles and their placement in the atom.
2. ATTRIBUTES: Visualization techniques can be used to help memorize inherent properties of acids and bases. For example, Acids turn + litmus red, create hydronium ions, etc. A picture of a H3O molecule colored red can help remember these two properties. Product: Draw a picture or write a story that will help you memorize all the properties of both acids and bases.
3. ANALOGIES: Stoichiometry and balancing chemical equations are often taught by using an analogy to cooking and recipes. Product: Determine another appropriate analogy for a chemistry concept and demonstrate how it works.
4. DISCREPANCIES: Ritalin is commonly prescribed medication to treat symptoms of ADD/ADHD. However, very little is actually known about how it works. Since it is a stimulant in the same category (Type II) as cocaine and speed, why is it effective in increasing attention. Product: Investigate the current research on Ritalin and how it works and create an animation of the process in Anime style personifying the chemicals and processes involved.
5. PROVOCATIVE QUESTIONS: Many great scientific discoveries have been the result of serendipity. However, we continue to teach the scientific method as “the way real science is done.” For example, the discovery of Teflon was the result of a tank of nitrogen being contaminated. Product: Investigate major scientific advances that have been the direct results of accidents and create a timeline of the discoveries.
6. EXAMPLES OF CHANGE: The evolution of the modern atomic theory began with Democritus and is still under modification as we learn more about quarks, leptons, etc. Product: Come up with quips that describe the view of the atom at each stage in history and put them in a form appropriate for a poster or a series of bumper stickers.
7. EXAMPLES OF HABIT: The theories about the position of the earth in the solar system/universe were strongly debated back in the days of Copernicus, Kepler, Brahae, Galileo and others. Changing scientific thought is sometimes an arduous process of butting heads with other scientists – sometimes even involving bloodshed and ostracism. Product: Create and perform a true-to-history puppet show depicting Avogadro and Dalton arguing over the veracity of Avogadro’s hypothesis.
8. ORGANIZED RANDOM SEARCH: In a search engine such as Google or Alta Vista, perform a search on a word chosen by random from the index of your text book. Gather information. Perform a second search with a new, different term. Product: Create a “six degrees of separation” analysis connecting these two concepts using the research you have found.
9. SKILLS OF SEARCH: Cosmetics of some form have been used for millennia. Research the different cultures throughout history that have documented use of cosmetics in their society. Product: Create an ad for one particular ancient culture’s marketing of cosmetics.
10. TOLERANCE FOR AMBIGUITY:
Amphoteric substances each have properties of two normally exclusive categories. H2O, e.g. functions both as an acid and a base.
6 Product: Find 3 more amphoteric substances. Write a script and perform a soliloquy for one of them, showing both sets of properties.
11. INTUITIVE EXPRESSION: Electrons, if personified, could have a broad range of emotions doing the many things they do in chemical reactions and nuclear reactions. Brainstorm 4 or 5 pairs of real actions with personified feelings. Find 20-45 seconds of music that effectively convey those emotions. Product: Create a short movie using imovie or Premiere or another authoring tool to juxtapose images and music to portray those emotions. Also include the electron behavior described in words.
12. ADJUSTMENT TO DEVELOPMENT: In 1989 Tom Cech won the Noble Prize in chemistry for his work on investigating the catalytic nature of RNA. However, his work was the direct result of another, unrelated experiment, not working! Research Dr. Cech’s story of how he came to his Nobel prize and conduct a mock interview of Dr. Cech.
13. STUDY CREATIVE PEOPLE AND PROCESS: George Antheil was a composer, pianist and inventor. In fact, there are many accomplished musicians who are also notable inventors – or vice versa. Research the life of a creative person who had influence in many spheres of interest. Create diary entries depicting this person’s life and thought processes.
14. EVALUATE SITUATIONS: Nuclear energy has huge implications for providing energy to mass numbers of people in both abundance and low cost. However, there are environmental and safety concerns associated with the production and storage of waste. Product: Write a plot summary for an upcoming film which involves terrorists attacking the nuclear waste storage facility in Nevada. (circa 2050)
15. CREATIVE READING SKILL: Find and read controversial viewpoint essays on stem cell research. Product: act out and videotape a heated debate between opposing viewpoints, in the style of Politically Incorrect.
16. CREATIVE LISTENING SKILL: Composers and authors have often received inspiration from the political climate of the time. For example, Shostakovitch’s 5th symphony was written when the Soviet Union was in the midst of Stalin's "Great Terror" in 1936 and 1937. Millions were being arrested and tortured then summarily executed or exiled to Siberia and Central Asia. Also, the Wizard of Oz has had multiple interpretations with political implications. Listen to Shostakovitch’s 5th and read various interpretations of the Wizard of Oz. Product: Research the scientific advancements of these times and find inferences to them in the music and the play.
17. CREATIVE WRITING SKILL: You are one of the only surviving Kurds of a chemical warfare attack on your village by Saddam Hussein. Product: Write a series of journal entries depicting your life before, during and after the attack.
18. VISUALIZATION SKILL: Acids and bases occur in our lives every day. Understanding reactions of acids and bases should begin at an early age.
Product: Create a picture book for a K – 3 aged audience that will get across the concepts of acid-base reactions.
7 ACADEMIC / CRITICAL THINKING SKILLS ANALYZING HUMAN ACTIVITIES! (AHA!) ©Dr. T. Roger Taylor
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION: How does the Universal Theme of Producing, Exchanging and Distributing create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. ESSENTIAL QUESTION:
1. PRODUCING, EXCHANGING, AND DISTRIBUTING [ECONOMICS] Textbook or Database: KNOWLEDGE: Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”) Anchoring Activity / Anticipatory Set: Students will:
Formative Assessment:
COMPREHENSION: Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION: Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT) Anchoring Activity / Anticipatory Set: Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link: Mathematics/Science Link and/or Humanities Link: School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT) Anchoring Activity / Anticipatory Set: Students will: Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
8 CRITICAL THINKING SKILLS – ACADEMIC ANALYZING HUMAN ACTIVITIES! (AHA!)
CALIFORNIA STATE STANDARD #9a-c Predict the effect that changes in pressure will have on equilibrium position, write and calculate an equilibrium constant for a reaction, and explain how chemical engineers affect the world economy.
ESSENTIAL QUESTION: How does the Universal Theme of Producing, Exchanging and Distributing create mastery learning of essential concepts in this unit?
Mole numbers affect equilibrium equations, equilibrium constants, and, in turn, the earnings of the chemical industry and their stockholders, and the world economy.
1. PRODUCING, EXCHANGING, AND DISTRIBUTING (Textbook: Addison-Wesley Chemistry Chapter 19)
KNOWLEDGE: Anticipatory Set: Capped water bottle next to open beaker with about the same amount of water
1-L flask with 200 mL 6M HNO3 to which 5-10g Cu is added, then stoppered Students will: identify what is necessary for equilibrium [closed system] state what is equal in equilibrium [forward and reverse reaction rates] state the side to which the equilibrium position will shift when pressure is increased [the side with fewer moles of gas]
reproduce the Keq expression when aA + bB cC + dD
COMPREHENSION: infer the side to which the equilibrium position will shift when pressure is increased in several gaseous equilibria when reaction equations are given
explain what happens to the mole numbers/coefficients when placed in the Keq expression
APPLICATION: Anticipatory Set:
juxtaposed pictures of a bag of NH4NO3 and a cultivated field with lush foliage
juxtaposed pictures of a pick-up truck of NH4NO3 and the Federal Building in Oklahoma City after the explosion equilibrium equation for the Haber Process with temperature [450°C], pressure [elevated], and catalyst
[Fe3O4] statement that about 17 billion kg of ammonia were produced this way in the U.S. in 1995, and China produced even more than we did. Students will:
produce the Keq expressions for several equilibria when reaction equations are given
solve for the Keq value when concentrations or partial pressures are given for all reactants and products
solve for any concentration or partial pressure when the others are given along with the Keq value Class/team product: Write a paragraph explaining why elevated temperature, elevated pressure, and catalysts are used in the industrial production of ammonia by the Haber Process. Multicultural and/or ESL and/or Bilingual Link: Find out and write up what Fritz Haber was famous for in 1918 [Nobel Prize in chemistry for industrial ammonia synthesis], what he was infamous for during World War 1 [director of the German Chemical Warfare Office], and why he had to leave Germany in 1933 [had a Jewish background]. Mathematics/Science Link and/or Humanities Link: Find, copy, and submit a graphic drawing of the equipment and flow of reactants and product in the Haber ammonia synthesis process. –or— Gather and present some statistical data on food costs, food production expenses as part of the economy, the proportion of food production expenses spent on fertilizers each year, the relationship between costs of fertilizer and gross food sales from producers, etc. –or—
9 Prepare a list of explosives (names and chemical formulas) containing nitrogen. Conclude with a short paragraph explaining why (at least 2 reasons) so many explosives contain nitrogen. [1. enormous, sudden
expansion of gases from solids or liquids, 2. cheap and abundant supply of N2 in the atmosphere] School-to-Career/Tech Prep Link: Find or write the job description of a chemical engineer. How would that apply to the chemical engineer overseeing the Haber Process?
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory Set: A chart comparing the closing monthly stock prices (also gross assets, ?P ratios, and CEO salary packages?) of 4-6 major chemical companies, including 2 German companies, for the past 5 years, with the question, “What is the “bottom line” in the chemical industry?” Students will: Use the internet to find another chemical synthesis reaction in which the pressure is elevated for industrial production. Class/team/individual product: Create several power point slides showing how raising the pressure helps the “bottom line.”
INDIVIDUAL JOURNAL ASSIGNMENT: You are the C.E.O. of a major pharmaceutical company. Write about what you would look for when interviewing to replace your Chief Chemical Engineer.
HOMELINK: Ask your family, or some adult you know with money, about their stock market investments, and if not, how they would choose specific stocks or mutual funds in which to invest if they were in a position to do so.
CALIFORNIA STATE STANDARD #3 d-e d. Students know how to determine the molar mass of a molecule from its chemical formula and a table of atomic masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at standard temperature and pressure. e. Students know how to calculate the masses of reactants and products in a chemical reaction from the mass of one of the reactants or products and the relevant atomic masses.
ESSENTIAL QUESTION: How does the Universal Theme of Transportation create mastery learning of essential concepts in this unit?
Understanding of the mole, in relation to balancing equations and using stoichiometry, creates mastery understanding in the area of transportation because of the principles of fuel and fuel efficiency in combustion engines.
2. TRANSPORTATION (Textbook Addison-Wesley Chemistry chapter 8)
KNOWLEDGE: Anticipatory Set: “whoosh” bottle: Demo of methanol combustion or other combustion demos
Students will: identify the reactants and products in a combustion reaction state the two chemical products of every hydrocarbon/carbohydrate complete combustion describe the chemical properties of combustible materials
COMPREHENSION: predict the products of various combustion reactions and balance the equation explain the fact that in combustion reactions the products are always the oxides of all elements that are not oxygen
APPLICATION: Anticipatory Set: Apollo 13 – take-off and fuel conservation Students will: solve for the amounts of reactants and products used/formed in combustion reactions, assuming STP
10 Class/team product: determine how much CO2 gas is emitted per gallon of octane (C8H18) completely combusted. Multicultural and/or ESL and/or Bilingual Link: Find and list the foreign language equivalent for the word “fuel” in at least 5 different languages. Mathematics/Science Link and/or Humanities Link: Research and make a list of alternative fuels and their pros and cons. School-to-Career/Tech Prep Link: Visit your local automobile emission testing center and obtain a printout of a car’s emission rating (you should just ask for one since the actual test costs ~$50).
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Video clip from Mel Gibson’s Water World Students will: evaluate G. W. Bush’s current environmental conservation policies criticize and/or justify the policies Class/team/individual product: letter to the Bush administration expressing your views of his policy and the reasoning behind them.
INDIVIDUAL JOURNAL ASSIGNMENT: When you are the age of your parents, how do you envision the transportation industry? What types of vehicles, fuel, restrictions, etc?
HOMELINK: Determine the miles per gallon of one vehicle in your family.
CALIFORNIA STATE STANDARD #6b Students know how to describe the dissolving process at the molecular level by using the concept of random molecular motion.
ESSENTIAL QUESTION: How does the Universal Theme of Communications create mastery learning of essential concepts in this unit?
Communication can take on many forms. In terms of our bodies, our cells are constantly communicating with each other to ensure the proper balances of chemicals necessary for normal biochemical processes. Understanding some of the principles governing cellular communication relies directly on an understanding of moles, atoms, polarity and other chemistry concepts.
3. COMMUNICATIONS (Textbook Addison-Wesley Chemistry chapter 18)
KNOWLEDGE: Anticipatory Set: Selected segments from the lecture videos on signal transduction: http://mbl.katewood.com/lecture4/video.shtml Students will: Identify several processes by which cells communicate
COMPREHENSION: Students will: give examples of biochemical processes that require appropriate cellular communication summarize a journal article discussing cellular communication
APPLICATION: Anticipatory Set: http://www.cell-biology.com/cellcom.html Students will: Show evidence of how research in cellular communication has the potential for disease treatments Class/team product compose an email to a researcher at CSU involved in cellular communication research –-or— Students will compose a summary of the cellular communication article listed in the anticipatory set. Multicultural and/or ESL and/or Bilingual Link: Students will research biotech companies in other countries
11 Mathematics/Science Link and/or Humanities Link: Research how much money the United States and other major countries devote towards medical research annually. School-to-Career/Tech Prep Link: Visit: http://www.bmb.colostate.edu/cell.htm and describe what current research is being done in the area of cellular communication.
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: video clip from Lorenzo’s Oil Students will: create a diagram of Augusto’s approach to finding a cure for Lorenzo. categorize Augusto’s actions according to the scientific method Class/team/individual product: Organize your findings from above into an informative brochure.
INDIVIDUAL JOURNAL ASSIGNMENT: If someone close to you was suffering from a seemingly incurable disease, what actions would you take to help ease their suffering or find a cure?
HOMELINK: Discuss with your family your views on organ donation.
CALIFORNIA STATE STANDARD #3g with extensions g. Students will be able to explain that buffers stabilize the pH in acid-base reactions, how they do it, what buffer systems keep the pH of blood stable, and why that is important.
ESSENTIAL QUESTION: How does the Universal Theme of Protecting and Conserving create mastery learning of essential concepts in this unit?
The moles per liter and percent ionization [or Ka] of a weak acid determine its hydrogen ion concentration and pH. The number of moles of the weak acid and its conjugate base determine the capacity of a buffer solution to maintain that pH.
4. PROTECTING AND CONSERVING (Textbook or Database Modern Chemistry, Ch 16, 18-3
KNOWLEDGE: Anticipatory Set: + overhead of the self-ionization of H2O equation to get H3O : symbols and pictures http://www.purchon.com/chemistry/ph.htm interactive pH = [H+] scale Students will: Review o describe the difference between strong and weak acids o know how the pH scale is used to characterize acid and base solutions o define acid and base: Arrhenius, Brønsted-Lowry, and Lewis o know the steps to convert from [H+] to pH, and vice-versa, using their own calculators New o define buffer by what it does o define buffer by its 2 constituent parts o define buffer capacity COMPREHENSION: Students will: explain how to convert acids to their conjugate bases and bases to their conjugate acids summarize how to convert from [H+] to pH, and vice-versa, using their own calculators explain how a buffer stabilizes the pH of a solution explain how the quantity of buffer determines its buffer capacity
APPLICATION: Anticipatory Set: Interactive screen on comparing pH changes w/ & w/o buffers from K&T Ch 18 CD-ROM
12 Students will: convert acids to their conjugate bases, and bases to their conjugate acids solve some problems converting from [H+] to pH, and vice-versa solve some problems distinguishing between chemical mixtures that are and are not buffers write and balance reaction equations for several common buffers when H+ or OH- is added Class/team product: Write up and turn in the above work. Multicultural and/or ESL and/or Bilingual Link: Find the word that means buffer in 3 other languages. Mathematics/Science Link and/or Humanities Link: Name a movie, TV program, or novel in which a person’s comatose condition adds drama to the plot. School-to-Career/Tech Prep Link: Interview an R.N. or L.V.N. about how much they need to know about the monitors in hospital rooms that they must watch when the M.D.s are not there.
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Video clip from While You Were Sleeping, or some other showing a main character comatose in a hospital room with monitors attached Students will: find the narrow pH range necessary to consciousness in human physiology find the 3 important biological buffer systems that can control blood pH in that range [the phosphate system 2- - - (HPO4 /H2PO4 ), the bicarbonate/carbonic acid system (HCO3 /H2CO3), and the histidine system], and write balanced reaction equations when H+ or OH- are added find out how comatose patients are treated when their pH is out of healthy range, and whether conditions other than high or low pH cause comas rewrite a scene from the plot of While You Were Sleeping if the nurse/doctor were able to teach her the buffers in blood, and she was able to get whatever he needed into him somehow so that he regained consciousness sooner because of her efforts. Class/team/individual product: The rewritten scene described above, including the buffer equations she learned.
INDIVIDUAL JOURNAL ASSIGNMENT: Write about how you felt and what the outcome was when someone you know was comatose, or if that has not been your experience, how it was handled in some book or movie and how you think they should have handled it.
HOMELINK: Discuss in your family how people can O.D., and its consequences.
CALIFORNIA STATE STANDARD #1 (h – j) h. Students know the experimental basis for Thomson’s discovery of the electron, Rutherford’s nuclear atom, Millikan’s oil drop experiment, and Einstein’s explanation of the photoelectric effect. i. Students know the experimental basis for the development of the quantum theory of atomic structure and the historical importance of the Bohr model of the atom. j. Students know that spectral lines are the result of transitions of electrons between energy levels and that these lines correspond to photons with a frequency related to the energy spacing between levels by using Planck’s relationship ( E = h) ESSENTIAL QUESTION: How does the Universal Theme of Providing Education create mastery learning of essential concepts in this unit?
To truly understand something one must be able to teach it to others. Students will create mastery learning of the concepts in the above California state standards through creating, performing, and assessing their own lesson.
5. PROVIDING EDUCATION (Textbook Addison-Wesley Chemistry Chapter 5)
KNOWLEDGE: Anticipatory Set: The “next slide, please” scene from Ferris Buhler’s Day Off Students will: become “experts” in one area of the periodic table or atomic structure by: defining all relevant terms
13 identifying an appropriate teaching strategy describing their topic to others
COMPREHENSION: Students will generate a presentation tool that explains their topic with both graphics and text. They will also need to paraphrase the textbook information on the topic orally to the class.
APPLICATION: Anticipatory Set: Scene from Fast Times at Rigemont High where the teacher is berating the students for their lack of effort Students will: demonstrate their understanding of their topic by preparing a ten-minute lesson for the class use a Venn diagram to show the inter-relatedness of their topic to the rest of their group’s Class/team product: Creation of a visual presentation helper such as an overhead, poster or PowerPoint Multicultural and/or ESL and/or Bilingual Link: Students would describe how to make sure that their lesson is accessible to students with special needs. Mathematics/Science Link and/or Humanities Link: Students will work on their public speaking skills while presenting their lesson to the class. School-to-Career/Tech Prep Link: Students will investigate what the difficulties of preparing a well planned lesson are and what some effective – and not so effective – teaching strategies are based on their presentation and their listening to other presentations.
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Pink Floyd’s Another Brick in the Wall Students will: compose several appropriate multiple choice, free response, etc. questions from their content justify the degree of difficulty assigned to each question identify the topic or standard that their question addresses write an appropriate answer response with rubric, if necessary Class/team/individual product: Compilation of all the students’ questions will create a test bank from which the chapter exam will be drawn from.
INDIVIDUAL JOURNAL ASSIGNMENT: What type of test questions (i.e. multiple choice, essay, free response, etc) do you feel most confident taking? Least confident? Why do you think you feel this way?
HOMELINK: Discuss with you families the types of tests that “real life” places on you. These can be in the workforce or just in everyday experiences.
CALIFORNIA STATE STANDARD #1 a-c a. Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass. b. Students know how to use the periodic table to identify metals, semimetals, nonmetals, and halogens. c. Students know how to use the periodic table to identify alkali metals, alkaline earth metals and transition metals, trends in ionization energy, electro negativity, and the relative sizes of ions and atoms.
ESSENTIAL QUESTION: How does the Universal Theme of Making and Using Tools and/or Technology create mastery learning of essential concepts in this unit?
The periodic table is an essential tool in all of science. Understanding how to effectively use this tool is critical to understanding more advanced concepts in all areas of science.
6. MAKING AND USING TOOLS AND/OR TECHNOLOGY (Textbook Addison-Wesley Chemistry Chapter 5)
14 KNOWLEDGE: Anticipatory Set: Tom Leherer’s The Elements song Students will: Identify the molar mass of various elements using the periodic table
COMPREHENSION: Students will: Infer the relationship between amu/atom and grams/mole.
APPLICATION: Anticipatory Set: Overhead of Mendeleev’s original periodic table – arranged by atomic mass, clips from Flubber and Weird Science showing periodic tables Students will: Solve for the molar mass of a molecule from its formula Class/team product: Measure out one mole of various compounds and compare. Multicultural and/or ESL and/or Bilingual Link: Identify the names on the periodic table that have origins from other languages. Mathematics/Science Link and/or Humanities Link: Research the origins of how two of the following elements got their name. Choose one from the “places” category and one from the “people”: o Places: Berkelium, Francium, Americium, Polonium, Europium, Californium, Lawrencium; o People: Curium, Einsteinium, Nobelium, Mendelevium, Rutherfordium, Seaborgium, Bohrium, Meitnerium, Fermium School-to-Career/Tech Prep Link: Investigate the responsibilities of the Department of Weights and Measures.
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Video clip of Nikita Kruschev beating his shoe on the table at the U.N. shouting, “We will bury you!” Students will: Interpret Cold War politics and its influence in science. Class/team/individual product: Write a short essay explaining why the names of elements 106-109 were “held hostage” until 1999 IUPAC meeting.
INDIVIDUAL JOURNAL ASSIGNMENT: Have you ever felt like you were ripped off by an inaccurate measurement tool? Describe.
HOMELINK: Go to the store and weigh the same apple on several balances and compare the results. Then, compare the mass to that of the digital balance at the checkout counter. Discuss any discrepancies with your family.
CALIFORNIA STATE STANDARD # 3a – d a. Students know how to describe chemical reactions by writing balanced equations. b. Students know the quantity one mole is set by defining one mole of carbon 12 atoms to have a mass of exactly 12 grams. c. Students know one mole equals 6.02Ê ´Ê 1023 particles (atoms or molecules). d. Students know how to determine the molar mass of a molecule from its chemical formula and a table of atomic masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at standard temperature and pressure.
ESSENTIAL QUESTION: How does the Universal Theme of Providing Recreation create mastery learning of essential concepts in this unit? Mole day is a fun day devoted to having students interact with the mole. Understanding the idea that the mole is a counting unit is essential to creating mastery learning in chemistry.
7. PROVIDING RECREATION (Textbook Addison-Wesley Chemistry chapter 7) KNOWLEDGE: Anticipatory Set: Mole day jokes Students will: State Avogadro’s number as 6.02x1023
COMPREHENSION:
15 Students will:
give examples of how many grams are in one mole of certain substances
distinguish between different substances and why the grams = moles varies
APPLICATION: Anticipatory Set: “Iron-mole triathalon” http://www.barstow.k12.ca.us/bhs/science/chemistry/triath.html Students will: discover the mole quantity to also equal 22.4 liters of gas at STP Class/team product: Students will complete one mole day project: http://www.moleday.org/htdocs/projects.html Multicultural and/or ESL and/or Bilingual Link: Amedeo Avogadro lived in Italy from 1776 – 1856. Research the social and governmental conditions of Italy at that time and write a brief summary. Mathematics/Science Link and/or Humanities Link: Students will design mole day posters advertising the event School-to-Career/Tech Prep Link: Moles are just another unit for counting groups of things. Name a profession that is involved in keeping track of quantities and list several categories of quantities they use( ex. A baker uses a dozen)
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: M’n’M lab Students will: devise a strategy to determine the number of M’n’M’s in one mini bag given a conversion factor. Class/team/individual product: Sing the “Chemistry” song
INDIVIDUAL JOURNAL ASSIGNMENT: Find the Science News section of the daily newspaper and choose one article to read and summarize. Follow up on this article with a search on the Internet to find more details. Include the article and any web addresses used.
HOMELINK: Discuss with you family the importance of scientific advances. Namely, discuss how the United States’ and the Soviet Union’s quest for the moon influenced scientific advancements.
STATE STANDARD #12d, k Students should: d. Formulate explanations by using logic and evidence. k. Recognize the cumulative nature of scientific evidence.
ESSENTIAL QUESTION: How does the Universal Theme of Organizing and Governing create mastery learning of essential concepts in this unit?
Scientific advances have fueled the governing processes of nations for years. The development of the musket, tanks, flight, etc. directly influences a government’s ability to conquer and control. Understanding historic use of science as a governing tool will create masterly learning of the essential concepts in this unit.
8. ORGANIZING AND GOVERNING
KNOWLEDGE: Anticipatory Set:
http://www.csmonitor.com/2002/0513/p08s01-wome.html
http://my.net-link.net/~stahlhut/awful_truth/chemical_weapons.html
http://www.arofe.army.mil/ARO-FE%20Environmental%20Bulletin/Env_May02.pdf
http://www.nytimes.com/2002/05/24/politics/24NERV.html Students will: Read the above articles, or the concise quotes that follow, to gather the observations of independent journalists and forensic chemists. The memory of every Iraqi Kurd is seared with vivid images of Baghdad's 1988 genocide against its own ethnic Kurds when troops loyal to the Iraqi strongman were under orders to kill every Kurdish male in northern Iraq between the ages of 18 and 55. During the Anfal campaign, rights groups say more than 100,000 men disappeared, 4,000 villages were destroyed, and 60 more villages were subject to chemical weapons attack. Some 5,000 Kurds died during the gassing of Halabja alone. The photograph of a man shielding an infant with his body – both killed by gas – has become an icon of
16 Kurdish suffering and of Iraqi war crimes. … Hussein's right-hand man Izzat Ibrahim Duri traveled to the north [in 1991] to issue this warning: "If you have forgotten Halabja, I would like to remind you that we are ready to repeat that operation." –Christian Science Monitor, May 13, 2002
At the time Roberts's film, The Winds of Death, was shown on Channel 4 last Wednesday, only one trace chemical, 1,4- dithiane, had been found. But continuing mass spectroscopy has now revealed minute traces of two more related chemicals, 1,4-oxathiane and ethene-1,1-thiobis. All three by-products are thought to result from the heating of mustard gas, as when a shell explodes. …'We're in the position of a forensic scientist who has to identify an unrecognizable body, but he has the man's blood group, his fingerprints and his dental record.' --The Times (London), November 28, 1988
The Pentagon documents made public today showed that six tests were carried out in the Pacific Ocean from 1964 to 1968. In the experiments, nerve or chemical agents were sprayed on a variety of ships and their crews to gauge how quickly the poisons could be detected and how rapidly they would disperse, as well as to test the effectiveness of protective gear and decontamination procedures in use at the time. …"We are committed to helping every veteran who took part in these tests," said Anthony J. Principi, the secretary of veteran’s affairs. "If we find any medical problems or disabilities we can attribute to Project SHAD, we'll ensure these veterans receive the benefits they deserve." --New York Times, May 24, 2002 Note: Also Germany used mustard gas and nerve gas against Allied soldiers during World War I, England used poison gases against villages in Iraq following World War I, and Japan used them against China in the pre-World War II years but is now attempting to care for the survivors.
COMPREHENSION: Students will: Infer from the above observations similarities and differences in how the government of Iraq, on one hand, and the U.S. and Japan on the other use the power of science
APPLICATION: Anticipatory Set: http://www.vexcel.com/tech_feat/land.mines.html http://www.unicef.org/sowc96pk/hidekill.htm http://www.cnn.com/WORLD/9709/17/land.mines/ Students will: Use the above articles to determine the current position of many nations, including the U.S., Russia, China, and India, on the legality of land mines Class/team product: Prepare a list categorizing at least 10 nations, including the above named 4, by their policies about the use of land mines. Multicultural and/or ESL and/or Bilingual Link: Write the URL of an internet site where land mines are discussed in a language other than English. Mathematics/Science Link and/or Humanities Link: Write a paragraph describing the human cost of left-over land mines. School-to-Career/Tech Prep Link: Discover and tell about “Doctors Without Borders.” Who are they? Where do they come from? What do they think about chemical warfare and land mines?
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Students will: Compare and contrast the purpose, use, and consequences of nuclear weapons, chemical weapons, land mines, and conventional weapons Class/team/individual product: Write a letter to your President and or congressional representative(s) stating the policy you believe our nation should have regarding the use of these weapons.
INDIVIDUAL JOURNAL ASSIGNMENT: Write about how your life would change if you accidentally blew up a land mine.
HOMELINK: Share with your family what you recommend in your letter and find out their opinions.
CALIFORNIA STATE STANDARD #11a-c a. Students know protons and neutrons in the nucleus are held together by nuclear forces that overcome the
17 electromagnetic repulsion between the protons. b. Students know the energy release per gram of material is much larger in nuclear fusion or fission reactions than in chemical reactions. The change in mass (calculated by E=mc2) is small but significant in nuclear reactions. c. Students know some naturally occurring isotopes of elements are radioactive, as are isotopes formed in nuclear reactions.
ESSENTIAL QUESTION: How does the Universal Theme of Moral, Ethical and Spiritual Behavior create mastery learning of essential concepts in this unit?
Again, science can both create and destroy. The moral and ethical principles of how scientific advances are used in society can raise some highly controversial issues. Understanding the moral and ethical implications of certain scientific advancements can create mastery learning of the concepts in this unit.
9. MORAL, ETHICAL AND SPIRITUAL BEHAVIOR (Textbook Addison-Wesley Chemistry Chapter 28)
KNOWLEDGE: Anticipatory Set: Movie clip from the Matthew Broderick film The Manhattan Project Students will:
define nuclear fusion
define nuclear fission
identify the reactants and products in a fission reaction of hydrogen
describe critical mass and chain reactions
COMPREHENSION: Students will:
explain how an enormous amount of energy can be the result of fission reactions
distinguish between fission and fusion
give examples of the fusion reactions present in the Sun
APPLICATION: Anticipatory Set: Students will view the site http://www.hcc.mnscu.edu/programs/dept/chem/abomb/index.html which goes through a timeline of scientific events and discoveries that led up to the development of the atomic bomb. Students will:
show the inter-related concepts necessary for the development of the atomic bomb
relate the structure of the atom to the process of nuclear fission Class/team product: students will create a timeline with visual representations of each discovery Multicultural and/or ESL and/or Bilingual Link: Students will investigate German culture during WWII and the fate of non-Aryan scientists were treated in Nazi Germany. Mathematics/Science Link and/or Humanities Link: Same as multicultural link School-to-Career/Tech Prep Link: Nuclear reactors are now being used to help treat certain types of cancer. Research at MIT has found that the neutron emission from a reactor can be used to treat brain tumors that were previously considered untreatable. Go to the Internet and research what types of tumors are treatable with this process and where else this treatment is available.
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Students will read arguments for and against the use of the atomic bomb from http://www.me.utexas.edu/~uer/manhattan/debates.html Students will:
organize a defense in favor of atomic bomb use
organize a defense against atomic bomb use Class/team/individual product: The class will be divided into two factions randomly and a have class debate on the use of the atomic bomb and its appropriateness.
INDIVIDUAL JOURNAL ASSIGNMENT: Scientific advances saved lives as well as destroyed them. Insecticides, pesticides and drugs limited the spread of infectious diseases like malaria and syphilis. Penicillin had its 1st widespread use in WWII and the life expectancy 18 rose by 3 years overall and by 5 years for African Americans. Infant mortality was cut by more than a third and in 1942 the nation recorded its lowest death rate in history. Roosevelt initiated what will soon become the largest research development effort in history with 100,000 scientists, engineers and technicians working at 37 installations across the country to develop the atomic bomb. On July 16, 1945, the 1st atomic fireball was tested in New Mexico. The two bombs dropped in Japan were responsible for upwards of 300,000 deaths. It is often said that “Truman dropped the bomb.” However, this phrase treats the actions of the government as the act of an individual. Also, it assumes that Truman possessed enough information to make a rational decision. Given that Truman was only in office for four months prior to Hiroshima and Nagasaki, do you think that it is reasonable to place this action solely on his shoulders? Explain.
HOMELINK: Discuss with your family the social tensions during WWII and the racial prejudices that were prevalent in American society.
STATE STANDARD Investigation and Experimentation 1a 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will: a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.
ESSENTIAL QUESTION: How does the Universal Theme of Aesthetic Needs create mastery learning of essential concepts in this unit?
Art can be both created and destroyed with chemistry. Understanding both the process of restoration/destruction as well as the possibilities to create artworks with chemistry will create mastery learning of the essential concepts in this unit.
10. AESTHETIC NEEDS (Textbook Addison Wesley Chemistry Chapter 22)
KNOWLEDGE: Anticipatory Set: Discover It! Rusting – take home laboratory, Addison-Wesley p 644 You need seven iron finishing nail (approximately 6 cm long), pliers, scissors, copper wire, zinc strip, fine sandpaper, plastic wrap, a saucer, water, table salt, petroleum jelly, and paper towels. a. Use sandpaper to polish seven nails. Wipe them clean with a paper towel. b. Place two wet paper towels on the saucer c. Nail1: Using pliers, bend into a U shape. Nail2: Wrap one end with copper wire. Nail 3: Wrap one end with a strip of zinc. Nail 4: Cover the entire nail with a thin coat of petroleum jelly. Nail 5: Moisten with water and sprinkle with salt. Nail 6: Leave untreated, Nail 7: leave untreated. d. Place nails 1 – 6 on the wet paper towel. Make sure the nails do not touch. Cover them with a piece of plastic wrap. Place nail 7 (the control) on top of the plastic wrap. During a 24-hour period, record your observations in a table. Students will:
Define a redox reaction
Label species as being oxidized or reduced, oxidizing agents or reducing agents
Write half-reactions and balance redox equations
Identify that silver cations, in the presence of certain anions, are reduced to silver metal when these salts are exposed to light.
Describe that while silver halide salts are virtually insoluble in water, some other highly stable silver complex ions are quite water-soluble
COMPREHENSION:
Explain how all photography relies on oxidation-reduction reactions.
Infer how the solubilities or insolubilities of the chemical compounds are important in the processes of forming and preserving the images.
19 Generalize on how the interaction of light with matter plays a major part in both the formation and appearance of the image. 2- - Write the half reactions for and balance: AgBr(s) + C6H4O2 (aq) Ag(s) + 2Br (aq) + C6H4O2(aq)
APPLICATION: Anticipatory Set: Build your own pinhole camera: http://cator.hsc.edu/~mollusk/ChemArt/photo/pinhole.html Students will:
demonstrate the exposure and developing process of black and white photography
use the principles of redox reactions to understand how to make an image Class/team product: create your own images using your pinhole camera Multicultural and/or ESL and/or Bilingual Link: Investigate the history of filmmaking and what countries played major roles in its development. School-to-Career/Tech Prep Link: Research and make a list of the Universities known for their superior photography schools.
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Students will: Evaluate an out of order pictorial procedure of a laboratory experiment Class/team/individual product: Correctly order the pictorial procedure and perform the lab experiment
INDIVIDUAL JOURNAL ASSIGNMENT: Think about the saying “a picture can say a thousand words.” Imagine a picture of your bedroom. What do you think someone could infer about your personality by looking at your room.
HOMELINK: Ask to see old pictures of your family going back as many generations as possible.
STATE STANDARD #3a-e STUDENTS WILL BE ABLE TO a. Students know how to describe chemical reactions by writing balanced equations. b. Students know the quantity one mole is set by defining one mole of carbon 12 atoms to have a mass of exactly 12 grams. c. Students know one mole equals 6.02Ê ´Ê 1023 particles (atoms or molecules). d. Students know how to determine the molar mass of a molecule from its chemical formula and a table of atomic masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at standard temperature and pressure. e. Students know how to calculate the masses of reactants and products in a chemical reaction from the mass of one of the reactants or products and the relevant atomic masses.
ESSENTIAL QUESTION: How does the discipline/sub-discipline of Social Studies relate to mastery learning of the mole? The initial development of the mole and its principles directly influences student understanding how the mole is used in chemistry.
11. Social Studies (Textbook or Database Holt Modern Chemistry or Addison Wesley Chemistry)
KNOWLEDGE: Anticipatory Set: Selected readings/text on Avogadro and Gay-Lussac (http://www.carlton.paschools.pa.sk.ca/chemical/molemass/avogadro.htm) Students will: 23 Define a mole as 6.02x10 particles
Define a mole as the number of particles in exactly 12 grams of Carbon-12
COMPREHENSION: Anticipatory Set: Demonstration of Avogadro’s principle – connection to gas masses (Quicktime movie) http://chemed.chem.purdue.edu/demos/main_pages/4.6.html Students will:
Paraphrase Avogadro’s hypothesis 20 Explain:1 L N2 + 2 L O2 2 L NO2
APPLICATION: Anticipatory Set: Interactive human-modeled reactions Students will: Manipulate a chemical equation by interacting with each other to model atom rearrangement in chemical reactions Relate the law of conservation of mass’ significance in balancing chemical equations. Class/team product: Generate in teams of 2 – 3 a creative representation of a chemical equation that models the principles addressed. Multicultural and/or ESL and/or Bilingual Link: Consider the ethnic implications of Dalton’s rejection of Avogadro’s Hypothesis. Mathematics/Science Link and/or Humanities Link: Write a 5 – 8 sentence paragraph summarizing the article(s) on Avogadro’s hypothesis’ origins. School-to-Career/Tech Prep Link: Investigate the requirements/steps needed to submit an idea to a professional journal.
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: (video clip of a debate of some sorts…) Students will: Write a transcription of the dialogue between Gay-Lussac and Dalton as they argued for their respective theories. Class/team/individual product: Dramatically present (act out) the dialogue.
INDIVIDUAL JOURNAL ASSIGNMENT: Write about a time in your life when you were right about something but you were unable to convince someone else.
HOMELINK: Discuss with your family the incident you recorded in your journal. Inquire about alternative strategies that may have made your argument more effective.
CALIFORNIA STATE STANDARD # 1 (j) j. Students know that spectral lines are the result of transitions of electrons between energy levels and that these lines correspond to photons with a frequency related to the energy spacing between levels by using Planck’s relationship
ESSENTIAL QUESTION: How does the discipline/sub-discipline of Astronomy relate to mastery learning of Chemistry?
Not only is there a good deal of chemistry in astronomy, but both areas share an importance in understanding the electromagnetic spectrum. Understanding how astronomy uses the electromagnetic spectrum will create mastery learning of the same concept in chemistry.
12. Science (Astronomy)
KNOWLEDGE: Anticipatory Set: Add several metal chloride salts to a small amount of methanol in Petri dishes and light them on fire to observe the characteristic colors emitted by the excited electrons falling back to the ground state. Students will: reproduce the electromagnetic spectrum outline the principle of photon emission from electrons falling back towards their ground state after being excited describe the energy emitted as quanta, or discrete packets of energy name the scientists responsible for these theories
COMPREHENSION: Students will: 21 create a summary statement that explains why light of different colors is emitted from different elements. predict the composition of an unknown mixture of metal salts by using known information on colors.
APPLICATION: Anticipatory Set: Video clip of the CSI electrocution of a pickle – or – do your own pickle demo Students will: use the spectrophotometer to view the spectrum of visible light and several pure gases using light boxes show how scientists use readings from the spectrum emitted by stars to determine their elemental composition Class/team product : create a spectrophotometer out of a cereal or shoe box Multicultural and/or ESL and/or Bilingual Link: Many scientists and philosophers had a hand in developing our current understanding of the atom. Go through your chapter and make a list of each scientist, their country of origin, and the time period they lived in. Mathematics/Science Link and/or Humanities Link: Solve for the speed of light, c, in terms of energy, wavelength and Plank’s constant, h, using the equations: E = h and c = School-to-Career/Tech Prep Link: Pretend you are applying to NASA for training as an astronaut. Create a resume that you think would be typical of their applicants. Include your educational and work background.
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Video clip of Jodi Foster in Contact Students will: identify their beliefs on the veracity of the statement “there are an infinite number of stars” generate plausible arguments to justify their stance Explain their reasoning in an effort to sway others to their understanding Class/team/individual product: Students will participate in a classroom debate where they “vote on their feet” on the subject of “are there an infinite number of stars?”
INDIVIDUAL JOURNAL ASSIGNMENT: Science and religion have had some rough times in history. Galileo was excommunicated from the Catholic church because of his belief that the Earth was NOT the center of the universe. Write about any aspects of science or religion that you have troubles believing and why.
HOMELINK: Stand an egg on end at home on a day other than the equinoxes to prove that myths are easily perpetuated.
STATE STANDARD # 3 a, d – f a. Students know how to describe chemical reactions by writing balanced equations. d. Students know how to determine the molar mass of a molecule from its chemical formula and a table of atomic masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at standard temperature and pressure. e. Students know how to calculate the masses of reactants and products in a chemical reaction from the mass of one of the reactants or products and the relevant atomic masses. f. Students know how to calculate percent yield in a chemical reaction.
ESSENTIAL QUESTION: How does the discipline/sub-discipline of Mathematics relate to mastery learning of Chemistry? Mathematics and science are inextricably linked in that an understanding of mathematics is essential to the understanding of chemistry.
13. Mathematics
KNOWLEDGE: Anticipatory Set: Lab exploring the relationship between moles and coefficients to determine the molecular formula of magnesium oxide Students will: Know that one evidence of a chemical reaction is the production of heat and light 22 The law of conservation of mass says that no mass will be created or destroyed in this chemical reaction Know that chemical reactions involve the rearrangement of molecules and atoms Know that the molar mass of a substance is directly related to the chemical composition The proportion of atoms in the molecule can be derived from quantitative measurements in laboratory settings.
COMPREHENSION: Students will: describe the qualitative properties of the reactants, products and the reaction process infer that the reactants are magnesium and oxygen from the increased mass after the reaction perform quantitative measurements of mass both before and after the reaction
APPLICATION: Students will: solve for the m/m proportion of magnesium to oxygen convert to moles of each compute the mole ratio solve for the molecular formula Class/team product: students will create a formal lab report in which they will perform a quantitative and qualitative error analysis cause and effect table. Anticipatory Set: Clip of the back draft effect from the Kurt Russel video Back draft Multicultural and/or ESL and/or Bilingual Link: Find and convert a favorite recipe fitting the selected class ethnic theme so that it will feed the entire class. Show all calculations, and bring in the prepared dish on “carbohydrate lab” day. Mathematics/Science Link and/or Humanities Link: Research the history of firefighting. School-to-Career/Tech Prep Link: There are several hazards in firefighting. Interview a local firefighter about the physical hazards involved in their profession.
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Percent yield from a solution stoichiometry lab in which the precipitate is filtered and dried Students will: prepare their own reactant solutions by calculating the mass of each salt and measuring out to match assigned molarity react, filter, and dry the precipitate in the oven weigh the dry product and use the measurement to calculate theoretical yield and percent yield infer the correct formula and name of the precipitate using the solubility table/rules Class/team/individual product: Write the lab report including percent yield, error and analysis, and how you would improve the procedure for more efficient production of the precipitate.
INDIVIDUAL JOURNAL ASSIGNMENT: Write down some of the characteristics you would attribute with a good analytical chemist… what are you basing your opinions on? Do you think that they are realistic and unbiased?
HOMELINK: Cook dinner for your family and choose a recipe that needs to be modified to fit your family size.
CALIFORNIA STATE STANDARD #2 a – b a. Students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds.
b. Students know chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules are covalent.
ESSENTIAL QUESTION: How does the discipline/sub-discipline of Humanities and Literature relate to mastery learning of Chemistry?
23 Language is an important key in all areas of learning. The derivations of many scientific terms is directly related to Greek and Roman word roots. Understanding these roots will help create mastery learning in this unit.
14. Humanities/Literature
KNOWLEDGE: Anticipatory Set: video clip from the Gladiator – 1st 12 minutes… focus on vocabulary Students will: Identify ionic vs. covalent bonded compounds State the nomenclature rules for binary compounds Select the correct naming system, Greek or Roman, based on the identification
COMPREHENSION: Students will: Give examples of appropriately named ionic and covalent compounds
APPLICATION: Anticipatory Set: something to do with finding a common multiple Students will: use the nomenclature rules to correctly write chemical formulas from their names use chemical formulas to determine the correct names Class/team product: Complete the ion matrix worksheet and covalent writing/naming worksheets Multicultural and/or ESL and/or Bilingual Link: Use of Greek prefixes and how they apply in other areas. Mathematics/Science Link and/or Humanities Link: Link to adding/subtracting fractions School-to-Career/Tech Prep Link: Forensic chemistry and its dependence on unique physical and chemical properties of different compounds.
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: video clip from Silence of the Lambs where they pull the moth out of the cadaver; CSI pickle Students will: perform a precipitation matrix lab Class/team/individual product: From the lab, students will correctly name and write formulas for all precipitates.
INDIVIDUAL JOURNAL ASSIGNMENT: What is in a name? What influenced how you named your toys or pets?
HOMELINK: Ask your family why they named you what they did.
CALIFORNIA STATE STANDARD # 3 (g) g. Students know how to identify reactions that involve oxidation and reduction and how to balance oxidation- reduction reactions.
ESSENTIAL QUESTION: How does the discipline/sub-discipline of Fine Arts relate to mastery learning of Oxidation/Reduction?
Understanding how to create an ornament using chemistry will increase mastery learning of oxidation and reduction reactions.
15. Fine Arts
KNOWLEDGE: Anticipatory Set: Statue of Liberty – green discoloration from the copper oxidation Students will: describe the process of oxidation and why color changes are often associated identify other structures or objects that are subject to chemical changes that would alter their appearance 24 COMPREHENSION: Students will: Give multiple examples of plausible single replacement reactions.
APPLICATION: Anticipatory Set: single replacement of copper and iron art laboratory Students will: use the activity series to predict the outcome of a single replacement lab Class/team product: an original piece of artwork created by plating copper on iron Multicultural and/or ESL and/or Bilingual Link: use the lab to create a symbol or picture meaningful to them Mathematics/Science Link and/or Humanities Link: Use the Internet to find a picture of metal artwork. Submit a printout of the piece. School-to-Career/Tech Prep Link: Write or find job descriptions for people who preserve structural metals or marble/limestone art from weathering processes.
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Video clip on how old paintings are restored and dated by analyzing the paint’s chemical composition. Students will: Read and interpret an article with opposing arguments evaluating the veracity of an 18th century (?) oil painting. infer which argument is superior and justify your reasoning. Class/team/individual product: A written justification of your reasoning for the above.
INDIVIDUAL JOURNAL ASSIGNMENT: Why are some students willing to override their conscience and cheat on exams or homework?
HOMELINK: Discuss with your family whether or not dishonesty in their past still haunts them?
STATE STANDARD # 7e e. Students know how to apply Hess’s law to calculate enthalpy change in a reaction.
ESSENTIAL QUESTION: How does the discipline/sub-discipline of Physical Education relate to mastery learning of combustion reactions?
How many moles of sugar a body burns determines how much work it can do, including how far it can move itself.
16. Physical Education ( Modern Chemistry, Ch 17-1)
KNOWLEDGE: Anticipatory Set: QT movie burning peanuts in a combustion calorimeter from K&T Ch 6 --or— Lab in which students combust some food item with gravimetric measurements Students will: define heat of reaction, thermo chemical reaction, enthalpy change, heat of formation, standard conditions for thermo chemical reactions, and standard enthalpy change of formation know where to find the table of H f values (p. 902), noting well that the units are kJ/mol state Hess’s Law in words (p. 519), and the 2 rules for using it when adding thermo chemical equations state Hess’s Law as the “summation equation”: Hrxn H f ( products) H(reactantsf )
COMPREHENSION: Students will: read this symbol H f to show that they know what it means
25 distinguish between the heat of reaction and the standard enthalpy change of formation explain what happens to the kJ portion of the thermo chemical equation when stoichiometric calculations are performed explain how they could determine H rxn if it is known for each of several reactions that can be manipulated to add up to the reaction being considered explain how they could determine H rxn if H f is known for each of the reactants and products explain how they could determine H f of a product or reactant if H f is known for all of the others in the equation, and H rxn is also known
APPLICATION:
Anticipatory Set: QT movie of Gummi bear being consumed in molten KClO4 in K&T CD-ROM Ch 6 Students will: predict several standard enthalpy change of formation equations, and solve several Hess’s Law problems --or —
Do a lab experiment to determine the molar heat of reaction, e.g. NaOH(s) + H2O(l), or NaOH(aq) + HCl(aq), and another one to determine the standard enthalpy change of formation of MgO using Hess’s Law Class/team product: Write up and turn in the above work Multicultural and/or ESL and/or Bilingual Link: Write a short essay telling what Hess’s full name is, where and when he lived, what language(s) he spoke, and what other scientific accomplishments he achieved. Mathematics/Science Link and/or Humanities Link: Discuss eating disorders and the social, as well as natural, consequences of too much or too little food/fuel in the body. Why do people who eat too little lose weight and those who eat too much gain weight? How much is too much or too little? School-to-Career/Tech Prep Link: What is the job title of the people who determine how many calories are in a serving of a prepared food sold in a store, and how do they do it?
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Video clip from Chariots of Fire showing the concluding portion of the Olympic mile race Students will: Determine how many grams of sugar will give you enough energy to walk 1.00 mile. Begin with the
standard enthalpy change of formation for glucose (C6H12O6) and the balanced reaction equation for the combustion of glucose. Assume no energy is used in digestion or lost in friction. Class/team/individual product: Turn in the calculated number of grams of sugar, and show how you did it. Extension: Find out how your body can produce energy from the combustion of glucose without burning your cells.
INDIVIDUAL JOURNAL ASSIGNMENT: Write about what you would do if a close friend had an eating disorder.
HOMELINK: Discuss eating disorders with your family.
STATE STANDARD # 3g STUDENTS WILL BE ABLE TO assign oxidation numbers and balance redox reactions in acidic solutions using the half-reaction method
ESSENTIAL QUESTION: How does the discipline/sub-discipline of Vocational/Technical Arts relate to mastery learning of Oxidation/Reduction?
The number of moles of electrons transferred is critical in balancing oxidation-reduction equations by the half-reaction method, and therefore in determining the effectiveness of a battery.
17. Vocational/Technical Arts ( Modern Chemistry : 19-1 & 19-2)
KNOWLEDGE: Anticipatory Set: QT movie from Ch 21 of the K&T CD-ROM Students will:
26 list the rules for assigning oxidation numbers list the steps for balancing redox reaction equations with the half-reaction method
COMPREHENSION: Students will: assign oxidation numbers to a set of chemical formulas with covalent bonds divide unbalanced redox reaction equations into their unbalanced half-reactions
APPLICATION: Students will: balance a set of redox reaction equations using the half-reaction method Class/team product: List of 10 balanced redox equations compiled from the list of the 5 most common strong oxidizing agents and the 5 most common strong reducing agents Anticipatory Set: QT movie of electrons moving in a voltaic cell from Ch 21 of the K&T CD-ROM Multicultural and/or ESL and/or Bilingual Link: Identify the national origin or mother tongue of the people behind these electro-chemical terms: volt, watt, coulomb, 96,485C/mol (the Faraday constant), and the Nernst equation Mathematics/Science Link and/or Humanities Link: Where in the world do people live who do not have access to electricity? How does that make their lives different from yours? How many people live like that still? School-to-Career/Tech Prep Link: What do electrical engineers do? How much money do they make for doing it?
HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: www.jc-solarhomes.com/photo-voltaic.htm www.buildingscience.com/casestudies/zero_pv_solar_water.pdf www.buildingscience.com/casestudies/zero_power_demands.pdf Students will: Read the 3 above files to understand how photo-voltaic panels produce electricity when the sun shines on them. Calculate how much electric current their family uses, based on their last electricity bill, and how many PV panels they would need to provide for their normal use. Calculate how many years it would take to pay for itself, and how much money per year for how many years they could expect to save after that. Class/team/individual product Make a list of PV panels needed, inverter, and controller, how much the system would cost to order, how much rebate the State of California would pay, and how much it would cost, after rebate, to purchase the system, assuming you would install it yourself. Include the calculations from above justifying the need for the number of panels you listed, and how much money your family would save after that.
INDIVIDUAL JOURNAL ASSIGNMENT: List the pros and cons of having your own photo-voltaic solar electricity system on your rooftop.
HOMELINK: Discuss with your family the idea of purchasing and using your own solar electric system.
27 MORAL / ETHICAL / SPIRITUAL REASONING AND DILEMMAS FOR CHARACTER EDUCATION
TEN ETHICAL DILEMMAS (Must be set in context of unit, but must also relate to the lives of today's students)
STATE STANDARD # .
ESSENTIAL QUESTION: How does the content of this unit reflect character education through Moral and Ethical dilemmas?
1. Producing, Exchanging, and Distributing [Economics] ESSENTIAL QUESTION: How does the Human Activity of Producing, Exchanging and Distributing create moral/ethical dilemmas?
DILEMMA:
2. Transportation ESSENTIAL QUESTION: How does the Human Activity of Transportation create moral/ethical dilemmas?
DILEMMA:
3. Communications ESSENTIAL QUESTION: How does the Human Activity of Communications create moral/ethical dilemmas?
DILEMMA:
4. Protecting and Conserving ESSENTIAL QUESTION: How does the Human Activity of Protecting and Conserving create moral/ethical dilemmas?
DILEMMA:
5. Providing Education ESSENTIAL QUESTION: How does the Human Activity of Providing Education create moral/ethical dilemmas?
DILEMMA:
6-10 will be found in the writing template as per page 2.
28 MORAL/ETHICAL/SPIRITUAL REASONING AND DILEMMAS
TEN ETHICAL DILEMMAS
1. Producing, Exchanging, and Distributing [Economics] ESSENTIAL QUESTION: How does the Human Activity of Producing, Exchanging and Distributing create moral/ethical dilemmas?
DILEMMA: You are the CEO of a major biotech company that just discovered a possible way to cure certain types of cancer. However, your research depends on using human embryonic stem cells, a highly controversial research method. Your research does not depend on actually implanting the embryo into potential mother. What should you do?
2. Transportation ESSENTIAL QUESTION: How does the Human Activity of Transportation create moral/ethical dilemmas?
DILEMMA: You’re shopping for a brand new car and like several different models. Your favorite, however, only gets 18 miles/gallon for fuel efficiency. Your second favorite is much more efficient at 26 miles/gallon. What should you do?
3. Communications ESSENTIAL QUESTION: How does the Human Activity of Communications create moral/ethical dilemmas?
DILEMMA: If you had a child who was diagnosed with an incurable disease and only has six months to live, would you tell him?
4. Protecting and Conserving ESSENTIAL QUESTION: How does the Human Activity of Protecting and Conserving create moral/ethical dilemmas?
DILEMMA: Your father has been comatose in the hospital with a blood condition for the past seven months. Your mother just told you that she thinks that it is time to “pull the plug.” What should you do?
5. Providing Education ESSENTIAL QUESTION: How does the Human Activity of Providing Education create moral/ethical dilemmas?
DILEMMA: Alzheimer’s researchers have discovered a pharmaceutical that improves short-term memory. You have access to this drug because your grandmother is a test subject for the study. You are about to take the SATs and have crammed all night… should you take one of the pills too?
6. Making and Using Tools and/or Technology ESSENTIAL QUESTION: How does the Human Activity of Making and Using Tools and/or Technology create moral/ethical dilemmas?
DILEMMA: You are a brilliant hacker and have discovered a way into your school’s mainframe. You now have the ability to change student’s grades. Several people have offered to pay you large sums of money to change their transcripts. What should you do?
7. Providing Recreation ESSENTIAL QUESTION: How does the Human Activity of Providing Recreation create moral/ethical dilemmas?
DILEMMA: You are on a professional baseball team. Steroid use is rampant in your sport. While you do not use steroids, several of your teammates and friends do. Bryant Gumbal has directly approached you about volunteering for a blood test to prove that you are not on steroids. While you are not worried about your own results, you are worried that your teammates would undergo higher scrutiny if you volunteer. What should you do.
8. Organizing and Governing
29 ESSENTIAL QUESTION: How does the Human Activity of Organizing and Governing create moral/ethical dilemmas?
DILEMMA: You are the US representative to the United Nations. The policy regarding land mine use has been signed by major countries in the UN. The United States has not signed it because of conflicts with our Korean policy. What should you do?
9. Moral, Ethical and Spiritual Behavior ESSENTIAL QUESTION: How does the Human Activity of Moral, Ethical and Spiritual Behavior create moral/ethical dilemmas?
DILEMMA: You are President Harry Truman. You must decide whether or not the warplanes on their way to Japan should drop the atomic bombs on Hiroshima and Nagasaki in a few hours. You know that about 100,000 people will die instantaneously, including women and children, and that about 3 times that many will die over the next few months as a result, and end the war in a month. You have also been advised that the option, based on Iwo Jima and the harikari convictions of Japanese soldiers, is to storm Japan and take it street by street, probably taking another full year and costing about a million allied soldiers. What will you do?
10. Aesthetic Needs ESSENTIAL QUESTION: How does the Human Activity of Aesthetic Needs create moral/ethical dilemmas?
DILEMMA: You just found out that someone in your class has nude pictures of your older sister. All your friends are going to look at them at lunch. You’re pretty sure that your sister does not know about them. What should you do?
30 PRODUCTIVE THINKING SKILLS DIVERGENT / CREATIVE THINKING
1. BRAINSTORM MODEL A. BRAINSTORM ALL OF THE ______. AHA #1: AHA #2: AHA #3: AHA #4: AHA #5: AHA #6: AHA #7:
B. BRAINSTORM AS MANY AS YOU CAN THINK OF. AHA #8: AHA #9: AHA #10: AHA #11: AHA #12: AHA #13: AHA #14:
C. HOW MANY WAYS CAN YOU COME UP WITH TO ? AHA #15: AHA #16: AHA #17: Random Brainstorm:
2. VIEWPOINT MODEL (Human or Animate) USE CULTURAL LITERACY TERMS A. HOW WOULD LOOK TO A(N) ? AHA #1: AHA #2: AHA #3: AHA #4: AHA #5: AHA #6: AHA #7: AHA #8:
B. WHAT WOULD A MEAN FROM THE VIEWPOINT OF A(N) ? AHA #9: AHA #10: AHA #11: AHA #12: AHA #13: AHA #14: AHA #15: AHA #16: AHA #17:
2-6 will be found in the writing template as per page 2.
31 PRODUCTIVE THINKING SKILLS DIVERGENT/CREATIVE THINKING
1. BRAINSTORM MODEL A. BRAINSTORM ALL OF THE : AHA #1. practical uses of equilibria in your life. AHA #2. combustible substances in your bedroom. AHA #3. possible ways that two cells could transfer information. AHA #4. substances you use in one day that are or could be recycled. AHA #5. good teaching practices you have witnessed. AHA #6. practical uses of chemistry in society. AHA #7. funny ways to express one mole.
B. BRAINSTORM AS MANY AS YOU CAN THINK OF. AHA #8. ways chemistry can be used to help people AHA #9. examples of chain reactions AHA #10 examples of corrosion AHA #11. counting units AHA #12. ways to use lights AHA #13. uses of dimensional analysis AHA #14. Latin derived words
C. HOW MANY WAYS CAN YOU COME UP WITH TO ? AHA #15. change the color of something AHA #16. change the temperature of something AHA #17. use electricity
2. VIEWPOINT MODEL (Human or Animate) (Use Cultural Literacy Terms) A. HOW WOULD ____LOOK TO A(N) ? AHA #1. gas molecules in an open flask gas molecules in a closed flask
AHA #2. an oxygen molecule glucose (C6H12O6) AHA #3. nerve cell blood cell AHA #4. acid base AHA #5. website blind person AHA #6. a U-238 atom Carbon-12 AHA #7. a mole of skittles dentist AHA #8. canister of Agent Orange Bengal Tiger
B. WHAT WOULD A MEAN FROM THE VIEWPOINT OF A(N) ? AHA #9. atom bomb Japanese citizen AHA #10. famous picture blind person AHA #11. rejection of a valid theory unbiased observer AHA #12. photon star undergoing fusion AHA #13. precipitate solution AHA #14. an electron ionic vs. covalent substance AHA #15. oxygen molecule sheet of copper metal AHA #16. heat change lizard AHA #17. oxidizing agent reducing agent
C. HOW WOULD VIEW THIS? (Use one person from history here) 1.Attila the Hun view the Atomic Bomb? 2.Michelangelo view modern photography? 3.Hippocratus view stem cell research? 4.Benito Juarez view Saddam Hussein’s use of chemical warfare 5.Ancient Roman Gladiators view performance enhancing drugs?
32 3. INVOLVEMENT MODEL (Personification/Inanimate object brought to life) A. HOW WOULD YOU FEEL IF YOU WERE ? AHA #1. coefficient being promoted to an exponent AHA #2. air surrounding a combustion reaction AHA #3. right brain cell when your host is in midst of a temper tantrum AHA #4. ammonia next to hydrochloric acid AHA #5. teacher being ignored AHA #6. one atom in a mole of atoms AHA #7. a poor day joke that no one laughed at
B. IF YOU WERE A , WHAT WOULD YOU (SEE, TASTE, SMELL, FEEL, etc.)? AHA #8. fly on the wall of the oval office what would hear? AHA #9. atomic bomb, what would you feel when you blew up? AHA #10. silver atom undergoing oxidation, what would you see? AHA #11. mole of gas put in a small balloon? AHA #12. an electron in gas tube, what would you feel when the current is turned on? AHA #13. piece of magnesium, how would you feel about a match? AHA #14. an ionic salt, how would you feel about water?
C. YOU ARE A(N) . DESCRIBE HOW IT FEELS. AHA #15. iron atom displaced by copper
AHA #16. gummy bear placed in molten KClO4 AHA #17. electron
4. CONSCIOUS SELF–DECEIT MODEL A. SUPPOSE… AHA #1: no one figured out how to synthesize ammonia, how would our world be different? AHA #2: combustion was an endothermic process instead of exothermic, what would be the consequences? AHA #3: you could stimulate brain activity with an electronic device, what regulations should be placed on its use? AHA #4: you could solve the acid rain problem, what would you do with the information? AHA #5: you could receive all your education from the privacy of your own home, would you choose to do so? AHA #6: there were no isotopes, what the effect be on molar masses? AHA #7: a mole were 6.02x103, what would that imply about the size of atoms? AHA #8: the government had a plausible alternate fuel source to crude oil but the oil companies were vehemently against its use, what should the populace do to overcome the oil lobbies? AHA #9: cold fusion were possible, what changes would ensue in the environment and society?
B. YOU CAN . WHAT ? AHA #10: You can keep iron from rusting, what would you be able to build? AHA #11: You can go back in time to any point in history, what time would you choose and why? AHA #12: You can travel faster than the speed of light, what would you do with this ability? AHA #13: You can see the mathematical relationships in all natural things, what would you do to convince everyone that you’re not crazy? AHA #14: You can rewrite one scientific discovery in history, what would you change? AHA #15: You can make diagrams of atoms and molecules, what molecule do you think would be the prettiest to depict?
5. FORCED ASSOCIATION MODEL (Use cultural literacy terms here) A. HOW IS LIKE ? AHA #1. chemical equilibrium treadmills AHA #2. gasoline electricity AHA #3. a neural cell like microwave towers AHA #4.a buffer a hostage mediator
33 AHA #5. a teacher DNA AHA #6. the periodic table table of contents AHA #7.the molar volume a gallon can for gasoline
B. GET IDEAS FROM TO IMPROVE AHA #8. Bill Nye the Science Guy your memorization techniques AHA #9. video games understanding of chain reactions AHA #10. Dr. Seuss understanding of redox reactions AHA #11. Square Dancing understanding of chemical reactions AHA #12. the movie CONTACT your understanding of large numbers AHA #13. the periodic table your understanding of trends AHA #14. the movie GLADIATOR your understanding of Latin C. I ONLY KNOW ABOUT .EXPLAIN TO ME. AHA #15. acids bases AHA #16. chemical kinetics equilibrium AHA #17. addition and subtraction fractions
6. REORGANIZATION MODEL/SYNECTICS MODEL A. WHAT WOULD HAPPEN IF ? AHA #1. opposites didn’t attract? AHA #2. chemicals couldn’t be named? AHA #3. atoms couldn’t be visualized? AHA #4. science was taboo? AHA #5. scientists didn’t collaborate? AHA #6. double bonds were weaker than single bonds? AHA #7. acids didn’t neutralize bases?
B. SUPPOSE (HAPPENED)WHAT WOULD BE THE CONSEQUENCES? AHA #8. mankind could not imagine AHA #9. water wasn’t reusable AHA #10. ice was more dense than water AHA #11. ionic compounds could not melt AHA #12. the diatomic gases couldn’t bond together AHA #13. mosquitoes could spread chemical warfare AHA #14.the Haber process was never perfected
C. WHAT WOULD HAPPEN IF THERE WERE NO ? AHA #15. electron microscopes? AHA #16. lasers? AHA #17. peer reviewed scientific journals?
CULTURAL LITERACY Names: Bohr Rutherford Lavoisier Democritus Curie Newton Dalton Mendeleev Pauling Thomson Seaborg Plank Millikan Galileo Ptolemy Chadwick Kepler
Ideas: Matter and Change Chemical quantities Scientific Measurement Chemical reactions Problem solving in chemistry Stoichiometry Atomic structure and the periodic table Thermo chemistry Chemical names and formulas Behavior of gases 34 Electrons in atoms Equilibrium Ionic bonding Acids and bases Covalent bonding Oxidation and reduction reactions Solutions Nuclear chemistry
Words or Phrases: Atomic bomb Endothermic Molecular weight Acid Energy Molecule Alkali Entropy Neutron Alpha radiation Eqiliibrium Noble gases Amplitude Exothermic Nuclear energy Atom Exponent Organic molecule Atomic number Fission Oxidation Atomic weight Frequency Photon Average Fusion Potential energy Beta radiation Gamma radiation Precipitate Bond Heat Pressure Buffer Heat capacity Proton Carbon 14 Hypothesis Quanta Cathode-ray tube Inorganic molecules Reduction Chemical equilibrium Ionic bond Scientific method Chemical reaction Ionization Solution Combustion Isotope Spectrum Compound Kilogram Spontaneous combustion Covalent bond Kinetic energy Stress Density Light Thermodynamics Electromagnetic radiation Litmus Valence Electromagnetic spectrum Mass Valence electrons Elementary particles Metric system Weight
RESOURCES I. Bibliography – Teacher/Professional Books and Resources 1. American Chemical Society (1994). Your Chemical World. Washington, DC. 2. Asimov, Isaac (1991). Atom. Truman Talley Books, Dutton, NY. 3. Atkins, P.W. The Periodic Kingdom: A Journey into the Land of the Chemical Elements. 4. Bolles, Edmund B. Galileo’s Commandment. W.H. Freeman, NY. 5. Bilash II, Boris (1997). A Demo a Day. Flinn Scientific, Inc., Batavia, IL. 6. Crystal, David (1994). The Cambridge Factfinder. Cambridge University Press, NY. 7. Dickson, Paul (1996). What’s in a Name? Merriam-Webster, Inc., Springfield, MS. 8. Feldman, David (1991). Do Penguins have Knees? Harper-Collins Publishers, NY. 9. Fruen, Lois (1994). The Real World of Chemistry. Kendall/Hunt Publishing Company, Dubuque, IA. 10. Galyean, Ronald (1993). Experience the Science of Food Laboratory Experiments in Food Science. Departmen of Food Science, Clemson University, Clemson, SC. 11. Glencoe Publishers (1995). Merrill Chemistry. Glencoe, NY. 12. Green, J. (1995). The Green Book of Songs by Subject. Professional Desk References, Inc., Nashville, TN. 13. Hellemans, A. and Bunch, B. (1991). The Timetables of Science: A Chronology of the Most Important People and Events in the History of Science. Simon and Schuster, NY. 14. Hirsch, E.D. Jr., Kett, J.F. and Trefil, J. (1988). Cultural Literacy: What Every American Needs to Know. Houghton Mifflin Company, Boston, MS. 15. Hisrch, E.D. Jr., Kett, J.F. and Trefil, J. (1988). The Dictionary of Cultural Literacy: What Every American Needs to Know. Houghton Mifflin Company, Boston, MS. 16. Holt, Rhinehart and Winston (1999). Modern Chemistry. NY, NY. 35 17. Jardine, Lisa (1999). Building the Scientific Revolution. Doubleday, NY. 18. Kendall/Hunt Publishing Company (1996). Chemistry in the Community. Dubuque, IA. 19. Kipfer, Barbara (1997). The Order of Things. Random House Publishers, NY. 20. Lange, Norbert. Lange’s Handbook of Chemistry. McGraw-Hill, NY. 21. Limericks. Chem 13 News, May 1988. 22. Levi, Primo (1975). “Carbon”, The Periodic Table. 23. Lucretius (ca. B.C.). “The Persistence of Atoms”, On the Nature of Things. 24. Maxwell, James Clerk (1873). “Molecules”, Nature. 25. McMillin, David (2001). Chemistry Math Concepts. Flinn Scientific, Inc., Batavia, IL. 26. “Protochemistry”, Journal of Chemical Education (Volume 66). American Chemical Society, Washington, DC. 27. Ridgeway, James (Dec. 14, 1999). “Mondo Washington”, The Village Voice. NY. 28. Schwartz, A.T. etal. Chemistry in Context. McGraw-Hill, NY. 29. Shakashiri, Bassam. Chemical Demonstrations: A Handbook for Teachers of Chemistry. University of Wisconsin Press, Madison, WI. 30. Stone, Judith (1991). Light Elements. Ballentine Books, NY. 31. Summerlin, Lee and Ealy, James. Chemical Demonstrations: A Sourcebook for Teachers. American Chemical Society, Washington, DC. 32. Trefil, J. and Hazen, R. (1998). The Sciences an Integrated Approach. John Wiley and Sons, Inc., NY. 33. Waddell, Thomas and Rybolt, Thomas (1999). “The Chemical Adventures of Sherlock Holmes”, Journal of Chemical Education (Volume 166). American Chemical Society, Washington, DC. 34. Williamson, Kenneth L. (1989). Macroscale and Microscale Organic Experiments. D.C. Heath. 35. Woodrow Wilson National Fellowship Foundation (Summer 1995). “Teachers Outreach (TORCH) Program for Teachers in Science, Mathematics and History”.
II. Bibliography – Student Books on loan from Media Center for classroom use. Books: 1. Auel, Jean. Clan of the Cave Bear. 2. Carson, Ben. Gifted Hands. 3. Carroll, Lewis G. Alice in Wonderland. 4. Homer. The Iliad. 5. Homer. The Odyssey. 6. Larson, Gary. A Farside Collection. Andrews and McMeel, Kansas City 7. McCall, Nathan. Makes me Wanna Holler. 8. Silverstein, Shel. Falling Up. Harper-Collins Publishers 9. Swift, Jonathan. Gullivers Travels. 10. Turgenev, Ivan (1861). Fathers and Sons. 11. Wells, H.G. The War of the Worlds.
Magazines/Periodicals: 12. Chem 13 News 13. ChemMatters 14. Journal of Chemical Education 15. National Geographic 16. NEA Today 17. Reader’s Digest 18. Time 19. US News
Reference: 20. Addison-Wesley Chemistry Textbook 21. Addison-Wesley Laboratory Manual 22. Addison-Wesley Small-Scale Laboratory Manual 23. Brown-LeMay Chemistry Textbook 24. Chemistry in the Community Textbook
III. Educational Films/Videos 36 1. Chemical Bonding and Atomic Structure (Coronet/NTI Film and Videos, Deerfield, IL) 2. CHEM Study Films and Videos (Ward’s Natural Science Extablishment, Inc. Rochester, NY) a. Chemical Bonding b. Crystals and their Structures c. Electric Interactions in Chemistry d. Shapes and Polarities of Molecules 3. Laboratory Safety, Flinn Scientific, Inc., Batavia, IL 4. Solo-Learn: (Auto-tutorial programs from Ward’s Natural Science Establishment, Inc., Rochester, NY). a. Introduction to Chemical Bonding b. Polar Covalence c. Bond Types and Properties of Matter 5. The World of Chemistry: Program 7 The Periodic Table (RNHS ITC)
IV. Commercial Films/Videos
1. 101 Dalmatians 31. Jurassic Park 2. Alien 32. La Jetee 3. Apollo 13 33. Madame Curie 4. Arsenic and Old Lace 34. Magic School Bus videos and computer software 5. Awakenings 35. Mimic 6. Back to the Future 36. Mission to Mars 7. Batman and Robin 37. Mystery Men 8. City of Angels 38. Predator 9. Clan of the Cave Bear 39. RoboCop 10. Clash of the Titans 40. Quest for Fire 11. Close Encounters of the Third Kind 41. Star Trek (all of the Motion Pictures) 12. Contact 42. The Blob 13. DOA 43. The Bone Collector 14. Doctor Dolittle 44. The China Syndrome 15. Einstein 45. The Dark Wind 16. Erin Brockovich 46. The Iron Giant 17. ET 47. The Last Starfighter 18. Fallen 48. The Matrix 19. Fat Man Little Boy 49. The Mummy 20. Field of Dreams 50. The Race for the Double Helix 21. Flubber 51. The Star Wars Trilogy 22. Frankenstein 52. The Terminator 23. Ghostbusters 53. The Time Machine 24. Goldfinger 54. The War of the Worlds 25. Gladiator 55. Tomorrow Never Dies 26. Harriet the Spy 56. Tron 27. Honey, I Shrunk the Kids 57. “What Smells”, NOVA 1992 28. Independence Day 58. What Women Want 29. Indiana Jones and the Temple of Doom 59. Willy Wonka’s Chocolate Factory 30. Inspector Gadget 60. X-Men
V. Literature/Language Arts (on reserve in Media Center) Fiction 1. Cook, Robin. Acceptable Risk. 2. Cook, Robin. Contagion. 3. Crichton, Michael. Jurassic Park. 4. Crichton, Michael. Timeline. 5. Deaver, Jeffrey. The Bone Collector. 6. Dixon, Franklin. Bad Chemistry (Hardy Boys Case Files, Number 110). 7. Doyle, Sir Arthur Conan. Sherlock Holmes Mysteries. 8. Grubb, Lydia. Doing Chemistry: A Story for Women.
37 9. Kelly, Nora. Bad Chemistry (Missing Mystery 21). 10. Krist, Gary. Bad Chemistry. 11. Soderquist, Larry D. The Labcoat. 12. Taylor, Joseph. Murder by Chemistry.
Non–Fiction 1. Barr, George. Science Research for Young People. 2. Heiserman, David L. Exploring Chemical Elements and their Compounds. 3. Hyerle, David. Thinking Maps: Tools for Learning. 4. Landwehr, James and Watkins, Ann. Exploring Data. 5. Leicester, Henry. The Historical Background of Chemistry. 6. Levine, Joseph and David Suzuki. The Secret of Life. 7. Mensa. The Covert Challenge. 8. Mensa. Lateral Thinking and Logical Deduction. 9. Morgan, Larry. Explorations. 10. Pert, Candace. Molecules of Emotion. 11. Pickering, David. Dictionary of Superstitions. 12. Schmallenger, Frank. Trial of the Century. 13. Sertima, Ivan. Blacks in Science Ancient and Modern. 14. Smith, Kurt. Math Logic Puzzles. 15. Smith, Michael B. and March, Jerry. March’s Advanced Organic Chemistry. 16. Solomons, T.W. Graham, etal. Organic Chemistry. 17. Vis-Ed. General Chemistry I. 18. Vis-Ed. Inorganic Chemistry Nomenclature. 19. Vis-Ed. Inorganic Chemistry Reactions. 20. Wuts, Peter and Greene, Theodora. Protective Groups in Organic Synthesis. 21. Weissermel, Klaus. Industrial Organic Chemistry.
Poetry 1. “Invictus” W.E. Henley 2. Limericks Chem 13 News January 1972 3. Limericks Chem 13 News April 1975 4. Limericks Chem 13 News May 1981 5. Limericks Chem 13 News September 1981 6. Limericks Chem 13 News May 1988 7. “ChemSpeak” Henry R. Martin 8. “At Sea” John Idhe 9. “I Get a Charge Out of You” John Idhe 10. “Multiple Attractions” John Idhe 11. “No Give Just Take” John Idhe 12. “Not So Noble Gases?” John Idhe 13. “Twinkle, Twinkle, Little Star Nursery Rhyme
Drama (Stage Productions) 1. A Streetcar Named Desire 2. Bring on da Noise Bring in da Funk 3. Cats 4. Dream Girls 5. Raisin in the Sun 6. Rent 7. Steel Magnolias 8. The Effect of Gamma Rays on Man-in-the-Moon Marigolds 9. The Glass Menagerie
Art Works 1. Fichner-Rathus (1986). Understanding Art. Prentice-Hall
38 2. Franc, Helen (1995). An Invitation to See 150 Wroks from the Musuem of Modern Art. 3. Howard, Kathleen, editor. The Metropolitan Guide, 1994. 4. Janson, H.W. (1995). History of Art. Harry N. Abrams, Inc. 5. Philadelphia Museum of Art: Handbook of the Collections, 1999.
Music 1. Distorted Cirque Du Soliel, “La Nouba” 2. “Eternal Flame” Bangles 3. “Gettin’ Jiggy wit it” Will Smith 4. “Lucy in the Sky with Diamonds” Beetles 5. “Kryponite” 3 Doors Down 6. “Let’s Get Physical” Olivia Newton-John 7. “Makes me Wanna Holler” Marvin Gaye 8. “Open Arms” Journey 9. “Purple Rain” Prince 10. “Step by Step” New Kids on the Block 11. Theme from “The Weakest Link” NBC/Napster 12. “Who Can it be Now?” Men at Work 13. “Who Let the Dogs Out?” The Baja Boys 14. “You Don’t Have to Call me Darlin’” David Alan Coe
VI. Resource People/Mentors 1. Chemical Warfare Speaker from Fort Jackson 2. Lyn King, Media Specialist, RNHS 3. Elaine Sudduth 4. Tie-Dye Guy
VII. Field Trips 1. Capsugels Plant 2. Fuji 3. Honeywell 4. Michelin 5. Pirelli 6. Water Soluble Textiles Plant
VIII. Other Material (CD–ROM, Laser Disc, Internet sites, etc.) Cartoons: 1. All Star Exterminators 2. Batman Beyond 3. X-Men
Television Shows: 1. 48 Hours 14. Medical Detectives 2. Babylon 5 15. Nero Wolfe 3. Baywatch 16. New Detectives 4. Biography 17. NYPD Blue 5. CNN 18. Perry Mason 6. CSI 19. Profiler 7. Dateline NBC 20. Sliders 8. Homicide: Life on the Street 21. Star Trek 9. JAG 22. The FBI Files 10. Justice Files 23. The Secrets of Forensic Science 11. Killer App 24. The X-Files 12. La Femme Nikita 25. Weakest Link 13. Law and Order 26. Wild Wild West
39 Internet References: 1. http://www.aaas.org (American Association for the Advancement of Science) 2. http://www.astr.va.edu/4000WS (Women in Science) 3. http://www.branson.k12.mo.us/langarts/cmflower/rorschach.html 4. http://www.cbiac.apgea.army.mil (The Chemical and Biological Defense Information Analysis Center 5. http://www.ChemKids.com/ (Chem-4-Kids) 6. http://nysaes.cornell.edu/flavornet 7. http://www.diryahoo.com/news_and_media/Television Shows 8. http://www.dowclean.com. 9. http://www.foresight.com 10. http://www.imbd.com (Internet Movie Database) 11. http://www.nature.com (Nature Magazine) 12. http://www.netsrq.com/ndbois/ (Distinguished Women of Past and Present) 13. http://www.nobelchannel.com 14. http://www.nsf.gov (National Science Foundation) 15. http://www.nytimes.com 16. http://www.okstate.edu (Chemical Bonding Concept/Skills Development 17. http://www.osha – slc.gov/SLTC/solvents/ (Occupational Safety and Health Administration) 18. http://www.pbs.org 19. http://www.pubs.acs.org/hotartcl/chemtech 20. http://www.physics.ucla.edu/nwcp (Contributions of 20th Century Women to Physics 21. http://www.schooldiscovery.com 22. http://www.tamucc.edu 23. http://www.thechalkboard.com 24. http://www.theperiodic-table.com 25. http://www.webelements.com
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