Hillside Township School District

Table of Contents

Section Page

Mission Statement 3

Academic Overview 3

Affirmative Action Compliance Statement 3

Units and Pacing Charts

Ongoing Unit: Science Practice 6

Unit 1: Matter 9

Unit 2: Gas Laws 12

Unit 3: Atomic Structure 13

Unit 4: Valence Electrons 16

Unit 5: Ionic Bonding 18

Unit 6: Covalent Bonds and Organic Molecules 21

Unit 7: Reaction Energy 24

Unit 8: Moles 26

Unit 9: Nuclear Reactions 28

Course Pacing and Teaching Resources 29 2

Hillside Township School District

District Mission Statement

The mission of the Hillside Public Schools is to ensure that all students at all grade levels achieve the New Jersey Core Curriculum Content Standards and make connections to real-world success. We are committed to strong parent-community school partnerships, providing a safe, engaging, and effective learning environment, and supporting a comprehensive system of academic and developmental support that meets the unique needs of each individual.

Academic Area Overview

The Hillside Township School District is committed to excellence. We believe that all children are entitled to an education that will equip them to become productive citizens of the twenty-first century. We believe that an education grounded in the fundamental principles of science will provide students with the skills and content necessary to become our future leaders.

A sound science education is grounded in the principles of inquiry and rigor. Children are actively engaged in learning as they model real-world scientific behaviors to construct knowledge. They have ample opportunities to manipulate materials in ways that are developmentally appropriate to their age. They work in an environment that encourages them to take risks, think critically, and make models, note patterns and anomalies in those patterns. Children are encouraged to ask questions, not just the "how" and the "what" of observed phenomena, but also the "why".

Our program provides teachers with cost-effective science materials that are aligned to state and national standards, incorporate instructional strategies that are research-based, and provides teachers with a deep understanding of science and the pedagogical underpinnings of science. Our teachers receive quality professional development through a district partnership with the Merck Institute for Science Education as well as the Martinson Foundation at Fairleigh Dickinson University. Our K-8 kit based program encourages "hands-on science" and is endorsed by the National Science Foundation. Equality and Equity in Curriculum

The Hillside Township School District ensures that the district’s curriculum and instruction are aligned to the State’s Core Curriculum Content Standards and addresses the elimination of discrimination and the achievement gap, as identified by underperforming school-level AYP reports for State assessment, by providing equity in educational programs and by providing opportunities for students to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status.

N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972

3

Hillside Township School District

Science Department Lesson Plan Template

Lesson Information

Lesson Name: ______Unit: ______Date: ______

Lesson Data

1. Essential Question:

2. NJCCCS:

3. Knowledge: Students will know……

4. Skills: Students will be able to…..

4

Hillside Township School District

5. Assessment: Evidence of student learning:

6. Lesson Agenda: Include in Lesson Outline:

 Anticipated timing  DO NOW  Activities and Investigations  Discussion prompts  Journal writing prompts  Student uses of technology

 Safety precautions  Materials

7. Homework:

5

Hillside Township School District

Science Practice Unit (ONGOING)

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS  Science is the study and discovery of the world around us.  What does it mean?  Science requires the collection and use of evidence.  How do you know?  Scientific knowledge varies in its level of certainty.  Why do you believe?  Scientists work together in a community to share and critique ideas.  Why should you care?

KNOWLEDGE SKILLS NJCCCS Students will know: Students will be able to: 5.1.12.A.1  Maintain a Lab Notebook 5.1.12.A.2 Scientific Knowledge and Explanations  Use mathematical, physical, and computational tools 5.1.12.A.3 to explain core scientific concepts and principles 5.1.12.C.1  Scientific knowledge is a special kind of knowledge based on  Develop a hypothesis to tentatively explain a 5.1.12.C.2 collection of evidence. All scientific knowledge is subject to change in phenomenon 5.1.12.C.3 light of new evidence and new ways of thinking.  Identify major laws and theories within the content  In science, a law is a succinct description of relationships or patterns area that are consistently observed in nature. Scientific laws are often  Distinguish between the type and amount of certainty expressed in mathematical terms. expressed by scientific laws, theories, and hypotheses  A scientific theory is a well-supported explanation of a natural  Apply scientific laws and theories to authentic phenomenon. situations  A scientific hypothesis is a proposed explanation for a fairly narrow set  Consider alternative theories to interpret and evaluate of phenomena, usually based on prior experience, scientific evidence-based arguments background knowledge, preliminary observations, and logic. A  Generate new and productive questions to evaluate hypothesis may be used to make a prediction but is not the prediction and refine core explanations itself.  Monitor one’s own thinking as understandings of  Scientists continuously revise predictions and explanations to account scientific concepts are refined more completely for available evidence.  Scientific models and understandings of fundamental concepts and principles are continuously refined as new evidence is considered.

Key Terms: hypothesis, law, science, theory

6

Hillside Township School District

5.1.12.B.1  Maintain a Lab Notebook 5.1.12.B.2 Scientific Evidence and Argumentation  Practice lab safety 5.1.12.B.3  Make a prediction or claim based on a hypothesis: “I 5.1.12.B.4  Hypotheses and theories can be used to make predictions that can be expect to observe A because B.” (A is the prediction 5.1.12.D.1 tested through data collection. and B is the hypothesis) 5.2.12.D.3  Science requires the collection and use of evidence to develop  Work collaboratively to design and perform an explanations. Logically designed investigations are often needed in investigation using scientific instrumentation as part of order to generate evidence. building an explanation  Repeating experiments leads to more reliable and convincing data.  Identify causes of uncertainty and anomaly in data  All measurements have some source of uncertainty.  Analyze data, identify trends, make inferences  Scientific models are useful for investigating systems that cannot be  Use evidence and reasoning to develop explanations investigated directly.  Use scientific models to make sense of data and as a  Scientists collaborate to make arguments based on evidence, and use tool to develop explanations reasoning to determine the explanation that best fits the available data.  Use mathematical, physical, and computational tools  Developing scientific explanations involves practicing productive to develop explanations social interactions with peers, such as partner talk, whole-group  Revise explanations based on new evidence discussion, and small-group work.  Communicate explanations to others orally and in writing, including lab reports and presentations Key Terms: analysis, data, evidence, inference, measurement, model,  Critique explanations provided by others observation, science, trend 5.1.12.D.2  Use appropriate metric units when taking Scientific Language and Symbols measurements and performing calculations  Differentiate between units and values  Many words have different meanings in science than in common  Recognize and comprehend scientific terminology in everyday use. readings  Context of scientific symbols can change their meaning.  Use appropriate scientific terminology in written work o m before equals is a value of mass and class discussions o m after equals is a unit of meters  Represent ideas using literal representations, such as  Greek letters are often used in science to represent specific variables graphs, tables, journals, concept maps, and diagrams o Δ means change (final value – initial value)

Key Terms: units, values, variable

7

Hillside Township School District

Science Practice Unit (ONGOING)

PERFORMANCE TASKS, ACTIVITIES/PROJECTS, ASSESSMENTS RESOURCES Teacher Background Scientific Knowledge College Board Science Practice Standards Reflection Questions Teaching the Nature of Science  How are scientific laws different from everyday use of the word law? Understanding How Scientific Knowledge is  How are scientific theories different from everyday use of the word theory? Constructed  What is the difference between your hypothesis and your prediction?  How did the evidence change your thinking? Classroom Resources  What was the scientifically accepted explanation 200 years ago? Why did it change? BrainPOP: Metric Units Metric System Resources Scientific Evidence Science Fair Resources Reflection Questions YouTube: Accuracy and Precision  How can you use your hypothesis to make a prediction? Uncovering Student Ideas in Science (USIS) Vol.3 – Is It a Theory? p83.  What is your prediction based on? Uncovering Student Ideas in Science (USIS) Vol.3  Why do we need to record our data? – Doing Science, p93.  What approach did you follow in your investigation? Uncovering Student Ideas in Science (USIS) Vol.3  Did you observe this or did you infer this? What is the difference? – What is a Hypothesis? p101.  What could be some reasons that our results are different? How do we deal with these differences?  Did you expect to find this? Why or why not?  How did your previous knowledge influence your data analysis or explanation?  How did creativity play a role during the investigation?  What are the strengths and weaknesses of this model?  How confident are you about this explanation?  Why is it important to cite your evidence?  Is the evidence cited appropriate?  Is the evidence cited sufficient?  Does the evidence support the explanation?  Was the explanation convincing? What is it that convinced you?  How do we decide which explanation is the best?

8

Hillside Township School District

Chemistry: Matter Unit

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS  Everything is made up of matter.  What is matter and how does it behave?  The structure of matter is affected by energy.  How does energy affect matter?  Energy comes in different forms and can change from one form to another.  Where does energy go?

KNOWLEDGE SKILLS NJCCCS Students will know: Students will be able to: 5.2.12.A.2  Accurately measure mass and volume of matter 5.2.12.C.2 Matter, Heat and Phase Changes  Differentiate between heat and temperature  Observe changes in phase and measure the  Matter has mass and volume. temperatures at which those changes occur, graphing  Solids, liquids, and gasses are phases of matter. their results  Differences in the physical properties of solids, liquids, and gasses are  Read and compare heating curve graphs for a variety explained by the ways in which the particles are arranged and the of substances, identifying where melting and strength of the forces of attraction between them. vaporization occur  Heating increases the kinetic energy of matter particles, increasing  Use heating curve data to explain if a substance is a their motion. When heat is added, this is called endothermic. solid, liquid, or gas at room temperature  As the kinetic energy and motion of the particles increases, the  Account for changes in phases and temperature temperature of the matter increases. using kinetic and potential energy  When the kinetic energy of the particles of a solid becomes great  Account for the differences in the physical properties enough, the absorbed energy overcomes the attractive forces between of solids, liquids, and gasses the particles, causing the particles to separate and the solid melts.  Apply understanding of kinetic molecular theory to During the melting process, the kinetic energy (measured by authentic situations temperature) does not increase even though we continue to add heat energy because the energy is being stored in the substance as potential energy. When the potential energy reaches the maximum the substance can store, the substance is completely melted as the absorbed potential energy has overcome the attractive forces. At this point, the kinetic energy (measured by temperature) begins to rise again.  When the kinetic energy of the particles of a liquid becomes great

9

Hillside Township School District

enough, the absorbed energy overcomes the attractive forces between the particles, causing the particles to separate and the liquid vaporizes becomes a gas. As in the melting phase change, during the vaporization phase change kinetic energy will remain constant while potential energy is absorbed. Once the potential energy reaches the maximum for the substance, completing the phase change to a gas, the kinetic energy will resume its rise.  As kinetic energy decreases, temperature decreases, and phase changes reverse: gasses condense to form liquids, liquids freeze to form solids. These processes are exothermic, because heat is taken away.

Key Terms: attractive forces, endothermic, exothermic, gas, heat, kinetic energy, kinetic molecular theory, liquid, matter, mass, particles, physical change, potential energy, solid, temperature, vaporization, volume 5.2.12.A.5  Classify mixtures by analyzing the dissolution of the Solutions particles or ability separate by physical techniques  Describe the process by which solutes dissolve in  Particles of different solids, liquids, and gasses may combine to form solvents mixtures. In a homogenous mixture, the properties do not vary within  Observe and explain the precipitation of a solute in a the mixture. In a heterogeneous mixture, the properties do vary within solution that has exceeded the amount of solute that the mixture (for example, the substances may be in different phases) can dissolve and therefore the substances can more easily be separated.  Observe the relative solubility of a given  A solution is a mixture in which a solute dissolves in a solvent. solute/solvent combination at different temperatures, Attractive forces cause particles of a solute to stick to particles of a graph and explain the results solvent, surrounding it.  Apply understanding of solubility to solutions that  The solution becomes saturated when no more solute is able to dissolve students create in daily life in the solvent. Dynamic equilibrium occurs in saturated solutions, meaning that there is a balance between how solute is dissolving and re-forming at the same rate.  When the amount of solute that can dissolve in a solvent is exceeded, some of the solute re-forms and settles at the bottom. When combining a solute and solvent to prepare a solution, exceeding a particular concentration of solute will lead to precipitation of the solute from the 10

Hillside Township School District

solution.  When the amount of solute that can dissolve in solvent is less than the maximum, the solution is unsaturated and the rate of dissolving exceeds the rate of re-forming. This is not dynamic equilibrium.  Adding heat makes it easier for one substance to dissolve in another substance by increasing the kinetic energy of the particles, increasing the collisions between them and allowing them to mix together more quickly. Since heat is added, this is an endothermic process.

Key Terms: concentration , dissolve, dynamic equilibrium, endothermic, exothermic, heterogeneous, homogeneous, precipitate, saturated, solute, solvent, unsaturated

11

Hillside Township School District

Chemistry: Gas Laws Unit

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS  Gas particles are in constant motion.  What is matter and how does it behave?  The motion of gas particles is affected by external conditions.  How do gasses behave?

KNOWLEDGE SKILLS NJCCCS Students will know: Students will be able to: 5.2.12.C.1  Use kinetic molecular theory to describe and explain Gas Behavior the properties of gasses  Use models to represent and study a nanoscopic  The behavior of gasses can be explained by the kinetic molecular process at a macroscopic scale and develop theory. explanations  Gas particles move independently and are far apart relative to each  Apply understanding of gas behavior to authentic other. situations

Key Terms: gas, kinetic energy, kinetic molecular theory 5.2.12.C.1  Use models to represent and study a nanoscopic Pressure, Volume, and Temperature process at a macroscopic scale and develop explanations  There is a relationship between pressure and volume, volume and  Use kinetic molecular theory to describe and explain temperature, pressure and temperature, and the number of particles in a the properties of gasses gas sample.  Apply Gas Law Equations: P1V1 = P2V2, and V1/T1  Pressure is measured in units of force per unit area. The units we use = V2/T2, PV = nrT to describe pressure are atm(atmospheres) or mmHg(millimeters of  Apply understanding of pressure, volume, and mercury), or kPa(kilopascals) temperature relationships to authentic situations  Boyle’s Law states that for a given gas, the pressure and volume are inversely proportional. (P1V1 = P2V2 )  Charles’ Law states that for a given gas, the volume and temperature are directly proportional. (V1/T1 = V2/T2) As kinetic energy (measured by temperature) increases, the volume will increase because the gas particles collide and spread out.  The Ideal Gas Law incorporates relationships from Boyle’s Law and

12

Hillside Township School District

Charles’ Law and states that pressure (P) times volume (V) is equal to the number of moles (n) times a constant (R) times the temperature (T). (PV = nRT)

Key Terms: atm, Boyles Law, Charles Law, Ideal Gas Law, kPa, mmHg, pressure, temperature, volume

13

Hillside Township School District

Chemistry: Atomic Structure Unit

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS  All matter is made of atoms.  What is matter and how does it behave?  Atoms are made up of subatomic particles with different properties that interact in  What makes one atom different from another? different ways.

KNOWLEDGE SKILLS NJCCCS Students will know: Students will be able to: 5.2.12.A.1  Use models to represent and study a nanoscopic 5.2.12.A.4 Atoms process at a macroscopic scale and develop explanations  All matter is made of atoms.  Identify the parts of an atom  Atoms are made up of protons, neutrons, and electrons.  Create a diagram or model of an atom incorporating  The nuclei of atoms are composed of protons and neutrons. the appropriate parts o Protons have a positive charge.  Predict the number of electrons in an atom of an o Neutrons have no charge; they are neutral. element based on the number of protons  In neutral atoms, the positively charged nucleus is surrounded by the  Apply understanding of atoms to authentic scenarios same number of negatively charged electrons as protons in the nucleus. o Electrons have a negative charge.  Electrostatic forces can be attractive or repulsive and exist between charged particles such as protons and electrons.  Nuclear forces hold the particles in the nucleus together and keep positive protons from pushing one another away in the nucleus because the attractive nuclear force is stronger than the repulsive electrostatic forces.

Key Terms: atom, attraction, charge, electron, electrostatic force, nucleus nuclear force, neutral, neutron, proton, repulsion, subatomic particle

14

Hillside Township School District

5.2.12.A.3  Utilize the Periodic Table or atomic number to Intro to the Periodic Table identify the number of protons in an atom of an element  Each element is defined as having a specific number of protons (atomic  Predict the placement of unknown elements on the number). Periodic Table based on the number of protons  In the Periodic Table, elements are arranged according to the number  Apply understanding of the Periodic Table to of protons. authentic scenarios

Key Terms: atomic number, element

15

Hillside Township School District

Chemistry: Valence Electrons Unit

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS  Atoms interact to form molecules.  What is matter and how does it behave?  Electrons interact between atoms, depending on number and location.  What makes one atom different from another?  The Periodic Table illustrates trends in atomic reactivity.

KNOWLEDGE SKILLS NJCCCS Students will know: Students will be able to: 5.2.12.A.3  Use models to represent and study a nanoscopic 5.2.12.B.1 Valence Electrons process at a macroscopic scale and develop explanations  Electrons surround the nucleus at different energy levels. The first  Draw and interpret Bohr models of the atom energy level closest to the nucleus can hold 2 electrons. The second representing electron configurations in energy levels energy level can hold up to 8 electrons. The third energy level can  Draw and interpret Lewis Dot diagrams representing hold up to 18 electrons. The fourth energy level can hold up to 32 the valence electron configuration of an atom electrons. Electrons fill the lower energy levels first.  Relate the stability and reactivity of an atom to the  An atom’s electron configuration, particularly of the outermost number of valence electrons (valence) electrons, determines how the atom interacts with other  Predict and explain the electron configuration for an atoms. atom given the atomic number or location on the  According to the octet rule, atoms are in the most stable and least Periodic Table reactive state when they have eight valence electrons.  Predict the placement of unknown elements on the  The elements in the same group (column) on the periodic table have Periodic Table based on their electron configurations the same number of valence electrons. This gives them similar  Apply understanding of valence electron chemical properties that can be used to predict how they interact with configuration and reactivity to authentic situations other elements (reactivity).  As you move from left to right across the table, atomic radius decreases because there is a strong attraction between the protons in the nucleus and the electrons outside the nucleus due to the proximity of the electrons to the nucleus.  The elements in the same period (row) on the periodic table have the same number of energy levels.  As you move from top to bottom down the table, the atomic radius

16

Hillside Township School District

increases. This is because electrons inhabit energy levels farther from the nucleus, decreasing the force of attraction between the protons and electrons and allowing the electrons to spread out farther.  Bohr models and Lewis dot diagrams represent the valence electron configurations in a given atom.

Key Terms: atomic radius, chemical properties, electron configuration, energy level, groups, octet rule, periods, reactivity, trend, valence electrons

17

Hillside Township School District

Chemistry: Ionic Bonding Unit

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS  Atoms interact to form molecules.  What is matter and how does it behave?  Electrons interact between atoms, depending on number and location.  The Periodic Table illustrates trends in how atoms interact to form compounds.

KNOWLEDGE SKILLS NJCCCS Students will know: Students will be able to: 5.2.12.B.1  Use models to represent and study a nanoscopic Ionic Bonds process at a macroscopic scale and develop explanations  Ions form when atoms gain or lose electrons. Atoms with fewer than  Predict and explain whether an element is more four valence electrons (usually metals) will give their electrons to likely to form a positive or negative ion atoms with more than four valence electrons (usually nonmetals) so  Distinguish between metals and nonmetals on the that both atoms can become stable by satisfying the octet rule. Periodic Table  There are two types of ions. Positively charged ions (cations) have  Articulate that an ionic bond is formed due to the given away electrons. Negatively charge ions (anions) have received attraction between positive and negative ions electrons.  Predict the chemical formula and name of a binary  Chemical bonds are the interactions between atoms that hold them ionic compound together in molecules. Ionic bonds are a type of chemical bond that is  Draw and interpret Lewis Dot Diagrams formed by the interactions that hold together oppositely charged ions. representing electron behaviors for atoms forming  Compounds are formed from two or more elements are chemically ionic compounds bonded together. The chemical formula for a compound states the  Apply understanding of ionic bonding to authentic number and type of atoms in a molecule. situations  By knowing how many electrons are being transferred to create ions and form an ionic bond, you can predict the chemical formula of the resulting binary compound. The name of this compound is two words. The first word is the name of the metal. The second word is the name of the nonmetal with the ending changed to “-ide”.  Groups of atoms may act as a solitary ion together if they have a net positive or negative charge based on the total number of protons and elections in the group. These are called polyatomic ions.

18

Hillside Township School District

 Lewis dot diagrams represent the valence electron behaviors for atoms forming ionic compounds.

Key Terms: anions, binary compound, cations, charges, chemical formula, coefficient, compound, ionic bond, ion, Lewis dot diagram, metals, molecule, non-metals, polyatomic ions, subscript 5.2.12.B.2  Use models to represent and study a nanoscopic Single Replacement Reactions process at a macroscopic scale and develop explanations  In chemical reactions, reactants interact to form products.  Identify reactants and products in a chemical  In the case of ionic compounds, a highly reactive element will replace a reaction less reactive element in a compound. The reactive metal (element A)  Distinguish between metals and nonmetals on the gives electrons to the nonmetal (element C) in a binary compound (BC) Periodic Table and replaces the less reactive metal (element B), which then becomes  Reference the Periodic Table to compare reactivity separate. This is called a single replacement reaction. It can be of elements in a single replacement reaction represented by the generic formula: A + BC  AC + B  Predict and explain how reactants will behave in a single-replacement reaction Key Terms: product, reactant, single replacement reaction  Apply understanding of single replacement reactions to authentic situations 5.2.12.A.6  Measure the pH of substances using indicators The pH Scale  Relate the pH scale to the concentrations of various acids and bases and the reactive ions they contain  Hydrogen is a reactive element that tends to give away its electron and  Recognize the effects of a buffer form a positive ion (H+).  Apply understanding of pH to authentic situations  pH is a measure of the concentration of H+ ions in a solution. Acids have a higher concentration of H+ ions, whereas bases have a lower concentration of H+ ions. Bases have a higher concentration of OH- (hydroxide) ions whereas acids have a lower concentration of hydroxide ions.  The pH scale shows the relative concentration of both H+ and OH- ions ranging from strong acids high H+, low OH- (pH = 0) to strong bases low H+, high OH- (pH = 14).  Pure water is considered neutral (pH = 7) because it has equal

19

Hillside Township School District

concentrations of H+ and OH- ions.  A buffer is a solution that resists changes in pH even when a small amount of strong acid or base is added because it binds to the added H+ or OH- ions to maintain the original concentrations of free ions in solution.  Acids and bases are important in numerous chemical processes that occur around us, from industrial to biological processes, from the laboratory to the environment.

Key Terms: acid, base, buffer, H+ hydrogen ion, neutral, OH- hydroxide ion, pH

20

Hillside Township School District

Chemistry: Covalent Bonds and Organic Molecules Unit

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS  Atoms interact to form molecules.  What is matter and how does it behave?  Electrons interact between atoms, depending on number and location.  Where does energy go?  The Period Table illustrates trends in how atoms interact to form compounds.  Energy stored in covalent bonds is used by living systems.

KNOWLEDGE SKILLS NJCCCS Students will know: Students will be able to: 5.2.12.B.1  Use models to represent and study a nanoscopic 5.2.12.B.2 Double-Replacement Reactions process at a macroscopic scale and develop explanations  In a double-replacement reaction, the cations in two compounds are  Identify reactants and products in a chemical switched with one another. Ionic compounds can disassociate into ions reaction in solution and can bond to form a different type of compound (water, a  Identify atoms or molecules as anions or cations. gas, or a solid precipitate) that cannot split back apart into ions.  Reference the Periodic Table to compare reactivity  Two ionic compounds AB and CD would disassociate into ions A+, B-, of elements in a double replacement reaction C+, D- and the cations would switch anions to form the products AD  Predict and explain how reactants will behave in a and BC. AB + CD  AD + CB double-replacement reaction  Apply understanding of double replacement Key Terms: anion, cation, chemical reaction, double-replacement reaction, reactions to authentic situations ion, precipitate 5.2.12.B.2  Use models to represent and study a nanoscopic 5.3.12.A.1 Covalent Bonds process at a macroscopic scale and develop explanations.  In some chemical reactions, atoms interact with one another by sharing  Draw structural diagrams of molecules given the electrons to create a bond. By sharing these electrons, both atoms are chemical formulas able to have a full and stable octet configuration. This is a covalent  Build structural models of molecules given the bond, which is stronger than an ionic bond. chemical formula or structural diagram  In a covalent bond, each atom contributes one electron to form a pair  Predict and explain how two or more given elements that is shared. A single covalent bond has one shared pair. A double will interact to form covalent bonds covalent bond has two shared pairs between the same two atoms. A  Differentiate between a covalent bond and an ionic triple covalent bond has three shared pairs between the same two 21

Hillside Township School District

atoms. bond  Covalent bonding occurs between two non-metals or compounds  Apply understanding of covalent bonding to containing carbon or hydrogen. authentic situations  Structural diagrams represent where covalent bonds exist between the elements in a molecule.

Key Terms: chemical reaction, covalent bond 5.2.12.B.2  Use models to represent and study a nanoscopic 5.3.12.A.1 Organic Monomers and Polymers process at a macroscopic scale and develop explanations.  Organic molecules are based on carbon. Carbon is able to make a wide  Describe and model hydrocarbon molecules and variety of molecules because of its ability to form up to four covalent carbon-based organic molecules bonds.  Differentiate between organic compounds containing  Many organic molecules are hydrocarbons, in which most of the hydrocarbons and inorganic compounds covalent bonds are made between carbon and hydrogen.  Identify monomers and polymers important to living  Many important organic molecules are polymers, which are long chains systems. of repeating smaller molecules (monomers) linked together. Examples  Apply understanding of organic monomers and include DNA, protein, and carbohydrates. polymers to authentic situations.  In any polymer (organic or inorganic) the number of monomers connected within each polymer affects the properties of the substance.

Key Terms: organic, monomer, polymer, hydrocarbons 5.3.12.B.5  Use models to represent and study a nanoscopic 5.3.12.B.6 Decomposition Reactions: Combustion and Cellular Respiration process at a macroscopic scale and develop explanations  Decomposition reactions break down large molecules into smaller  Describe and model hydrocarbon molecules and ones, releasing energy stored in covalent bonds. carbon-based organic molecules  Hydrocarbons are molecules consisting of multiple high energy  Differentiate between organic compounds containing covalent bonds that can readily react with oxygen in a combustion hydrocarbons and inorganic compounds reaction following the generic formula: hydrocarbon + O2  CO2 +  Identify the reactants and products of cellular H2O + energy respiration and explain how this is a decomposition  Combustion reactions are exothermic and release energy in the form of reaction heat and light.  Apply understanding of combustion reactions to

22

Hillside Township School District

 All of the food molecules that organisms use for energy are organic authentic situations compounds. These organic compounds are based on carbon, which is able to form four covalent bonds. Often it forms chains of hydrocarbons, which are key components in many organic molecules.  The energy in organic compounds is stored as chemical potential energy in the covalent bonds between atoms in molecules such as sugars. It is released from the bonds during chemical reactions and changes to kinetic energy useful to do work. The chemical formula for this reaction is C6H12O6 + 6O2  6CO2 + 6H2O.

Key Terms: chemical potential energy, combustion, decomposition, inorganic, hydrocarbons, kinetic energy, organic 5.3.12.B.2  Use models to represent and study a nanoscopic 5.3.12.B.3 Synthesis Reactions: Photosynthesis process at a macroscopic scale and develop 5.3.12.B.4 explanations  Synthesis reactions build larger molecules from smaller molecules and  Identify the reactants and products of photosynthesis store chemical potential energy in covalent bonds between atoms in the and explain how this is a synthesis reaction larger molecules. Energy must be put in for a synthesis reaction to take  Apply understanding of synthesis reactions to place. authentic situations  Plants perform photosynthesis by combining carbon dioxide and water from the environment along with sunlight energy to form sugars and oxygen. The chemical formula for this reaction is 6CO2 + 6H2O  C6H12O6 + 6O2.

Key Terms: photosynthesis, synthesis

23

Hillside Township School District

Chemistry: Reaction Energy Unit

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS  Atoms interact to form molecules as a result of a chemical reaction.  What is matter and how does it behave?  Energy and entropy drive chemical reactions.  Where does energy go?  External conditions affect the rate of a chemical reaction.

KNOWLEDGE SKILLS NJCCCS Students will know: Students will be able to: 5.2.12.C.1  Describe chemical reactions in terms of energy and 5.2.12.D.2 Energy of Reactions entropy changes  Observe exothermic and endothermic chemical  The driving forces of chemical reactions are energy and entropy. reactions and describe observations in terms of o Energy is the ability to do work. enthalpy o Entropy is a measure of disorder and randomness.  Interpret graphs illustrating energy relationships in  Energy is conserved. It may change locations or forms, but does not chemical reactions leave our finite universe. (Law of Conservation of Energy, First Law  Describe the potential commercial applications of of Thermodynamics) exothermic and endothermic reactions  Every time energy changes forms, some of it doesn’t go into useful  Apply understanding of reaction energy to authentic energy but is instead given off as heat, light, sound, etc. As useful situations energy decreases, the amount of disorder and randomness (entropy) increases. (Second Law of Thermodynamics)  Chemical reactions either release energy to the environment (exothermic) or absorb energy from the environment (endothermic). The change in heat energy is called enthalpy. Enthalpy (ΔH) is negative in an exothermic reaction and positive in an endothermic reaction.  All chemical reactions require activation energy to begin.  A catalyst lowers the activation energy necessary for a reaction.

Key Terms: activation energy, catalyst, energy, endothermic, enthalpy (ΔH), entropy, exothermic, Law of Conservation of Energy, Laws of Thermodynamics

24

Hillside Township School District

5.2.12.D.5  Model the change in rate of a reaction by changing a Reaction Rate factor  Interpret graphs illustrating energy relationships in  Chemical reactions occur at different rates. Factors such as chemical reactions temperature, mixing, concentration, particle size, and surface area  Apply understanding of reaction rate to authentic affect the rates of chemical reactions. situations

Key Terms: catalyst, concentration, kinetic molecular theory, surface area, reaction rate

25

Hillside Township School District

Chemistry: Mole Unit

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS  Atoms and their mass are conserved during chemical reactions.  What is matter and how does it behave?  What makes one atom different from another?  Where does matter go?

KNOWLEDGE SKILLS NJCCCS Students will know: Students will be able to: 5.2.12. B.3  Use models to represent and study a nanoscopic Balancing Equations process at a macroscopic scale and develop explanations.  In a chemical reaction, the same number and type of atoms that go into  Balance a chemical equation given the reactant and the reaction (reactants) have to come out of the reaction (products). product molecules by adding the appropriate Atoms do not disappear or appear during a chemical reaction. coefficients (Conservation of Matter)  Explain why balancing a chemical equation is  To balance a chemical equation, coefficients may be placed before the necessary according to the Law of Conservation of chemical formula for a molecule to change the number of each reactant Matter and product, but subscripts in a chemical formula for a molecule must  Apply understanding of the conservation of matter to remain the same. authentic situations

Key Terms: coefficients, Conservation of matter/mass, products, reactants, subscripts 5.2.12.A.1  Calculate the mass of one atom of an element 5.2.12.A.5 Concentration by Mass  Calculate the mass of one mole of a substance  Calculate the number of molecules in a known  Protons and neutrons each have a mass of 1 AMU (atomic mass unit). number of moles or a known mass of a substance The mass of electrons is so small; we consider it to be zero. To  Express the concentration of a solution using calculate the atomic mass of an element, the number of protons and molarity or molality values neutrons must be added together.  Apply understanding of concentration to authentic 23  One mole of a substance consists of 6.02 x 10 particles. situations  One mole of an element has the same mass in grams as one atom of that element has in AMUs. This can be used to calculate how many particles are present in a known mass, or the mass of a known number 26

Hillside Township School District

of particles.  Molarity describes the concentration of a solution in terms of the number of moles of solute per liter of solvent. Molality describes the concentration of a solution in terms of the number of moles of solute per kilogram of solvent. Concentration can also be described by percentages of mass.  When combining a solute and solvent to prepare a solution, exceeding a particular concentration of solute will lead to precipitation of the solute from the solution.

Key Terms: AMU, atomic mass, concentration, molar, molality, molarity, mole, precipitate, solute, solution, solvent

27

Hillside Township School District

Chemistry: Nuclear Reaction Unit

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS  Combining and splitting atomic nuclei results in new elements.  Where does energy go?  Nuclear reactions create a significant amount of energy.  Where does matter go?

KNOWLEDGE SKILLS NJCCCS Students will know: Students will be able to: 5.2.12.A.4  Use models to represent and study a nanoscopic 5.2.12.D.3 Radioactive Elements and Nuclear Reactions process at a macroscopic scale and develop explanations  Atoms of an element whose nuclei have different numbers of neutrons  Explain how the properties of isotopes, including are called isotopes. The atomic mass given on the periodic table for an half-lives, and decay modes, lead to useful element is an average of all the isotopes of that element relative to their applications of isotopes abundance on earth.  Describe the products and potential applications of  Certain isotopes are often unstable because they have more neutrons fission and fusion reactions than protons, which often occurs in atoms with a large nucleus (high atomic number). In this situation, the nuclear force holding the protons and neutrons together is overcome by the electrostatic repulsive force between the protons.  An unstable isotope will decay over time, sometimes turning into a different element in the process and releasing energy. This decay happens in three ways: o Alpha emission: two neutrons and two protons are “spit out” o Beta emission: a high-speed electron is “spit out” o Gamma emission: electromagnetic energy is released  Decay of isotopes occurs at a known rate. The half-life is the amount of time it takes for one half of a sample to decay.  Isotopes occur naturally. Stable isotopes are in greater abundance on earth due to the decay over time of unstable isotopes.  Nuclear reactions (fission and fusion) convert very small amounts of matter into energy.

Key Terms: fission, fusion, half-life, isotope, nuclear reaction, 28

Hillside Township School District

Chemistry Course Pacing Chart

PERFORMANCE TASKS TIME RESOURCES/INTERDISCIPLINARY UNIT ACTIVITIES/PROJECTS FRAME CONNECTIONS ASSESSMENTS

Chapter 7, Activity 1 p511 Active Chemistry Textbook Chem Talk: Heat Energy BrainPOP: Matter Changing States Chapter 2, Activity 2 States of Matter p110 Heat flow animation ChemTalk: Changes of State Heating and cooling a liquid interactive Chapter 2, Activity 3 Solutions, Suspensions, and Colloids Kinetic Molecular Theory Interactive p120 Molecules in Motion Java Applet Chem Talk: Classifying Mixtures Phases of water animation PhET: States of matter simulation September Chapter 11, Activity 2 Factors Affecting Solubility p857 PhET: Salts and Solubility Interactive October Matter Chem Talk: Factors Affecting Dissolution Chapter 11, Activity 3 How much solute is in water? p867 SMART Notebook Lesson: Changes of State 10 blocks Chem Talk: Quantifying solutes in natural waters SMART Notebook Lesson: Mixtures Virtual Lab Chapter Challenge SMART Notebook Lesson: What’s the Matter? Chapter Test You Tube: Kinetic Theory Model You Tube: Molecules in Motion Uncovering Student Ideas in Science (USIS) Vol.1 –Is it Matter? P79 USIS Vol.3 – Is It a Solid? p25 USIS Vol.2 –What’s in the Bubbles? P65 Chapter 5, Activity 3 Cartesian Divers p369 Active Chemistry Textbook Chem Talk: Boyle’s Law Gas laws pressure and temperature interactive Chapter 5, Activity 4 Hot-Air Balloons p379 Gas laws simulation October Chem Talk: Charles’s Law Gas properties animation November Gas Laws Chapter 5, Activity 6 Ideal Gas Law p401 Ideal Gas law interactive 10 blocks Chem Talk: Ideal Gas Las PhET: Gas properties simulation Chapter Challenge Virtual experiment on ideal gas law Chapter Test USIS Vol.3 – Hot and Cold Balloons, p45.

29

Hillside Township School District

Chapter 1, Activity 4 Are Atoms Indivisible p26 Active Chemistry Textbook Chem Talk: The Changing Model of an Atom PBS Atom-builder activity Chapter Challenge PhET: Build an Atom Simulation November Atomic Chapter Quiz SMART Notebook Lesson: Bohr Model and Lewis Dot Diagrams 5 blocks Structure SMART Notebook Lesson: Bohr Model and Lewis Dot Practice Uncovering Student Ideas in Science (USIS) Vol.1 –Is it Made of Molecules? P85. Chapter 3 Activity 3 Chemical Behavior of Metals p193 Active Chemistry Textbook Chem Talk: Reactivity of Metals BrainPOP: The Periodic Table December Valence Chapter 8, Activity 1 Clue Me In p593 PBS Atom-builder activity 5 blocks Electrons Chem Talk: Deductive Reasoning PhET: Build an Atom Simulation Chapter Challenge SMART Notebook Lesson: Columns in the Periodic Table Chapter Quiz SMART Notebook Lesson: Groups and Periods

Chapter 1 Activity 8 How Atoms Interact p68 Acid ionization animation Chem Talk: Forming Compounds Active Chemistry Textbook Chapter 5 Activity 5 How are Gasses produced? p390 BrainPOP: Acids and Bases Chem Talk Kinds of Reactions BrainPOP: Ions Chapter 6 Activity 3 Chemical Names and Formulas p448 BrainPOP: pH scale Chem Talk Forming Compounds Buffer animation Chapter 6 Activity 7 Acids, Bases, and Indicators p485 Buffer virtual interactive December Chem Talk Acids and Bases Molecular view of dissolving animation Ionic January Chapter 9, Activity 2: Antacids in the Stomach p685 Periodic Table virtual bonding interactive Bonding 10 blocks Chem Talk Antacids pH scale animation Chapter 9, Activity 4: Observing Real Food in Artificial PhET: Acid Base solutions simulation Stomachs p703 PhET: pH Scale simulation Chem Talk Digestion in the Stomach Reactions of metals and metal ions simulation Chapter Challenge Salt dissolving in water animation Chapter Test Solubility of ionic compounds interactive Uncovering Student Ideas in Science (USIS) Vol.2 – Chemical Bonds p71. MIDTERM EXAM

30

Hillside Township School District

Chapter 3, Activity 6: Paints p224 Active Chemistry Textbook Chem Talk: The Chemistry of Color Pigments BrainPOP: Fire Chapter 6, Activity 4: Chemical Equations p456 Chem Ed: Models 360 Chem Talk: Chemical Reactions SMART Notebook Lesson: Covalent Bonding Chapter 5 Activity 5 How are Gasses produced? p390 SMART Notebook Lesson: Matter and Photosynthesis Chem Talk Kinds of Reactions Chapter 10, Activity 2 Modeling Molecules p751 Covalent February Chem Talk: Chemical Structures Bonds and March Chapter 6, Activity 3: Chemical Names and Formulas p448 Organic 15 blocks Chem Talk: Forming Compounds Molecules Chapter 2, Activity 9 Organic Substances p162 Chem Talk: Chemistry of Molecular Compounds of Carbon Chapter 7, Activity 2 Safety and Types of Fires p522 Chem Talk: The Combustion Reaction p395 Chapter Challenge Chapter Test Chapter 4, Activity 1: Alternative Pathways p255 Active Chemistry Textbook Chem Talk: Energy and Entropy Changes in Chemical Calorimetry measuring heat of reactions interactive Reactions Catalysts Graph Animation Chapter 4, Activity 7: Reactions that Produce Heat p318 PhET: Reactions and rates simulation March Chem Talk: Thermodynamics PhET: Reversible reactions simulation Reaction April Chapter 6, Activity 5: Chemical Energy p468 Reaction Rate and Concentration Animation Energy 10 blocks Chem Talk: Endothermic and Exothermic Processes Reaction Rate and Temperature Interactive Chapter 6, Activity 6 Reaction Rate Lab p477 SMART Notebook Lesson: Catalysts Chem Talk: Factors Affecting the Rate of a Reaction SMART Notebook Lesson: Effect of Pressure on Rate of Chapter Challenge Reaction SMART Notebook Lessons: Combustion Chapter Test YouTube: Entropy Video

31

Hillside Township School District

Chapter 4, Activity 2: Balancing Chemical Equations p265 Active Chemistry Textbook Chem Talk: Law of Conservation of Matter BrainPOP: Chemical Equations Chapter 1, Activity 3: Atoms and Their Masses p15 BrainPOP: Moles Chem Talk: Atomic Mass Chembalancer Game Chapter 4 Activity 3: How Much Gas is Produced? p274 Molar Mass interactive April Chem Talk: Stoichiometry PhET: Balancing Chemical Equations interactive May Moles ChemTalk The Chemistry Way of Counting – Moles p215-217 PhET: Reactants, Products, and Leftovers simulation 10 blocks Chapter Challenge SMART Notebook Lesson: Balancing Chemical Equations Chapter Test SMART Notebook Lesson: Balancing Chemical Equations SMART Notebook Lesson: Balancing Equations with Molecules SMART Notebook Lesson: Solutions review with molarity Chapter 1 Activity 9: What determines and limits an atom’s Active Chemistry Textbook mass? p77 BrainPOP: Isotopes ChemTalk Unstable Atoms BrainPOP: Radioactivity Isotope calculator PhET: Alpha decay simulation May Nuclear PhET: Beta decay simulation June Reactions PhET: Nuclear fission simulation 5 blocks PhET: Radioactive dating game Radioactive decay animation Radioactive decay interactive Radioactive decay simulation SMART Notebook Lesson: Nuclear Chemistry SMART Notebook Lesson: Nuclear Energy: Fusion FINAL EXAM

32