Download Basic Integrated Chemistry - Michigan City Area Schools

Essential Outcomes
Basic Integrated Chemistry
1) The properties of matter can distinguish the types of matter. Energy is required to change matter. (Standard 1, 2)
Learning Goals:
a) Students will understand and be able to explain how physical properties can be used to differentiate among pure
substances; solutions, and heterogeneous mixtures. (1.4)
b) Students will be able to identify chemical and physical changes in matter. (1.5)
c) Students will understand and identify solutions as homogeneous mixtures containing a solute in a solvent. The ratio
of solute to solvent can be expressed as concentration in a number of ways. (1.4)
2) Positions of elements on the Periodic Table are related to subatomic particles in the atom. (Standard 1, 2)
Learning Goals:
a) Students will understand and be able to explain the subatomic particles of an atom. (1.1, 1.2, 1.3, 1.6, 1.7)
b) Students will be able to explain how the subatomic particles fit together in an atom. (1.1, 1.2, 1.3, 1.6, 1.7)
c) Students will be able to calculate the numbers of protons, neutrons, and electrons from the Periodic Table.
(1.6, 1.7, 1.10)
d) Students will understand that the Periodic Table is arranged by increasing atomic number. (1.10)
e) Students will understand the contributions of Dalton, Thomson, Rutherford, and Bohr to atomic theory.
3) Elements interact forming bonds in order to become more stable. The type of atoms involved determines the nature of the bond,
the formula and the name of the compound formed. (Standard 1)
Learning Goals:
a) Students will be able to understand and predict how electrons are shared in forming covalent bonds.
(1.6, 1.)
b) Students will understand, explain, and predict how ions can be formed leading to the formation of ionic bonds.
(1.6, 1.7, 1.12)
c) Students will understand and be able to write, and name, chemical formulas. (1.12, 1.14)
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4) Energy exists in different forms and is converted from one form to another. (Standards 3, Core Standard 3D)
Learning Goals:
a) Students will defend and give examples of the law of conservation of energy.
b) Students will describe transfer of energy at the atomic level.
c) Students will describe the interaction between atoms.
d) Students understand different forms of energy in nature.
5. Dimensional analysis is used for conversions and computations.
Learning Goals
A) Students will be able to do conversions using dimensional analysis.
B) Students will be able to measure various items using different units and tools.
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MICHIGAN CITY HIGH SCHOOL
Basic Integrated Chemistry
Ongoing/All Year
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
Course Title
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Standard
Bundle
Bundle
Bundle
Bundle
#4
#1
#4
#2
#4
#2
#4
#3
Best Practice Methods
 Cooperative Learning
 Similarities and
Differences
 Choice
 Frequent and immediate
feedback
 Graphic Organizers
 Summarizing
 Analysis and Evaluation
 Hypothesize
Best Practice Methods
 Cooperative Learning
 Similarities and
Differences
 Choice
 Frequent and immediate
feedback
 Graphic Organizers
 Summarizing
 Analysis and Evaluation
 Hypothesize
Best Practice Methods
 Cooperative Learning
 Similarities and
Differences
 Choice
 Frequent and immediate
feedback
 Graphic Organizers
 Summarizing
 Analysis and Evaluation
 Hypothesize
Best Practice Methods
 Cooperative Learning
 Similarities and
Differences
 Choice
 Frequent and immediate
feedback
 Graphic Organizers
 Summarizing
 Analysis and Evaluation
 Hypothesize
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Bundle #1– Basic Integrated Chemistry – Structure of Matter
Standard Indicator: Standard 1 and 2: Structure and Properties of Matter
1.1
Understand and explain that atoms have a positive nucleus (consisting of relatively massive positive protons and neutral neutrons) surrounded by
negative electrons of much smaller mass, some of which may be lost, gained, or shared when interacting with other atoms.
1.2 Realize that and explain how a neutral atom’s atomic number and mass number can be used to determine the number of protons, neutrons, and
electrons that make up an atom.
1.3 Understand, and give examples, that isotopes of the same element have the same numbers of protons and electrons but differ in the number of
neutrons.
1.4 Know and explain that physical properties can be used to differentiate among pure substances, solutions, and heterogeneous mixtures.
1.5 Distinguish among chemical and physical changes in matter by identifying characteristics of these changes.
2.2 Describe how Lavoisier’s system for naming substances and describing their reactions contributed to the rapid growth of chemistry.
2.11 Explain that Rutherford and his colleagues discovered that the heavy radioactive element uranium spontaneously splits itself into a slightly lighter
nucleus and a very light helium nucleus.
Declarative Knowledge
Procedural Knowledge
Concepts
1.
2.
The properties of matter can distinguish the types of matter.
Energy is required to change matter
Organizing
Ideas
1.
Students will understand and be able to explain how physical properties can be used to
differentiate among substances; solutions, and heterogeneous mixtures.
Processes



Scientific Method
Reading Process
Writing Process
2. Students will be able to identify chemical and physical changes in matter.
3. Students will understand and be able to explain how electromagnetic attractive forces within
and between substances determine their physical state.
Details
1.
2.
3.
4.
Identify solutions, homogeneous mixtures, and heterogeneous mixtures.
Identify characteristics of a chemical change.
Identify characteristics of a physical change.
Identify particle movement of liquids, solids, and gases.
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Vocabulary
Phase changes
Solution
Vaporization
Mixture
Heterogeneous
Pure substances
variable
Solvent
Density
Sublimation
Boiling point
Homogeneous
suspension
Condensation
matter
Gas
Evaporation
Liquid
Attractive
colloid
1. Read thermometers
5. Reading and making graphs
6. Designing tables/charts
7. Problem Solving

List the given

List the unknown

Analyze

Calculate

Check your work
Skills

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Bundle #2 – Basic Integrated Chemistry – Periodic Table
Standard Indicators: Standard 1: Changes in Matter
1.1 Understand and explain that atoms have a positive nucleus (consisting of relatively massive positive protons and neutral neutrons) surrounded by
negative electrons of much smaller mass, some of which may be lost, gained, or shared when interacting with other atoms.
1.2 Realize that and explain how a neutral atom’s atomic number and mass number can be used to determine the number of protons, neutrons, electrons
that make up an atom.
1.4 Understand, and give examples, that isotopes of the same element have the same numbers of protons and electrons but differ in the number of
neutrons.
1.5 Distinguish among chemical and physical changes in matter by identifying characteristics of these changes.
1.6 Understand and explain how an atom can acquire an unbalanced electrical charge by gaining or losing electrons.
1.7 Identify the substances gaining and losing electrons in simple oxidation-reduction reactions.
1.10 Understand and give examples to show that an enormous variety of biological, chemical, and physical phenomena can be explained by changes in
arrangement and motion of atoms and molecules.
Declarative Knowledge
Concepts
Organizing
Ideas
1.
2.
1.
2.
3.
4.
Details
1.
2.
3.
4.
5.
6.
Procedural Knowledge
Positions of elements on the Periodic Table are related to subatomic
particles of an atom.
Students will understand steps of the problems solving method.
Students will understand and be able to explain the subatomic
particles of an atom.
Students will be able to explain how the subatomic particles fit
together in an atom.
Students will be able to calculate the numbers of protons, neutrons,
and electrons from the Periodic Table.
Students will understand that the Periodic Table is arranged by
increasing atomic number.
Processes


Scientific Method
Problem Solving
1.
List the given
2.
List the unknown
3.
Analyze
4.
Calculate
5.
Check your work
Subatomic particle charges
Subatomic particles are protons, neutrons, and electrons
Classify an element by its family and period
Predict properties of elements by location on Periodic Table
Mass number equals number of protons and neutrons
Atomic number equals number of protons and electrons
Skills
1.
2.
Dot diagrams
How to write symbols for
elements
Reading Periodic Tables
Using keys
Classification
Observation
Using charts and tables
Reading and making graphs
3.
4.
5.
6.
7.
8.
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Vocabulary
Proton
Valence electrons
Neutron
Noble gases
Electron
Metalloid
Electron cloud
Ductile
Group/family
Malleable
Electron Dot Diagram
Period
Nucleus
Atomic Number
Electron
Atomic Mass
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Bundle #3– Basic Integrated Chemistry– Chemical Bonds
Standard Indicator: Standard 1: Changes in Matter
1.10 Understand that the Periodic Table is a listing of elements arranged by increasing atomic number, and use it to predict whether a selected atom
would gain, lose, or share electrons as it interacts with other selected atoms.
Declarative Knowledge
Concepts
Organizing
Ideas
Details
Vocabulary
Procedural Knowledge
1. Elements interact forming bonds in order to become more stable.
The type of atoms involved determines the nature of the bond, the
formula and the name of the compound formed.
1. Students will be able to understand and predict how electrons are
shared in forming covalent bonds.
2. Students will understand, explain, and predict how ions can be
formed leading to the formation of ionic bonds.
3. Students will understand and able to write, and name, chemical
formulas.
1. Determine proper ionic charges
2. Characterize positive and negative ion
3. Identify covalent and ionic bond
Electron
Covalent bond
Dot diagram
Compound
Ionic Bond
Valence electrons
ion
Salt
Charge
Processes
Skills


Scientific Method
Reading Process
1. Symbol identification
2. Determining charges from
periodic table and other tables
3. Criss-cross method of charge
balancing
4. Drawing dot diagrams
5. Following a flow chart
6. Problem Solving
7. Draw dot diagrams
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Bundle #4 – Dimensional Analysis
Standard Indicator: 2-Scientific Thinking
8.2.2
Determine in what units, such as seconds, meters, grams, etc., an answer should be expressed based on the units of the inputs to the
calculation.
8.2.3
Use proportional reasoning to solve problems.
8.2.4
Use technological devices, such as calculators and computers, to perform calculations.
Declarative
Concepts
Organizing
Ideas
Knowledge
Dimensional analysis is used for conversions and computations
1. Students will be able to do conversions using dimensional
analysis.
2. Students will be able to measure various items using different
units and tools.
Details
 Know conversion units
Examples:
12 inches = 1 foot
100 cm = 1 meter
 Identify the formula for density
 Identify tools for measuring mass, volume, and length,
width, and height
 Identify formula for figuring volume
Vocabulary Dimensional Analysis
Unit
Numerator
Density
Denominator
Mass
Cancellation
Volume
Length
Width
Centi
Height
deci
Milli
kilo
Procedural Knowledge
Process
 Order of Operations
 Scientific Method
 Problem Solving
Method
 Reading Process
Skills
 Multiply Fractions
 Use a calculator to
multiply and divide
fractions, ratios, and
whole numbers
 Use displacement to
figure volume of an
object
 Figure the density of
an object using the
correct formula
 Figure the mass,
length, width, and
height of objects
using the correct tools
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Basic Integrated Chemistry Assessment Planning Bundle #1
Essential Outcome #1 :
1.
2.
The properties of matter can distinguish the types of matter.
Energy is required to change matter
Summative Assessment:
Properties of matter – multiple choice
Energy changes matter – short answer/given choices
Describe Assessment & Timeline
Method
Formative 1:
Matching (Diagrams of
different mixtures)
Short Answer
x
5 multiply choice
x
Matching with phase change
drawings (3)
x
Students will understand and be able to explain how physical
properties can be used to differentiate among substances;
solutions, and heterogeneous mixtures.
Timeline:
3 weeks
Formative 2:
Testing
Testing
Testing
Knowledge Reasoning/ Performance
Analysis
Students will be able to identify chemical and physical changes
in matter.
Timeline:
3 weeks
Formative 3:
Students will understand and be able to explain how
electromagnetic attractive forces within and between
substances determine their physical state.
(Particle speed for different phases)
Testing
Product
x
Timeline:
3 weeks
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Basic Integrated Chemistry Assessment Planning Bundle #2
Essential Outcome #2 :
Positions of elements on the Periodic Table are related to subatomic particles of an atom.
Summative Assessment:
Arrangement of Periodic Table – multiply choice questions
Name subatomic particles and changes – drawing of atom/label
Figure protons, neutrons, and electrons using the Periodic Table – given problems to solve
Describe Assessment & Timeline
Method
Formative 1:
Give each student 4 various
articles to produce model of atom
Verbal explanation of how atom is
held together
x
x
5 problems to figure neutrons,
protons, and electrons
x
x
5-10 multiply choice questions
x
Students will understand and be able to explain the
subatomic particles of an atom.
3 subatomic particles
Charges of the particles
Location of particles in the atom
Students will be able to explain how the subatomic
particles fit together in an atom.
- opposite charges attract
Timeline:
3-4 weeks
Formative 2:
Students will be able to calculate the numbers of
protons, neutrons, and electrons from the Periodic
Table.
Problem solving method
Timeline:
3-4 weeks
Formative 3:
Students will understand that the Periodic Table is
arranged by increasing atomic number.
families
groups
element box (using keys)
characteristics of families
Testing
Testing
Testing
Knowledge Reasoning/ Performance
Analysis
Testing
Product
x
Timeline:
3-4 weeks
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Basic Integrated Chemistry Assessment Planning Bundle #3
Essential Outcome :
Elements interact forming bonds in order to become more stable.
The type of atoms involved determines the nature of the bond, the formula and the name of the compound formed.
Summative Assessment
Types of Bonds – Given two elements show how atoms bond to form ionic and covalent bonds (3 of each)
Naming Formulas – Give three formulas to write name from chemical formula
Writing Formulas – Give three chemical formulas and student writes name of formula
Describe Assessment & Timeline
Method
Testing
Testing
Testing
Knowledge Reasoning/ Performance
Analysis
Formative 1:
Given 3 covalent bonds
x
x
Students will understand how electrons are shared.
students will show bonds
Students will understand how covalent bonds are
through dot diagrams and
formed
sharing of electrons
Timeline: 3-4 weeks
Formative 2:
Students will understand how electrons are shared.
Students will understand the formation of ionic bonds.
Timeline: 3-4 weeks
Formative 3:
Students will be able to write chemical formulas.
Timeline: 3-4 weeks
Formative 4:
Students will be able to name chemical formulas.
Timeline: 3-4 weeks
Testing
Product
x
Given 3 ionic bonds
students will show bonds
through dot diagrams and
sharing of electrons
X
X
X
Given 3 names of chemical
formulas students will
write the formula
X
X
x
Given 3 chemical formulas
students will name the
formulas
X
X
x
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Basic Integrated Chemistry Assessment Planning Bundle #4
Essential Outcome :
Students will be able to do conversions using dimensional analysis.
Summative Assessment:
Convert using dimensional analysis – 3 problems showing work/Short Answer
Identification of measuring tools – 5 Matching
Accurate measuring of given items – 5 Measure given objects
Calculate the density of an object – 2 problems showing work/short answer
Calculate the mass, temperature, and volume of an object – 5 problems showing work/short answer
Describe Assessment & Timeline
Method
Testing
Testing
Testing
Knowledge Reasoning/ Performance
Analysis
Formative 1:
3 Conversion Problems to
X
x
solve
Students will be able to do conversions using
Testing
Product
dimensional analysis.
Timeline:
Formative 2:
Students will be able to measure various items
using different units and tools.
Timeline:
identify measuring tools
measure items
calculate density, volume, and mass,
temperature
Matching for Correct
tools
1 question to measure
mass
1 question to measure
volume
1 question to figure
denisty
x
x
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