Download Chemistry Curriculum Overview

Chemistry Curriculum
Overview
2016-2017
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http://grading.dmschools.org
Proficiency
Scale
Chemistry Curriculum Overview
2016-2017
Standards-Referenced Grading Basics
The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales.
Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur
at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item
at Level 3.
Topic
Evidence
shows
the
student
can...
The common core state
Score
standard code is located
on each scale.
The Learning Goal is the
complete Level 3 of the
scale.
Each lettered bullet point
represents one Learning
Target.
When the time comes to identify the Topic Score for a topic, the teacher looks at all of the
pieces of the Body of Evidence for that topic. The table to the right describes what Topic Score
a student receives based on what the Body of Evidence shows. The scores listed on this table
are the only valid scores that may be entered into the Topic Score assignment in a grade book.
DMPS Grading Resources: http://grading.dmschools.org
Demonstrate all learning targets from Level 2, Level 3,
and Level 4
4.0
Demonstrate all learning targets from Level 2 and
Level 3 with partial success at Level 4
3.5
Demonstrate all learning targets from Level 2 and
Level 3
3.0
Demonstrate all Level 2 learning targets and some of
the Level 3 learning targets
2.5
Demonstrate all learning targets from Level 2 but
none of the learning targets from Level 3
2.0
Demonstrate some of the Level 2 learning targets and
none of the Level 3 learning targets
1.5
Demonstrate none of the learning targets from Level 2
or Level 3
1.0
Produce no evidence appropriate to the learning
targets at any level
0
*Students who demonstrate success at Level 3 learning targets but
not Level 2 learning targets are the students for whom additional
investigation and multiple opportunities are most vital.
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Chemistry Curriculum Overview
Content Topics
Connected NGSS Performance Expectations
A. Properties of Matter
HS-PS1-3
B. Energy: Particles in Motion
HS-PS3-2,
HS-PS3-4,
HS-PS3-1
HS-PS1-1
C. Atomic Structure and Periodicity
D. Bonding and the Mole
HS-PS1-2,
HS-PS1-7
End of Semester 1
E. Chemical Reactions
F. Stoichiometry
G. Thermochemistry
H. Rates of Reactions and Equilibrium
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2016-2017
HS-PS1-2,
HS-PS1-7
HS-PS1-7
HS-PS1-4,
HS-PS3-1
HS-PS1-5,
HS-PS1-6
Chemistry Curriculum Overview
2016-2017
3|Page
A. Plan and conduct an investigation to explore the relationship between
the measurable properties (could include melting point, boiling point,
density, surface tension, etc.) of a specific substance and the attractive
forces between its particles.
-the plan contains:
o the rationale for the choice of substance,
o description of how the data will be collected,
o number of trials,
o experimental set up,
o assessment of the data,
o general inferences
B. After performing an investigation, students can interpret and explain the
relationship between measurable properties and the strength of
attractive forces between the particles of the substance. (measurable
properties may include chemical and/or physical properties)
Recognize or recall specific vocabulary such as:
A. boiling point, macroscopic/microscopic scale,
attractive force, particle, molecule, surface tension,
density, substance, melting point, mass, volume
Students will
B. Measure physical properties of substances (could
include melting point, boiling point, density,
surface tension, etc.)
C. Describe how the spacing of the particles in a
substance can change while keeping the identity
of the particles the same.
D. Describe the effect of thermal (kinetic) energy on
the spacing of particles
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth inferences
and applications that go beyond what was taught.
Topic: Properties of Matter
Driving Questions: (1) How can we measure the bulk properties of matter? (2) What causes different materials to have different properties? (3) How can we infer the
structure of matter at the atomic scale from properties of matter observed at the bulk scale?
Crosscutting Concept: Patterns, Cause and Effect, Structure and Function
Science and Engineering Practices: Planning and Carrying Out Investigations, Engaging in Argument From Evidence, Constructing Explanations, and Developing Models
Performance Expectation: HS-PS1-3
Level 4
Level 3
Level 2
Level
1
Students who demonstrate understanding can:
Students will:
Chemistry Curriculum Overview
Level 4
Topic: Energy: Particles in Motion
Driving Questions: How does energy impact the movement of particles?
Crosscutting Concept: Energy and Matter, Systems and Systems Models
Science and Engineering Practices: Developing and using Models, Using Mathematics and Computational Thinking
Performance Expectation: HS-PS3-2, HS-PS3-4, HS-PS3-1
Level 3
Level 2
Students who demonstrate understanding can:
A. Develop models to depict the relationship between the pressure,
temperature, and volume of a gas in terms of molecular collisions.
-Models should include:
o the components of the system and surroundings
o the flow of energy in and out of the system
o representations at the macro/micro scale
o types of energy
B. Use a/their model to communicate their understanding of the
relationship between the pressure, temperature, and volume of a gas in
terms of molecular collisions.
C. Use a/their model to describe the role of energy during phase changes
(phase diagram, particle diagram, or energy bar graph etc.)
Students will:
Recognize or recall specific vocabulary such as:
A. Energy (kinetic, potential), pressure, atmospheres
(atm), system, surroundings, phase change, heat
(q), temperature, Kelvin(K) scale
Students will
B. Describe and calculate the relationship between
the pressure, temperature, and volume of a gas
(combined gas law)
C. Describe the conservation of energy and energy
transfer
D. Explain the relationship between energy and
temperature change.
E. Describe the changes of energy associated with
phase change
F. Calculate the amount of energy required for a
temperature (q=mC∆T)
G. Calculate the amount of energy required for a
phase change (q=mH)
Level
1
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth inferences
and applications that go beyond what was taught.
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2016-2017
Chemistry Curriculum Overview
Level 4
Topic: Atomic Structure and Periodicity
Driving Questions: How can we use the periodic table as a model to predict patterns in nature?
Crosscutting Concept: Patterns
Science and Engineering Practices: Developing and Using Models
Performance Expectation: HS-PS1-1
Level 3
Level 2
Students who demonstrate understanding can:
A. Use the periodic table to predict the patterns of behavior of the
elements based on the forces between electrically charged particles and
the patterns of valence electrons that determine the typical reactivity of
an atom.
B. Predict and explain the number and types of bonds formed by an
element and between elements
C. Explain the number and charges in stable ions that form from atoms in a
group of the periodic table
D. Predict and explain the trend in reactivity and electronegativity of atoms
down a group and across a period (row) in the periodic table, based on
the attractions of the valence electrons to the nucleus
E. Predict and explain the relative sizes of atoms both across a period (row)
and down a group in the periodic table
Students will :
Recognize or recall specific vocabulary such as:
A. Ion, cation, anion, proton, neutron, electron, valence
electron, atomic number, electronegativity, reactivity,
mass number, atomic radii, period, family/group
From given models students will
B. Describe the elements and how they are arranged
the periodic table
C. Describe the structure of the positively charged
nucleus surrounded by the negatively charged
elections. (Bohr model, electron cloud, etc.)
D. Describe the outermost energy level of atoms
(valence electrons)
E. Identify the number of protons in each element
F. Identify the probable charge on an ion
Level
1
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth inferences
and applications that go beyond what was taught.
5|Page
2016-2017
Chemistry Curriculum Overview
Topic: Bonding and the Mole
Driving Questions: What happens when elements interact? How do we measure elements and compounds?
Crosscutting Concept: Patterns, Energy and Matter
Science and Engineering Practices: Constructing Explanations, Using Mathematics and Computational Thinking
Performance Expectation: HS-PS1-2, HS-PS1-7
Level 3
Level 2
Level 4
A. Predict the formula of common ionic compounds given the name of the
substance
B. Use a model to predict chemical compounds based on the arrangement
of valence electrons
C. Predict the type of compound based on the properties of a substance
D. Use a computational model to predict the amount of a substance from
a given quantity
E. Using Lewis Dot structures, students can illustrate the position of
valence electrons in binary ionic compounds.
Students will :
Recognize or recall specific vocabulary such as:
A. ionic bond, covalent bond, mole, Avogadro’s number,
molar mass
students will
B. Determine the molar mass of an element and
calculate the molar mass of a compound
C. Identify a compound as ionic or covalent based
on the elements location on the periodic table
(limited to main block elements)
D. Name ionic and covalent compounds
E. Write the formula of a covalent compound given
the name
F. Can use a model to show the valence electrons of
an element
G. Identify the number and types of atoms in a
compound
Level
1
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth
inferences and applications that go beyond what was taught.
Students who demonstrate understanding can:
End of Semester 1
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2016-2017
Chemistry Curriculum Overview
Level 4
Topic: Chemical Reactions
Driving Questions: How can we represent the conservation of mass in chemical reactions?
Crosscutting Concept: Patterns
Science and Engineering Practices: Constructing Explanations
Performance Expectation: HS-PS1-2, HS-PS1-7
Level 3
Level 2
Students who demonstrate understanding can:
A. Predict the products of a chemical reaction and support with evidence and
reasoning.
B. Use patterns to predict the type of reaction based on the reactants
C. Use experimental data and/or models to provide evidence for the Law of
Conservation of Mass
D. Interpret a word equation to develop a balanced skeleton equation.
Students will:
Recognize or recall specific vocabulary such as:
A. Products, reactants, law of conservation of mass,
coefficients, decomposition, synthesis, combustion,
precipitate, word equation, skeleton equations, double
replacement, single replacement
students will
B. Balance the reactants and products of a chemical
equation
C. Identify the five main types of chemical reactions
(synthesis, decomposition, single and double
replacement, and combustion)
D. Identify evidence of a chemical change
E. Identify patterns of reactivity at the macroscopic
level as determined by using the periodic table
Level
1
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth
inferences and applications that go beyond what was taught.
7|Page
2016-2017
Chemistry Curriculum Overview
Level 4
Topic: Stoichiometry
Driving Questions: How can we use math to account for the conservation of matter in a chemical reaction?
Crosscutting Concept: Energy and Matter
Science and Engineering Practices: Using Mathematics and Computational Thinking
Performance Expectation: HS-PS1-7
Level 3
Level 2
Students who demonstrate understanding can:
A. Describe how stoichiometric calculations support the claim that atoms,
and therefore mass, are conserved during a chemical reaction
B. Describe how the mass of a substance can be used to determine the
number of atoms, molecules, or ions using moles and mole relationships.
C. Given the mass of two reactants use mathematical reasoning to
determine the limiting reactant and predict the excess.
D. Use experimental data to determine the percent yield and evaluate
potential sources of experimental error.
E. Apply appropriate mathematical calculations to determine the amount
(moles or volume) of product formed from a chemical reaction given the
amount (moles or volume) of a reactant
Students will :
Recognize or recall specific vocabulary such as:
A. Stoichiometry, mole ratio, ideal gas law, ideal gas,
STP(standard temperature and pressure), molar volume,
limiting reactant, excess reactant, percent yield
(theoretical yield and actual yield)
students will
B. Calculate the amount of any component of a
reaction, given any other component
C. Predict the relative number of atoms in a reactant
vs products using mole ratio
D. Use the mole to convert from the atomic to
macroscopic scale
E. Calculate the percent yield of a chemical reaction
F. Quantitatively and qualitatively relate the numbers
of moles, pressure, volume, and temperature of a
gas using the ideal gas law
Level
1
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth
inferences and applications that go beyond what was taught.
8|Page
2016-2017
Chemistry Curriculum Overview
Level 4
Topic: Thermochemistry
Driving Questions: How does energy flow through systems?
Crosscutting Concept: Energy and Matter, Systems and System Models
Science and Engineering Practices: Developing and Using Models, Using Mathematical and Computational Thinking
Performance Expectation: HS-PS1-4, HS-PS3-1
Level 3
Level 2
Students will :
A. Develop a model to illustrate the flow of energy during a chemical
reaction.
The model should illustrate…
o The energy change within the system is accounted for by the
change in the bond energies of the reactants and products.
(Note: This does not include calculating the total bond energy
changes.)
o Breaking bonds requires an input of energy from the system or
surroundings, and forming bonds releases energy to the system
and the surroundings.
o The energy transfer between systems and surroundings is the
difference in energy between the bond energies of the reactants
and the products.
o Energy transfer occurs during molecular collisions.
o The relative total potential energies of the reactants and
products can be accounted for by the changes in bond energy.
B. Use experimental data to calculate energy change and interpret the flow
of energy between a system and its surroundings.
Recognize or recall specific vocabulary such as:
A. Calorimetry, exothermic, endothermic, system,
surrounding, kinetic energy, potential energy, specific
heat, conservation of energy, joule, calorie
Students will
B. Use a model to explain the flow of energy in a
chemical reaction
C. Recall how the net change of energy within the
system is the result of bonds that are broken and
formed during the reaction
D. Explain how energy transfers between system
and its surroundings by molecular collisions
E. Describe how the total energy change of the
chemical reaction system is matched by an equal
but opposite change of energy in the
surroundings
F. Recognize that the release or absorption of
energy depends on whether the relative potential
energies of the reactants and products decrease
or increase.
G. Calculate the net change of energy from given
bond energies
Level
1
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth
inferences and applications that go beyond what was taught.
Students who demonstrate understanding can:
Topic: Reaction Rates and Equilibrium
9|Page
2016-2017
Chemistry Curriculum Overview
2016-2017
Driving Questions: Why do chemical reactions occur at different rates and why do they stop?
Crosscutting Concept: Patterns, Stability and Change
Science and Engineering Practices: Constructing Explanations and Designing Solutions
Performance Expectation: HS-PS1-5, HS-PS1-6
Level 3
Level 2
Level 4
10 | P a g e
A. Develop a procedure to optimize the rate of a chemical or physical
reaction
B. Plan and conduct an experiment to describe the relationship between
kinetic energy and reaction rates.
C. Apply appropriate mathematical relationships and laboratory processes
to solve molarity, solubility, and dilution problems.
D. Optimize the design of a chemical system by specifying a change in
conditions that would produce increased amounts of products at
equilibrium.
E. Using Le Chatelier’s principle, describe how a stress involving a change to
one component of an equilibrium system affects other components
(micro and macroscopic)
Students will recognize or recall :
Recognize or recall specific vocabulary such as:
A. concentration, molarity, rate, catalyst (e.g. enzymes),
solvent, solute, solubility, solution, saturate,
unsaturated, supersaturated, Le Chatelier’s Principle,
equilibrium, stressors
students will
B. Manipulate and calculate molarity
(Molarity=moles/volume)
C. Calculate dilutions (M1V1=M2V2)
D. Identify and describe relationships between the
following factors and the rate of reaction
(stirring, surface area, concentration,
temperature, catalyst)
E. Using a solubility chart, determine the
relationship between solubility and temperature
F. Identify potential changes in a system that will
increase the amounts of particular substance at
equilibrium.
G. Recall that chemical reactions can move forward
and backward based on stressors to the systems
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth
inferences and applications that go beyond what was taught.
Students who demonstrate understanding can:
Level
1