Download Unit 2 - Glenbard #87

 Course Title: Chemistry Unit: Unit 2 Unit Title: PS 3-­‐1, PS 3-­‐2, PS 3-­‐4 Stage 1 – Desired Results Established Goal(s): What relevant goals (e.g. Content standards, course or program objectives, learning outcomes, etc.) will this address? 1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. (PS 3-­‐1) 2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields. (PS 3-­‐2) 3. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). (PS 3-­‐4) Essential Question(s): What provocative questions will foster inquiry, understanding, and transfer of learning? 1. Is the Law of Conservation of Energy universal? (Does it apply in all motion and interactions of matter and radiation with that system. situations in all places?) The single quantity called energy is due to the fact that a system’s total energy is conserved, even as, with the system, energy is continually transferred from one object to another and between various possible forms. At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light and thermal energy. Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy can neither be created nor destroyed, but it can be transported from one place to another and transferred between systems. Mathematical expressions allow the concept of conservation of energy to be used to predict and describe system behavior. Understanding(s): Students will understand that… 1. Energy is a quantitative property of a system that depends on the 2.
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Knowledge: Students will know… Skills: Students will be able to … -­‐the difference between Potential Energy, Chemical Potential Energy and Kinetic Energy. -­‐the difference between Heat and Temperature. -­‐the significance of Specific Heat and Heat Capacity. -­‐the difference between insulating and conducting materials. -­‐the main units of energy. -­‐identify characteristics of system and surroundings. -­‐describe how mass and specific heat affect a substance’s characteristics. -­‐perform calculations involving Q=mcΔT -­‐explain the law of conservation of energy with practical examples. -­‐describe the results of mixing various masses of hot and cold water. -­‐predict the thermal equilibrium temperatures when various masses of hot and cold water are mixed. -­‐explain how insulators or conductors work using concepts of thermal energy and thermal energy transfer. -­‐perform a calorimeter experiment and calculation to determine any of the mathematical variables.