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HSPS1-3 2014 Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.] HS-PS1-3 Essential Questions Enduring Understandings How is matter held together? That all matter is held together by by electrical forces between molecules? Labs, Investigation, and Student Experiences Modifications (ELLs, Special Education, Gifted and Talented) Bulk properties are due to inter and intra molecular forces? These properties can be BP or MP. · Teacher tutoring · Peer tutoring Understand that different bonds form different results of the bulk property of matter such as BP and MP. · Cooperative learning groups · Modified assignments · Differentiated instruction Understand why water has such different properties from similar compounds? Content Statements Cumulative Progress Indicators Gas particles move independently and are far apart relative to each other. The behavior of gases can be explained by the kinetic molecular theory. The kinetic molecular theory can be used to explain the relationship between pressure and volume, volume and temperature, pressure and temperature, and the number of particles in a gas sample. There is a natural tendency for a system to move in the direction of disorder or entropy. Use the kinetic molecular theory to describe and explain the properties of solids, liquids, and gases. · Native language texts and native language to English dictionary · Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson plan template · Follow all IEP modifications/504 plan Instructional Guidance for ● ● ● Describe the nature of gases and recognize that gases have mass, can be compressed, exert pressure, occupy space available to them and diffuse rapidly. State the six postulates of the kinetic-molecular theory and explain how they account for the physical properties of gases. Explain how the four gas variables – amount, temperature, volume and pressure are expressed. HSPS1-3 2014 Heating increases the energy of the atoms composing elements and the molecules or ions composing compounds. As the kinetic energy of the atoms, molecules, or ions increases, the temperature of the matter increases. Heating a pure solid increases the vibrational energy of its atoms, molecules, or ions. When the vibrational energy of the molecules of a pure substance becomes great enough, the solid melts. 21st Century Life and Careers 9.3HL.1-.6 9.3ST.1-.6 Account for any trends in the melting points and boiling points of various compounds. ● ● Define atmospheric pressure and describe the units in which it is measured. Lab Investigation: Charles’s Law. (T and V) (Use Balloon) Sample Assessments To show evidence of meeting this CPI, students may answer the following question: ● Common Core Standards Connections ELA/Literacy: RST.9-10.7 RST.1112.1 WHST.9-12.2 WHST.9-12.5 WHST.9-12.7 WHST.11-12.8 WHST.9-12.9 SL.11-12.5 Mathematics: MP.2 MP.4 HSNQ.A.1 HSN-Q.A.2 HSN-Q.A.3 Why are spray cans labeled with a bold warning sign that tells consumers not to dispose of the cans in an incinerator? ● What does a scuba diver need to know about gas laws in order to enjoy diving without danger? Resources ● National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Energy Transformations http://strandmaps.nsdl.org/?id=SMS-MAP-2071 ● The Physical Setting: Weather and Climate http://strandmaps.nsdl.org/?id=SMS-MAP-1698 ● National Science Digital Library, Science Refreshers http://nsdl.org/refreshers/science/ ● Science Curriculum Topic Study: Energy Transformation p. 213 Solar Weather and Climate p. 191 ● ACS Chemistry for Life http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP _ARTICLEMAIN&node_id=490&content_id=CNBP_026454&use_sec =true&sec_url_var=region1&__uuid=c1a992c3-ffba-43ef-8217839c8716739b Chemistry Virtual Lab http://www.chemcollective.org/assignments.php#thermochemistry Text: Holt Physics: Pupil Edition 2002,Jan 1, 2002 HSPS1-3 2014 Desired Results ● Learn the meaning of thermodynamic terms such as: enthalpy, exothermic and endothermic, heat, heat of formation, heat of reaction, standard molar enthalpy, molar heat of combustion, heat, calorie, and joule. ● Solve calorimetry problems involving q = mc ΔT. ● Use Hess’s Law to solve for heat of reaction. ● Use stoichiometric principles to solve heat problems. Sample Assessments To show evidence of meeting this CPI, students may answer the following questions: 1. Suppose that you drop a 50.0 g piece of metal, at 100.0 oC, into an insulated vessel containing 100.0 mL (density = 1.0 g/mL) of water at 25.0 oC. What is the specific heat of the metal if the final temperature of the combined metal/water system is 30.0 oC? The specific heat of water is 4.184 J/(g oC). 2. The enthalpy change for the following reaction is ∆Ho = 543 kJ. 2 POCl3(g) →> 2 PCl3(g) + O2(g) Is this reaction endothermic or exothermic? Explain why. 3) Give an example of a physical change that is endothermic, and an example of a physical change that is exothermic. by Serway and Faughn Modern Chemistry Jan 1, 2006 by RINEHART AND WINSTON HOLT Concepts and Challenges in Physical Science Jun 1991 by Alan Winkler and Leonard Bernstein HSPS1-3 2014