Download SC-HS-1.1.1 - Perry County Schools

Perry County Schools
Chemistry Curriculum Framework
Grade 11
Big Ideas
1. Structure and Transformation of Matter (Physical Science) High School
A basic understanding of matter is essential to the conceptual development of other big ideas in science. By high school, students will be dealing
with evidence from both direct and indirect observations (microscopic level and smaller) to consider theories related to change and conservation of
matter. The use of models (and an understanding of their scales and limitations) is an effective means of learning about the structure of matter.
Looking for patterns in properties is also critical to comparing and explaining differences in matter.
2. Energy Transformations (Unifying Concepts) High School
Energy transformations are inherent in almost every system in the universe—from tangible examples at the elementary level, such as heat
production in simple Earth and physical systems to more abstract ideas beginning at middle school, such as those transformations involved in the
growth, dying and decay of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer will aid in
conceptualization, especially as students move from the macroscopic level of observation and evidence (primarily elementary school) to the
microscopic interactions at the atomic level (middle and high school levels). Students in high school expand their understanding of constancy
through the study of a variety of phenomena. Conceptual understanding and application of the laws of thermodynamics connect ideas about
matter with energy transformations within all living, physical and Earth systems.
Academic Expectations
2.1
2.2
2.3
2.4
2.5
Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future
events.
Students identify and analyze systems and the ways their components work together or affect each other.
Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and
predict other characteristics that might be observed.
Students understand that under certain conditions nature tends to remain the same or move toward a balance.
Unit
Program of
Studies
Unit
Program of
Studies
The
Nature of
Chemistry
SC-H-STM-U-9
Students will understand that
accurate record-keeping,
openness and replication are
essential for maintaining
credibility with other scientists
and society.
Core Content/
DOK
Level of
Mastery
Core Content/
DOK
Essential
Vocabulary/
Topics
Level of Essential
Mastery Vocabulary/
Topics
1st Nine Scientific
Weeks method,
dependent
and
independent
variables,
hypothesis,
theory,
control,
observation,
experiment,
conclusion,
lab safety,
scientific
notation,
measurement,
lab equipment,
branches of
chemistry,
International
System of
Measurement,
accuracy,
precision,
scientific
model
SC-H-EU-U-8
Students will understand that
curiosity, honesty, openness
and skepticism are highly
regarded in science, and are
incorporated into the way
science is carried out.
SC-H-MF-U-2
Students will understand that
the usefulness of a model can
be tested by comparing its
predictions to actual observations
in the real world. But a close
match does not necessarily mean
that the model is the only “true”
model or the only one that would
work.
2
Suggested
Activities/
Resources
Suggested
Activities/Resources
Lab safety videos,
Parent and student
safety contracts
Unit
Radiant
Energy
And
Electron
Configuration
Program of
Studies
SC-H-MF-U-5
Students will
understand that
electricity and
magnetism are
two inseparable
aspects of the
same force
(electromagnetis
m). Moving
electrical charges
produce magnetic
forces and moving
magnetic fields
produce electrical
forces. Electrical
current is due to
the motion of
charge and has a
specific direction.
Core Content/
DOK
Level of
Mastery
Essential
Vocabulary/
Topics
SC-HS-1.2.2
2nd nine
Students will:
weeks
explain the
relationship between
electricity and
magnetism;
propose solutions
to real life problems
involving
electromagnetism.
Electricity and magnetism are
two aspects of a single
electromagnetic force. Moving
electric charges produce
magnetic forces or “fields”
and moving magnets produce
electric forces or “fields”. This
idea underlies the operation of
electric motors and
generators.
DOK 3
SC-HS-4.6.2
Students will:
predict wave
behavior and energy
transfer;
apply knowledge
of waves to real life
phenomena/investigations.
Waves, including sound and
3
Suggested
Activities/
Resources
Electricity,
magnetism,
electromagnetic
waves, amplitude,
frequency,
wavelength,
electromagnetic
spectrum, visible
spectrum, atomic
orbitals, electron
configurations,
energy levels,
Aufbau principle,
electron dot
diagrams,
Heisenberg
Uncertainty
Principle, Pauli
Exclusion Principle,
photon,
photoelectric effect,
Planck’s Constant
Unit
Program of
Studies
Core Content/
DOK
Level of
Mastery
seismic waves, waves on
water and electromagnetic
waves, can transfer energy
when they interact with matter.
Apparent changes in
frequency can provide
information about relative
motion.
DOK 3
SC-HS-4.6.3
Students will understand that
electromagnetic waves, including
radio waves, microwaves,
infrared radiation, visible light,
ultraviolet radiation, x-rays and
gamma rays result when a
charged object is accelerated.
4
Essential
Vocabulary/
Topics
Suggested
Activities/
Resources
Unit
Program of
Studies
Unit
Program of Studies
The
Periodic
Table
SC-H-STM-U-1
Students will
understand that the
configuration of atoms
in a molecule
determines the
molecule’s properties.
Shapes are particularly
important in how
molecules interact with
others.
SC-H-STM-U-3
Students will
understand that when
elements are listed in
order by their number
of protons, the same
sequence of properties
appears over and over
again in the list. The
structure of the
periodic table reflects
this sequence of
properties, which is
Core Content/
DOK
Level of
Mastery
Core Content/DOK
Essential
Vocabulary/
Topics
Suggested
Activities/
Resources
Level of Essential
Suggested
Mastery Vocabulary,
Activities/
Topics
Resources
2nd
Periodic law,
SC-HS-1.1.1
nine
group, family,
Weeks period, series,
Students will classify or
electronegativity,
make generalizations
ionization
about elements from
energy, atomic
data of observed
radius, metals,
patterns in atomic
nonmetals,
structure and/or
metalloids,
position on the periodic
conductivity,
table.
electron affinity,
The periodic table is a
alkali metals,
consequence of the
alkaline earth
repeating pattern of
metals,
outermost electrons.
transition
DOK 2
metals,
SC-HS-1.1.4
halogens, noble
Students will
gases,
understand that in
lanthanides,
conducting materials,
actinides,
electrons flow easily;
periodic trends
whereas, in insulating
materials, they can
hardly flow at all.
5
Unit
Program of
Studies
caused by the
repeating pattern of
outermost electrons.
Unit
Chemical
Bonding
Program of
Studies
SC-H-STMU-6
Students will
understand
that elements
are able to
form an
almost
limitless
Core Content/
DOK
Level of
Mastery
Essential
Vocabulary/
Topics
Suggested
Activities/
Resources
Semiconducting
materials have
intermediate behavior.
At low temperatures,
some materials
become
superconductors and
offer no resistance to
the flow of electrons.
Core Content/DOK
Level
Of
Mastery
Essential
Vocabulary/Topic
s
SC-HS-1.1.7
2nd nine
Students will:
weeks
construct
diagrams to illustrate
ionic or covalent
bonding;
predict
compound formation
and bond type as
Ionic bond,
covalent bond,
molecular
formula, chemical
formula,
Valence
electrons,
oxidation
number, octet
6
Suggeste
d
Resource
s/
Activities
Unit
Program of
Studies
variety of
chemical
compounds
by the sharing
or exchange
of their
electrons.
The rate at
which these
combinations
occur is
influenced by
a number of
variables. The
compounds
produced
may vary
tremendously
in their
physical and
chemical
properties.
Core Content/
DOK
Level of
Mastery
either ionic or
covalent (polar,
nonpolar) and
represent the
products formed
with simple chemical
formulas.
Bonds between atoms are
created when outer
electrons are paired by
being transferred (ionic) or
shared (covalent). A
compound is formed when
two or more kinds of atoms
bind together chemically.
DOK 2
SC-HS-1.1.5
Students will explain the
role of intermolecular or
intramolecular interactions
on the physical properties
(solubility, density,
polarity, conductivity,
boiling/melting points) of
compounds.
The physical properties of
compounds reflect the
nature of the interactions
among molecules. These
interactions are determined
7
Essential
Vocabulary/
Topics
rule, binary ionic
compound,
anion, cation,
hydrates, acid,
base, polar,
nonpolar,
electronegativity
difference, single
covalent bond,
double covalent
bond, triple
covalent bond,
VSEPR theory,
molecular shape
Suggested
Activities/
Resources
Unit
Program of
Studies
Core Content/
DOK
Level of
Mastery
by the structure of the
molecule including the
constituent atoms. DOK 2
8
Essential
Vocabulary/
Topics
Suggested
Activities/
Resources