* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download 8th Grade Science: 1st Six Weeks At-A
Survey
Document related concepts
Atomic nucleus wikipedia , lookup
Chemical reaction wikipedia , lookup
Chemical element wikipedia , lookup
Electron configuration wikipedia , lookup
Safety data sheet wikipedia , lookup
History of molecular theory wikipedia , lookup
Condensed matter physics wikipedia , lookup
Extended periodic table wikipedia , lookup
Stoichiometry wikipedia , lookup
Physical organic chemistry wikipedia , lookup
Periodic table wikipedia , lookup
Chemistry: A Volatile History wikipedia , lookup
VX (nerve agent) wikipedia , lookup
History of chemistry wikipedia , lookup
Transcript
8th Grade Science: 1st Six Weeks At-A-Glance August 22 – September 12 Unit 1.1: Introduction to Chemistry September 13 – September 30 Unit 1.2: Chemical Reactions and Formulas Student Expectations Student Expectations SCI.8.5A Describe the structure of atoms including the masses, electrical charges and locations of protons and neutrons in the nucleus and electrons in the electron cloud. Ⓡ SCI.8.5B Identify that protons determine an element’s identity, and valence electrons determine its chemical properties including reactivity. Ⓡ SCI.8.5C Interpret the arrangement of the Periodic Table including groups and periods, to explain how properties are used to classify elements. SCI.8.2D Construct tables, using repeated trials and means, to organize data and identify patterns. SCI.8.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. SCI.8.3B Use models to represent aspects of the natural world such as an atom, a molecule, space or a geologic feature. SCI.8.3C Identify advantages and limitations of models such as size, scale, properties, and materials. SCI.8.3D Relate the impact of research on scientific thought and society including the history of science and contributions of scientists as related to the content Essential Understandings/Guiding Questions Matter is composed of atoms and has chemical and physical properties. How does the structure of matter affect its identity and properties? What are the parts of the nucleus of an atom? Because the periodic table is arranged according to atomic structure, it communicates information about elements’ properties. How is the Periodic Table used by scientists? What is the significance of the columns and rows found in the Periodic Table? Matter can be identified in different ways based on its physical and chemical properties. How can we use physical and chemical properties to identify matter? What are the differences and similarities between the physical properties and chemical properties of matter? SCI.8.5E Investigate how evidence of chemical reactions indicate that new substances with different properties are formed. Ⓡ SCI.8.5D Recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts. Ⓡ SCI.8.5F Recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass. SCI.8.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards. SCI.8.1B Practice appropriate use and conservation of resources including disposal, reuse, or recycling of materials. SCI.8.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. SCI.8.2D Construct tables, using repeated trials and means, to organize data and identify patterns. SCI.8.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. SCI.8.3D Relate the impact of research on scientific thought and society including the history of science and contributions of scientists as related to the content. SCI.8.4A Use appropriate tools to collect, record, and analyze information as needed to teach the curriculum. SCI.8.4B Use preventative safety equipment. Essential Understandings/Guiding Questions Matter can be classified in different ways based on its physical and chemical properties. How do we describe and classify matter? What are physical and chemical properties of matter? How do we compare physical and chemical properties? Matter is conserved in a chemical reaction. How can you identify the type of reaction by looking at an equation? What happens to atoms in a chemical reaction? How is matter conserved in a chemical reaction? Academic and Content-Specific Vocabulary family group element covalent bonds electron valence electron ions isotopes protons nucleus Periodic Table of Elements neutron atom atomic number physical/chemical property atomic mass Suggested Instructional Strategies/Activities Assign each group a specific period to explore. Have students generate fact cards about the development of the various atomic models including the scientists who posed the ideas. Have students work in small groups of 3-4. Give each group a small sealed box inside of which objects have been placed. Have students shake the box, lift the box, or observe it in any way to determine what is in the box. Have students in the cooperative lab groups explore a variety of solids, liquids, and gases and observe and record their physical properties. Have students engage in investigating the mass/volume interactions and relationships among solids, liquids, and gases. Instruct students to construct a concept map, relating atom, nucleus, proton, neutron, and electron. Assign each member of the class one of the elements in the periodic table, asking each student to research the element he or she has been assigned. Have students complete the activity found using the website http://www.miamisci.org/af/sln/phantom/papercutting.html where they create models of atoms. Challenge students to create their own comic strip. Combine like elements from the same family and or group together to create one book. Students will create a 3-D model of a Boron atom. Research and summarize the history of the Atomic Theory. Assign students a specific element. Have students create an element brochure. In cooperative groups have students design a flow chart or a 'travel brochure' which would be able to take someone through the periodic table in search of a particular element. Suggested Instructional Strategies/Activities Begin this unit of study looking at chemical reactions and allowing students to make models representing how new substances are formed and discuss why the law of conservation of mass is still relevant. Guide students through the process of how to balance chemical equations. Engage students in discussions and explanation of the following interactions: o Hydrogen and oxygen are diatomic molecules before the reaction takes place. o The reaction requires the burning of hydrogen therefore it is exothermic. o The reaction begins with two reactants but ends with only one product; it is a synthesis reaction. Allow students, working with a partner, suggest rules for balancing equations. Have students work through the Interactive Tutorial on Balancing Equations, found at http://www.wfu.edu/~ylwong/balanceeq/balanceq.html. Challenge students to provide additional examples for each type of reaction they have been shown. Have students complete graphic organizers to summarize their research on types of combustion. Have students work in groups to create a product explaining how to classify a chemical reaction. They should include the differences and similarities between the types of reactions. Have students conduct an experiment to compare the total mass of products to the mass of reactants. See resources for lab, Team Procedures for ‘Borax and Glue,’ and the Borax and Glue Journal Page. Chemistry in a Bag Demonstration may be used to engage students in further instruction.