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Unit Plans and Related Materials
P-2(1): Teacher has logically grouped and organized the
standards into units, which include measurable, studentcentered and rigorous objectives (below in the Desired
Results section) that are likely to lead to mastery of learning
goals. (AP)
P-2(1): Teacher has logically
grouped and organized the standards
into units, which include
measurable, student-centered and
rigorous objectives (below in the
Desired Results section) that are
likely to lead to mastery of learning
goals. (AP)
UNIT BACKGROUND
The Atom: Atomic Theory, Periodic Table and Nuclear Reactions Grade Level: 9
Chemistry / Atoms
Unit Title:
Subject/
Topic:
Key Words: Atoms, Subatomic Particles, Protons, Neutrons, Electrons, Periodic Table,
Nuclear Reactions, Fission, Fusion
Time Frame: 5 wks
Quarter:
2nd
BRIEF SUMMARY
In this unit, students will learn the essential parts of the atom by tracing the historical and
philosophical development of the atomic theory and the periodic table. Students will then apply
their knowledge of atoms to the field of nuclear chemistry. Typically this subject is reserved for
the final weeks of the course, but it makes sense to discuss nuclear science when the nucleus is
being studied. Nuclear chemistry also serves as a great example of how chemistry connects to
applications in daily life.
STAGE 1: DESIRED RESULTS
SCIDEA
#
SCIDEA
186
SCIDEA
174
Standard
Level of
Instruction
Knows that neutrons and protons are made up of even smaller
Introduce,
constituents (KM-8-IV-9)
Practice
Understands the history of the periodic table and how elements are
Introduce,
arranged in the periodic table, and how this arrangement shows
Practice,
repeating patterns among elements with similar properties, how trends Master
predict reactivity and bonding (e.g., numbers of protons, neutrons, and
electrons; relation between atomic number and atomic mass) (KM-8IV-2) (8.9 B, IPC.7 D, CHM.4 D, CHM.6 A & C)
SCIDEA Knows the major external and internal sources of energy on Earth (e.g., Practice
23
the Sun is the major external source of energy; the decay of radioactive
isotopes and gravitational energy from the Earth's original formation
are primary sources of internal energy) (KM-1-IV-3)
SCIDEA Knows that nuclear reactions convert a fraction of the mass of
Practice
243
interacting particles into energy (fission involves the splitting of a large
SCIDEA
47
SCIDEA
161
SCIDEA
164
SCIDEA
165
SCIDEA
168
SCIDEA
173
SCIDEA
183
SCIDEA
184
SCIDEA
185
SCIDEA
230
SCIDEA
STAGE 1: DESIRED RESULTS
nucleus into smaller pieces; fusion is the joining of two nuclei at
extremely high temperature and pressure) and release much greater
amounts of energy than atomic interactions (KM-9-IV-5) (CHM.9 A)
Knows methods used to estimate geologic time (e.g., observing rock
Practice
sequences and using fossils to correlate the sequences at various
locations; using the known decay rates of radioactive isotopes present
in rock to measure the time since the rock was formed) (KM-2-IV-5)
(CHM.9 B)
Researches and describes the historical development of the atomic
Practice,
theory (IPC-7 B)
Master
Knows that substances containing only one kind of atom are elements Practice,
and do not break down by normal laboratory reactions (e.g., heating,
Master
exposure to electric current, reaction with acids); over 100 different
elements exist (KM-8-III-4)
Knows that many elements can be grouped on the periodic table
Practice,
according to similar properties (e.g., highly reactive metals, lessMaster
reactive metals, highly reactive nonmetals, almost completely nonreactive gases) (KM-8-III-5) (7.7 B, 8.9 B)
Explains and balances chemical and nuclear equations (number of
Practice,
atoms, masses, charge) (CHM.11 C)
Master
Knows the structure of an atom (e.g., negative electrons occupy most of Practice,
the space in the atom; neutrons and positive protons make up the
Master
nucleus of the atom; protons and neutrons are almost two thousand
times heavier than an electron; the electric force between the nucleus
and electrons holds the atom together) (KM-8-IV-1) (8.8 A & B)
Knows that the number of electrons in an atom determines whether the Practice,
atom is electrically neutral or an ion (i.e., electrically neutral atoms
Master
contain equal numbers of protons and electrons; a positively charged
atom has lost one or more electrons; a negatively charged atom has
gained one or more electrons) (KM-8-IV-6)
Knows that most elements have two or more isotopes (i.e., atoms that Practice,
differ in the number of neutrons in the nucleus); although the number of Master
neutrons has little effect on how the atom interacts with others, it does
affect the mass and stability of the nucleus (KM-8-IV-7) (CHM.6 B)
Knows how radioactive isotopes can be used to estimate the age of
Practice,
materials that contain them because radioactive isotopes undergo
Master
spontaneous nuclear reactions and emit particles and/or wavelike
radiation; the decay of any one nucleus cannot be predicted, but a large
group of identical nuclei decay at a predictable rate, which can be used
to estimate the material's age (KM-8-IV-8)
Describes types of nuclear reactions describes their roles in medicine Practice,
and energy production (IPC.8 D)
Master
Evaluates the commercial use of nuclear energy and the environmental Practice,
STAGE 1: DESIRED RESULTS
231
issues associated with nuclear wastes (CHM.9 C,D)
Master
SCIDEA Investigate and compare economic and environmental impacts of using Practice,
233
energy sources (IPC.6 D)
Master
SCIDEA Knows that nuclear forces are much stronger than electromagnetic
Practice,
273
forces, which are vastly stronger than gravitational forces; the strength Master
of nuclear forces explains why great amounts of energy are released
from the nuclear reactions in atomic or hydrogen bombs, and in the Sun
and other stars (KM-10-IV-2)
SCIDEA Knows that materials that contain equal proportions of positive and
Practice,
278
negative charges are electrically neutral, but a very small excess or
Master
deficit of negative charges in a material produces noticeable electric
forces (KM-10-IV-7)
SCIDEA Knows that materials may be composed of parts that are too small to be Revisit
158
seen without magnification (KM-8-II-4)
SCIDEA Knows that most chemical and nuclear reactions involve a transfer of Revisit
228
energy (e.g., heat, light, mechanical motion, electricity) (KM-9-III-6)
SCIDEA Knows and can give examples/evidence of byproducts resulting from Revisit
229
the transfer of energy in chemical and nuclear reactions (7.7 A)
SCIDEA Analyze the efficiency of energy conversions for production of
Revisit
232
electricity (IPC.6 C)
SCIDEA Identifies uses of electromagnetic waves in applications (e.g., cell
Revisit
237
phones, microwaves, remote sensing, medicine) (IPC-5 C)
SCIDEA Knows the range of the electromagnetic spectrum (e.g., radio waves,
Revisit
245
sound, microwaves, infrared radiation, visible light, ultraviolet
radiation, x-rays, gamma rays); electromagnetic waves result when a
charged object is accelerated or decelerated, and the energy of
electromagnetic waves is carried in packets whose magnitude is
inversely proportional to the wavelength** (KM-9-IV-7) (PHY.8 B)
On-Going Standards
SCIDEA Understands how scientific knowledge changes and accumulates over Practice
291
time (e.g., all scientific knowledge is subject to change as new evidence
becomes available; some scientific ideas are incomplete and
opportunity exists in these areas for new advances; theories are
continually tested, revised, and occasionally discarded) (KM-11-IV-3)
SCIDEA Knows that from time to time, major shifts occur in the scientific view Practice
292
of how the world works, but usually the changes that take place in the
body of scientific knowledge are small modifications of prior
knowledge (KM-11-IV-4)
SCIDEA Knows that science and technology are essential social enterprises, but Practice
327
alone they can only indicate what can happen, not what should happen
(KM-13-IV-4) (8. 5 A, B, & C)
SCIDEA Identify patterns in data (% error, Average, Range, Frequency,
Practice
350
Distribution) (2.5 B, 6.4 B)
STAGE 1: DESIRED RESULTS
SCIDEA Extrapolate on graphs to make predictions (6.2 C, 7.2 C, 8.2 C, BIO.2 Practice
351
C, CHM.2 D, PHY.2 C)
SCIDEA Analyze, review and critique scientific literature
Practice
355
SCIDEA Understands the nature of scientific explanations (e.g., use of logically Revisit
287
consistent arguments; emphasis on evidence; use of scientific
principles, models, and theories; acceptance or displacement of
explanations based on new scientific evidence) (KM-11-III-2)
SCIDEA Knows that all scientific ideas are tentative and subject to change and Revisit
288
improvement in principle, but for most core ideas in science, there is
much experimental and observational confirmation (KM-11-III-3)
SCIDEA Knows that observations can be affected by bias (e.g., strong beliefs
Revisit
303
about what should happen in particular circumstances can prevent the
detection of other results) (KM-12-III-4)
SCIDEA Establishes relationships based on evidence and logical argument (e.g., Revisit
305
provides causes for effects) (KM-12-III-6)
SCIDEA Knows possible outcomes of scientific investigations (e.g., some may Revisit
307
result in new ideas and phenomena for study; some may generate new
methods or procedures for an investigation; some may result in the
development of new technologies to improve the collection of data;
some may lead to new investigations) (KM-12-III-8)
SCIDEA Designs and conducts scientific investigations (e.g., formulates testable Revisit
309
hypotheses; identifies and clarifies the method, controls, and variables;
organizes, displays, and analyzes data; revises methods and
explanations; presents results; receives critical response from others)
(KM-12-IV-2) (3.2 A, 4.2 A, 5.2 A, 6.2 A, 7.2 A, 8.2 A, BIO.2 A,
CHM..2 A, PHY.2 A)
SCIDEA Knows that the work of science requires a variety of human abilities, Revisit
319
qualities, and habits of mind (e.g., reasoning, insight, energy, skill,
creativity, intellectual honesty, tolerance of ambiguity, skepticism,
openness to new ideas). (KM-13-III-2)
SCIDEA Understands ethics associated with scientific study (e.g., potential
Revisit
321
subjects must be fully informed of the risks and benefits associated with
the research and their right to refuse to participate; potential subjects
must be fully informed of possible risks to community and property).
(KM-13-III-4)
SCIDEA Knows that throughout history, many scientific innovators have had
Revisit
322
difficulty breaking through accepted ideas of their time to reach
conclusions that are now considered to be common knowledge. (KM13-III-5)
SCIDEA Knows that, throughout history, diverse cultures have developed
Revisit
324
scientific ideas and solved human problems through technology (KM13-IV-1) (3.3 E, 4.3 E, 5.3 E, 6.3 E, 7.3 E, BIO.3 F, CHM.3 D, PHY.3
STAGE 1: DESIRED RESULTS
D)
SCIDEA Understands the ethical traditions associated with the scientific
Revisit
326
enterprise (e.g., commitment to peer review, truthful reporting about the
methods and outcomes of investigations, publication of the results of
work) and that scientists who violate these traditions are censored by
their peers (KM-13-IV-3)
Pre-AP Chemistry Unit 3: The Atom: Atomic Theory, Periodic Table and Nuclear
Reactions
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Knowledge that is worth being familiar with
(M) Explain that atoms are the most simple form of matter and can’t be broken down by
ordinary laboratory means (164)
Explain that atoms are way too small to be seen by the naked eye (1x10-8cm) (158)
(M) Differentiate among the relative masses, charges and positions of the three
subatomic particles (173)
(M) Explain that an electric force between the nucleus and the electrons holds the atom
together (173)
(M) Differentiate among elements, ions (cations and anions), and isotopes (183, 184)
(M) Differentiate among elements, ions (cations and anions), and isotopes (183, 184)
(M) Differentiate among elements, ions (cations and anions), and isotopes (183, 184)
(M) Differentiate among elements, ions (cations and anions), and isotopes (183, 184)
(M) Differentiate among elements, ions (cations and anions), and isotopes (183, 184)
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
Knowledge & skills that are important to know & do
Define all enduring and applied vocabulary
(M) Research and describe the historical development of the atomic theory (161)
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



Knowledge & skills that are important to know & do
(M) Differentiate between atomic # and atomic mass # (174)
(M) Calculate numbers of protons, neutrons, electrons (174)
(M) Calculate the charge on an atom given relative numbers of subatomic particles (183,
278)
(M) Calculate average atomic mass (184)
(M) Classify elements on the periodic table into groups and families based on similar
properties (165)
(M) Predict patterns in bonding and reactivity using the PT (174)
(M) Predict an atom’s nuclear stability given its number of neutrons (184)
(M) Describe why so much energy is released during nuclear reactions (243, 228, 229,
273)
(M) Differentiate among alpha, beta, and gamma radiation in terms of composition and
penetrating power (243, 185)
(M) Calculate problems involving estimation of age using knowledge of radioactive
isotopes (185, 47)
(M) Balance nuclear equations (168)
Differentiate between fission and fusion (243)
What enduring understandings are desired?
(M) Understands that atoms are made up of three subatomic particles: protons, neutrons,
and electrons (173)
Understands that from time to time, major shifts occur in scientific view of the world
works (and those are often met with criticism), but usually the modifications are small
(292, 288, 322)
(M) Understands that elements are arranged on the periodic table in patterns of similarity
(174)
(M) Understands that nuclear chemistry is neither inherently good nor bad, but value
rests in its use (229, 230, 231, 232, 233, 237, 321)
(M) = Mastery by end of this unit
Familiar Vocabulary
 Criteria
 Natural Phenomena
 STM (Scanning Tunneling
Microscope)
 Plum Pudding Model
 Gold Foil Experiment
Unit Vocabulary
Applied Vocabulary
 Atomic Theory
 Subatomic Particle
 Electron Cloud
 Atomic Number
 Atomic Mass
Number
Enduring Vocabulary
 Proton
 Neutron
 Electron
 Nucleus
 Charge
 Neutral
Unit Vocabulary
 Molar Mass
 Average Atomic
Mass
 Group
 Family
 Alkali Metals
 Alkaline Earth
Metals
 Transition Metals
 Rare Earth Metals
 Halogens
 Noble Gases
 Metals
 Nonmetals
 Metalloids
 Periodic Trend
 Alpha Particle
 Beta Particle
 Gamma Particle
 Radioactive Isotopes
 Radioactive Decay
 Half Life
 Nuclear Waste
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Cathode
Anode
Cation
Anion
Weighted Average
Periodic
Stability
Electron Affinity
Atomic Radius
Electronegativity
Electric Force
Electromagnetic Force
Gravitational Force
Wavelength
Wavelength
Hydrogen Bomb
Geologic Time
Fossil
Radiocarbon Dating
Carbon-14
Big Bang Theory
Nuclear Medicine
Efficiency
Geiger Counter
Particle Accelerator

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




Unit Biographies
Plato
 Ernest Rutherford
Democritus
 Demitri Mendeleyev
John Dalton
 Henry Moseley
J.J. Thompson
 Marie Currie
Robert Milliken
 Antoine Henri Becquerel
E. Goldstein
James Chadwick






Ion
Isotope
Periodic Table
Nuclear Reaction
Fission
Fusion
ESSENTIAL QUESTIONS: What questions will guide this unit and focus learning and
teaching?
 How do we know that atoms exist?
 How many atoms could fit across the width of your pencil?
 Why does the atomic mass number usually have a decimal point?
ESSENTIAL QUESTIONS: What questions will guide this unit and focus learning and
teaching?
 Should nuclear chemistry be banned?
COMMON MISCONCEPTIONS: What common misconceptions do students have based
on diagnostic data?
Misconception
Clarification
Students may confuse
Help students overcome this misconception by acknowledging
atomic “nucleus” with cell them both and showing pictures. Emphasize the relative sizes of
“nucleus”
each.
Students may confuse
Atomic mass number (A) is always bigger than the atomic number
Atomic Number with
(Z) because it represents the number of protons AND the number
Atomic Mass Number
of neutrons
Students often have negative Once again, nuclear science is not good or bad, but its ethic is
associations with the word determined by its application. Nuclear medicine saves millions of
“nuclear”
lives each year. Nuclear weapons can kill millions of people in a
matter of seconds.
STAGE 2: ASSESSMENT EVIDENCE
Performance Task Summary (See Performance Task Blueprint for each task at the end of
this unit)
 Performance Task #1–Atomic Structure from Historic Chemistry Textbooks:
Students assume the role of textbook publisher and create four, double-page spreads from
different points in history. By creating the spreads, students will demonstrate
understanding of the composition of the atom, development of atomic theory and how
models can change over time in science. For extra credit, students may create a 5th
double-page spread where they hypothesize what our understanding of the atom may be
10 years from now.
 Performance Task #2— Periodic Trends Lab: Students will assume the role of college
student and prepare a college-level lab report on a lab about periodic trends.
 Performance Task #3— Nuclear Chemistry Debates: Students will assume the roles of
spokespeople for different stakeholders in a debate about different uses of nuclear
chemistry.



Student Self-Assessment
Students will self-assess formal lab reports on their own rubric
Students will self-assess product projects on their own rubric
Students will judge themselves on their debate performance

Student Self-Assessment
Students will have access to homework keys for all assigned problems and may assess
themselves and make corrections to their work
STAGE 3: LEARNING ACTIVITIES / RESOURCES
P-2(2): The teacher mapped out the
objectives on the calendar ahead of
time. It also allots sufficient time to
each objective and gives students
enough time to complete the
requisite performance assessments
and group projects. (AP)
P-2(2): The teacher mapped out the objectives on the
calendar ahead of time. It also allots sufficient time to each
objective and gives students enough time to complete the
requisite performance assessments and group projects. (AP)
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understandings?
Consider the WHERE elements from the student’s perspective (Where is the work headed;
Hook; Explore the subject in depth; Rethink, rehearse, revise; Evaluate)
Day Objectives
Topic
Instructional Resources Needed
#
Choice
Essential Question: Is an atom really all that small?
1
 (M) SWBAT explain
Definition and
Lecture
that atoms are the most size on an atom
simple form of matter
and can’t be broken
down by ordinary
laboratory means (164)
 SWBAT explain that
atoms are way too small
to be seen by the naked
eye (1x10-8cm) (158)
1

SWBAT calculate the
size of an atom of Al
(158)
2

(M) SWBAT
Subatomic
differentiate among the Particles
relative masses, charges
and positions of the
three subatomic
particles (173)
SWBAT explain that
protons, neutrons and
electrons are comprised
of even smaller particles

Size of an atom
Lab
Al Foil, Size of an
Atom Lab
Bead Lab,
Discovery
Discussion
Bead bags—only this
year…eliminate in the
future as it was done in
IPC
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understandings?
Consider the WHERE elements from the student’s perspective (Where is the work headed;
Hook; Explore the subject in depth; Rethink, rehearse, revise; Evaluate)
(186)
2

3


(M) SWBAT
differentiate between
atomic # and atomic
mass # (174)
Differentiating
between atomic
number and
atomic mass
number
(M) SWBAT calculate Calculating # of
numbers of protons,
subatomic
neutrons, electrons
particles
(174)
(M) SWBAT calculate
the charge on an atom
given relative numbers
of subatomic particles
(183, 278)
Discussion,
Lecture
Bead Lab Data,
Periodic Tables
Discussion,
Lecture
Bead Lab Data
4

(M) SWBAT describe Differentiating
Lecture
how atoms can become between elements
positively and
and ions
negatively charged
(278)
4

(M) SWBAT calculate Calculating # of
the number of
subatomic
subatomic particles for particles for ions
ions (278)
Discovery
Additional Bead Bags,
Centers,
Periodic Tables
Lecture, Practice
Problems
Essential Question: Why does the atomic mass number on the periodic table usually have a
decimal point?
5
 (M) SWBAT calculate Calculating
Whole group
average atomic mass
Average Atomic calculation
(184)
Mass
problem
5

(M) SWBAT calculate Calculating # of
the number of
subatomic
subatomic particles for particles for ions
isotopes (278)
Discovery
Additional Bead Bags,
Centers,
Periodic Tables
Lecture, Practice
Problems
6

(M) Calculate average
Lab
Isotopic Pennies
Lab
Film containers filled
with 10 pennies
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understandings?
Consider the WHERE elements from the student’s perspective (Where is the work headed;
Hook; Explore the subject in depth; Rethink, rehearse, revise; Evaluate)
atomic mass (184)
Essential Question: How do we know that atoms exist?
7
 (M) SWBAT research Development of
Station Walk
and describe the
the atomic theory
historical development
of the atomic theory
(161)
Reading on
development of atomic
theory
8

(M) SWBAT research Marble Lab on
and describe the
gold-foil
historical development experiment
of the atomic theory
(161)
9

(M) SWBAT research Development of Station Walk
and describe the
the atomic theory
historical development
of the atomic theory
(161)
(M) SWBAT explain
that an electric force
between the nucleus and
the electrons holds the
atom together (173)
Reading on
development of atomic
theory
SWBAT explain that
Scientific
scientific explanations knowledge
are tentative and subject changes Quiz
to chance and
improvement (288)
Reading concerning
the evolving atomic
theory

10

Lab
Discussion
Marbles, Mystery
Boxes
Performance Task #1: Atomic Structure from Historic Chemistry Textbooks
Essential Question: How is the periodic table organized?
11
 (M) SWBAT identify
Parts of the
Cooperative
Blank Periodic Tables,
the groups and families Periodic Table
Groups
Colored Pencils
on the periodic table
(165)
12

(M) Classify elements
on the periodic table
Introduction to
Periodic
Discovery Lab
Alien periodic table
lab
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understandings?
Consider the WHERE elements from the student’s perspective (Where is the work headed;
Hook; Explore the subject in depth; Rethink, rehearse, revise; Evaluate)
into groups and families Properties
based on similar
properties (165)
13

(M) Classify elements Introduction to
on the periodic table
Periodic
into groups and families Properties
based on similar
properties (165)
14

(M) Explain the major
events in the historical
development of the
periodic table (174)
15

(M) Predict patterns in Periodic Trends
bonding and reactivity
using the PT (174)
Lecture,
Discussion
Development of Movie
the Periodic Table
Prep Friday’s Lab
Lab
Performance Task #2: Periodic Trends Lab
Essential Question: Should nuclear chemistry be banned?
16
 (M) Predict an atom’s Radioactive
Lab
nuclear stability given Isotopes
its number of neutrons
(184)
16

(M) Describe why so
What is nuclear
much energy is released energy?
during nuclear reactions
(243, 228, 229, 273)
16

(M) Differentiate among Alpha, Beta,
Lecture
alpha, beta, and gamma Gamma Particles
radiation in terms of
and where they are
composition and
at on the EM
penetrating power (243, spectrum
185)
17

(M) Calculate problems Radioactive
involving estimation of Dating
age using knowledge of
Examples of periodic
properties: electron
affinity,
electronegativity,
atomic radius, density,
MP, BP
Find this movie
Flinn M-__ about
predicting density
using periodic trends
Penny Flipping Lab,
M&M Flipping Lab
Discussion,
Find movie clip of a
Lecture, Movie nuclear reaction
Video Lecture
Video
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understandings?
Consider the WHERE elements from the student’s perspective (Where is the work headed;
Hook; Explore the subject in depth; Rethink, rehearse, revise; Evaluate)
radioactive isotopes
(185, 47)
18

(M) Calculate problems Radioactive
involving estimation of Dating
age using knowledge of
radioactive isotopes
(185, 47)
19

(M) Balance nuclear
equations (168)
20

(M) Balance nuclear
equations (168)
21

Differentiate between
fission and fusion (243)
21

Explain that the fusion Other
Discussion,
reaction of the sun and examples/uses of Lecture
radioactive decay of
nuclear chemistry
isotopes are major
(sun, medicine)
sources of energy for the
earth (23)
22

(M) Understands ethics Nuclear Energy
associated with
Debates
scientific study (321)
Video, lecture,
group research
23

(M) Understands ethics Nuclear Energy
associated with
Debates
scientific study (321)
Video, lecture,
group research
24

(M) Understands ethics Nuclear Energy
associated with
Debates
scientific study (321)
Video, lecture,
group research
Lab
Balancing nuclear Lecture,
equations
Cooperative
group work
Balancing nuclear Lecture,
equations
Cooperative
group work
Fission vs. Fusion Demonstration
Performance Task #3: Nuclear Chemistry Debates
25
 (M) SWBAT
Unit Test
demonstrate knowledge
Test
Radioactive Dating
Lab
Balancing problems
Balancing problems
Readings on uses
Test
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understandings?
Consider the WHERE elements from the student’s perspective (Where is the work headed;
Hook; Explore the subject in depth; Rethink, rehearse, revise; Evaluate)
and skills covered in
Unit 3 objectives
Connection to School-Wide Initiatives
Character Education (Trustworthiness, Respect, Responsibility, Fairness, Caring and
Citizenship)

This unit discusses on the use and impact of nuclear energy. With this discussion comes
issues of responsibility (when and where to use the technology) and citizenship (what to
do with the waste).
Empowerment Discussions

Like the first unit, this one also introduces students to careers that are possible through
chemistry. These are areas where people of color are underrepresented.
Leadership

Students will develop leadership qualities as they rotation through specified roles in the
laboratory.

Every forth day, each student will be the leader of their cooperative group--they are the
compound commander.

Students will be responsible for taking leadership roles in organizing their groups as
they prepare their group slide shows and their position on the nuclear energy debates.
Connection to IB Areas of Interaction
Approaches to Learning

The ability to do methodical work is demonstrated when student use logic and a set
method to solve the isotopic penny lab. Here students must solve a challenging problem
by accessing mathematically knowledge of solving two, two-variable equations
simultaneously.

Self-sufficiency, responsibility and team spirit are demonstrated in the laboratory when
students collaboratively design their own experiments in a safe way.

Students demonstrate their ability to communicate experiences both in their formal lab
reports and in their debates. Also in the debate, students will demonstrate an openminded view of the world while simultaneously expressing a critical view of humanity
and society.
Community Service

Connection to IB Areas of Interaction
There is no immediate community service component to this unit. With more
preparation, students could take an active role in the politics of nuclear waste/power in
the state of Texas.
Health and Social Education

Students will examine the relationship between cancer and nuclear chemistry. They will
see both the mutagenic effects (radiation) and the medicinal uses (radiation chemistry and
radioactive tracers) of nuclear chemistry.
Environment

As previously discussed, students will be examining the pros and cons of nuclear
energy. They will specifically examine the effects of nuclear waste and nuclear energy
efficiency.
Homo faber (Man the Maker)
Students will trace the developments of both the atomic theory and the periodic table.
In these studies students will encounter the constant revision of scientific models.
UNIT TEST: Atomic Particles and Theory / Nuclear Chem (V1.0)
TOTAL POSSIBLE = 45



P-2(1): The assessment is created
in advance.
45-41
40-36
35-32
31-0Name: __________________________
Period: ________ Date: ____________
Compound: ______________________
CARPE DIEM - Section 4
1) What is an ion?: (2 pts)
2) What is an isotope?: (2 pts)
3) Please complete the following table with the number of subatomic particles (1pts each)
Substance
Protons Neutrons Electrons
Calcium
S²¯
Barium with mass 137
4) What was the difference between the Greeks and John Dalton in terms of their contribution to
the atomic theory? (3pts)
5) What contribution to the atomic theory did J.J. Thompson make? (3pts)
6) What where 2 similarities and 2 differences between the lab that we did and Rutherford’s
Gold Foil experiment? (3pts)
7) Compare nuclear fission and fusion. (4pts)
8) Name an advantage of a scintillation counter over a Geiger counter. (2pts)
9) Explain how the demonstration with the matches related to an important part of nuclear power
plants. (3 pts)
10) Please solve the following nuclear equations (2pts each)
11) A patient is administered 20mg of iodine-131. How much of this isotope will remain in the
body after 40 days if the half-life for iodine-131 is 8 days? (5pts)
Long Term Plan Grade 9: Pre-AP Chemistry*
*Created by referencing 15 different chemistry texts from a variety
of publishers, publications from the American Chemical Society,
KM Standards, National Science Standards, and Benchmarks for
Scientific Literacy, and revised based on student diagnostics data.
P-2(3): Long-term plan
is derived from multiple
sources, including
diagnostics. (AP)
P-2(1): The teacher’s long-term plan
logically groups and organizes the standards
into units, such as this introductory unit on
“Becoming Chemists.” (AP)
P-2(1): Students start in this unit by learning
the tools they need in chemistry. They then
immediately apply those tools to more
quantitative, rather than conceptual,
chemistry units below. (E))
P-2(1): The teacher’s long-term plan logically groups and
organizes the standards into units, such as this introductory unit on
“Becoming Chemists.” (AP)
P-2(1): Students start in this unit by learning the tools they need in
chemistry. They then immediately apply those tools to more
quantitative, rather than conceptual, chemistry units below. (E)
# of Standards
Time
Unit #
Unit Description
Mastered
Frame
1
Becoming Chemists: Language, Symbols,
7
5 Weeks
Equations, Tools, and Ways of Thinking
SCIDEA Knows that atoms often combine to form an element (or crystal), the smallest particle
162
of a substance that retains its properties. Different elements may combine chemically
Unit #
SCIDEA
167
SCIDEA
168
SCIDEA
187
SCIDEA
188
Unit Description
# of Standards
Mastered
Time
Frame
to form compounds** (KM-8-III-2)
Understands the conservation of mass in physical and chemical change (e.g., no matter
how substances within a closed system interact with one another, the total weight of
the system remains the same; the same number of atoms of a single element weighs the
same, no matter how the atoms are arranged—example = photosynthesis) (KM-8-III-6)
(IPC.8 C)
Explains and balances chemical and nuclear equations (number of atoms, masses,
charge) (CHM.11 C)
Identifies common elements and compounds using scientific nomenclature (CHM.11
A)
Knows that atoms often combine to form an element (or crystal), the smallest particle
of a substance that retains its properties. Different elements may combine chemically
to form compounds** (KM-8-III-2)
Measure density (1.4 C, 2.4 B)
SCIDEA
339
On-Going Standards
SCIDEA Use and conserve resources and materials; dispose of and/or recycle materials safely
357
and appropriately (K.1 B, 1.1 B, 2.1 B, 3.1 B, 4.1 B, 5.1 B, 6.1 B, 7.1 B, 8.1 B, BIO.1
B, CHM.1 B, PHY.1 B)
Quantitative Chemistry: Moles, Stoichiometry and
5 4 Weeks
Thermochemistry
SCIDEA Understands that chemical reactions either release, consume or exchange energy (i.e.,
189
some changes of atomic or molecular configuration require an input of energy; others
release energy)** (KM-8-IV-10) (8.10 C, IPC.8 B, CHM.15 A)
SCIDEA Knows that substances react chemically in characteristic ways with other substances to
170
form new substances (compounds) with different characteristic properties (KM-8-III8) (6.7 A, 7.7 C, 8.9 A)
SCIDEA Understands the complete mole concept and ways in which it can be used (e.g., actual
199
mass vs. relative mass; relationship between the mole and the volume of a mole of
molecules; relevance of molar volume and Avogadro's hypothesis)--school-wide
celebration of mole day (KM-8-IV-13)
On-Going Standards
SCIDEA Temperature Probe (Vernier)
390
SCIDEA LabPro (Probeware Interface) (Vernier)
391
SCIDEA Logger Pro (Probeware Software) (Vernier)
392
2
3
The Atom: Atomic Theory, Periodic Table and Nuclear Reactions 9 5 Weeks
SCIDEA Understands the history of the periodic table and how elements are arranged in the
174
periodic table, and how this arrangement shows repeating patterns among elements
with similar properties, how trends predict reactivity and bonding (e.g., numbers of
protons, neutrons, and electrons; relation between atomic number and atomic mass)
(KM-8-IV-2) (8.9 B, IPC.7 D, CHM.4 D, CHM.6 A & C)
SCIDEA Researches and describes the historical development of the atomic theory (IPC-7 B)
161
SCIDEA Knows that substances containing only one kind of atom are elements and do not
164
break down by normal laboratory reactions (e.g., heating, exposure to electric current,
reaction with acids); over 100 different elements exist (KM-8-III-4)
SCIDEA Knows that many elements can be grouped on the periodic table according to similar
165
properties (e.g., highly reactive metals, less-reactive metals, highly reactive nonmetals,
almost completely non-reactive gases) (KM-8-III-5) (7.7 B, 8.9 B)
SCIDEA Explains and balances chemical and nuclear equations (number of atoms, masses,
168
charge) (CHM.11 C)
SCIDEA Knows the structure of an atom (e.g., negative electrons occupy most of the space in
173
the atom; neutrons and positive protons make up the nucleus of the atom; protons and
neutrons are almost two thousand times heavier than an electron; the electric force
between the nucleus and electrons holds the atom together) (KM-8-IV-1) (8.8 A & B)
SCIDEA Knows that the number of electrons in an atom determines whether the atom is
183
electrically neutral or an ion (i.e., electrically neutral atoms contain equal numbers of
protons and electrons; a positively charged atom has lost one or more electrons; a
negatively charged atom has gained one or more electrons) (KM-8-IV-6)
SCIDEA Knows that most elements have two or more isotopes (i.e., atoms that differ in the
184
number of neutrons in the nucleus); although the number of neutrons has little effect
on how the atom interacts with others, it does affect the mass and stability of the
nucleus (KM-8-IV-7) (CHM.6 B)
SCIDEA Knows how radioactive isotopes can be used to estimate the age of materials that
185
contain them because radioactive isotopes undergo spontaneous nuclear reactions and
emit particles and/or wavelike radiation; the decay of any one nucleus cannot be
predicted, but a large group of identical nuclei decay at a predictable rate, which can
be used to estimate the material's age (KM-8-IV-8)
SCIDEA Describes types of nuclear reactions describes their roles in medicine and energy
230
production (IPC.8 D)
SCIDEA Evaluates the commercial use of nuclear energy and the environmental issues
231
associated with nuclear wastes (CHM.9 C,D)
SCIDEA Investigate and compare economic and environmental impacts of using energy sources
233
(IPC.6 D)
SCIDEA Knows that nuclear forces are much stronger than electromagnetic forces, which are
273
vastly stronger than gravitational forces; the strength of nuclear forces explains why
great amounts of energy are released from the nuclear reactions in atomic or hydrogen
bombs, and in the Sun and other stars (KM-10-IV-2)
SCIDEA Knows that materials that contain equal proportions of positive and negative charges
3
278
The Atom: Atomic Theory, Periodic Table and Nuclear Reactions 9 5 Weeks
are electrically neutral, but a very small excess or deficit of negative charges in a
material produces noticeable electric forces (KM-10-IV-7)
Electrons: Models, Quantum Theory, Bonding and Molecular
3 5 Weeks
Geometry
SCIDEA Investigates and compares the physical and chemical properties of ionic and covalent
175
compounds (CHM.8 B)
SCIDEA Knows how the electron configuration of atoms governs the chemical properties of an
176
element as atoms interact with one another by transferring or sharing the outermost
electrons (KM-8-IV-3)
SCIDEA Relates the concentration of ions in solution to physical and chemical properties
179
(IPC.9 B)
SCIDEA Knows molecules, ionic crystals, crystalline solids, polymers, metallic solids and
177
compounds when atoms of two or more different kinds of atoms are chemically
bonded together** (KM-8-IV-4) (CHM.8 A, C)
SCIDEA Knows how the energy associated with individual atoms and molecules can be used to
242
identify the substances they comprise; each kind of atom or molecule can gain or lose
energy only in particular discrete amounts, and thus can absorb and emit light only at
wavelengths corresponding to these amounts (KM-9-IV-4)
SCIDEA Knows that electromagnetic forces exist within and between atoms (e.g., electric
276
forces between oppositely charged electrons and protons hold atoms and molecules
together, and are involved in all chemical reactions; electric forces hold solid and
liquid materials together and act between objects when they are in contact) (KM-10IV-5) IMPORTED FROM 3
On-Going Standards
SCIDEA Conductivity Probe (Vernier)
418
SCIDEA Bunsen Burners
421
SCIDEA Use and conserve resources and materials; dispose of and/or recycle materials safely
357
and appropriately (K.1 B, 1.1 B, 2.1 B, 3.1 B, 4.1 B, 5.1 B, 6.1 B, 7.1 B, 8.1 B, BIO.1
B, CHM.1 B, PHY.1 B)
SCIDEA Temperature Probe (Vernier)
390
SCIDEA LabPro (Probeware Interface) (Vernier)
391
SCIDEA Logger Pro (Probeware Software) (Vernier)
392
4
5
Matter and Its Properties
13
5 Weeks
SCIDEA Knows that the physical properties of a compound are determined by its molecular
5
Matter and Its Properties
13
5 Weeks
178
structure (e.g., constituent atoms, distances and angles between them) and the
interactions and forces among these molecules** (KM-8-IV-5) (CHM.8 D)
SCIDEA Classifies samples of matter from everyday life as elements, compounds, or mixtures
180
(IPC.7 E)
SCIDEA Investigates and identifies properties of mixtures and pure substances (CHM.4 C)
181
SCIDEA Demonstrates how factors influence solubility and dissolving (temperature, pressure,
190
nature of solute and solvent) (IPC.9 D, IPC.9 E, CHM.12 A)
SCIDEA Compares unsaturated, saturated, and supersaturated solutions (CHM.13 A)
192
SCIDEA Investigates, identifies and measures properties of fluids (density, viscosity, buoyancy)
159
(IPC-7 A)
SCIDEA Knows that matter is made up of tiny particles called atoms, and different
160
arrangements of atoms into groups compose all substances (KM-8-III-1)
SCIDEA Knows that states of matter depend on molecular arrangement and motion (e.g.,
163
molecules in solids are packed tightly together and their movement is restricted to
vibrations; molecules in liquids are loosely packed and move easily past each other;
molecules in gases are quite far apart and move about freely; compare compressibility,
structure, motion of particles, shape and volume for each phase) (KM-8-III-3)
(CHM.4.B)
SCIDEA Differentiates between chemical and physical properties and changes in matter and
166
relate to transformation of energy** (IPC.8 A, CHM.4 A, CHM.5 A)
SCIDEA Knows methods used to separate mixtures into their component parts (boiling,
169
filtering, chromatography, screening) (KM-8-III-7)
SCIDEA Knows that the physical and chemical properties influence development of everyday
200
materials (8.9 D)
On-Going Standards
SCIDEA Temperature Probe (Vernier)
390
SCIDEA LabPro (Probeware Interface) (Vernier)
391
SCIDEA Logger Pro (Probeware Software) (Vernier)
392
6
SCIDEA
420
SCIDEA
195
SCIDEA
196
Gas Laws
Gas Pressure Sensor (Vernier)
3
2 Weeks
Describes interrelationships among temperature, particle number, pressure, volume of
gases in a closed system (CHM.7 A)
Analyzes data obtained from investigations with gases in a closed system to determine
if data are consistent with Universal Gas Law (CHM.7 B)
6
Gas Laws
3
2 Weeks
SCIDEA Understands the complete mole concept and ways in which it can be used (e.g., actual
199
mass vs. relative mass; relationship between the mole and the volume of a mole of
molecules; relevance of molar volume and Avogadro's hypothesis)--school-wide
celebration of mole day (KM-8-IV-13)
On-Going Standards
SCIDEA LabPro (Probeware Interface) (Vernier)
391
SCIDEA Logger Pro (Probeware Software) (Vernier)
392
7
Reaction Rates and Equilibria
3
2 Weeks
SCIDEA Knows that chemical reactions can take place at vastly different rates (e.g., from the
197
few femtoseconds required for an atom to move a fraction of a chemical bond distance
to geologic times scales of billions of years) and reaction rates depend on a variety of
factors that influence the frequency of collision of reactant molecules (e.g., shape,
concentration and surface area of the reacting species, temperature, pressure, the
presence or absence of a catalyst)** (KM-8-IV-11) (CHM.15 B)
SCIDEA Knows factors that influence reaction rates (e.g., types of substances involved,
171
temperature, concentration of reactant molecules, amount of contact between reactant
molecules) (KM-8-III-9) (CHM.15 B)
SCIDEA Knows that chemical reactions can be accelerated by catalysts (e.g., metallic surfaces,
198
enzymes) (KM-8-IV-12) (BIO.9 C)
8
Acids and Bases
4
3 Weeks
SCIDEA pH Sensor(Vernier)
416
SCIDEA Describes and simulates effects of acid rain on soil, buildings, statues and
208
microorganisms (IPC.9 C, CHM.14 D)
SCIDEA Analyzes, measures pH of common household products as acids or bases (CHM.14
205
A)
SCIDEA pH Test Strips
387
On-Going Standards
SCIDEA Flasks (Erlenmeyer, Volumetric)
422
SCIDEA LabPro (Probeware Interface) (Vernier)
391
SCIDEA Logger Pro (Probeware Software) (Vernier)
392
9
Introduction to Redox Reactions and Electrochemistry
1 2 Weeks
SCIDEA Knows that oxidation is the loss of electrons, and commonly involves the combining
172
of oxygen with another substance (e.g., the processes of burning and rusting) (KM-8III-10) (CHM.10 A)
10
Applied Chemistry: Polymers, Organic, and Biochemistry
1 3 Weeks
SCIDEA Knows the variety of structures that may be formed from the bonding of carbon atoms
201
(e.g., synthetic polymers, oils, the large molecules essential to life) and their roles in
various chemical reactions, including those required for life processes (KM-8-IV-14)
(8.9 D)
11 Review and Testing All 1 Week