Chemistry. Stage 1 Desired Results Kelly Clark, Kelly Puder, Sheryl Rabinowitz, Sarah Warren

Chemistry

Kelly Clark, Kelly Puder, Sheryl Rabinowitz, Sarah Warren

Unit 4: Kinetic Theory

Transfer Goal: Students will be able to independently use their learning to predict properties of particles from their intermolecular forces in order to safely utilize materials under various conditions.

Stage 1 – Desired Results

Established Goals Revised June 2016

2013 Next Generation Science Standards

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of a substance at the bulk scale to infer the strength of electrical forces between particles.

HS-PS1-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during chemical reactions. HS- PS3-2. Plan and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of the particles (objects)

HS-PS3-4 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)

21st _{Century Themes}

( www.21stcenturyskills.org )

_X__ Global Awareness 

___Financial, Economic, Business and                Entrepreneurial Literacy 

___Civic Literacy  _X__Health Literacy  ___Environmental Literacy 

21st _{Century Skills} Learning and Innovation Skills:  

_X__Creativity and Innovation 

_X__Critical Thinking and Problem Solving  _X__Communication and Collaboration   

Information, Media and Technology Skills: 

___Information Literacy  ___Media Literacy 

___ICT (Information, Communications and        Technology) Literacy 

Life and Career Skills: 

___Flexibility and Adaptability  ___Initiative and Self‐Direction 

Common Core Curriculum Standards for Math and English

(http://www.corestandards.org/)

Reading

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a domain-specific scientific or technical context relevant to grades 11–12 texts and topics.

8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

9. Synthesize information from a range of sources (e.g., texts,

experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Writing

1. Write arguments focused on discipline-specific content.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

4. Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience. 9.Draw evidence from informational texts to support analysis, reflection, and research.

___Social and Cross‐Cultural Skills  _X__Productivity and Accountability  _X__Leadership and Responsibility

Enduring Understandings: Students will understand that . . . EU 1

All substances consist of particles that are in constant random motion and the forces between these particles determine the substance’s physical properties

EU 2

Energy takes many forms. These forms can be grouped into types of energy associated with the motion of mass (kinetic energy) and types of energy associated with position of mass (potential energy).

EU 3

Observable, predictable patterns in properties of gases occur because of they have indefinite volume and indefinite shape

EU 4

Water has unique properties that make it a particularly good species for absorbing energy and dissolving essential electrolytes

Essential Questions:

EU 1

How do we know particles are in motion if they are too small to see? What predictable, observable patterns occur as a result of the interaction between particles?

EU 2

How do we know things have energy?

What happens to the energy in a system — where does this energy come from, how is it changed within the system, and where does it ultimately go?

How does the flow of energy affect the materials in the system?

EU 3

How would your world be different if the gas laws were suspended?

How does understanding the gas laws lead to prediction of events in our lives?

EU 4

Why is water essential to life?

Knowledge:

Students will know . . .

EU 1

 The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. (HS – PS1-3)

EU 2

 Energy cannot be created nor destroyed – only moves between one place and another place, between objects and/ or fields, or between systems. (HS – PS3-2)

 Energy is a quantitative property of a system that depends on the motion and the interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system’ energy is continually transferred from one object to another and between its various possible forms. ( HS-PS3-2)

EU 3

 Science assumes the universe is a vast single system in which basic laws are consistent (PS1-7)

Skills:

Students will be able to . . .

EU 1

 Plan and conduct an investigation individually and collaboratively to produce data and to serve as the basis for evidence, and in the design. (HS-PS1-3)

o Predict how particles will interact based upon their structure

 Observe different patterns at each of the scales at which a system is studied and provide evidence, including pictorial representations, for causality in explanations of phenomena. (HS-PS1-3)

o Compare properties such as boiling points, surface tension, and vapor pressure based upon strength of intermolecular forces

EU 2

 Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system (PS3-2)

o Analyze, draw or interpret heating and cooling curves and phase diagrams or molecular-level diagrams

EU 3

 Use mathematical representations of the phenomena to support claims. (HS – PS1-7)

o Use combined and ideal gas laws to predict the behavior of gases

EU 4

 Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems (HS-PS3-4)

 Uncontrolled systems always evolve toward more stable states – that is, toward more uniform energy distribution (e.g. water flows downhill, objects hotter than their surrounding environment cool down). (HS-PS3-4)

 Although energy cannot be destroyed, it can be converted to less useful forms-for example, to thermal energy in the surrounding environment. (HS-PS3-4)

EU 4

 Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g. number of trials, cost, risk, time) and refine the design accordingly (HS-PS1-3) (HS-PS3-4)

o Examples of investigations could include mixing liquids at different temperature or adding objects at different temperatures to water as well as adding different materials to water to determine solubility

 When investigating or describing a system the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. (HS-PS3-4)

o Analyze concentration levels and electrolyte capabilities

Stage 2 – Assessment Evidence

Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.

You are a Meteorologist who has been asked to make a presentation to 7th _{and 8}th _{grade physical science students. Pick two states of matter and a} weather phenomena that uses these two states of matter. Make a display (either virtual or real) that shows the differences between the two states of matter, the conditions necessary for a change in state between your two chosen states, and how it produces the weather phenomenon you chose. (EU1 and EU2)

You are a SCUBA diving instructor creating an informational packet for your students. Include at least two gas laws in your discussion of health risks of diving and proper practices to avoid these potentially dangerous situations (EU3)

You are on a commercial airplane with your friend who begins to complain of ear pain during takeoff. Write a newspaper article using the kinetic theory of gases to explain what is occurring in your friend’s ear and why he/she is feeling pain. Also recommend at least two remedies to help reduce the pain. (EU3)

Why do athletes drink Gatorade? Is it “better” than pure water? Research the ingredients of Gatorade and coordinate with your lab group to bring in the necessary ingredients to create your own Gatorade. It must address taste, electrolyte content, and consumer appeal. Calculate the molarities of all your dissolved ingredients. Create a poster outlining your research process and be prepared for a taste test comparing your drink to other groups as well as Gatorade itself (EU4)

You are on Top Chef and your challenge this week to demonstrate the use of an Emulsifiers or thickening agents in a food product. Choose a food that contains and emulsifier or thickening agent and develop a 5” x 7” quick reference card to explain to your team why it is needed is this food product (EU4)

Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.

 Tests and Quizzes on Properties of Matter, Kinetic Theory and Gas Laws, water, solubility and concentrations  Lab reports

 POGIL observations  Partner brainstorm

Stage 3 – Learning Plan

Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements. Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T= Transfer.

 Partner Brainstorm: What makes a solid a solid and a liquid a liquid? (A)  Give One Get One Properties of Solids and Liquids ? (M)

 Kinetic/Molecular Theory POGIL (M)  States of Matter Lab (M, T)

 Intermolecular forces POGIL (M, T)

 Lauric Acid Lab and Heating and Cooling curves (M)  Compare and Contrast Vapor pressure and boiling point (A)  Vapor pressure POGIL (M)

 The Important Thing About- Temperature vs. Heat and Kinetic energy (M)  Interpreting Phase diagram activity (A)

 Changes of State (A)

 Teacher-led Discussion: Heat capacity, specific heat and calorimetry (A)  Specific heat of a metal Lab (T)

 Online Lab: Temperature vs. Volume and Pressure vs. Temperature (T) o Students collect data and use graph to determine labs

 I Know, Think I Know, Want to Know about GASES (A)  Teacher-led Discussion: Gas Laws (A)

o Boyle’s, Charles’, Gay Lusaac’s, Combined, Ideal, Dalton’s, Grahams (Honors)  It’s a Gas Lab (T)

 Gas Law Practice Problems (A/M)

 Gas Variables POGIL: How are the variables that describe a gas related?(M)

 Think/Pair/Share: What is a mixture? What is a solution? Are they one in the same? (A)  Venn Diagram : heterogeneous/homogeneous mixtures (A/M)

 WS practicing identifying homogeneous and heterogeneous samples (M)

 Students make a chart identifying the properties of Solution, Suspensions, and Colloids (A/M)  How Water Works online reading activity (T)

 Teacher led Discussion/Demo about properties of water (A) o Teacher Density demo with frozen alcohol and water o Heat capacity of water and how it affects weather o Hydrogen Bonding and polar attractions

 Carousel Brainstorm: What are Electrolytes? What are nonelectrolytes? What is the difference between a weak electrolyte and a strong electrolyte? (A)

 Demo with conductivity apparatus with various solutions (i.e. salt water, sugar water, pure water, etc) (A/M)  Draw diagram for the solvation of ionic compounds with water and covalent compounds with water (A)  Solubility POGIL (M)

 TPS on factors affecting solubility (A)  Saturated and Unsaturated POGIL (M)  Rainbow column demo activity (M/T)  POGIL Molarity (M)

 Practice WS for dilutions (A/M)  Discussion of colligative properties (A)  Ice Cream Lab (M/T)