STRAND
I: Construct new scientific knowledge
Content
Grade Level:
High school
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Benchmark |
Performance Description |
Recommended Activities |
Recommends Assessments |
|
1.
Ask questions that can be investigated empirically. |
The learner will: Formulate
questions that can be investigated by testing, measuring, gathering data, and
observing. Investigate and
evaluate background information when forming their questions. |
Create question
about what affects reaction rates that is based on current knowledge and
testability. |
Upon teacher
approval, design and perform experiment to answer question. |
|
2.
Design and conduct scientific investigations. |
The learner will: Create a problem
to be solved through experimentation. Make a hypothesis
before experimenting. Design an
appropriate procedure for a scientific investigation. Collect,
organize, and analyze data from a scientific investigation. Compose an
analytical conclusion to a scientific investigation. |
Students design
and perform an experiment based on the question, what affects the surface
tension of water. |
Lab report must
include question, hypothesis, observation, data organization and analysis,
and conclusion. |
|
3.
Recognize and explain the limitations of measuring devices. |
The learner will: Explain
uncertainty involved in using any chemical lab equipment. Use significant
figures to represent uncertainty in measurement. Define accuracy
and precision. Identify sources
of error in lab results. |
Determine the
decimal point to which several pieces of chemistry lab equipment can be read
accurately. |
Compare
individual results to those of the class and discuss. |
|
4.
Gather and synthesize information from books and other sources of information. |
The learner will: Conduct research
by collecting information from books, scientific journals, and the internet. |
Research nuclear
energy: how nuclear power plants work and how it is used in the world. Use at
least one of the following sources: books, scientific journals and the
internet. |
Present
information, orally, to the class. |
|
5.
Discuss topics in groups making clear presentations restating or
summarizing what others have said, asking for clarification or elaboration,
taking alternative perspectives and defending a position. |
The learner will: Communicate
orally and through writing, a position on current scientific issues. Summarize and
reflect on the positions of others on current scientific issues. |
Choose a current
scientific issue to research and present. |
Summarize
readings and orally present information to the class. |
STRAND
II.1: Reflecting on scientific knowledge
Content
Grade Level:
High school
|
Benchmark |
Performance Description |
Recommended Activities |
Recommends Assessments |
|
1.
Justify plans or explanations on a theoretical or empirical basis. |
The learner will: Observe and
analyze chemical processes. Distinguish
between inferences and observations. Distinguish
between fact and opinion. |
Observe reaction
between acetic acid and sodium hydrogen carbonate in small lab groups. |
List observations
and inferences. |
|
2.
Describe some general limitations of scientific knowledge. |
The learner will: Analyze
limitations of labs performed in class. |
Guided practice
with significant figures: Determining to
how many figures each piece of lab equipment is accurate. Carrying inaccuracies
of equipment into calculations by counting significant figures. |
Quiz on
significant figures. |
|
3.
Show how common themes of science, mathematics, and technology apply
in real-world contexts. |
The learner will: Identify chemical
reactions and processes in their lives. Identify physical
processes in their lives. |
Given a list of
several common processes, determine whether they are endothermic or
exothermic, chemical or physical.
Processes include: Evaporation of
perspiration. Freezing of ice
cubes. Digestion of
food. Combustion of
gasoline. Burning of a
candle. |
Unit test on
energy in chemical and physical processes. |
|
4.
Discuss the historical development of key scientific concepts and
principles. |
The learner will: Trace the
development of the modern atomic model from ancient Describe the
development of the periodic table in |
Discussion
comparing early versions of the periodic table with today’s version. Discussion should include: Dobereiner’s
triads Mendeleev’s table Modern periodic
table |
Oral question and
answer session. |
|
5.
Explain the social and economic advantages and risks of new
technology. |
The learner will: Explain how the
nuclear fission reaction generates electricity in nuclear power plants. Analyze risks and
benefits of nuclear energy. Compare nuclear
energy to energy from petroleum. |
Research nuclear
energy and the risk and benefit of this energy source. Form an informed opinion on the issue. |
Classroom debate. |
|
6.
Develop an awareness of and sensitivity to the natural world |
The learner will: Describe the role
of human activity in global warming. Write chemical
reactions for the processes which contribute to atmospheric pollution. |
Write the
balanced chemical reactions for combustion of several petroleum based
fuels. Write the balanced chemical
reactions between air pollutants and ozone. |
Quiz on chemicals
in the atmosphere. |
|
7.
Describe the historical, political, and social factors affecting
developments in science. |
The learner will: Identify contributions
to Chemistry from people of diverse backgrounds. |
Read about the
development of the modern atomic model and the contributions from several
scientists including: Democritus, John Dalton, Antoine Lavoisier, Ernest
Rutherford, Hantaro Nagaoko, and Niels Bohr. |
Write a summary
of the reading including contributions of all of the scientists listed. |
Content
Grade Level:
High School
|
Benchmark |
Performance Description |
Recommended Activities |
Recommends Assessments |
|
2.
Identify properties of common families of elements |
The learner will: Trace the
development of the periodic table. Identify key
features of the periodic table. Explain why
elements in the same group have similar properties. Identify the four
blocks of the periodic table based on electron configuration. Compare period
and group trends of several properties. Relate period and
group trends in atomic radii to electron configuration. Explain how
elements in a given group are both similar and different. Describe and
compare the properties of alkali metals and alkaline earth metals. Relate properties
of the four blocks of elements to their electron configurations. Describe and
explain the reactivity of elements in terms of position in the periodic
table. |
Perform an
experiment testing properties of various elements to determine their
periodicity. Find the density of the
members of the carbon group and also compare the reactivities of several
metals in hydrochloric acid. |
Write a
conclusion to the periodicity experiment.
It should include what has been learned about the properties of
families of elements. |
|
3.
Explain how elements differ, in terms of the structural parts and
electrical charges of atoms. |
The learner will: Define an atom. Compare and
contrast historical models of the atom to the modern model. Distinguish
between the subatomic particles in terms of charge and mass. Describe the
structure of the nuclear atom, including the locations of the subatomic
particles. Explain the role
of atomic number in determining the identity of an atom. Define an isotope
and explain why atomic masses are not whole numbers. Calculate the
number of electrons, protons, and neutrons in an atom given its mass number
and atomic number. Explain the
relationship between unstable. Explain the
impact of de Broglie’s wave-particle duality and the Heisenberg uncertainty
principle on the modern view of electrons in atoms. Apply the Pauli
exclusion principle, the aufbau principle, and Hund’s rule to write an
electron configuration and orbital diagram for any element. Define valence
electrons and draw electron dot structures representing and atom’s valence
electrons. |
Guided practice
drawing electron configurations and orbital diagrams for a variety of
elements on the periodic table. |
Unit test on
elements and atomic structure. |
Content
Grade Level:
High School
|
Benchmark |
Performance Description |
Recommended Activities |
Recommends Assessments |
|
1.
Explain chemical changes in terms of the breaking of bonds and the
rearrangement of atoms to form new substances. |
The learner will: Define chemical
bond. Relate chemical
bond formation to electron configuration. Describe the formation
of ionic bonds. Discuss the
energy involved in the formation of an ionic bond. Describe the
formation of single, double, and triple covalent bonds. Recognize
evidence of chemical change. Represent
chemical reactions with equations. Classify chemical
reactions. Identify the
characteristics of different classes of chemical reactions. |
Activity
completing, balancing, and categorizing several chemical reactions. |
Unit test on
chemical reactions. |
|
2.
Explain why mass is conserved in physical and chemical changes. |
The learner will: Define and give
examples of common physical changes. Define and give
examples of common chemical changes. Apply the law of
conservation of mass to chemical and physical changes. |
Perform
experiment in which the products of the reaction between vinegar and baking
soda are contained and weighed. Weight
of reactants should match weight of products to prove the law of conservation
of mass. |
Lab report
including question, hypothesis, procedure, observations, data analysis, and
conclusion. |
|
3.
Contrast nuclear fission, nuclear fusion, and natural radioactivity. |
The learner will: Identify alpha,
beta, and gamma radiation in terms of composition and key properties. Explain why
certain nuclei are radioactive. Apply knowledge
of radioactive decay to write balanced nuclear equations. Compare and
contrast nuclear fission and nuclear fusion. Explain the
process by which nuclear reactors generate electricity. |
Explore natural
radioactivity of elements and concept of half-life through probability activity. Flipping coins simulates natural decay of
radioactive nuclei. |
Write conclusion
to activity explaining how coins model the half life of atomic nuclei. |
|
The learner will: Explain what
energy is and distinguish between potential and kinetic energy. Differentiate
types of energy and name their sources. Relate chemical
potential energy to the heat lost or gained in chemical reactions. Calculate the
amount of heat absorbed or released by a substance as its temperature
changes. Explain the
meaning of enthalpy and enthalpy change in chemical reactions and processes. Write
thermochemical equations for chemical reactions and other processes. Describe how
energy is lost or gained during changes of state. Calculate the
heat absorbed or released in a chemical reaction. Explain the law
of conservation of energy and relate it to chemical and physical changes. Describe the
cycle of energy in earth and the biosphere. Define a quantum
of energy and explain how it is related to an energy change of matter. Explain the
process of radioactive decay and how it produces nuclear energy. |
Create a drawing
or model representing how energy cycles through the earth and solar
system. It should include several
types of energy such as: Chemical Mechanical Kinetic Potential Electrical Biochemical |
Unit test on
energy in chemical and physical processes. |
|
The learner will: Explain how the addition and removal of
energy can cause a phase change. Apply three gas
laws to problems involving the pressure, temperature, and volume of a gas. State the
relationship among temperature, volume, and pressure as the combined gas law. |
Hands-on activity
exploring several properties of gases through short experiments including: Expanding volume
of a balloon due to increased temperature. Compression of
gas in a marshmallow from decreased volume. Implosion of a
pop can due to pressure changes. |
Several questions
and class discussion of results. |