Advanced Chemistry

[Implement start year (2013-2014)]

Jim Zoldak, [email protected]; Kim Murray, [email protected]; Mark Fidanza, [email protected]; Dusty Carroll, [email protected]

Unit 1: Structure and Properties of Matter - Students will be able to independently use their learning to…
Make sense of the macroscopic details of the world around them using symbolic and molecular-level reasoning to explain what they see.

Stage 1 – Desired Results

st
Established Goals 21 Century Themes
( www.21stcenturyskills.org )
2009 NJCCC Standard(s), Strand(s)/CPI #
(http://www.state.nj.us/education/cccs/) _X_  Global  Awareness  
___Financial,  Economic,  Business  and  Entrepreneurial  Literacy  
5.1.12.A.1 ___Civic  Literacy  
Mathematical, physical, and computational tools are used to search for ___Health  Literacy  
and explain core scientific concepts and principles. _X_Environmental  Literacy  
5.1.12.A.2
Interpretation and manipulation of evidence-based models are used to
build and critique arguments/explanations. st
5.1.12.B.3 21 Century Skills
Empirical evidence is used to construct and defend arguments. Learning  and  Innovation  Skills:    
5.2.12.A.1 ___Creativity  and  Innovation  
Electrons, protons, and neutrons are parts of the atom and have _X_Critical  Thinking  and  Problem  Solving  
measurable properties, including mass and, in the case of protons and _X_Communication  and  Collaboration  
electrons, charge. The nuclei of atoms are composed of protons and  
neutrons. A kind of force that is only evident at nuclear distances holds the Information,  Media  and  Technology  Skills:  
___Information  Literacy  
particles of the nucleus together against the electrical repulsion between
___Media  Literacy  
the protons.
___ICT  (Information,  Communications  and  Technology)  Literacy  
5.2.12.A.2
 
Differences in the physical properties of solids, liquids, and gases are
Life  and  Career  Skills:  
explained by the ways in which the atoms, ions, or molecules of the ___Flexibility  and  Adaptability  
substances are arranged, and by the strength of the forces of attraction _X_Initiative  and  Self-­‐Direction  
between the atoms, ions, or molecules. _X_Social  and  Cross-­‐Cultural  Skills  
5.2.12.A.5 _X_Productivity  and  Accountability  
Solids, liquids, and gases may dissolve to form solutions. When combining _X_Leadership  and  Responsibility
a solute and solvent to prepare a solution, exceeding a particular

LRHSD (2011) Adapted from ASCD © 2004

concentration of solute will lead to precipitation of the solute from the
solution. Dynamic equilibrium occurs in saturated solutions. Concentration
of solutions can be calculated in terms of molarity, molality, and percent by
mass.
5.2.12.B.1
An atom’s electron configuration, particularly of the outermost electrons,
determines how the atom interacts with other atoms. Chemical bonds are
the interactions between atoms that hold them together in molecules or
between oppositely charged ions
5.2.12.C.1
Gas particles move independently and are far apart relative to each other.
The behavior of gases can be explained by the kinetic molecular theory.
The kinetic molecular theory can be used to explain the relationship
between pressure and volume, volume and temperature, pressure and
temperature, and the number of particles in a gas sample. There is a
natural tendency for a system to move in the direction of disorder or
entropy.
5.2.12.C.2
Heating increases the energy of the atoms composing elements and the
molecules or ions composing compounds. As the kinetic energy of the
atoms, molecules, or ions increases, the temperature of the matter
increases. Heating a pure solid increases the vibrational energy of its
atoms, molecules, or ions. When the vibrational energy of the molecules of
a pure substance becomes great enough, the solid melts.
5.2.12.B.3
The conservation of atoms in chemical reactions leads to the ability to
calculate the mass of products and reactants using the mole concept.

Common Core Curriculum Standards for Math and English

(http://www.corestandards.org/)
RST.11-12.3 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.
RST.11-12.4 Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific
or technical context relevant to grades 11-12 texts and topics.
RST.11-12.9 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.
WHST.11-12.1 Write arguments focused on discipline-specific content.

LRHSD (2011) Adapted from ASCD © 2004

WHST.11-12.7 Conduct short as well as more sustained research projects
to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the
subject under investigation.

Enduring Understandings: Essential Questions:

Students will understand that . . .

EU 1 EU 1
Models (mathematical, graphical, or visual) are constructed based upon • How can you explain what you cannot see?
experimental data to explain the physical and chemical properties of
matter.

EU 2 EU 2
Nuclear reactions, because of their fundamental differences from chemical • Is Nuclear Energy safe to use?
reactions, have unique applications in society which are oftentimes
controversial.
EU 3
EU 3 • Are there limits to the number of different compounds that can
Atoms combine to form compounds in predictable and energetically exist?
favorable ways.
EU 4
EU 4 • To what extent does the motion of particles affect the properties
Differences in the physical properties of solids, liquids, and gases are of matter?
explained by the ways in which the atoms, ions, or molecules of the
substances are arranged and by the strength of the forces of attraction
between them. EU 5
• Is salt still salt when it is dissolved in water?
EU 5
The strength and nature of the interactions between solute and solvent
particles impacts the formation of a solution and its properties.

LRHSD (2011) Adapted from ASCD © 2004

Knowledge: Skills:
Students will know . . . Students will be able to . . .

EU 1 EU 1
Atomic Structure • Apply mathematical equations to model the hydrogen atom
• Bohr Model and relationships between light, energy, and electrons • Write electron configurations
• Quantum mechanical model (exists, based on probability, electron • Predict the chemical behavior of elements based on their position
configurations) on the periodic table.

EU 2 EU 2
Fundamental differences between nuclear processes and chemical • Write nuclear equations and predict products of nuclear
reactions including: processes
• How conservation of mass and energy is applied • Analyze the role of nuclear chemistry in society
• Outer electrons versus changes to the nucleus
• Transmutation of atoms into other atoms
• Interconversion between mass and energy
• Energy changes involved in nuclear processes as compared to
chemical processes

EU 3 EU 3
Bonding • Write Lewis Structures and predict the molecular geometry for
• Atomic properties based on structure (trends) molecules
• Energy changes associated with bonds, including graph of PE vs. • Write chemical names and formulas for compounds
nuclear distance
• Types of bonds (continuum of bond classification)
• Organic/Inorganic Nomenclature
• Molecular geometry (Lewis structures, VSEPR theory,
Hybridization)
• Resonance

EU 4
States of Matter EU 4
• Kinetic Molecular Theory and energy as applied to • Identify the intermolecular forces found in a substance and use
solids/liquids/gases/plasma this information to classify the type of solid/crystal
• Intermolecular forces
• Applications of solid bonding (including allotropes, network-
covalent, etc.)

LRHSD (2011) Adapted from ASCD © 2004

EU 5 EU 5
Solutions
• Qualitative properties of solutions • Read and interpret graphical representations of solubility
• formation • Calculate molarity
• energetic
• saturation
• solubility (including curves)
• Quantitative properties of solutions
• molarity, molality, mole fraction,
• solubility

Stage 2 – Assessment Evidence

Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
• Two friends in your school are having an argument about whether intermolecular forces are the same things as bonds. One friend says “Of
course they are bonds, just look at the name, ‘hydrogen bond’.” The other friend says “Forces aren’t the same thing as bonds because they
aren’t permanent.” Using your understanding of the chemical bond, construct an argument for the editorial section of your school newspaper to
solve the disagreement. Your argument should address both sides, but should take a stance that is either supporting or refuting the statement.
(EU3, EU4)
AND

• Student is a lab technician for a company that tests blood and urine samples. A professional athlete has recently been indicted on charges of
using illegal performance enhancing drugs (PED). The judge has requested your testimony that both shows and explains the data in a way that
the jury will understand. The student who analyzed her blood is responsible for preparing the testimony. The testimony should contain only
factual information that can be concluded from the lab test that was done. [Mass Spectrometer and chromatography data will be provided to
the student and it will be their task to create the testimony for the judge.] (EU1, EU5)
AND

• Your town is trying to decide which method of energy production to invest in the future. The town council has asked our local chemistry class
to research different types of energy production via chemical or nuclear means and make a recommendation to the council. Students in the
class take on roles (power plant manager, mayor of town, concerned citizen, etc…) and write a position paper to be read at the town council
meeting supporting the use of one type of energy production. (EU2)

OR

• Students are given the following prompt: You are a home owner in a small town in New Jersey that has high unemployment. A private energy
company has proposed building a nuclear power plant five miles upstream from your town. Write a 2-3 minute speech to give at the town
council meeting or a 1-2 page letter to your town council to express and defend your opinion regarding the building of the plant using chemical
arguments. (EU2)

LRHSD (2011) Adapted from ASCD © 2004

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

• Quizzes on nuclear reactions, electron configurations, Lewis Structures, concentration, and solubility curves
• Tests on Atomic Structure, Bonding, States of Matter, and Solutions
• Formative assessment using individual contributions to class discussions and independent brief written responses (like “Ticket to Leave”, etc…)
• Laboratory notebooks or reports may be used for assessment of the above listed lab skills and content

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.

Learning Activities:
a. Discussion of how studies of light led to an understanding of the behavior of electrons in an atom (A)
b. Quantitative Spectroscopy and the Hydrogen Atom (M)
c. Students explore the effects of different types of electron transitions using fluorescence and phosphorescence as a model (M)
d. POGIL series on Photoelectron Spectroscopy, as related to justification of electron configurations (M)
e. Students research spectroscopy uses in the real world and then explain a specific application such as how it can be used to determine the
elemental composition of stars (M/T)
f. Periodic trends lab: approximating an atomic radius via trending (T)
g. Students read article “Why Orbitals Do Not Exist” and debate the value of the quantum mechanical description of the electron. (A/M)
h. Teacher led summary of systematic chemical nomenclature (A)
i. Students complete practice problems: naming and writing formulas for compounds (M)
j. Teacher demonstrations of chemical bonding models (A/M)
k. POGILs on Coulomb’s law in relation to bonding
l. Students build models of chemicals which approximate the 3-D shape of the molecules (M)
m. Students use models of chemicals to determine molecular polarity (M/T)
n. POGIL on Hybrid Orbitals
o. Students draw energy diagrams for hybridized orbitals (M/T)
p. Students draw their own organic structure(s) given a set of criteria and then another student can name the structure(s) (M/T)
q. Analysis of Maleic/fumaric acid (M/T)
r. Students brainstorm the difference between structure and properties of the various states of matter (A/M)
s. Determination of the Molar Mass and/or Molar Volume of a volatile liquid (M)
t. Students investigate the difference between graphite/diamond/buckminsterfullerene in terms of chemical structure and usage (M)
u. Create a solubility curve for a solute based on experimentally derived data at different temps (rationalize different shapes of curves for different
solutes) (M)

LRHSD (2011) Adapted from ASCD © 2004

v. Students apply knowledge of solution properties to analyze a practical phenomenon (i.e. sugar in drinks, miscibility of liquids & solubility) (T)
w. Students can predict the absorbance of different vitamins in the blood and/or fat in the human body based on their structure. (T)
x. Gravimetric determination of an unknown chloride compound (T)
y. Students perform independent practice problems such as calculating solution concentrations (M/T)
z. Students investigate real-world applications such as Doppler Shift, Nanochemistry, & Materials Science (T)

LRHSD (2011) Adapted from ASCD © 2004