MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide
Chemistry I Course Code: 200334001
BODY OF KNOWLEDGE: Physical Science / Pacing / DateTOPIC II: Describing Matter / Traditional 12 days / 08-28-15 to 09-16-15
How are Properties Used to Describe Matter? / Block 6 days / 08-28-15 to 09-16-15
Next Generation Sunshine State Standard(s) / ESSENTIAL CONTENT / OBJECTIVES / INSTRUCTIONAL TOOLS
Standard 1: The Practice of Science
SC.912.N.1.1
SC.912.N.1.2
Standard 3: The Role of Theories, Laws, Hypothesis, and Models
SC.912.N.3.3
Standard 8: Matter
SC.912.P.8.2
Mathematics Clusters:
MAFS.912.N-Q.1
MAFS.912.F-IF.2
MAFS.912.F-IF.3
MAFS.912.S-ID.1
MAFS.912.S-ID.2
Language Arts Clusters:
LAFS.910.SL.1
LAFS.910.SL.2
LAFS.910.RST.1
LAFS.910.RST.2
LAFS.910.RST.3
LAFS.910.RST.4
LAFS.910.WHST.1
LAFS.910.WHST.2
LAFS.910.WHST.3
LAFS.910.WHST.4 / A. Classification of Matter
1. Develop the concept of Matter
2. Pure Substance
a. Elements
b. Compounds
3. Mixtures
a. Heterogeneous
b. Homogeneous (Solutions)
B. Properties of Matter
1. Intensive and Extensive Properties
2. Physical Properties
3. Chemical Properties
C. Density Calculations
1. Develop the Concept of Mass, Volume, and Density
2. Density for Regular and Irregular shaped objects
D. Separation Techniques
1. Implement Separation Techniques for Mixtures
a. Filtration
b. Distillation
c. Chromatography
d. Evaporation / · Develop conceptual understanding of Matter.
· Contrast mixtures and pure substances.
· Distinguish between elements compounds and mixtures.
· Classify mixtures as homogeneous or heterogeneous.
· Describe properties of matter as extensive or intensive.
· Distinguish between physical and chemical properties of matter.
o e.g. volume, compressibility, density, conductivity, malleability, reactivity, molecular composition, freezing, melting and boiling points
· Experimentally measure mass and volume. Calculate and discuss the densities of regular and irregular shaped objects.
· Use the property of density to identify substances
· Describe techniques used to separate mixtures.
· Experimentally separate a mixture based on the properties of the substances in the mixture.
Nature of Science, Math, and Language Arts benchmarks should be integrated within appropriate topics throughout the year. / Core Text Book:
Chapter 1 pp. 15-26;Chapter 2 pp. 32-59
Vocabulary: (See p. 2)
Chemical change, chemical property,
Technology: (See p. 2)
1. GIZMO
Strategies: (See p. 2)
o ELL
o Enrichment:
o SPED:
Assessment: (See p. 2)
1. Formal and Authentic
2. Lab Reports
Labs: (See p. 2)
1. Density (HSL)
2. Separation of a mixture (HSL)
3. Separating Mixtures (Quick Lab TX p 39)
4. 1+2+3=BLACK! (Small Scale Lab TX p 51)
Related Programs:
TOPIC II / ADDITIONAL INSTRUCTIONAL TOOLS
Vocabulary:
chromatography, compound, crystallization, distillation, element, extensive property, filtration, heterogeneous, homogeneous, intensive property, magnetic, matter, mixture, physical change, physical property, states of matter, solution, substance, mass, volume, density, evaporation,
Technology:
Strategies:
· CRISS - Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
· Differentiated Instruction - Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
· Lab Strategies - Use the scientific method to analyze the variables in labs and report results in a proper lab write-up format. Assign lab roles to student; Project Director, Materials Manager, Technical Manager, Safety Director. Follow the district’s guideline for Power Writing in Science.
Assessment:
3. Cornell Style notes
4. Class presentation
5. Online chemical and physical changes quiz.
Labs:
5. Separation of Mixtures Labs:
a. Forensics (LM pp. 6-7, 14–16)
b. Chromatography
c. Filtration
TOPIC II / GIZMO CORRELATION
BENCHMARK / GIZMO TITLE
SC.912.N.1.1 / Density Experiment
Density Laboratory
Determining Density via Water Displacement
Density via Comparison
Standard: SC.912.N.1.1 / / Video / · Metals and Non-metals
· Characteristics of Matter
· The Elements / · Compounds
· Ionic and Molecular Compounds
/ Article / · Chemical Reaction
Standard: SC.912.N.1.2 / / Video / · Physical and Chemical Properties of Matter
· Physical Properties of Plastics
· Physical Properties of Carbon Steels
· Shape of the Periodic Table
· Overview, The Alkali Metals / · Structure of the Periodic Table and Alkali Metals
· Overview, Alkaline Earth Metals
· Overview Transition Metals
· Overview The Other Metals
· Overview, Noble Gases / · Overview, The Non-metals
· Overview, The Halogens
· Overview Lanthanide Series
· Overview, Actinide Series
· Overview, Metalloids
/ Image / · Periodic table of the Elements; Classes
· Gases, Periodic Table
/ Exploration / · The Interactive Periodic Table
/ Article / · Elements
· Noble Gases
Standard: SC.912.N.3.3 / / Video / · Theories and Laws
Standard: SC.912.P.8.2 / / Video / · Volume
· Density
· Conductivity / · Chemical Properties of Matter: Reactivity
· Chemical Properties of Water
· Surface Tension / · Buoyancy
· Chemical Properties of Metals
· Chemical Properties of Non-Metals
/ Video / · Quarks with Quirky Names Make Up Most Matter
· Science of NHL Hockey: Mass, Volume & Density
· The Science of Snowboarding
· Designing Safety Helmets
· Science of NFL Football: Torque & Center of Mass
· Shipping Industry Takes a Hit as Great Lakes Evaporate
· The Science of Skates
· Competition Suits
· The Science of Skis
· Smoot Point: Astrophysicist Links Latest Findings to Big Bang Theory
· Quest to Find Origins of the Universe: Huge Supercollider is Built in Switzerland
· World's Largest Atom Smasher Fires Up in Chicago
· First-Ever Image of a Molecule (Million Times Smaller Than Grain of Sand)
· Scientist Norman Haber Discovers Way to Move Molecules, Pull Gold from Ore
· Crystals, Bouncing X-Rays and Atoms: An American Chemist and the Nobel Prize
· See Change: Physicists Have Color Films of Atoms for the First Time
· Water, Water Everywhere: Water All Around Us, And In Us
· Physicists Surprised by Breakthrough in Superconductivity
· Shades of Electric Blue: Painter Uses Electricity To Make Art on Glass
· Nuclear Magnetic Resonance -- Early MRI - Can Scan for Tumors
· From Metal to Plastic: Iowa State Chemist Works on Organic Semiconductors
· Current Affairs: How Electric Fish Communicate To Mates
· Step by Step in 1983: The Development of Silicon Chips
· "Whoopee!" Fiber Optics to Revolutionize Communications
· "Mirror" Molecule: Carvone
· Molecule Profile: H2O - Water
· Computer Modeling Lets Drug Researchers See, Re-Design, Molecules
· Sustainability: Water - Dead Trees & Dirty Water in the Rockies
· Withering Crops
· Bottle Battle Over Plastic Bottles Made with Chemical BPA
· SIGG Aluminum Water Bottles Had Same Chemical as Plastic Bottles
· Backyard Inventors Create Ingenious Oil Fixes
· Alternative to Road Salt: Liquid Made from Beets
· Science of Innovation: Smart Concrete
· Molecule Profile: H2O - Water
· Filtering Air Pollutants With Biowalls
/ Image / · LED There Be Light
NEXT GENERATION SUNSHINE STATE STANDARDS
NATURE OF SCIENCE BODY OF KNOWLEDGE
Standard 1: The Practice of Science
A. Scientific inquiry is a multifaceted activity; the processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
B. The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."
C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.
D. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
BENCHMARK CODE / BENCHMARK
SC.912.N.1.1 / Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: (1) Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts); (2) Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines); (3) Examine books and other sources of information to see what is already known; (4) Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models); (5) Plan investigations, (Design and evaluate a scientific investigation); (6) Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage); (7) Pose answers, explanations, or descriptions of events; (8) Generate explanations that explicate or describe natural phenomena (inferences); (9) Use appropriate evidence and reasoning to justify these explanations to others; (10) Communicate results of scientific investigations; and (11) Evaluate the merits of the explanations produced by others.
Common Core State Standards (CCSS) Connections for 6-12 Literacy and Mathematical Practices in Science For Students in Grades 11-12:
LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.3 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.
LAFS.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
LAFS.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
MAFS.K12.MP.1: Make sense of problems and persevere in solving them.
MAFS.K12.MP.2: Reason abstractly and quantitatively.
MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.]
MAFS.K12.MP.4: Model with mathematics.
MAFS.K12.MP.5: Use appropriate tools strategically.
MAFS.K12.MP.6: Attend to precision.
MAFS.K12.MP.7: Look for and make use of structure.
MAFS.K12.MP.8: Look for and express regularity in repeated reasoning.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
NATURE OF SCIENCE BODY OF KNOWLEDGE
Standard 1: The Practice of Science
E. Scientific inquiry is a multifaceted activity; the processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
F. The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."
G. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.
H. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
BENCHMARK CODE / BENCHMARK
SC.912.N.1.2 / Describe and explain what characterizes science and its methods. Remarks/Examples: Science is characterized by empirical observations, testable questions, formation of hypotheses, and experimentation that results in stable and replicable results, logical reasoning, and coherent theoretical constructs. CCSS Connections: MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Standard 3: The Role of Theories, Laws, Hypotheses, and Models
The terms that describe examples of scientific knowledge, for example: "theory," "law," "hypothesis" and "model" have very specific meanings and functions within science.
BENCHMARK CODE / BENCHMARK
SC.912.N.3.3 / Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships. Remarks/Examples: Recognize that a scientific theory provides a broad explanation of many observed phenomena while a scientific law describes how something behaves.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
PHYSICAL SCIENCE BODY OF KNOWLEDGE
Standard 8: Matter
A. A working definition of matter is that it takes up space, has mass, and has measurable properties. Matter is comprised of atomic, subatomic, and elementary particles.
B. Electrons are key to defining chemical and some physical properties, reactivity, and molecular structures. Repeating (periodic) patterns of physical and chemical properties occur among elements that define groups of elements with similar properties. The periodic table displays the repeating patterns, which are related to the atom's outermost electrons. Atoms bond with each other to form compounds.
C. In a chemical reaction, one or more reactants are transformed into one or more new products. Many factors shape the nature of products and the rates of reaction.
D. Carbon-based compounds are building-blocks of known life forms on earth and numerous useful natural and synthetic products.
BENCHMARK CODE / BENCHMARK
SC.912.P.8.2 / Differentiate between physical and chemical properties and physical and chemical changes of matter. Remarks/Examples: Discuss volume, compressibility, density, conductivity, malleability, reactivity, molecular composition, freezing, melting and boiling points. Describe simple laboratory techniques that can be used to separate homogeneous and heterogeneous mixtures (e.g. filtration, distillation, chromatography, evaporation).
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts