Prefix NJSLS is omitted
HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. [Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.]HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* [Clarification Statement: Emphasis is on the application of Le Chatelier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.]
Essential Questions / Enduring Understandings / Labs, Investigation, and Student Experiences
1. How do we know that things have energy?
2. What is Le Chataliers Principle?
3. What occurs in Kinetic Molecular theory?
4. What is the true affect of heat in a reaction / 1. Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy).
2. The structures of materials determine their properties.
3. The structure of gas molecules play a role during a reaction?
4. The change in concentration or heat will affect a reaction but it will sooner return back to equilibrium / ● National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Energy Transformations
http://strandmaps.nsdl.org/?id=SMS-MAP-2071
● The Physical Setting: Weather and Climate
http://strandmaps.nsdl.org/?id=SMS-MAP-1698
● National Science Digital Library, Science Refreshers
http://nsdl.org/refreshers/science/
● Science Curriculum Topic Study:
Energy Transformation p. 213
Solar Weather and Climate p. 191
● ACS Chemistry for Life http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_ARTICLEMAIN&node_id=490&content_id=CNBP_026454&use_sec=true&sec_url_var=region1&__uuid=c1a992c3-ffba-43ef-8217-839c8716739b
● Chemistry Virtual Lab http://www.chemcollective.org/assignments.php#thermochemistry
● Lab: Heat of Fusion of Ice (Experiment 13 of lab manual)
5.2.12.C.2
Websites/Labs
● National Science Digital Library, Science Digital Literacy Maps The Designed World: Energy Resources
http://strandmaps.nsdl.org/?id=SMS-MAP-2246
● National Science Digital Library, Science Refreshers
http://nsdl.org/refreshers/science/
● ACS Chemistry for Life http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_ARTICLEMAIN&node_id=490&content_id=CNBP_026454&use_sec=true&sec_url_var=region1&__uuid=c1a992c3-ffba-43ef-8217-839c8716739b
● Chemistry Virtual Lab http://www.chemcollective.org/assignments.php#thermochemistry
Modifications (ELLs, Special Education, Gifted and Talented)
· Teacher tutoring
· Peer tutoring
· Cooperative learning groups
· Modified assignments
· Differentiated instruction
· Native language texts and native language to English dictionary
· Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson plan template
· Follow all IEP modifications/504 plan
Text:
Holt Physics: Pupil Edition
2002,Jan 1, 2002
by Serway and Faughn
Modern Chemistry
Jan 1, 2006
by RINEHART AND WINSTON HOLT
Concepts and Challenges in Physical Science
Jun 1991
by Alan Winkler and Leonard Bernstein
Content Statements
/Cumulative Progress Indicators
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. / Use the kinetic molecular theory to describe and explain the properties of solids, liquids, and gases.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.
Le Chataliers Principle. Any change to a system at equilibrium will cause a shift in the reaction to neutralize that change until the reaction is back at equilibrium?
21st Century Life and Careers
/Common Core Standards Connections
9.3HL.1-.69.3ST.1-.6 / ELA/Literacy: RST.9-10.7 RST.11-12.1 WHST.9-12.2 WHST.9-12.5 WHST.9-12.7 WHST.11-12.8 WHST.9-12.9 SL.11-12.5
Mathematics: MP.2 MP.4 HSN-Q.A.1 HSN-Q.A.2 HSN-Q.A.3
Desired Results
Open Ended/ EOC Response Items:
1. Why does object dropped on your toe from a height of 1 meter cause more pain than the same object dropped from a height of a few centimeters? (C.1)
2. Why are spray cans labeled with a bold warning sign that tells consumers not to dispose of the cans in an incinerator? (C.1)
3. What does a scuba diver need to know about gas laws in order to enjoy diving without danger? (C.1)
4. Suppose that you drop a 50.0 g piece of metal, at 100.0 oC, into an insulated vessel containing 100.0 mL (density = 1.0 g/mL) of water at 25.0 oC. What is the specific heat of the metal if the final temperature of the combined metal/water system is 30.0 oC? The specific heat of water is 4.184 J/(g oC). (C.2)
5. The enthalpy change for the following reaction is
∆Ho = 543 kJ.
2 POCl3(g) →> 2 PCl3(g) + O2(g)
Is this reaction endothermic or exothermic? Explain why. (C.2)
6. Give an example of a physical change that is endothermic, and an example of a physical change that is exothermic. (C.2)