Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Develop models to depict the relationship between the pressure, temperature, and volume of a gas in terms of molecular collisions. -Models should include: the components of the system and surroundings the flow of energy in and out of the system representations at the macro/micro scale types of energy Use model to communicate their understanding of the relationship between the pressure, temperature, and volume of a gas in terms of molecular collisions. Use a/their model to describe the role of energy during phase changes (phase diagram, particle diagram, or energy bar graph etc.) Students will: Recognize or recall specific vocabulary such as: Energy (kinetic, potential), pressure, atmospheres (atm), system, surroundings, phase change, heat (q), temperature, Kelvin(K) scale Students will Describe and calculate the relationship between the pressure, temperature, and volume of a gas (combined gas law) Describe the conservation of energy and energy transfer Explain the relationship between energy and temperature change. Describe the changes of energy associated with change Calculate the amount of energy required for a temperature (q=mC∆T) Calculate the amount of energy required for a phase change (q=mH) Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Atomic Structure and Periodicity Driving Questions: How can we use the periodic table as a model to predict patterns in nature?
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Predict the products of a chemical reaction and support with evidence and reasoning. Use patterns to predict the type of reaction based on the reactants Use experimental data and/or models to provide evidence for the Law of Conservation of Mass Interpret a word equation to develop a balanced skeleton equation. Students will: Recognize or recall specific vocabulary such as: Products, reactants, law of conservation of mass, coefficients, decomposition, synthesis, combustion, precipitate, word equation, skeleton equations, double replacement, single replacement students will Balance the reactants and products of a chemical equation Identify the five main of chemical reactions (synthesis, decomposition, single and double replacement, and combustion) Identify evidence of a chemical change Identify patterns of reactivity at the macroscopic level as determined by using the periodic table Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Stoichiometry Driving Questions: How can we use math to account for the conservation of matter in a chemical reaction? Crosscutting Concept: Energy and Matter Science and Engineering Practices: Using Mathematics and Computational Thinking Performance Expectation:
Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Describe how stoichiometric calculations support the claim that atoms, and therefore mass, are conserved during a chemical reaction Describe how the mass of a substance can be used to determine the number of molecules, or ions using moles and mole relationships. the mass of two reactants use mathematical reasoning to determine the limiting reactant and predict the excess. Use experimental data to determine the percent yield and evaluate potential sources of experimental error. appropriate mathematical calculations to determine the amount (moles or volume) of product formed from a chemical reaction given the amount (moles or volume) of a reactant Students will : Recognize or recall specific vocabulary such as: Stoichiometry, mole ratio, ideal gas law, ideal gas, STP(standard temperature and pressure), molar volume, limiting reactant, excess reactant, percent yield (theoretical yield and actual yield) students will Calculate the amount of any component of a reaction, given any other component Predict the relative number of in a reactant vs products using mole ratio Use the mole to convert from the atomic to macroscopic scale Calculate the percent yield of a chemical reaction Quantitatively and qualitatively relate the numbers of moles, pressure, volume, and temperature of a gas using the ideal gas law Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Thermochemistry Driving Questions: How does energy flow through systems? Crosscutting Concept: Energy and Matter, Systems and System Models
Science and Engineering Practices: Developing and Using Models, Using Mathematical and Computational Thinking Performance Expectation: , Level 4 Level 3 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Develop a model to illustrate the flow of energy during a chemical reaction. The model should illustrate… The energy change within the system is accounted for by the change in the bond energies of the reactants and products. (Note: This does not include calculating the total bond energy changes.) Breaking bonds requires an input of energy from the system or surroundings, and forming bonds releases energy to the system and the surroundings. The energy transfer between systems and surroundings is the difference in energy between the bond energies of the reactants and the products. Energy transfer occurs during molecular collisions. The relative potential energies of the reactants and products can be accounted for by the changes in bond energy. Use experimental data to calculate energy change and interpret the flow of energy between a system and its surroundings. Students will : Recognize or recall specific vocabulary such as: Calorimetry, exothermic, endothermic, system, surrounding, kinetic energy, potential energy, specific heat, conservation of energy, joule, calorie Students will Use a model to explain the flow of energy in a chemical reaction Recall how the net change of energy within the system is the result of bonds that are broken and formed during the reaction Explain how energy transfers between system and its surroundings by molecular collisions Describe how the total energy change of the chemical reaction system is matched by an equal but opposite change of energy in the surroundings Recognize that the release or absorption of energy depends on whether the relative potential energies of the reactants and products decrease or increase. Calculate the net change of energy from given bond energies Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Reaction Rates and Equilibrium Driving Questions: Why do chemical reactions occur at different rates and why do they stop? Crosscutting Concept: Patterns, Stability and Change