zilongwang/ReadingBank huggingface dataset:
CHECKLISTS OF CONSIDERATIONS FOR UDL Learning Styles Auditory Visual Kinesthetic Multiple Intelligence Visual/Spatial Bodily Kinesthetic Musical Interpersonal Intrapersonal Verbal Linguistic Logical Mathematical Naturalistic Inclusive Technology WordQ/Speak Q Kurzweil Inspiration Programs Bloom’s Taxonomy Knowledge Comprehension Application Analysis Evaluation Synthesis Literacy Strategies Setting a Purpose for reading (e.g. anticipation guide, heading questions) Monitoring Comprehension (e.g.coding text, double-entry diary) After-reading processing (e.g. Question-answer relationship, Retell, SQ4R) Word Walls ASSESSMENTS – Stoichiometry Quiz
18. How would you find the volume of an irregular shaped object (like a rock)? 19. What is the formula for density? _________________ 20. Calculate the density of an object with a volume of 25.0 cm3 and a mass of 50.0 grams. 21. Calculate the density of an object that displaces 15 mL of water and has a mass of 90 grams. Properties 22. A type of homogeneous mixture made of two or more metals is known as a(n) ___________. 23. Identify the following as a chemical or physical property: a. copper compounds are blue __________________ b. an iron nail will rust when exposed to oxygen __________________ 24. Identify the following as a chemical or physical change: a. copper reacts with oxygen to form a patina __________________ b. milk spoils __________________ c. ice melts __________________ d. pancakes burn on a griddle __________________ e. fermentation __________________ f. crumpling paper __________________ g. burning leaves __________________ Atomic Structure 25. What is an atom (in your own – do not copy the definition from the book)? 26. What is the difference between an element and a compound? 27. C2H6 is a(n) _____. a. ion b. element c. atom d. compound e. mixture
__Ba + __FeSO4 YES __BaSO4 + __Fe __Mg + __Cr(ClO3)3 YES __Mg(ClO3)2 + __Cr __Pb + __Al2O3 NR __NaBr + YES __NaCl + __Br2 __FeCl3 + __I2 NR __CoBr2 + __F2 YES __CoF2 + __Br2 For double-replacement reactions, reaction will if any product is: water a gas a precipitate driving forces _Pb(NO3)2(aq) + _KI(aq) _PbI2(s) + _KNO3(aq) _KOH(aq) + _H2SO4(aq) _K2SO4(aq) + _H2O(l) _FeCl3(aq) + _Cu(NO3)2(aq) NR Ions in Aqueous Solution Pb(NO3)2(s) Pb(NO3)2(aq) Pb2+(aq) + 2
Once you are finished, have Mr. Gutierrez check your work before continuing to the next question. Date: _________________ Objectives: 1) SWBAT write the chemical formulas of covalent compounds given its name. Class WORK Class Work (Independent Practice) Directions: Finish as many questions as you can during class. Refer to your notes and ask at least three classmates before asking me for help. If you do not finish these questions in class, you must finish them for homework. Directions: Write the chemical formula of the following covalent compounds given its name.
Signature: ________________________________________________ Date: ________________________________________________ School Policies: Attendance Students Attendance School Action & Student’s Response Student misses 1-2 classes in a week Teacher and Counselor will talk with student to discuss attendance problems Level #1 Student has 1-5 Unexcused absent classes in a 2 week period Student will be asked to meet with Counselor and Teacher to discuss consequences for missing class Counselor will phone the students’ parents to let them know about missed classes. Level #2 6-10 Unexcused Absences Student will meet with the Principal Student will get a contract which must be signed by each teacher, each day for 5 days If student successfully complete the contract. The intervention is over. Level #3 Failure to complete level 2 contract or attendance does not improve Student is suspended from class until the student’s parent comes to school to meet with Deputy Headmaster, Head Counselor and BC Administration.
Level #4 Failure to complete level 3 Contract Student is no longer able to attend (expelled) and must return home Academic Dishonesty: 1st Offence 2nd Offence 3rd Offence Academic Dishonesty (p. of the student handbook) REDO assignment Parents informed Written warning REDO assignment Parents informed At home one week Suspension Parents informed Expulsion from Maple Leaf
Subject Matter Knowledge (SMK) Requirements Matrix Chemistry 5-8/Chemistry 8-12 Sponsoring Organization: Licensure Program (License and Grade Level): Name(s) of person(s) completing this matrix: 7.06: (3) Subject Matter Knowledge Requirements Introductory Level Introduced; Beginning / Developing Moderate Level Reinforced; Developing/ Competent High Level Mastered; Competent/ Skilled Inorganic Chemistry (b) Organic Chemistry (c) Analytical Chemistry (d) Physical Chemistry (e) Biochemistry (f) Related aspects of biology, physics, earth science, and mathematics, such as statistics and calculus (g) Engineering and technical applications of chemistry (h) History and philosophy of science (i) Methods of research in the sciences, including laboratory techniques and the use of computers
Molar Enthalpy of Solution of Some Salts at 25oC Endothermic examples Exothermic examples Anion ΔHosoln / kJ mol-1 solute ΔHosoln / kJ mol-1 chloride +14.78 LiCl(s) -37.03 +3.88 +17.22 bromide +16.78 LiBr(s) -23.26 +19.87 NaBr(s) -0.60 nitrate +25.69 -2.51 +22.59 +20.50 +34.89 hydroxide LiOH(s) -23.56 NaOH(s) -44.51 KOH(s) -57.61
COURSE SCHEDULE Note: Schedule may change due to continued planning by teachers and administration. Quarter CHAPTERS TOPIC 1 1 Chemistry Scientific Method Lab safety Scientific Notation Units Density 11A5a,b,c,e Science Related Career project presentations 8/29-9/1 1 2 Uncertainty Significant figures Dimensional Analysis 13A 1 2 Matter Elements Compound Mixtures Energy 12C5b; 13A 1 4 Intro to the periodic table Periodic trends Where did elements come from? 1 CUME EXAM Oct 19 Chpt’s 1-4 3 Fall Intersession Modern atomic theory Atomic Property Symbols Atomic Structure Electron configurations Isotopes and Ions to the mole 12C5a,b Quarter CHAPTERS TOPIC 2 5 Naming Ions Naming Polyatomics Writing formulas 2 6 Naming Compounds Naming acids Writing formulas Electronegativity Polarity Electron Dot Lewis Structure VSEPR 12C5b; 13A Science Fair Presentations due in class 11/17-11/23 2 8 Reactions Predicting reactions Classifying reactions Winter Intersession Balancing Equations 12C5a,b 12C5a,b; 13A 2 7 Mole Molar Mass % Comp Molecular & Empirical Formulas 12C5a,b 2 CUME EXAM Jan 18 Semester finals Chpt’s 1-8
Chemistry 2202 – Review Quiz Name: ___________________________ Instructions: Complete the questions on the sheets provided. Show any workings necessary. Draw an energy level diagram for each of the following: Magnesium 2pts Oxide ion, O2- 2pts Magnesium: Oxide ion: How many how many electrons are in the valence shell of the O2- ion? 1pt 8 electrons (the electrons in the outermost shell are the valence electrons Determine the names of the following compounds: 3pts C3H6 Tricarbon Hexahydride PCl5 Phosphorous Pentachloride N2O4 Dinitrogen Tetraoxide Write the formulas for the following compounds: 2pts Nitrogen Trichloride NCl3 Tetraphosphorous Pentaiodide P4I5 Determine the names of the following compounds: 5 pts CaBr2 Calcium Bromide Li2O Lithium Oxide Hg(I)Cl Mercury(I) Chloride Zn(MnO4)2 Zinc Permanganate Cr(II)Cr2O7 Chromium(II) Dichromate Determine the formulas of the following compounds: 5 pts
0.167 moles 0.334 moles 3.00 moles 6.00 22. How much heat is absorbed by a bomb calorimeter if it increases in temperature by 23.2°C ? Ccalorimeter = 17.9 J/°C 0.772J 1.30J 415J 4.99 x 103 J 23. At standard pressure, which is an example of a change in kinetic energy only? A. Carbon Dioxide cooling from -80°C to -110°C B. molten aluminum solidifying at 660°C C. condensing at 100°C D. water decomposing above 1.0 x 107 °C 24. Which thermochemical equation correctly describes the process represented by the enthalpy diagram to the right? **NOTE: Themorchemical should not be stated in the question. 25. What is the heat of condensation for 15.00 moles of ammonia gas that is liquefying? (∆Hvap = 23.30 KJ/mol) -349.5 KJ -1.553 KJ 1.553 KJ 349.5 KJ 26. Which observation supports the Kinetic Molecular Theory? A. Bacon burns black when overcooked. B. Inflated balloons soften when cooled. C. Propane produces heat when burned. D. Silver bends easily when hammered. 27. Which label represents the activation energy of the reverse reaction? A. A B. B C. C D. D 28. What is the high energy, unstable species that exists during the transition from reactants to
(4) (a) Calculate the enthalpy change (in kJ) for the reaction using these thermochemical equations. (Show all workings) 1. 3Fe2O3(s) + CO(g) 2Fe3O4(s) + CO2(g) ∆H =-46.4 KJ 2. FeO(s) + CO(g) Fe(s) + CO2(g) ∆H = +9.0 KJ 3. + CO(g) 3FeO(g) + CO2(g) ∆H = -41.0KJ (1) (b) Would you expect to calculate the same enthalpy change using Bond Energy data? Explain. (1) (c) Draw a fully labelled enthalpy diagram for the overall reaction.
pointer is within the bounds of the circle. Hover a bond and press the mouse down to begin drawing a ring from that bond. Drag the preview to either side of the bond and then release the mouse to place the ring. Hold down the shift key to modify standard lengths and hold down the alt key to modify standard angles. Charges – a charge sign has been selected, hover an atom and click the mouse to add or subtract from that atom’s charge amount. Lone Pairs – After a lone pair icon has been selected, hover an atom and click the mouse to add or remove a lone pair from that atom. Radicals – After a lone pair icon has been selected, hover an atom and click the mouse to add or remove a lone pair from that atom. Group Buttons At the end of some button groups, there is a small button with a downwards facing arrow. This means that there are more options available for this button set. Just click on this downwards facing arrow and select an option. The button adjacent to the downwards facing arrow will pick up this option and will be automatically selected for use. Editor Shortcuts Editor shortcuts are executed by holding down the Control key and pressing one of the following keys: a Selects all content in the Full Sketcher. n Clears the sketcher, leaving a lone carbon atom. o Pops up a window to load a chemical file. s Pops up a window to save the structure in the sketcher in a
Unit 2 – Molecular interactions and reactions Week Key teaching points 17–19 Intermolecular forces and gases physical properties of covalent molecular substances and their relationship to intermolecular forces the valence shell electron pair repulsion (VSEPR) theory, Lewis structure diagrams and the shapes of molecules polarity of molecules as explained by shape, symmetry and bond polarity polarity of molecules and nature and strength of intermolecular forces data from chromatography techniques to determine the composition and purity of substances Task 10: Practical report – chromatography 20–21 Intermolecular forces and gases the behaviour of an ideal gas as explained by the Kinetic Theory the mole concept to calculate the mass of substances and volume of gases (at STP) involved in a chemical reaction Task 11: Test 22–23 Aqueous solutions and acidity the unique physical properties of as explained by its molecular shape and hydrogen bonding between molecules saturated, unsaturated or supersaturated solutions and the concentration of a solution identification of specific ions in solution – flame tests and various types of chemical reactions the solubility of substances in water Task 12: Practical report – Solubility rules 24–27 Aqueous solutions and acidity the Arrhenius model to explain the behaviour of strong and weak acids and bases in aqueous solutions indicator colour and the pH patterns of the reactions of acids and bases the mole concept to calculate the mass of solute, and solution concentrations and volumes involved in a chemical reaction Task 13: Practical test – Identification of unknown white powders Task 14: Extended response – Sources of acid rain and its effects on natural and environments Task 15: Test 28–30 Rates of chemical reactions varying the conditions under which chemical reactions occur can affect the rate of the reaction the rate of chemical reactions can be quantified by measuring the rate of formation of products or the depletion of reactants collision theory the activation energy and its influence on the rate of a chemical reaction energy profile diagrams the role of a catalyst and its effect on reaction rate Task 16: Practical report – of reactions Task 17: Practical investigation – Rates of reaction of acids with metal carbonates Task 18: Test 31 Exam revision 32 Task 19: Examination
Substitution Combustion Saponification Polymerization Esterification Fermentation Kinetics and Equilibrium Exothermic: heat is released Endothermic: heat is absorbed Catalyst: Lowers the activation energy, provides an alternate pathway. Speeds up reaction without being used up also called an enzyme Reaches equilibrium faster. Speeds up both directions Table I Heats of reaction (H) Minus is exothermic, positive is endothermic Look at number of moles If this changes you need to do a mole ratio. Exo is added to end( even though it is a negative number) endo is added to beginning Le Chatalier: Add something shift the equilibrium. Add away take toward Pressure: count moles of GAS and increases the side with the LOWER number of moles of gas Things that Increase reaction rate: 1. Surface area, 2. Concentration (pressure for gases) 3. Catalyst, 4. Temperature
Driving Questions: How do bulk properties at the macroscopic scale inform our understanding of the microscopic nature of matter? Crosscutting Concept: Patterns Science and Engineering Practices: Planning and Carrying Out Investigations Performance Expectation: Level 4 3 Level 2 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 data will be collected in a lab investigation to determine the measurable properties of a substance. Conduct an investigation to explore the relationship between the measurable properties of a specific substance and its microscopic structure. Evaluate the data from a lab investigation to infer the microscopic properties of a substance Describe and account for a change in mass during an experiment using the law of conservation of mass. Distinguish between pure substance and mixtures based on the characteristic properties of the substance and describe how you could use these properties to separate the mixture or pure substance into its components. Students will: Describe a method for conducting a lab that includes the number of trials and lab set up. Measure the physical properties of a substance. (melting point, mass, volume, density, boiling point) Describe patterns or trends in the data Describe how mass has changed in an experiment Identify if a substance is pure or a mixture. Recognize or recall specific vocabulary such as: boiling point, macroscopic/microscopic scale, attractive force, particle, molecule, surface tension, density, substance, melting point, mass, volume Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Energy: Particles in Motion
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 will: Apply the concept of Molarity and stoichiometry to determine the amount of reactant or product. Create a solution of desired molarity based upon a target and a solution of known molarity. Conduct a titration to determine the concentration of an unknown solution. Use stoichiometric calculations to predict and explain the amount of titrant needed neutralize. Students will: Manipulate and calculate molarity (Molarity=moles/volume) Calculate dilutions (M1V1=M2V2) Plan a titration experiment to determine the concentration of an unknown solution Use appropriate mathematical calculations to predict the amount of titrant needed neutralize. Recognize or recall specific vocabulary such as: ideal gas law, ideal gas, STP(standard temperature and pressure), molar volume, concentration, molarity, solubility, solute , solvent, solution, saturated, unsaturated, supersaturated, dilute, Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Reaction Rates and Equilibrium
Student and Parent/Guardian Acknowledgement It is important that all students and parents/guardians understand the course information and requirements in to be successful in this class. If you have any questions or concerns at any time, please discuss them with the instructor as soon as possible. Please check all boxes that apply: We have read and understand the syllabus for CP Chemistry. OR We have read the syllabus, but need additional information about: We will use the course website to stay updated about coursework, and Power School to review grades and progress. OR We do not have reliable internet access and will need assistance in staying updated about coursework and grades. ______________________________ ______________________________ ____________ Student Name Student Signature Date ______________________________ ______________________________ ____________ Parent/Guardian Name Parent/Guardian Signature Date Contact Information I/We do not wish to maintain contact through email. Preferred method of contact: I/We do wish to maintain contact through email: Please send an email to jleavings@rsd17.org that includes the following: Student’s name, Course, and Period Parent/Guardian’s name(s) and relationship to student Additional contact information or comments if necessary Additional Comments:
Contributors The following educators contributed to the development of this course: Allison – Benton School District Rebecca Koelling – Highland School District Katie Anderson – Little Rock School District Karen Ladd – Nettleton School District Dr. Katherine Auld - Northwest Arkansas Community College Steven Long – Rogers School District Dr. Daniel - University of Arkansas at Fayetteville Chris Lynch – Black River Technical College Angela Bassham – Salem School District Jacki Marlin – Perryville School District Allison Belcher – Little Rock School District Monica Meadows – Pulaski County Special School District Debbie Bilyeu – Arkansas AIMS Patti Meeks – Hamburg School District Tami Blair – Texarkana School District Melissa Miller – Farmington School District Stephen Brodie – University of Arkansas at Fort STEM Center Jim Musser – Arkansas Tech University Stephanie – Quitman School District Nanette Nichols – Wilbur D. AR Education Cooperative Cindy Bunch – Manila School District Dennis Pevey – eSTEM Public Charter School Cindy Cardwell – Bentonville School District Tami Philyaw – Smackover – Norphlet School District Larry Cooper – Springdale School District Kathy Prislovsky – Stuttgart School District Croswell – Virtual Arkansas Prophet – Springdale School District Tami Eggensperger – Cabot School District Rhonda Riggin – Booneville School District Shelley Forbess – El Dorado School District Will Squires – Hills School District Kyla Gentry – Searcy School District Tim Trawick – Conway School District Jenna Gill – Siloam Springs School District Wentz – Pea Ridge School District Douglas Hammon – Little Rock School District Andrew Williams – University of Arkansas at Monticello Keith Harris – University of Arkansas at Little Rock Partnership for STEM Education Wendi J.W. Williams – Northwest Arkansas Community College Leonda Holthoff – Star City School District Wissehr – University of Arkansas at Fayetteville Amanda Jones – Poyen School District Diedra Young – Ridgway Christian High School, Pine Bluff Arkansas
Topic 1: Matter and Chemical Reactions Topic 2: Nuclear Reactions Topic 3: Energy Flow 4: Waves Topic 5: Forces AR CI-PS1-1 AR CI-PS1-2 AR CI-PS1-3 CI-PS1-6 AR CI-PS1-7 CI-ESS2-5 AR CI1-ETS1-2 CI-PS1-8 CI-ESS1-1 CI-ESS1-3 CI-ESS1-6 AR CI2-ETS1-1 AR CI2-ETS1-2 AR CI2-ETS1-3 AR CI2-ETS1-4 CI-PS1-4 CI-PS1-5 AR CI-PS3-1 CI-ESS1-2 CI-ESS2-3 AR CI-ESS3-4 AR CI3-ETS1-1 AR CI-PS4-1 CI-PS4-3 CI-PS4-4 CI-PS4-5 AR CI4-ETS1-4 AR CI-PS2-1 CI-PS2-2 CI-PS2-4 CI-PS3-5 CI-ESS1-4 AR CI5-ETS1-2 Arkansas Clarification Statement/Assessment Boundary (AR)
Contributors The following educators contributed to the development of this course: Susan Allison – Benton School District Steven Long – Rogers School District Angela Bassham – School District Brandon Lucius – Osceola School District Allison Belcher – Little Rock School District Matt Martin – Centerpoint School District Debbie Bilyeu – Arkansas AIMS Patti Meeks – Hamburg School District Tami – Texarkana School District Melissa Miller – Farmington School District Stephen Brodie – University of Arkansas at Fort Smith STEM Center Jim Musser – Arkansas Tech University Stephanie Brown – Quitman School District Nanette Nichols – Wilbur D. Mills AR Education Cooperative Sarah Croswell – Virtual Arkansas John Nilz – North Little Rock School District Tami Eggensperger – Cabot School District Dennis Pevey – eSTEM Public Charter School Jenna Gill – Siloam Springs School District Tami Philyaw – Smackover – Norphlet School District Douglas Hammon – Little Rock School District Kathy Prophet – Springdale School District Keith Harris – University of Arkansas at Little Rock Partnership for STEM Education Carrie Shell – Highland School District Lynne Hehr – University of Arkansas at Fayetteville STEM Center for Math and Science Education – Will Squires – Caddo Hills School District Leonda Holthoff – Star City School District Eddie Tucker – Hamburg School District Courtney Jones – Lincoln Consolidated School District Jon White – Harding University Rebecca Koelling – Highland School District Andrew Williams – University of Arkansas at Monticello Ladd – Nettleton School District Wendi J.W. Williams – Northwest Arkansas Community College John Levy – North Arkansas College Cathy Wissehr – University of Arkansas at Fayetteville
Metric Measurements Lab Copy this table in your notebook. Work for all bolded items must be shown in your notebook. Measurement (with unit) Convert to: 1 Your height (in) km 2 The mass of a #4 rubber stopper cg 3 The diameter of a 250 mL beaker µm 4 The volume of a chemistry textbook (cm3) (record 3 measurements) mm3 5 The area of the seat of a student's desk (cm2) (record 2 measurements) ft2 6 Your weight (lb) hg 7 The height of a lab bench Gm 8 The mass of a clay triangle mg 9 The circumference of your (cm) ft 10 The mass of a pair of safety goggles dag 11 The volume of liquid in the 1 L Graduated Cylinder on the front bench dL 12 The length of your stirring rod nm 13 The width of your lab drawer Mm 14 The volume of an evaporating dish pts 15 The mass of your crucible tongs hg 16 The volume of 43 drops of water μL 17 The length of the teacher's lab desk yds 18 The area of the plate (cm2) (record 2 measurements) in2 19 The length of your foot (wearing shoe) nm 20 The mass of your Erlenmeyer flask oz.
molecular formula Lewis Structure (Dot Diagram) Structural Formula (drawn to shape) Molecular Geometry around Central Atom(s) Bond Angles(s) Polar? Teacher's Initials C2H4 O2 NF3 CH3CH2CH3 CH2CHCH3
- Outline some examples of the occurrence, production and uses of esters ethyl ethanoate – solvent for paint and lacquers propyl ethanoate – volatile solvent, wood lacquer pentyl propanoate – solvent, appliance coatings, enamels, lacquers ethyl methanoate – artificial rum flavouring pentyl enthanoate – pear essence/flavour methyl butanoate – apple essence/flavour iso-pentyl ethanoate – banana essence/flavour octyl ethanoate – orange essence/flavour
Electrons in stable orbits do not radiate Electrons can change orbits by radiating (larger to smaller), absorbing radiation (smaller to larger), or by collisions (either larger to smaller or smaller to larger) Solve problems and use available evidence to discuss the merits and limitations of the Bohr model of the atom See above for an explanation of the Bohr model of the atom MERITS The Bohr model introduced the newly developed quantum theory to the model of the atom, which established many important features of the atom, such as quantised energy differences between orbitals This explained the observation that excited atoms release generate line emission spectra His model successfully accounted for the observed emission spectrum , atomic radius, and ionisation energy of hydrogen with reasonable precision LIMITATIONS Attempts to extend the Bohr model of hydrogen to other elements and ions disagreed with the experimental line spectrum frequencies observed Bohr could not explain why only a restricted number of energy levels existed, or why the accelerating electrons did not lose energy Bohr also couldn’t explain the further analysis of the emission spectrum of hydrogen, such as the splitting of spectral lines when a magnetic field was applied His model couldn’t explain the relative intensities of the observed line spectra His model describes electrons in defined orbits around the nucleus, but this violates Heisenberg’s uncertainty principal as an electron’s there is a limit to the certainty of an electron’s position and momentum around the nucleus ASSESSMENT Whilst the Bohr model could not explain observations beyond the line spectra, his application of quantum theory to the model of the atom allowed the further for further development, thus it was an important development in the study of atoms Explain what is meant by n, the principal quantum number As discussed above, the Bohr model of the atom introduced the quantisation of angular momentum, which implied that electrons orbited around the nucleus in certain allowable radii that was associated with a specific energy level Each orbital radii or energy level can be represented by the principal quantum number, or n, which indicates the energy level of an electron The quantum number can only take an integer (i.e. 1, 2, 3, 4…) Energy levels with greater energy are assigned larger principal quantum number, so n=1 denotes the orbit closest to the radius, n=2 denotes the next energy level up, and so on Identify that, as electrons return to lower energy levels, they emit quanta of energy which humans may detect as a specific colour
used to examine buildings and machinery for structural faults. Diagnostic purposes –For example, radioactive iodine-131 is similar to nonradioactive iodine which concentrates in the thyroid gland; and thus iodine-131 used to diagnose thyroid disease. Radiation therapy – Radioactive isotopes can be used to treat many forms of cancer, however, the ionising radiation source must be carefully administered to minimise damage/exposure to surrounding tissue Radioactive waste – the products of radioactive decay are often radioactive themselves. The radioactive wastes produced at nuclear power plants must be disposed of correctly; otherwise it may easily contaminate the surrounding environment as it can spread through wind, groundwater and organisms. For this reason, waste is often stored underground in stable, geological structures. Chemical similarities – radioactive isotopes often have the same chemical properties as non-radioactive isotopes. This could pose health problems; for example, Strontium-90 could bio accumulate in bones (due to its chemical similarity with calcium) and radiate surrounding tissue – potentially leading to cancer.
Very limited use of chemical terminology, representations and conventions in explaining qualitative and quantitative concepts. Some appropriate use of chemical terminology, units, representations and conventions in explaining qualitative and quantitative concepts. Appropriate use of most chemical terminology, units, representations and conventions in explaining qualitative and quantitative concepts. Effective and appropriate use of chemical terminology, units, representations and conventions in explaining qualitative and quantitative concepts. Proficient and highly appropriate use of chemical terminology, units, representations and conventions in explaining qualitative and quantitative concepts. KEY to marking scale based on the outcome contributing 50 marks Very Low 1–10 Low 11–20 Medium 21–30 High 31–40 Very High 41–50
graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. KEY to marking scale based on the outcome contributing 30 marks Very Low 1–6 Low 7–12 Medium 13–18 High 19–24 Very High 25–30
VCE Chemistry: Performance descriptors CHEMISTRY SCHOOL-ASSESSED COURSEWORK Performance descriptors Unit 4 Outcome 3 Design and undertake a practical investigation related to energy and/or food, and present methodologies, findings and conclusions in a scientific poster. DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Some attempt at formulation of an investigable question with very limited outline of investigation design. Mostly appropriate formulation of an investigable question with limited outline of investigation design. Appropriate formulation of an investigable question with sound investigation design. Accurate formulation of an investigable question with well constructed investigation design. Highly proficient formulation of an investigable question with sophisticated investigation design. Very limited understanding of the investigation with very limited explanation of its context, purpose, methodology and significance. Limited understanding of the investigation with some explanation of its context, purpose, methodology and significance. Sound understanding of the investigation with satisfactory explanation of its context, purpose, methodology and significance. Thorough understanding of the investigation with detailed explanation of its context, purpose, methodology and significance. Insightful understanding of the investigation with sophisticated explanation of its context, purpose, methodology and significance. Some attempt at collection and use of qualitative and quantitative data to draw some conclusions. Some appropriate collection, selection and use of qualitative and quantitative data to draw relevant conclusions. Sufficient collection, selection and use of qualitative and quantitative data to draw justified conclusions. Purposeful collection, selection and use of qualitative and quantitative data to draw valid conclusions. Highly proficient collection, selection and use of qualitative and quantitative data to draw valid conclusions. Limited presentation of investigation results to illustrate trends, patterns and relationships with limited identification of investigation limitations. Some presentation of investigation results in an appropriate format to illustrate relevant trends, patterns and relationships with some identification of investigation limitations. Appropriate presentation of investigation results in an appropriate format to illustrate relevant trends, patterns and relationships with sound identification of investigation limitations and sources of error. Accurate presentation of investigation results in an appropriate format to illustrate relevant trends, patterns and relationships with detailed identification of investigation limitations and sources of error. Highly proficient presentation of investigation results in an appropriate format to illustrate relevant trends, patterns and relationships with insightful identification of investigation limitations and sources of
Date Pacing guide Benchmark(s) Data Driven Benchmark(s) Activities Assessment(s) Strategies Traditional: 9-17-15 to Block: 9-17-15 to Standard 1: The Practice of Science SC.912.N.1.5 SC.912.N.1.6 SC.912.N.1.7 Standard 2: The Characteristic of Scientific Knowledge SC.912.N.2.5 Standard 3: The Role of Theories, Laws, Hypotheses, and Models SC.912.N.3.2 Standard 8: Properties of Matter SC.912.P.8.3 SC.912.P.8.4 SC.912.P.8.5 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 Nature of Science, Math, and Language Arts benchmarks should be integrated within appropriate topics throughout the year.
TOPIC IV: Electrons in Atoms Pacing Date Traditional 14 days 09-28-15 to 10-15-15 Block 7 days 09-28-15 to 10-15-15 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Electron configuration Bohr’s Model and the Concept of electrons in fixed energy levels. Quantum Models Energy levels and sublevels in atoms/Position of electrons in atoms Electron cloud Atomic Orbitals (s, p, d and f) Electron Arrangement in Atoms Basic rules Pauli’s Exclusion Principle Hunds’s Rule Aufbau’s Principle Electromagnetic Spectrum and Atomic Emission Spectra Wavelength Frequency Speed of Light Quantum of energy Characteristic colors emitted by metals when heated. Electron movement/ transitions between energy levels Frequency, Wavelength and Energy Calculations Apply basic rules of electron configuration to determine the valence electrons of an atom and their chemical and physical properties. Explain that when electrons transition to higher energy levels they absorb energy, and when they transition to lower energy levels they emit energy. Recognize that spectral lines are the result of transitions of electrons between energy levels that correspond to photons of light with an energy and frequency related to the energy spacing between levels (Planck’s relationship E = hv). Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. Describe the electromagnetic spectrum (i.e., radio waves, microwaves, infrared, visible light, ultraviolet, and gamma rays) in terms of frequency, wavelength and energy. Solve problems involving wavelength, frequency, and energy. Core Text Book: Chapter 5 pp. 126 -157. Vocabulary: Energy, ground state, excited state, emission spectra, , , atomic emission, crest, , , energy sublevel, , , principal quantum mechanical model of the atom, , , energy levels, atomic orbital, electron configuration, Aufbau Principle, Pauli Exclusion Principle, spin, Hund’s Rule, visible spectrum. Technology: (search your topic) Progressive Science Initiative (PSI) SC.912.P.8.5 Standard: SC.912.N.1.5 Video
TOPIC VI: Nomenclature and Formulas ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Writing Formulas Ionic (formula unit) Binary compounds Transition Metals Polyatomic ions Covalent (molecular) Naming Ionic and Covalent Compounds Ionic (formula unit) Binary compounds Transition Metals Polyatomic ions Covalent (molecular) Explain the significance of a chemical formula and the meaning of symbols and subscripts. formed between ions including binary, transition metals and Write and name molecular compounds using prefixes. Core Text Book: Chapter 7, pp. 202-203 (Ionic); Chap 9, pp 271-303 (Ionic/Polyatomic). Vocabulary: (see p. 2) Anion, binary, cation, formula unit, molecule, monatomic ion, polyatomic ion, subscripts, prefix, diatomic molecules, oxidation numbers. Technology: (see p. 2) SC.912.P.8.7 Bonds SC.912.P.8.7 Covalent Bonds Standard: SC.912.P.8.6 Video Article Standard: SC.912.P.8.7 Video Video
BODY OF KNOWLEDGE: Physical Science Pacing Date TOPIC VI: Nomenclature and Formulas Traditional 9 days 11-02-15 to 11-13-15 How Do We Name Compounds? Block 4.5 days 11-02-15 to 11-13-15 Next Generation Sunshine State Standard(s) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Standard 8: Matter SC.912.P.8.6 SC.912.P.8.7 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 Writing Formulas (formula unit) Binary compounds Transition Metals Polyatomic ions Covalent (molecular) Naming Ionic and Covalent Compounds Ionic (formula unit) Binary compounds Transition Metals Polyatomic ions Covalent (molecular) Explain the significance of a chemical formula and the meaning of symbols and subscripts. formed between ions including binary, transition metals and Write and name molecular compounds using prefixes. Nature of Science, Math, and Language Arts benchmarks should be integrated within appropriate topics throughout the year. Core Text Book: Chapter 7, pp. 202-203 (Ionic); Chap 9, pp 271-303 Vocabulary: (see p. 2) Anion, binary, cation, formula unit, Technology: (see p. 2) Strategies: (see p. 2) ELL: Enrichment SPED: Assessment: (see p. 2) Formal and Authentic Lab Reports Labs: (see p. 2) Naming and Writing Formulas (HLS) Names and Formulas for Ionic Compounds (Small-Scale Lab TX p 295) Related Programs: TOPIC VI ADDITIONAL INSTRUCTIONAL Vocabulary: molecule, monatomic ion, polyatomic ion, subscripts, prefix, diatomic molecules, oxidation numbers. Technology:
TOPIC VII: Energy and States Pacing Date Traditional 10 days 11-16-15 to 12-02-15 Block 5 days 11-16-15 to 12-02-15 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Develop concept of molecular motion (Kinetic Molecular Theory (KMT)) Motion at the Atomic and Molecular level Effect of temperature on the motion of the particles Transfer of Energy during collision between particles Conceptual understanding of the KMT Review concept of Forces of Attraction Dipole-Dipole Forces Develop the concept of Review the concept of energy transformation Energy and Particle motion Endothermic or Exothermic reactions Describe molecular motion and the effect of temperature. Develop the conceptual understanding of the KMT. (Describe why particles move and what happens to particles when they move). Relate temperature to average molecular kinetic theory. Describe how structure and properties of a solid are related Differentiate among the four states of matter in terms of energy, particle motion and phase transitions. Compare and contrast the role of intra- and forces in the structure of matter. Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces. Use electronegativity to explain the difference between polar and nonpolar covalent bonds. Describe phase transitions in terms of kinetic molecular theory. Core Text Book: Chapter 13 pp. 418-447; pp. 250-251 (Review inter- molecular forces) Vocabulary: Solid, phases, , , , , , , , , , freezing point, boiling point, vaporization, temperature, absolute zero, phase diagram. Technology: (search your topic) Notes Progressive Science Initiative (PSI) SC.912.P.12.11 SC.912.P.10.5 Standard: SC.912.N.3.5 Video
Standard: SC.912.P.8.1 Video Standard: SC.912.P.8.2 Video Standard: SC.912.P.8.6 Video Article Standard: SC.912.P.10.1 Video Article Standard: SC.912.P.10.5 Video Math Explanation Standard: SC.912.P.10.6 Standard: SC.912.P.10.7 Video Standard: SC.912.P.12.11 Video Video
Polymer made from the styrene monomer: [[Image:sci_chem_pastpapers_2004hsc_17c_3.png|Polystyrene]] OR sometimes drawn as, (The above method is better though. See 2004 HSC Notes from the Examination Centre – Chemistry, p7.) Question 18: Question 19: Question 20: Question 21: (a) Qualitative analysis refers to observing qualities, properties or observations and making a judgement based on these observations. Quantitative analysis refers to performing numerical calculations based on data from experiment or other to make a judgement. (b) (c) Question 22: (a) Amphiprotic substances are able to act as both proton donors and proton acceptors. (b) H<sub>2</sub>PO<sub>4</sub><sup>–</sup> + H<sub>2</sub>O &rarr; H<sub>3</sub>O<sup>+</sup> + HPO<sub>4</sub><sup>2-</sup> H<sub>2</sub>PO<sub>4</sub><sup>–</sup> + H<sub>3</sub>O<sup>+</sup> &rarr; H<sub>2</sub>O + H<sub>3</sub>PO<sub>4</sub> Question 23: Question 24: (a) <math>n = cv</math> <math>n = 0.01 \times 10 = 0.1</math> <math>c = \frac {n}{v} = \frac {0.1}{10 + 90} = 0.001</math> mol L<sup>-1</sup> <math>pH = -log_10 0.001 = 3.00</math> (b) They are used as food additives as they (c) Question 25: Question 26: Question 27: SECTION II: Question 28 – Industrial Chemistry: Question 29 – Shipwrecks, Corrosion and Conservation: Question 30 – The Biochemistry of Movement: Question 31 – The Chemistry of Art: Question 32 – Forensic Chemistry:
(d) (i) Saponification (ii) (iii) Question 29 – Shipwrecks, Corrosion and Conservation: (a) (i) Iron OR (ii) (b) (i) Zinc OR ... (ii) (c) (d) (i) (ii) (iii) Question 30 – The Biochemistry of Movement: Question 31 – The Chemistry of Art: Question 32 – Forensic Chemistry: (a) (i) (ii) (b) ''(Not relevant to current syllabus)'' (i) Tallow (ii) (iii) (c) (d) (i) Gel electrophoresis OR ... (ii) (iii)
Question 20: Question 21: Question 22: Question 23: Question 24: Question 25: Question 26: Question 27: SECTION II: Question 28 – Industrial Chemistry: Question 29 – Shipwrecks, Corrosion and Conservation: Question 30 – The Biochemistry of Movement: Question 31 – The Chemistry of Art: Question 32 – Forensic Chemistry:
2005 INDEPENDENT SECTION I - Part A: Question 1: Question 2: Question 3: Question 4: Question 5: Question 6: Question 7: Question 8: Question 9: Question 10: Question 11: Question 12: Question 13: Question 14: Question 15: SECTION I - Part B: Question 16: Question 17: Question 18: Question 19: Question 20: Question 21: Question 22: Question 23: Question 24: Question 25: Question 26: Question 27: SECTION II: Question 28 – Industrial Chemistry: Question 29 – Shipwrecks, Corrosion and Conservation: Question 30 – The Biochemistry of Movement: Question 31 – The Chemistry of Art: Question 32 – Forensic Chemistry:
Name the particles, and the charge of each particle, you would find in an atom. a) __________________________________ b) __________________________________ c) __________________________________ What other differences are there between these three particles? Label the following diagram of an atom using the following words: nucleus, electron and electron shell Give a definition of atomic number. Give a definition of atomic mass. Complete the following table (note – round your answers to whole numbers) Element Number of Protons Number of Electrons Number of Neutrons Electron Configuration Potassium
Objective Learning Opportunities Suggested Due Date Date Completed 1.1 Identify lab equipment and procedures. Read p. 1-17; p. 11, # 1-4; p. 17, #8-13 Vodcast 1.1 Lab Safety and Introductory Information Sign and Return Syllabus and Safety Contract Safety Lab Lab Safety Quiz and Map Lab Equipment Round Robin 08/08 1.2 Identify and describe the steps of the scientific method. Understand the difference between a theory and a law. Vodcast 1.2 Scientific Method Set Up Binder, Lab Notebook, and purchase school supplies Burning of Mg Lab Identify Controls and Variables Read p. 20-27; p. 25, #16-23 Chapter One Vocab Quiz 08/13 1.3 Differentiate between elements, mixtures and compounds. Classification of Matter Basic Chemical Names and Symbols Read p. 44-52; p. 47, #11-17; p. 52, #20-27 POGIL Classification of Matter TEAM 08/15 1.4 Separate mixtures based on physical properties Vodcast 1.5 Water Purification Prelab Water Purification Lab 1.5 Compare and contrast chemical and physical properties. Vodcast 1.3 Properties of Matter Read p. 39-42; p. 42, #1-6 Five States of Matter Fishbowl Chemical vs Physical Properties “Rally- Coach” 08/20 1.6 Classify changes as physical or chemical. Vodcast 1.4 Changes in Matter Chemical vs Physical Changes Demonstrations Chemical vs Physical Changes “Rally-Coach’ Vodcast 1.6 Copper Chloride Prelab Read p. 53- 55; p. 55, #29-33 Copper Chloride Lab Unit 1 Review 08/21 LAB SAFETY! Complete the information below as you listen to the Rhythm, Rhyme, Results song “Lab Safety” Important eye equipment for lab work. ____________________
Procedure: Describe in detail the steps you will take to remove solid and liquid contaminants from water. Write in the imperative; DO NOT use personal pronouns! *Note: There will be no distillation column (as described in chapter 2) available for you to use. Your pre-lab must be complete and your procedure approved by your teacher BEFORE you will be allowed in the lab area. Possible Equipment Beakers Dropper Pipet Erlenmeyer Flask Gloves Ring Stands Glass Stirring Rods Rings Tongs Safety Goggles Wire Screens Thermometers Rubber Tubing Rubber Stoppers Glass Tubing Jar for Water Bath Cold Bunsen Burners Matches Strikers Iodine Funnels Filter Paper Lab Aprons Test Tube Test Tube Holders Test Tube Brush
3.2 Recognize contributions various scientists have made to the development of modern atomic theory Podcast 3.2 History of Chemistry Historical Figures in Chemistry History of Chemistry Quiz Models of the Hydrogen Atom-PhET Simulation 09/26/11 3.3 Calculate mass number and average atomic mass Podcast 3.3 Mass of Atoms Read p. 112 – 117, answer p. 113, 19-20; p. 117, 23-24 Atomic Structure Isotopes and Average Atomic Mass Quiz on Atomic Structure and Isotopes 09/28/11 3.4 Sketch an atom’s Bohr Diagram Podcast 3.4 Locating Electrons Read 127-132, answer p. 132 #2,3,5,6 09/30/11 3.5 Sketch an Aufbau Diagram for any atom Podcast 3.4 Locating Electrons Read page 133-136 Bohr and Aufbau Diagrams 10/04/11 3.6 Write the complete electron configuration for an atom in long-hand or short-hand Podcast 3.4 Locating Electrons Answer p. 135 , 8-9 Bohr Model, Aufbau Diagrams and E-Configuration Practice Quiz on Bohr, Aufbau and E-Configuration 10/04/11 3.7 Evaluate the energy stored in and electrons Podcast 3.5 Electrons, Energy, and Light Read pages 138-146, answer p. 140. 14-15; p. 146, 16-17, 21 KABOOM! Video Physics and Quantum Mechanical Model Test for Metals Unit 3 Review Questions 10/06/11 Name: ________________________ Per: _____ Date: _______________ Historical Figures in Chemistry Who What Where When Democritus Aristotle Johann Beecher Joseph Priestly
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