| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| Scientific Method and the Scientific Community : | History of science/Development of scientific method Formation of a theory vs. a natural law What is chemistry/Branches of chemistry/Careers in science Laboratory safety Planning and conducting a scientific investigation Accuracy and Precision  extra worksheets for practicetutorials, worksheets, labs, etc. |
Label the parts of the scientific method given a sample experiment Create and conduct experiment based on the scientific method Analyze and explain the significance the data of a scientific experiment Explain the correlation between an individual experiment and the development of scientific knowledge Explain the evolution of the scientific method Investigate the career of a current scientist Discuss the importance of safety measures Distinguish between accuracy and precision given a data set Exemplify accuracy and precision in their lab New York Times Science section |
Planning lab (Investigation of the volume of a drop of liquid: Students investigate the role of variables in a scientific investigation. They are also introduced to accuracy, precision, and measuring volume. Interview of a scientist: Students will interview a scientist in the community to answer the question "What is a scientist?" interview with a scientist assignmentvolume of a drop of liquid lab |
How is the scientific method used in problem solving? (ATL) What is a scientist? (ATL/Homo faber) How do scientists communicate to each other and to the global community? (Environment, Health and Social Education) Why is lab safety essential to any scientific investigation? (Environment, Health, and Social Education) |
Summative assessment: written test that includes an analysis of an application of the scientific method in a novel situation. An analysis of a novel data set in terms of accuracy and precision. Formal lab report (Volume of a drop): Students are required to create a research question, choose independent, dependent and controlled variables and design a procedure to calculate the volume of the drop and asses their results and overall method. This evaluation must include identification of systematic and random errors as well as suggestions for improvement of the lab investigation. Interview of a scientist: 1-2 page written essay summarizing their interview and including their reflection. |
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| Units of Measurement/ Unit Conversion : | Introduction to the SI system of units- SI Base Units/ SI Derived Units Discuss how units are crucial to the scientific method and scientific world. Conversion Factors within the SI system of measurements for length, mass, time, volume. Learn how to measure using significant figures. Learn how to write numbers in scientific notation. |
Learn the SI units for length, mass, time and volume. Analyze and solve problems using dimensional analysis. Determine significant figures in a measured quantity. |
Thermometer Lab: Students create and calibrate their own "homemade" thermometer. Measurements Lab: Students measure the same object using different tools and analyze the differences in results. |
What would happen if all scientists used different units of measurements? (ATL) How are units standardized? (ATL) |
Summative assessment: Unit test and quiz that includes density calculations, metric conversions, temperature conversions and scientific notation calculations and write measurements in significant figures. Comprehension of density and temperature relationships are evaluated through application to various scenarios. Formative assessment: Various worksheets and text-based homework assignments intended to have students practice unit conversion and scientific notation calculations. Lab report (Thermometer Lab): Students are required to evaluate their design, methodology and percent error compared to a laboratory grade thermometer. Lab report (Measurement Lab): Students are required to evaluate various tools of measurement and analyze appropriate tools for each experiment. |
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| Structure of Atom : | Subatomic particles, historical understanding of the atom, interpreting periodic table. |
To implement the scientific method and understand the architecture of the atom. Identify the components of the atom and distinguish their roles. |
Oral Presentation with Posters based on the discovery of subatomic particles and their properties. Isotope Lab: to find the atomic mass of a sample of mixed beans. american chemical society contestmarch of dimes essay contest |
How can the discovery of the major subatomic particles (protons, electrons, neutrons) be seen as a historical reflection of the application of the scientific method? (Homo Faber) |
Presentation: Students were judged on their ability to work as a group, create an effective graphic presentation and articulate their selected topic. Summative Assessment: Students completed a chapter test identifying subatomic particles, explaining historical experiments through diagrams and written essays. Formative Assessment: Students practiced on various worksheets and graphic organizers in order to master concepts (atomic number, mass number, atomic mass, relative abundance). Lab Investigation: Written report of isotope lab including tables of data and calculations and assessment of error. |
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| Periodic Table : | Discovery and formation of modern periodic table, introduction to periodic trends of reactivity. Periodic table, info on elements & periodic trends |
To understand why the periodic table the foundation of chemistry. To learn various aspects of the periodic law and how they are represented in periodic trends. |
Group research periodic trends. Groups formulated and designed their own periodic table. Teacher demonstration of alkali metal and alkali earth metal reactivity trends. |
How is the periodic table the core tool in understanding chemical reactions? How is the organization of the periodic table a reflection of the physical and chemical properties of the elements? |
Summative Assessment: Quiz on periodic table geography, vocabulary, and trends. Group presentations on individual elements and their characteristics. Group presentations on new way of organizing the periodic table. Groups work to rearrange the elements. Students explain the rationale behind their new design. Laboratory Investigation/Group Project: Students were assessed on their organization skills, creativity, and application of periodic table knowledge in formulating their own periodic table |
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| Chemical Formulas and Chemical Compounds : | Ionic vs. Molecular Compounds, Binary vs. Tertiary compounds, Law of Definite and Multiple Proportions (Dalton), Law of Conservation of Mass Introduction to the Mole Molar Mass Empirical and Molecular Formulas Percent Composition |
Name ionic, molecular, binary, and tertiary compounds. Converting from chemical names to formulas(ionic and molecular). Differentiate between empirical and molecular formulas. Identify the conservation of mass in chemical reactions. Determine the percent composition of elements in compounds. Distinguish between ionic and molecular compounds. Distinguish between binary and tertiary compounds. Calculation of molar mass. Define mole. List why the mole is used. |
Law of Definite Proportions Lab (Magnesium Oxide): Laboratory experiment reinforced the law of conservation of mass and how it applies to formula determination. Laboratory Activity (Popcorn Lab): Students experimentally determine the percent of water in a popcorn kernel and assess their accuracy based on true values. Laboratory Activity (Potassium Chlorate Lab): Students experimentally determine the empirical formula of potassium chlorate experimentally. After following a standard laboratory procedure, students will collect and organize data, and perform and explain the necessary calculations. HW: Worksheets and end of chapter exercises focusing on the transition between compound nomenclature and compound formula and helped them to distinguish the different types of compounds. In addition, using worksheets to compute the molar masses of compounds. definite composition lab of MgO |
How can nomenclature be related to the physical and chemical properties of elements?(ATL) Furthermore, how do these properties change when elements combine to form various compounds? (ATL) What is the difference between metals and nonmetals? (ATL/ Homo faber) Why is the law of conservation of mass a law? (ATL) Why is it that compounds form in whole number ratios instead of random arrangements? (ATL/Homo Faber) |
Formative Assessment: Various worksheets and end of chapter exercises assessed their ability to use and apply compound nomenclature and formulas. Summative Assessment: Test and Quiz that assessed their ability to use and apply compound nomenclature and formulas, apply the laws of conservation of mass, multiple and definite proportions, and applied their knowledge of chemical and physical differences and similarities of ionic and molecular compounds to novel situations. Laboratory Investigation: Report includes data tables, explanation of calculations, results table, and error assessment. Summative Assessment: Unit Test that included determination of percent composition, empirical and molecular formulas. Comprehension of the empirical and molecular formulas are applied to a novel laboratory scenario. Formative Assessment: Worksheet and textbook problems that allowed them to practice their skills in empirical and molecular formula determination. Laboratory Report (Popcorn Lab): Students assessed on the accuracy of their calculations, organization of data, ability to work in a group, and percent error. Laboratory Report (Potassium Chlorate Lab): Students assessed on the accuracy of their calculations, organization of data, ability to work in a group, and percent error. |
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| Electronic Structure : | Electronic configuration Periodic trends for Atomic Radii, Electronegativity, and Electron Affinity, Ionization Energy Periods and Blocks Energetics of atomic behavior |
Write electron configurations and noble gas electron configurations. Understand periodic trends for atomic radii, electronegativity, electron affinity, and ionization energy Calculate the energy, frequency, and wavelength of electron transmissions. Understand relationships between electron configurations to the periodic table and ultimately to chemical reactivity. |
Laboratory Activity (Spectra Lab): Students determine composition of lights around the school building based on the standard emission spectra of elements. Laboratory Activity (Group Trends Lab): Students will predict properties of a group based on their position in the periodic table and test their hypotheses. Laboratory Activity (Orbital Modeling): Students independently design a model of an atomic orbital and present diagram/picture/model to the classroom. |
How can the periodic table be used to determine the three-dimensional structure of an atom or element as well as its chemical and physical behavior? (ATL) |
Summative Assessment: Unit test. Students are assessed on their knowledge of periodic trends. They must order elements based on various criteria and explain their predictions in written form using appropriate and relevant vocabulary. Formative Assessment: Students practice electron configurations of atoms and ions. Formative Assessment (Laboratory Report - Atomic Spectra Lab): Students are assessed on their ability to work in a group, collection, and presentation of data. Formative Assessment (Laboratory Report - Group Trends Lab): Students will determine the relevance of their hypothesis by analyzing their experimental results. They will also need to access the accuracy of their findings in relation to the class data and the given "true" values and the periodic trend theories. Formative Assessment (Laboratory Activity - Orbital Modeling): Students are assessed on their creativity, accuracy, and explanation of their orbital model. |
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| Chemical Bonding : | Review of molecular/covalent, ionic, and metallic compounds Definition of ionic, metallic, and covalent bonds Lewis Structures (single, double, triple bonds) VSEPR Theory Polarity Intermolecular forces |
Define molecular/covalent, ionic, metallic compounds and bonds Define single, double, triple bonds Draw Lewis Structures Predict shape from Lewis structures Define polarity Label compounds polar or non polar based on their Lewis structure Distinguish between intra- and intermolecular bonds Define intermolecular forces (hydrogen bonding, van der waals forces, dipole-dipole forces |
Lab (Molecular modeling lab): Students build 3-D structures of covalent compounds Lab (Penny drops lab): Students develop and test hypotheses based on their knowledge of intermolecular forces regarding how many drops of a substance can fit on a penny before spilling. Practice Drawing Lewis Structurescovalent bonding worksheet |
How does the shape of a molecule and its intermolecular forces affect a compound's interaction with its environment (connection to medicine and drugs, biochemistry)? (health and social education) |
HW: Students practice drawing Lewis structures, labeling shapes of molecules, and identifying intermolecular forces and polar regions. Summative Assessment: Unit test. Students are assessed on their ability to draw Lewis structures, labeling shapes of molecules, and identifying intermolecular forces and polar regions |
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| Balancing Chemical Reactions : | Balancing chemical equations and reactions. Types of Chemical Reactions |
Balance chemical equations Calculate product yields based on amounts of reactants and analyze the limiting reactant. |
Laboratory (Determine Types of Chemical Reactions): Students must determine and differentiate between various types of chemical reactions. Laboratory Activity (Single Replacement Reaction Lab): In groups, students predict and quantify the product of a single replacement reaction and perform error analysis based on stoichiometric calculations. Laboratory Activity (Solubility Lab): Given compound, in groups students devise method to calculate the solubility of various compounds and analyze their results in terms of compound type as well as assess their procedure, methods of calculation, and percent yield. |
Why are equations balanced? How does the Law of Conservation of Mass aid in our understanding of Chemistry?(ATL) |
Laboratory Report: Students will be assessed on their observations of the chemical reactions performed, as well as their analysis of the chemical reaction. Summative Assessment: Students are assessed with their ability to identify equation types, balance equations, and predict products given the reactants. Formative Assessment: In groups, students practice learning basic types of chemical reactions as well as predict products/reactants given the necessary information. Laboratory Report (Single Replacement Lab): Students are assessed on their ability to work in groups, accuracy of product prediction, and ability to obtain a complete product using filtration techniques. Laboratory Report (Solubility Lab): Students will be assessed on their ability to work in a group, designing of procedure, accuracy of results, explanation and application of results in terms of relevant concepts (periodicity, compound type), as well as their analysis of their procedure and results. 2 Lab Activities |
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| Stoichiometry : | |
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| Stoichiometry : | The mole, molar volume, molar mass and all related conversions. Avogadro's number Stoichiometric calculations of balanced equations,percent yield, limiting reagent Reintroduce the concept of the mole Molar conversions |
Define mole, molar mass, molar volume, percent yield, theoretical yield Convert between molar quantities, given a balanced equation. Calculate % yield from data obtained from lab. Identify limiting reagent given starting masses of reagents and a balanced equation. |
Laboratory Activity (Limiting Reagent Lab): Students must collect and organize data, calculate theoretical and actual yields, and percent yield. “The Molar Map” - Students worked in groups using a schematic representation of the conversion to molar quantities to solve problems. Lab: Students independently determined the thickness (in mm) of a sheet of aluminum foil, the number of atoms thick, and the total number of atoms in their aluminum foil sheet Lab: Determination of the molar volume of carbon dioxide. In groups, students designed their own procedure given the necessary starting materials. They experimentally determined the molar volume of a gas and compared their results to the true value. limiting reagent labmolar mass of CO2 lab |
What are the practical implications of stoichiometric considerations in determining product formation and yield? (ATL) How can chemical quantities be related through proportional relationships? Why are units so important in relating different quantities to one another? (ATL) |
Summative Assessment: Test and quiz on molar conversions. Students must show all steps of conversions according to dimensional analysis. Formative Assessment: Students gain practicing converting molar quantities individually and through group work. Laboratory Report: (Aluminum Foil Lab): Students were assessed on their methodology, data collection, data processing, and organization of data and results. Laboratory Report: (Molar Volume of Carbon Dioxide): Students were assessed on their laboratory design, data collection, calculations, percent error, and their critique of their procedure, methodology, and calculations. Summative Assessment: Unit test. Students are assessed on prediction of products given the reactants, using balancing equation to predict yield, identification of limiting reagents, and their application of percent yield to novel laboratory situations. Laboratory Report (Limiting Reagent Lab): Students will be assessed on their procedure, calculations, organization of data and discussion of error. |
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| Solutions : | Types of Mixtures The Solution Processes Concentration of Solutions |
To understand the different types of mixtures Saturated v. Unsaturated Solubility Curves Molality |
Paper Chromatography |
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Unit Test |
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| Gases and States of Matter : | Real and ideal gases, gas laws, diffusion and effusion |
Manipulate Charles Law, Boyle's Law, Ideal Gas Law, Combined Gas Law, and Gay-Lussac Law. Examine the differences in the states of matter. |
Worksheets for the various gas laws. |
How does the kinetic molecular theory rely on energetics to explain the states of matter (ATL/ Homo faber) |
Summative Assessment: Unit test. Students are assessed on their comprehension of the kinetic molecular theory and explanation of real and ideal gases through in essay/short answer form. In addition, students will be assessed on their application of energy calculations in novel scenarios. |
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| Acids and Bases : | Properties of Acids and Bases Acid-Base Theories Acid-Base Reactions |
Differentiate between a Bronsted-Lowry Acid and a Lewis Acid Examine the properties of acids and bases. |
Lab:Is it an acid or base? Test unknown substances to determine their identity as an acid or base. |
How is the internal structure of an acid or base a reflection of its reactivities? |
Unit Test Lab Report: Evaluate the observations and results of identifying unknowns. |
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| Acid-Base Titration and pH : | Aqueous Solutions and the Concept of pH Determining pH and Titrations |
Acid-Base indicators Use of titration |
Lab: Titration |
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Unit Test Lab Report |
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| Final Exam Review : | Review of all topics covered in preparation for a cumulative year-end examination. |
To ensure that students have developed a comprehensive overview of course concepts and can make connections to other sciences as well as other academic fields. |
Study Guide: Students are required to work independently to create an inclusive class study guide that is distributed to all students within a given class. Peer Mentoring: Students are also required to present orally their study guide topic. |
How does being a strategic learner help one to study for a comprehensive final exam? (ATL/Homo Faber. |
Study Guide: Students are assessed in the completeness and accuracy of their review topic . Peer Mentoring: Students are assessed on their presentation skills. |
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