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Unit Plans and Related Materials

P-2(1): Teacher has logically grouped and organized the standards into units, which include measurable, student-centered and rigorous objectives (below in the Desired Results section) that are likely to lead to mastery of learning goals. (AP)

UNIT BACKGROUNDUnit Title: The Atom: Atomic Theory, Periodic Table and Nuclear Reactions Grade Level: 9Subject/Topic:

Chemistry / Atoms

Key Words: Atoms, Subatomic Particles, Protons, Neutrons, Electrons, Periodic Table,Nuclear Reactions, Fission, Fusion

Time Frame: 5 wks Quarter: 2nd

BRIEF SUMMARYIn this unit, students will learn the essential parts of the atom by tracing the historical and philosophical development of the atomic theory and the periodic table. Students will then apply their knowledge of atoms to the field of nuclear chemistry. Typically this subject is reserved for the final weeks of the course, but it makes sense to discuss nuclear science when the nucleus is being studied. Nuclear chemistry also serves as a great example of how chemistry connects to applications in daily life.

STAGE 1: DESIRED RESULTSSCIDEA #

Standard Level of Instruction

SCIDEA 186

Knows that neutrons and protons are made up of even smaller constituents (KM-8-IV-9)

Introduce, Practice

SCIDEA 174

Understands the history of the periodic table and how elements are arranged in the periodic table, and how this arrangement shows repeating patterns among elements with similar properties, how trends predict reactivity and bonding (e.g., numbers of protons, neutrons, and electrons; relation between atomic number and atomic mass) (KM-8-IV-2) (8.9 B, IPC.7 D, CHM.4 D, CHM.6 A & C)

Introduce, Practice, Master

SCIDEA 23

Knows the major external and internal sources of energy on Earth (e.g., the Sun is the major external source of energy; the decay of radioactive isotopes and gravitational energy from the Earth's original formation are primary sources of internal energy) (KM-1-IV-3)

Practice

SCIDEA Knows that nuclear reactions convert a fraction of the mass of Practice

P-2(1): Teacher has logically grouped and organized the standards into units, which include measurable, student-centered and rigorous objectives (below in the Desired Results section) that are likely to lead to mastery of learning goals. (AP)

STAGE 1: DESIRED RESULTS243 interacting particles into energy (fission involves the splitting of a large

nucleus into smaller pieces; fusion is the joining of two nuclei at extremely high temperature and pressure) and release much greater amounts of energy than atomic interactions (KM-9-IV-5) (CHM.9 A)

SCIDEA 47

Knows methods used to estimate geologic time (e.g., observing rock sequences and using fossils to correlate the sequences at various locations; using the known decay rates of radioactive isotopes present in rock to measure the time since the rock was formed) (KM-2-IV-5) (CHM.9 B)

Practice

SCIDEA 161

Researches and describes the historical development of the atomic theory (IPC-7 B)

Practice, Master

SCIDEA 164

Knows that substances containing only one kind of atom are elements and do not break down by normal laboratory reactions (e.g., heating, exposure to electric current, reaction with acids); over 100 different elements exist (KM-8-III-4)

Practice, Master

SCIDEA 165

Knows that many elements can be grouped on the periodic table according to similar properties (e.g., highly reactive metals, less-reactive metals, highly reactive nonmetals, almost completely non-reactive gases) (KM-8-III-5) (7.7 B, 8.9 B)

Practice, Master

SCIDEA 168

Explains and balances chemical and nuclear equations (number of atoms, masses, charge) (CHM.11 C)

Practice, Master

SCIDEA 173

Knows the structure of an atom (e.g., negative electrons occupy most of the space in the atom; neutrons and positive protons make up the nucleus of the atom; protons and neutrons are almost two thousand times heavier than an electron; the electric force between the nucleus and electrons holds the atom together) (KM-8-IV-1) (8.8 A & B)

Practice, Master

SCIDEA 183

Knows that the number of electrons in an atom determines whether the atom is electrically neutral or an ion (i.e., electrically neutral atoms contain equal numbers of protons and electrons; a positively charged atom has lost one or more electrons; a negatively charged atom has gained one or more electrons) (KM-8-IV-6)

Practice, Master

SCIDEA 184

Knows that most elements have two or more isotopes (i.e., atoms that differ in the number of neutrons in the nucleus); although the number of neutrons has little effect on how the atom interacts with others, it does affect the mass and stability of the nucleus (KM-8-IV-7) (CHM.6 B)

Practice, Master

SCIDEA 185

Knows how radioactive isotopes can be used to estimate the age of materials that contain them because radioactive isotopes undergo spontaneous nuclear reactions and emit particles and/or wavelike radiation; the decay of any one nucleus cannot be predicted, but a large group of identical nuclei decay at a predictable rate, which can be used to estimate the material's age (KM-8-IV-8)

Practice, Master

SCIDEA 230

Describes types of nuclear reactions describes their roles in medicine and energy production (IPC.8 D)

Practice, Master

STAGE 1: DESIRED RESULTSSCIDEA 231

Evaluates the commercial use of nuclear energy and the environmental issues associated with nuclear wastes (CHM.9 C,D)

Practice, Master

SCIDEA 233

Investigate and compare economic and environmental impacts of using energy sources (IPC.6 D)

Practice, Master

SCIDEA 273

Knows that nuclear forces are much stronger than electromagnetic forces, which are vastly stronger than gravitational forces; the strength of nuclear forces explains why great amounts of energy are released from the nuclear reactions in atomic or hydrogen bombs, and in the Sun and other stars (KM-10-IV-2)

Practice, Master

SCIDEA 278

Knows that materials that contain equal proportions of positive and negative charges are electrically neutral, but a very small excess or deficit of negative charges in a material produces noticeable electric forces (KM-10-IV-7)

Practice, Master

SCIDEA 158

Knows that materials may be composed of parts that are too small to be seen without magnification (KM-8-II-4)

Revisit

SCIDEA 228

Knows that most chemical and nuclear reactions involve a transfer of energy (e.g., heat, light, mechanical motion, electricity) (KM-9-III-6)

Revisit

SCIDEA 229

Knows and can give examples/evidence of byproducts resulting from the transfer of energy in chemical and nuclear reactions (7.7 A)

Revisit

SCIDEA 232

Analyze the efficiency of energy conversions for production of electricity (IPC.6 C)

Revisit

SCIDEA 237

Identifies uses of electromagnetic waves in applications (e.g., cell phones, microwaves, remote sensing, medicine) (IPC-5 C)

Revisit

SCIDEA 245

Knows the range of the electromagnetic spectrum (e.g., radio waves, sound, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays, gamma rays); electromagnetic waves result when a charged object is accelerated or decelerated, and the energy of electromagnetic waves is carried in packets whose magnitude is inversely proportional to the wavelength** (KM-9-IV-7) (PHY.8 B)

Revisit

On-Going StandardsSCIDEA 291

Understands how scientific knowledge changes and accumulates over time (e.g., all scientific knowledge is subject to change as new evidence becomes available; some scientific ideas are incomplete and opportunity exists in these areas for new advances; theories are continually tested, revised, and occasionally discarded) (KM-11-IV-3)

Practice

SCIDEA 292

Knows that from time to time, major shifts occur in the scientific view of how the world works, but usually the changes that take place in the body of scientific knowledge are small modifications of prior knowledge (KM-11-IV-4)

Practice

SCIDEA 327

Knows that science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen (KM-13-IV-4) (8. 5 A, B, & C)

Practice

SCIDEA Identify patterns in data (% error, Average, Range, Frequency, Practice

STAGE 1: DESIRED RESULTS350 Distribution) (2.5 B, 6.4 B)SCIDEA 351

Extrapolate on graphs to make predictions (6.2 C, 7.2 C, 8.2 C, BIO.2 C, CHM.2 D, PHY.2 C)

Practice

SCIDEA 355

Analyze, review and critique scientific literature Practice

SCIDEA 287

Understands the nature of scientific explanations (e.g., use of logically consistent arguments; emphasis on evidence; use of scientific principles, models, and theories; acceptance or displacement of explanations based on new scientific evidence) (KM-11-III-2)

Revisit

SCIDEA 288

Knows that all scientific ideas are tentative and subject to change and improvement in principle, but for most core ideas in science, there is much experimental and observational confirmation (KM-11-III-3)

Revisit

SCIDEA 303

Knows that observations can be affected by bias (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results) (KM-12-III-4)

Revisit

SCIDEA 305

Establishes relationships based on evidence and logical argument (e.g., provides causes for effects) (KM-12-III-6)

Revisit

SCIDEA 307

Knows possible outcomes of scientific investigations (e.g., some may result in new ideas and phenomena for study; some may generate new methods or procedures for an investigation; some may result in the development of new technologies to improve the collection of data; some may lead to new investigations) (KM-12-III-8)

Revisit

SCIDEA 309

Designs and conducts scientific investigations (e.g., formulates testable hypotheses; identifies and clarifies the method, controls, and variables; organizes, displays, and analyzes data; revises methods and explanations; presents results; receives critical response from others) (KM-12-IV-2) (3.2 A, 4.2 A, 5.2 A, 6.2 A, 7.2 A, 8.2 A, BIO.2 A, CHM..2 A, PHY.2 A)

Revisit

SCIDEA 319

Knows that the work of science requires a variety of human abilities, qualities, and habits of mind (e.g., reasoning, insight, energy, skill, creativity, intellectual honesty, tolerance of ambiguity, skepticism, openness to new ideas). (KM-13-III-2)

Revisit

SCIDEA 321

Understands ethics associated with scientific study (e.g., potential subjects must be fully informed of the risks and benefits associated with the research and their right to refuse to participate; potential subjects must be fully informed of possible risks to community and property). (KM-13-III-4)

Revisit

SCIDEA 322

Knows that throughout history, many scientific innovators have had difficulty breaking through accepted ideas of their time to reach conclusions that are now considered to be common knowledge. (KM-13-III-5)

Revisit

SCIDEA 324

Knows that, throughout history, diverse cultures have developed scientific ideas and solved human problems through technology (KM-

Revisit

STAGE 1: DESIRED RESULTS13-IV-1) (3.3 E, 4.3 E, 5.3 E, 6.3 E, 7.3 E, BIO.3 F, CHM.3 D, PHY.3 D)

SCIDEA 326

Understands the ethical traditions associated with the scientific enterprise (e.g., commitment to peer review, truthful reporting about the methods and outcomes of investigations, publication of the results of work) and that scientists who violate these traditions are censored by their peers (KM-13-IV-3)

Revisit

Pre-AP Chemistry Unit 3: The Atom: Atomic Theory, Periodic Table and Nuclear Reactions

Knowledge that is worth being familiar with (M) Explain that atoms are the most simple form of matter and can’t be broken down by

ordinary laboratory means (164) Explain that atoms are way too small to be seen by the naked eye (1x10-8cm) (158) (M) Differentiate among the relative masses, charges and positions of the three

subatomic particles (173) (M) Explain that an electric force between the nucleus and the electrons holds the atom

together (173) (M) Differentiate among elements, ions (cations and anions), and isotopes (183, 184) (M) Differentiate among elements, ions (cations and anions), and isotopes (183, 184) (M) Differentiate among elements, ions (cations and anions), and isotopes (183, 184) (M) Differentiate among elements, ions (cations and anions), and isotopes (183, 184)

(M) Differentiate among elements, ions (cations and anions), and isotopes (183, 184)

Knowledge & skills that are important to know & do Define all enduring and applied vocabulary

Knowledge & skills that are important to know & do (M) Research and describe the historical development of the atomic theory (161) (M) Differentiate between atomic # and atomic mass # (174) (M) Calculate numbers of protons, neutrons, electrons (174) (M) Calculate the charge on an atom given relative numbers of subatomic particles (183,

278) (M) Calculate average atomic mass (184) (M) Classify elements on the periodic table into groups and families based on similar

properties (165) (M) Predict patterns in bonding and reactivity using the PT (174) (M) Predict an atom’s nuclear stability given its number of neutrons (184) (M) Describe why so much energy is released during nuclear reactions (243, 228, 229,

273) (M) Differentiate among alpha, beta, and gamma radiation in terms of composition and

penetrating power (243, 185) (M) Calculate problems involving estimation of age using knowledge of radioactive

isotopes (185, 47) (M) Balance nuclear equations (168)

Differentiate between fission and fusion (243)

What enduring understandings are desired? (M) Understands that atoms are made up of three subatomic particles: protons, neutrons,

and electrons (173) Understands that from time to time, major shifts occur in scientific view of the world

works (and those are often met with criticism), but usually the modifications are small (292, 288, 322)

(M) Understands that elements are arranged on the periodic table in patterns of similarity (174)

(M) Understands that nuclear chemistry is neither inherently good nor bad, but value rests in its use (229, 230, 231, 232, 233, 237, 321)

(M) = Mastery by end of this unit

Unit Vocabulary Familiar Vocabulary Applied Vocabulary Enduring Vocabulary

Criteria Natural Phenomena STM (Scanning Tunneling

Microscope) Plum Pudding Model

Atomic Theory Subatomic Particle Electron Cloud Atomic Number Atomic Mass

Proton Neutron Electron Nucleus Charge

Unit Vocabulary Gold Foil Experiment Cathode Anode Cation Anion Weighted Average Periodic Stability Electron Affinity Atomic Radius Electronegativity Electric Force Electromagnetic Force Gravitational Force Wavelength Wavelength Hydrogen Bomb Geologic Time Fossil Radiocarbon Dating Carbon-14 Big Bang Theory Nuclear Medicine Efficiency Geiger Counter

Particle Accelerator

Number Molar Mass Average Atomic

Mass Group Family Alkali Metals Alkaline Earth

Metals Transition Metals Rare Earth Metals Halogens Noble Gases Metals Nonmetals Metalloids Periodic Trend Alpha Particle Beta Particle Gamma Particle Radioactive Isotopes Radioactive Decay Half Life

Nuclear Waste

Neutral Ion Isotope Periodic Table Nuclear

Reaction Fission

Fusion

Unit Biographies Plato Democritus John Dalton J.J. Thompson Robert Milliken E. Goldstein

James Chadwick

Ernest Rutherford Demitri Mendeleyev Henry Moseley Marie Currie

Antoine Henri Becquerel

ESSENTIAL QUESTIONS: What questions will guide this unit and focus learning and teaching?

How do we know that atoms exist? How many atoms could fit across the width of your pencil?

ESSENTIAL QUESTIONS: What questions will guide this unit and focus learning and teaching?

Why does the atomic mass number usually have a decimal point?

Should nuclear chemistry be banned?

COMMON MISCONCEPTIONS: What common misconceptions do students have based on diagnostic data?

Misconception ClarificationStudents may confuse atomic “nucleus” with cell “nucleus”

Help students overcome this misconception by acknowledging them both and showing pictures. Emphasize the relative sizes of each.

Students may confuse Atomic Number with Atomic Mass Number

Atomic mass number (A) is always bigger than the atomic number (Z) because it represents the number of protons AND the number of neutrons

Students often have negative associations with the word “nuclear”

Once again, nuclear science is not good or bad, but its ethic is determined by its application. Nuclear medicine saves millions of lives each year. Nuclear weapons can kill millions of people in a matter of seconds.

STAGE 2: ASSESSMENT EVIDENCE

Performance Task Summary (See Performance Task Blueprint for each task at the end of this unit)

Performance Task #1–Atomic Structure from Historic Chemistry Textbooks: Students assume the role of textbook publisher and create four, double-page spreads from different points in history. By creating the spreads, students will demonstrate understanding of the composition of the atom, development of atomic theory and how models can change over time in science. For extra credit, students may create a 5th double-page spread where they hypothesize what our understanding of the atom may be 10 years from now.

Performance Task #2— Periodic Trends Lab: Students will assume the role of college student and prepare a college-level lab report on a lab about periodic trends.

Performance Task #3— Nuclear Chemistry Debates: Students will assume the roles of spokespeople for different stakeholders in a debate about different uses of nuclear chemistry.

Student Self-Assessment Students will self-assess formal lab reports on their own rubric

Student Self-Assessment Students will self-assess product projects on their own rubric Students will judge themselves on their debate performance

Students will have access to homework keys for all assigned problems and may assess themselves and make corrections to their work

STAGE 3: LEARNING ACTIVITIES / RESOURCES

P-2(2): The teacher mapped out the objectives on the calendar ahead of time. It also allots sufficient time to each objective and gives students enough time to complete the requisite performance assessments and group projects. (AP)

What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings?

Consider the WHERE elements from the student’s perspective (Where is the work headed; Hook; Explore the subject in depth; Rethink, rehearse, revise; Evaluate)

Day #

Objectives Topic Instructional Choice

Resources Needed

Essential Question: Is an atom really all that small? 1 (M) SWBAT explain

that atoms are the most simple form of matter and can’t be broken down by ordinary laboratory means (164)

SWBAT explain that atoms are way too small to be seen by the naked eye (1x10-8cm) (158)

Definition and size on an atom

Lecture

1 SWBAT calculate the size of an atom of Al (158)

Size of an atom Lab Al Foil, Size of an Atom Lab

2 (M) SWBAT differentiate among the relative masses, charges and positions of the three subatomic particles (173)

Subatomic Particles

Bead Lab, Discovery Discussion

Bead bags—only this year…eliminate in the future as it was done in IPC

P-2(2): The teacher mapped out the objectives on the calendar ahead of time. It also allots sufficient time to each objective and gives students enough time to complete the requisite performance assessments and group projects. (AP)



SWBAT explain that protons, neutrons and electrons are comprised of even smaller particles (186)

2 (M) SWBAT differentiate between atomic # and atomic mass # (174)

Differentiating between atomic number and atomic mass number

Discussion, Lecture

Bead Lab Data, Periodic Tables

3 (M) SWBAT calculate numbers of protons, neutrons, electrons (174)

(M) SWBAT calculate the charge on an atom given relative numbers of subatomic particles (183, 278)

Calculating # of subatomic particles

Discussion, Lecture

Bead Lab Data

4 (M) SWBAT describe how atoms can become positively and negatively charged (278)

Differentiating between elements and ions

Lecture

4 (M) SWBAT calculate the number of subatomic particles for ions (278)

Calculating # of subatomic particles for ions

Discovery Centers, Lecture, Practice Problems

Additional Bead Bags, Periodic Tables

Essential Question: Why does the atomic mass number on the periodic table usually have a decimal point?5 (M) SWBAT

calculate average atomic mass (184)

Calculating Average Atomic Mass

Whole group calculation problem

5 (M) SWBAT calculate the number of subatomic particles for isotopes (278)

Calculating # of subatomic particles for ions

Discovery Centers, Lecture, Practice Problems

Additional Bead Bags, Periodic Tables

6 (M) Calculate average atomic mass (184)

Isotopic Pennies Lab

Lab Film containers filled with 10 pennies

Essential Question: How do we know that atoms exist?



7 (M) SWBAT research and describe the historical development of the atomic theory (161)

Development of the atomic theory

Station Walk Reading on development of atomic theory


Marble Lab on gold-foil experiment

Lab Marbles, Mystery Boxes


(M) SWBAT explain that an electric force between the nucleus and the electrons holds the atom together (173)

Development of the atomic theory

Station Walk Reading on development of atomic theory

10 SWBAT explain that scientific explanations are tentative and subject to chance and improvement (288)

Scientific knowledge changes Quiz

Discussion Reading concerning the evolving atomic theory

Performance Task #1: Atomic Structure from Historic Chemistry TextbooksEssential Question: How is the periodic table organized?11 (M) SWBAT identify

the groups and families on the periodic table (165)

Parts of the Periodic Table

Cooperative Groups

Blank Periodic Tables, Colored Pencils

12 (M) Classify elements on the periodic table into groups and families based on similar properties (165)

Introduction to Periodic Properties

Discovery Lab Alien periodic table lab

13 (M) Classify elements on the periodic table

Introduction to Periodic Properties

Lecture, Discussion

Examples of periodic properties: electron



into groups and families based on similar properties (165)

affinity, electronegativity, atomic radius, density, MP, BP

14 (M) Explain the major events in the historical development of the periodic table (174)

Development of the Periodic Table Prep Friday’s Lab

Movie Find this movie

15 (M) Predict patterns in bonding and reactivity using the PT (174)

Periodic Trends Lab Flinn M-__ about predicting density using periodic trends

Performance Task #2: Periodic Trends LabEssential Question: Should nuclear chemistry be banned?16 (M) Predict an atom’s

nuclear stability given its number of neutrons (184)

Radioactive Isotopes

Lab Penny Flipping Lab, M&M Flipping Lab

16 (M) Describe why so much energy is released during nuclear reactions (243, 228, 229, 273)

What is nuclear energy?

Discussion, Lecture, Movie

Find movie clip of a nuclear reaction

16 (M) Differentiate among alpha, beta, and gamma radiation in terms of composition and penetrating power (243, 185)

Alpha, Beta, Gamma Particles and where they are at on the EM spectrum

Lecture

17 (M) Calculate problems involving estimation of age using knowledge of radioactive isotopes (185, 47)

Radioactive Dating Video Lecture Video

18 (M) Calculate problems involving estimation of age using knowledge of radioactive isotopes

Radioactive Dating Lab Radioactive Dating Lab



(185, 47)19 (M) Balance nuclear

equations (168)Balancing nuclear equations

Lecture, Cooperative group work

Balancing problems

20 (M) Balance nuclear equations (168)

Balancing nuclear equations

Lecture, Cooperative group work

Balancing problems

21 Differentiate between fission and fusion (243)

Fission vs. Fusion Demonstration

21 Explain that the fusion reaction of the sun and radioactive decay of isotopes are major sources of energy for the earth (23)

Other examples/uses of nuclear chemistry (sun, medicine)

Discussion, Lecture

Readings on uses

22 (M) Understands ethics associated with scientific study (321)

Nuclear Energy Debates

Video, lecture, group research







Performance Task #3: Nuclear Chemistry Debates25 (M) SWBAT

demonstrate knowledge and skills covered in Unit 3 objectives

Unit Test Test Test

Connection to School-Wide InitiativesCharacter Education (Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship)

This unit discusses on the use and impact of nuclear energy. With this discussion comes issues of responsibility (when and where to use the technology) and citizenship (what to do with the waste).

Connection to School-Wide InitiativesEmpowerment Discussions

Like the first unit, this one also introduces students to careers that are possible through chemistry. These are areas where people of color are underrepresented.

Leadership Students will develop leadership qualities as they rotation through specified roles in the

laboratory. Every forth day, each student will be the leader of their cooperative group--they are the

compound commander.

Students will be responsible for taking leadership roles in organizing their groups as they prepare their group slide shows and their position on the nuclear energy debates.

Connection to IB Areas of InteractionApproaches to Learning

The ability to do methodical work is demonstrated when student use logic and a set method to solve the isotopic penny lab. Here students must solve a challenging problem by accessing mathematically knowledge of solving two, two-variable equations simultaneously.

Self-sufficiency, responsibility and team spirit are demonstrated in the laboratory when students collaboratively design their own experiments in a safe way.

Students demonstrate their ability to communicate experiences both in their formal lab reports and in their debates. Also in the debate, students will demonstrate an open-minded view of the world while simultaneously expressing a critical view of humanity and society.

Community Service There is no immediate community service component to this unit. With more

preparation, students could take an active role in the politics of nuclear waste/power in the state of Texas.

Health and Social Education Students will examine the relationship between cancer and nuclear chemistry. They will

see both the mutagenic effects (radiation) and the medicinal uses (radiation chemistry and radioactive tracers) of nuclear chemistry.

Environment As previously discussed, students will be examining the pros and cons of nuclear

energy. They will specifically examine the effects of nuclear waste and nuclear energy efficiency.

Homo faber (Man the Maker)- Students will trace the developments of both the atomic theory and the periodic table.

In these studies students will encounter the constant revision of scientific models.

UNIT TEST: Atomic Particles and Theory / Nuclear Chem (V1.0)

TOTAL POSSIBLE = 45

45-41 40-36 35-32

31-0Name: __________________________

Period: ________ Date: ____________

Compound: ______________________

CARPE DIEM - Section 4

1) What is an ion?: (2 pts)

2) What is an isotope?: (2 pts)

3) Please complete the following table with the number of subatomic particles (1pts each)

Substance Protons Neutrons ElectronsCalcium

S²¯ Barium with mass 137

4) What was the difference between the Greeks and John Dalton in terms of their contribution to the atomic theory? (3pts)

5) What contribution to the atomic theory did J.J. Thompson make? (3pts)

6) What where 2 similarities and 2 differences between the lab that we did and Rutherford’s Gold Foil experiment? (3pts)

7) Compare nuclear fission and fusion. (4pts)

P-2(1): The assessment is created in advance.

8) Name an advantage of a scintillation counter over a Geiger counter. (2pts)

9) Explain how the demonstration with the matches related to an important part of nuclear power plants. (3 pts)

10) Please solve the following nuclear equations (2pts each)

11) A patient is administered 20mg of iodine-131. How much of this isotope will remain in the body after 40 days if the half-life for iodine-131 is 8 days? (5pts)

Long Term Plan Grade 9: Pre-AP Chemistry*

*Created by referencing 15 different chemistry texts from a variety of publishers, publications from the American Chemical Society, KM Standards, National Science Standards, and Benchmarks for Scientific Literacy, and revised based on student diagnostics data.

P-2(1): The teacher’s long-term plan logically groups and organizes the standards into units, such as this introductory unit on “Becoming Chemists.” (AP) P-2(1): Students start in this unit by learning the tools they need in chemistry. They then immediately apply those tools to more quantitative, rather than conceptual, chemistry units below. (E)

Unit # Unit Description # of Standards Mastered

Time Frame

1 Becoming Chemists: Language, Symbols, Equations, Tools, and Ways of Thinking

7 5 Weeks

SCIDEA 162

Knows that atoms often combine to form an element (or crystal), the smallest particle of a substance that retains its properties. Different elements may combine chemically

P-2(3): Long-term plan is derived from multiple sources, including diagnostics. (AP)

P-2(1): The teacher’s long-term plan logically groups and organizes the standards into units, such as this introductory unit on “Becoming Chemists.” (AP) P-2(1): Students start in this unit by learning the tools they need in chemistry. They then immediately apply those tools to more quantitative, rather than conceptual, chemistry units below. (E))

Unit # Unit Description # of Standards Mastered

Time Frame

to form compounds** (KM-8-III-2)SCIDEA 167

Understands the conservation of mass in physical and chemical change (e.g., no matter how substances within a closed system interact with one another, the total weight of the system remains the same; the same number of atoms of a single element weighs the same, no matter how the atoms are arranged—example = photosynthesis) (KM-8-III-6) (IPC.8 C)

SCIDEA 168


SCIDEA 187

Identifies common elements and compounds using scientific nomenclature (CHM.11 A)

SCIDEA 188

Knows that atoms often combine to form an element (or crystal), the smallest particle of a substance that retains its properties. Different elements may combine chemically to form compounds** (KM-8-III-2)

SCIDEA 339

Measure density (1.4 C, 2.4 B)


Use and conserve resources and materials; dispose of and/or recycle materials safely and appropriately (K.1 B, 1.1 B, 2.1 B, 3.1 B, 4.1 B, 5.1 B, 6.1 B, 7.1 B, 8.1 B, BIO.1 B, CHM.1 B, PHY.1 B)

2 Quantitative Chemistry: Moles, Stoichiometry and Thermochemistry 5 4 Weeks

SCIDEA 189

Understands that chemical reactions either release, consume or exchange energy (i.e., some changes of atomic or molecular configuration require an input of energy; others release energy)** (KM-8-IV-10) (8.10 C, IPC.8 B, CHM.15 A)

SCIDEA 170

Knows that substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties (KM-8-III-8) (6.7 A, 7.7 C, 8.9 A)

SCIDEA 199

Understands the complete mole concept and ways in which it can be used (e.g., actual mass vs. relative mass; relationship between the mole and the volume of a mole of molecules; relevance of molar volume and Avogadro's hypothesis)--school-wide celebration of mole day (KM-8-IV-13)


Temperature Probe (Vernier)

SCIDEA 391

LabPro (Probeware Interface) (Vernier)

SCIDEA 392

Logger Pro (Probeware Software) (Vernier)

3 The Atom: Atomic Theory, Periodic Table and Nuclear Reactions 9 5 WeeksSCIDEA 174

Understands the history of the periodic table and how elements are arranged in the periodic table, and how this arrangement shows repeating patterns among elements with similar properties, how trends predict reactivity and bonding (e.g., numbers of protons, neutrons, and electrons; relation between atomic number and atomic mass) (KM-8-IV-2) (8.9 B, IPC.7 D, CHM.4 D, CHM.6 A & C)

SCIDEA 161

Researches and describes the historical development of the atomic theory (IPC-7 B)

SCIDEA 164

Knows that substances containing only one kind of atom are elements and do not break down by normal laboratory reactions (e.g., heating, exposure to electric current, reaction with acids); over 100 different elements exist (KM-8-III-4)

SCIDEA 165

Knows that many elements can be grouped on the periodic table according to similar properties (e.g., highly reactive metals, less-reactive metals, highly reactive nonmetals, almost completely non-reactive gases) (KM-8-III-5) (7.7 B, 8.9 B)

SCIDEA 168


SCIDEA 173

Knows the structure of an atom (e.g., negative electrons occupy most of the space in the atom; neutrons and positive protons make up the nucleus of the atom; protons and neutrons are almost two thousand times heavier than an electron; the electric force between the nucleus and electrons holds the atom together) (KM-8-IV-1) (8.8 A & B)

SCIDEA 183

Knows that the number of electrons in an atom determines whether the atom is electrically neutral or an ion (i.e., electrically neutral atoms contain equal numbers of protons and electrons; a positively charged atom has lost one or more electrons; a negatively charged atom has gained one or more electrons) (KM-8-IV-6)

SCIDEA 184

Knows that most elements have two or more isotopes (i.e., atoms that differ in the number of neutrons in the nucleus); although the number of neutrons has little effect on how the atom interacts with others, it does affect the mass and stability of the nucleus (KM-8-IV-7) (CHM.6 B)

SCIDEA 185

Knows how radioactive isotopes can be used to estimate the age of materials that contain them because radioactive isotopes undergo spontaneous nuclear reactions and emit particles and/or wavelike radiation; the decay of any one nucleus cannot be predicted, but a large group of identical nuclei decay at a predictable rate, which can be used to estimate the material's age (KM-8-IV-8)

SCIDEA 230

Describes types of nuclear reactions describes their roles in medicine and energy production (IPC.8 D)

SCIDEA 231

Evaluates the commercial use of nuclear energy and the environmental issues associated with nuclear wastes (CHM.9 C,D)

SCIDEA 233

Investigate and compare economic and environmental impacts of using energy sources (IPC.6 D)

SCIDEA 273

Knows that nuclear forces are much stronger than electromagnetic forces, which are vastly stronger than gravitational forces; the strength of nuclear forces explains why great amounts of energy are released from the nuclear reactions in atomic or hydrogen bombs, and in the Sun and other stars (KM-10-IV-2)

SCIDEA Knows that materials that contain equal proportions of positive and negative charges

3 The Atom: Atomic Theory, Periodic Table and Nuclear Reactions 9 5 Weeks278 are electrically neutral, but a very small excess or deficit of negative charges in a

material produces noticeable electric forces (KM-10-IV-7)

4 Electrons: Models, Quantum Theory, Bonding and Molecular Geometry 3 5 Weeks

SCIDEA 175

Investigates and compares the physical and chemical properties of ionic and covalent compounds (CHM.8 B)

SCIDEA 176

Knows how the electron configuration of atoms governs the chemical properties of an element as atoms interact with one another by transferring or sharing the outermost electrons (KM-8-IV-3)

SCIDEA 179

Relates the concentration of ions in solution to physical and chemical properties (IPC.9 B)

SCIDEA 177

Knows molecules, ionic crystals, crystalline solids, polymers, metallic solids and compounds when atoms of two or more different kinds of atoms are chemically bonded together** (KM-8-IV-4) (CHM.8 A, C)

SCIDEA 242

Knows how the energy associated with individual atoms and molecules can be used to identify the substances they comprise; each kind of atom or molecule can gain or lose energy only in particular discrete amounts, and thus can absorb and emit light only at wavelengths corresponding to these amounts (KM-9-IV-4)

SCIDEA 276

Knows that electromagnetic forces exist within and between atoms (e.g., electric forces between oppositely charged electrons and protons hold atoms and molecules together, and are involved in all chemical reactions; electric forces hold solid and liquid materials together and act between objects when they are in contact) (KM-10-IV-5) IMPORTED FROM 3


Conductivity Probe (Vernier)

SCIDEA 421

Bunsen Burners

SCIDEA 357

Use and conserve resources and materials; dispose of and/or recycle materials safely and appropriately (K.1 B, 1.1 B, 2.1 B, 3.1 B, 4.1 B, 5.1 B, 6.1 B, 7.1 B, 8.1 B, BIO.1 B, CHM.1 B, PHY.1 B)

SCIDEA 390


SCIDEA 391


SCIDEA 392


5 Matter and Its Properties 13 5 WeeksSCIDEA Knows that the physical properties of a compound are determined by its molecular

5 Matter and Its Properties 13 5 Weeks178 structure (e.g., constituent atoms, distances and angles between them) and the

interactions and forces among these molecules** (KM-8-IV-5) (CHM.8 D)SCIDEA 180

Classifies samples of matter from everyday life as elements, compounds, or mixtures (IPC.7 E)

SCIDEA 181

Investigates and identifies properties of mixtures and pure substances (CHM.4 C)

SCIDEA 190

Demonstrates how factors influence solubility and dissolving (temperature, pressure, nature of solute and solvent) (IPC.9 D, IPC.9 E, CHM.12 A)

SCIDEA 192

Compares unsaturated, saturated, and supersaturated solutions (CHM.13 A)

SCIDEA 159

Investigates, identifies and measures properties of fluids (density, viscosity, buoyancy) (IPC-7 A)

SCIDEA 160

Knows that matter is made up of tiny particles called atoms, and different arrangements of atoms into groups compose all substances (KM-8-III-1)

SCIDEA 163

Knows that states of matter depend on molecular arrangement and motion (e.g., molecules in solids are packed tightly together and their movement is restricted to vibrations; molecules in liquids are loosely packed and move easily past each other; molecules in gases are quite far apart and move about freely; compare compressibility, structure, motion of particles, shape and volume for each phase) (KM-8-III-3) (CHM.4.B)

SCIDEA 166

Differentiates between chemical and physical properties and changes in matter and relate to transformation of energy** (IPC.8 A, CHM.4 A, CHM.5 A)

SCIDEA 169

Knows methods used to separate mixtures into their component parts (boiling, filtering, chromatography, screening) (KM-8-III-7)

SCIDEA 200

Knows that the physical and chemical properties influence development of everyday materials (8.9 D)



SCIDEA 391


SCIDEA 392


6 Gas Laws 3 2 WeeksSCIDEA 420

Gas Pressure Sensor (Vernier)

SCIDEA 195

Describes interrelationships among temperature, particle number, pressure, volume of gases in a closed system (CHM.7 A)

SCIDEA 196

Analyzes data obtained from investigations with gases in a closed system to determine if data are consistent with Universal Gas Law (CHM.7 B)

6 Gas Laws 3 2 WeeksSCIDEA 199

Understands the complete mole concept and ways in which it can be used (e.g., actual mass vs. relative mass; relationship between the mole and the volume of a mole of molecules; relevance of molar volume and Avogadro's hypothesis)--school-wide celebration of mole day (KM-8-IV-13)



SCIDEA 392


7 Reaction Rates and Equilibria 3 2 WeeksSCIDEA 197

Knows that chemical reactions can take place at vastly different rates (e.g., from the few femtoseconds required for an atom to move a fraction of a chemical bond distance to geologic times scales of billions of years) and reaction rates depend on a variety of factors that influence the frequency of collision of reactant molecules (e.g., shape, concentration and surface area of the reacting species, temperature, pressure, the presence or absence of a catalyst)** (KM-8-IV-11) (CHM.15 B)

SCIDEA 171

Knows factors that influence reaction rates (e.g., types of substances involved, temperature, concentration of reactant molecules, amount of contact between reactant molecules) (KM-8-III-9) (CHM.15 B)

SCIDEA 198

Knows that chemical reactions can be accelerated by catalysts (e.g., metallic surfaces, enzymes) (KM-8-IV-12) (BIO.9 C)

8 Acids and Bases 4 3 WeeksSCIDEA 416

pH Sensor(Vernier)

SCIDEA 208

Describes and simulates effects of acid rain on soil, buildings, statues and microorganisms (IPC.9 C, CHM.14 D)

SCIDEA 205

Analyzes, measures pH of common household products as acids or bases (CHM.14 A)

SCIDEA 387

pH Test Strips


Flasks (Erlenmeyer, Volumetric)

SCIDEA 391


SCIDEA 392


9 Introduction to Redox Reactions and Electrochemistry 1 2 WeeksSCIDEA 172

Knows that oxidation is the loss of electrons, and commonly involves the combining of oxygen with another substance (e.g., the processes of burning and rusting) (KM-8-III-10) (CHM.10 A)

10 Applied Chemistry: Polymers, Organic, and Biochemistry 1 3 WeeksSCIDEA 201

Knows the variety of structures that may be formed from the bonding of carbon atoms (e.g., synthetic polymers, oils, the large molecules essential to life) and their roles in various chemical reactions, including those required for life processes (KM-8-IV-14) (8.9 D)

11Review and Testing All 1 Week

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