PSc.2.1 Understand types, properties, and structure of matter.
PSc.2.1.1
E.Q. How does the location on the periodic table determine an element's chemical properties and reactivity?
PSc.2.1.1
- Classify a sample of matter as homogeneous or heterogeneous based on uniformity of the material.
- Classify a sample of matter as a pure substance or mixture based on the number of elements or compounds in the sample.
- Classify an element as a metal, nonmetal, or metalloid based on its location on the periodic table.
- Classify a substance as an element or compound using its chemical formula
- Classify samples and sets of matter as a solution, colloid or suspension based on the application of characteristic properties: particle size, “settling out” of one or more components, and interaction with light (Tyndall Effect).
E.Q. How does the location on the periodic table determine an element's chemical properties and reactivity?
PSc.2.1.2
E.Q. How does the attraction of particles between mixtures determine their solubility?
- Develop a conceptual cause-and-effect model for the phase change process that shows the relationship among particle attraction, particle motion, and gain or loss of heat - when a solid melts it has absorbed heat that increased the potential energy of its particles (space between particles) thus reducing the attraction between particles so that they can flow in a liquid phase. (Consider conditions of normal atmospheric pressure as well as the qualitative affects of changes in pressure involving gases.)
- The focus should be on the following phase changes: solid to liquid (melting), liquid to gas (vaporization), gas to liquid (condensation), and liquid to solid (freezing).
- Compare the process of evaporation to vaporization – materials that evaporate verses those which do not; attraction between surface particles and colliding air molecules.
- Recognize that the formation of solutions is a physical change forming a homogenous mixture. (Review from 8th grade.)
- Develop a conceptual model for the solution process with a cause and effect relationship involving forces of attraction between solute and solvent particles. A material is insoluble due to a lack of attraction between particles.
- Interpret solubility curves to determine the amount of solute that can dissolve in a given amount of solvent (typically water) at a given temperature.
- Qualitatively explain concentration of solutions as saturated, unsaturated or supersaturated; dilute or concentrated.
E.Q. How does the attraction of particles between mixtures determine their solubility?
PSc.2.1.3
PSc.2.1.4
E.Q. How do the charge, mass and location of the subatomic particles determine the shape of an atom?
* Note: While there is value in students understanding the historical development of atomic theory, the focus is on understanding the relationship between structure and properties of matter. The Quantum Mechanical Model of the atom provides a more in-depth understanding of atomic structure; it can be included as an enrichment topic, but goes beyond the level of the objective. Students taking Chemistry would extend to this depth of understanding.
- Calculate the density of different substances using the relationship D =m/v
- Compare physical properties of a mixture that could be used to separate its components such as solubility, density, boiling point, magnetic property, etc.
- Compare various physical and chemical properties of metals, nonmetals and metalloids such as state of matter at a given temperature, density, melting point, boiling point, luster, conductivity, ductility, malleability, color, reactivity, etc.
- Compare physical and chemical properties of various everyday materials such as salt, sugar, baking soda, corn starch, rubbing alcohol, water, etc.
PSc.2.1.4
- Describe the charge, relative mass, and the location of protons, electrons, and neutrons within an atom.
- Calculate the number of protons, neutrons, electrons, and mass number in neutral atoms and ions.
- Explain how the different mass numbers of isotopes contributes to the average atomic mass for a given element (conceptual, no calculations).
- Use isotopic notation to write symbols for various isotopes (ex. Carbon-12, C-12, 12C, etc.)
- Explain Bohr’s model of the atom.
- Draw Bohr models from hydrogen to argon including common isotopes and ions.
- Construct dot diagrams, a shorthand notation for Bohr models, using the element symbol and dots to represent electrons in the outermost energy level.
E.Q. How do the charge, mass and location of the subatomic particles determine the shape of an atom?
* Note: While there is value in students understanding the historical development of atomic theory, the focus is on understanding the relationship between structure and properties of matter. The Quantum Mechanical Model of the atom provides a more in-depth understanding of atomic structure; it can be included as an enrichment topic, but goes beyond the level of the objective. Students taking Chemistry would extend to this depth of understanding.
PSc.2.2 Understand chemical bonding and chemical interactions
PSc.2.2.1
PSc.2.2.1
- Predict the number of valence electrons of representative elements (A Groups or 1, 2, 13-18) based on its location in the periodic table.
- Predict an element’s oxidation number based on its position in the periodic table and valence electrons. (Representative groups including multiple oxidation states for tin and lead.)
- Predict the reactivity of metals and nonmetals from general periodic trends.
- Describe how ionic, covalent, and metallic bonds form and provide examples of substances that exhibit each type of bonding.
- Predict the type of bond between two elements in a compound based on their positions in the periodic table.
PSc.2.2.3
Name and write formulas for simple binary compounds containing a metal and nonmetal using representative elements (A Groups or 1, 2, 13-18) and compounds involving common polyatomic ions: ammonium (NH4 ⁺ ), acetate (C2H3O2⁻), chlorate (ClO3⁻), nitrate (NO3⁻), hydroxide (OH⁻), carbonate (CO3 2 ⁻), sulfate (SO4 2 ⁻), phosphate (PO4 3 ⁻).
Name and write formulas for binary compounds of two nonmetals using Greek prefixes (mono-, di-, tri-, tetra-, etc.).
E.Q. How does the type of reaction determine the format for naming the compound?
Name and write formulas for simple binary compounds containing a metal and nonmetal using representative elements (A Groups or 1, 2, 13-18) and compounds involving common polyatomic ions: ammonium (NH4 ⁺ ), acetate (C2H3O2⁻), chlorate (ClO3⁻), nitrate (NO3⁻), hydroxide (OH⁻), carbonate (CO3 2 ⁻), sulfate (SO4 2 ⁻), phosphate (PO4 3 ⁻).
Name and write formulas for binary compounds of two nonmetals using Greek prefixes (mono-, di-, tri-, tetra-, etc.).
E.Q. How does the type of reaction determine the format for naming the compound?
PSc.2.2.4
PSc.2.2.5
- Use coefficients to balance simple chemical equations involving elements and/or binary compounds.
- Conclude that chemical equations must be balanced because of the law of conservation of matter.
PSc.2.2.5
- Classify chemical reactions as one of four types: single replacement, double replacement, decomposition and synthesis. (Neutralization reaction is a type of double replacement reaction.)
- Summarize reactions involving combustion of hydrocarbons as not fitting into one of these four types. Hydrocarbon + oxygen carbon dioxide + water
PSc.2.2.6
- Recognize common inorganic acids including hydrochloric (muriatic) acid, sulfuric acid, acetic acid, nitric acid and citric acid. Recognize common bases including sodium bicarbonate, and hydroxides of sodium, potassium, calcium, magnesium, barium and ammonium.
- Define acids and bases according to the Arrhenius theory.
- Develop an understanding of the pH scale and the classification of substances therein.
- Generalize common characteristics of acids and bases– pH range, reactivity with metals and carbonates (acids) or fats/oils (bases), conductivity.
- Relate general household uses of acids and bases with their characteristic properties.
- Explain what happens in a neutralization reaction, identifying each component substance.
PSc.2.3 Understand the role of the nucleus in radiation and radioactivity.
beta decay increases the atomic number by 1 (a neutron decays into a proton and electron);
gamma rays are electromagnetic waves released from the nucleus along with either an alpha or beta particle.
PSc.2.3.2
PSc.1.1 Understand motion in terms of speed, velocity, acceleration, and momentum.
PSc.1.1.1
Interpret all motion as relative to a selected reference point. Identify distance and displacement as a scalar-vector pair.
Describe motion qualitatively and quantitatively in terms of an object’s change of position, distance traveled, and displacement.
E.Q.
PSc.1.1.2
- PSc.2.3.1 Compare the characteristics of alpha and beta particles and gamma rays – composition, mass, penetrability.
- Compare alpha, beta, and gamma decay processes –
beta decay increases the atomic number by 1 (a neutron decays into a proton and electron);
gamma rays are electromagnetic waves released from the nucleus along with either an alpha or beta particle.
- Compare the processes of fission (splitting of a very large atom) and fusion (joining of atoms) in terms of conditions required for occurrence, energy released, and the nature of products.
PSc.2.3.2
- Conceptually explain half-life using models.
- Perform simple half-life calculations based on an isotope’s half-life value, time of decay, and/or amount of substance.
PSc.1.1 Understand motion in terms of speed, velocity, acceleration, and momentum.
PSc.1.1.1
Interpret all motion as relative to a selected reference point. Identify distance and displacement as a scalar-vector pair.
Describe motion qualitatively and quantitatively in terms of an object’s change of position, distance traveled, and displacement.
E.Q.
PSc.1.1.2
- Compare speed and velocity as a scalar-vector pair. Velocity is a relationship between displacement and time: d v t
- Apply concepts of average speed and average velocity to solve conceptual and quantitative problems.
- Explain acceleration as a relationship between velocity and time: = v a t
- Using graphical analysis, solve for displacement, time, and average velocity. Analyze conceptual trends in the displacement vs. time graphs such as constant velocity and acceleration.
- Using graphical analysis, solve for velocity, time, and average acceleration. Analyze conceptual trends in the velocity vs. time graphs such as constant velocity and acceleration.
- Infer how momentum is a relationship between mass and velocity of an object, p mv .
- The focus should be on the conceptual understanding that the same momentum could be associated with a slow-moving massive object and an object moving at high velocity with a very small mass (e.g.- 100 kg object moving 1 m/s has the same momentum as a 1-kg object moving 100m/s) Explain change in momentum in terms of the magnitude of the applied force and the time interval that the force is applied to the object. Everyday examples of the impulse/momentum relationship include: the use of airbags in cars; time of contact and “follow-through” in throwing, catching, kicking, and hitting objects in sports; bending your knees when you jump from a height to the ground to prevent injury.
- E.Q.
PSc.3.1 Understand types of energy, conservation of energy and energy transfer.
PSc.3.1.1
PSc.3.1.1
- Infer the ability of various materials to absorb or release thermal energy in order to conceptually relate mass, specific heat capacity, and temperature of materials to the amount of heat transferred. (Calculations with p q mC T should be used to aid in conceptual development through laboratory investigation and analysis, not as problem-solving exercises.)
- Compare thermal energy, heat, and temperature.
- Relate phase changes to latent heat that changes the potential energy of particles while the average kinetic energy of particles (temperature) remains the same. (Link to PSc.2.1.2)
- Compare conduction, convection, and radiation as methods of energy transfer.
PSc.3.1.2
- Exemplify the relationship between kinetic energy, potential energy, and heat to illustrate that total energy is conserved in mechanical systems such as a pendulum, roller coaster, cars/balls on ramps, etc.
- Relate types of friction in a system to the transformation of mechanical energy to heat.
- E.Q.
PSc.3.1.3
PSc.3.1.4
- Explain scenarios in which work is done, identifying the force, displacement, and energy transfer- work requires energy; when work is done on an object, the result is an increase in its energy and is accompanied by a decrease in energy somewhere else.
- Compare scenarios in which work is done and conceptually explain the differences in magnitude of work done using the relationship W =F d
PSc.3.1.4
- Infer the work and power relationship: W= F d P =Fv t t
- Determine the component simple machines present in complex machines – categorize a wedge and screw as variations of an inclined plane; a pulley and wheel & axle as variations of a lever.
- Explain the relationship between work input and work output for simple machines using the law of conservation of energy.
- Define and determine ideal and actual mechanical advantage: E R d IMA d R E F AMA F
- Define and determine efficiency of machines: 100 out in W Efficiency x W
- Explain why no machine can be 100% efficient.
PSc.3.2 Understand the nature of waves
PSc.3.2.1
Identify the basic characteristics of a longitudinal (compressional) wave: amplitude, rarefaction, and compression.
Recognize the relationship between period and frequency (focus on conceptual understanding of this inverse relationship).
Explain the relationships among velocity, frequency, and wavelength and use it to solve wave problems: w =v f
Exemplify wave energy as related to its amplitude and independent of velocity, frequency or wavelength.
E.Q. How does the energy in a wave determine its physical characteristics?
PSc.3.2.1
Identify the basic characteristics of a longitudinal (compressional) wave: amplitude, rarefaction, and compression.
Recognize the relationship between period and frequency (focus on conceptual understanding of this inverse relationship).
Explain the relationships among velocity, frequency, and wavelength and use it to solve wave problems: w =v f
Exemplify wave energy as related to its amplitude and independent of velocity, frequency or wavelength.
E.Q. How does the energy in a wave determine its physical characteristics?