Unit 1 Summary: Structure and Properties of Matter |
How can the substructures of atoms explain the observable properties of substances? In this unit of study, students use investigations, simulations, and models to makes sense of the substructure of atoms and to provide more mechanistic explanations of the properties of substances. Chemical reactions, including rates of reactions and energy changes, can be understood by students at this level in terms of the collisions of molecules and the rearrangements of atoms. Students are able to use the periodic table as a tool to explain and predict the properties of elements. Students are expected to communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. The crosscutting concepts of structure and function, patterns, energy and matter, and stability and change are called out as the framework for understanding the disciplinary core ideas. Students use developing and using models, planning and conducting investigations, using mathematical thinking, and constructing explanations and designing solutions. Students are also expected to use the science and engineering practices to demonstrate proficiency with the core ideas. |
Student Learning Objectives |
Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.] (HS-PS1-1) (CRP8) |
Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. [Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.] (HS-PS1-2) (CRP8) (CRP4) |
Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.] (HS-PS1-3) (CRP8) (CRP12) (CRP 6) |
Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.] (HS-PS2-6) (CRP2) (CRP4) |
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.(HS-ETS1-3) (CRP7) (CRP5) |
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. (HS-ETS1-4) (CRP11) |
Quick Links | |||
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Part A: How can a periodic table tell me about the subatomic structure of a substance? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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Part B: How can I use the periodic table to predict if I need to duck before mixing two elements? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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Part C: How can I use the properties of something (in bulk quantities) to predict what is happening with the subatomic particles? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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Part D: I want to do the right thing, what is the greener choice for grocery bags (paper or plastic/reusable vs. disposable); cold drink containers (plastic, glass, or aluminum); or hot drink containers (paper, Styrofoam, or ceramic)? [Clarification: Students should have the opportunity to select the product and use the Life Cycle Analysis (LCA) to make an evidence-based claim.] | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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What It Looks Like in the Classroom |
In order to understand how the periodic table can be used as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms, students must first understand the idea that atoms have a charged substructure consisting of a nucleus that is composed of protons and neutrons surrounded by electrons. Students should use a variety of models to understand the structure of an atom. Examples may include computer simulations, drawings, and kits. Students can create models of atoms by calculating protons, neutrons, and electrons in any given atom, isotope, or ion. In order to understand the predictive power of the periodic table, students should write electron configurations for main group elements, paying attention to patterns of electrons in the outermost energy level. Students should annotate the periodic table to determine its arrangement horizontally by number of protons in the atom’s nucleus and its vertical arrangement by the placement of elements with similar chemical properties in columns. Students should also be able to translate information about patterns in the periodic table into words that describe the importance of the outermost electrons in atoms.
To explain the outcomes of chemical reactions using the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties, students should use investigations, simulations, and models of chemical reactions to prove that atoms are conserved. For example, students might observe simple reactions in a closed system and measure the mass before and after the reaction as well as count atoms in reactants and products in chemical formulas. Students should also construct chemical formulas involving main group elements in order to model that atoms are conserved in chemical reactions (the Law of Conservation of Mass). Students need to describe and predict simple chemical reactions, including combustion, involving main group elements. Students should use units when modeling the outcome of chemical reactions. When reporting quantities, students should choose a level of accuracy appropriate to limitations on measurement. Students should also be able to write a rigorous explanation of the outcome of simple chemical reactions, using data from their own investigations, models, theories, and simulations. They should strengthen their explanations by drawing and citing evidence from informational text. In order to address how the substructure of substances at the bulk scale infers the strength of electrical forces between particles, emphasis should be placed on the importance of outermost electrons in bulk physical properties, bonding, and stability. Students must realize that valence electrons are important. Students should plan and conduct investigations to show that structure and interactions of matter at the bulk amount, and accuracy of data required producing reliable information and considering limitations on the precision of the data. Students should also plan and conduct investigations using attraction and repulsion (charges—cations/anions) at the atomic scale to explain the structure of matter at the bulk scale. For example, students could investigate how the strength of forces between particles is dependent on particle type (ions, atoms, molecules, networked materials [allotropes]). Students should examine crystal structures and amorphous structures. Students should also plan and conduct investigations using attraction and repulsion (charges—cations/anions) at the atomic scale to explain the properties of matter at the bulk scale—for example, investigating melting point, boiling point, vapor pressure, and surface tension. Students might also plan and conduct an investigation using attraction and repulsion (charges—cations/anions) at the atomic scale to explain transformations of matter at the bulk scale—for example, collecting data to create cooling and heating curves. Students might also conduct research projects to compare the structure of substances at the bulk scale and use this research to infer the strength of electrical forces between particles. Information should be gathered from multiple reliable sources and used to support claims. Any data reported should include appropriate units while considering limitations on measurements. As students consider communicating scientific and technical information about why the molecular-level structure is important in the functioning of designed materials, the focus should be on attractive and repulsive forces. Students might research information about Life Cycle Analysis (LCA), which examines every part of the production, use, and final disposal of a product. LCA requires that students examine the inputs (raw materials and energy) required to manufacture products, as well as the outputs (atmospheric emissions, waterborne wastes, solid wastes, coproducts, and other resources). This allows them to make connections between molecular-level structure and product functionality. Students should evaluate the LCA process and communicate a solution to a real-world problem, such as the environmental impact of different types of grocery bags (paper or plastic/reusable vs. disposable), cold drink containers (plastic, glass, or aluminum), or hot drink containers (paper, Styrofoam, or ceramic). They should base their solution to their chosen real-world problem on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Students should then use technology to present a life-cycle-stage model that considers the LCA and typical inputs and outputs measured for their real-world problem. Students need to consider the properties of various materials (e.g. Molar mass, solubility, and bonding) to decide what materials to use for what purposes, inputs and outputs measured for their real-world problem. Students must consider the properties of various materials (e.g. Molar mass, solubility, bonding) to decide which materials to use for which purposes. When students have properties appropriate for the final use, they will be able to consider material uses in LCAs to determine if they are environmentally appropriate. For further reference, see ChemMatters, February 2014, “It’s Not Easy Being Green, Or Is It?” at www.acs.org/content/acs/en/education/resources/highschool/chemmatters.html. Integration of Engineering In this unit, students consider communicating scientific and technical information about why the molecular level structure is important in the functioning of designed materials. Students evaluate a solution to a complex real-world problem, such as electrically conductive materials made of metal, plastics made of organic polymers, or pharmaceuticals designed for specific biological targets, and then use a computer simulation to model the impact of that solution. |
Modifications |
Teacher Note: Teachers identify the modifications that they will use in the unit.
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Research on Student Learning |
Students of all ages show a wide range of beliefs about the nature and behavior or particles. They lack an appreciation of the very small size of particles; believe there must be something in the space between particles; have difficulty in appreciating the intrinsic motion of particles in solids, liquids and gases; and have problems in conceptualizing forces between particles (NSDL, 2015). |
Connections to Other Courses |
Biology
Earth and space science
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Build an Atom: This simulation allows students to create different illustrations of atoms and provides evidence that protons determine the identity of the element. Periodic Table Trends: This is a virtual investigation of the periodic trends. Path to Periodic Table: This investigation provides students with the opportunity to make sense of how and why the periodic table is organized the way that it is. Students will re-create the thought process that Dmitri Mendeleev and Julius Lothar Meyer went through to devise their early periodic tables. Castle of Mendeleev: Students engage in a fantasy world that requires them to make claims, based on evidence, regarding the identity of unknown materials. Shall We Dance? – Classifying Types of Chemical Reactions: Students identify and differentiate between four types of chemical reactions: synthesis, decomposition, single replacement and double replacement. Students also develop models for chemical reactions and identify the limitations of the models using evidence. |
Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.] (HS-PS1-1) | |
Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. [Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.] (HS-PS1-2) | |
Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.] (HS-PS1-3) | |
Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.] (HS-PS2-6) | |
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.(HS-ETS1-3) | |
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. (HS-ETS1-4) |
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Career Readiness Practices | Technology Standards |
CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence | 8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. 8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial. 8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. 8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources. 8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. 8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs. |
Unit 2 Summary: Energy in Chemical Systems |
How is energy transferred within a system? Unit 2B is used in a chemistry course when Unit 2: The Chemistry of Abiotic Systems is taught in the Capstone Science Course. In Energy of Chemical Systems, students will understand energy as a quantitative property of a system—a property that depends on the motion and interactions of matter and radiation within that system. They will also understand that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Students develop an understanding that energy, at both the macroscopic and the atomic scales, can be accounted for as motions of particles or as energy associated with the configurations (relative positions) of particles. Students understand the role that water plays in affecting weather. Students can examine the ways that human activities cause feedback that create changes to other systems. Students are expected to demonstrate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, engaging in argument from evidence, and using these practices to demonstrate understanding of core ideas. |
Student Learning Objectives |
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). [Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.] (HS-PS3-4) (CRP2) (CRP8) |
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Part A: Does thermal energy always transfer or transform in predictable ways? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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What It Looks Like in the Classroom |
In this unit of study, students begin by building their understanding of the law of conservation of energy by planning and conducting investigations of thermal energy transfer. Students should investigate and describe a system focusing specifically on thermal energy transfer in a closed system. These investigations will provide opportunities for students to use models that can be made of a variety of materials, such as student-generated drawings and/or digital simulations, such as those available from PhET. These models can be used to describe a system, and define its boundaries, initial conditions, inputs, and outputs. Students should have the opportunity to ask and refine questions, using specific textual evidence, about the energy distribution in a system. Students should collect relevant data from several sources, including their own investigations, and synthesize their findings into a coherent understanding. Using the knowledge that energy cannot be created or destroyed, students should create computational or mathematical models to calculate the change in the energy in one component of a system when the change in energy of the other component(s) and energy flows in and out of the systems are known. In order to do this, students should manipulate variables in specific heat calculations. For example, students can use data collected from simple Styrofoam calorimeters to investigate the mixing of water at different initial temperatures or the adding of objects at different temperatures to water to serve as a basis for evidence of uniform energy distribution among components of a system. Students might conduct an investigation using different materials such as various metals, glass, and rock samples. Using the specific heat values for these substances, students could create mathematical models to represent the energy distribution in a system, identify important quantities in energy distribution, map relationships, and analyze those relationships mathematically to draw conclusions. These investigations will allow students to collect data to show that energy is transported from one place to another or transferred between systems, and that uncontrolled systems always move toward more stable states with more uniform energy distribution. Students should also observe during investigations that energy can be converted into less useful forms, such as thermal energy released to the surrounding environment. During the design and implementation of investigations, students must consider the precision and accuracy appropriate to limitations on measurement of the data collected and refine their design accordingly. |
Connecting with English Language Arts/Literacy and Mathematics |
English Language Arts/Literacy-
Mathematics-
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Modifications |
Teacher Note: Teachers identify the modifications that they will use in the unit. The unneeded modifications can then be deleted from the list.
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Research on Student Learning |
Middle- and high-school student thinking about chemical change tends to be dominated by the obvious features of the change. For example, some students think that when something is burned in a closed container, it will weigh more because they see the smoke that was produced. Further, many students do not view chemical changes as interactions. They do not understand that substances can be formed by the recombination of atoms in the original substances. Rather, they see chemical change as the result of a separate change in the original substance, or changes, each one separate, in several original substances. For example, some students see the smoke formed when wood burns as having been driven out of the wood by the flame (NSDL, 2015). |
Prior Learning |
Physical science
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Connections to Other Courses |
Physical science
Life Science
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Links to Free and Low Cost Instructional Resources Note- The majority of the student sense-making experiences found at these links predate the NGSS. Most will need to be modified to include science and engineering practices, disciplinary core ideas, and cross cutting concepts. The EQuIP Rubrics for Science can be used as a blueprint for evaluating and modifying instructional materials. |
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Appendix A: NGSS and Foundations for the Unit | |
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). [Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.] (HS-PS3-4) |
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: | ||
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Planning and Carrying Out Investigations | PS3.B: Conservation of Energy and Energy Transfer
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Career Readiness Practices | Technology Standards |
CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence | 8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. 8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial. 8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. 8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources. 8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. 8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs. |
Unit 3 Summary: Bonding and Chemical Reactions |
How can one explain the structure, properties, and interactions of matter? In this unit of study, students develop and using models, plan and conduct investigations, use mathematical thinking, and construct explanations and design solutions as they develop an understanding of the substructure of atoms and to provide more mechanistic explanations of the properties of substances. Chemical reactions, including rates of reactions and energy changes, can be understood by students at this level in terms of the collisions of molecules and the rearrangements of atoms. Students also apply an understanding of the process of optimization and engineering design to chemical reaction systems. The crosscutting concepts of patterns, energy and matter, and stability and change are the organizing concepts for these disciplinary core ideas. Students are expected to demonstrate proficiency in developing and using models, planning and conducting investigations, using mathematical thinking, and constructing explanations and designing solutions. |
Student Learning Objectives |
Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical reactions.] (HS-PS1-7) (CRP8) |
Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.] (HS-PS1-4) (CRP4) (CRP2) |
Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. [Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.] (HS-PS1-5) (CRP11) (CRP4) |
Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* [Clarification Statement: Emphasis is on the application of Le Chatlier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.] (HS-PS1-6) (CRP8) |
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. (HS-ETS1-2) (CRP8) (CRP4) |
Quick Links | |||
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Part A: Where do the atoms go during a chemical reaction? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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Part B: What is different inside a heat pack and a cold pack? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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Part C: Is it possible to change the rate of a reaction or cause two elements to react that do not normally want to? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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Part D: What can we do to make the products of a reaction stable? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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What It Looks Like in the Classroom |
The Bonding and Chemical Reaction unit ties together the concepts developed in Structure and Properties of Matter and Energy and its Applications in Abiotic Systems units (how to describe and predict chemical reactions, and energy flow and conservation within a system). In this unit, students will develop an understanding that the total amount of energy and matter in a closed system (including chemical reaction systems) is conserved and that changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Using this knowledge, and knowledge of the chemical properties of elements, students should be able to describe and predict simple chemical reactions in terms of mass and energy. The mole concept and stoichiometry are used to show proportional relationships between masses of reactants and products. Students should be able to use balanced equations to show mass relationships between reactants and products. Students should also gain an understanding of the use of dimensional analysis to perform mass to mole conversions that demonstrate how mass is conserved during chemical reactions. Focus should be on students’ use of mathematics to demonstrate their thinking about proportional relationships among masses of reactants and products and to make connections between the atomic and macroscopic world. Students should use units appropriately and consistently, considering limitations on measurement, for the purpose of descriptive modeling of the proportional relationships between masses of atoms in the reactants and products and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. This unit also expands student understanding of the conservation of energy within a system by emphasizing the key idea that a stable molecule has less energy than the same set of atoms when separated. To support this concept, students might look at the change in energy when bonds are made and broken in a reaction system. Students might also analyze molecular-level drawings and tables showing energies in compounds with multiple bonds to show that energy is conserved in a chemical reaction. In addition to conservation of energy, students should explore energy flow into, out of, and within systems (including chemical reaction systems). Students might be given data and asked to graph the relative energies of reactants and products to determine whether energy is released or absorbed. They should also conduct simple chemical reactions that allow them to apply the law of conservation of energy by collecting data from their own investigations. Students should be able to determine whether reactions are endothermic and exothermic, constructing explanations in terms of energy changes. These experiences will allow them to develop a model that relates energy flow to changes in total bond energy. Examples of models might include molecular-level drawings, energy diagrams, and graphs. Students should expand their study of bond energies by relating this concept to kinetic energy. This can be understood in terms of the collisions of molecules and the rearrangement of atoms into new molecules as a function of their kinetic energy content. Students should also study the effect on reaction rates of changing the temperature and/or concentration of a reactant (Le Chatelier’s principle). Students might explore the concept of equilibrium through investigations, which may include manipulations of variables such as temperature and concentration. Examples of these investigations may include the iodine clock reaction, the ferrous cyanide complex, as well as computer simulations such as those located at Error! Hyperlink reference not valid.. Using results from these investigations, students should develop an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs and on equilibrium. Students should be able cite evidence from text to support their explanations after conducting research. Finally, in order to meet the engineering requirement for Unit 3, students should design a solution to specify a change in conditions that would produce increased amounts of products at equilibrium. As they consider their design, students should keep in mind that much of science deals with constructing explanations for how things change and how they remain stable. Through investigations and practice in changing reaction conditions (as mentioned above), as well as through teacher demonstrations such as MOM to the Rescue/Acid–Base Reaction (Flinn Scientific), students should come to understand that in many situations, a dynamic and condition dependent balance between a reaction and the reverse reaction determines the number of all types of molecules present. Examples of designs that students could refine might include different ways to increase product formation. Designs should include methods such as adding reactants or removing products as a means to change equilibrium. Students will base these design solutions on scientific knowledge, student-generated sources of evidence from prior investigations, prioritized criteria, and tradeoff considerations. They will do this in order to produce the greatest amount of product from a reaction system. Integration of engineering - The engineering performance expectation HS-PS1-1 calls specifically for a connection to HS-ETS1.C. To meet this requirement, HS-ETS1-2 has been identified as appropriate for this unit, since it directs students to design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Students will design a solution to specify a change in conditions that would produce increased amounts of products at equilibrium. |
Connecting with English Language Arts/Literacy |
English Language Arts/Literacy
Mathematics
|
Modifications |
Teacher Note: Teachers identify the modifications that they will use in the unit. The unneeded modifications can then be deleted from the list.
|
Research on Student Learning |
Middle- and high-school student thinking about chemical change tends to be dominated by the obvious features of the change. For example, some students think that when something is burned in a closed container, it will weigh more because they see the smoke that was produced. Further, many students do not view chemical changes as interactions. They do not understand that substances can be formed by the recombination of atoms in the original substances. Rather, they see chemical change as the result of a separate change in the original substance, or changes, each one separate, in several original substances. For example, some students see the smoke formed when wood burns as having been driven out of the wood by the flame (NSDL, 2015). |
Prior Learning |
Physical science
Life science
Earth and space sciences
|
Connections to Other Courses |
Physical science
Life science
|
Links to Free and Low Cost Instructional Resources Note- The majority of the student sense-making experiences found at these links predate the NGSS. Most will need to be modified to include science and engineering practices, disciplinary core ideas, and cross cutting concepts. The EQuIP Rubrics for Science can be used as a blueprint for evaluating and modifying instructional materials. |
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Appendix A: NGSS and Foundations for the Unit | |
Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical reactions.] (HS-PS1-7) | |
Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.] (HS-PS1-4) | |
Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. [Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.] (HS-PS1-5) | |
Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* [Clarification Statement: Emphasis is on the application of Le Chatlier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.] (HS-PS1-6) | |
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. (HS-ETS1-2) |
The Student Learning Objectives above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Planning and Carrying Out Investigations Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions
Asking Questions and Defining Problems Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions
| PS1.A: Structure and Properties of Matter
ETS1.C: Optimizing the Design Solution ETS1.A: Defining and Delimiting Engineering Problems
ETS1.B: Developing Possible Solutions
|
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Nature of Science
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
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Embedded English Language Arts/Literacy and Mathematics | ||||||||||||||||||||||||||||||
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Career Readiness Practices | Technology Standards |
CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence | 8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. 8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial. 8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. 8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources. 8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. 8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs. |
Unit 4 Summary: Matter and Energy Transformations in Living Systems |
How do organisms obtain and use the energy they need to live and grow? In this unit of study, students construct explanations for the role of energy in the cycling of matter in organisms. They apply mathematical concepts to develop evidence to support explanations of the interactions of photosynthesis and cellular respiration and develop models to communicate these explanations. The crosscutting concept of matter and energy provides students with insights into the structures and processes of organisms. Students are expected to develop and use models, plan and conduct investigations, use mathematical thinking, and construct explanations and design solutions as they demonstrate proficiency with the disciplinary core ideas. |
Student Learning Objectives |
Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.] (HS-LS1-5) (CRP2) (CRP4) |
Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. [Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration.] (HS-LS1-7) (CRP2) (CRP4) |
Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.] (HS-LS1-6) (CRP4) (CRP6) (CRP7)(CRP8) |
Quick Links | |||
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Part A: How does photosynthesis transform light energy into stored chemical energy? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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Part B: How does cellular respiration result in a net transfer of energy? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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Part C: How do elements of a sugar molecule combine with other elements and what molecules are formed? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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What It Looks Like in the Classroom |
This unit of study continues to build on the concept of energy flow and matter discussed in units 1, 2, and 3; however it approaches the content from a life science standpoint. Students use their understanding of energy flow and conservation of energy to support their learning as they model photosynthesis and cellular respiration. Previous work with chemical reactions will help students develop explanations for the formation of amino acids and other large, carbon-based molecules. Also, students continue developing and using models, constructing explanations and designing solutions, and obtaining, evaluating, and communicating information. This unit of study continues looking at energy flow and matter but with emphasis on photosynthesis, cellular respiration, and polymerization. Students should use models such as diagrams, chemical equations, and conceptual models to illustrate how matter and energy flow through different organizational levels of living systems, from microscale to macroscale. In particular, both photosynthesis and cellular respiration will be the reactions used to emphasize that the reactants (inputs) and products (outputs) show the transfer of matter and energy from one system of interacting molecules to another. In developing models to represent how photosynthesis transforms light energy into stored chemical energy and the inputs and outputs of cellular respiration, students might use digital media in presentations to enhance understanding. [Clarification, The focus of this unit is on the basic inputs and outputs of these processes. The specific biological steps of the Calvin cycle, Glycolysis, and Kreb cycle are not the focus this unit]. Developing an understanding of photosynthesis and respiration will allow students to model radiant energy transferred from a macrosystem, such as the ocean, to a microsystem, such as an individual organism like plankton. In photosynthesis, light energy is converted to stored energy when carbon dioxide and water are converted into sugars. Oxygen is released in this process. The organism then converts the chemical energy into a usable form (A.T.P) on the cellular level through the process of cellular respiration. This process gives organisms the energy needed to maintain life functions. An example is how some organisms need energy to maintain body temperature despite ongoing energy transfer to the surrounding environment. Models should use evidence to illustrate how photosynthesis transforms light energy into stored chemical energy; how cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy; and to illustrate the inputs and outputs of matter and the transformations of energy in both processes. Models could include chemical equations, flow diagrams, manipulatives, and conceptual models. Models should also illustrate that energy cannot be created or destroyed, and that it moves only between one place and another, between objects, or between systems. At the same time, students take an in-depth look at the polymerization of sugar; they should research and investigate how simple sugars (made from carbon, hydrogen, and oxygen) are combined and recombined in different structures with specific functions. Students will construct and revise explanations for how simple sugars help form hydrocarbon backbones (amino acids) or carbon-based backbones (protein, DNA, new organism). Explanations should be supported and revised using evidence from multiple sources of text, models, theories, simulations, students’ own investigations, and peer review. Students’ explanations should describe the formation of amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA) that can be used, for example, to form new cells. It is important to remember that students are only required to conceptually understand the process, not the specific chemical reactions or the identification of macromolecules such as amino acids and DNA. |
Connecting with English Language Arts/Literacy |
English Language Arts/Literacy
|
Modifications |
Teacher Note: Teachers identify the modifications that they will use in the unit.
|
Research on Student Learning |
Students' meaning for “energy” both before and after traditional instruction is considerably different from its scientific meaning. In particular, students believe energy is associated only with humans or movement, is a fuel-like quantity which is used up, or is something that makes things happen and is expended in the process. Students rarely think energy is measurable and quantifiable. Students tend to think that energy transformations involve only one form of energy at a time. Although they develop some skill in identifying different forms of energy, in most cases their descriptions of energy change focus only on forms that have perceivable effects. The transformation of motion to heat seems to be difficult for students to accept, especially in cases with no obvious temperature increase. Finally, it may not be clear to students that some forms of energy, such as light, sound, and chemical energy, can be used to make things happen. Some students of all ages have difficulty in identifying the sources of energy for plants and also for animals. Students tend to confuse energy and other concepts such as food, force, and temperature. As a result, students may not appreciate the uniqueness and importance of energy conversion processes like respiration and photosynthesis. Although specially designed instruction does help students correct their understanding about energy exchanges, some difficulties remain. [10] Careful coordination between The Physical Setting and The Living Environment benchmarks about conservation of matter and energy and the nature of energy may help alleviate these difficulties (NSDL, 2015). |
Prior Learning |
Physical science
Life science
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Connections to Other Courses |
Physical science
Life science
|
Links to Free and Low Cost Instructional Resources Note- The majority of the student sense-making experiences found at these links predate the NGSS. Most will need to be modified to include science and engineering practices, disciplinary core ideas, and cross cutting concepts. The EQuIP Rubrics for Science can be used as a blueprint for evaluating and modifying instructional materials. |
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Appendix A: NGSS and Foundations for the Unit | |
Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.] (HS-LS1-5) | |
Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. [Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration.] (HS-LS1-7) | |
Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.] (HS-LS1-6) |
The Student Learning Objectives above were developed using the following elements from the NRC document A Framework for K-12 Science Education: | ||
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Constructing Explanations and Designing Solutions |
LS1.B: Growth and Development of Organisms LS1.C: Organization for Matter and Energy Flow in Organisms
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Embedded English Language Arts/Literacy and Mathematics Standards | ||||||||||||||||||||
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Career Readiness Practices | Technology Standards |
CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence | 8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. 8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial. 8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. 8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources. 8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. 8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs. |
Unit 5 Summary: Nuclear Chemistry |
What happens in stars? In this unit of study, energy and matter are studied further by investigating the processes of nuclear fusion and fission that govern the formation, evolution, and workings of the solar system in the universe. Some concepts studied are fundamental to science and demonstrate scale, proportion, and quantity, such as understanding how the matter of the world formed during the Big Bang and within the cores of stars over the cycle of their lives. In addition, an important aspect of Earth and space sciences involves understanding the concept of stability and change while making inferences about events in Earth’s history based on a data record that is increasingly incomplete the farther one goes back in time. A mathematical analysis of radiometric dating is used to comprehend how absolute ages are obtained for the geologic record. The crosscutting concepts of energy and matter; scale, proportion, and quantity; and stability and change are called out as organizing concepts for this unit. Students are expected to demonstrate proficiency in developing and using models; constructing explanations and designing solutions; using mathematical and computational thinking; and obtaining, evaluating, and communicating information; and they are expected to use these practices to demonstrate understanding of the core ideas. Note: This unit can be taught in either Chemistry or as part of the Capstone Science Course. |
Student Learning Objectives |
Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.] (HS-PS1-8) (CRP11) |
Communicate scientific ideas about the way stars, over their life cycle, produce elements. [Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.] (HS-ESS1-3) (CRP4) |
Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation. [Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and subatomic processes involved with the sun’s nuclear fusion.] (HS-ESS1-1) (CRP11) (CRP7) |
Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. [Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).] (HS-ESS1-2) (CRP7) |
Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.] (HS-ESS1-6) (CRP7) |
Quick Links | |||
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Part A: Why is fusion considered the Holy Grail for the production of electricity? Why aren’t all forms of radiation harmful to living things? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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Part B: How do stars produce elements? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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Part C: Is the life span of a star predictable? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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Part D: If there was nobody there to Tweet about it, how do we know that there was a Big Bang? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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Part E: How can chemistry help us to figure out ancient events? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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What It Looks Like in the Classroom |
This unit of study continues looking at energy flow and matter but with a new emphasis on Earth and space science in relation to the history of Earth starting with the Big Bang theory. Students will also explore the production of elements in stars and radioactive decay. Students should develop and use models to illustrate the processes of fission, fusion, and radioactive decay and the scale of energy released in nuclear processes relative to other kinds of transformations, such as chemical reactions. Models should be qualitative, based on evidence, and might include depictions of radioactive decay series such as Uranium-238, chain reactions such as the fission of Uranium-235 in reactors, and fusion within the core of stars. Students could also explore the PhET nuclear fission inquiry lab and graphs to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of alpha, beta, and gamma radioactive decays. When modeling nuclear processes, students should depict that atoms are not conserved, but the total number of protons plus neutrons is conserved. Models should include changes in the composition of the nucleus of atoms and the scale of energy released in nuclear processes. The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. Other than hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. Because atoms of each element emit and absorb characteristic frequencies of light, the presence of an element can be detected in stars and interstellar gases. Students should develop an understanding of how analysis of light spectra gives us information about the composition of stars and interstellar gases. Communication of scientific ideas about how stars produce elements should be done in multiple formats, including orally, graphically, textually, and mathematically. The conservation of the total number of protons plus neutrons is important in their explanations, and students should cite supporting evidence from text. Students should also use the sun as a model for the lifecycle of a star. This model should also illustrate the relationship between nuclear fusion in the sun’s core and energy that reaches the Earth in the form of radiation. Students could construct a mathematical model of nuclear fusion in the sun’s core, identifying important quantities and factors that affect the life span of the sun. They should also be able to use units and consider limitations on measurement when describing energy from nuclear fusion in the sun’s core that reaches the Earth. For example, students should be able to quantify the amounts of energy in joules when comparing energy sources. In this way, students will develop an understanding of how our sun changes and how it will burn out over a lifespan of approximately 10 billion years. This unit continues with a study of how astronomical evidence (“red shift/blue shift,” wavelength relationships to energy, and universe expansion) can be used to support the Big Bang theory. Students should construct an explanation of the Big Bang theory based on evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. Students should explore and cite evidence from text of distant galaxies receding from our own, of the measured composition of stars and nonstellar gases, and of the maps of spectra of primordial radiation that still fills the universe. The concept of conservation of energy should be evident in student explanations. Students should also be aware that a scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment, and the science community validates each theory before it is accepted. Students should also know that if new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of the new evidence. Students should be able to cite specific evidence from text to support their explanations of the life cycle of stars, the role of nuclear fusion in the sun’s core, and the Big Bang theory. In their explanations, they should discuss the idea that science assumes the universe is a vast single system in which laws are consistent. This unit concludes with the application of scientific reasoning and the use of evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of the Earth’s formation and early history. For example, students will use examples of spontaneous radioactive decay as a tool to determine the ages of rocks or other materials (K-39 to Ar-40). Students should make claims about Earth’s formation and early history supported by data while considering appropriate units, quantities and limitations on measurement. Students might construct graphs showing data on the absolute ages and composition of Earth’s rocks, lunar rocks, and meteorites. Using available evidence within the solar system, students should construct explanations for how the earth has changed and how it has remained stable in its 4.6 billion year history. |
Connecting with English Language Arts/Literacy and Mathematics | ||||||||||||||||||||||||||||||||||||||
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Modifications |
Teacher Note: Teachers identify the modifications that they will use in the unit. The unneeded modifications can then be deleted from the list.
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Research on Student Learning |
N/A |
Prior Learning |
Physical science
Earth and space science
|
Connections to Other Courses |
Physical science
Earth and space science
|
Links to Free and Low Cost Instructional Resources Note- The majority of the student sense-making experiences found at these links predate the NGSS. Most will need to be modified to include science and engineering practices, disciplinary core ideas, and cross cutting concepts. The EQuIP Rubrics for Science can be used as a blueprint for evaluating and modifying instructional materials. |
|
Appendix A: NGSS and Foundations for the Unit | |
Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.] (HS-PS1-8) | |
Communicate scientific ideas about the way stars, over their life cycle, produce elements. [Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.] (HS-ESS1-3) | |
Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation. [Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and subatomic processes involved with the sun’s nuclear fusion.] (HS-ESS1-1) | |
Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. [Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).] (HS-ESS1-2) | |
Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.] (HS-ESS1-6) |
The Student Learning Objectives above were developed using the following elements from the NRC document A Framework for K-12 Science Education: | ||
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Constructing Explanations and Designing Solutions
Using Mathematical and Computational Thinking
Obtaining, Evaluating, and Communicating Information
|
ESS1.A: The Universe and Its Stars
PS3.D: Energy in Chemical Processes and Everyday Life PS4.B: Electromagnetic Radiation
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Scale, Proportion, and Quantity
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
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Embedded English Language Arts/Literacy and Mathematics | ||||||||||||||||||||||||||||
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Career Readiness Practices | Technology Standards | |||||||||||||||||||||||||||
CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence | 8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. 8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial. 8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. 8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources. 8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. 8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs. |
Unit 6 Summary: Human Impact: The Chemistry of Sustainability |
How do Earth’s geochemical processes and human activities affect each other? In this unit of study, students use cause and effect to develop models and explanations for the ways that feedbacks among different Earth systems control the appearance of Earth’s surface. Central to this is the tension between internal systems, which are largely responsible for creating land at Earth’s surface (e.g., volcanism and mountain building), and the sun-driven surface systems that tear down the land through weathering and erosion. Students begin to examine the ways that human activities cause feedbacks that create changes to other systems. Students understand the system interactions that control weather and climate, with a major emphasis on the mechanisms and implications of climate change. Students model the flow of energy and matter between different components of the weather system and how this affects chemical cycles such as the carbon cycle. Engineering and technology figure prominently here, as students use mathematical thinking and the analysis of geoscience data to examine and construct solutions to the many challenges facing long-term human sustainability on Earth. Here students will use these geoscience data to explain climate change over a wide range of timescales, including over one to ten years: large volcanic eruption, ocean circulation; ten to hundreds of years: changes in human activity, ocean circulation, solar output; tens of thousands to hundreds of thousands of years: changes to Earth’s orbit and the orientation of its axis; and tens of millions to hundreds of millions of years: long-term changes in atmospheric composition). Note: This unit can be taught in either Chemistry or as part of the Capstone Science Course.* |
Student Learning Objectives |
Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.] (HS-ESS2-4) (CRP2) (CRP4) (CRP7) |
Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.] (HS-ESS2-6) (CRP2) (CRP4) (CRP6) |
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. [Clarification Statement: See Three-Dimensional Teaching and Learning Section for examples.] (HS-ETS1-1) (CRP2) (CRP7) (CRP12) |
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. [Note: See Three-Dimensional Teaching and Learning Section for examples.] (HS-ETS1-2) (CRP2) (CRP4) (CRP6) (CRP8) (CRP11) |
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. [Note: See Three-Dimensional Teaching and Learning Section for examples.] (HS-ETS1-3) (CRP1) (CRP2) (CRP5) (CRP7) (CRP12) |
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. [Note: See Three-Dimensional Teaching and Learning Section for examples.] (HS-ETS1-4) (CRP11) (CRP12) |
Quick Links | |||
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Part A: What happens if we change the chemical composition of our atmosphere? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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Part B: How does carbon cycle among the hydrosphere, atmosphere, geosphere, and biosphere? | |
Concepts | Formative Assessment |
| Students who understand the concepts are able to:
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What It Looks Like in the Classroom |
This unit of study continues looking at matter and energy, with a focus on weather and climate, carbon cycling, and the cause-and-effect relationships between human activity and Earth’s systems. Students will examine causes of variations in the flow of energy into and out of Earth’s systems and how climate is affected by these variations. They will also determine how the amount of carbon cycling in Earth’s systems has changed over time, and how humans are influenced by resource availability, natural hazards, and climate change. Students should develop an understanding of how the foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space. They should also examine how cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the Earth. These phenomena cause a cycle of ice ages and other gradual climate changes. Students might conduct research to locate and analyze data sets showing these phenomena. In order to determine how changes in the atmosphere due to human activity have increased the carbon dioxide concentrations and affected climate, students should look at cycles of differing timescales and their effects on climate. Geoscience data should be used to explain climate change over a wide-range of timescales, including one to ten years: large volcanic eruptions, ocean circulation; ten to hundreds of years: changes in human activity, ocean circulation, solar output; tens of thousands to hundreds of thousands of years: changes to Earth’s orbit and the orientation of its axis; and tens of millions to hundreds of millions of years: long-term changes in atmospheric composition. Students might also explore Earth’s climate history through an analysis of datasets such as the Keeling Curve or Vostok ice core data. Students can use a jigsaw activity to examine data for an assigned timescale and event to show cause-and-effect relationships among energy flow into and out of Earth’s systems and the resulting in changes in climate. Students should use models to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. Models should be supported by multiple lines of evidence, and students should use digital media in presentations to enhance understanding. Students might use mathematical models, and they should identify important quantities and map relationships using charts and graphs. Mathematical models should include appropriate units and limitations on measurement should be considered. Students will continue their study of Earth’s systems by examining the history of the atmosphere. Students should research the early atmospheric components and the changes that occurred due to plants and other organisms removing carbon dioxide and releasing oxygen. By studying the carbon cycle, students should revisit the idea that matter and energy within a closed system are conserved among the hydrosphere, atmosphere, geosphere, and biosphere. Students should extend their understanding of how human activity affects the concentration of carbon dioxide in the environment and therefore climate. Students’ experiences should include synthesizing information from multiple sources and developing quantitative models based on evidence to describe the cycling of carbon among the ocean, atmosphere, soil, and biosphere. Students should understand how biogeochemical cycles provide the foundation for living organisms. Once again, students might use a jigsaw activity to illustrate the relationships between these systems. Finally, making a connection to engineering, students will investigate the cause-and-effect relationships between the interdependence of human activities and Earth’s systems. Students should construct an explanation based on evidence for relationships between human activity and changes in climate. Students can revisit the idea of renewable and nonrenewable resources touched upon in unit 4, and further investigate their availability. Examples of key natural resources should include access to fresh water, fertile soil, and high concentrations of minerals and fossil fuels. Students should also examine natural hazards including interior processes (volcanic eruptions and earthquakes); surface processes (tsunamis, mass wasting, and soil erosion); and severe weather (hurricanes, floods, and droughts). Additionally, other geologic events that have driven the development of human history (including populations and migrations) should also be researched. These geologic events include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised. Students must use empirical evidence to identify differences between cause and correlation in the relationship between climate changes and human activity. Students should also use empirical evidence to make claims about causes and effects of these interactions. The influence of major technological systems on modern civilizations should be emphasized. Because all the scientific and engineering practices and crosscutting concepts are necessary for mastery of the scientific content in this unit, it is an opportunity for students to engage in problem solving using the complete engineering design cycle. Research and examination of data to determine relationships between global change and human activity will allow students to identify and analyze a major global challenge. Students should take into account possible qualitative and quantitative criteria and constraints for solutions and examine the needs of society in response to the identified major global challenge. The students could then design a solution to this real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. They must then evaluate their solution based on prioritized criteria and tradeoffs (e.g., cost, safety, reliability, aesthetics, and possible social, cultural, and environmental impacts). Finally, students might use computer simulations along with mathematics and computational thinking to model the impact of their proposed solution. Their simulation must take into account the numerous criteria and constraints on interactions within and between systems relevant to the problem. For example, major global challenges might include ozone depletion, melting glaciers, rising sea levels, changes in climate and extreme weather, ocean acidification, aerosols and smog, melting permafrost, destruction of rainforests, and biome migration. Some local challenges students might consider include fishing industry quotas vs. economic impact on local fishing fleets (i.e., New Bedford, Galilee, Jerusalem); flood plain construction vs. housing restrictions on ocean beach fronts (i.e., Mantoloking, Seaside Heights); design of possible solutions to retard or prevent further beach erosion; and response to recent flooding in Rhode Island and flood plain restoration. Integration of engineering - The standards in this unit do not identify a connection to engineering; however, the nature of the content lends itself to real-world problem identification and solution design, testing, and modification. Students can use their understanding of energy and matter and system interactions from the previous units to guide their thinking about climate change, its effects on humans, the adverse effects of human activities, and potential solutions to contemporary issues regarding climate change. In this unit, students have the opportunity to complete the entire engineering cycle (ETS1-1, ETS1-2, ETS1-3, and ETS1-4) by analyzing a major global challenge related to climate change and human activity, designing and evaluating a possible solution to this problem, and further using a computer simulation to model the impact of the proposed solution. |
Connecting with English language arts/literacy and Mathematics |
English Language Arts/Literacy-
Mathematics-
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Modifications |
Teacher Note: Teachers identify the modifications that they will use in the unit. The unneeded modifications can then be deleted from the list.
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Research on Student Learning |
Students of all ages may confuse the ozone layer with the greenhouse effect, and may have a tendency to imagine that all environmentally friendly actions help to solve all environmental problems (for example, that the use of unleaded petrol reduces the risk of global warming). Students have difficulty linking relevant elements of knowledge when explaining the greenhouse effect and may confuse the natural greenhouse effect with the enhancement of that effect. The idea of energy conservation seems counterintuitive to middle- and high-school students who hold on to the everyday use of the term energy, but teaching heat dissipation ideas at the same time as energy conservation ideas may help alleviate this difficulty. Even after instruction, however, students do not seem to appreciate that energy conservation is a useful way to explain phenomena. A key difficulty students have in understanding conservation appears to derive from not considering the appropriate system and environment. In addition, middle- and high-school students tend to use their conceptualizations of energy to interpret energy conservation ideas. For example, some students interpret the idea that "energy is not created or destroyed" to mean that energy is stored up in the system and can even be released again in its original form. Or, students may believe that no energy remains at the end of a process, but may say that "energy is not lost" because an effect was caused during the process (for example, a weight was lifted). Although teaching approaches which accommodate students' difficulties about energy appear to be more successful than traditional science instruction, the main deficiencies outlined above remain despite these approaches (NSDL, 2015). |
Prior Learning |
Physical science-
Life science-
Earth and space science-
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Connections to Other Courses |
Physical science-
Life science-
Earth and space sciences-
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Links to Free and Low Cost Instructional Resources Note- The majority of the student sense-making experiences found at these links predate the NGSS. Most will need to be modified to include science and engineering practices, disciplinary core ideas, and cross cutting concepts. The EQuIP Rubrics for Science can be used as a blueprint for evaluating and modifying instructional materials. |
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References |
Authors. (2015). National Science Digital Library. Produced by researchers from the University of Colorado at Boulder and Digital Learning Sciences (DLS) and is based on the maps developed by Project 2061 at the American Association for the Advancement of Science (AAAS) and published in the Atlas of Science Literacy, Volumes 1 and 2 (2001 and 2007, AAAS Project 2061 and the National Science Teachers Association). Licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License. Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, School Districts (2014) Kindergarten Units of Study. (2015). Providence Rhode Island: The Rhode Island Department of Education with process support from The Charles A. Dana Center at the University of Texas at Austin. Used with the express written permission of the Rhode Island Department of Education. National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards. Washington, DC: Authors. NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. NGSS Lead States. (2013). Next Generation Science Standards: For States, By States Volume 2: Appendixes D, L, K, and M. Washington, DC: The National Academies Press. NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Evidence Statements. Washington, DC: The National Academies Press. |
Appendix A: NGSS and Foundations for the Unit | |
Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.] (HS-ESS2-4) | |
Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.] (HS-ESS2-6) | |
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. [Clarification Statement: See Three-Dimensional Teaching and Learning Section for examples.] (HS-ETS1-1) | |
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. [Note: See Three-Dimensional Teaching and Learning Section for examples.] (HS-ETS1-2) | |
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. [Note: See Three-Dimensional Teaching and Learning Section for examples.] (HS-ETS1-3) | |
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. [Note: See Three-Dimensional Teaching and Learning Section for examples.] (HS-ETS1-4) |
The Student Learning Objectives above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Asking Questions and Defining Problems | ESS1.B: Earth and the Solar System
ESS2.A: Earth Materials and Systems
ETS1.A: Defining and Delimiting Engineering Problems
ETS1.B: Developing Possible Solutions
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- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering, and Technology on Society and the Natural World
Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence
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Embedded English Language Arts/Literacy and Mathematics | ||||||||||||||||||||
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BOE adopted Spring 2016