Unit 1: Introduction to Chemistry and Scientific Measurements

Pathways To Success

Quarter 1 Learning Module

Aligned with Next Generation Science Standards

Copyright July 31, 2014 – Drafted November 10, 2015

Prince George’s County Public Schools

Board of Education of Prince George’s County, Maryland

Dear Scholars, As you move through the chemistry curriculum, the level of academic rigor will increase. This could potentially lead to gaps in your understanding. Therefore, this learning module has been designed to assist you in acquiring and strengthening the essential skills needed for successful completion of chemistry and future science classes. Your experiences with this module will also help to remediate misconceptions, confusion, and rebuild areas of weakness. Sincerely, Writers of the Multiple Pathways to Success Modules

Module A: Introduction to Chemistry / Scientific Measurement Chapter/Sections Sections/Topics

Ch. 1: 1.1, 1.2, 1.3, 1.4 Ch. 3: 3.1. 3.2, 3.3

1.1: The Scope of Chemistry 1.2: Chemistry and You 1.3: Thinking Like a Scientist 1.4. Problem Solving in Chemistry 3.1: Using and Expressing Measurements 3.2: Units of Measurement 3.3: Solving Conversion Problems

Next Generation Science Standards

HS-PS1-5. 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. HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Module B: Matter and Change

Chapter/Sections Sections/Topics

Ch. 2: 2.1, 2.2, 2.3, 2.4 Ch. 4: 4.1, 4.2, 4.3 Ch. 10: 10.1

2.1: Properties of Matter 2.2: Mixture 2.3: Elements and Compounds 2.4: Chemical Reactions 4.1: Defining the Atom 4.2: Structure of the Nuclear Atom 4.3: Distinguishing Among Atoms 10.1: The Mole: A Measurement of Matter

Next Generation Science Standards

HS-PS1-5. 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. HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Module C: Chemical Symbols

Chapter/Section Topic

Chapter 9: 9.1, 9.2, 9.3, 9.4

Ch. 9: Chemical Names and Formulas 9.1 Naming Ions 9.2 Naming and Writing Formulas: Ionic Compounds 9.3 Naming and Writing Formulas: Molecular Compounds 9.4 Naming and Writing Formulas: Acids and Bases (9.5 is excluded)

Chapter 10: 10.2 Ch. 10: Chemical Quantities 10.2 Mole-Mass and Mole-Volume Relationships → to include Mole-Mass Relationships ONLY

Next Generation Science Standards

HS-PS1-1 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. HS-PS1-2 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. HS-PS1-3 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. HS-PS1-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Module A: Introduction to Chemistry

Chapter/Sections Topics

Ch. 1: 1.1, 1.2, 1.3, 1.4

1.1: The Scope of Chemistry 1.2: Chemistry and You 1.3: Thinking Like a Scientist 1.4. Problem Solving in Chemistry

Student Learning Objectives ● Students will identify the different fields of chemistry and the focus of each field. ● Students will document how modern chemistry enhances their everyday lives. ● Students will use scientific method to solve problems of quantity and volume.

Resources/Websites

● Chemistry Far and Wide ● Thinking Like a Scientist (part one) ● Thinking Like a Scientist (part two) ● Problem Solving in Chemistry

Module A - Chpt 1: Process Oriented Guided Inquiry Learning (POGIL) POGIL # 3 - Fundamentals of Experimental Design

POGIL # 4 - Organizing Data

Module A: Scientific Measurement Chapter/Sections Topics

Ch. 3: 3.1. 3.2, 3.3

3.1: Using and Expressing Measurements 3.2: Units of Measurement 3.3: Solving Conversion Problems

Student Learning Objectives ● Students will make accurate, precise measurements and express them in correct

scientific notation. ● Students will convert english units of measure to standard international units of

measure. ● Students will apply conversion factors to solve real world conversion problems.

Resources/Websites ● Measurements and their uncertainty (part one) ● The SI Units and Conversion Problems ● Crash Course Chemistry - Unit Conversion and Significant Figures

Module A - Chpt 3: Process Oriented Guided Inquiry Learning (POGIL) POGIL # 5 - Significant Digits of Measurement POGIL # 6 - Significant Zeros

POGIL - Dimensional Analysis

Module B: Matter and Change, and The Atomic Structure.

Student Learning Objectives: Matter and Change

1. Describe the arrangement and distances among particles in the solid, liquid, and

gas state. 2. Relate the physical state of the substance to the temperature at which the

substance exists. 3. Distinguish between physical and chemical properties. 4. Contrast physical and chemical changes 5. Differentiate among element, compound, homogeneous mixture, or

heterogeneous mixture. 6. Identify the smallest part of each pure substance. 7. Determine the number of each kind of atom in a compound, given the chemical

formula. 8. Differentiate between physically blended and chemically bonded.

Atomic Structure

1. Contrast the modern understanding of atomic structure with historic understandings.

2. Use language appropriate to atomic structure including atom, ion, isotope, subatomic particle, atomic number, mass number, average atomic mass, and atomic mass unit.

3. Identify and calculate the number of protons, neutrons, and electrons in any atom, ion, or isotope given sufficient information.

Resources/Websites: Chemistry textbook: Chapters 2 and 4 PhET Interactive Simulations: Build an Atom: https://phet.colorado.edu/en/simulation/build-an-atom Build a Molecule: https://phet.colorado.edu/en/simulation/build-a-molecule Isotopes and Atomic Mass: https://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass Matter and Change: Properties of Matter Part 1: https://youtu.be/ZOKSFxcSVF8?list=PL035NJFomT3EYTAKTHvX03fgMtPthI8hy Properties of Matter Part 2: https://youtu.be/cOewReDmyRE?list=PL035NJFomT3EYTAKTHvX03fgMtPthI8hy Mixtures: https://youtu.be/6m2SY-Cun7o?list=PL035NJFomT3EYTAKTHvX03fgMtPthI8hy Elements and Compounds Part 1: https://youtu.be/-Btq9RAMEi8?list=PL035NJFomT3EYTAKTHvX03fgMtPthI8hy Elements and Compounds Part 2: https://youtu.be/hyuZgjWKu48?list=PL035NJFomT3EYTAKTHvX03fgMtPthI8hy Chemical Reactions: https://youtu.be/ICrJaeTeR10?list=PL035NJFomT3EYTAKTHvX03fgMtPthI8hy

Atomic Structure: https://youtu.be/jAVWxPGYAu4 Structure of the Nuclear Atom: https://youtu.be/89uzqA3Az6Y?list=PL035NJFomT3EYTAKTHvX03fgMtPthI8hy Distinguish Among Atoms: https://youtu.be/Sabt7eLfjmo?list=PL035NJFomT3EYTAKTHvX03fgMtPthI8hy Rutherford’s Scattering: https://phet.colorado.edu/en/simulation/rutherford-scattering How Big is an Atom? https://youtu.be/N-FfVLOBccI

1. A material that cannot be broken down further by chemical means is a(n)

_____________. a. element b. mixture c. compound d. substance

2. Properties that are dependent on the amount of matter present are __________.

a. chemical properties b. physical properties c. extensive properties d. intensive properties

3. Which of the following is not a state of matter?

a. solid b. liquid c. density d. gas

4. The statement “mass can neither be created or destroyed” is the________________.

a. law of multiple proportion b. law of conservation of mass c. law of conservation of energy d. law of gravity

5.The type of matter that has definite shape and volume is ___________.

a. solid c. gas b. liquid d. plasma

6. When one substance changes it identity into a new substance, it exhibits ________________.

a. chemical property b. physical property c. extensive property d. intensive property

7. The smallest particle of an element that maintains the properties and characteristics of the element is called a(n) ________________.

a. anion b. molecule c. cation d. atom

8. Which of the following is not a fundamental particle in an atom?

a. proton b. electron c. element d. neutron

9. How is the atomic mass unit (amu) defined?

a. 1/16th the mass of the oxygen-16 atom b. 1/14th the mass of the nitrogen-14 atom c. 1/13th the mass of the carbon-13 atom d. 1/12th the mass of the carbon-12 atom

10. The positively charged particle of the atom is called _________ and is located in ___________.

a. electron, shells b. proton, nucleus c. neutron, shells d. electrons, nucleus

11. An element that has the same number of protons, but different number of neutrons is called a(n) ____________.

a. allotrope b. isomer c. alloy d. isotope

12. Homogeneous mixtures are also called ___________________.

a. heterogeneous mixtures c. cookie dough ice cream b. solutions d. granite

13. Which of the following is a physical property.

a. density b. malleability c. density d. all of the above

14. Identify the chemical change below.

a. mowing the grass b. cooking a veggie burger c. chopping wood d. painting the wall

15. The identity of an element can be determined on the basis of:

a. the mass of the element b. the number of protons in the nucleus c. the number of neutron in the nucleus d. the number of electrons in the nucleus

16. Who first proposed an atomic theory based on scientific knowledge?

a. John Dalton b. Dimitri Mendeleev c. Robert Brown d. Jons Berzelius

17. Rutherford’s gold foil experiment lead to the discovery of _________?

a. electrons b. b. cathode rays c. nucleus d. neutron

18. The nucleus in an atom is composed of tightly packed ___________.

a. protons and electrons b. neutrons and electrons c. protons and neutrons d. protons, neutrons, and electrons

19. Most of the volume of an atom is occupied by _______.

a. nucleus b. protons c. neutron d. electron cloud

20. Isotopes of an element contain different numbers of ________

a. protons b. electrons c. neutrons d. atoms

Module C: Chemical Symbols

Chapter/Section Topics

Ch 9: 9.1, 9.2, 9.3, 9.4 9.1 Naming Ions 9.2 Naming and Writing Formulas: Ionic Compounds 9.3 Naming and Writing Formulas: Molecular Compounds 9.4 Naming and Writing Formulas: Acids and Bases

Student Learning Objectives ● Students will describe how they use symbols in daily life in order to explain how

chemical symbols are used and understood in chemistry ● Students will identify how ions are similar to elements and how they are different. ● Students will identify the differences between monatomic and polyatomic ions. ● Students will identify charges on different ions and use them to balance equations. ● Students will identify the similarities and differences between ionic and covalent

compounds. ● Students will determine trends in acid formulas in order to create naming rules for acids.

Resources/Websites ● Naming Ions ● Balancing Chemical Equations ● Ionic Vs. Molecular Compounds ● Ionic charge for elements on the periodic table ● Introduction to Ionic Compounds ● Naming Ionic Compounds ● Naming with Polyatomic Ions ● Naming Ionic Compounds with Transition Metals ● Naming Molecular Compounds ● Naming Acids and Bases

Module C - Chpt 9: Process Oriented Guided Inquiry Learning (POGIL) POGIL # 16 - Naming Ionic Compounds

POGIL # 17 - Polyatomic Ions

POGIL # 18 - Naming Molecular Compounds

POGIL #19 - Naming Acids

Module C: Chemical Quantities

Chapter/Section Topics

Ch 10: 10.2 10.2 Mole-Mass and Mole-Volume Relationships → to include Mole-Mass Relationships ONLY

Student Learning Objectives ● Students will explore the concept of the mole and compare it to other known units of

measure. ● Students will relate the different units of measure of the mole - number of particles,

volume and mass. ● Students will dimensional analysis techniques to calculate different representations of

the mole.

Resources/Websites ● The Mole - Boozman Science ● How Big is The Mole - TED ● Introduction to The Mole

Module C - Chpt 10: Process Oriented Guided Inquiry Learning (POGIL) POGIL # 23 - Mole Ratios