Unit 03 Atomic Structure and The Periodic Table

INSTRUCTIONALFOCUSDOCUMENT
Chemistry
TITLE: Unit03:AtomicStructureandthePeriodicTable
SUGGESTEDDURATION: 13days
UNITOVERVIEW
ThisunitbundlesstudentexpectationsrelatedtounderstandingthehistoricaldevelopmentofthePeriodicTableandatomictheory.
PriortothisunitinGrade6,studentswereintroducedtoelementsandcompounds.InGrade8,theybegantodevelopanunderstandingoftheorganizationofthePeriodic
Tableintogroupsandperiodsandofsimilaritiesofproperties.Theyalsolearnedaboutthestructureoftheatom,includingelectrons,neutrons,protons,aswellasvalence
electronsandreactivity.Finally,studentswereintroducedtotheelectromagneticspectrumandhowitisusedtolearnaboutcomponentsoftheuniverse.
Duringthisunit,studentsexploreelementsandisotopesandthencalculateaverageatomicmass.Theyinvestigatethedevelopmentofthemoderntheoryoftheatom,
includingthehistoricalworkofthescientistsinvolvedandhowthebasicstructureoftheatomwasdeveloped.Studentsalsoexplorehowtheatomicstructureofeachelement
relatestoitsplacementonthePeriodicTableanditsvariouschemicalproperties.InalignmentwiththeTEKSforthisunit(C.1ABCC.2E),studentsparticipateindescriptive
andcomparativeinvestigations,makingobservations,askingquestions,anddemonstratingsafetypracticesasoutlinedintheTexasSafetyStandards.
Afterthisunit,studentswillrelatetheseunderstandingstochemicalbondtypes,molecularstructures,andchemicalformulas.
Note:IncludedintheSTAARChemistryReferenceMaterialsisaPeriodicTableoftheelementsthatincludesthelanthanideandactinideseries.Shownwithinthetableare
thename,symbol,atomicnumber,andatomicmass.Themassnumbersinparenthesesarethoseofthemoststableormostcommonisotopes.
Accordingtoresearch:
Bytheendofthe12thgrade,studentsshouldknowthatatomsformbondstootheratomsbytransferringorsharingelectrons,andthatsomeatomsandmoleculesare
highlyeffectiveinencouragingtheinteractionofothers.
AmericanAssociationfortheAdvancementofScience.(1993).Benchmarkson-line.Retrievedfrom http://www.project2061.org/publications/bsl/online/bolintro.htm.
OVERARCHINGUNDERSTANDINGSANDQUESTIONS
Universallawsandotherrelationshipsareusedtoanalyze,understand,andexplainchemicalinteractionsandphenomenaineverydaylife.
Iseverythingchemical?Justifywithevidence/examples.
Whatchemicallawsorrelationshipscanbeappliedtoorderivedfromagivensystem?
Inwhatwaysisanunderstandingofchemistryusefulineverydaylife?
LastUpdated06/05/2015
PrintDate12/23/2015PrintedByReginaldAllen,GRANDPRAIRIEHS
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Chemistry
Asystemisacollectionofinteractive,interrelated,orinterdependentcycles,structures,and/orprocesses.
Howarethecomponentsandparametersofasystemdefined?
Howarethefunctionsofthecomponentsinasystemrelatedtothecycles,structures,and/orprocessesofthesystem?
Howaresystemsaffectedbychange(s)?
Howcanonesystembeconsideredacomponentofanothersystem?
Physical,mathematical,orconceptualmodelscanbeusedtodescribe,investigate,andmakepredictionsaboutasystemintermsofitscomponentsandhowtheyrelateto
eachother,tothewhole,andtotheexternalenvironment.
Inwhatwaysaremodelsusedtohelpusinterpretsystems?
Towhatextentdolimitationsofmodelsaffecttheirreliability,validity,andusefulness?
Patternsofconstancyandchangeinsystemscanbeobserved,measured,and/ormodeled.
Whyisitimportanttoobserve,measureand/ormodelpatternsofasystem?
Whatinformationdopatternsprovideaboutasystem(s)?
Asystemcanbedescribedbyitsbasicpropertiesandanalyzedintermsofinteractions.
Inwhatwayscanasystembedescribedbyitsproperties?
Howareinteractionswithinasystemanalyzed?
Inwhatwaysdointeractionsaffectthebasicpropertiesofasystem?
Scientificprocessesareusedtoexploreandunderstandasystem.
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Whatmakesaprocessscientific?
Inwhatwayscanasystembescientificallyexamined?
Whichscientificprocessesaremostappropriatewhenstudyingasystemandwhy?
Whatsignificantconclusionscanbedrawnfrominvestigatingasystem?
Scientificdecision-makingisawayofansweringquestionsaboutsystemswithinthenaturalworld.
Whoshouldbescientificallyliterateandwhy?
Whatdoesitmeantobescientificallyliterate?
Howdoesscientificdecision-makingaffectthequalityofourlives?
Whatdistinguishesdecision-makinginsciencefromdecision-makinginotherareasofstudy?
PERFORMANCEASSESSMENT(S)
OVERARCHINGCONCEPTS
UNITCONCEPTS
UNITUNDERSTANDINGS
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OVERARCHINGCONCEPTS
UNITCONCEPTS
Properties
ChemistryUnit03PA01
ClickonthePAtitletoviewrelatedrubric.
Produceaproduct(suchasatimeline,brochure,or
poster)thatwillshowthedevelopmentofthemodern
theoryoftheatombyidentifyingscientistsandtheir
experiments,conclusions,andcontributions.Include
thehistoricallyimportantworkofthefollowing
scientists:
Dalton
Thomson
Rutherford
Bohr
Standard(s): C.2C, C.3A, C.3D, C.3F, C.6A
ELPS.c.1C, ELPS.c.4J, ELPS.c.5G
Matter
Characteristics
Physical
Chemical
Energy
Patterns
Patterns
Waves
Charts
Numbers
Models
Structure
Systems
UNITUNDERSTANDINGS
Thehistoricscientificdiscoveriesofthenatureoftheatomhave
fundamentallychangedscientificunderstandingofthenatureofmatter.
Inwhatwayscananalysisoftheatomfurtherdefineour
understandingofthechemicalandphysicalpropertiesof
matter?
Howhaseachhistoricscientificdiscoverychangedour
understandingofthechemicalandphysicalpropertiesofmatter
andouruseofthePeriodicTable?
Mathematicalrelationshipsexistbetweenpropertiesoflight.
Inwhatwayscanmathematicalrelationshipsbetweenproperties
oflightbedemonstrated?
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Chemistry
ChemistryUnit03PA02
Inareport,giventheisotopiccompositionofoneor
morenaturalelements,writeoutthenecessarysteps
andcalculatetheaverageatomicmassofeach
element.
Standard(s): C.2G, C.2I, C.6D ELPS.c.1G,
ELPS.c.3C, ELPS.c.5F
ChemistryUnit03PA03
LabelablankPeriodicTabletodemonstratehowthe
PeriodicTableisusedtopredictthephysicaland
chemicalpropertiesofchemicalfamilies.Includea
summaryofthehistoricaldevelopmentofthePeriodic
Table,andidentifyimportantperiodictrends.
Standard(s): C.2H, C.2I, C.3F, C.5A, C.5B,
C.5C ELPS.c.5B, ELPS.c.5C
OVERARCHINGCONCEPTS
UNITCONCEPTS
Models
Matter
Energy
Properties
Structure
Systems
UNITUNDERSTANDINGS
matter?
Systems
Matter
Structure
Physical
Energy
Change
Constancy
Energy
Properties
Numbers
matter?
InwhatwayscanthePeriodicTablebeusedtodemonstrate
chemicalandphysicalpatterns?
Howhaseachhistoricscientificdiscoverychangedour
understandingofthechemicalandphysicalpropertiesofmatter
andouruseofthePeriodicTable?
Change
Matter
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Chemistry
OVERARCHINGCONCEPTS
UNITCONCEPTS
UNITUNDERSTANDINGS
Energy
Properties
Structure
Systems
Patterns
AssociatedScientificInvestigationand
ReasoningProcesses
Collectdata
Makeobservations
Organizedata
Communicatedata
Communicateconclusions
and/ormakepredictions
Develop/evaluatemodels
Analyzeandinterpret/evaluate
Thinkcritically
Askquestions
Express,interpret,and/or
manipulaterelationships
MISCONCEPTIONS/UNDERDEVELOPEDCONCEPTS
Misconceptions:
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StudentsmaythinkelectronsorbitthenucleusofanatominaplanesimilartoplanetsorbitingtheSun,ratherthanunderstandingtheelectroncloudmodel.
Studentsmaythinkatomsdisappearduringaphysicalorchemicalchangeratherthanbeingconserved.
Studentsmaythinkatomshavepropertiesjustliketheirelements.
Studentsmaythinkatomswanttogain,share,orloseelectrons,ratherthanunderstandingthatchemicalbondsresultinmorestable(lessreactive)products..
UnderdevelopedConcepts:
Studentsmaynotunderstandmostelementshaveisotopesandthatnotallisotopesareradioactive.
StudentsmaynotunderstandthattheonlysubatomicparticlesimportantinunderstandingthePeriodicTableandbondingareelectrons,protons,andneutrons.
StudentsmaynotunderstandthePeriodicTablehasnotalwayslookedlikeitdoesnow.
StudentsmaynotunderstandtheimportanttrendswithinthePeriodicTable.
Studentsmaynotunderstandthereismorethanonemodeloftheatom.
UNITVOCABULARY
KeyContentVocabulary
Atomicemissionspectrumthevarietyoffrequenciesofelectromagneticradiation(light)seenthroughaspectroscopethatareemittedbyelectronsastheytransition
fromhighertolowerenergylevelsuniqueforeachelement
Atomicradiusameasureofthesizeonanatomofanelementfromthenucleustotheouterelectrons
Chemicalfamilyagroupofelementswithsimilarchemicalproperties
Electromagneticspectrumallofthefrequenciesofelectromagneticradiationorlight
Electronegativityachemicalpropertythatdescribestheextenttowhichanatomattractselectronstowardsitselfcannotbedirectlymeasured
FrequencythenumberofcyclesofaneventperunittimeoneHertz(Hz)meansonecyclepersecond
Hyphennotationawayofdesignatingtheisotopesofanelementusingitsname(orsymbol),ahyphen,andthemassnumber(example:uranium-238)
Ionicradiusameasureofthesizeofanionofanelementinacrystal(usuallymeasuredbytakinghalfthedistancebetweentwonuclei)
Ionizationenergyachemicalpropertythatdescribestheamountofenergyrequiredtoremoveanelectronfromanatom
Isotopesatomsofanelementthathavethesameatomicnumber(protons)butdifferentmassnumbersduetodifferentnumbersofneutronsintheirnuclei
Plancksconstantaconstantvaluethatrelatestheenergyofaphotonoflighttoitsfrequency
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Valenceelectronsthoseelectronsinvolvedintheformationofchemicalbonds
Wavelengththelengthbetweensuccessivepeaks(ortroughs)ofawave
RelatedVocabulary:
Alkalimetals
Alkalineearthmetals
Atom
Atomicnumber
Averageatomicmass
Electronaffinity
Electrons
Families
Halogens
Massnumber
Neutrons
Noblegases
Nuclearsymbol
Nucleus
UNITASSESSMENTITEMS
SYSTEMRESOURCES
UnitAssessmentItemsthathavebeen
publishedbyyourdistrictmaybe
accessedthrough SearchAll
ComponentsintheDistrictResources
tab.Assessmentitemsmayalsobefound
usingtheAssessmentCreatorifyour
districthasgrantedaccesstothattool.
ChemistryUnit03SampleGuiding
Questions:AtomicStructureandthe
PeriodicTable
Oxidationnumbers
Photon
Protons
Spectroscope
Speedoflight
Subatomicparticles
Transitionmetals
OTHERRESOURCES
State:
TexasEducationAgency-TexasSafetyStandards:KindergartenThrough
Grade12,2ndEdition
http://www.tea.state.tx.us/index2.aspx?id=5483(lookunder
Documents)
TexasEducationAgency-STAARChemistryReferenceMaterials
http://www.tea.state.tx.us/student.assessment/staar/science/
(lookunderChemistry)
TEKS#
TEKS
UNITLEVELSPECIFICITY
SE#
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Legend:
Legend:
Boldblacktextinitalics:Knowledgeand
SkillsStatement(TEKS)
Bluetext:SupportingInformation/ClarificationsfromTCMPC(Specificity)
Bluetextinitalics:Unit-specificclarification
Boldblacktext:StudentExpectation(TEKS)
Blacktext:TexasEducationAgency(TEA)TexasCollegeandCareerReadinessStandards
(TxCCRS)NotesfromtheAmericanAssociationfortheAdvancementofScience(AAAS)
Project2061
Boldedredtextinitalics:Student
ExpectationidentifiedbyTEAasaReadiness
Standard
Boldedgreentextinitalics:Student
ExpectationidentifiedbyTEAasa
SupportingStandard
Strike-through:IndicatesportionsoftheStudent
Expectationthatarenotincludedinthisunitbut
aretaughtinpreviousorfutureunit(s)
C.1
Scientificprocesses.Thestudent,foratleast40%
ofinstructionaltime,conductslaboratoryandfield
investigationsusingsafe,environmentally
appropriate,andethicalpractices.Thestudentis
expectedto:
C.1A
Demonstratesafepracticesduringlaboratoryand
fieldinvestigations,includingtheappropriateuse
ofsafetyshowers,eyewashfountains,safety
goggles,andfireextinguishers.
Demonstrate
SAFEPRACTICESDURINGLABORATORYANDFIELDINVESTIGATIONS
Including,butnotlimitedto:
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TEKS#
TEKS
SE#
Usesafetyequipmentappropriately
Safetyshowers
Eyewashfountains
Safetygoggles
Fireextinguishers
Protectiveclothing(aprons,gloves)
Followclassroomsafetyguidelines,asoutlinedintheTexasEducationAgencyTexasSafety
Standards,2ndEdition
Usechemicalsandequipmentappropriately
C.1B
Knowspecifichazardsofchemicalsubstances
suchasflammability,corrosiveness,and
radioactivityassummarizedontheMaterial
SafetyDataSheets(MSDS).
Know
SPECIFICHAZARDSOFCHEMICALSUBSTANCES
AssummarizedontheMaterialSafetyDataSheets(MSDS)/SafetyDataSheets(SDS)
Hazards
Flammability
Corrosiveness
Toxicity
Hazardscale(hazardidentification/statements)
Signalword(SDS)
Pictogram(SDS)
Precautionarystatements
C.1C
Demonstrateanunderstandingoftheuseand
conservationofresourcesandtheproperdisposal
Demonstrate
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orrecyclingofmaterials.
ANUNDERSTANDINGOFTHEUSEANDCONSERVATIONOFRESOURCESANDTHEPROPER
DISPOSALORRECYCLINGOFMATERIALS
Useandconservationofresources
Usemolecalculationstomeasurepreciseamountsofreactants
Properdisposalorrecyclingofmaterials
Disposal
Solidandliquidchemicalwaste
Brokenglassware
Spillcleanup
Recycling
Paperproducts
Plastics
Glass
Metals
C.2
Scientificprocesses.Thestudentusesscientific
methodstosolveinvestigativequestions.The
studentisexpectedto:
C.2A
knowthedefinitionofscienceandunderstand
thatithaslimitations,asspecifiedinsubsection
(b)(2)ofthissection
Know
THEDEFINITIONOFSCIENCE
Science,asdefinedbytheNationalAcademyofSciences,istheuseofevidencetoconstruct
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testableexplanationsandpredictionsofnaturalphenomena,aswellastheknowledge
generatedthroughthisprocess.
AccordingtotheintroductorymaterialoftheTEKSforChemistry,Thisvastbodyofchanging
andincreasingknowledgeisdescribedbyphysical,mathematical,andconceptualmodels.
Understand
SCIENCEHASLIMITATIONS
somequestionsareoutsidetherealmofsciencebecausetheydealwithphenomenathat
arenotscientificallytestable.
Scientificinquirymaybelimitedbycurrenttechnology
C.2B
Knowthatscientifichypothesesaretentativeand
testablestatementsthatmustbecapableofbeing
supportedornotsupportedbyobservational
evidence.Hypothesesofdurableexplanatory
powerwhichhavebeentestedoverawide
varietyofconditionsareincorporatedinto
theories.
Know
THATSCIENTIFICHYPOTHESESARETENTATIVEANDTESTABLESTATEMENTSTHATMUSTBE
CAPABLEOFBEINGSUPPORTEDORNOTSUPPORTEDBYOBSERVATIONALEVIDENCE
Determineifstatementsrepresenttestablehypotheses
Analyzedatatodeterminewhetherthedatasupportordonotsupporthypotheses
Widelytestedhypotheses
Canhavedurableexplanatorypower
Maybeincorporatedintotheories
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C.2C
C.2D
Knowthatscientifictheoriesarebasedonnatural
andphysicalphenomenaandarecapableof
beingtestedbymultipleindependent
researchers.Unlikehypotheses,scientifictheories
arewell-establishedandhighly-reliable
explanations,butmaybesubjecttochangeas
newareasofscienceandnewtechnologiesare
developed.
Distinguishbetweenscientifichypothesesand
scientifictheories.
Know
SCIENTIFICTHEORIES
Scientifictheoriesarebasedonnaturalandphysicalphenomena
Scientifictheoriesarecapableofbeingtestedbymultipleindependentresearchers
Unlikehypotheses,scientifictheoriesarewell-establishedandhighlyreliableexplanations
Scientifictheoriesmaybesubjecttochangeasnewareasofscienceandnewtechnologiesare
developed
Ascientifictheorymaybesubjecttochangewhennewevidenceisinconsistentwithor
cannotbeexplainedbycurrenttheory
Examinevariousscientifictheoriesfromthefieldofchemistryandtheevidencethatsupports
them
Possibleexamplesofrelatedscientifictheoriesmayinclude:
Atomictheory
Quantumtheory
VSEPRtheory
Distinguish
BETWEENSCIENTIFICHYPOTHESESANDSCIENTIFICTHEORIES
Distinguishbetweenscientifichypotheses,theories,orlaws
Usestatementsandsupportingevidencetodeterminewhetherstatementsarescientific
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TEKS#
TEKS
SE#
hypotheses,scientifictheories,orscientificlaws
Examineexamplesofhypotheses,theories,andlawsinthefieldofchemistry
Note(s):
Project2061:Bytheendofthe12thgrade,studentsshouldknowthat:
Inscience,thetesting,revising,andoccasionaldiscardingoftheories,newandold,
neverends.Thisongoingprocessleadstoabetterunderstandingofhowthingsworkin
theworldbutnottoabsolutetruth.1A/H3bc*
C.2E
Planandimplementinvestigativeprocedures,
includingaskingquestions,formulatingtestable
hypotheses,andselectingequipmentand
technology,includinggraphingcalculators,
computersandprobes,sufficientscientific
glasswaresuchasbeakers,Erlenmeyerflasks,
pipettes,graduatedcylinders,volumetricflasks,
safetygoggles,andburettes,electronicbalances,
andanadequatesupplyofconsumable
chemicals.
Plan,Implement
INVESTIGATIVEPROCEDURES
Observingphysicalandchemicalphenomena
Askingquestions
Formulatingtestablehypotheses
Planningandconductinginvestigations
Descriptive
Comparative
Experimental
Selectingandusingappropriatematerials,equipment,andtechnology
Graphingcalculators(mayincludeprobes)
Computersandprobes
Safetygogglesandothersafetyequipment
Electronicbalances
Consumablechemicals
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Scientificglassware
Beakers
Erlenmeyerflasks
Pipettes
Graduatedcylinders
Volumetricflasks
Burettes
Mayincludeothersupplies,equipment,andtechnology
Note(s):
TEA:
Descriptive,comparativeandexperimentalinvestigations(TexasEducationAgency.
(2007-2011).LaboratoryandFieldInvestigationsFAQ,August2010.Retrievedfrom
http://www.tea.state.tx.us/index2.aspx?id=5483)
Descriptiveinvestigationsinvolvecollectingqualitativeand/orquantitativedatatodraw
conclusionsaboutanaturalorman-madesystem(e.g.,rockformation,animalbehavior,
cloud,bicycle,electricalcircuit).Adescriptiveinvestigationincludesaquestion,butno
hypothesis.Observationsarerecorded,butnocomparisonsaremadeandnovariables
aremanipulated.
Comparativeinvestigationsinvolvecollectingdataondifferentorganisms/objects/
features/events,orcollectingdataunderdifferentconditions(e.g.,timeofyear,air
temperature,location)tomakeacomparison.Thehypothesisidentifiesoneindependent
(manipulated)variableandonedependent(responding)variable.Afairtest*canbe
designedtomeasurevariablessothattherelationshipbetweenthemisdetermined.
Experimentalinvestigationsinvolvedesigningafairtest*similartoacomparative
investigation,butacontrolisidentified.Thevariablesaremeasuredinanefforttogather
evidencetosupportornotsupportacausalrelationship.Thisisoftencalledacontrolled
experiment.
*Afairtestisconductedbymakingsurethatonlyonefactor(variable)ischangedata
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time,whilekeepingallotherconditionsthesame.
TxCCRS:
I.NatureofScienceA3Formulateappropriatequestionstotestunderstandingof
naturalphenomena.
C.2G
Expressandmanipulatechemicalquantities
usingscientificconventionsandmathematical
procedures,includingdimensionalanalysis,
scientificnotation,andsignificantfigures.
Express,Manipulate
CHEMICALQUANTITIESUSINGSCIENTIFICCONVENTIONSANDMATHEMATICALPROCEDURES
Scientificconventions
SIunits
Mathematicalprocedures
Dimensionalanalysis
Scientificnotation
RulesforSignificantFigures
1.Non-zerodigitsandzerosbetweennon-zerodigitsarealwayssignificant.
2.Leadingzerosarenotsignificant.
3.Zerostotherightofallnon-zerodigitsareonlysignificantifadecimalpointisshown.
4.Forvalueswritteninscientificnotation,thedigitsinthecoefficientaresignificant.
5.Inacommonlogarithm,thereareasmanydigitsafterthedecimalpointasthereare
significantfiguresintheoriginalnumber.
Note(s):
TheSTAARChemistryReferenceMaterialsincludetheRulesforSignificantFiguresaslisted
above.
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C.2H
Organize,analyze,evaluate,makeinferences,
andpredicttrendsfromdata.
Organize,Analyze,Evaluate,Makeinferences,Predict
TRENDSFROMDATA
Useappropriatemathematicalcalculations
Organize,analyzeandevaluatedata(narrative,numerical,graphical)inordertomake
inferencesandpredicttrends
Extrapolateandinterpolate
Note(s):
Studentsmaybeaskedtointerpretdatainmultiplecontextsinordertomakeinferencesand
predicttrends.
TxCCRS:
I.NatureofScienceA2Usecreativityandinsighttorecognizeanddescribepatterns
innaturalphenomena.
I.NatureofScienceA4Relyonreproducibleobservationsofempiricalevidencewhen
constructing,analyzing,andevaluatingexplanationsofnaturaleventsandprocesses.
C.2I
Communicatevalidconclusionssupportedbythe
datathroughmethodssuchaslabreports,labeled
drawings,graphs,journals,summaries,oral
reports,andtechnology-basedreports.
Communicate
VALIDCONCLUSIONSSUPPORTEDBYDATA
Communicateconclusionsinoral,written,andgraphicforms
Useessentialvocabularyofthedisciplinetocommunicateconclusions
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Useappropriatewritingpracticesconsistentwithscientificwriting
Useequationstorepresentdataandconclusions
Presentscientificinformationinappropriateformatsforvariousaudiences
Variousmethodsforcommunicatingconclusions
Labreports
Labeleddrawings
Graphs
Journals(sciencenotebooks)
Summaries
Oralreports
Technology-basedreports
Charts
Tables
Note(s):
TxCCRS:
IV.NatureofScience:ScientificWaysofLearningandThinkingE1Useseveral
modesofexpressiontodescribeorcharacterizenaturalpatternsandphenomena.These
modesofexpressionincludenarrative,numerical,graphical,pictorial,symbolic,and
kinesthetic.
C.3
Scientificprocesses.Thestudentusescritical
thinking,scientificreasoning,andproblemsolving
tomakeinformeddecisionswithinandoutsidethe
classroom.Thestudentisexpectedto:
C.3A
Inallfieldsofscience,analyze,evaluate,and
critiquescientificexplanationsbyusingempirical
Analyze,Evaluate,Critique
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evidence,logicalreasoning,andexperimental
andobservationaltesting,includingexamining
allsidesofscientificevidenceofthosescientific
explanations,soastoencouragecriticalthinking
bythestudent.
SCIENTIFICEXPLANATIONS,INALLFIELDSOFSCIENCE,SOASTOENCOURAGECRITICAL
THINKINGBYTHESTUDENT
Use
Empiricalevidence
Logicalreasoning
Experimentalandobservationaltesting
Examine
Allsidesofscientificevidenceofthoseexplanations
Note(s):
Project2061:Bytheendofthe8thgrade,studentsshouldknowthat:
Scientificknowledgeissubjecttomodificationasnewinformationchallengesprevailing
theoriesandasanewtheoryleadstolookingatoldobservationsinanewway.1A/M2
Somescientificknowledgeisveryoldandyetisstillapplicabletoday.1A/M3
Scientificinvestigationsusuallyinvolvethecollectionofrelevantdata,theuseoflogical
reasoning,andtheapplicationofimaginationindevisinghypothesesandexplanationsto
makesenseofthecollecteddata.1B/M1b*
Ifmorethanonevariablechangesatthesametimeinanexperiment,theoutcomeofthe
experimentmaynotbeclearlyattributabletoanyonevariable.Itmaynotalwaysbe
possibletopreventoutsidevariablesfrominfluencinganinvestigation(oreventoidentify
allofthevariables).1B/M2ab
TxCCRS:
I.NatureofScienceA1Utilizeskepticism,logic,andprofessionalethicsinscience.
I.NatureofScienceA4Relyonreproducibleobservationsofempiricalevidencewhen
constructing,analyzing,andevaluatingexplanationsofnaturaleventsandprocesses.
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C.3D
Evaluatetheimpactofresearchonscientific
thought,society,andtheenvironment.
Evaluate
IMPACTOFRESEARCH
Readscientificarticlestogainunderstandingoftheimpactofresearch
Evaluatetheimpactofresearchonsociety,everydaylife,andtheenvironment
Recognizehowscientificdiscoveriesareconnectedtotechnologicalinnovations
Understandhowscientificresearchandtechnologyhaveanimpactonethicalandlegal
practices
Understandhowcommonlyheldethicalbeliefsimpactscientificresearch
Understandhowscientificdiscoverieshaveimpacted/changedcommonlyheldbeliefs
C.3F
Researchanddescribethehistoryofchemistry
andcontributionsofscientists.
Research,Describe
HISTORYOFCHEMISTRYANDCONTRIBUTIONSOFSCIENTISTS
Conductresearchonsignificanteventsinthehistoryofchemistry
Possibleexamplesmayinclude:
Discoveryofvariouselements
DevelopmentofthePeriodicTable
Developmentofmodernatomictheory
Conductresearchoncontributionsofvariouschemists
JosephPriestlyandCarlScheele(discoveryofoxygen)
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JohnDalton(lawofpartialpressures,atomictheory)
ErnestRutherford(modelofnucleus)
HenryMoseley(PeriodicTable)
DimitriMendeleev(PeriodicTable)
J.J.Thomson(electrondiscovery)
NielsBohr(atomicstructure)
RobertMillikan(chargeonelectron)
Conductresearchonhistoricaldevelopmentofmajortheoriesinchemistry
Atomictheory
C.5
Scienceconcepts.Thestudentunderstandsthe
historicaldevelopmentofthePeriodicTableand
canapplyitspredictivepower.Thestudentis
expectedto:
C.5A
Explaintheuseofchemicalandphysical
propertiesinthehistoricaldevelopmentofthe
PeriodicTable.
SupportingStandard
Explain
THEUSEOFCHEMICALANDPHYSICALPROPERTIESINTHEHISTORICALDEVELOPMENTOF
THEPERIODICTABLE
Atomicweightsandobservedpatternsofphysicalandchemicalpropertiesofelementsinthe
19thcentury
TheworkofMendeleevandMosleyincreatingthemodernPeriodicTable,including:
Properties
Valences
Atomicnumbers
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Note(s):
TheSTAARChemistryReferenceMaterialsincludeaPeriodicTableoftheElements.
TxCCRS:
VII.ChemistryA1Knowthatphysicalandchemicalpropertiescanbeusedto
describeandclassifymatter.
VII.ChemistryC1Knowtheorganizationoftheperiodictable.
C.5B
UsethePeriodicTabletoidentifyandexplainthe
propertiesofchemicalfamilies,includingalkali
metals,alkalineearthmetals,halogens,noble
gases,andtransitionmetals.
ReadinessStandard
Use
THEPERIODICTABLETOIDENTIFYANDEXPLAINTHEPROPERTIESOFCHEMICALFAMILIES
Namesoftheperiods(rows)andfamilies/groups(columns)ofthePeriodicTable
Chemicalandphysicalpropertiesof
Alkalimetals
Alkalineearthmetals
Halogens
Noblegases
Transitionmetals
Intertransitionalmetals(optional)
Propertiesofchemicalfamilies*
Valenceelectrons
Reactivities
Thermalconductivities
Electricalconductivities
Appearancescolor,luster
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Physicalstatesatroomorothertemperatures
Otherphysicalorchemicalproperties
Notes(s):
InGrade6,studentsareintroducedtothePeriodicTablethroughacomparisonofmetals,
nonmetals,andmetalloids(6.6A).InGrade8,studentsinterpretthearrangementofthe
PeriodicTable,includinggroupsandperiods,toexplainhowpropertiesareusedtoclassify
elements(8.5C).
*Studentsmaybeassessedbycomparingpropertiesofchemicalfamiliesorbyidentifying
familiesbasedonproperties.
TheSTAARChemistryReferenceMaterialsincludeaPeriodicTableoftheElements.
TxCCRS:
VII.ChemistryC2Recognizethetrendsinphysicalandchemicalpropertiesasone
movesacrossaperiodorverticallythroughagroup.
C.5C
UsethePeriodicTabletoidentifyandexplain
periodictrends,includingatomicandionicradii,
electronegativity,andionizationenergy.
ReadinessStandard
Use
THEPERIODICTABLETOIDENTIFYANDEXPLAINPERIODICTRENDS
Identifyperiodictrendsacrossperiodsandwithinfamilies/groups
Atomicradii
Ionicradii
Electronegativity
Electronaffinity
Ionizationenergy
Page23of33
Chemistry
TEKS#
TEKS
SE#
Oxidationnumbers
Explaintrendsintermsofnuclearcharges(atomicnumber)andelectronconfigurations
Note(s):
InGrade6,studentsareintroducedtotheconceptthatanelementisapuresubstance
representedbychemicalsymbolsandadditionallystudentsareintroducedtothePeriodicTable
throughacomparisonofmetals,nonmetals,andmetalloids(6.5A,6.6A).InGrade8,students
describethestructureofatoms(mass,charge,protons,neutrons,electrons)andidentifythat
protonsdetermineanelementsidentityanddetermineitschemicalproperties,including
reactivity(8.5A,8.5B).
TheSTAARChemistryReferenceMaterialsincludeaPeriodicTableoftheElementsandthe
ActivitySeriesforMetals.
TxCCRS:
I.NatureofScienceA2Usecreativityandinsighttorecognizeanddescribepatterns
innaturalphenomena.
VII.ChemistryC2Recognizethetrendsinphysicalandchemicalpropertiesasone
movesacrossaperiodorverticallythroughagroup.dinsighttorecognizeanddescribe
patternsinnaturalphenomena.
C.6
Scienceconcepts.Thestudentknowsand
understandsthehistoricaldevelopmentofatomic
theory.Thestudentisexpectedto:
C.6A
Understandtheexperimentaldesignand
conclusionsusedinthedevelopmentofmodern
atomictheory,includingDalton'sPostulates,
Thomson'sdiscoveryofelectronproperties,
Understand
DEVELOPMENTOFMODERNATOMICTHEORY
Page24of33
Chemistry
TEKS#
TEKS
SE#
Rutherford'snuclearatom,andBohr'snuclear
atom.
Experimentaldesignandconclusionswithregardto
DaltonsPostulatesonatomictheory
Thomsonsdiscoveryofelectronproperties
Rutherfordspositivelychargednucleus
Bohrsenergylevelmodel
SupportingStandard
Note(s):
TxCCRS:
VII.ChemistryB1Summarizethedevelopmentofatomictheory.Understandthat
modelsoftheatomareusedtohelpusunderstandthepropertiesofelementsand
compounds.
VIII.PhysicsJ1Understandthewave/particledualityoflight.
C.6B
Understandtheelectromagneticspectrumandthe
mathematicalrelationshipsbetweenenergy,
frequency,andwavelengthoflight.
SupportingStandard
Understand
THEELECTROMAGNETICSPECTRUMANDTHEMATHEMATICALRELATIONSHIPSBETWEEN
ENERGY,FREQUENCY,ANDWAVELENGTHOFLIGHT
Theelectromagneticspectrum(e.g.,radio,microwaves,infrared,visible,ultraviolet,x-rays,
gamma)
Relationshipofenergyandfrequencyaswavelengthincreasesordecreases
AtomicemissionspectraandtheirrelationshiptotheBohrmodeloftheatomandenergylevels
Groundstate
Excitedstates
Page25of33
Chemistry
TEKS#
TEKS
SE#
Mathematicalrelationshipsamongenergy,frequency,andwavelengthoflight
Speedoflight=(frequency)(wavelength)
c=speedoflight(asawave)
Note(s):
InGrade8,studentsexplorehowdifferentwavelengthsoftheelectromagneticspectrum,such
aslightandradiowaves,areusedtogaininformationaboutdistancesandpropertiesof
componentsintheuniverse(8.8C).Thisistheonlytimetheelectromagneticspectrumis
addressedinelementaryormiddleschoolgrades.
TheSTAARChemistryReferenceMaterialsincludetheformulaforthespeedoflightunder
AtomicStructure,andthevalueforthespeedoflightunderConstantsandConversions.
TxCCRS:
VII.ChemistryB1Summarizethedevelopmentofatomictheory.Understandthat
modelsoftheatomareusedtohelpusunderstandthepropertiesofelementsand
compounds.
VIII.PhysicsG3Understandwaveterminologywavelength,period,frequency,
amplitude.
VIII.PhysicsJ1Knowtheelectromagneticspectrum.
C.6C
Calculatethewavelength,frequency,andenergy
oflightusingPlanck'sconstantandthespeedof
light.
SupportingStandard
Use
PLANCKSCONSTANTANDTHESPEEDOFLIGHT
Page26of33
Chemistry
TEKS#
TEKS
SE#
h=Plancksconstant
c=speedoflight(asawave)
Calculate
THEWAVELENGTH,FREQUENCY,ANDENERGYOFLIGHT
=wavelength
f=frequency
Energy=(Planck'sconstant)(frequency)
Note(s):
TheSTAARChemistryReferenceMaterialsincludetheformulasforthephotonenergyand
speedoflightunderAtomicStructure,andthevaluesforPlancksconstantandthespeedof
lightunderConstantsandConversions.
TxCCRS:
Page27of33
Chemistry
TEKS#
TEKS
SE#
VIII.PhysicsJ1Understandthewave/particledualityoflight.
C.6D
Useisotopiccompositiontocalculateaverage
atomicmassofanelement.
Use
SupportingStandard
ISOTOPICCOMPOSITION
Isotopicpercentcomposition
Commonisotopesandrelativeabundanceinpercent
Massnumber
Hyphennotation
Nuclearnotation/isotopicnotation(superscriptmassnumberandsubscriptatomic
number)
Calculate
AVERAGEATOMICMASSOFANELEMENT
Averageatomicmassofanelement
ELPS#
SUBSECTIONC:CROSS-CURRICULARSECONDLANGUAGEACQUISITIONESSENTIALKNOWLEDGEANDSKILLS.
TheEnglishLanguageProficiencyStandards(ELPS),asrequiredby19TexasAdministrativeCode,Chapter74,SubchapterA,74.4,outlineEnglishlanguage
proficiencyleveldescriptorsandstudentexpectationsforEnglishlanguagelearners(ELLs).SchooldistrictsarerequiredtoimplementELPSasanintegralpartof
eachsubjectintherequiredcurriculum.
Page28of33
Chemistry
ELPS#
Schooldistrictsshallprovideinstructionintheknowledgeandskillsofthefoundationandenrichmentcurriculuminamannerthatislinguisticallyaccommodated
commensuratewiththestudentslevelsofEnglishlanguageproficiencytoensurethatthestudentlearnstheknowledgeandskillsintherequiredcurriculum.
Schooldistrictsshallprovidecontent-basedinstructionincludingthecross-curricularsecondlanguageacquisitionessentialknowledgeandskillsinsubsection(c)ofthe
ELPSinamannerthatislinguisticallyaccommodatedtohelpthestudentacquireEnglishlanguageproficiency.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
ChooseappropriateELPStosupportinstruction.
ELPS.c.1
TheELLuseslanguagelearningstrategiestodevelopanawarenessofhisorherownlearningprocessesinallcontentareas.InorderfortheELL
tomeetgrade-levellearningexpectationsacrossthefoundationandenrichmentcurriculum,allinstructiondeliveredinEnglishmustbe
linguisticallyaccommodated(communicated,sequenced,andscaffolded)commensuratewiththestudent'slevelofEnglishlanguageproficiency.
Thestudentisexpectedto:
ELPS.c.1A
usepriorknowledgeandexperiencestounderstandmeaningsinEnglish
ELPS.c.1B
monitororalandwrittenlanguageproductionandemployself-correctivetechniquesorotherresources
ELPS.c.1C
usestrategiclearningtechniquessuchasconceptmapping,drawing,memorizing,comparing,contrasting,andreviewingtoacquirebasicand
grade-levelvocabulary
ELPS.c.1D
speakusinglearningstrategiessuchasrequestingassistance,employingnon-verbalcues,andusingsynonymsandcircumlocution(conveying
ideasbydefiningordescribingwhenexactEnglishwordsarenotknown)
ELPS.c.1E
internalizenewbasicandacademiclanguagebyusingandreusingitinmeaningfulwaysinspeakingandwritingactivitiesthatbuildconcept
andlanguageattainment
ELPS.c.1F
useaccessiblelanguageandlearnnewandessentiallanguageintheprocess
ELPS.c.1G
demonstrateanincreasingabilitytodistinguishbetweenformalandinformalEnglishandanincreasingknowledgeofwhentouseeachone
commensuratewithgrade-levellearningexpectations
ELPS.c.1H
developandexpandrepertoireoflearningstrategiessuchasreasoninginductivelyordeductively,lookingforpatternsinlanguage,and
analyzingsayingsandexpressionscommensuratewithgrade-levellearningexpectations.
Page29of33
Chemistry
ELPS#
ELPS.c.2
TheELLlistenstoavarietyofspeakersincludingteachers,peers,andelectronicmediatogainanincreasinglevelofcomprehensionofnewly
acquiredlanguageinallcontentareas.ELLsmaybeatthebeginning,intermediate,advanced,oradvancedhighstageofEnglishlanguage
acquisitioninlistening.InorderfortheELLtomeetgrade-levellearningexpectationsacrossthefoundationandenrichmentcurriculum,all
instructiondeliveredinEnglishmustbelinguisticallyaccommodated(communicated,sequenced,andscaffolded)commensuratewiththe
student'slevelofEnglishlanguageproficiency.Thestudentisexpectedto:
ELPS.c.2A
distinguishsoundsandintonationpatternsofEnglishwithincreasingease
ELPS.c.2B
recognizeelementsoftheEnglishsoundsysteminnewlyacquiredvocabularysuchaslongandshortvowels,silentletters,andconsonant
clusters
ELPS.c.2C
learnnewlanguagestructures,expressions,andbasicandacademicvocabularyheardduringclassroominstructionandinteractions
ELPS.c.2D
monitorunderstandingofspokenlanguageduringclassroominstructionandinteractionsandseekclarificationasneeded
ELPS.c.2E
usevisual,contextual,andlinguisticsupporttoenhanceandconfirmunderstandingofincreasinglycomplexandelaboratedspokenlanguage
ELPS.c.2F
listentoandderivemeaningfromavarietyofmediasuchasaudiotape,video,DVD,andCDROMtobuildandreinforceconceptand
languageattainment
ELPS.c.2G
understandthegeneralmeaning,mainpoints,andimportantdetailsofspokenlanguagerangingfromsituationsinwhichtopics,language,
andcontextsarefamiliartounfamiliar
ELPS.c.2H
understandimplicitideasandinformationinincreasinglycomplexspokenlanguagecommensuratewithgrade-levellearningexpectations
ELPS.c.2I
demonstratelisteningcomprehensionofincreasinglycomplexspokenEnglishbyfollowingdirections,retellingorsummarizingspoken
messages,respondingtoquestionsandrequests,collaboratingwithpeers,andtakingnotescommensuratewithcontentandgrade-level
needs.
ELPS.c.3
TheELLspeaksinavarietyofmodesforavarietyofpurposeswithanawarenessofdifferentlanguageregisters(formal/informal)usingvocabulary
withincreasingfluencyandaccuracyinlanguageartsandallcontentareas.ELLsmaybeatthebeginning,intermediate,advanced,oradvanced
highstageofEnglishlanguageacquisitioninspeaking.InorderfortheELLtomeetgrade-levellearningexpectationsacrossthefoundationand
enrichmentcurriculum,allinstructiondeliveredinEnglishmustbelinguisticallyaccommodated(communicated,sequenced,andscaffolded)
commensuratewiththestudent'slevelofEnglishlanguageproficiency.Thestudentisexpectedto:
Page30of33
Chemistry
ELPS#
ELPS.c.3A
practiceproducingsoundsofnewlyacquiredvocabularysuchaslongandshortvowels,silentletters,andconsonantclusterstopronounce
Englishwordsinamannerthatisincreasinglycomprehensible
ELPS.c.3B
expandandinternalizeinitialEnglishvocabularybylearningandusinghigh-frequencyEnglishwordsnecessaryforidentifyinganddescribing
people,places,andobjects,byretellingsimplestoriesandbasicinformationrepresentedorsupportedbypictures,andbylearningandusing
routinelanguageneededforclassroomcommunication
ELPS.c.3C
speakusingavarietyofgrammaticalstructures,sentencelengths,sentencetypes,andconnectingwordswithincreasingaccuracyandeaseas
moreEnglishisacquired
ELPS.c.3D
speakusinggrade-levelcontentareavocabularyincontexttointernalizenewEnglishwordsandbuildacademiclanguageproficiency
ELPS.c.3E
shareinformationincooperativelearninginteractions
ELPS.c.3F
askandgiveinformationrangingfromusingaverylimitedbankofhigh-frequency,high-need,concretevocabulary,includingkeywordsand
expressionsneededforbasiccommunicationinacademicandsocialcontexts,tousingabstractandcontent-basedvocabularyduring
extendedspeakingassignments
ELPS.c.3G
expressopinions,ideas,andfeelingsrangingfromcommunicatingsinglewordsandshortphrasestoparticipatinginextendeddiscussionson
avarietyofsocialandgrade-appropriateacademictopics
ELPS.c.3H
narrate,describe,andexplainwithincreasingspecificityanddetailasmoreEnglishisacquired
ELPS.c.3I
adaptspokenlanguageappropriatelyforformalandinformalpurposes
ELPS.c.3J
respondorallytoinformationpresentedinawidevarietyofprint,electronic,audio,andvisualmediatobuildandreinforceconceptand
languageattainment.
ELPS.c.4
TheELLreadsavarietyoftextsforavarietyofpurposeswithanincreasinglevelofcomprehensioninallcontentareas.ELLsmaybeatthe
beginning,intermediate,advanced,oradvancedhighstageofEnglishlanguageacquisitioninreading.InorderfortheELLtomeetgrade-level
learningexpectationsacrossthefoundationandenrichmentcurriculum,allinstructiondeliveredinEnglishmustbelinguisticallyaccommodated
(communicated,sequenced,andscaffolded)commensuratewiththestudent'slevelofEnglishlanguageproficiency.ForKindergartenandGrade1,
certainofthesestudentexpectationsapplytotextreadaloudforstudentsnotyetatthestageofdecodingwrittentext.Thestudentisexpectedto:
Page31of33
Chemistry
ELPS#
ELPS.c.4A
learnrelationshipsbetweensoundsandlettersoftheEnglishlanguageanddecode(soundout)wordsusingacombinationofskillssuchas
recognizingsound-letterrelationshipsandidentifyingcognates,affixes,roots,andbasewords
ELPS.c.4B
recognizedirectionalityofEnglishreadingsuchaslefttorightandtoptobottom
ELPS.c.4C
developbasicsightvocabulary,derivemeaningofenvironmentalprint,andcomprehendEnglishvocabularyandlanguagestructuresused
routinelyinwrittenclassroommaterials
ELPS.c.4D
useprereadingsupportssuchasgraphicorganizers,illustrations,andpretaughttopic-relatedvocabularyandotherprereadingactivitiesto
enhancecomprehensionofwrittentext
ELPS.c.4E
readlinguisticallyaccommodatedcontentareamaterialwithadecreasingneedforlinguisticaccommodationsasmoreEnglishislearned
ELPS.c.4F
usevisualandcontextualsupportandsupportfrompeersandteacherstoreadgrade-appropriatecontentareatext,enhanceandconfirm
understanding,anddevelopvocabulary,graspoflanguagestructures,andbackgroundknowledgeneededtocomprehendincreasingly
challenginglanguage
ELPS.c.4G
demonstratecomprehensionofincreasinglycomplexEnglishbyparticipatinginsharedreading,retellingorsummarizingmaterial,responding
toquestions,andtakingnotescommensuratewithcontentareaandgradelevelneeds
ELPS.c.4H
readsilentlywithincreasingeaseandcomprehensionforlongerperiods
ELPS.c.4I
demonstrateEnglishcomprehensionandexpandreadingskillsbyemployingbasicreadingskillssuchasdemonstratingunderstandingof
supportingideasanddetailsintextandgraphicsources,summarizingtext,anddistinguishingmainideasfromdetailscommensuratewith
contentareaneeds
ELPS.c.4J
demonstrateEnglishcomprehensionandexpandreadingskillsbyemployinginferentialskillssuchaspredicting,makingconnectionsbetween
ideas,drawinginferencesandconclusionsfromtextandgraphicsources,andfindingsupportingtextevidencecommensuratewithcontent
areaneeds
ELPS.c.4K
demonstrateEnglishcomprehensionandexpandreadingskillsbyemployinganalyticalskillssuchasevaluatingwritteninformationand
performingcriticalanalysescommensuratewithcontentareaandgrade-levelneeds.
ELPS.c.5
TheELLwritesinavarietyofformswithincreasingaccuracytoeffectivelyaddressaspecificpurposeandaudienceinallcontentareas.ELLsmay
beatthebeginning,intermediate,advanced,oradvancedhighstageofEnglishlanguageacquisitioninwriting.InorderfortheELLtomeetgrade-
Page32of33
Chemistry
ELPS#
levellearningexpectationsacrossfoundationandenrichmentcurriculum,allinstructiondeliveredinEnglishmustbelinguisticallyaccommodated
(communicated,sequenced,andscaffolded)commensuratewiththestudent'slevelofEnglishlanguageproficiency.ForKindergartenandGrade1,
certainofthesestudentexpectationsdonotapplyuntilthestudenthasreachedthestageofgeneratingoriginalwrittentextusingastandard
writingsystem.Thestudentisexpectedto:
ELPS.c.5A
learnrelationshipsbetweensoundsandlettersoftheEnglishlanguagetorepresentsoundswhenwritinginEnglish
ELPS.c.5B
writeusingnewlyacquiredbasicvocabularyandcontent-basedgrade-levelvocabulary
ELPS.c.5C
spellfamiliarEnglishwordswithincreasingaccuracy,andemployEnglishspellingpatternsandruleswithincreasingaccuracyasmoreEnglish
isacquired
ELPS.c.5D
editwritingforstandardgrammarandusage,includingsubject-verbagreement,pronounagreement,andappropriateverbtenses
commensuratewithgrade-levelexpectationsasmoreEnglishisacquired
ELPS.c.5E
employincreasinglycomplexgrammaticalstructuresincontentareawritingcommensuratewithgrade-levelexpectations,suchas:
ELPS.c.5F
writeusingavarietyofgrade-appropriatesentencelengths,patterns,andconnectingwordstocombinephrases,clauses,andsentencesin
increasinglyaccuratewaysasmoreEnglishisacquired
ELPS.c.5G
narrate,describe,andexplainwithincreasingspecificityanddetailtofulfillcontentareawritingneedsasmoreEnglishisacquired.
Page33of33

Unit 03 Atomic Structure and The Periodic Table

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