1
OVERVIEW
I.
CONTENT: (Why is this unit important? What are the essential concepts in this unit?)
II.
PROCESS: (How are the thinking skills developed?)
III.
PRODUCT: (What will kids do/know as a result of this unit?)
Unit Overview: Alignment with
National / State / District Pupil Performance Standards
Overarching Benchmarks / Standards / Goals for COMPLETE unit of study:
Benchmark 1:
Standard A:
Standard B:
Benchmark 2:
Standard A:
Standard B:
Benchmark 3:
Standard A:
Standard B:
Benchmark 4:
Standard A:
Standard B:
Go to www.rogertaylor.com to download the complete curriculum writing template; Look under Resources for this
template and for your state’s grade-by-grade content standards
2
OVERVIEW
I.
CONTENT:
Nearly all of first year chemistry relies on one principle – the mole. Understanding the mole is the key to: basic
nomenclature, the law of conservation of matter, balancing chemical equations, stoichiometry, molecular and empirical
formulas, and several property constants. Both the California and Colorado state standards directly address these concepts
as fundamental understandings of physical science.
II.
PROCESS:
Organized according to Bloom’s Taxonomy
 Knowledge: The unit will begin by ensuring that students know the basic concepts and principles of the mole as a
counting unit.
 Comprehension: Then, by connecting the principle of the mole to an understanding of the law of conservation of
matter, students will translate this understanding into balancing chemical equations.
 Application: Furthermore, students will be able to apply these concepts to the process of stoichiometry in
determining amounts required or produced of certain compounds or elements in chemical reactions and to the
understanding of several physical constants.
 Analysis: After stoichiometry, students will be able to analyze laboratory experiments quantitatively and
determine, through the process of error analysis, where discrepancies in the experimental procedure or process led
to quantitative errors in the formation of products.
 Synthesis and Evaluation: Finally, students will be able to design, perform, analyze, and evaluate an experimental
procedure in an authentic assessment setting.
III.
PRODUCT:
Students will know
 how to describe chemical reactions by writing balanced equations.
 the quantity one mole is set by defining one mole of carbon 12 atoms to have a mass of exactly 12 grams.
 one mole equals 6.02 x 1023 particles (atoms or molecules).
 how to determine the molar mass of a molecule from its chemical formula and a table of atomic masses and how
to convert the mass of a molecular substance to moles, number of particles, or volume of gas at standard
temperature and pressure.
 how to calculate the masses of reactants and products in a chemical reaction from the mass of one of the reactants
or products and the relevant atomic masses.
 how to calculate percent yield in a chemical reaction.
Students will be able to:
 write and balance chemical equations
 do stoichiometric calculations
 develop, design, analyze and apply experimental processes.
Unit Overview: Alignment with
National/State/District Pupil Performance Standards
California Strand 3: The conservation of atoms in chemical reactions leads to the principle of conservation of
matter and the ability to calculate the mass of products and reactants. As a basis for understanding this concept:
a. Students know how to describe chemical reactions by writing balanced equations.
b. Students know the quantity one mole is set by defining one mole of carbon 12 atoms to have a mass of exactly 12
grams.
c. Students know one mole equals 6.02 x 1023 particles (atoms or molecules).
d. Students know how to determine the molar mass of a molecule from its chemical formula and a table of atomic
masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at
standard temperature and pressure.
e. Students know how to calculate the masses of reactants and products in a chemical reaction from the mass of one
of the reactants or products and the relevant atomic masses.
f. Students know how to calculate percent yield in a chemical reaction.
3
INDEPENDENT RESEARCH PROJECTS
FOR GIFTED AND TALENTED STUDENTS
State each research project with an investigative focus and a "hands–on"
product to show research outcome.
(If writing curriculum for inclusion, design one I-Search project for Gifted and
Talented learners and a concrete operational project for special learners or
Students on IEPs.)
1.
PARADOXES:
Common notion not necessarily true in fact.
Self-contradictory statement or observation.
2.
ATTRIBUTES:
Inherent properties.
Conventional symbols or identities.
Ascribing qualities
3.
ANALOGIES:
Situations of likeness.
Similarities between things.
Comparing one thing to another.
4.
DISCREPANCIES:
Gaps of limitations in knowledge.
Missing links in information.
What is not known.
5.
PROVOCATIVE QUESTIONS:
Inquiry to bring forth meaning.
Incite knowledge exploration.
Summons to discovering new knowledge.
6.
EXAMPLES OF CHANGE:
Demonstrate the dynamics of things.
Provide opportunities for making alterations, modifications, or
substitutions.
7-18 will be found in the writing template as per page 2.
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PRODUCTS
A Dance/A Letter/ A
Lesson
Advertisement
Animated Movie
Annotated
Bibliography
Art Gallery
Block Picture Story
Bulletin Board
Bumper Sticker
Chart
Choral Reading
Clay Sculpture
Code
Collage
Collection
Comic Strip
Computer Program
Costumes
Crossword Puzzle
Database
Debate
Demonstration
Detailed Illustration
Diorama
Diary
Display
Edibles
Editorial Essay
Etching
Experiment
Fact Tile
Fairy Tale
Family Tree
Fiction Story
Film
Filmstrip
Flip Book
Game
Graph
Hidden Picture
Illustrated Story
Interview
Jingle
Joke Book
Journal
Labeled Diagram
Large Scale Drawing
Learning Center
Letter to the Editor
Map with Legend
Mazes
Mural
Museum Exhibit
Musical Instruments
Needlework
Newspaper Story
Non-Fiction
Oral Defense
Oral Report
Painting Pamphlet
Pantomime
Papier Mache
Petition
Photo Essay
Pictures
Picture Story for
Children
Plaster of Paris Model
Play
Poetry
Political Cartoon
Pop-Up Book
Postage Stamp,
Commemoratives
Press Conference
Project Cube
Prototype
Puppet
Puppet Show
Puzzle
Rap
Radio Program
Rebus Story
Recipe
Riddle
Role Play
Science Fiction Story
Sculpture
Skit
Slide Show
Slogan
Soliloquy
Song
Sound
Story Telling-Tall
Tales
Survey
Tapes–Audio–Video
Television Program
Timeline
Transparencies
Travel Brochure
Venn Diagram
Web Home Page
Working Hypothesis
Write a new law
Video Film
I–SEARCH INDEPENDENT RESEARCH PROJECTS
FOR GIFTED AND TALENTED STUDENTS
1.
PARADOXES:
If electrons are attracted to protons, and protons repel other protons, how can you explain the structure of the atom?
Product: Write a short science fiction story personifying the subatomic particles and their placement in the atom.
2.
ATTRIBUTES:
Visualization techniques can be used to help memorize inherent properties of acids and bases. For example, Acids turn
litmus red, create hydronium ions, etc. A picture of a H3O+ molecule colored red can help remember these two properties.
Product: Draw a picture or write a story that will help you memorize all the properties of both acids and bases.
3.
ANALOGIES:
Stoichiometry and balancing chemical equations are often taught by using an analogy to cooking and recipes.
Product: Determine another appropriate analogy for a chemistry concept and demonstrate how it works.
4.
DISCREPANCIES:
Ritalin is commonly prescribed medication to treat symptoms of ADD/ADHD. However, very little is actually known
about how it works. Since it is a stimulant in the same category (Type II) as cocaine and speed, why is it effective in
increasing attention.
Product: Investigate the current research on Ritalin and how it works and create an animation of the process in Anime
style personifying the chemicals and processes involved.
5.
PROVOCATIVE QUESTIONS:
Many great scientific discoveries have been the result of serendipity. However, we continue to teach the scientific method
as “the way real science is done.” For example, the discovery of Teflon was the result of a tank of nitrogen being
contaminated.
Product: Investigate major scientific advances that have been the direct results of accidents and create a timeline of the
discoveries.
6.
EXAMPLES OF CHANGE:
The evolution of the modern atomic theory began with Democritus and is still under modification as we learn more about
quarks, leptons, etc.
Product: Come up with quips that describe the view of the atom at each stage in history and put them in a form
appropriate for a poster or a series of bumper stickers.
7.
EXAMPLES OF HABIT:
The theories about the position of the earth in the solar system/universe were strongly debated back in the days of
Copernicus, Kepler, Brahae, Galileo and others. Changing scientific thought is sometimes an arduous process of butting
heads with other scientists – sometimes even involving bloodshed and ostracism.
Product: Create and perform a true-to-history puppet show depicting Avogadro and Dalton arguing over the veracity of
Avogadro’s hypothesis.
8.
ORGANIZED RANDOM SEARCH:
In a search engine such as Google or Alta Vista, perform a search on a word chosen by random from the index of your
text book. Gather information. Perform a second search with a new, different term.
Product: Create a “six degrees of separation” analysis connecting these two concepts using the research you have found.
9.
SKILLS OF SEARCH:
Cosmetics of some form have been used for millennia. Research the different cultures throughout history that have
documented use of cosmetics in their society.
Product: Create an ad for one particular ancient culture’s marketing of cosmetics.
10. TOLERANCE FOR AMBIGUITY:
Amphoteric substances each have properties of two normally exclusive categories. H2O, e.g. functions both as an acid and
a base.
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Product: Find 3 more amphoteric substances. Write a script and perform a soliloquy for one of them, showing both sets of
properties.
11. INTUITIVE EXPRESSION:
Electrons, if personified, could have a broad range of emotions doing the many things they do in chemical reactions and
nuclear reactions. Brainstorm 4 or 5 pairs of real actions with personified feelings. Find 20-45 seconds of music that
effectively convey those emotions.
Product: Create a short movie using imovie or Premiere or another authoring tool to juxtapose images and music to
portray those emotions. Also include the electron behavior described in words.
12. ADJUSTMENT TO DEVELOPMENT:
In 1989 Tom Cech won the Noble Prize in chemistry for his work on investigating the catalytic nature of RNA. However,
his work was the direct result of another, unrelated experiment, not working! Research Dr. Cech’s story of how he came
to his Nobel prize and conduct a mock interview of Dr. Cech.
13. STUDY CREATIVE PEOPLE AND PROCESS:
George Antheil was a composer, pianist and inventor. In fact, there are many accomplished musicians who are also
notable inventors – or vice versa. Research the life of a creative person who had influence in many spheres of interest.
Create diary entries depicting this person’s life and thought processes.
14. EVALUATE SITUATIONS:
Nuclear energy has huge implications for providing energy to mass numbers of people in both abundance and low cost.
However, there are environmental and safety concerns associated with the production and storage of waste.
Product: Write a plot summary for an upcoming film which involves terrorists attacking the nuclear waste storage facility
in Nevada. (circa 2050)
15. CREATIVE READING SKILL:
Find and read controversial viewpoint essays on stem cell research.
Product: act out and videotape a heated debate between opposing viewpoints, in the style of Politically Incorrect.
16. CREATIVE LISTENING SKILL:
Composers and authors have often received inspiration from the political climate of the time. For example,
Shostakovitch’s 5th symphony was written when the Soviet Union was in the midst of Stalin's "Great Terror" in 1936 and
1937. Millions were being arrested and tortured then summarily executed or exiled to Siberia and Central Asia. Also,
the Wizard of Oz has had multiple interpretations with political implications.
Listen to Shostakovitch’s 5th and read various interpretations of the Wizard of Oz.
Product: Research the scientific advancements of these times and find inferences to them in the music and the play.
17. CREATIVE WRITING SKILL:
You are one of the only surviving Kurds of a chemical warfare attack on your village by Saddam Hussein.
Product: Write a series of journal entries depicting your life before, during and after the attack.
18. VISUALIZATION SKILL:
Acids and bases occur in our lives every day. Understanding reactions of acids and bases should begin at an early age.
Product: Create a picture book for a K – 3 aged audience that will get across the concepts of acid-base reactions.
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ACADEMIC / CRITICAL THINKING SKILLS
ANALYZING HUMAN ACTIVITIES! (AHA!)
©Dr. T. Roger Taylor
STATE STANDARD #
STUDENTS WILL BE ABLE TO
.
ESSENTIAL QUESTION: How does the Universal Theme of Producing, Exchanging and Distributing create mastery
learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. ESSENTIAL
QUESTION:
1.
PRODUCING, EXCHANGING, AND DISTRIBUTING [ECONOMICS]
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites,
summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random
Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and
Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill. (Include
ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
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CRITICAL THINKING SKILLS – ACADEMIC
ANALYZING HUMAN ACTIVITIES! (AHA!)
CALIFORNIA STATE STANDARD #9a-c
Predict the effect that changes in pressure will have on equilibrium position, write and calculate an equilibrium constant
for a reaction, and explain how chemical engineers affect the world economy.
ESSENTIAL QUESTION: How does the Universal Theme of Producing, Exchanging and Distributing create mastery
learning of essential concepts in this unit?
Mole numbers affect equilibrium equations, equilibrium constants, and, in turn, the earnings of the chemical industry and
their stockholders, and the world economy.
1.
PRODUCING, EXCHANGING, AND DISTRIBUTING (Textbook: Addison-Wesley Chemistry Chapter 19)
KNOWLEDGE:
Anticipatory Set:
 Capped water bottle next to open beaker with about the same amount of water
 1-L flask with 200 mL 6M HNO3 to which 5-10g Cu is added, then stoppered
Students will:
 identify what is necessary for equilibrium [closed system]
 state what is equal in equilibrium [forward and reverse reaction rates]
 state the side to which the equilibrium position will shift when pressure is increased [the side with fewer
moles of gas]
 reproduce the Keq expression when aA + bB  cC + dD
COMPREHENSION:
 infer the side to which the equilibrium position will shift when pressure is increased in several gaseous
equilibria when reaction equations are given
 explain what happens to the mole numbers/coefficients when placed in the Keq expression
APPLICATION:
Anticipatory Set:
 juxtaposed pictures of a bag of NH4NO3 and a cultivated field with lush foliage
 juxtaposed pictures of a pick-up truck of NH4NO3 and the Federal Building in Oklahoma City after the
explosion
 equilibrium equation for the Haber Process with temperature [450°C], pressure [elevated], and catalyst
[Fe3O4]
 statement that about 17 billion kg of ammonia were produced this way in the U.S. in 1995, and China
produced even more than we did.
Students will:
 produce the Keq expressions for several equilibria when reaction equations are given
 solve for the Keq value when concentrations or partial pressures are given for all reactants and products
 solve for any concentration or partial pressure when the others are given along with the K eq value
Class/team product: Write a paragraph explaining why elevated temperature, elevated pressure, and catalysts are
used in the industrial production of ammonia by the Haber Process.
Multicultural and/or ESL and/or Bilingual Link: Find out and write up what Fritz Haber was famous for in 1918
[Nobel Prize in chemistry for industrial ammonia synthesis], what he was infamous for during World War 1 [director
of the German Chemical Warfare Office], and why he had to leave Germany in 1933 [had a Jewish background].
Mathematics/Science Link and/or Humanities Link:
 Find, copy, and submit a graphic drawing of the equipment and flow of reactants and product in the Haber
ammonia synthesis process. –or—
 Gather and present some statistical data on food costs, food production expenses as part of the economy, the
proportion of food production expenses spent on fertilizers each year, the relationship between costs of
fertilizer and gross food sales from producers, etc. –or—
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
Prepare a list of explosives (names and chemical formulas) containing nitrogen. Conclude with a short
paragraph explaining why (at least 2 reasons) so many explosives contain nitrogen. [1. enormous, sudden
expansion of gases from solids or liquids, 2. cheap and abundant supply of N2 in the atmosphere]
School-to-Career/Tech Prep Link:
Find or write the job description of a chemical engineer. How would that apply to the chemical engineer overseeing
the Haber Process?
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory Set: A chart comparing the closing monthly stock prices (also gross assets, ?P ratios, and CEO salary
packages?) of 4-6 major chemical companies, including 2 German companies, for the past 5 years, with the question,
“What is the “bottom line” in the chemical industry?”
Students will: Use the internet to find another chemical synthesis reaction in which the pressure is elevated for
industrial production.
Class/team/individual product: Create several power point slides showing how raising the pressure helps the
“bottom line.”
INDIVIDUAL JOURNAL ASSIGNMENT:
You are the C.E.O. of a major pharmaceutical company. Write about what you would look for when interviewing to
replace your Chief Chemical Engineer.
HOMELINK:
Ask your family, or some adult you know with money, about their stock market investments, and if not, how they
would choose specific stocks or mutual funds in which to invest if they were in a position to do so.
CALIFORNIA STATE STANDARD #3 d-e
d. Students know how to determine the molar mass of a molecule from its chemical formula and a table of atomic
masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at
standard temperature and pressure.
e. Students know how to calculate the masses of reactants and products in a chemical reaction from the mass of one
of the reactants or products and the relevant atomic masses.
ESSENTIAL QUESTION: How does the Universal Theme of Transportation create mastery learning of essential
concepts in this unit?
Understanding of the mole, in relation to balancing equations and using stoichiometry, creates mastery understanding in
the area of transportation because of the principles of fuel and fuel efficiency in combustion engines.
2. TRANSPORTATION (Textbook Addison-Wesley Chemistry chapter 8)
KNOWLEDGE:
Anticipatory Set: “whoosh” bottle: Demo of methanol combustion or other combustion demos
Students will:
 identify the reactants and products in a combustion reaction
 state the two chemical products of every hydrocarbon/carbohydrate complete combustion
 describe the chemical properties of combustible materials
COMPREHENSION:
 predict the products of various combustion reactions and balance the equation
 explain the fact that in combustion reactions the products are always the oxides of all elements that are not
oxygen
APPLICATION:
Anticipatory Set: Apollo 13 – take-off and fuel conservation
Students will: solve for the amounts of reactants and products used/formed in combustion reactions, assuming STP
9
Class/team product: determine how much CO2 gas is emitted per gallon of octane (C8H18) completely combusted.
Multicultural and/or ESL and/or Bilingual Link: Find and list the foreign language equivalent for the word “fuel”
in at least 5 different languages.
Mathematics/Science Link and/or Humanities Link: Research and make a list of alternative fuels and their pros
and cons.
School-to-Career/Tech Prep Link: Visit your local automobile emission testing center and obtain a printout of a
car’s emission rating (you should just ask for one since the actual test costs ~$50).
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Video clip from Mel Gibson’s Water World
Students will:
 evaluate G. W. Bush’s current environmental conservation policies
 criticize and/or justify the policies
Class/team/individual product: letter to the Bush administration expressing your views of his policy and the
reasoning behind them.
INDIVIDUAL JOURNAL ASSIGNMENT:
When you are the age of your parents, how do you envision the transportation industry? What types of vehicles, fuel,
restrictions, etc?
HOMELINK:
Determine the miles per gallon of one vehicle in your family.
CALIFORNIA STATE STANDARD #6b
Students know how to describe the dissolving process at the molecular level by using the concept of random molecular
motion.
ESSENTIAL QUESTION: How does the Universal Theme of Communications create mastery learning of essential
concepts in this unit?
Communication can take on many forms. In terms of our bodies, our cells are constantly communicating with each other
to ensure the proper balances of chemicals necessary for normal biochemical processes. Understanding some of the
principles governing cellular communication relies directly on an understanding of moles, atoms, polarity and other
chemistry concepts.
3. COMMUNICATIONS (Textbook Addison-Wesley Chemistry chapter 18)
KNOWLEDGE:
Anticipatory Set: Selected segments from the lecture videos on signal transduction:
http://mbl.katewood.com/lecture4/video.shtml
Students will: Identify several processes by which cells communicate
COMPREHENSION:
Students will:
 give examples of biochemical processes that require appropriate cellular communication
 summarize a journal article discussing cellular communication
APPLICATION:
Anticipatory Set: http://www.cell-biology.com/cellcom.html
Students will: Show evidence of how research in cellular communication has the potential for disease treatments
Class/team product
 compose an email to a researcher at CSU involved in cellular communication research –-or—
 Students will compose a summary of the cellular communication article listed in the anticipatory set.
Multicultural and/or ESL and/or Bilingual Link: Students will research biotech companies in other countries
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Mathematics/Science Link and/or Humanities Link: Research how much money the United States and other
major countries devote towards medical research annually.
School-to-Career/Tech Prep Link: Visit: http://www.bmb.colostate.edu/cell.htm and describe what current research
is being done in the area of cellular communication.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: video clip from Lorenzo’s Oil
Students will:
 create a diagram of Augusto’s approach to finding a cure for Lorenzo.
 categorize Augusto’s actions according to the scientific method
Class/team/individual product: Organize your findings from above into an informative brochure.
INDIVIDUAL JOURNAL ASSIGNMENT:
If someone close to you was suffering from a seemingly incurable disease, what actions would you take to help ease
their suffering or find a cure?
HOMELINK:
Discuss with your family your views on organ donation.
CALIFORNIA STATE STANDARD #3g with extensions
g. Students will be able to explain that buffers stabilize the pH in acid-base reactions, how they do it, what buffer
systems keep the pH of blood stable, and why that is important.
ESSENTIAL QUESTION: How does the Universal Theme of Protecting and Conserving create mastery learning of
essential concepts in this unit?
The moles per liter and percent ionization [or Ka] of a weak acid determine its hydrogen ion concentration and pH. The
number of moles of the weak acid and its conjugate base determine the capacity of a buffer solution to maintain that pH.
4. PROTECTING AND CONSERVING (Textbook or Database Modern Chemistry, Ch 16, 18-3
KNOWLEDGE:
Anticipatory Set:
 overhead of the self-ionization of H2O equation to get H3O+ : symbols and pictures
 http://www.purchon.com/chemistry/ph.htm interactive pH = [H+] scale
Students will:
 Review
o describe the difference between strong and weak acids
o know how the pH scale is used to characterize acid and base solutions
o define acid and base: Arrhenius, Brønsted-Lowry, and Lewis
o know the steps to convert from [H+] to pH, and vice-versa, using their own calculators
 New
o define buffer by what it does
o define buffer by its 2 constituent parts
o define buffer capacity
COMPREHENSION:
Students will:
 explain how to convert acids to their conjugate bases and bases to their conjugate acids
 summarize how to convert from [H+] to pH, and vice-versa, using their own calculators
 explain how a buffer stabilizes the pH of a solution
 explain how the quantity of buffer determines its buffer capacity
APPLICATION:
Anticipatory Set: Interactive screen on comparing pH changes w/ & w/o buffers from K&T Ch 18 CD-ROM
Students will:
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 convert acids to their conjugate bases, and bases to their conjugate acids
 solve some problems converting from [H+] to pH, and vice-versa
 solve some problems distinguishing between chemical mixtures that are and are not buffers
 write and balance reaction equations for several common buffers when H+ or OH- is added
Class/team product: Write up and turn in the above work.
Multicultural and/or ESL and/or Bilingual Link: Find the word that means buffer in 3 other languages.
Mathematics/Science Link and/or Humanities Link: Name a movie, TV program, or novel in which a person’s
comatose condition adds drama to the plot.
School-to-Career/Tech Prep Link: Interview an R.N. or L.V.N. about how much they need to know about the
monitors in hospital rooms that they must watch when the M.D.s are not there.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Video clip from While You Were Sleeping, or some other showing a main character comatose in a
hospital room with monitors attached
Students will:
 find the narrow pH range necessary to consciousness in human physiology
 find the 3 important biological buffer systems that can control blood pH in that range [the phosphate system
(HPO42-/H2PO4-), the bicarbonate/carbonic acid system (HCO3-/H2CO3), and the histidine system], and write
balanced reaction equations when H+ or OH- are added
 find out how comatose patients are treated when their pH is out of healthy range, and whether conditions
other than high or low pH cause comas
 rewrite a scene from the plot of While You Were Sleeping if the nurse/doctor were able to teach her the buffers
in blood, and she was able to get whatever he needed into him somehow so that he regained consciousness
sooner because of her efforts.
Class/team/individual product: The rewritten scene described above, including the buffer equations she learned.
INDIVIDUAL JOURNAL ASSIGNMENT:
Write about how you felt and what the outcome was when someone you know was comatose, or if that has not been
your experience, how it was handled in some book or movie and how you think they should have handled it.
HOMELINK:
Discuss in your family how people can O.D., and its consequences.
CALIFORNIA STATE STANDARD #1 (h – j)
h. Students know the experimental basis for Thomson’s discovery of the electron, Rutherford’s nuclear atom,
Millikan’s oil drop experiment, and Einstein’s explanation of the photoelectric effect.
i. Students know the experimental basis for the development of the quantum theory of atomic structure and the
historical importance of the Bohr model of the atom.
j. Students know that spectral lines are the result of transitions of electrons between energy levels and that these
lines correspond to photons with a frequency related to the energy spacing between levels by using Planck’s
relationship ( E = h)
ESSENTIAL QUESTION: How does the Universal Theme of Providing Education create mastery learning of essential
concepts in this unit?
To truly understand something one must be able to teach it to others. Students will create mastery learning of the
concepts in the above California state standards through creating, performing, and assessing their own lesson.
5. PROVIDING EDUCATION (Textbook Addison-Wesley Chemistry Chapter 5)
KNOWLEDGE:
Anticipatory Set: The “next slide, please” scene from Ferris Buhler’s Day Off
Students will: become “experts” in one area of the periodic table or atomic structure by:
 defining all relevant terms
 identifying an appropriate teaching strategy
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
describing their topic to others
COMPREHENSION:
Students will generate a presentation tool that explains their topic with both graphics and text. They will also need to
paraphrase the textbook information on the topic orally to the class.
APPLICATION:
Anticipatory Set: Scene from Fast Times at Rigemont High where the teacher is berating the students for their lack
of effort
Students will:
 demonstrate their understanding of their topic by preparing a ten-minute lesson for the class
 use a Venn diagram to show the inter-relatedness of their topic to the rest of their group’s
Class/team product: Creation of a visual presentation helper such as an overhead, poster or PowerPoint
Multicultural and/or ESL and/or Bilingual Link: Students would describe how to make sure that their lesson is
accessible to students with special needs.
Mathematics/Science Link and/or Humanities Link: Students will work on their public speaking skills while
presenting their lesson to the class.
School-to-Career/Tech Prep Link: Students will investigate what the difficulties of preparing a well planned lesson
are and what some effective – and not so effective – teaching strategies are based on their presentation and their
listening to other presentations.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Pink Floyd’s Another Brick in the Wall
Students will:
 compose several appropriate multiple choice, free response, etc. questions from their content
 justify the degree of difficulty assigned to each question
 identify the topic or standard that their question addresses
 write an appropriate answer response with rubric, if necessary
Class/team/individual product: Compilation of all the students’ questions will create a test bank from which the
chapter exam will be drawn from.
INDIVIDUAL JOURNAL ASSIGNMENT:
What type of test questions (i.e. multiple choice, essay, free response, etc) do you feel most confident taking? Least
confident? Why do you think you feel this way?
HOMELINK:
Discuss with you families the types of tests that “real life” places on you. These can be in the workforce or just in
everyday experiences.
CALIFORNIA STATE STANDARD #1 a-c
a. Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass.
b. Students know how to use the periodic table to identify metals, semimetals, nonmetals, and halogens.
c. Students know how to use the periodic table to identify alkali metals, alkaline earth metals and transition metals,
trends in ionization energy, electro negativity, and the relative sizes of ions and atoms.
ESSENTIAL QUESTION: How does the Universal Theme of Making and Using Tools and/or Technology create
mastery learning of essential concepts in this unit?
The periodic table is an essential tool in all of science. Understanding how to effectively use this tool is critical to
understanding more advanced concepts in all areas of science.
6. MAKING AND USING TOOLS AND/OR TECHNOLOGY
(Textbook Addison-Wesley Chemistry Chapter 5)
KNOWLEDGE:
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Anticipatory Set: Tom Leherer’s The Elements song
Students will: Identify the molar mass of various elements using the periodic table
COMPREHENSION:
Students will: Infer the relationship between amu/atom and grams/mole.
APPLICATION:
Anticipatory Set: Overhead of Mendeleev’s original periodic table – arranged by atomic mass, clips from Flubber
and Weird Science showing periodic tables
Students will: Solve for the molar mass of a molecule from its formula
Class/team product: Measure out one mole of various compounds and compare.
Multicultural and/or ESL and/or Bilingual Link: Identify the names on the periodic table that have origins from
other languages.
Mathematics/Science Link and/or Humanities Link: Research the origins of how two of the following elements
got their name. Choose one from the “places” category and one from the “people”:
o Places: Berkelium, Francium, Americium, Polonium, Europium, Californium, Lawrencium;
o People: Curium, Einsteinium, Nobelium, Mendelevium, Rutherfordium, Seaborgium, Bohrium,
Meitnerium, Fermium
School-to-Career/Tech Prep Link: Investigate the responsibilities of the Department of Weights and Measures.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Video clip of Nikita Kruschev beating his shoe on the table at the U.N. shouting, “We will bury
you!”
Students will: Interpret Cold War politics and its influence in science.
Class/team/individual product: Write a short essay explaining why the names of elements 106-109 were “held
hostage” until 1999 IUPAC meeting.
INDIVIDUAL JOURNAL ASSIGNMENT:
Have you ever felt like you were ripped off by an inaccurate measurement tool? Describe.
HOMELINK:
Go to the store and weigh the same apple on several balances and compare the results. Then, compare the mass to
that of the digital balance at the checkout counter. Discuss any discrepancies with your family.
CALIFORNIA STATE STANDARD # 3a – d
a. Students know how to describe chemical reactions by writing balanced equations.
b. Students know the quantity one mole is set by defining one mole of carbon 12 atoms to have a mass of exactly 12
grams.
c. Students know one mole equals 6.02Ê ´Ê 1023 particles (atoms or molecules).
d. Students know how to determine the molar mass of a molecule from its chemical formula and a table of atomic
masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at
standard temperature and pressure.
ESSENTIAL QUESTION: How does the Universal Theme of Providing Recreation create mastery learning of essential
concepts in this unit?
Mole day is a fun day devoted to having students interact with the mole. Understanding the idea that the mole is a
counting unit is essential to creating mastery learning in chemistry.
7. PROVIDING RECREATION (Textbook Addison-Wesley Chemistry chapter 7)
KNOWLEDGE:
Anticipatory Set: Mole day jokes
Students will: State Avogadro’s number as 6.02x1023
COMPREHENSION:
Students will:
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

give examples of how many grams are in one mole of certain substances
distinguish between different substances and why the grams = moles varies
APPLICATION:
Anticipatory Set: “Iron-mole triathalon” http://www.barstow.k12.ca.us/bhs/science/chemistry/triath.html
Students will: discover the mole quantity to also equal 22.4 liters of gas at STP
Class/team product: Students will complete one mole day project: http://www.moleday.org/htdocs/projects.html
Multicultural and/or ESL and/or Bilingual Link: Amedeo Avogadro lived in Italy from 1776 – 1856. Research
the social and governmental conditions of Italy at that time and write a brief summary.
Mathematics/Science Link and/or Humanities Link: Students will design mole day posters advertising the event
School-to-Career/Tech Prep Link: Moles are just another unit for counting groups of things. Name a profession
that is involved in keeping track of quantities and list several categories of quantities they use( ex. A baker uses a
dozen)
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: M’n’M lab
Students will: devise a strategy to determine the number of M’n’M’s in one mini bag given a conversion factor.
Class/team/individual product: Sing the “Chemistry” song
INDIVIDUAL JOURNAL ASSIGNMENT:
Find the Science News section of the daily newspaper and choose one article to read and summarize. Follow up on
this article with a search on the Internet to find more details. Include the article and any web addresses used.
HOMELINK:
Discuss with you family the importance of scientific advances. Namely, discuss how the United States’ and the
Soviet Union’s quest for the moon influenced scientific advancements.
STATE STANDARD #12d, k Students should:
d. Formulate explanations by using logic and evidence.
k. Recognize the cumulative nature of scientific evidence.
ESSENTIAL QUESTION: How does the Universal Theme of Organizing and Governing create mastery learning of
essential concepts in this unit?
Scientific advances have fueled the governing processes of nations for years. The development of the musket, tanks, flight,
etc. directly influences a government’s ability to conquer and control. Understanding historic use of science as a
governing tool will create masterly learning of the essential concepts in this unit.
8. ORGANIZING AND GOVERNING
KNOWLEDGE:
Anticipatory Set:
 http://www.csmonitor.com/2002/0513/p08s01-wome.html
 http://my.net-link.net/~stahlhut/awful_truth/chemical_weapons.html
 http://www.arofe.army.mil/ARO-FE%20Environmental%20Bulletin/Env_May02.pdf
 http://www.nytimes.com/2002/05/24/politics/24NERV.html
Students will: Read the above articles, or the concise quotes that follow, to gather the observations of independent
journalists and forensic chemists.
The memory of every Iraqi Kurd is seared with vivid images of Baghdad's 1988 genocide against its own ethnic Kurds
when troops loyal to the Iraqi strongman were under orders to kill every Kurdish male in northern Iraq between the ages
of 18 and 55. During the Anfal campaign, rights groups say more than 100,000 men disappeared, 4,000 villages were
destroyed, and 60 more villages were subject to chemical weapons attack. Some 5,000 Kurds died during the gassing of
Halabja alone. The photograph of a man shielding an infant with his body – both killed by gas – has become an icon of
Kurdish suffering and of Iraqi war crimes. … Hussein's right-hand man Izzat Ibrahim Duri traveled to the north [in 1991]
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to issue this warning: "If you have forgotten Halabja, I would like to remind you that we are ready to repeat that
operation."
–Christian Science Monitor, May 13, 2002
At the time Roberts's film, The Winds of Death, was shown on Channel 4 last Wednesday, only one trace chemical, 1,4dithiane, had been found. But continuing mass spectroscopy has now revealed minute traces of two more related
chemicals, 1,4-oxathiane and ethene-1,1-thiobis. All three by-products are thought to result from the heating of mustard
gas, as when a shell explodes. …'We're in the position of a forensic scientist who has to identify an unrecognizable body,
but he has the man's blood group, his fingerprints and his dental record.' --The Times (London), November 28, 1988
The Pentagon documents made public today showed that six tests were carried out in the Pacific Ocean from 1964 to
1968. In the experiments, nerve or chemical agents were sprayed on a variety of ships and their crews to gauge how
quickly the poisons could be detected and how rapidly they would disperse, as well as to test the effectiveness of
protective gear and decontamination procedures in use at the time. …"We are committed to helping every veteran who
took part in these tests," said Anthony J. Principi, the secretary of veteran’s affairs. "If we find any medical problems or
disabilities we can attribute to Project SHAD, we'll ensure these veterans receive the benefits they deserve." --New York
Times, May 24, 2002
Note: Also Germany used mustard gas and nerve gas against Allied soldiers during World War I, England used
poison gases against villages in Iraq following World War I, and Japan used them against China in the pre-World War
II years but is now attempting to care for the survivors.
COMPREHENSION:
Students will: Infer from the above observations similarities and differences in how the government of Iraq, on one
hand, and the U.S. and Japan on the other use the power of science
APPLICATION:
Anticipatory Set:
 http://www.vexcel.com/tech_feat/land.mines.html
 http://www.unicef.org/sowc96pk/hidekill.htm
 http://www.cnn.com/WORLD/9709/17/land.mines/
Students will: Use the above articles to determine the current position of many nations, including the U.S., Russia,
China, and India, on the legality of land mines
Class/team product: Prepare a list categorizing at least 10 nations, including the above named 4, by their policies
about the use of land mines.
Multicultural and/or ESL and/or Bilingual Link: Write the URL of an internet site where land mines are discussed
in a language other than English.
Mathematics/Science Link and/or Humanities Link: Write a paragraph describing the human cost of left-over land
mines.
School-to-Career/Tech Prep Link: Discover and tell about “Doctors Without Borders.” Who are they? Where do
they come from? What do they think about chemical warfare and land mines?
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Students will: Compare and contrast the purpose, use, and consequences of nuclear weapons, chemical weapons,
land mines, and conventional weapons
Class/team/individual product: Write a letter to your President and or congressional representative(s) stating the
policy you believe our nation should have regarding the use of these weapons.
INDIVIDUAL JOURNAL ASSIGNMENT:
Write about how your life would change if you accidentally blew up a land mine.
HOMELINK:
Share with your family what you recommend in your letter and find out their opinions.
CALIFORNIA STATE STANDARD #11a-c
a. Students know protons and neutrons in the nucleus are held together by nuclear forces that overcome the
electromagnetic repulsion between the protons.
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b. Students know the energy release per gram of material is much larger in nuclear fusion or fission reactions than in
chemical reactions. The change in mass (calculated by E=mc2) is small but significant in nuclear reactions.
c. Students know some naturally occurring isotopes of elements are radioactive, as are isotopes formed in nuclear
reactions.
ESSENTIAL QUESTION: How does the Universal Theme of Moral, Ethical and Spiritual Behavior create mastery
learning of essential concepts in this unit?
Again, science can both create and destroy. The moral and ethical principles of how scientific advances are used in
society can raise some highly controversial issues. Understanding the moral and ethical implications of certain scientific
advancements can create mastery learning of the concepts in this unit.
9. MORAL, ETHICAL AND SPIRITUAL BEHAVIOR (Textbook Addison-Wesley Chemistry Chapter 28)
KNOWLEDGE:
Anticipatory Set: Movie clip from the Matthew Broderick film The Manhattan Project
Students will:
 define nuclear fusion
 define nuclear fission
 identify the reactants and products in a fission reaction of hydrogen
 describe critical mass and chain reactions
COMPREHENSION:
Students will:
 explain how an enormous amount of energy can be the result of fission reactions
 distinguish between fission and fusion
 give examples of the fusion reactions present in the Sun
APPLICATION:
Anticipatory Set: Students will view the site http://www.hcc.mnscu.edu/programs/dept/chem/abomb/index.html
which goes through a timeline of scientific events and discoveries that led up to the development of the atomic bomb.
Students will:
 show the inter-related concepts necessary for the development of the atomic bomb
 relate the structure of the atom to the process of nuclear fission
Class/team product: students will create a timeline with visual representations of each discovery
Multicultural and/or ESL and/or Bilingual Link: Students will investigate German culture during WWII and the
fate of non-Aryan scientists were treated in Nazi Germany.
Mathematics/Science Link and/or Humanities Link: Same as multicultural link
School-to-Career/Tech Prep Link: Nuclear reactors are now being used to help treat certain types of cancer.
Research at MIT has found that the neutron emission from a reactor can be used to treat brain tumors that were
previously considered untreatable. Go to the Internet and research what types of tumors are treatable with this process
and where else this treatment is available.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Students will read arguments for and against the use of the atomic bomb from
http://www.me.utexas.edu/~uer/manhattan/debates.html
Students will:
 organize a defense in favor of atomic bomb use
 organize a defense against atomic bomb use
Class/team/individual product: The class will be divided into two factions randomly and a have class debate on the
use of the atomic bomb and its appropriateness.
INDIVIDUAL JOURNAL ASSIGNMENT:
Scientific advances saved lives as well as destroyed them. Insecticides, pesticides and drugs limited the spread of
infectious diseases like malaria and syphilis. Penicillin had its 1st widespread use in WWII and the life expectancy
rose by 3 years overall and by 5 years for African Americans. Infant mortality was cut by more than a third and in
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1942 the nation recorded its lowest death rate in history. Roosevelt initiated what will soon become the largest
research development effort in history with 100,000 scientists, engineers and technicians working at 37 installations
across the country to develop the atomic bomb. On July 16, 1945, the 1st atomic fireball was tested in New Mexico.
The two bombs dropped in Japan were responsible for upwards of 300,000 deaths. It is often said that “Truman
dropped the bomb.” However, this phrase treats the actions of the government as the act of an individual. Also, it
assumes that Truman possessed enough information to make a rational decision. Given that Truman was only in
office for four months prior to Hiroshima and Nagasaki, do you think that it is reasonable to place this action solely on
his shoulders? Explain.
HOMELINK:
Discuss with your family the social tensions during WWII and the racial prejudices that were prevalent in American
society.
STATE STANDARD Investigation and Experimentation 1a
1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other four strands, students should develop their own
questions and perform investigations. Students will:
a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and
graphing calculators) to perform tests, collect data, analyze relationships, and display data.
ESSENTIAL QUESTION: How does the Universal Theme of Aesthetic Needs create mastery learning of essential
concepts in this unit?
Art can be both created and destroyed with chemistry. Understanding both the process of restoration/destruction as well
as the possibilities to create artworks with chemistry will create mastery learning of the essential concepts in this unit.
10. AESTHETIC NEEDS (Textbook Addison Wesley Chemistry Chapter 22)
KNOWLEDGE:
Anticipatory Set: Discover It! Rusting – take home laboratory, Addison-Wesley p 644
You need seven iron finishing nail (approximately 6 cm long), pliers, scissors, copper wire, zinc strip, fine
sandpaper, plastic wrap, a saucer, water, table salt, petroleum jelly, and paper towels.
a. Use sandpaper to polish seven nails. Wipe them clean with a paper towel.
b. Place two wet paper towels on the saucer
c. Nail1: Using pliers, bend into a U shape. Nail2: Wrap one end with copper wire. Nail 3: Wrap one end
with a strip of zinc. Nail 4: Cover the entire nail with a thin coat of petroleum jelly. Nail 5: Moisten with
water and sprinkle with salt. Nail 6: Leave untreated, Nail 7: leave untreated.
d. Place nails 1 – 6 on the wet paper towel. Make sure the nails do not touch. Cover them with a piece of
plastic wrap. Place nail 7 (the control) on top of the plastic wrap. During a 24-hour period, record your
observations in a table.
Students will:
 Define a redox reaction
 Label species as being oxidized or reduced, oxidizing agents or reducing agents
 Write half-reactions and balance redox equations
 Identify that silver cations, in the presence of certain anions, are reduced to silver metal when these salts are
exposed to light.
 Describe that while silver halide salts are virtually insoluble in water, some other highly stable silver complex
ions are quite water-soluble
COMPREHENSION:
 Explain how all photography relies on oxidation-reduction reactions.
 Infer how the solubilities or insolubilities of the chemical compounds are important in the processes of
forming and preserving the images.
 Generalize on how the interaction of light with matter plays a major part in both the formation and appearance
of the image.
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
Write the half reactions for and balance: AgBr(s) + C6H4O22-(aq)  Ag(s) + 2Br-(aq) + C6H4O2(aq)
APPLICATION:
Anticipatory Set: Build your own pinhole camera: http://cator.hsc.edu/~mollusk/ChemArt/photo/pinhole.html
Students will:
 demonstrate the exposure and developing process of black and white photography
 use the principles of redox reactions to understand how to make an image
Class/team product: create your own images using your pinhole camera
Multicultural and/or ESL and/or Bilingual Link: Investigate the history of filmmaking and what countries played
major roles in its development.
School-to-Career/Tech Prep Link: Research and make a list of the Universities known for their superior
photography schools.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Students will: Evaluate an out of order pictorial procedure of a laboratory experiment
Class/team/individual product: Correctly order the pictorial procedure and perform the lab experiment
INDIVIDUAL JOURNAL ASSIGNMENT:
Think about the saying “a picture can say a thousand words.” Imagine a picture of your bedroom. What do you think
someone could infer about your personality by looking at your room.
HOMELINK: Ask to see old pictures of your family going back as many generations as possible.
STATE STANDARD #3a-e
STUDENTS WILL BE ABLE TO
a. Students know how to describe chemical reactions by writing balanced equations.
b. Students know the quantity one mole is set by defining one mole of carbon 12 atoms to have a mass of exactly 12
grams.
c. Students know one mole equals 6.02Ê ´Ê 1023 particles (atoms or molecules).
d. Students know how to determine the molar mass of a molecule from its chemical formula and a table of atomic
masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at
standard temperature and pressure.
e. Students know how to calculate the masses of reactants and products in a chemical reaction from the mass of one
of the reactants or products and the relevant atomic masses.
ESSENTIAL QUESTION: How does the discipline/sub-discipline of Social Studies relate to mastery learning of the
mole?
The initial development of the mole and its principles directly influences student understanding how the mole is used in
chemistry.
11. Social Studies (Textbook or Database Holt Modern Chemistry or Addison Wesley Chemistry)
KNOWLEDGE:
Anticipatory Set: Selected readings/text on Avogadro and Gay-Lussac
(http://www.carlton.paschools.pa.sk.ca/chemical/molemass/avogadro.htm)
Students will:
 Define a mole as 6.02x1023 particles
 Define a mole as the number of particles in exactly 12 grams of Carbon-12
COMPREHENSION:
Anticipatory Set: Demonstration of Avogadro’s principle – connection to gas masses (Quicktime movie)
http://chemed.chem.purdue.edu/demos/main_pages/4.6.html
Students will:
 Paraphrase Avogadro’s hypothesis
 Explain:1 L N2 + 2 L O2  2 L NO2
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APPLICATION:
Anticipatory Set: Interactive human-modeled reactions
Students will:
 Manipulate a chemical equation by interacting with each other to model atom rearrangement in chemical
reactions
 Relate the law of conservation of mass’ significance in balancing chemical equations.
Class/team product: Generate in teams of 2 – 3 a creative representation of a chemical equation that models the
principles addressed.
Multicultural and/or ESL and/or Bilingual Link: Consider the ethnic implications of Dalton’s rejection of
Avogadro’s Hypothesis.
Mathematics/Science Link and/or Humanities Link: Write a 5 – 8 sentence paragraph summarizing the article(s)
on Avogadro’s hypothesis’ origins.
School-to-Career/Tech Prep Link: Investigate the requirements/steps needed to submit an idea to a professional
journal.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: (video clip of a debate of some sorts…)
Students will: Write a transcription of the dialogue between Gay-Lussac and Dalton as they argued for their
respective theories.
Class/team/individual product: Dramatically present (act out) the dialogue.
INDIVIDUAL JOURNAL ASSIGNMENT:
Write about a time in your life when you were right about something but you were unable to convince someone else.
HOMELINK:
Discuss with your family the incident you recorded in your journal. Inquire about alternative strategies that may have
made your argument more effective.
CALIFORNIA STATE STANDARD # 1 (j)
j. Students know that spectral lines are the result of transitions of electrons between energy levels and that these
lines correspond to photons with a frequency related to the energy spacing between levels by using Planck’s
relationship
ESSENTIAL QUESTION: How does the discipline/sub-discipline of Astronomy relate to mastery learning of Chemistry?
Not only is there a good deal of chemistry in astronomy, but both areas share an importance in understanding the
electromagnetic spectrum. Understanding how astronomy uses the electromagnetic spectrum will create mastery
learning of the same concept in chemistry.
12. Science (Astronomy)
KNOWLEDGE:
Anticipatory Set: Add several metal chloride salts to a small amount of methanol in Petri dishes and light them on
fire to observe the characteristic colors emitted by the excited electrons falling back to the ground state.
Students will:
 reproduce the electromagnetic spectrum
 outline the principle of photon emission from electrons falling back towards their ground state after being
excited
 describe the energy emitted as quanta, or discrete packets of energy
 name the scientists responsible for these theories
COMPREHENSION:
Students will:
 create a summary statement that explains why light of different colors is emitted from different elements.
 predict the composition of an unknown mixture of metal salts by using known information on colors.
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APPLICATION:
Anticipatory Set: Video clip of the CSI electrocution of a pickle – or – do your own pickle demo
Students will:
 use the spectrophotometer to view the spectrum of visible light and several pure gases using light boxes
 show how scientists use readings from the spectrum emitted by stars to determine their elemental composition
Class/team product : create a spectrophotometer out of a cereal or shoe box
Multicultural and/or ESL and/or Bilingual Link: Many scientists and philosophers had a hand in developing our
current understanding of the atom. Go through your chapter and make a list of each scientist, their country of origin,
and the time period they lived in.
Mathematics/Science Link and/or Humanities Link: Solve for the speed of light, c, in terms of energy, wavelength
and Plank’s constant, h, using the equations: E = h and c = 
School-to-Career/Tech Prep Link: Pretend you are applying to NASA for training as an astronaut. Create a resume
that you think would be typical of their applicants. Include your educational and work background.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Video clip of Jodi Foster in Contact
Students will:
 identify their beliefs on the veracity of the statement “there are an infinite number of stars”
 generate plausible arguments to justify their stance
 Explain their reasoning in an effort to sway others to their understanding
Class/team/individual product: Students will participate in a classroom debate where they “vote on their feet” on the
subject of “are there an infinite number of stars?”
INDIVIDUAL JOURNAL ASSIGNMENT:
Science and religion have had some rough times in history. Galileo was excommunicated from the Catholic church
because of his belief that the Earth was NOT the center of the universe. Write about any aspects of science or religion
that you have troubles believing and why.
HOMELINK:
Stand an egg on end at home on a day other than the equinoxes to prove that myths are easily perpetuated.
STATE STANDARD # 3 a, d – f
a. Students know how to describe chemical reactions by writing balanced equations.
d. Students know how to determine the molar mass of a molecule from its chemical formula and a table of atomic
masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at
standard temperature and pressure.
e. Students know how to calculate the masses of reactants and products in a chemical reaction from the mass of one
of the reactants or products and the relevant atomic masses.
f. Students know how to calculate percent yield in a chemical reaction.
ESSENTIAL QUESTION: How does the discipline/sub-discipline of Mathematics relate to mastery learning of
Chemistry?
Mathematics and science are inextricably linked in that an understanding of mathematics is essential to the understanding
of chemistry.
13. Mathematics
KNOWLEDGE:
Anticipatory Set: Lab exploring the relationship between moles and coefficients to determine the molecular formula
of magnesium oxide
Students will:
 Know that one evidence of a chemical reaction is the production of heat and light
 The law of conservation of mass says that no mass will be created or destroyed in this chemical reaction
 Know that chemical reactions involve the rearrangement of molecules and atoms
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

Know that the molar mass of a substance is directly related to the chemical composition
The proportion of atoms in the molecule can be derived from quantitative measurements in laboratory
settings.
COMPREHENSION:
Students will:
 describe the qualitative properties of the reactants, products and the reaction process
 infer that the reactants are magnesium and oxygen from the increased mass after the reaction
 perform quantitative measurements of mass both before and after the reaction
APPLICATION:
Students will:
 solve for the m/m proportion of magnesium to oxygen
 convert to moles of each
 compute the mole ratio
 solve for the molecular formula
Class/team product: students will create a formal lab report in which they will perform a quantitative and qualitative
error analysis cause and effect table.
Anticipatory Set: Clip of the back draft effect from the Kurt Russel video Back draft
Multicultural and/or ESL and/or Bilingual Link: Find and convert a favorite recipe fitting the selected class ethnic
theme so that it will feed the entire class. Show all calculations, and bring in the prepared dish on “carbohydrate lab”
day.
Mathematics/Science Link and/or Humanities Link: Research the history of firefighting.
School-to-Career/Tech Prep Link: There are several hazards in firefighting. Interview a local firefighter about the
physical hazards involved in their profession.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Percent yield from a solution stoichiometry lab in which the precipitate is filtered and dried
Students will:
 prepare their own reactant solutions by calculating the mass of each salt and measuring out to match assigned
molarity
 react, filter, and dry the precipitate in the oven
 weigh the dry product and use the measurement to calculate theoretical yield and percent yield
 infer the correct formula and name of the precipitate using the solubility table/rules
Class/team/individual product: Write the lab report including percent yield, error and analysis, and how you would
improve the procedure for more efficient production of the precipitate.
INDIVIDUAL JOURNAL ASSIGNMENT:
Write down some of the characteristics you would attribute with a good analytical chemist… what are you basing
your opinions on? Do you think that they are realistic and unbiased?
HOMELINK:
Cook dinner for your family and choose a recipe that needs to be modified to fit your family size.
CALIFORNIA STATE STANDARD #2 a – b
a. Students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds
or by exchanging electrons to form ionic bonds.
b. Students know chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and
many large biological molecules are covalent.
ESSENTIAL QUESTION: How does the discipline/sub-discipline of Humanities and Literature relate to mastery learning
of Chemistry?
22
Language is an important key in all areas of learning. The derivations of many scientific terms is directly related to
Greek and Roman word roots. Understanding these roots will help create mastery learning in this unit.
14. Humanities/Literature
KNOWLEDGE:
Anticipatory Set: video clip from the Gladiator – 1st 12 minutes… focus on vocabulary
Students will:
 Identify ionic vs. covalent bonded compounds
 State the nomenclature rules for binary compounds
 Select the correct naming system, Greek or Roman, based on the identification
COMPREHENSION:
Students will: Give examples of appropriately named ionic and covalent compounds
APPLICATION:
Anticipatory Set: something to do with finding a common multiple
Students will:
 use the nomenclature rules to correctly write chemical formulas from their names
 use chemical formulas to determine the correct names
Class/team product: Complete the ion matrix worksheet and covalent writing/naming worksheets
Multicultural and/or ESL and/or Bilingual Link: Use of Greek prefixes and how they apply in other areas.
Mathematics/Science Link and/or Humanities Link: Link to adding/subtracting fractions
School-to-Career/Tech Prep Link: Forensic chemistry and its dependence on unique physical and chemical
properties of different compounds.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: video clip from Silence of the Lambs where they pull the moth out of the cadaver; CSI pickle
Students will: perform a precipitation matrix lab
Class/team/individual product: From the lab, students will correctly name and write formulas for all precipitates.
INDIVIDUAL JOURNAL ASSIGNMENT:
What is in a name? What influenced how you named your toys or pets?
HOMELINK:
Ask your family why they named you what they did.
CALIFORNIA STATE STANDARD # 3 (g)
g. Students know how to identify reactions that involve oxidation and reduction and how to balance oxidationreduction reactions.
ESSENTIAL QUESTION: How does the discipline/sub-discipline of Fine Arts relate to mastery learning of
Oxidation/Reduction?
Understanding how to create an ornament using chemistry will increase mastery learning of oxidation and reduction
reactions.
15. Fine Arts
KNOWLEDGE:
Anticipatory Set: Statue of Liberty – green discoloration from the copper oxidation
Students will:
 describe the process of oxidation and why color changes are often associated
 identify other structures or objects that are subject to chemical changes that would alter their appearance
23
COMPREHENSION:
Students will: Give multiple examples of plausible single replacement reactions.
APPLICATION:
Anticipatory Set: single replacement of copper and iron art laboratory
Students will: use the activity series to predict the outcome of a single replacement lab
Class/team product: an original piece of artwork created by plating copper on iron
Multicultural and/or ESL and/or Bilingual Link: use the lab to create a symbol or picture meaningful to them
Mathematics/Science Link and/or Humanities Link: Use the Internet to find a picture of metal artwork. Submit a
printout of the piece.
School-to-Career/Tech Prep Link: Write or find job descriptions for people who preserve structural metals or
marble/limestone art from weathering processes.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Video clip on how old paintings are restored and dated by analyzing the paint’s chemical
composition.
Students will:
 Read and interpret an article with opposing arguments evaluating the veracity of an 18th century (?) oil
painting.
 infer which argument is superior and justify your reasoning.
Class/team/individual product: A written justification of your reasoning for the above.
INDIVIDUAL JOURNAL ASSIGNMENT:
Why are some students willing to override their conscience and cheat on exams or homework?
HOMELINK:
Discuss with your family whether or not dishonesty in their past still haunts them?
STATE STANDARD # 7e
e. Students know how to apply Hess’s law to calculate enthalpy change in a reaction.
ESSENTIAL QUESTION: How does the discipline/sub-discipline of Physical Education relate to mastery learning of
combustion reactions?
How many moles of sugar a body burns determines how much work it can do, including how far it can move itself.
16. Physical Education (Modern Chemistry, Ch 17-1)
KNOWLEDGE:
Anticipatory Set:
 QT movie burning peanuts in a combustion calorimeter from K&T Ch 6 --or—
 Lab in which students combust some food item with gravimetric measurements
Students will:
 define heat of reaction, thermo chemical reaction, enthalpy change, heat of formation, standard conditions for
thermo chemical reactions, and standard enthalpy change of formation
 know where to find the table of H f values (p. 902), noting well that the units are kJ/mol


state Hess’s Law in words (p. 519), and the 2 rules for using it when adding thermo chemical equations


state Hess’s Law as the “summation equation”: H rxn
 H f ( products)  H(reactants
)
f


COMPREHENSION:
Students will:
 read this symbol H f to show that they know what it means

distinguish between the heat of reaction and the standard enthalpy change of formation
24


explain what happens to the kJ portion of the thermo chemical equation when stoichiometric calculations are
performed

explain how they could determine H rxn
if it is known for each of several reactions that can be manipulated
to add up to the reaction being considered

explain how they could determine H rxn
if H f is known for each of the reactants and products

explain how they could determine H f of a product or reactant if H f is known for all of the others in the


equation, and H rxn
is also known
APPLICATION:
Anticipatory Set: QT movie of Gummi bear being consumed in molten KClO4 in K&T CD-ROM Ch 6
Students will:
 predict several standard enthalpy change of formation equations, and solve several Hess’s Law problems -or—
 Do a lab experiment to determine the molar heat of reaction, e.g. NaOH(s) + H2O(l), or NaOH(aq) + HCl(aq),
and another one to determine the standard enthalpy change of formation of MgO using Hess’s Law
Class/team product: Write up and turn in the above work
Multicultural and/or ESL and/or Bilingual Link: Write a short essay telling what Hess’s full name is, where and
when he lived, what language(s) he spoke, and what other scientific accomplishments he achieved.
Mathematics/Science Link and/or Humanities Link: Discuss eating disorders and the social, as well as natural,
consequences of too much or too little food/fuel in the body. Why do people who eat too little lose weight and those
who eat too much gain weight? How much is too much or too little?
School-to-Career/Tech Prep Link: What is the job title of the people who determine how many calories are in a
serving of a prepared food sold in a store, and how do they do it?
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Video clip from Chariots of Fire showing the concluding portion of the Olympic mile race
Students will: Determine how many grams of sugar will give you enough energy to walk 1.00 mile. Begin with the
standard enthalpy change of formation for glucose (C6H12O6) and the balanced reaction equation for the combustion
of glucose. Assume no energy is used in digestion or lost in friction.
Class/team/individual product: Turn in the calculated number of grams of sugar, and show how you did it.
Extension: Find out how your body can produce energy from the combustion of glucose without burning your cells.
INDIVIDUAL JOURNAL ASSIGNMENT:
Write about what you would do if a close friend had an eating disorder.
HOMELINK:
Discuss eating disorders with your family.
STATE STANDARD # 3g
STUDENTS WILL BE ABLE TO assign oxidation numbers and balance redox reactions
in acidic solutions using the half-reaction method
ESSENTIAL QUESTION: How does the discipline/sub-discipline of Vocational/Technical Arts relate to mastery learning
of Oxidation/Reduction?
The number of moles of electrons transferred is critical in balancing oxidation-reduction equations by the half-reaction
method, and therefore in determining the effectiveness of a battery.
17. Vocational/Technical Arts (Modern Chemistry: 19-1 & 19-2)
KNOWLEDGE:
Anticipatory Set: QT movie from Ch 21 of the K&T CD-ROM
Students will:
 list the rules for assigning oxidation numbers
25

list the steps for balancing redox reaction equations with the half-reaction method
COMPREHENSION:
Students will:
 assign oxidation numbers to a set of chemical formulas with covalent bonds
 divide unbalanced redox reaction equations into their unbalanced half-reactions
APPLICATION:
Students will: balance a set of redox reaction equations using the half-reaction method
Class/team product: List of 10 balanced redox equations compiled from the list of the 5 most common strong
oxidizing agents and the 5 most common strong reducing agents
Anticipatory Set: QT movie of electrons moving in a voltaic cell from Ch 21 of the K&T CD-ROM
Multicultural and/or ESL and/or Bilingual Link: Identify the national origin or mother tongue of the people
behind these electro-chemical terms: volt, watt, coulomb, 96,485C/mol (the Faraday constant), and the Nernst
equation
Mathematics/Science Link and/or Humanities Link: Where in the world do people live who do not have access to
electricity? How does that make their lives different from yours? How many people live like that still?
School-to-Career/Tech Prep Link: What do electrical engineers do? How much money do they make for doing it?
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set:
 www.jc-solarhomes.com/photo-voltaic.htm
 www.buildingscience.com/casestudies/zero_pv_solar_water.pdf
 www.buildingscience.com/casestudies/zero_power_demands.pdf
Students will:
 Read the 3 above files to understand how photo-voltaic panels produce electricity when the sun shines on
them.
 Calculate how much electric current their family uses, based on their last electricity bill, and how many PV
panels they would need to provide for their normal use.
 Calculate how many years it would take to pay for itself, and how much money per year for how many years
they could expect to save after that.
Class/team/individual product
 Make a list of PV panels needed, inverter, and controller, how much the system would cost to order, how
much rebate the State of California would pay, and how much it would cost, after rebate, to purchase the
system, assuming you would install it yourself.
 Include the calculations from above justifying the need for the number of panels you listed, and how much
money your family would save after that.
INDIVIDUAL JOURNAL ASSIGNMENT:
 List the pros and cons of having your own photo-voltaic solar electricity system on your rooftop.
HOMELINK:
 Discuss with your family the idea of purchasing and using your own solar electric system.
26
MORAL / ETHICAL / SPIRITUAL
REASONING AND DILEMMAS
FOR CHARACTER EDUCATION
TEN ETHICAL DILEMMAS
(Must be set in context of unit, but must also relate to the lives of today's students)
STATE STANDARD #
.
ESSENTIAL QUESTION: How does the content of this unit reflect character education through Moral and Ethical
dilemmas?
1.
Producing, Exchanging, and Distributing [Economics]
ESSENTIAL QUESTION: How does the Human Activity of Producing, Exchanging and Distributing create
moral/ethical dilemmas?
DILEMMA:
2.
Transportation
ESSENTIAL QUESTION: How does the Human Activity of Transportation create moral/ethical dilemmas?
DILEMMA:
3.
Communications
ESSENTIAL QUESTION: How does the Human Activity of Communications create moral/ethical dilemmas?
DILEMMA:
4.
Protecting and Conserving
ESSENTIAL QUESTION: How does the Human Activity of Protecting and Conserving create moral/ethical
dilemmas?
DILEMMA:
5.
Providing Education
ESSENTIAL QUESTION: How does the Human Activity of Providing Education create moral/ethical dilemmas?
DILEMMA:
6-10 will be found in the writing template as per page 2.
27
MORAL/ETHICAL/SPIRITUAL
REASONING AND DILEMMAS
TEN ETHICAL DILEMMAS
1.
Producing, Exchanging, and Distributing [Economics]
ESSENTIAL QUESTION: How does the Human Activity of Producing, Exchanging and Distributing create
moral/ethical dilemmas?
DILEMMA: You are the CEO of a major biotech company that just discovered a possible way to cure certain types of
cancer. However, your research depends on using human embryonic stem cells, a highly controversial research method.
Your research does not depend on actually implanting the embryo into potential mother. What should you do?
2.
Transportation
ESSENTIAL QUESTION: How does the Human Activity of Transportation create moral/ethical dilemmas?
DILEMMA: You’re shopping for a brand new car and like several different models. Your favorite, however, only gets
18 miles/gallon for fuel efficiency. Your second favorite is much more efficient at 26 miles/gallon. What should you do?
3.
Communications
ESSENTIAL QUESTION: How does the Human Activity of Communications create moral/ethical dilemmas?
DILEMMA: If you had a child who was diagnosed with an incurable disease and only has six months to live, would you
tell him?
4.
Protecting and Conserving
ESSENTIAL QUESTION: How does the Human Activity of Protecting and Conserving create moral/ethical
dilemmas?
DILEMMA: Your father has been comatose in the hospital with a blood condition for the past seven months. Your
mother just told you that she thinks that it is time to “pull the plug.” What should you do?
5.
Providing Education
ESSENTIAL QUESTION: How does the Human Activity of Providing Education create moral/ethical dilemmas?
DILEMMA: Alzheimer’s researchers have discovered a pharmaceutical that improves short-term memory. You have
access to this drug because your grandmother is a test subject for the study. You are about to take the SATs and have
crammed all night… should you take one of the pills too?
6.
Making and Using Tools and/or Technology
ESSENTIAL QUESTION: How does the Human Activity of Making and Using Tools and/or Technology create
moral/ethical dilemmas?
DILEMMA: You are a brilliant hacker and have discovered a way into your school’s mainframe. You now have the
ability to change student’s grades. Several people have offered to pay you large sums of money to change their
transcripts. What should you do?
7.
Providing Recreation
ESSENTIAL QUESTION: How does the Human Activity of Providing Recreation create moral/ethical dilemmas?
DILEMMA: You are on a professional baseball team. Steroid use is rampant in your sport. While you do not use
steroids, several of your teammates and friends do. Bryant Gumbal has directly approached you about volunteering for a
blood test to prove that you are not on steroids. While you are not worried about your own results, you are worried that
your teammates would undergo higher scrutiny if you volunteer. What should you do.
8.
Organizing and Governing
28
ESSENTIAL QUESTION: How does the Human Activity of Organizing and Governing create moral/ethical
dilemmas?
DILEMMA: You are the US representative to the United Nations. The policy regarding land mine use has been signed
by major countries in the UN. The United States has not signed it because of conflicts with our Korean policy. What
should you do?
9.
Moral, Ethical and Spiritual Behavior
ESSENTIAL QUESTION: How does the Human Activity of Moral, Ethical and Spiritual Behavior create
moral/ethical dilemmas?
DILEMMA: You are President Harry Truman. You must decide whether or not the warplanes on their way to Japan
should drop the atomic bombs on Hiroshima and Nagasaki in a few hours. You know that about 100,000 people will die
instantaneously, including women and children, and that about 3 times that many will die over the next few months as a
result, and end the war in a month. You have also been advised that the option, based on Iwo Jima and the harikari
convictions of Japanese soldiers, is to storm Japan and take it street by street, probably taking another full year and
costing about a million allied soldiers. What will you do?
10.
Aesthetic Needs
ESSENTIAL QUESTION: How does the Human Activity of Aesthetic Needs create moral/ethical dilemmas?
DILEMMA: You just found out that someone in your class has nude pictures of your older sister. All your friends are
going to look at them at lunch. You’re pretty sure that your sister does not know about them. What should you do?
29
PRODUCTIVE THINKING SKILLS
DIVERGENT / CREATIVE THINKING
1.
BRAINSTORM MODEL
A. BRAINSTORM ALL OF THE
AHA #1:
AHA #2:
AHA #3:
AHA #4:
AHA #5:
AHA #6:
AHA #7:
_ _______
B. BRAINSTORM AS MANY
AHA #8:
AHA #9:
AHA #10:
AHA #11:
AHA #12:
AHA #13:
AHA #14:
.
AS YOU CAN THINK OF.
C. HOW MANY WAYS CAN YOU COME UP WITH TO
AHA #15:
AHA #16:
AHA #17:
Random Brainstorm:
2.
?
VIEWPOINT MODEL (Human or Animate) USE CULTURAL LITERACY TERMS
A. HOW WOULD
LOOK TO A(N)
?
AHA #1:
AHA #2:
AHA #3:
AHA #4:
AHA #5:
AHA #6:
AHA #7:
AHA #8:
B. WHAT WOULD A
AHA #9:
AHA #10:
AHA #11:
AHA #12:
AHA #13:
AHA #14:
AHA #15:
AHA #16:
AHA #17:
MEAN FROM THE VIEWPOINT OF A(N)
2-6 will be found in the writing template as per page 2.
30
?
PRODUCTIVE THINKING SKILLS
DIVERGENT/CREATIVE THINKING
1.
2.
BRAINSTORM MODEL
A.
BRAINSTORM ALL OF THE
:
AHA #1. practical uses of equilibria in your life.
AHA #2. combustible substances in your bedroom.
AHA #3. possible ways that two cells could transfer information.
AHA #4. substances you use in one day that are or could be recycled.
AHA #5. good teaching practices you have witnessed.
AHA #6. practical uses of chemistry in society.
AHA #7. funny ways to express one mole.
B.
BRAINSTORM AS MANY
AS YOU CAN THINK OF.
AHA #8. ways chemistry can be used to help people
AHA #9. examples of chain reactions
AHA #10 examples of corrosion
AHA #11. counting units
AHA #12. ways to use lights
AHA #13. uses of dimensional analysis
AHA #14. Latin derived words
C.
HOW MANY WAYS CAN YOU COME UP WITH TO
AHA #15. change the color of something
AHA #16. change the temperature of something
AHA #17. use electricity
?
VIEWPOINT MODEL (Human or Animate) (Use Cultural Literacy Terms)
A.
HOW WOULD ____LOOK TO A(N)
?
AHA #1. gas molecules in an open flask
gas molecules in a closed flask
AHA #2. an oxygen molecule
glucose (C6H12O6)
AHA #3. nerve cell
blood cell
AHA #4. acid
base
AHA #5. website
blind person
AHA #6. a U-238 atom
Carbon-12
AHA #7. a mole of skittles
dentist
AHA #8. canister of Agent Orange
Bengal Tiger
B.
WHAT WOULD A
MEAN FROM THE VIEWPOINT OF A(N)
?
AHA #9. atom bomb
Japanese citizen
AHA #10. famous picture
blind person
AHA #11. rejection of a valid theory
unbiased observer
AHA #12. photon
star undergoing fusion
AHA #13. precipitate
solution
AHA #14. an electron
ionic vs. covalent substance
AHA #15. oxygen molecule
sheet of copper metal
AHA #16. heat change
lizard
AHA #17. oxidizing agent
reducing agent
C.
HOW WOULD
VIEW THIS?
(Use one person from history here)
1.Attila the Hun view the Atomic Bomb?
2.Michelangelo view modern photography?
3.Hippocratus view stem cell research?
4.Benito Juarez view Saddam Hussein’s use of chemical warfare
5.Ancient Roman Gladiators view performance enhancing drugs?
31
3.
4.
INVOLVEMENT MODEL (Personification/Inanimate object brought to life)
A.
HOW WOULD YOU FEEL IF YOU WERE
?
AHA #1. coefficient being promoted to an exponent
AHA #2. air surrounding a combustion reaction
AHA #3. right brain cell when your host is in midst of a temper tantrum
AHA #4. ammonia next to hydrochloric acid
AHA #5. teacher being ignored
AHA #6. one atom in a mole of atoms
AHA #7. a poor day joke that no one laughed at
B.
IF YOU WERE A
, WHAT WOULD YOU (SEE, TASTE, SMELL, FEEL, etc.)?
AHA #8. fly on the wall of the oval office what would hear?
AHA #9. atomic bomb, what would you feel when you blew up?
AHA #10. silver atom undergoing oxidation, what would you see?
AHA #11. mole of gas put in a small balloon?
AHA #12. an electron in gas tube, what would you feel when the current is turned on?
AHA #13. piece of magnesium, how would you feel about a match?
AHA #14. an ionic salt, how would you feel about water?
C.
YOU ARE A(N)
. DESCRIBE HOW IT FEELS.
AHA #15. iron atom displaced by copper
AHA #16. gummy bear placed in molten KClO4
AHA #17. electron
CONSCIOUS SELF–DECEIT MODEL
A.
SUPPOSE…
 AHA #1: no one figured out how to synthesize ammonia, how would our world be different?
 AHA #2: combustion was an endothermic process instead of exothermic, what would be the consequences?
 AHA #3: you could stimulate brain activity with an electronic device, what regulations should be placed on
its use?
 AHA #4: you could solve the acid rain problem, what would you do with the information?
 AHA #5: you could receive all your education from the privacy of your own home, would you choose to do
so?
 AHA #6: there were no isotopes, what the effect be on molar masses?
 AHA #7: a mole were 6.02x103, what would that imply about the size of atoms?
 AHA #8: the government had a plausible alternate fuel source to crude oil but the oil companies were
vehemently against its use, what should the populace do to overcome the oil lobbies?
 AHA #9: cold fusion were possible, what changes would ensue in the environment and society?
B.






5.
YOU CAN
.
WHAT
?
AHA #10: You can keep iron from rusting, what would you be able to build?
AHA #11: You can go back in time to any point in history, what time would you choose and why?
AHA #12: You can travel faster than the speed of light, what would you do with this ability?
AHA #13: You can see the mathematical relationships in all natural things, what would you do to convince
everyone that you’re not crazy?
AHA #14: You can rewrite one scientific discovery in history, what would you change?
AHA #15: You can make diagrams of atoms and molecules, what molecule do you think would be the
prettiest to depict?
FORCED ASSOCIATION MODEL (Use cultural literacy terms here)
A.
HOW IS
LIKE
AHA #1. chemical equilibrium
treadmills
AHA #2. gasoline
electricity
AHA #3. a neural cell like
microwave towers
32
?
B.
C.
6.
AHA #4.a buffer
AHA #5. a teacher
AHA #6. the periodic table
AHA #7.the molar volume
a hostage mediator
DNA
table of contents
a gallon can for gasoline
GET IDEAS FROM
AHA #8. Bill Nye the Science Guy
AHA #9. video games
AHA #10. Dr. Seuss
AHA #11. Square Dancing
AHA #12. the movie CONTACT
AHA #13. the periodic table
AHA #14. the movie GLADIATOR
I ONLY KNOW ABOUT
AHA #15. acids
AHA #16. chemical kinetics
AHA #17. addition and subtraction
TO IMPROVE
your memorization techniques
understanding of chain reactions
understanding of redox reactions
understanding of chemical reactions
your understanding of large numbers
your understanding of trends
your understanding of Latin
.EXPLAIN
TO ME.
bases
equilibrium
fractions
REORGANIZATION MODEL/SYNECTICS MODEL
A.
WHAT WOULD HAPPEN IF
AHA #1. opposites didn’t attract?
AHA #2. chemicals couldn’t be named?
AHA #3. atoms couldn’t be visualized?
AHA #4. science was taboo?
AHA #5. scientists didn’t collaborate?
AHA #6. double bonds were weaker than single bonds?
AHA #7. acids didn’t neutralize bases?
?
B.
SUPPOSE
(HAPPENED)WHAT WOULD BE THE CONSEQUENCES?
AHA #8. mankind could not imagine
AHA #9. water wasn’t reusable
AHA #10. ice was more dense than water
AHA #11. ionic compounds could not melt
AHA #12. the diatomic gases couldn’t bond together
AHA #13. mosquitoes could spread chemical warfare
AHA #14.the Haber process was never perfected
C.
WHAT WOULD HAPPEN IF THERE WERE NO
AHA #15. electron microscopes?
AHA #16. lasers?
AHA #17. peer reviewed scientific journals?
?
CULTURAL LITERACY
Names:
Ideas:










Bohr
Democritus
Dalton
Thomson
Millikan
Chadwick











Rutherford
Curie
Mendeleev
Seaborg
Galileo
Kepler




Matter and Change
Scientific Measurement
Problem solving in chemistry
Atomic structure and the periodic table
33
Lavoisier
Newton
Pauling
Plank
Ptolemy
Chemical names and formulas
Chemical quantities
Chemical reactions
Stoichiometry










Thermo chemistry
Behavior of gases
Electrons in atoms
Ionic bonding
Covalent bonding
Words or Phrases:
 Atomic bomb
 Acid
 Alkali
 Alpha radiation
 Amplitude
 Atom
 Atomic number
 Atomic weight
 Average
 Beta radiation
 Bond
 Buffer
 Carbon 14
 Cathode-ray tube
 Chemical equilibrium
 Chemical reaction
 Combustion
 Compound
 Covalent bond
 Density
 Electromagnetic radiation
 Electromagnetic spectrum
 Elementary particles























Endothermic
Energy
Entropy
Eqiliibrium
Exothermic
Exponent
Fission
Frequency
Fusion
Gamma radiation
Heat
Heat capacity
Hypothesis
Inorganic molecules
Ionic bond
Ionization
Isotope
Kilogram
Kinetic energy
Light
Litmus
Mass
Metric system
Solutions
Equilibrium
Acids and bases
Oxidation and reduction reactions
Nuclear chemistry








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Molecular weight
Molecule
Neutron
Noble gases
Nuclear energy
Organic molecule
Oxidation
Photon
Potential energy
Precipitate
Pressure
Proton
Quanta
Reduction
Scientific method
Solution
Spectrum
Spontaneous combustion
Stress
Thermodynamics
Valence
Valence electrons
Weight
RESOURCES
I. Bibliography – Teacher/Professional Books and Resources
1. American Chemical Society (1994). Your Chemical World. Washington, DC.
2. Asimov, Isaac (1991). Atom. Truman Talley Books, Dutton, NY.
3. Atkins, P.W. The Periodic Kingdom: A Journey into the Land of the Chemical Elements.
4. Bolles, Edmund B. Galileo’s Commandment. W.H. Freeman, NY.
5. Bilash II, Boris (1997). A Demo a Day. Flinn Scientific, Inc., Batavia, IL.
6. Crystal, David (1994). The Cambridge Factfinder. Cambridge University Press, NY.
7. Dickson, Paul (1996). What’s in a Name? Merriam-Webster, Inc., Springfield, MS.
8. Feldman, David (1991). Do Penguins have Knees? Harper-Collins Publishers, NY.
9. Fruen, Lois (1994). The Real World of Chemistry. Kendall/Hunt Publishing Company,
Dubuque, IA.
10. Galyean, Ronald (1993). Experience the Science of Food Laboratory Experiments in Food Science. Departmen
of Food Science, Clemson University, Clemson, SC.
11. Glencoe Publishers (1995). Merrill Chemistry. Glencoe, NY.
12. Green, J. (1995). The Green Book of Songs by Subject. Professional Desk References, Inc., Nashville, TN.
13. Hellemans, A. and Bunch, B. (1991). The Timetables of Science: A Chronology of the Most Important People and
Events in the History of Science. Simon and Schuster, NY.
14. Hirsch, E.D. Jr., Kett, J.F. and Trefil, J. (1988). Cultural Literacy: What Every American
Needs to Know.
Houghton Mifflin Company, Boston, MS.
15. Hisrch, E.D. Jr., Kett, J.F. and Trefil, J. (1988). The Dictionary of Cultural Literacy: What
Every American
Needs to Know. Houghton Mifflin Company, Boston, MS.
16. Holt, Rhinehart and Winston (1999). Modern Chemistry. NY, NY.
34
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
II.
Jardine, Lisa (1999). Building the Scientific Revolution. Doubleday, NY.
Kendall/Hunt Publishing Company (1996). Chemistry in the Community. Dubuque, IA.
Kipfer, Barbara (1997). The Order of Things. Random House Publishers, NY.
Lange, Norbert. Lange’s Handbook of Chemistry. McGraw-Hill, NY.
Limericks. Chem 13 News, May 1988.
Levi, Primo (1975). “Carbon”, The Periodic Table.
Lucretius (ca. B.C.). “The Persistence of Atoms”, On the Nature of Things.
Maxwell, James Clerk (1873). “Molecules”, Nature.
McMillin, David (2001). Chemistry Math Concepts. Flinn Scientific, Inc., Batavia, IL.
“Protochemistry”, Journal of Chemical Education (Volume 66). American Chemical Society, Washington, DC.
Ridgeway, James (Dec. 14, 1999). “Mondo Washington”, The Village Voice. NY.
Schwartz, A.T. etal. Chemistry in Context. McGraw-Hill, NY.
Shakashiri, Bassam. Chemical Demonstrations: A Handbook for Teachers of Chemistry. University of Wisconsin
Press, Madison, WI.
Stone, Judith (1991). Light Elements. Ballentine Books, NY.
Summerlin, Lee and Ealy, James. Chemical Demonstrations: A Sourcebook for Teachers. American Chemical
Society, Washington, DC.
Trefil, J. and Hazen, R. (1998). The Sciences an Integrated Approach. John Wiley and Sons, Inc., NY.
Waddell, Thomas and Rybolt, Thomas (1999). “The Chemical Adventures of Sherlock Holmes”, Journal of
Chemical Education (Volume 166). American Chemical Society, Washington, DC.
Williamson, Kenneth L. (1989). Macroscale and Microscale Organic Experiments. D.C. Heath.
Woodrow Wilson National Fellowship Foundation (Summer 1995). “Teachers Outreach (TORCH) Program for
Teachers in Science, Mathematics and History”.
Bibliography – Student Books on loan from Media Center for classroom use.
Books:
1.
Auel, Jean. Clan of the Cave Bear.
2.
Carson, Ben. Gifted Hands.
3.
Carroll, Lewis G. Alice in Wonderland.
4.
Homer. The Iliad.
5.
Homer. The Odyssey.
6.
Larson, Gary. A Farside Collection. Andrews and McMeel, Kansas City
7.
McCall, Nathan. Makes me Wanna Holler.
8.
Silverstein, Shel. Falling Up. Harper-Collins Publishers
9.
Swift, Jonathan. Gullivers Travels.
10.
Turgenev, Ivan (1861). Fathers and Sons.
11.
Wells, H.G. The War of the Worlds.
Magazines/Periodicals:
12.
Chem 13 News
13.
ChemMatters
14.
Journal of Chemical Education
15.
National Geographic
16.
NEA Today
17.
Reader’s Digest
18.
Time
19.
US News
Reference:
20.
Addison-Wesley Chemistry Textbook
21.
Addison-Wesley Laboratory Manual
22.
Addison-Wesley Small-Scale Laboratory Manual
23.
Brown-LeMay Chemistry Textbook
24.
Chemistry in the Community Textbook
35
III.
Educational Films/Videos
1. Chemical Bonding and Atomic Structure (Coronet/NTI Film and Videos, Deerfield, IL)
2. CHEM Study Films and Videos (Ward’s Natural Science Extablishment, Inc. Rochester, NY)
a. Chemical Bonding
b. Crystals and their Structures
c. Electric Interactions in Chemistry
d. Shapes and Polarities of Molecules
3. Laboratory Safety, Flinn Scientific, Inc., Batavia, IL
4. Solo-Learn: (Auto-tutorial programs from Ward’s Natural Science Establishment, Inc., Rochester, NY).
a. Introduction to Chemical Bonding
b. Polar Covalence
c. Bond Types and Properties of Matter
5. The World of Chemistry: Program 7 The Periodic Table (RNHS ITC)
IV.
Commercial Films/Videos
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
1. 101 Dalmatians
2. Alien
3. Apollo 13
4. Arsenic and Old Lace
5. Awakenings
6. Back to the Future
7. Batman and Robin
8. City of Angels
9. Clan of the Cave Bear
10. Clash of the Titans
11. Close Encounters of the Third Kind
12. Contact
13. DOA
14. Doctor Dolittle
15. Einstein
16. Erin Brockovich
17. ET
18. Fallen
19. Fat Man Little Boy
20. Field of Dreams
21. Flubber
22. Frankenstein
23. Ghostbusters
24. Goldfinger
25. Gladiator
26. Harriet the Spy
27. Honey, I Shrunk the Kids
28. Independence Day
29. Indiana Jones and the Temple of Doom
30. Inspector Gadget
V.
Literature/Language Arts (on reserve in Media Center)
Fiction
1.
Cook, Robin. Acceptable Risk.
2.
Cook, Robin. Contagion.
3.
Crichton, Michael. Jurassic Park.
4.
Crichton, Michael. Timeline.
5.
Deaver, Jeffrey. The Bone Collector.
36
Jurassic Park
La Jetee
Madame Curie
Magic School Bus videos and computer software
Mimic
Mission to Mars
Mystery Men
Predator
RoboCop
Quest for Fire
Star Trek (all of the Motion Pictures)
The Blob
The Bone Collector
The China Syndrome
The Dark Wind
The Iron Giant
The Last Starfighter
The Matrix
The Mummy
The Race for the Double Helix
The Star Wars Trilogy
The Terminator
The Time Machine
The War of the Worlds
Tomorrow Never Dies
Tron
“What Smells”, NOVA 1992
What Women Want
Willy Wonka’s Chocolate Factory
X-Men
6.
7.
8.
9.
10.
11.
12.
Dixon, Franklin. Bad Chemistry (Hardy Boys Case Files, Number 110).
Doyle, Sir Arthur Conan. Sherlock Holmes Mysteries.
Grubb, Lydia. Doing Chemistry: A Story for Women.
Kelly, Nora. Bad Chemistry (Missing Mystery 21).
Krist, Gary. Bad Chemistry.
Soderquist, Larry D. The Labcoat.
Taylor, Joseph. Murder by Chemistry.
Non–Fiction
1.
Barr, George. Science Research for Young People.
2.
Heiserman, David L. Exploring Chemical Elements and their Compounds.
3.
Hyerle, David. Thinking Maps: Tools for Learning.
4.
Landwehr, James and Watkins, Ann. Exploring Data.
5.
Leicester, Henry. The Historical Background of Chemistry.
6.
Levine, Joseph and David Suzuki. The Secret of Life.
7.
Mensa. The Covert Challenge.
8.
Mensa. Lateral Thinking and Logical Deduction.
9.
Morgan, Larry. Explorations.
10.
Pert, Candace. Molecules of Emotion.
11.
Pickering, David. Dictionary of Superstitions.
12.
Schmallenger, Frank. Trial of the Century.
13.
Sertima, Ivan. Blacks in Science Ancient and Modern.
14.
Smith, Kurt. Math Logic Puzzles.
15.
Smith, Michael B. and March, Jerry. March’s Advanced Organic Chemistry.
16.
Solomons, T.W. Graham, etal. Organic Chemistry.
17.
Vis-Ed. General Chemistry I.
18.
Vis-Ed. Inorganic Chemistry Nomenclature.
19.
Vis-Ed. Inorganic Chemistry Reactions.
20.
Wuts, Peter and Greene, Theodora. Protective Groups in Organic Synthesis.
21.
Weissermel, Klaus. Industrial Organic Chemistry.
Poetry
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
“Invictus” W.E. Henley
Limericks Chem 13 News January 1972
Limericks Chem 13 News April 1975
Limericks Chem 13 News May 1981
Limericks Chem 13 News September 1981
Limericks Chem 13 News May 1988
“ChemSpeak” Henry R. Martin
“At Sea” John Idhe
“I Get a Charge Out of You” John Idhe
“Multiple Attractions” John Idhe
“No Give Just Take” John Idhe
“Not So Noble Gases?” John Idhe
“Twinkle, Twinkle, Little Star Nursery Rhyme
Drama (Stage Productions)
1.
A Streetcar Named Desire
2.
Bring on da Noise Bring in da Funk
3.
Cats
4.
Dream Girls
5.
Raisin in the Sun
6.
Rent
7.
Steel Magnolias
8.
The Effect of Gamma Rays on Man-in-the-Moon Marigolds
37
9.
The Glass Menagerie
Art Works
1.
Fichner-Rathus (1986). Understanding Art. Prentice-Hall
2.
Franc, Helen (1995). An Invitation to See 150 Wroks from the Musuem of Modern Art.
3.
Howard, Kathleen, editor. The Metropolitan Guide, 1994.
4.
Janson, H.W. (1995). History of Art. Harry N. Abrams, Inc.
5.
Philadelphia Museum of Art: Handbook of the Collections, 1999.
Music
1. Distorted Cirque Du Soliel,
2. “Eternal Flame”
3. “Gettin’ Jiggy wit it”
4. “Lucy in the Sky with Diamonds”
5. “Kryponite”
6. “Let’s Get Physical”
7. “Makes me Wanna Holler”
8. “Open Arms”
9. “Purple Rain”
10. “Step by Step”
11. Theme from “The Weakest Link”
12. “Who Can it be Now?”
13. “Who Let the Dogs Out?”
14. “You Don’t Have to Call me Darlin’”
“La Nouba”
Bangles
Will Smith
Beetles
3 Doors Down
Olivia Newton-John
Marvin Gaye
Journey
Prince
New Kids on the Block
NBC/Napster
Men at Work
The Baja Boys
David Alan Coe
VI.
1.
2.
3.
4.
Resource People/Mentors
Chemical Warfare Speaker from Fort Jackson
Lyn King, Media Specialist, RNHS
Elaine Sudduth
Tie-Dye Guy
VII.
1.
2.
3.
4.
5.
6.
Field Trips
Capsugels Plant
Fuji
Honeywell
Michelin
Pirelli
Water Soluble Textiles Plant
VIII. Other Material (CD–ROM, Laser Disc, Internet sites, etc.)
Cartoons:
1.
All Star Exterminators
2.
Batman Beyond
3.
X-Men
Television Shows:
1. 48 Hours
2. Babylon 5
3. Baywatch
4. Biography
5. CNN
6. CSI
7. Dateline NBC
8. Homicide: Life on the Street
9.
10.
11.
12.
13.
14.
15.
16.
38
JAG
Justice Files
Killer App
La Femme Nikita
Law and Order
Medical Detectives
Nero Wolfe
New Detectives
17.
18.
19.
20.
21.
NYPD Blue
Perry Mason
Profiler
Sliders
Star Trek
22.
23.
24.
25.
26.
The FBI Files
The Secrets of Forensic Science
The X-Files
Weakest Link
Wild Wild West
Internet References:
1. http://www.aaas.org (American Association for the Advancement of Science)
2. http://www.astr.va.edu/4000WS (Women in Science)
3. http://www.branson.k12.mo.us/langarts/cmflower/rorschach.html
4. http://www.cbiac.apgea.army.mil (The Chemical and Biological Defense Information Analysis Center
5. http://www.ChemKids.com/ (Chem-4-Kids)
6. http://nysaes.cornell.edu/flavornet
7. http://www.diryahoo.com/news_and_media/Television Shows
8. http://www.dowclean.com.
9. http://www.foresight.com
10. http://www.imbd.com (Internet Movie Database)
11. http://www.nature.com (Nature Magazine)
12. http://www.netsrq.com/ndbois/ (Distinguished Women of Past and Present)
13. http://www.nobelchannel.com
14. http://www.nsf.gov (National Science Foundation)
15. http://www.nytimes.com
16. http://www.okstate.edu (Chemical Bonding Concept/Skills Development
17. http://www.osha – slc.gov/SLTC/solvents/ (Occupational Safety and Health Administration)
18. http://www.pbs.org
19. http://www.pubs.acs.org/hotartcl/chemtech
20. http://www.physics.ucla.edu/nwcp (Contributions of 20th Century Women to Physics
21. http://www.schooldiscovery.com
22. http://www.tamucc.edu
23. http://www.thechalkboard.com
24. http://www.theperiodic-table.com
25. http://www.webelements.com
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