Form 3 Chemistry Unit Plan

Secondary Graphic Organizer Subject: Chemistry Level: Second Form

3.

Duration: 8-10 weeks

Changing States

2.

1. Evaporation/boil ing 2. Melting 3. Freezing 4. Sublimation 5. Condensation 6. Heating/Cooling Curve

States of Matter 1.

1. 2. 3. 4.

Scientific Method 1. Experiment 2. Scientific Format 3. Stages of Scientific Method

What is matter? Solids Liquids Gases/vapor

5. 4.

Pure Substances

Topic: Matter

Kinetic Theory

1. Physical and chemical changes 2. Elements 3. Compounds 4. Molecules

1. Diffusion 2. Osmosis 3. Brownian motion

6.

7.

8.

Impure substances

Separating Mixtures

Solubility

1. 2. 3. 4.

Mixtures Solutions Suspensions Colloids

Attitudes:

Skills: o o o

1. Solubility Terms 2. Solubility Calculation 3. Solubility Curve

1. Simple filtration 2. Simple and fractional distillation 3. Paper chromatography 4. Use of separating funnel

o o o

Interpreting Experimenting Hypothesizing

Section 1 Unit Plan

Caring participation Appreciation

Subject:

Chemistry

Topic:

Matter

Level:

Second Form

Duration:

8-10 weeks

Goals:

1. To explain and illustrate the differences between solids, liquids and gases. 2. To outline the processes and changes that takes place n matter. 3. To value the importance of matter around us.

Rationale:

Knowledge and the application of concepts pertaining to matter allow students the opportunity to relate and identify natural processes that occur in nature. This unit also serves to assist students to develop an understanding that small motile particles make up all matter and are responsible for its transformations.

Culminating Activity:

At the end of this unit students will go on a field trip to Orange Walk Sugar Industry Plant so as to develop a deeper understanding of the processes or tecniques such as melting, boiling, condensation, freezing, filtering, decanting, simple distillation and the use of a separating funnel.

Unit Plan: Section 2 Topic/ Subtopic/ Concepts/Skills/ Materials Attitudes Week 1 Hypothesizing: A hypothesis is a Topic: tentative explanation Matter for a scientific phenomenon. Subtopic: Scientific Method: Scientific variables are independent, dependent 1.1 Hypothesizing and controlled. and identifying variables Dependent variable is 1.2 Experimenting the variable that is 1.3 Scientific measured in the Report Format experiment. 1.4 Stages of the Independent variable is Scientific changed in the Method experiment. Materials 1. 2. 3. 4.

Concept charts Colour paper Crayons Markers

Controlled variable is a condition that is kept constant in the experiment. Experimenting: An experiment is simply the test of a hypothesis. Format of a Scientific

Objectives

Activities

1. Define the term hypothesis, independent variable, dependent variable and control variable.

5 E model Engagement: Story about Susan and the pepper plants. Pose questions on story and problem to be completed.

2. Formulate questions and hypothesis 3. Identify the independent and dependent variables from a hypothesis. 4. Appreciate the skills scientist must develop in order to carry out their work(scientific investigations). 5. identify the proper sequence of a scientific report ; appreciate the importance of writing scientific reports;

Exploration: Students will observe and chart on hypothesis and variables. A topic will be presented. In pairs students will be asked to formulate a question and hypothesis, and identify variables. Explanation: Students will discuss their answers as a whole class. Teacher will Demonstrate how variables are identified and how

Assessments Activities Traditional: Quiz on Scientific method

References

Completing worksheets for class work and assignment.

New Integrated Science for the Caribbean, bk 2, pages 8-9

Authentic Reflection on scientific reporting Checklist for planning and designing an experiment

Science for the Caribbean, bk 1, page 21

Report:

Title: a brief, concise, yet descriptive title Statement of the

Problem: What question(s) are you trying to answer? (used for PD labs only)

Hypothesis:( use for PD labs only) Write a possible solution for the problem.

Aim: The general description

6. write a reflection the significance of scientific reporting

questions and hypothesis are formulated. Misconceptions will be clarified. Elaboration: Based on scenarios students in pairs will formulate a question and hypothesis, and identify variables. Summary of activity. Evaluation: Occurs at each stage. In pairs students will create a chart that displays their formulated topic, problem, hypothesis and variables. Guided Discovery: Discussion on CXC requirements for SBA. Problem posed: What is the correct

of what you set out to do or show, eg. To test the effect of saliva on starch.

Materials: Make a list of ALL items used in the lab.

Procedure: Step by step (complete sentences) explaining what was done in the lab.

Results (Data): This section should include any data tables, observations, or additional notes you make during the lab. All tables, graphs and charts should be

format for reporting the experiment on filtration? After viewing a chart that depicts the definition of each segment of a scientific report students will visit 7 stations that represent different segment of a scientific report format on filtration. In groups students will determine the correct sequence for the scientific report on filtration. Groups will present their findings. Class discussion on scientific reporting. Students reflect on scientific reporting.

labeled appropriately. Discussion: (not used in PD labs) Explain why these results could be significant (what the reasons might be for the patterns found or not found)

Conclusions: EXPLAIN why you accepted or rejected your hypothesis using data from the lab. Scientific Method - It is the steps someone takes to ask a question, develop a hypothesis, and carry out steps or procedures of an experiment to test the hypothesis, and document data from observations and findings to share with

someone else. Six Stages of a Scientific Method 1) Make an observation and then ask a question about it: An observation is the act of getting information from surroundings with your senses. Information about the topic is also gathered. 2) Form a hypothesis: A hypothesis is what you think might happen. Some people call a hypothesis an educated guess. 4) Design experiment to test the hypothesis: Experiments should be carefully and properly designed and executed so that results may be determined valid 4. Analyze Data: Carefully and

accurately collect, record and analyze data(looking for similarities and differences) 6. Communicate the conclusion: Communicating conclusions is important so that new questions can be asked and explored. Skills:  Hypothesizing]  Experimenting  Inferring Attitudes:  Caring  Participation  Appreciation

Week 2

Chemistry is the study of matter.

Students should be able to: Topic: 1. Define the terms Matter has three forms: Matter chemistry, Solid, liquid or gas. matter, mass, Subtopic: volume and the Matter is everything 2.1 Matter three states of that takes up space and 2.2 Solids matter. has mass. 2.3 Liquids 2. Identify the 2.4 Gases properties of Four basic principles of matter the particle model of Materials 3. conducts an matter: 1. Checklist experiment 1. Matter is made of handouts for about the tiny particles. activities properties of 2. There is empty space 2. Rubric for matter between the particles. poster 4. perceives the 3. The particles are in 3. Pictures importance of constant motion. 4. Solids, liquids the properties of 4. There are forces that and matter to act between the gases(balloon) everyday life particles 5. Bristol board for Solid has a definite poster 5. Classify the shape and volume. three kinds of matter. A liquid has a definite volume but not a 6. Describe the definite shape. properties of the three states of A gas has no definite matter shape or volume. 7. Give examples Skills: of each state of

5E Model Engagement: Agree/Disagree activity using the definition of chemistry. Reflection on what is matter? Exploration: In pairs students will create a table to categorize their items (pictures): Matter, not matter or unsure. Then they will try to determine what properties all items in each category have in common. Explanation: Student will report their findings to the class. Constructing an argument and defending a position – as students share their conclusions with the class.

Traditional: Quiz and class work on matter class activity properties of matter

1. Concepts and Challenges in Physical Science, Bernstein and Leonard(et.al.), 1988, pages 154157 Authentic 2. New Integrated Checklist for Science for the reflection on the Caribbean bk 2, definition of Steward, West, what is matter. Eugene, 2000, Checklist for pages 17-18 group 3. Chemistry for investigation CXC, Lambert, and matrix. 1993, pages 1-3 Rubric for poster.

 Experimenting matter.  Communicating 8. Create molecular  Classifying modules of Attitudes: matter in the  Valuing solid, liquid and  Responsibility gaseous states.  Participation 9. Value matter found in the environment.

A whole class discussion about "tricky" items follows during which students ultimately agree on a definition of matter. Expansion: Using the properties they outlined students will define what matter is. Evaluation: An evaluation will be done at every stage. Group Investigation: Students will investigate what matter is made of by studying the behaviour of cane sugar in water. Integrative model In groups students will be observing

the properties solids, liquids and gases. They will also complete a matrix stating their observation. Students will then identify similarities and differences among solid liquid and gas. Students will then hypothesize the reason for those similarities and differences. Students will create a poster depicting the three states of matter using pictures from magazines.

Week 3 Topic: Matter

Terms:

Subtopic: Changing States

Melting- The process by which a substance changes from its solid state to its liquid state.

3.1 Evaporation 3.2 Boiling 3.3 Melting 3.4 Freezing 3.5 Sublimation 3.6 Condensation 3.7 Heating/Cooling Curve Materials 1. Video on sublimation 2. LCD projector 3. Water 4. Ice 5. Candle 6. Graph paper 7. Meter ruler 8. Bunsen burner

Freezing- The process by which a substance changes from its liquid state into its solid state.

Evaporation- A process by which a substance changes from its liquid state to its gas state by random particle movement.

Sublimation- The process by which a substance changes directly from its solid state to its gas state without becoming a liquid first.

Students should be able to: 1. Name changes of state; 2. Describe changes of state; 3. Explain the terms ‘melting point’ and ‘boiling point’; 4. Describe and explain the changes associated with change of state; 5. Sketch and explain the shape of a typical heating curve for a change of matter; 6. Perform experiments to demonstrate changes in state matter;

5 E Model Students will explain changes in matter in terms of kinetic energy and bond forming and breaking after viewing a video that shows changes states at the molecular level. Guided discovery: After a guided practice with experiments on students will be able to explain changes associated with change of state. Demonstration: Students will sketch and explain the shape of a typical heating and cooling curve after a demonstration by the teacher.

Traditional Quiz on vocabulary Assignment and Class work on heating and cooling curves Test on Changing state Authentic Checklist on sketching and explaining heating and cooling curve Rubric for reflection on what it will feel like to be a molecule of water. Rubric for creating a story booklet depicting the changing states.

1. Concepts and Challenges in Physical Science, Bernstein and Leonard(et.al. ), 1988, pages 158-9 2. Chemistry: a concise revision course for CXC, page 2 3. Chemistry for CXC, pages 24

Boiling- A process by which a substance changes from its liquid state to its gas state.

Condensation- The process by which a gas becomes a liquid. Melting point – is the temperature at which a solid melts to form a liquid or a liquid freezes to form a solid. Boiling point – is the temperature at which a liquid boils to form a gas or a gas condenses to form a liquid. Heating curve – a graphical representation of changing state from solid to liquid and to gas.

7. Explain that bond-making liberates energy, bondbreaking absorbs energy; 8. Describe a method for finding the melting point of a substance.

Cooling curve – a graphical representation of changing state from gas to liquid to solid. Skills  Experimenting  Communicating  hypothesizing Attitudes:  Sharing  Responsibility  Participation Week 4 Topic: Matter Subtopic: Particulate Nature: 4.1 Diffusion 4.2 Osmosis 4.3 Brownian motion Materials: 1. concept charts 2. chemicals: perfume, food

Terms: Kinetic theory states that matter is made up of separate, moving particles.

Diffusion is the movement of particles from an area of high concentration to an area of low concentration unit they

Students should be able to: 1. Describe what is meant by the kinetic theory; 2. Describe and explain evidence for the kinetic theory: diffusion, osmosis and Brownian motion. 3. Perform experiments on diffusion, osmosis and Brownian

5E Model Students will carry out experiments and answering questions on osmosis. They will then be able to define, describe and explain osmosis.

Traditional: Quiz on diffusion, osmosis and Brownian motion

Test on diffusion, osmosis and Brownian Guided Discovery motion Students will perform Authentic: experiments that Rubric for will guide them presentations into discovery



Chemistry for CXC, pages 3-7



Biology for CSEC 4th Edition, pg. 30-35, L. Chinnery, J. Glasgow, M. Jones, G. Jones



http://leavingbio.n et/osmosis %20and %20diffusion.htm

colouring, potato, salt, water and chalk 3. flash light, petri dishes, beakers 4. video on Brownian motion

are evenly distributed.

Osmosis is the movement of a solvent from a more dilute to more concentrated solution through a semi-permeable membrane.

Brownian motion is the erratic random movement of microscopic particles suspended in a liquid or gas, caused by collisions with molecules of the surrounding medium. Skills  Experimenting  Communicating  hypothesizing Attitudes:  Caring

motion to illustrate the kinetic theory.

information on diffusion. They will then be able to define, describe and explain diffusion. Demonstration Students will video and perform experiment that demonstrate Brownian motion. They will then be able to define, describe and explain Brownian motion.

Checklists for lab reports, graphic organizers and foldables

 Responsibility  Participation

Week 5 Topic: Matter Subtopic: Pure Substances 5.1 Physical and chemical properties 5.2 Elements 5.3 Compounds 5.4 Molecules Materials: 1. Models of elements,

Terms: Pure substances consist of only one type of material.

Pure substances have definite and constant composition, definite and constant properties, and can be identified by their physical and chemical

1. Define the terms atoms, elements, compounds, molecules, physical properties and chemical properties. 2. Explain what is meant by an element and a compound; 3. Explain what is meant by an atom and a molecule. 4. Distinguish

Integrative model Students will be presented with examples of physical and chemical properties. Using a matrix the will be distinguishing between the two. Concept attainment Student will be presented with examples and non examples of

Traditional: Quiz, class work and assignment on pure substances Test on pure substances Authentic: Rubric for presentations, role play Checklists for lab reports, graphic organizers and

1. Concepts and Challenges in Physical Science, Bernstein and Leonard(et.al.), 1988, pages 170193;concise revision course for CXC, page 2 2. Chemistry for CXC, pages 11-12 3. Chemistry: a concise revision course for CXC, page 3-7

compounds and molecules 2. Ice, water and Bunsen burner, sugar, and 3. Concept charts 4. Video and LCD projector

properties. 5. Physical properties of a substance can be observed without changing the composition of a substance. Eg colour, odour, taste etc.

6.

7.

Chemical properties of 8. a substance can only be observed when the substance undergoes a change in its composition.

Atoms are the smallest particles into which an element can be divided.

Element are made up of one kind of atom. They cannot be broken

between atoms and molecules; Distinguish between element and compounds and molecules; Distinguish between physical and chemical properties; Classify substances as elements, compounds or molecules. Determine whether substances undergo physical or chemical changes.

compounds and elements. They will hypothesize and make general statements based on the examples and non examples presented. 5E model Using models of atoms and molecules students will distinguish between the two. Carryout different experiments students will be able to distinguish between physical and chemical changes.

foldables

down into other substances.

Compounds are made of two or more elements chemically combined.

Molecules are made of two or more atoms bonded together. Skills  Experimenting  Communicating  Comparing and contrasting Attitudes:  Caring  Responsibility  Participation

Week 6 Topic: Matter

1. Define the terms mixtures Terms: (homogeneous and An impure substance is Subtopic: heterogeneous), one which is a mixture Impure Substances of two or more kinds of solutions, suspensions and molecules and has no 6.1 Mixtures colloids. definite composition 6.2 Solutions 2. Explain and properties; for 6.3 Suspensions solutions, example air, soil, 6.4 Colloids suspensions and atones and pebbles in colloids with food grains, sugar in Materials: example; water, sand in water, 1. Concept 3. Differentiate fruit juice etc. charts among solutions, 2. Power point suspensions and presentation colloids. on solutions Mixtures contain more 4. Classify and LCD substances as than one substance or projector solutions, component. Mixtures 3. Matrix suspension or can easily be separated charts and colloid. into their compounds information by physical means. slips 4. Examples of suspensions and colloids A solution is a 5. Paper and homogeneous mixture markers of solute and solvent.

A suspension is a

Discussion model In groups students will discuss what mixtures are. Concept Attainment Student will be presented with examples and non examples of solutions. They will hypothesize and make general statements based on the examples and non examples presented. Integrative model Students will be presented with examples of suspensions and colloids. Using a matrix the will be distinguishing between the two.

Traditional: Quiz, class work and assignment on impure substances Test on impure substances Authentic: Rubric for presentations and posters Checklists for lab reports, graphic organizers and foldables

1. Concepts and Challenges in Physical Science, Bernstein and Leonard(et.al.), 1988, pages 170193;concise revision course for CXC, pages 238-264 2. Chemistry for CXC, pages 12-18 3. Chemistry: a concise revision course for CXC, page 34-36

heterogeneous mixture of two or more substances that settles out on standing.

A colloid is a heterogeneous mixture of two or more substances that do not settle out on standing. Skills  Experimenting  Communicating  classifying Attitudes:  Caring  Responsibility  Participation

Week 7 Topic: Matter Subtopic: Separating Mixtures 7.1 Simple filtration 7.2 Simple and fractional distillation 7.3 Paper chromatography 7.4 Use of separating funnel 7.5 Decanting 7.6 Evaporation 7.7 Crystallization 7.8 Sublimation Materials: 1. Concepts charts 2. Power point presentation, videos and LCD projector 3. Apparatus for evaporation, crystallization, filtration, paper chromatography

Students should be able to: Separation techniques 1. Describe the terms: all the separating techniques. 2. Distinguish Filtration is used to among the separate a liquid from a separating suspended or settled techniques. solid. 3. Investigate how different types of mixtures can Evaporation is used to be separated separate and retain the using the solid solute from various solution. separating techniques. 4. Determine which Crystallization is used separating to separate and retain technique the solid contains water can be used of crystallization. to separate common A separating funnel is mixtures. used to separate two immiscible liquids.

Paper chromatography is used to separate

5E Model Students will carry out experiments in order to describe the various separating techniques. Guided Discovery Students will carry out experiments using to various separating techniques to separate common mixtures.

Traditional: Quiz, class work and assignment on separating mixtures Test on separating mixtures

Authentic: Rubric for presentations, role play Checklists for lab reports, Demonstration graphic Students will organizers and demonstration how foldables the separate common mixtures using the various separating techniques. Problem based Model Students will be given a problem based on separating a certain mixture

1. Chemistry for CXC, pages 21-30 2.

Chemistry: a concise revision course for CXC, page 7-11

and simple distillation 4. Handouts and worksheets

several solutes, usually colored, present in a solution.

Sublimation is used to separate and retain a solid which sublimes from a mixture of solids.

Simple distillation is used to separate and retain the solvent from a solution.

Fractional Distillation is used to separate two miscible liquids which have different boiling points.

Use of a magnet to separate metals from

using the any of the various separating techniques.

non metals

Decanting is used to separate liquid from a settled solid. Skills  Experimenting  Communicating  Problem solving Attitudes:  Caring  Responsibility  Participation

Week 8 Topic: Matter

Solubility terms:

Subtopic: Solubility

Solubility is the mass of solute which will 8.1 Solubility Terms saturate 100g of 8.2 Solubility solvent at a given Calculation temperature. 8.3 Solubility Curve Materials: 1. Concept chart 2. Power point presentation and LCD projector 3. Graph paper 4. Calculator 5. Sugar and water

Saturated solution contains as much solute as can be dissolved at a given temperature, in the presence of undissolved solute.

When solubility is plotted against temperature, a solubility curve is obtained.

Supersaturated solution may contain more

Students will be able to 1. Define terms associated to solubility 2. Distinguish between saturated solution and supersaturate d solution; 3. Perform calculations on solubility 4. Plot solubility curve; 5. Interpret solubility curve

Guided discovery Students will carry out activities to distinguish between saturated and supersaturated solution. Demonstration After a demonstration students will be able to perform calculation on solubility, and plot and interpret solubility curves. Practice and Drill Students will practice calculating solubility, plotting and interpreting solubility curve.

Traditional: Quiz, class work and assignment on solubility Test on solubility Authentic: Rubric for presentations and posters Checklists for lab reports, graphic organizers and foldables

1. Chemistry for CXC, pages 13-15 2. Chemistry: a concise revision course for CXC, page 34-36 3. Chemistry calculations p, Hunt and Sykes, pages 47-53

solute than can normally be dissolved in a given amount of solvent at a given temperature.

Solubility = mass of solute in solution / mass of water in solution X 100g of water

Skills:  Problem solving  Plotting solubility curves  Interpreting solubility curves

Attitudes:  Participating

 Attentiveness  Caring