CURRICULUM MAP: 10439.map

Chemistry I (ACP) 521
Unit 3 The atom

TIME FRAME:
GRADE: 11-12
CONTACT:

         MAP LEVEL: 4
07.0 SCIENCE

07.0.2.9.1 -- Students will recognize that many Western as well as non-Western cultures (e.g., Egyptian, Chinese, Hindu, Arabic, Mayan) have developed scientific ideas and solved human problems through technology

07.0.2.9.2 -- Students will recognize that changes in science usually occur as small modifications in existing knowledge and result in incremental advances in our understanding of the world and our ability to met human needs and aspirations

07.0.2.9.3 -- Students will recognize that occasionally there are advances in science and technology that have important and long-lasting effects on science and society (e.g., the Copernican revolution, plate tectonics, biological evolution, germ theory, industrial revolution, technological revolution)

07.0.2.9.4 -- Students will recognize that the study of scientific explanations throughout history demonstrates how scientific knowledge changes and evolves over time, building on earlier knowledge.

07.0 SCIENCE

07.0.11.9.1 -- Students will describe the nature of atoms and how atoms combine to form molecules

07.0.11.9.2 -- Students will explain how the chemical and physical properties of substances are related to their atomic and molecular structures

07.0.11.9.3 -- Students will use the Periodic Table to predict common properties of elements

30.0 WORLD LANGUAGE

30.0.2.9.10 07.0 SCIENCE

07.0.10.9.1 -- Students will understand that the stars differ from each other in size, temperature and age, but they appear to be made up of the same elements that are found on the Earth and appear to behave according to the same physical principles

07.0.10.9.6 -- Students will recognize that the solar system is part of a constantly changing universe in which stars are born, change and die



How did chemists' model of the atom develop and change over time?



Early models of the atom
Discovery of the electron and proton
Rutherford's scattering experiment
Size of nucleus vs. atom
Atomic and mass number
Isotopes
Atomic mass




Students will develop the ability to:
1. Match atomic models with the correct scientist
2. Describe the experiments that led to the discovery of electrons and protons
3. Explain Rutherford's scattering experiment
4. Make analogies between submicrosopic and macroscopic using the atomic bowling laboratory experiment to relate the size of a nucleus to the size of an atom
5. Determine the number of protons, neutrons and electrons in any isotope using atomic number and mass number
6. Summarize the Starborn article explaining how the various isotopes came to exist in our universe
7. Use isotope abundance calculations to determine the number of old and new pennies in a sealed film canister
8. Explain that atomic mass is a weighted average of the naturally occurring isotopes of an element





All studnets will:
1. Develop a time line for the history of the atomic theory
2. Relate the atomic bowling activity to Rutherford's scattering experiment
3. Develop an understanding of the relative size of the atom and nucleus through the bowling activity
4. Read the Starborn article and write an abstract of the article
5. Calculate the number of protons, neutrons, and electrons for any given isotope
6. Penny isotope lab activity



Analysis of lab activities
Quizzes and test
Peer check--ability to determine number of subatomic particles and isotope abundance

Assessment is based on a total point system. Lab reports range between 50 and 100 points. Quizzes range between 10 and 25 points. Tests range between 100 and 200 points. Homework ranges between 5 and 15 points. Performance based grading ranges between 5 and 20 points.