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Overview
and Background: Unit: |
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select understandings Name: Renée Teague |
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Science
: Science : Science |
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Cheney
High : Grades 10-12 : day : Aug. - May. |
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Title: |
Dear
Professor Science |
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Topics: |
Reaction
Rates, Equilibrium and Le Chatelier's Principle |
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Time
Frame: |
7 blocks of class time (85 minutes each). |
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Start
Date: |
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Other
Designers: |
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Summary: |
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Print
Materials Needed: |
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Resources: |
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Resource
Attachments: |
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Internet
Resource Links: |
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Notes: |
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Stage 1: Identify Desired Results |
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State: |
KS
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Title: |
Physical Science – Chemistry 2A:3.7 |
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Standard(s): |
Students will assess the interrelationships between the
rate of chemical reactions and variables such as temperature, concentration,
and reaction type. |
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Understandings: |
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Certain factors affect the rate of chemical reactions. Patterns in chemical reactions allow for predictions and
classifications. A
chemical equation is a statement of process predicting products. Chemical
equilibrium is a system in dynamic balance where rates of forward and reverse
reactions are equal. Changes in temperature and concentration perturb
equilibrium by influencing the rates of simultaneous reactions unequally. |
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Essential Questions: |
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What factors increase or decrease reaction rate? |
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Knowledge
and Skills: |
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K The components of a chemical reaction. Kinetic Molecular theory. S How to write chemical equations. |
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Stage 2: Determine Acceptable Evidence |
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Assessment
Summary: |
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Student
Directions: |
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You write a column for the school newspaper called,
"Ask Professor Science" in which students ask questions about
natural or unnatural phenomena. You
have done well answering most question, however, there is one annoying
student (a member of the debate team) who keeps challenging your
answers, citing a lack of evidence to support them. He has asked six questions about reaction rates that you feel
you can answer reasonably well, based on your own lab experience. Here they are: 1. Why do refrigerators
prevent food from spoiling? 2. Why does it
seem as if the hotter the climate in a country, the spicier its food? 3. How can a
chemical manufacturer speed up a chemical reaction that runs too slowly to be
economical? 4. Why are there
warning signs on bottles of oxygen cautioning against smoking or using near
open flames? 5. I understand
the chemical reaction that darkens some eyeglasses when they are in bright
light is a reversible chemical reaction.
Explain how this must work. Remember, Herb Farmer (the natural debater) is a stickler
for evidence supporting your answer!
Also, from his past arguments, one can assume he is not as learned in
science as you are, so you must explain any scientific terms you use. |
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Rubric: |
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http://www.cheney268.com/science/teague/AskProfScienceRubric.htm |
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Other
assessment evidence to be collected: |
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Lab Write-ups |
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Stage 3: Plan Learning Experiences and Instruction |
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Learning Activities: |
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Iron filings in burner flame, yet cast iron over campfire
doesn't burn! |
Show
questions at beginning of unit they will write on at the end. MUST PAY ATTENTION in lab.
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Lab: Reaction Rate Factors :
Surface area
Discuss Grain
Elevator explosions Lab: Reaction Rate
Factors: Heat Lab: Reaction Rate
Factors: Concentration Return Lab write-ups and discuss Discuss Collision Theory as an explanation for what they
have seen. Does it fit
with Kinetic Molecular Theory already studied? Does it explain
the three factors we have seen in lab? Lab: Reaction Rate
Factors: Catalysts Introduce equilibrium with a demonstration using 2 empty
milk jugs, labeled "reactants" (3/4 filled with water) and
"products" (empty) Discuss LeChatelier's principle Lab: Shifts in
equilibrium |