Digital Unit Plan Goals, Objectives and Assessments

Unit Title: Thermodynamics and its Reactions Name: Marlon E. Benavente

Content Area: Chemistry Grade Level: 10th Grade
Next Generation Science Standards/Performance Expectations
NGSS

Lesson #1

HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different
temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second
law of thermodynamics).

HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the
changes in total bond energy.

ETS1.A: Defining and Delimiting Engineering Problems

Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should
be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.

Lesson #2

HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the
changes in total bond energy.

PS1.B: Chemical Reactions

Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the
rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by
changes in kinetic energy.

Lesson #3
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of
atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the
strength of electrical forces between particles.

PS1.A: Structure and Properties of Matter

The periodic table orders elements horizontally by the number of protons in the atoms nucleus and places those with similar chemical properties
in columns. The repeating patterns of this table reflect patterns of outer electron states.
The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.

Lesson #4

HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or
energy stored in fields.

HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different
temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second
law of thermodynamics).

PS3.D: Energy in Chemical Processes

Although energy cannot be destroyed, it can be converted to less useful formsfor example, to thermal energy in the surrounding environment.

Lesson #5

HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the
changes in total bond energy.

HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different
temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second
law of thermodynamics).
PS1.B: Chemical Reactions
Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the
rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by
changes in kinetic energy.

Anchoring Activity

Research project on the pros and cons of using gasoline, a fossil fuel, based on assumed and factual premises. If a student states that one of the
pros for using gasoline as fuel is that when it is burned in a car, the car emits water vapor, the student will have to show the evidence and the
research to prove this.

Driving Question of the Unit

- Why do we use gasoline?

- Do we have to use gas as fuel or can I use anything else?
- Why doesnt the engine melt if it handles such high temperatures?
- How is it that fuel makes cars move?
- Why doesnt a car explode when it is burning fuel?

Unit Goals---Describe what you want students to be able to do. For example, I wanted my students to be able to know when to use the epistemic practices when I
gave them verbal or visual cues. Students will need to be able to recognize science even if it is not in the verbal form. See the article Outside the Pipeline:
Reimagining Science Education for Nonscientists. A summary of the article is in the appendix of this unit plan template.

As a global goal and after considering all aspects of engine design and fuel efficiencies of societys modes of transportation, the students should
think about how we can make improvements to the detriments caused in using fossil fuels. The students will accomplish this by reinforcing their
abilities to research biased and unbiased sources to form educated opinions; by analysis data that informs design in manufacturing; and by
understanding that energy can be transformed.

Lesson 1 [Pros and Cons of Gasoline]

Student Learning Objective: Acceptable Evidence Formative and/or Summative Assessment:

HS-PS3-4. Plan and conduct an investigation to Formative Assessment: Students will conduct research and write drafts for the scripts they
provide evidence that the transfer of thermal will use while making their podcasts.
energy when two components of different
temperature are combined within a closed system Summative Assessment: The podcast will have accurate information that is based on the
results in a more uniform energy distribution research performed and their sources will also be communicated.
among the components in the system (second law
of thermodynamics). Acceptable Evidence: Students can communicate their opinions informed by accurate
research using the tools previously taught to distinguish legitimate sources.
HS-PS1-4. Develop a model to illustrate that the
release or absorption of energy from a chemical
reaction system depends upon the changes in total
bond energy.

Lesson objective: Students will be able to draw

conclusions about the use of gasoline as energy
source from conducting research online.

Lesson 2 [Combustion Reactions]

Student Learning Objective: Acceptable Evidence Formative and/or Summative Assessment:

HS-PS1-4. Develop a model to illustrate that the
release or absorption of energy from a chemical
reaction system depends upon the changes in total
bond energy.
Lesson Objective: Students will be able to calculate
amounts of CO2 in various combustion reactions
and determine efficiencies based on the results.
Lesson 3 [Bond Energies]
Student Learning Objective:
Formative Assessment: Group discussions about the analysis of the data and how the
calculations are informing their results as to what reaction and why such reaction better fits
our current models of transportation.
Summative Assessment: Exit slip containing calculation problems and cloze sentences at
various levels of scaffolding.
Acceptable Evidence: All students get 80% or higher on their exit slips. If students do not pass
this threshold, the teacher will review and analyze the data collected in class discussion.
Acceptable Evidence Formative and/or Summative Assessment:

HS-PS1-2. Construct and revise an explanation for
the outcome of a simple chemical reaction based
on the outermost electron states of atoms, trends
in the periodic table, and knowledge of the patterns
of chemical properties.
Formative Assessment: Group discussion throughout the process of building graphs and
charts for the design element of the activity.
Summative Assessment: Data on graphs is complete and informs the possibility of the ideal
material for building a cars engine block.
HS-PS1-3. Plan and conduct an investigation to Acceptable Evidence: Charts and graphs reflect data provided and are organized in a manner
gather evidence to compare the structure of that informs possible use of a material containing the molecules with the highest melting
substances at the bulk scale to infer the strength of point to build an engine block.
electrical forces between particles.

Lesson Objective: Students will be able to create a

chart that organizes predictions of melting points
after analyzing electrostatic bonds of various
molecules.

Lesson 4 - [Energy Transfer]

Student Learning Objective: Acceptable Evidence Formative and/or Summative Assessment:

HS-PS3-2. Develop and use models to illustrate that Formative Assessment: Group discussions on execution of the model using schematics and
energy at the macroscopic scale can be accounted plans on the use of the lab materials supplied.
for as either motions of particles or energy stored
in fields. Summative Assessment: Presentation of model to the class.

HS-PS3-3. Design, build, and refine a device that Acceptable Evidence: The process of thinking about designing the model is apparent with the
works within given constraints to convert one form inclusion of schematics and other drawings to achieve a pinwheel that turns.
of energy into another form of energy.

HS-PS3-4. Plan and conduct an investigation to

provide evidence that the transfer of thermal
energy when two components of different
temperature are combined within a closed system
results in a more uniform energy distribution
among the components in the system (second law
of thermodynamics).

Lesson Objective: Students will be able to create

the model of an apparatus that converts thermal
energy into kinetic energy by using a Bunsen
burner, water, and a pinwheel.
Lesson 5 - [Exothermic and Endothermic Reactions]
Student Learning Objective: Acceptable Evidence Formative and/or Summative Assessment:

HS-PS1-4. Develop a model to illustrate that the Formative Assessment: Group, hands-on investigation of endothermic and exothermic
release or absorption of energy from a chemical reactions as well as collecting data.
reaction system depends upon the changes in total
bond energy. Summative Assessment: Essay prompting students to write about the results of their
experimentation.
HS-PS3-4. Plan and conduct an investigation to
provide evidence that the transfer of thermal Acceptable Evidence: Rubric delineating the information to include in the essays is provided
energy when two components of different to the students to facilitate focus and guidance.
temperature are combined within a closed system
results in a more uniform energy distribution
among the components in the system (second law
of thermodynamics).

Lesson Objective: Students will be able to

investigate the characteristics of endothermic and
exothermic reactions by recording quantitative data
and qualitative observations of various reactions.

Unit Summative Assessment

Formal, pencil and paper summative assessment with free-response questions covering various aspects of the entire lesson.

Useful Websites:

Energy Forms and Changes PhET Simulation

Hesss Law Calculations Video

Google Scholar Search Tips

US Department of Energy