Digital Unit Plan Goals, Objectives and Assessments

Unit Title: Kinetics and Equilibrium

Name: Natalie Gomez

Content Area: Chemistry

Grade Level: 10-11

Next Generation Science Standards

HS-PS1-5.
Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of
the reacting particles on the rate at which a reaction occurs.
HS-PS1-6.
Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at
equilibrium.*
Common Core Literacy and Mathematic Standards
Literacy RST.11-12.1

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account. (HS-PS1-3),(HS-PS1-5)
WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical
processes. (HS-PS1-2),(HS-PS1-5)
WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (HS-PS1-3),(HS-PS1-6)
Mathematics
MP.2
Reason abstractly and quantitatively. (HS-PS1-5),(HS-PS1-7)
N-Q.1-3
Reason quantitatively and use units to solve problems. (HS-PS1-2),(HS-PS1-3),(HS-PS1-4),(HS-PS1-5),(HS-PS1-7),(HS-PS1-8)

Disciplinary Core Ideas and Essential Questions

Overarching question: How do scientists control chemical reactions to improve quality of life?
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. (HS-PS1-4),(HS-PS1-5)
Essential question: How do reactions happen?
In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types
of molecules present. (HS-PS1-6)
Essential question: How do you get something to balance?
Performance Expectations

Reaction Rates
8. Chemical reaction rates depend on factors that influence the frequency of collision of reactant molecules. As a basis for understanding this
concept:
a. Students know the rate of reaction is the decrease in concentration of reactants or the increase in concentration of products with time.
b. Students know how reaction rates depend on such factors as concentration, temperature, and pressure.
c.
Students know the role a catalyst plays in increasing the reaction rate.
Chemical Equilibrium
9. Chemical equilibrium is a dynamic process at the molecular level. As a basis for understanding this concept:
a. Students know how to use Le Chateliers principle to predict the effect of changes in concentration, temperature, and pressure.
b. Students know equilibrium is established when forward and reverse reaction rates are equal.
Unit Summative Assessments
Equilibrium lab
Test at end of unit
Lesson 1 [Collision Theory/Reaction Rates]
Performance Expectation:
a. Students know the rate of reaction is the
decrease in concentration of reactants or the
increase in concentration of products with time.
b. Students know how reaction rates depend
on such factors as concentration, temperature,
and pressure.
c.
Students know the role a catalyst plays in
increasing the reaction rate.
Lesson 2 [Reaction Rates/Catalysts]

Acceptable Evidence Formative and/or Summative Assessment:

Performance Expectation:
b. Students know how reaction rates depend
on such factors as concentration, temperature,
and pressure.
c.
Students know the role a catalyst plays in
increasing the reaction rate.
Lesson 3 [Rate Constants]

Acceptable Evidence Formative and/or Summative Assessment:

Students will complete a graphic organizer where they draw, define, and explain the factors
affecting reaction rates (temperature, pressure, concentration, and catalyst).

Students will get their modeling assignments back with feedback. We will go over the
responses as a class and students will make corrections on their sheets. The back of the
worksheet will have an uncompleted section on catalysts that they will complete today after
the lecture. It will be due at the end of the period.

Performance Expectation:
a. Students know the rate of reaction is the
decrease in concentration of reactants or the
increase in concentration of products with time.

Acceptable Evidence Formative and/or Summative Assessment:

Students will complete a graphic organizer with their reading and submit it at the end of the
lesson.

Lesson 4 [Rate Constants & Rate Orders]

Performance Expectation:
a. Students know the rate of reaction is the
decrease in concentration of reactants or the
increase in concentration of products with time.

Acceptable Evidence Formative and/or Summative Assessment:

Students will have class in time to complete a short worksheet on rate constants and rate
orders. Whatever isnt finished in class will be finished for homework. This will be due at the
beginning of class the following day.

Lesson 5 [Paperclip Equilibrium]

Performance Expectation:
b. Students know equilibrium is established
when forward and reverse reaction rates are
equal.

Acceptable Evidence Formative and/or Summative Assessment:

Teacher will walk around while students perform experiment to answer and ask questions.
The assessment will be the Hypothesis-Results-Conclusion sheet to be collected the
following day after some in class time to work on it.

Lesson 6- [Paperclip Equilibrium/Le Chatelier]

Performance Expectation:
a. Students know how to use Le Chateliers
principle to predict the effect of changes in
concentration, temperature, and pressure.
b. Students know equilibrium is established
when forward and reverse reaction rates are
equal.
Lesson 7 [Le Chatelier]

Acceptable Evidence Formative and/or Summative Assessment:

Students will have at least half of the period or more to work on their Hypothesis-ResultsConclusion sheet which will be the assessment for their activity from the previous day.

Performance Expectation:
a. Students know how to use Le Chateliers
principle to predict the effect of changes in
concentration, temperature, and pressure.
b. Students know equilibrium is established
when forward and reverse reaction rates are
equal.

Acceptable Evidence Formative and/or Summative Assessment:

Lesson 8 [Equilibrium Constants]

Introduction to Le Chatelier, assessment will be handed out the following day in the form of
a class worksheet.

Students will complete chart that asks about different stresses to the system and which way
the reaction will be driven to reestablish equilibrium. Whatever isnt finished in class will be
homework.

Performance Expectation:
b. Students know equilibrium is established
when forward and reverse reaction rates are
equal.

Acceptable Evidence Formative and/or Summative Assessment:

Students will use individual whiteboards to work out problems written on the board. Teacher
will write problem, give time for students to work it out, and then review response together.

Lesson 9 [Review]
Performance Expectation:
a. Students know the rate of reaction is the
decrease in concentration of reactants or the
increase in concentration of products with time.
b. Students know how reaction rates depend
on such factors as concentration, temperature,
and pressure.
c.
Students know the role a catalyst plays in
increasing the reaction rate.
a. Students know how to use Le Chateliers
principle to predict the effect of changes in
concentration, temperature, and pressure.
b. Students know equilibrium is established
when forward and reverse reaction rates are
equal.

Acceptable Evidence Formative and/or Summative Assessment:

Students will use individual whiteboards to review mathematical problems on the board as a
class. The second half of the class will be spent on a review worksheet. Students will work
independently or with students in their proximity to complete. Teacher will walk around
answering questions and helping.

Lesson 9 - [Exam]
Performance Expectation:
a. Students know the rate of reaction is the
decrease in concentration of reactants or the
increase in concentration of products with time.
b. Students know how reaction rates depend
on such factors as concentration, temperature,
and pressure.
c.
Students know the role a catalyst plays in
increasing the reaction rate.
a. Students know how to use Le Chateliers
principle to predict the effect of changes in
concentration, temperature, and pressure.
b. Students know equilibrium is established
when forward and reverse reaction rates are

Acceptable Evidence Formative and/or Summative Assessment:

Students will complete an exam (summative assessment) which will inform instruction about
whether students reached the objectives.

equal.
Unit Resources:
Chemistry textbook
Lectures/lecture notes
Lab equipment
Worksheets
Projector, computer, internet

Useful Websites:
http://www.chem4kids.com/files/react_equilib.html
http://www.chem4kids.com/files/react_equilib2.html
http://phet.colorado.edu/en/simulation/reactions-and-rates