Digital Unit Plan Goals, Objectives and Assessments

Unit Title: Thermochemistry Name: Yung Chung

Content Area: Chemistry Grade Level: 10th primarily (some 11th and 12th)
Next Generation Science Standards/Performance Expectations
The unit goes over the topics of combustion reactions, exothermic/endothermic reactions, and the general pros and cons of gasoline
NGSS Bundle Includes

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. [Clarification Statement: Examples of chemical reactions could
include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is
limited to chemical reactions involving main group elements and combustion reactions.]

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. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming
specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as
graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.]
[Assessment Boundary: Assessment does not include Raoults law calculations of vapor pressure.]

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. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of
models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and
representations showing energy is conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes
during a chemical reaction from the bond energies of reactants and products.]

HS-PS3-2
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated
with the motion of particles (objects) and energy associated with the relative positions of particles (objects). [Clarification Statement:
Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position
of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings,
descriptions, and computer simulations.]

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.*[Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube
Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and
efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices
constructed with materials provided to students.]

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). [Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe
the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or
adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools
provided to students.]

Anchoring Activity
You are stuck in the middle of a highway on the way to camping. The closest gas station is a few miles back and you are not aware of any other gas stations within
the vicinity. You check the trunk of your car and see if you have any cartons of extra gasoline to get you the closest gas station. You searched and were not able to
find any. You, however, do have a carton of vegetable oil you were planning to cook with and your parents packed some alcohol (ethanol) in the car. In auto shop,
you learned that engines run by burning fuel to create pressure in the pistons. So, you hypothesize that by providing a flammable fuel to the car you could get it
running. You attempt to do so but your car fails to start. Create a model that shows us why using gasoline can get your car running but using vegetable oil and
ethanol wont. Split a canvas in two, designating one side for gasoline, and one side for alternative fuels.

Driving Question of the Unit

Why does the automobile industry use traditional gasoline as its fuel source versus other fuel alternatives such as alcohol or vegetable oil?

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.
To be able to design an experiment based on the problem they need to solve
Apply evidence and data collected from texts or experiments to their models
Students should be revising and editing models to fit new information acquired.
Use mathematical representations to discuss bond energy and products of combustion reactions
Explain the transfer of energy from a reaction to a mechanical mechanism and the production of kinetic energy from thermal energy
Use models, experiences, and evidence to explain why gasoline is the most commonly used form of fuel and the pros and cons of using it.
Lesson 1 Gasoline Pros and Cons

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

Students will be able to argue why automobiles Students draw two models of gasoline and have written researched evidence on why gasoline is used
currently only use traditional gasoline. Students will versus other forms of fuel. Students have also written a list of pros and cons of using gasoline and
also be able explain the pros and cons of using gasoline have expressed their position on the usage of gasoline through writing.
and provide their original position on its use.

Lesson 2 Exothermic vs Endothermic

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

Students will be able to distinguish the differences
between exothermic and endothermic reactions
through qualitative and quantitative observations.
Students will make the connection that a negative delta
H value refers to an exothermic reaction and a positive
delta H value refers to an endothermic reaction.
Students successfully perform an experiment and are able to correctly label reactions as either
endothermic or exothermic. Students are able to argue why a reaction is endo- or exothermic and
support their position with qualitative and quantitative evidence. Students add to their models that
burning fuel is an exothermic reaction.

Lesson 3 Combustion Reactions

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

Students will understand that burning gasoline is an
example of a combustion reaction. Students will be able
to explain a combustion reaction as fuel being burned
by oxygen and releases water, carbon dioxide, and heat.
Students will understand different combustion
reactions release different amounts of products.
Students are able to use mathematical representations to explain the amount of carbon dioxide and
water released from various combustion reactions. Students will be also able to argue which
reactions released the most heat based on their enthalpy values. Students are able to assign product
values to the various fuel types explained in their models.

Lesson 4 Bond Energy

Acceptable Evidence Formative and/or Summative Assessment:
Student Learning Objective:
Students will be able to distinguish that compounds Students are able to compare and contrast the various bond energies that exist in a molecule.
with high bond energies have high melting points while Students will also be able to predict the amount of energy released or absorbed based on the bond
compounds with low bond energies have low melting energies of the compound. Students add the bond energy values to the compounds of their models.
points. Students will also understand that the amount of
energy released or absorbed is related to the bond
energies that are broken or created.
Lesson 5 - Energy Transfer
Acceptable Evidence Formative and/or Summative Assessment:
Student Learning Objective:
Students will be able to explain that thermal energy can Students will be able to explain on their models the loss of energy as thermal energy is converted to
be converted into other forms of energy. Students will kinetic energy. Students will be able to explain that energy cannot be created or destroyed but
also be able to explain that when energy is transformed transferred in their models. Students can explain where the loss of energy occurs.
from one source to another there is a loss of energy.

Unit Summative Assessment

Students revise their initial arguments and statements on why gasoline is used as refer to their models for evidence. Students will turn in their complete models
and an expository essay explaining the controversy of gasoline. Students will be asked to not state their positions in the final essay but will be required to
provide various aspects around the gasoline controversy.

Useful Websites:
Gasoline and Pollution http://www.nationalgeographic.com/environment/global-warming/pollution/
Bond Energy Values https://chem.libretexts.org/Core/Physical_and_Theoretical_Chemistry/Chemical_Bonding/Fundamentals_of_Chemical_Bonding/Bond_Energies
Exothermic vs Endothermic https://www.khanacademy.org/test-prep/mcat/chemical-processes/thermochemistry/a/endothermic-vs-exothermic-reactions
Step-by-Step Science Combustion Reactions https://www.youtube.com/watch?v=sgHDzTH_GyU&t=4s
FuseSchool What are endothermic and exothermic reactions https://www.youtube.com/watch?v=eJXL0IrbtqE
Why Gasoline is Still King http://www.aei.org/publication/why-gasoline-is-still-king/
Pros and Cons of Fossil Fuels https://www.conserve-energy-future.com/pros-and-cons-of-fossil-fuels.php

Review: Outside the Pipeline: Reimagining Science Education for Nonscientists Science, April 19, 2013.
Summary of the Article:

How People Interact with Science

Individuals have different motivations for using scientific information. Factors that influence the use of science include social,
cultural, and demographic differences. In addition, the type of science that is useful differs from one problem or issue to
another. Science comes in a variety of forms such as experimentation, observational data or simulations or field research. One
goal of science education is to facilitate student understanding of what forms of science are best suited for the problems that
we are trying to solve. Students will need to understand that science is a flexible philosophical and methodological human
endeavor. The sub-goals of this BIG IDEA are as follows:
Students will need to understand the context of a problem to understand what type of methods are needed
Students will understand and interpret the scientific principles that speak to the driving questions and anchoring
activities presented in the coursework. The principles will change with subject matter.
Students will engage in ill-structured problems, defined in personal and practical terms, to practice using different
principles and epistemic practices.

Knowing Science: From Knowing the Textbook to Accessing the Science you need

Science education should prepare more students to access and interpret scientific knowledge at the time and in the context of
need. Students will need to be able to read articles and the text book, draw on prior knowledge to interpret the text, and be
able to cross reference what is read with other materials. This is not simply the application of science for a particular problem,
this is reconstructing the science in valid ways to construct solutions. When it comes to planning science for students some
sub-goals of this major goal are as follows:
To confront students with an ill-structured problem or challenge framed in an anchoring activity to extend their
existing knowledge and develop concrete solutions.
To create a learning environment where students develop the skills to recognize when and how science is relevant in
their daily lives.
To be able to cite textual based evidence to support or refute a claim (CCSS ELA)
To be able to convert a phenomena into a mathematical model (CCSS Math)

Thinking Scientifically: From Practicing Science to Judging Scientific Claims

Students will need to engage in the epistemic practices of science in flexible and creative ways. The procedures that make up
the epistemic practices of argumentation, experimentation, modeling, and the negotiation of expository text are not static but
are guided by the cycle of scientific thinking. Students will rarely need to go through ALL the steps in a given epistemic
procedure in order to engage in scientific problem solving or research design. However, students will need to make
sophisticated judgments about credibility of scientific claims based on cues like publication venue, institutional affiliation, and
potential conflict of interest. In order to plan lesson that allow students to engage in this big idea teachers will need to set
some of the following goals:
To help students understand how scientists evaluate evidence and how research is packaged for presentation. Engaging
student in argumentation and negotiation of expository text does this. Note: expository text will need to be presented in
more ways then just the textbook.
To help students engage in peer review when teachers are planning an argument or negotiation of expository text.
Students will engage in epistemic practices to examine a science-inflected social problem, with the goal of uncovering
epistemic and ethical nuances at the interface of science and daily life.
To help students engage in and interpret scientific text.

Appreciating Science: From Positive Feelings to Deep and Durable Involvement

Teachers will need to create learning environments where students develop an appreciation of science and recognize how
science influences their daily lives. Students will need to connect with science though interest areas and following their
personal curiosities. Therefore, some of the sub-goals of the work science teachers do will be to:
Facilitate students pursing their own science related interest, questions, and personal curiosities through project-
based; inquiry-based; and model based learning.
Facilitate socio-scientific issue discussion in class.
Help students identify and develop individual interest and expertise in the subject matter.
Connect students with science resources in the community such as clubs, museums, projects, science fair, and business
that specialize in science outreach.
Use science-based games to facilitate student interest and curiosity for science problem solving. Empowering students
to use the epistemic practices in their everyday lives and to own the practices for life long problem-solving.