Chemistry Instructional Guide

Chemical Reactions

Chemistry

Quarter 3

HMHUnit 4

Students construct an argument that is supported by by multiple sources of evidence, which includes the following idea: ● Evidence-based decision of which solution is optimal ● Prioritized criteria ● Analysis of the strengths and weaknesses (costs and benefts) of the solution ● Barriers to be overcome Identifying scientifc evidence Students identify and describe evidence supporting the claim, including: ● Appropriate scientifc literature ● Data tables and charts Evaluating and critiquing the evidence Students evaluate the evidence and include the following in their evaluation: ● Generate a list of three or more realistic criteria and two or more constraints, including such relevant factors as cost, safety, reliability, and aesthetics that specifes an acceptable solution to a complex real-world problem ● Assign priorities for each criterion and constraint that allows for a logical and systematic evaluation of alternative solution proposals ● Analyze (quantitatively where appropriate) and describe* the strengths and weaknesses of the solution with respect to each criterion and constraint, as well as social and cultural acceptability and environmental impacts ● Describe possible barriers to implementing each solution, such as cultural, economic, or other sources of resistance to potential solutions Reasoning and synthesis Students make and defend an oral or written claim with logical arguments. *When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic.

DIFFERENTIATION IN ACTION

Skill Building

Unit Project: Modeling Heat Effciency (p. 227I)

Extension

Take it Further: Modeling the Conservation of Mass (p. 248) Take it Further: Redefning the Mole (p. 269) Take it Further: Computational Chemist (p. 295)

FORMATIVE ASSESSMENTS

Standard 3.2 Standard 3.4 Standard 4.1 Standard 4.5

ELA CONNECTIONS