1.+The+Science+of+Chemistry

=Unit 1: The Science of Chemistry= =Unit Essential Question: How can chemistry be used to describe natural phenomena?= =Concepts:=
 * 1) The Scientific Method
 * 2) Accuracy, Precision & Significant Figures
 * 3) Unit Conversions

=Summative Assessment=

=Concept 1: The Scientific Method=


 * Instructional Activities:**

**Clicker Activities:** Scenario-based questions to determine an appropriate problem statement, hypothesis, variables and experiment. Questions can be answered individually or in groups || **Clicker Activities:** Embedded, scenario-based concept and vocabulary questions to provide students with practice on forming problem statements, hypotheses, identifying variables and the writing of conclusion statements. Questions can be answered individually or in groups, and can also be used as formative assessments || **Supporting Activities:** Open-ended, problem-based, science scenario to provide content for Pre-Instruction Clicker Activities ||
 * Pre-Instruction ** ||
 * Instruction ** ||
 * Post-Instruction ** ||
 * Post-Instruction ** ||
 * Clicker Activities: ** Scenario-based questions to determine an appropriate problem statement, hypothesis, variables and experiment. Questions can be answered individually and used as a formative assessment. Students' study habits are positively affected when clicker questions are pre-assigned 1-3 days before a known clicker activity is administered ||
 * Supporting Activities: ** Lesson that teaches the steps of the scientific method ||
 * Supporting Activities: ** Lesson on the scientific method with accompanying clicker activities ||


 * What students must know:**
 * Students will know the steps in the scientific method
 * Problem / Question
 * Observation / Research
 * Formulate a Hypohesis
 * Experiment
 * Collect & Analyze Results
 * Conclusion
 * Communicate the Results


 * What students must understand:**
 * Students will understand the method that scientists use to conduct experiments and solve problems


 * What students must be able to do:**
 * Design and conduct an experiment following the scientific method
 * Identify the independent and dependent variables in an experiment


 * Lesson essential questions:**
 * What steps are involved in conducting an experiment?


 * Vocabulary:**
 * Hypothesis
 * Controlled experiment
 * Independent variable
 * Dependent variable
 * Controlled variable
 * Qualitative
 * Quantitative

Concept 2: Accuracy, Precision & Significant Figures

 * Instructional Activities:**


 * Pre-Instruction ** ||
 * Instruction ** ||
 * Post-Instruction ** ||
 * Clicker Activities: ** Demonstration prediction questions to test student knowledge about the difference between accuracy and precision and the importance of significant figures. Questions will be used to actively engage the students in the demonstration, and can be answered individually or in groups ||
 * Clicker Activities: ** Embedded questions on determining the correct number of significant figures. Questions can be answered individually or in groups ||
 * Clicker Activities: ** First response game to test students' proficiency at identifying the rules for significant figures as well as their ability to use the rules quickly and correctly to solve problems. A first response game is a great way to perform a formative assessment and/or review for a test. Questions can be answered individually or in groups. Students' study habits are positively affected when clicker questions are pre-assigned 1-3 days before a known clicker activity is administered ||
 * Supporting Activities: ** Science demonstration illustrating the difference between accuracy and precision and the importance of significant figures ||
 * Supporting Activities: ** Lesson that teaches the rules for determining significant figures ||
 * Supporting Activities: ** Lesson that teaches the concepts of accuracy and precision, the rules for determining significant figures and the rules for adding, subtracting, multiplying and dividing significant figures
 * Supporting Activities: ** Science demonstration illustrating the difference between accuracy and precision and the importance of significant figures ||
 * Supporting Activities: ** Lesson that teaches the rules for determining significant figures ||
 * Supporting Activities: ** Lesson that teaches the concepts of accuracy and precision, the rules for determining significant figures and the rules for adding, subtracting, multiplying and dividing significant figures

Practice worksheets on determining the correct number of significant figures in addition to performing calculations with significant figures ||


 * What students must know:**
 * Students will know the difference between accuracy and precision
 * Students will know what is meant by a significant figure


 * What students must understand:**
 * Students will understand how measurement error affects significant figures


 * What students must be able to do:**
 * Add/subtract/multiply and divide using significant figures
 * Determine if a digit is significant


 * Lesson essential questions:**
 * How does measurement error affect a calculation?
 * How do we carry measurement errors throughout calculations?
 * What is the difference between accuracy and precision?
 * How are significant figures used to assure that quantitative observations are both accurate and precise?


 * Vocabulary:**
 * Accuracy
 * Precision
 * Significant Figures

=Concept 3: Unit Conversions=


 * Instructional activities:**

Practice worksheets on unit conversions ||
 * Pre-Instruction ** ||
 * Instruction ** ||
 * Post-Instruction ** ||
 * Clicker Activities: ** Demonstration prediction questions to test student knowledge about metric prefixes. Questions will be used to actively engage the students in the demonstration, and can be answered individually or in groups ||
 * Clicker Activities: ** Embedded mid-concept questions on metric prefixes and unit conversions. Questions can be answered individually or in groups ||
 * Clicker Activities: ** First response game to test students' proficiency at identifying metric prefixes, the rules for unit conversions, as well as their ability to use the rules quickly and correctly to solve problems. A first response game is a great way to perform a formative assessment and/or review for a test. Questions can be answered individually or in groups. Students' study habits are positively affected when clicker questions are pre-assigned 1-3 days before a known clicker activity is administered ||
 * Supporting Activities: ** Science demonstrations to illustrate how metric prefixes are used in everyday life. ||
 * Supporting Activities: ** Lesson on metric prefixes and the rules for performing unit conversions ||
 * Supporting Activities: ** Lesson on metric prefixes and the rules for performing unit conversions
 * Supporting Activities: ** Science demonstrations to illustrate how metric prefixes are used in everyday life. ||
 * Supporting Activities: ** Lesson on metric prefixes and the rules for performing unit conversions ||
 * Supporting Activities: ** Lesson on metric prefixes and the rules for performing unit conversions


 * What students must know:**
 * Students will know the basic metric prefixes necessary for unit conversions (e.g. centi, milli, micro, nano, pico)
 * Students will know how to write a conversion factor for use in dimensional analysis


 * What students must understand:**
 * Students will understand that units are necessary in any scientific number or measurement
 * Students will understand the importance of matching units in a problem


 * What students must be able to do:**
 * Convert from one metric unit to another using dimensional analysis


 * Lesson essential questions:**
 * How do we convert one unit to another unit?
 * How can we use unit analysis to help us solve problems?


 * Vocabulary:**
 * Dimensional analysis
 * Conversion factor
 * Centi-
 * Milli-
 * Micro-
 * Nano-
 * Pico-

=**Summative Assessment**=


 * Clicker Activity:** A multiple choice summative assessment, designed for students to complete individually, will test students on each of the major concepts from unit one. The assessment will include scenario-based, vocabulary, identification, classification and concept questions ||
 * Supporting Activities:** Lessons, practice worksheets and clicker activities on each of the major concepts from unit one ||
 * Supporting Activities:** Lessons, practice worksheets and clicker activities on each of the major concepts from unit one ||
 * Supporting Activities:** Lessons, practice worksheets and clicker activities on each of the major concepts from unit one ||