Module+12

**Module 12 – Transfers of Energy (lens: Transformations)** Standards: The student will demonstrate an understanding of various properties and classifications of matter. The student will demonstrate an understanding of chemical reactions and the classifications, structures, and properties of chemical compounds. The student will demonstrate an understanding of the nature, conservation, and transformation of energy. CAc.6 Explain the processes of phase change in terms of temperature, heat transfer, and particle arrangement. CAd.1 Explain the role of bonding in achieving chemical stability. CAf.7 Explain how the law of conservation of energy applies to the transformation of various forms of energy **Concepts:** Energy Transformation Conservation Essential Understandings Phase transformations convert energy. Energy changes but is always conserved. Bond transformation requires energy.
 * CAc: Structure and Properties of Matter** 
 * CAd: Structure and Properties of Matter** 
 * CAf: The Interactions of Matter and Energ**y 
 * Indicators:**


 * M12 Lesson 1**

The student will demonstrate an understanding of various properties and classifications of matter. CAc.6 Explain the processes of phase change in terms of temperature, heat transfer, and particle arrangement. The student will demonstrate an understanding of the nature, conservation, and transformation of energy. CAf.7 Explain how the law of conservation of energy applies to the transformation of various forms of energy
 * CAc: Structure and Properties of Matter**
 * CAf: The Interactions of Matter and Energ ** y

· What are some energy transfers that you have observed in chemistry? · If there is no temperature change, what evidence exists that energy has been transferred in phase changes? Energy transfers, exothermic/endothermic in terms of temperature change, observable chemical changes Phase changes, boiling point, melting point ect., conservation of energy, define system, transformation Inquiry allows students to observe simple energy transfers both chemical and physical In a classroom students would classify several simple events, melting, boiling, evaporation, several simple chemical reactions. Classification would be chemical or physical and identify the energy change. Followed by presentation of groups of types of energy changes and discussion of the group.
 * Guiding Questions L1 **
 * Topics & Facts **
 * Laboratory **

The student will demonstrate an understanding of the nature, conservation, and transformation of energy. CAf.7 Explain how the law of conservation of energy applies to the transformation of various forms of energy energy The student will demonstrate an understanding of various properties and classifications of matter. CAc.6 Explain the processes of phase change in terms of temperature, heat transfer, and particle arrangement. · What evidence do you have that supports your diagram? · After water boils for several minutes, bubbles continue to form at all levels in the liquid; what is in those gas bubbles on a molecular level? Intermolecular forces vs. Intramolecular forces, physical change vs. chemical change, energy transfers, temperature, kinetic energy, potential/internal energy of substances, phase changes, molecular polarity. ** Using boiling or evaporation as example, students draw on a molecular level what is happening (usually on whiteboard). This allows students to discuss what they see, illustrate knowledge of intermolecular forces, and emphasize that boiling is a physical change. (The bubbles contain H2O gas not H2 and O2 gas).
 * M12 Lesson 2 **
 * CAf: The Interactions of Matter and Energ ** y
 * CAc: Structure and Properties of Matter **
 * Guiding Questions L2 **
 * Topics & Facts
 * Laboratory/Activity **

N/A Formative assessment:** Explain why the temperature of a liquid stays constant during a phase change. Draw a diagram that demonstrates the how force of attraction is overcome in phase changes.
 * Resources:


 * Differentiated Instructional Recommendations:**

The student will demonstrate an understanding of the nature, conservation, and transformation of energy. CAf.7 Explain how the law of conservation of energy applies to the transformation of various forms of energy 1. How is the force of attraction overcome in chemical changes? 2.
 * M12 Lesson 3 **
 * Guiding Questions L3 **

Physical change, phase change, Intermolecular forces, intramolecular force, molecular polarity, separation, energy transfers, Conservation, boiling point, bond energy, enthalpy, decomposition, synthesis Separation using physical property boiling point in fractional distillation
 * Topics & Facts **
 * Laboratory **
 * Resources:

Formative assessment: Using the same diagram from the last assessment. (Could be modified as comprehension of concepts improves) Students should differentiate the molecular polarity/force of attraction between molecules based on boiling points. **

The student will demonstrate an understanding of chemical reactions and the classifications, structures, and properties of chemical compounds. CAd.1 Explain the role of bonding in achieving chemical stability. The student will demonstrate an understanding of the nature, conservation, and transformation of energy. CAf.7 Explain how the law of conservation of energy applies to the transformation of various forms of energy · When you compare different substances in combustion why don't you get the same amount of  energy per gram of substance? · Based on the model that was drawn in lesson 3 does the difference in energy released make sense? Chemical change, combustion, **intra**molecular forces, separation, energy transfers, endothermic/exothermic Conservation, system and surroundings, bond energy, stability, calorimetry, homologous series, enthalpy, heat Inquiry either combustion/calorimetry of different alcohols ethanol, methanol, propanol, isopropanol Or combustion of candle N/A Formative Assessment Objectives: Draw a diagram of the changes of a molecule in a chemical reaction. (They break apart and form new molecules) Using model diagrams from this unit differentiate the differences in chemical and physical change in terms of molecules. Evaluate the energy differences in the processes of physical and chemical changes and construct a reasonable explanation.
 * M12 Lesson 4 **
 * CAd: Structure and Properties of Matter **
 * CAf: The Interactions of Matter and Energ ** y
 * Guiding Questions L4 **
 * Topics & Facts **
 * Laboratory **
 * Resources:

Differentiated Instructional Recommendations:**

The student will demonstrate an understanding of various properties and classifications of matter. CAc.6 Explain the processes of phase change in terms of temperature, heat transfer, and particle arrangement.
 * M12 Lesson 5 **
 * CAc: Structure and Properties of Matter **

The student will demonstrate an understanding of the nature, conservation, and transformation of energy. CAf.7 Explain how the law of conservation of energy applies to the transformation of various forms of energy · Compare the amount of energy release/absorbed in a chemical versus physical change. · Does the difference in energy required support your model diagrams in the last two lessons? Difference on the atomic/compound level of chemical and physical changes, Energy requirements for both. Overcoming bond energy versus intermolecular forces, Enthalpy, calorimetry, conservation of energy Inquiry: produce data of same substance changing phase and combustion. Compare energy/gram of chemical and physical change example: wax freezing and combusting.
 * CAf: The Interactions of Matter and Energ ** y
 * Guiding Questions L5 **
 * Topics & Facts **
 * Laboratory **

N/A Formative Assessment Objectives:
 * Resources:

Differentiated Instructional Recommendations: Different levels of students should be able to design, determine data to be collected, and have different levels of processing of the data collected. Advanced students should be able to evaluate the labs in terms of energy loss or discrepancy from expected outcomes. ** Resources ** Students need a laboratory notebook to record the lab procedures, data, processing of data, graphics, conclusions, evaluation of all activities and laboratories. This may be virtual or paper and pencil, but needs to have the structure, function and flexibility of a paper and pencil laboratory notebook, and must be something that students can keep in a separate file from the course. This should become a reference resource for procedures and past learning.