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Unit Details

​​​​​​​​​​​​​​​​​​​​​​​​Instructions: Rockwood unit details share the timeline, the enduring understanding and the essential questions for each unit.  Click on the standard title to be directed to the information on related standards for the unit.​

 Unit Details

Unit Title
Chemistry
Unit Number
AAB3
Course
Authentic Applications of Biochemistry
Content Area
Science
Description
Students will utilize chemical reactions to interpret and analyze graphic models and the physical nature of chemical compounds.
Timeline
Day(s)
Enduring Understandings
Crosscutting Concept-Cause and Effect: Students will understand that cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
Crosscutting Concept-Patterns: Students will  understand that different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Crosscutting Concept-Energy and Matter: Students will understand that changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Students will understand that the total amount of energy and matter in closed systems is conserved.
Crosscutting concept-Scale, Proportion, and Quantity: Students will understand that some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.
Nature of Science-Scientific Knowledge Assumes an Order and Consistency in Natural Systems: Students will understand that science assumes the universe is a vast single system in which basic laws are consistent.
Nature of Science-Science is a Way of Knowing: Students will understand that science is both a body of knowledge that represents a current understanding of natural systems and the process used to refine, elaborate, revise, and extend this knowledge through questioning and defining problems.
Nature of Science-Science models, laws, mechanisms and theories explain natural phenomena: Students will understand that models, mechanisms, and explanations collectively serve as tools in the development of scientific theory.
Nature of Science, Scientific Knowledge is Based on Empirical Evidence: Students will understand that science arguments are strengthened by coordinating patterns of evidence with current theory and multiple lines of evidence supporting a single explanation.
Nature of Science-Science as a Human Endeavor: Students will understand that scientists and engineers rely on human qualities such as persistence, precision, reasoning, logic, imagination and creativity. Students will understand that scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. Students will understand the importance of obtaining, evaluating and communicating information in light of these qualities and habits of mind.
Essential Questions
How can analysis of patterns at various scales provide evidence for the cause of a particular phenomena?
What defines a system in science?
How change energy and matter flows into, out of, and within a system predict and/or explain changes of energy and matter in a system?
What evidence indicates the total amount of energy and matter in closed systems is conserved?
How can models effectively communicate lab results, scientific knowledge, and observable or unobservable events?
How can multiple pieces of evidence be used to strengthen a scientific theory or argument?
How can we manipulate chemicals to give different desired results?
How do characteristics of molecules affect experimental results?
How can models, graphs and mathematical equations be used to represent, make predictions from, and explain experimental results for chemical reactions?
How is science both a body of knowledge and a process of revision and inquiry?
Why is scientific knowledge open to revision?
How can technology and instruments affect laboratory findings?
What impact can sources of error have on scientific discoveries, experimentation, designs and explanations?
How can you reevaluate and redesign a lab based on errors reported or knowledge gained from previously executed labs?
What attributes of humans allow us to think like scientists and engineers?
Additional Unit Resources

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Standard
Standard Component
  
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
  
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade -offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
  
Apply a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
  
Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
  
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.
  
Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
  
Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
  
Ask and refine questions that can be empirically tested and that lead to descriptions and explanations of how the natural and designed world(s) work.
ECO
  
Plan and carry out investigations in the field or laboratory, working collaboratively as well as individually, to provide evidence for and to test conceptual, mathematical, physical and empirical models.
ECO
  
Analyze and interpret data, introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models in order to identify the significant features and patterns in the data.
  
Apply mathematics and computational thinking to analyze, represent and model variables and/or data to determine relationships.
  
Obtain, evaluate and communicate information about the roles people assume in careers related to science and STEM fields.
  
  
Standard
Standard Component
ECO
  
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.
ECO
  
Use and construct models to predict and represent relationships among variables between systems and their components in the natural and designed worlds.
ECO
  
Construct scientific explanations and design solutions to problems that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.
ECO
  
Engage in argument using sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s) in order to synthesize scientific explanations and develop solutions to problems.
ECO
  
Obtain, evaluate, and communicate information from multiple sources in order to evaluate the merit and validity of claims, methods and designs.