PS2+(9-11)+-+6

**This GSE is adopted by Mitch and Britta

Students demonstrate an understanding of physical, chemical, and nuclear changes by …**

__6a writing simple balanced chemical equations to represent chemical reactions and illustrate the conservation of matter.

6b identifying whether a given chemical reaction or a biological process will release or consume energy (endothermic and exothermic) based on the information provided (e.g. given a table of energy values for reactants and products or an energy diagram).

6c explaining and/or modeling how the nuclear make-up of atoms governs alpha and beta emissions creating changes in the nucleus of an atom results in the formation of new elements.__

6d explaining the concept of half-life and using the half-life principal to predict the approximate age of a material.

__6e differentiating between fission and fusion in nuclear reactions and their relation to element changes and energy formation.__

What do these GSEs mean? What subtopics do students need to address to understand these GSEs?
media type="custom" key="4629256" Edit this concept map. (Requires [|CMapTools], which is free.)


 * Concepts contained in 6a
 * Chemical Changes vs Physical Changes
 * I'm not sure where physical changes are described in 6a. What do you think? user:fogleman
 * Chemical formula's
 * Understand what the coefficients and subscripts mean in a chemical formula
 * Chemical equation
 * Reactants
 * Products
 * Meaning of arrow in middle
 * Chemical Reactions
 * What is occurring on macroscopic level?
 * What is occurring on molecular level?
 * Conservation of energy (1st Law of Thermodynamics)
 * Conservation of matter
 * How does the chemical equation illustrate conservation of matter? user:fogleman
 * Concepts contained in 6b
 * Energy change
 * Chemical Potential Energy
 * Kinetic Energy
 * Thermal Energy (Heat)
 * Conservation of Energy
 * Endothermic reaction
 * Products have more energy than the reactants (absorb heat)
 * Feel cold
 * Exothermic reaction
 * Products have less energy than the reactants (releases heat)
 * Feel hot
 * Concepts contained in 6c
 * Alpha particles
 * Beta particles
 * Positron emission
 * Electron capture
 * Concepts contained in 6d
 * Use half-life equation
 * Understand logarithms
 * Radioactive Decay
 * Concepts contained in 6e
 * Fission
 * Fusion
 * Isotopes
 * Alpha particles
 * Beta particles
 * Positron emission
 * Electron capture
 * Balancing equations
 * Using mass number and atomic number
 * Breaking and forming of bonds


 * What ideas to students need to understand before they can address the topics described above?**


 * Catalysts
 * Surroundings vs. the System
 * Enthalpy
 * Reading an energy diagram
 * Activation energy
 * Isotopes
 * Conservation of mass
 * Atomic number vs. atomic mass
 * Balancing equations
 * Breaking and forming of bonds

What misconceptions are students likely to have about these topics?

 * Endothermic vs. exothermic reactions
 * Fission vs. Fusion
 * The chemistry of biological systems doesn't not follow all the same rules of thermodynamics as other systems
 * "Cold" can be transferred
 * Energy is truly lost in many energy transformations
 * Energy is a "thing" and object or something that is tangible
 * Failure to perceived that individual substances and properties correspond to a certain type of particle. Formation of a new substance with new properties is seen as simply happening rather than as a result of particle rearrangement
 * Absence of conservation of particles during a chemical change
 * The temperature of an object drops when it freezes.
 * Chemical, rather than interactive. After chemical change, the original substances are perceived as remaining even though they are altered

What phenomena and representations help students understand these topics?

 * Endothermic reactions feel cold as they are occurring while exothermic reactions feel warm as they are occurring.
 * Energy of reaction diagrams Can you include an example? user:fogleman
 * Give a historical connection by talking about the atom bomb and connecting it to fission and fusion.

What activities or activity sequences can be used to address these GSEs?

 * 1) The teacher can preform demonstrations for students to determine the difference between chemical and physical changes. Some examples of demonstrations are:
 * 2) Tear up a piece of paper.
 * 3) Dissolve a spoon of salt in a beaker of water.
 * 4) Burn a small piece of torn up paper.
 * 5) Pour a small amount of the salt water into another beaker and heat it until the water evaporates and leaves the salt. Note: you may want to start this demonstration before you burn the paper. That way the water will be evaporated about the time you want to discuss it.
 * 6) Place some vinegar in a flask or coke bottle. Use the funnel to put some baking soda into the balloon. Fasten the balloon over the mouth of the flask. Lift the balloon up so that the baking soda falls down into the vinegar.
 * 7) Thermodynamics lab [|heating and cooling curves]
 * 8) [|Endothermic vs Exothermic reactions lab]
 * 9) [|Endothermic and Exothermic reaction simulation]
 * 10) [|Chemical Changes lab]
 * 11) [|Conservation of Matter lab]
 * 12) [|Nuclear Fission and Fusion Lab]

Released NECAP items

 * NECAP 2009 GR 11 02