Course Description - PC\|MAC



Course Syllabus AP Chemistry Ramona Hutchins2014-2015 Central Gwinnet High School Course DescriptionThis AP Chemistry course is designed to be the equivalent of the general chemistry course usually taken during the first year of college and is structured around the six big ideas (BI) articulated in the AP Chemistry curriculum framework provided by the College Board. [CR2] A special emphasis will be placed on the seven science practices (SP), which capture important aspects of the work that scientists engage in, with learning objectives (LO) that combine content with inquiry and reasoning skills. Big Idea 1: Structure of matter Big Idea 2: Properties of matter-characteristics, states, and forces of attraction Big Idea 3: Chemical reactions Big Idea 4: Rates of chemical reactions Big Idea 5: Thermodynamics Big Idea 6: Equilibrium TextbooksBrown, LeMay, et al. (2009). Chemistry: The Central Science. AP Edition, 11th edition. Pearson/Prentice Hall.Zumdahl, S. and S. Zumdahl. (2000). Chemistry. 5th edition. Houghton Mifflin Company.Grading PolicyThe following is how you will earn your grade:Formative Assessments (homework, class work)35%Summative Assessments (unit tests, labs)45%Exam (one semester of study or final mock exam)20%“Mock exams” count as test grades. Quizzes are frequent check-ups of learning and are usually less than ten multiple-choice questions or two free-response questions or calculations. Some quizzes may be taken online. It is the student’s responsibility to arrange computer access outside of class. Exams are free-response and multiple-choice questions and cover an entire unit of study. Students will need a 2-3 inch 3-ring binder with dividers in which to keep notes and returned papers. The binder and textbook should be brought to class every day and is absolutely required for any student who requests help outside of class time. A scientific calculator (TI-83 or better) is also a must, though they are available for checkout on a daily basis.Curricular RequirementsPage(s)CR1 Students and teachers use a recently published (within the last 10 years) college-level chemistry textbook.1CR2 The course is structured around the enduring understandings within the big ideas as described in the AP Chemistry Curriculum Framework.1CR3a The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 1: Structure of matter.4, 5, 10CR3b The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 2: Properties of matter-characteristics, states, and forces of attraction.4, 5, 10CR3c The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 3: Chemical reactions.4, 6, 9, 10CR3d The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 4: Rates of Chemical Reactions6CR3e The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 5: Thermodynamics.4, 8CR3f The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 6: Equilibrium.6, 7CR4 The course provides students with the opportunity to connect their knowledge of chemistry and science to major societal or technological components (e.g., concerns, technological advances, innovations) to help them become scientifically literate citizens.4, 5, 6, 8, 11CR5a Students are provided the opportunity to engage in investigative laboratory work integrated throughout the course for a minimum of 25 percent of instructional time.4, 5, 6, 7, 8, 9, 10, 11CR5b Students are provided the opportunity to engage in a minimum of 16 hands-on laboratory experiments integrated throughout the course while using basic laboratory equipment to support the learning objectives listed within the AP Chemistry Curriculum Framework.4, 5, 6, 7, 8, 9, 10, 11CR6 The laboratory investigations used throughout the course allow students to apply the seven science practices defined in the AP Chemistry Curriculum Framework. At minimum, six of the required 16 labs are conducted in a guided-inquiry format.4, 5, 6, 7, 8, 9, 10, 11CR7 The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic communication skills through laboratory reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations. 4, 5, 6, 7, 8, 9, 10, 11Labs and Lab ReportsStudents are expected to complete and submit all assigned laboratory activities. No student will be allowed to complete a lab unless the pre-lab has been completed.The labs completed require students to either follow or develop processes and procedures, take observations, and manipulate data to form conclusions. See the lab list in this syllabus for lab details. Students communicate and collaborate in lab groups; however, each student writes a laboratory report in a lab notebook for every lab they perform. A minimum of 25% of student contact time will be spent doing hands-on laboratory activities. [CR5a]The Ten Parts of a Laboratory Report [CR7] A specific format will be given to the student for each lab. Students must follow that format and label all sections very clearly. AP Chemistry lab reports are much longer and more in depth than the ones completed in the first year chemistry course. Therefore, it is important that students don’t procrastinate when doing pre-lab and post-lab work. Late labs will not be accepted. Pre-Lab Work Pre-lab work is to be completed and turned in on the day the lab is performed. Title The title should be descriptive. For example, “pH Titration Lab” is a descriptive title and “Experiment 5” is not a descriptive title. Date This is the date the student performed the experiment. Purpose A purpose is a statement summarizing the “point” of the lab. Procedure Outline Students need to write an outline of the procedure. They should use bulleted statements or outline format to make it easy to read. If a student is doing a guided inquiry lab, they may be required to write a full procedure that they develop. Pre-Lab Questions Students will be given some questions to answer before the lab is done. They will need to either rewrite the question or incorporate the question in the answer. The idea here is that when someone (like a college professor) looks at a student’s lab notebook, they should be able to tell what the question was by merely looking at their lab report. It is important to produce a good record of lab work. Data Tables Students will need to create any data tables or charts necessary for data collection. During the Lab Data Students need to record all their data on their separate lab sheet. In the final report, all data should be clearly labeled and should always include proper units of measurement. Students should underline, use capital letters, or use any device they choose to help organize this section well. They should space things out neatly and clearly. Post-Lab Work Calculations and Graphs Students should show how calculations are carried out. Graphs need to be titled, axes need to be labeled, and units need to be shown on the axis. To receive credit for any graphs, they must be at least ? page in size. Conclusions This will vary from lab to lab. Students will usually be given direction as to what to write, but it is expected that all conclusions will be well thought out and well written and be based on observations made during the lab experiment.Post Lab Error Analysis Questions Follow the same procedure as for Pre-Lab Questions. Unit 1: Chemistry FundamentalsClass Periods (52 minutes): Summer Assignment and 8 class periodsHomework Sets Assigned-10Number of Quizzes-2Number of Exams-1Topics CoveredCurriculum FrameworkScientific MethodBI 1.D.1:aClassification of Matterpure substances vs. mixtures1.A.1:bLaw of Definite Proportions1.A.1:cLaw of Multiple Proportions1.A.1:dchemical and physical changes3.C.1:b-c; 5.D:2, 1.E.2:bNomenclature and formula of binary compounds1.E.2:bPolyatomic ions and other compounds1.A.1:aDetermination of atomic masses1.A.3:b-d; e.E.2:bMole concept1.A.3:b-c, 1.A.3:d, 1.E.2:bPercent composition1.A.2:bEmpirical and molecular formulas1.E.1:a, 1.E.1:c, 3.C.1:aWriting chemical equations and drawing 1.A.3:a, 1.E.2:c-d, 3.A.1:arepresentations Balancing chemical equations1.A.3:a; 1.E.2:c-d; 3.A.1:aApplying mole concept to chemical equations 1.A.3:a; 1.E.1:bDetermining limiting reactant, theoretical and 3.A.2:apercent yieldLabs: [CR5b] and [CR6]Lab 1. Math and Measurement in ScienceLO 1.3; SP 2, 5, 7Lab 2. Guided Inquiry: Analysis of Food Dyes in BeveragesLO 1.15; SP 3Unit 2: Gas Laws Class Periods (52 minutes): 8 Homework Sets Assigned: 4 Number of Quizzes: 3 Number of Exams: 1Topics CoveredCurriculum FrameworkMeasurement of gases --------Gas laws - Boyle, Charles, Combined, and Ideal2.A.2:a, 2.A.2:cDalton’s Law of partial pressure 2.A.2:bMolar volume of gases and Stoichiometry 3.A.2:bGraham’s Law ---------Kinetic Molecular Theory2.A.2:d, 5.A.1Real Gases and deviation from ideal gas law 2.A.2:e, 2.A.2:f, 2.A.2:g, 2.B.2:c-dGraham’s Law demonstration LO 2.6; SP 1,6Labs: [CR5b] & [CR6]Lab 5. Guided Inquiry: Qualitative Analysis andLO 2.22; SP 3 Chemical BondingLab 6. Guided Inquiry: Separation of a Dye Mixture Using LO 2.1; SP 3 ChromatographyUnit 3: Liquids, Solids, and Solutions Class Periods (52 minutes): 8 Homework Sets Assigned: 4 Number of Quizzes: 2 Number of Exams: 1Topics CoveredCurriculum FrameworkStructure and bonding metals, network, and molecular2.A.1:a, 2.A.1:d, 2.C.3, 2.d.1:a 2.D.2:a, 2.D.1:b, 2.D.3-4 ionic, hydrogen, London, van der Waals2.A.1:b, 2.B.1:a-c, 2.B.2:a-d, 2.B.3:a, 5.D.1 Vapor pressure and changes in state -------Heating and cooling curves 2.A.1:e, 5.B.3:c, 5.B.3:dComposition of solutions 2.A.1:c, 2.A.3:b, 2.A.3:c, 2.B.3:bColloids and suspensions 2.A.3:a, 2.A.3:b, 2.A.3:gSeparation techniques 2.A.3:e, 2.A.3:fEffect on biological systems 2.B.3:e, 2.D.3, 5.E.4:cSP 7Teacher Lab Demo: Evaporation of liquidsLO 2.11, 2.18, 5.9, 5.12; SP 1, 6Labs: [CR5b] & [CR6]Lab 9. Solution Preparation LabLO 2.8-9, 2.14-15; SP 1-4 Activity: Effect on Biological Systems [CR4]Students examine a demonstration size model of DNA or an alpha helix, and use their fingers to identify which atoms / base pairs are particularly involved in hydrogen bonding within the molecule, causing the helical structure. Students then discuss how the increased UV light because of ozone depletion can cause chemical reactions and thus mutations and disruption of hydrogen bonding.Unit 4: Kinetics Class Periods (52 minutes): 12 Homework Sets Assigned: 4 Number of Quizzes: 3 Number of Exams: 1Topics CoveredCurriculum FrameworkRates of reactions 4.A.1:aFactors that affect rates of reactions/ collision theory 4.A.1:b, 4.A.1:c, 4.D.1, 4.D.2Reaction Pathways 4.B.3:a, 4.B.3:bRate equation determination 4.A.2:arate constants4.A.3mechanisms4.B.1, 4.C.1, 4.C.2, 4.C.3method of initial rates4.A.2:cintegrated rate laws4.A.2:b, 4.A.3:dActivation energy and Boltzmann distribution 4.B.2, 4.B.3:cTeacher Demo: Factors that Effect Rates of ReactionLO 4.1, 4.8, 4.9; SP 1Labs: [CR5b] & [CR6]Lab 10. Guided Inquiry: Rate of Decomposition of Calcium CarbonateLO 4.1; SP 3Lab 11. Guided Inquiry. Kinetics of Crystal Violet Fading LO 4.5, 4.6; SP 2, 3, 5Unit 5: General Equilibrium Class Periods (52 minutes): 6 Homework Sets Assigned: 4 Number of Quizzes: 3 Number of Exams: 1Topics CoveredCurriculum FrameworkCharacteristics and conditions of chemical equilibrium6.A.1, 6.A.3:a, 6.A.3:f Equilibrium expression derived from rates6.A.3:bFactors that affect equilibrium 6.A.3:cLe Ch?tlier’s principle 6.A.3:b, 6.B.1, 6.B.2, 6.C.3:e-fThe equilibrium constant6.A.3:d, 6.A.3.e, 6.A.4Solving equilibrium problems 6.A.2Labs: [CR5b] & [CR6]Lab 12. Determination of a Kc with Varied Initial LO 5.17, 6.1-6.10; SP 2, 5 ConcentrationsActivity: Online Gas Phase Equilibrium ActivityLO 6.8, 6.9; SP 1, 6In the online inquiry activity, students are able to manipulate the environment and produce stresses that verify the tendency of Le Chatelier’s principle. [CR3f]Unit 6: Acids and Bases Class Periods (52 minutes): 8 Homework Sets Assigned: 4 Number of Quizzes: 3 Number of Exams: 1Topics CoveredCurriculum FrameworkDefinition and nature of acids and bases 3.B.2, 6.C.1:c, 6.C.1:d, 6.C.1:e, 6.C.1:fKw and the pH scale 6.C.1:a, 6.C.1:b, 6.C.1:gpH of strong and weak acids and bases 6.C.1:hPolyprotic acids6.C.1:npH of salts------Structure of Acids and Bases ------Labs: [CR5b] & [CR6]Lab 13. Determination of a Ka by Half TitrationLO 2.2, 3.7; SP 2, 5Unit 7: Buffers, Ksp, and Titrations Class Periods (52 minutes): 11 Homework Sets Assigned: 6 Number of Quizzes: 4 Number of Exams: 1Topics CoveredCurriculum FrameworkCharacteristics and capacity of buffers 6.C.2Titrations and pH curves6.C.1:i-mChoosing Acid Base Indicators ------pH and solubility ------Ksp Calculations and Solubility Product 6.C.3:a, 6.C.3:bLabs: [CR5b] & [CR6]Lab 14. Guided Inquiry.Acid-Base TitrationsLO 6.11-17; SP 2, 3, 5, 6 Lab 15. Molar Solubility and Determination of KspLO 6.21-24; SP 2, 5, 6 Unit 8: ThermochemistryClass Periods (52 minutes): 8 Homework Sets Assigned: 4 Number of Quizzes: 3 Number of Exams: 1Topics CoveredCurriculum FrameworkLaw of conservation of energy, work, and 5.B.1, 5.E.2:ainternal energy Endothermic and exothermic reactions 3.C.2, 5.B.3:e, 5.B.3:fPotential energy diagrams 3.C.2, 5.C.2:c, 5.C.2:d-eCalorimetry, heat capacity, and specific heat 5.A.2, 5.B.2, 5.B.3:a-b, 5.B.4Hess’s law 5.B.3:aHeat of formation/combustion 5.C.2:gBond energies 2.C.1:d, 5.C.1, 5.C.2:a, 5.C.2:bLabs: [CR5b] & [CR6]Lab 7. Guided Inquiry: Separating a Synthetic Pain LO 3.10; SP 3, 7 Relief MixtureActivity: Online Heating and Cooling Curve SimulationsLO 5.6 & SP 1Utilizing the eduweb lab simulation website, students heat an unknown and graph its temperature as it cools, giving them the ability to calculate the energy released. [CR3e]Unit 9: Thermodynamics Class Periods (52 minutes): 10 Homework Sets Assigned: 5 Number of Quizzes: 3 Number of Exams: 1Topics CoveredCurriculum FrameworkLaws of thermodynamics Spontaneous process and entropy5.E.1Spontaneity, enthalpy, and free energy 5.E.2:c, 5.E.3Free energy 5.E.2:d-f, 6.C.3:c, 6.D.1:a Free energy and equilibrium 5.E.2, 6.D.1:b, 6.D.1:c, 6.D.1:dRate and Spontaneity 5.E.2:e, 5.E.5Labs: [CR5b] & [CR6]Lab 16. Thermodynamics—Enthalpy of Reaction LO 5.12-14, 5.18, 6.25; and Hess’s LawSP 2, 5, SP 6Unit 10: ElectrochemistryClass Periods (52 minutes): 8 Homework Sets Assigned: 4 Number of Quizzes: 4 Number of Exams: 1 Topics CoveredCurriculum FrameworkBalancing redox equations 3.B.3:a, 3.B.3:b, 3.B.3:c-dElectrochemical cells and voltage 3.C.3:a-b, 3.C.3:c, 5.E.4:aThe Nernst equation 3.C.3:dSpontaneous and non-spontaneous equations3.C.3:eChemical applications 3.C.3:fTeacher Demo: Lead Storage Battery DemonstrationLO 3.12, 3.13, 5.15; SP 1Labs: [CR5b] & [CR6]Lab 17. Voltaic Cell LabLO 3.12, 3.13, 5.16; SP 2, 5Unit 11: Types of Chemical Equations Class Periods (52 minutes): 8 Homework Sets Assigned: 4Number of Quizzes: 3Number of Exams: 1 Topics CoveredCurriculum FrameworkElectrolytes and properties of water BI2.A.3:hMolarity and preparation of solutions 1.D.3:c, 2.A.3:i, 2.A.3:jPrecipitation reactions and solubility rules 6.C.3:dAcid Base reactions and formation of a salt by titration 1.E.2:f, 3.A.2:cBalancing redox 3.B.3:a-dSimple redox titrations 1.E.2:fGravimetric calculations 1.E.2:eLabs: [CR5b] & [CR6] Lab 3. Bleach LabLO 1.18, 3.8, 3.9; SP 2, 5, 7Unit 12: AP Style Net Ionic Equations Class Periods (52 minutes): 8 Homework Sets Assigned: 4 Number of Quizzes: 4 Number of Exams: 1Topics CoveredCurriculum FrameworkRedox and single replacement reactions 3.A.1, 3.B.3:e, 3.C.1:dDouble replacement reactions 3.A.1, 3.C.1:dCombustion reactions 3.A.1, 3.B.3:eAddition reactions 3.A.1, 3.B.1:aDecomposition reactions 3.A.1, 3.B.1:a, 3.C.1:dLabs: [CR5b] & [CR6] Lab 4. Copper Cycle Lab LO 1.4, 3.1-2, 3.5-6, 3.10; SP 6Unit 13: Atomic Structure and PeriodicityClass Periods (52 minutes): 12 Homework Sets Assigned: 6 Number of Quizzes: 4 Number of Exams: 1Topics CoveredCurriculum FrameworkElectron configuration and the Aufbau principle 1.B.2:aValence electrons and Lewis dot structures 1.B.2:cPeriodic trends 1.B.1:b-c, 1.B.2:b, 1.B.2:d,1.C.1:c, 1.D.1:b, 2.C.1:a-bTable arrangement based on electronic properties 1.C.1:a, 1.C.1:b, 1.C.1:dProperties of light and study of waves 1.C.2:e, 1.D.3:a, 5.E.4:bAtomic spectra of hydrogen and energy levels 1.B.1:d, 1.B.1:e, 1.D.3:bQuantum mechanical model 1.C.2:dQuantum theory and electron orbitals1.C.2:cOrbital shape and energies 1.C.2:bSpectroscopy1.D.2:a-b, 1.D.2:c, 1.D.3:bLabs: [CR5b] & [CR6]Activity: Periodic Table Dry LabLO 1.9-13; SP 1, 5, 6Unit 14: Chemical Bonding Class Periods (52 minutes): 12 Homework Sets Assigned: 6 Number of Quizzes: 4 Number of Exams: 1Topics CoveredCurriculum FrameworkLewis Dot structures 2.C.4:aResonance structures and formal charge 2.C.4:c, 2.C.4:d, 2.C.4:eBond polarity and dipole moments 2.C.1:c, 2.C.1:e, 2.C.1:fVSEPR models and molecular shape 2.C.4:b, 2.C.4:e, 2.C.4:fPolarity of molecules 2.C.1:eLattice energies 1.B.1:a, 1.C.2:a, 2.C.1:d, 2.C.2:a-b, 2.D.1:b7. Hybridization2.C.4:g8. Molecular orbitals and diagrams 2.C.4:h, 2.C.4:iLabs: [CR5b] & [CR6]Lab 8. Guided Inquiry: Percent Copper in BrassLO 1.16; SP 3Activity: Atomic Theory Dry LabLO 2.21; SP 1, 6 Students make drawings of a series of molecules and from those drawings predict geometry, hybridization, and polarity. [CR3b]AP Review Class Periods (55 minutes): Approximately 16 Homework Sets Assigned: 0 Number of Quizzes: 4 Number of Exams: 4Topics CoveredCurriculum FrameworkReview of all topics1.A.2:c4 AP Style Review ExamsMock AP ExamAP Chemistry Lab List The following labs will be completed during the school year. Guided Inquiry Labs are indicated with an asterisk (*). Lab 1: Math and Measurement in Science & Density of an Organic Liquid Description: Students learn how to measure mass and volume with varied pieces of equipment and focus on the accuracy of those pieces of equipment in their calculation and determination of significant figures. Students also determine the identity of an unknown organic liquid using density determination.Lab 2 (Inquiry 1): Analysis of Food Dyes in Beverages. Description: students prepare a series of standard solutions, measure the transmittance of each, graph the results, and identify a Beer’s law calibration curve.Lab 3: Bleach Lab Description: Students perform redox titrations to determine the concentration of hypochlorite in household bleach. Lab 4: Copper Cycle Lab Description: Students perform a series of reactions, starting with copper and ending with copper. Students then calculate percent recovered. Lab 5 (Inquiry 2): Qualitative Analysis and Chemical Bonding. Description: students design a procedure for identifying twelve unknown solids based on systematic testing of their chemical and physical properties.Lab 6 (Inquiry 3): Separation of a Dye Mixture Using Chromatography. Description: students compare the separation of three dyes using two solvents then design an experiment to identify a solvent that will give them maximum resolution of a mixture of dyes.Lab 7 (Inquiry 4): Separating a Synthetic Pain Relief Mixture. Description: students test the solubility of possible components then use the results as a model to design a flow chart that maps the procedure used to separate the components and determine the percent composition.Lab 8 (Inquiry 5): Percent Copper in Brass. Description: students design a procedure for analyzing the amount of copper in brass using visible spectroscopy.Lab 9: Preparation of Solutions. Description: students make solutions of specified concentrations gravimetrically and by dilution. Solution concentrations will be checked for accuracy using a spectrophotometer or colorimeter.Lab 10 (Inquiry 6): Rate of Decomposition o Calcium Carbonate. Description: students observe and measure the evolution of gas from the decomposition of calcium carbonate by an acid and use this information as a model to design and carry out experiments to determine the rate of reaction with different concentrations of acid.Lab 11 (Inquiry 7): Kinetics of Crystal Violet Fading. Description: students construct a calibration curve of absorbance vs. concentration for crystal violet, measure the absorbance of a series of standard crystal violet solutions at optimum wavelengths, and then use a Beer’s law plot of absorbance vs. concentration to calculate the concentration of an unknown solution.Lab 12: Determination of Kc with Varied Initial Concentrations. Description: Students use a spectrophotometer to determine the Kc of a series of reactions. Lab 13: Determination of Ka by Half Titration. Description: Students do a titration in which ? of the weak acid titrated is neutralized (aka midpoint) and then the Ka is determined.Lab 14 (Inquiry 8): Acid-Base Titration. Description: Students conduct a series of acid-base titrations and determine the concentration of two unknowns from plotted titration curves.Lab 15: Molar Solubility and Determination of Ksp. Description: Students find the Ksp of calcium hydroxide doing a potentiometric titration with the addition of methyl orange indicator for verification.Lab 16: Thermodynamics—Enthalpy of Reaction and Hess’s Law. Description: the enthalpy changes for the reaction of ammonia and hydrochloric acid are determined using Hess’s Law.Lab 17: Voltaic Cell. Description: Students find the reduction potentials of a series of reactions using voltaic cells/multi-meters and build their own reduction potential table. Dilutions will be made and the Nernst equation will also be tested. TEACHER DEMO: Graham’s Law of Diffusion Description: HCl and NH3 are placed in either end of a glass tube. Using distance traveled of each gas by looking at formation of NH4Cl ring, MM of HCl is calculated. TEACHER DEMO: Evaporation of Liquids Description: Using a data collection device, the teacher will show the temperature curves of evaporation of various liquids and students must deduce the differences based on IMF’s. AP Chemistry Science PracticesScience Practice 1The student can use representations and models to communicate scientific phenomena and solve scientific problems.1.1 The student can create representations and models of natural or man-made phenomena and systems in the domain.1.2 The student can describe representations and models of natural or man-made phenomena and systems in the domain.1.3 The student can refine representations and models of natural or man-made phenomena and systems in the domain.1.4 The student can use representations and models to analyze situations or solve problems qualitatively and quantitatively.1.5 The student can re-express key elements of natural phenomena across multiple representations in the domain.Science Practice 2The student can use mathematics appropriately.2.1 The student can justify the selection of a mathematical routine to solve problems.2.2 The student can apply mathematical routines to quantities that describe natural phenomena.2.3 The student can estimate numerically quantities that describe natural phenomena.Science Practice 3The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.3.1 The student can pose scientific questions.3.2 The student can refine scientific questions.3.3 The student can evaluate scientific questions.Science Practice 4The student can plan and implement data collection strategies in relation to a particular scientific question. [Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction, and/or archived data.]4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question.4.2 The student can design a plan for collecting data to answer a particular scientific question.4.3 The student can collect data to answer a particular scientific question.4.4 The student can evaluate sources of data to answer a particular scientific question.Science Practice 5The student can perform data analysis and evaluation of evidence.5.1 The student can analyze data to identify patterns or relationships.5.2 The student can refine observations and measurements based on data analysis.5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question.Science Practice 6The student can work with scientific explanations and theories.6.1 The student can justify claims with evidence.6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices.6.3 The student can articulate the reasons that scientific explanations and theories are refined or replaced.6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models.6.5 The student can evaluate alternative scientific explanations.Science Practice 7The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains.7.1 The student can connect phenomena and models across spatial and temporal scales.7.2 The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas. ................
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