FLORIDA

Program Overview

Florida

Experience Chemistry

DESIGNED TO

ENGAGE STUDENTS

with phenomena-driven instruction using

hands-on and virtual labs, simulations, and

multimedia resources from a variety of sources,

including our partner Flinn Scientiﬁc

DESIGNED FOR FLORIDA

STANDARDS MASTERY

with rigorous, technology-enhanced questions

that align 100% with Florida Standards and

include no extraneous content.

DESIGNED TO

SUPPORT TEACHERS

with comprehensive resources, online tools,

and targeted strategies to support students

and save time.

Immersive Learning Experiences for

Florida Classrooms

Experience the

POSSIBLE

With Florida Experience Chemistry, it IS possible to meet your

Florida Chemistry standards and create an engaging and dynamic

classroom experience for all students. It’s designed in partnership

with Florida teachers to prepare Florida students to be successful

within and beyond the classroom.

FLORIDA

TEACHER GUIDE

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FLORIDA

TEACHER GUIDE

Phenomena-Driven Chemistry

for Florida Classrooms

Florida Experience Chemistry brings Chemistry to life with inquiry-based

learning experiences, engaging lab experiences, and customizable options built

speciﬁcally for Florida teachers. Our program includes Flinn Scientiﬁc

labs,

engineering design challenges, and ready-to-go lab kits that save you prep

time and give you the best classroom experience.

Targeted Teaching

Strategies

Use high-impact instructional

strategies to teach with

conﬁdence and make

differentiating instruction easier.

Built on Florida

Standards

Florida Chemistry standards are

clearly deﬁned and at your ﬁngertips.

Less Prep

Time

Simplify lesson planning,

labs, and assessments

with ready-made

Investigation Planners.

Meet Diverse

Needs

Increase science literacy

and accessibility for all

students with targeted

resources and support.

INVESTIGATION 6 PLANNER

Chemical Reactions

In this investigation, students deepen their understanding of energy and matter through a study of

chemical reactions. Students investigate and write reaction equations of combination, decomposition,

single-replacement, double-replacement, and combustion reactions and reactions in aqueous solutions,

as well as other related phenomena.

INVESTIGATIVE PHENOMENON

EXPERIENCE 1 EXPERIENCE 2

Modeling Chemical Reactions

2 periods

Students balance word and chemical equations.

They investigate the law of conservation of energy.

Students analyze data on what causes reactions.

Predicting Outcomes of Chemical Reactions

2 periods

Students interpret data on different types of reactions.

They develop models of the different reactions. They

use models to predict the products of reactions.

CONNECTION TO

THE INVESTIGATIVE

PHENOMENON

Students develop a model for the generation of

energy from the reaction of hydrogen and oxygen

and relate that to the phenomenon of how energy is

obtained from chemical reactions.

Students construct an explanation for the outcome

of a potassium hydroxide and carbon dioxide

reaction and relate that to the phenomenon of how

energy is obtained from chemical reactions.

FLORIDA COURSE

STANDARDS

SC.912.N.1.1, SC.912.P.8.2, SC.912.P.10.1, SC.912.P.10.6,

SC.912.P.10.7, SC.912.P.10.12, SC.912.P.12.12

SC.912.P.8.2, SC.912.P.8.8, SC.912.P.10.12

ENGAGE

Teacher’s Guide Everyday Phenomenon Model a

Chemical Reaction, p. 186

Teacher’s Guide Everyday Phenomenon Elephant

Toothpaste, p. 192

EXPLORE



Inquiry Lab Evaluate Chemical Reactions



Analyzing Data Analyzing Chemical Reactions





Inquiry Lab Types of Chemical Reactions



Virtual Lab Reactivity of Metals



EXPLAIN



Modeling Modeling Chemical Reactions



Animation Bonds Breaking and Forming



Experience Handbook, pp. 226–235



Claim-Evidence-Reasoning Reaction Reasoning

Experience Handbook, pp. 237–249

ELABORATE



Peer Review Rubric Evaluate Models of

Chemical Reactions



Analyzing Data Balance Combustion Equations



Discussion Rubric Classify Reactions and

Predict Their Products



Writing About Science Track the Mass of

Reactants and Products



EVALUATE



Quiz Modeling Chemical Reactions

Experience Handbook Revisit Investigative

Phenomenon, p. 236



Quiz Predicting Outcomes of Chemical

Reactions

Experience Handbook Revisit Investigative

Phenomenon, p. 250

How is energy obtained from

chemical reactions?



Investigative Phenomenon Video Rocket Reaction



Modeling Model the Investigative Phenomenon



Authentic Reading Antarctica’s Blood Red Waterfall





Virtual Reality Experience



Experience Handbook, p. 224

INVESTIGATION ASSETS

182 Investigation 6 Chemical Reactions

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Award-Winning Digital

Platform

Your digital course and classroom is available on Savvas Realize

With one login, you can access all Florida Standards content,

review planners, assign lessons, and track student progress.

On-Demand Support

Access high-quality program training,

user guides, tips, and more at

MySavvasTraining.com.

Easy Integrations

Customizable and Flexible

Customize lessons, assignments,

playlists, and assessments.

Easy Data Management

Easily retrieve individual and class data to

inform instruction.

• View assignment progress

• Provide feedback

• Transfer scores within the school or district

Schoology

Google for Education

Paner

Targeted Strategies Support

Every Student

Florida Experience Chemistry gives you the tools to simplify complex topics.

Targeted teaching strategies and resources allow you to reach all learners

and help ensure that every student can be successful in your class.

Differentiated Instruction

You will ﬁnd ample strategies and tips for

students with special needs, struggling

students, less-proﬁcient readers, and

advanced students.

ELD

Support

Quick tips address

the three English

language development

stages to aid students

learning English.

Remediation

Suggestions

Support students struggling with

speciﬁc Chemistry concepts.

Classroom

Modiﬁcations

Effective implementation ideas

make activities more open ended or

guided based on students’ abilities.

Address

Misconceptions

Quick tips and

explanations redirect

and promote meaningful

learning.

Reinforce Inquiry with Math

Skills Practice

Florida Experience Chemistry provides depth and comprehensive

support to deepen student understanding. The curriculum includes

scaffolding to support scientiﬁc reasoning and mathematics to

improve problem solving.

Multiple Practice

Opportunties on

Savvas Realize

Additional problems build

mathematical ﬂuency.

Virtual Nerd

Tutorial Videos

Approachable mathematics

explanations are delivered by

on-screen instructors.

Stepped-Out

Problems

Break down sample

problems for clarity

and guidance.

SUPPORT

SAMPLE PROBLEM

Using Enthalpy of Reaction to

Calculate Enthalpy Change

Calculate the amount of heat (in kJ) required to decompose 2.24 mol of

NaHCO

(s).

2NaHCO

(s) + 136 kJ → Na

(s) + H

O(g) + CO

(g)

ANALYZE List the knowns and the unknown.

Knowns Unknown

amount of NaHCO

= 2.24 mol ΔH = ? kJ for 2.24 mol NaHCO

ΔH = 136 kJ for 2 mol NaHCO

CALCULATE Solve for the unknown.

Use the thermochemical equation to

determine the conversion factor relating

kJ of heat and moles of NaHCO

Using dimensional analysis, solve for ΔH.

EVALUATE Does the result make sense?

The 136 kJ in the thermochemical equation refers to the decomposition

of 2 mol NaHCO

(s). Therefore, the decomposition of 2.24 mol should

absorb more heat than 136 kJ. The answer of 152 kJ is consistent with

theestimate. In addition, the heat is shown on the reactant side of the

equation, which indicates an endothermic reaction. The answer should

be positive for an endothermic reaction (heat absorption), and it is.

10 The production of iron and carbon dioxide from iron(III) oxide and

carbon monoxide is an exothermic reaction. How many kJ of heat

are produced when 3.40 mol Fe

reacts with an excess of CO?

(s) + 3CO(g) → 2Fe(s) + 3CO

(g) + 26.3 kJ

= 152 kJ

GO ONLINE for more practice problems.

136 kJ

_____________

2 mol NaHCO

ΔH = 2.24

mol NaHCO

136 kJ

______________

2 mol NaHCO

ΔH = 3.40 mol Fe

(s) ×

−26.3 kJ

_____________

1 mol Fe

(s)

= −89.4 kJ

1 Energy in Chemical Bonds 299

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Lab Analyses

• Deeper understanding of

Chemistry concepts

• Scientiﬁc and engineering skills

into practice

• Simulation of real lab experiences

Analyze Data

Activities

Promote scientiﬁc thinking

as each student:

• Applies mathematical

concepts in real-world

contexts

• Enhances critical

thinking skills

• Promotes scientiﬁc

inquiry

Integrated Nature of

Science Standards

You can teach with conﬁdence knowing that the Florida Nature of Science

standards are integrated throughout the course in Inquiry Labs, Analyzing Data

activities, Engineering Design Challenges, and other activities.

NAME

DATE

CLASS

NATURE OF SCIENCE

Data: Analysis and Calculations

Synthesize Information

1. SEP Organize Data For the data sets in the following investigations, choose the

best format to use to organize the quantitative and qualitative data: bar chart, line

graph, scatter plot, data table, or labeled diagrams. (There may be more than

one correct answer.)

a. Examining the skeletal structures of different species of frogs

b. Using multiple trials to measure the optimal temperature at which a

chemical reaction occurs

c. Cataloging the number of people in different age bands (0–4, 5–9, 10–14,

etc.)

d. Looking for patterns in the relationship between the sizes of adult birds of

ten different species and the sizes of their eggs

e. Showing the distance a car has traveled as a function of time

2. SEP Analyze Data For the investigation of the cooling rate of a cup of coffee in

the Nature of Science reading:

a. Identify and describe the pattern observed for the rate of cooling.

b. Describe which method of organizing the quantitative data made it easiest

to identify this pattern and explain why.

3. SEP Analyze Data In 2022, the U.S. Environmental Protection Agency (EPA)

tested the ranges of driving for many electric cars available on the market. Test

the hypothesis that the range of driving for electric cars is positively correlated

with the size of the battery (in kilowatt-hours, or kWh). For the following six

electric car models tested by the EPA, plot the provided data on a graph. Plot the

range (in km) along the y-axis and the battery capacity (in kWh) along the x-axis.

Savvas is not responsible for any modifications made by end users to the content posted in its original format.

NAME

DATE

CLASS

Car Range (km) Battery Capacity (kWh)

1 837 118

2 161 36

3 563 108

4 415 64

5 499 77

6 346 62

a. Draw a line of best fit for your set of six points. Then identify and describe

the statistical correlation between battery capacity and range of driving for

electric cars.

b. Which of the six data points would you consider an outlier? Explain.

c. Explain how removing the outlier in part (b) would change the calculation

of the R value. (Recall that an R value, which ranges from −1 to 1, is a

quantitative statistical measure for how strong the linear relationship is

between two variables.)

d. Propose an explanation for why all the points do not fall upon a straight

line.

4. SEP Use Mathematical Calculations For each of the following equations,

assess the quantitative relationship between the two indicated variables and tell

whether the relationship is linear, inverse, quadratic, or exponential. (In each

case, the quantity k is a constant that does not change.)

a. The relationship between pressure P and volume V in

b. The relationship between volume V and temperature T in V = kT

c. The relationship between the number of bacteria N and time t in

d. The relationship between kinetic energy KE and speed S in

e. The relationship between energy E and mass m in E = mk

Savvas is not responsible for any modifications made by end users to the content posted in its original format.

Boost Accessibility

Integrated assistive technology on Savvas

Realize

allows students to interact with the

text and personalize their learning, improving

accessibility for all learners. Students also have

access to the course glossary to enhance

their understanding of key terms and

concepts while reading.

Embedded

Annotation Tool

Help students more actively

engage with the text and

improve their comprehension

and critical reasoning skills.

SUPPORT

Translate

e-text

into 100+

languages

with TextHelp

Phenomena-Based Science

Connects to Everyday Experiences

Florida Experience Chemistry connects

Chemistry concepts to real life with

Anchoring Phenomena, Investigations,

and Experiences. This approach makes

learning more relevant and easier to

understand for students.

Phenomena Launch

Start with a Phenomenon Video,

Authentic Reading, or Demonstration

to help connect Chemistry concepts

with real world applications.

Student Sensemaking

Help improve students’ reasoning

and critical thinking skills through

hands-on experiences using the

Modeling Worksheet or Claim-

Evidence-Reasoning (CER) model.

Phenomena-Based Science

Connects to Everyday Experiences

ENGAGE

EVERYDAY PHENOMENON

RELATED PHENOMENA

In addition to the demo, Model a Chemical

Reaction, consider using other phenomena to

launch this experience.

• Hot Versus Cold Provide a hot pack and

a cold pack. Have students feel the two.

Discuss the chemical equations for both:

cold pack—NH

(s) + H

O(l ) → NH

(aq)

+ NO

−

(aq); hot pack—CaCl

(s) + H

O(l ) →

(aq) + 2Cl

−

(aq). Discuss which shows an

endothermic reaction and which shows an

exothermic reaction.

• Crime Scene Glow Slowly mix 500 mL of

luminol solution with 500 mL of household

bleach solution. Dim the lights and watch

as it generates a blue glow. Discuss what

caused the reaction and whether it was

exothermic or endothermic.

Does the number of atoms change in a

chemical reaction?

Use this teacher demo to prompt student discussion about chemical reactions

and equations. As students ask questions about this phenomenon, challenge

them to find answers as they complete the Inquiry Lab.

Model a Chemical Reaction





Engage students with this demonstration of an everyday phenomenon to

introduce the concept of chemical reactions and how models can be used to

illustrate energy in a chemical reaction system.

Materials 100-mL graduated cylinder, 0.1 M copper(II) chloride solution,

400-mL beaker, metric ruler, scissors, 5-cm square piece aluminum foil

Safety Copper(II) chloride solution is an irritant.

1. Add 200 mL of 0.1 M copper(II) chloride solution to a 400-mL beaker.

2. Crumple the foil into a loose ball and place it in the copper solution. Ask

students to note any evidence of chemical change. (Students should note

that the solution begins to produce gas and that a red-brown precipitate of

copper falls to the bottom of the beaker.)

3. Have students write a sentence in their notebooks that describes the

chemical reaction. Then explain that students can also model what happens

in a chemical reaction using word equations and drawings. Write the skeleton

equation for the reaction on the board: CuCl

+ Al → AlCl

+ Cu.

Modeling Chemical Reactions

EXPERIENCE 1

Teacher Background

Experience 1 guides students as they model chemical reactions, starting with

word equations. Students write skeleton equations and decode symbols that

are used in chemical equations. They use mathematical and computational

thinking to practice balancing chemical equations. They analyze relationships

between reactants and products and interpret data on what causes reactions,

using knowledge of the collision theory. Students may have difficulty accepting

the collision theory because they tend to visualize atoms and molecules wedged

together with no spaces between them. Remind students of their previous

knowledge of the kinetic theory—that all matter is made of tiny particles that

are in constant motion, and that between the particles is empty space.

Objectives

• Write balanced equations for chemical reactions.

• Distinguish between endothermic reactions and exothermic reactions.

• Explain what causes chemical reactions.

• Develop a basic conceptual and mathematical model for the generation

of energy from the reaction of two substances.

FLORIDA CHEMISTRY 1

COURSE STANDARDS

SC.912.N.1.1 Define a problem based

on a specific body of knowledge, for

example: biology, chemistry, physics, and

earth/space science, and do the following: 9.

Use appropriate evidence and reasoning to

justify these explanations to others.

SC.912.P.8.2 Differentiate between

physical and chemical properties and

physical and chemical changes of matter.

SC.912.P.10.1 Differentiate among the

various forms of energy and recognize that

they can be transformed from one form to

others

SC.912.P.10.6 Create and interpret

potential energy diagrams, for example:

chemical reactions, orbits around a central

body, motion of a pendulum.

SC.912.P.10.7 Distinguish between

endothermic and exothermic chemical

processes.

SC.912.P.10.12 Differentiate between

chemical and nuclear reactions

SC.912.P.12.12 Explain how various

factors, such as concentration,

temperature, and presence of a catalyst

affect the rate of a chemical reaction.

Also: MA.K12.MTR.2.1

186 Investigation 6 Chemical Reactions

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Everyday

Phenomenon

Students learn the reasons

behind naturally occurring

phenomena.

Revisit Anchoring Phenomenon

Promote understanding with multiple opportunities

to revisit core concepts and skills.

ENGAGE

Flinn Scientiﬁc Takes Inquiry

to a Higher Level

An exclusive partnership with Flinn Scientiﬁc

, the leading provider of science

lab solutions, delivers exceptional quality to your classroom. Flinn Scientiﬁc Labs

are embedded directly into Florida Experience Chemistry.

Inquiry Labs

Every learning experience includes a

hands-on inquiry lab developed by Flinn

Scientiﬁc. Each lab has four options, so

you can easily differentiate instruction.

NAME

DATE

CLASS

Flinn Scientific and its affiliates are not responsible for any modifications made by end users to the content posted in its original format.

INQUIRY LAB – SHORT

Metal Activity

How are the activity series of metals explored? The purpose of this experiment is to

carry out a series of possible single replacement reactions of metals with solutions of

metal cations in order to determine the activity series of the metals. Which metal is most

active?

Focus on Science Practices

SEP 3 Planning and Carrying Out Investigations

SEP 5 Using Mathematics and Computational Thinking

Materials Per Group

● Copper, Cu, 1-cm

strips, 2

● Forceps or tweezers

● Copper(II) sulfate solution, CuSO

0.2M, 4 mL

● Iron, Fe, 1-cm

strips, 2

● Marking pen

● Paper towels

● Pipets, Beral-type, 3

● Test tube, small, 4

● Silver nitrate solution, AgNO

0.2M, 4 mL

● Ruler

● Sandpaper (optional)

● Zinc sulfate solution, ZnSO

0.2M, 4 mL

● Distilled water and wash bottle

● Test tube rack

Safety

Silver nitrate is slightly toxic by ingestion and will stain skin and clothing. Copper(II)

sulfate is toxic by ingestion. Metal pieces may have sharp edges—handle with care.

Avoid contact of all chemicals with eyes and skin. Wear chemical splash goggles,

chemical-resistant gloves, and a chemical-resistant apron. Wash hands thoroughly with

soap and water before leaving the lab.

Procedure

1. Obtain four small test tubes and place on the test tube rack. With the marking

pen, label each 1 to 4.

Ready-Made Lab Kits

Simplify setup with time-saving, readily

accessible kits from Flinn Scientiﬁc.

4 Options for

ALL Inquiry Labs

• Open-Ended

• Guided

• Shortened

• Advanced

Flinn Scientiﬁc Takes Inquiry

to a Higher Level

Virtual Reality

Experiences

360º online lab simulations

extend inquiry. Students can

experiment with premium lab

equipment and safely deal

with chemicals.

Engineering

Design Challenges

Students will design, test,

and evaluate solutions to

improve their science and

engineering skills.

NAME

DATE

CLASS

ENGINEERING DESIGN CHALLENGE

Design a Green Roof

When you look at the building materials used in cities, you see lots of dark surfaces

like asphalt and brick. Materials like these have much lower albedos, especially when

comparing them to the natural surfaces that existed prior to the construction of the city.

Since they have a lower albedo, they absorb more of the energy emitted from the Sun,

causing them to warm up. As a result, during the summer, cities can be as much as

12°C warmer than the rural areas located next to them. This phenomenon is called the

urban heat island effect. The urban heat island effect contributes to increases in air

pollution, energy consumption, and heat-related illness to mention a few. What if you

could redesign some of these surfaces to absorb less of the Sun’s energy, lowering air

temperature while improving air quality in major cities? You will design a green roof to

accomplish just that.

Focus on Engineering Practices

SEP 1 Defining Problems

SEP 3 Planning and Carrying Out Investigations

SEP 6 Designing Solutions

Materials Per Group

● Alfalfa seed, 3 g

● Barley seed, 3 g

● Construction paper, black, 21.59

cm by 27.94 cm, 1

● Foam, 20.3 cm by 20.3 cm, 2

● Foam, 20.3 cm by 22.9 cm, 2

● Grass seed, 3 g

● Heat lamp

● Mustard seed, 3 g

● Oat seed, 3 g

● Plastic container

● Soil, 700 g

● Thermometer

● Toothpicks, 8

Flinn Scientific and its affiliates are not responsible for any modifications made by end users to the content posted in its original format.

Lab Videos

Bite-sized, captivating video

clips deepen understanding

and enrich lab experiences.

Performance-Based

Assessments

Leverage alternative assessment

options with opportunities for

students to demonstrate mastery

of the Florida Standards.

ENGAGE

360

Engage Minds with

Active Learning

PhET

™

Simulations

Interactive simulations make

it easier for students to grasp

concepts without expensive

equipment.

Virtual Labs

Access compelling phenomena

and advanced scientiﬁc

equipment.

Unlock the POSSIBLE in science with our blend of dynamic hands-on and

virtual activities. These activities encourage students to think critically about

how Chemistry concepts apply to the world around them.

Problem-Based

Learning Activity

Students deﬁne problems and

propose design solutions.

Animations

Explanations of Chemistry

concepts are provided in

easy-to-grasp demonstrations.

ENGAGE

Modeling Activity

Students develop models, just like

actual scientists, as they explore

chemical phenomena.

NAME

DATE

CLASS

MODELING

Model Electron Configurations

Electron configurations can be represented in a variety of ways. Scientists often use

boxes containing arrows to represent electrons in atomic orbitals, as shown in the table.

The same information can be represented by a notation consisting of numbers, letters,

and superscripts.

Element 1s 2s 2p

Electron configuration

N ↑↓ ↑↓ ↑ ↑ ↑ 1s

O ↑↓ ↑↓ ↑↓ ↑ ↑ 1s

Develop and Use Your Model

1. SEP Develop a Model Use the space to develop your ideas for a new model,

that is different from the table that is shown, for the electron configuration of

either nitrogen (N) or oxygen (O). Be sure to consider the following criteria:

● Show each electron and identify its atomic orbital.

● Clearly distinguish the outermost, or valence, electrons.

● Include labels and/or captions to make your meaning clear.

Savvas is not responsible for any modifications made by end users to the content posted in its original format.

Visual Analogies

Located in the Student Handbook,

infographics help students

understand complex Chemistry

concepts.

Enrichment for Mastery

Got More Time?

Assign extension activities to maximize instruction

and real-world application of Chemistry concepts.



GOT MORE TIME? Personalize and enhance your instructional plan by assigning

the activities with the got-more-time icon, as time allows.



Performance-Based Assessment Microhabitat in a Bottle



3-D Assessment Weather and Climate

Experience Handbook Performance-Based Assessment, p. 413;

Revisit Anchoring Phenomenon, p. 413; Appendix C Problem

Bank, p. R23



INSTRUCTIONAL SEGMENT ASSESSMENT

EXPERIENCE 3 EXPERIENCE 4 EXPERIENCE 5

Atmospheric System Feedbacks

2 periods

Students construct an explanation for why

croplands would have a higher albedo than

forests. Students design a solution for how

humans can reduce carbon dioxide.

Long-Term Climate Factors

2 periods

Students construct an explanation about

what will happen to the ocean as the global

temperature increases.

Short-Term Climate Factors

2 periods

Students use computational thinking to

calculate and explain Earth’s exposure to the

Sun’s rays.

Students analyze evaporation feedbacks

and use this to refine explanations on what

causes drought in California.

Students use their knowledge of climate

zones to refine explanations on what causes

drought in California.

Students apply knowledge of how humans

have impacted climate to refine explanations

on what causes drought in California.

SC.912.P.10.18, SC.912.N.1.1, MA.K12.MTR.6.1 SC.912.N.1.1, MA.K12.MTR.7.1 SC.912.N.1.1, MA.K12.MTR.7.1

Teacher’s Guide Everyday Phenomenon

Counting Pennies, p. 305

Teacher’s Guide Everyday Phenomenon

Frozen Balloons, p. 311

Teacher’s Guide Everyday Phenomenon

Spin Cycle, p. 317



Inquiry Lab Albedo and Composition of

Earth’s Surface



Interactivity Wetlands and the

CarbonCycle





Inquiry Lab How Melting Ice Affects

Sea Level



Analyzing Data Historical Carbon

Dioxide Levels





Inquiry Lab Observe Air Pollution



Virtual Lab Sampling the Past





Claim-Evidence-Reasoning Discuss the

Wetland Effect



Animation Cold and White: A

Reinforcing Feedback Loop



Experience Handbook, pp. 382–391



Claim-Evidence-Reasoning Heat

Expansion

Experience Handbook, pp. 392–400



Modeling Milankovitch Cycles

Experience Handbook, pp. 401–411



Discussion Rubric Beavers Decrease

Temperature Swings



Engineering Design Challenge

Design a Green Roof





Peer Review Rubric Evaluate Predicted

Levels



Writing About Science Snowball Earth





Peer Review Rubric Evaluate

Milankovitch Cycles



Analyzing Data Solar Output





Quiz Atmospheric System Feedbacks

Experience Handbook Revisit Investigative

Phenomenon, p. 391



Quiz Long-Term Climate Factors

Experience Handbook Revisit Investigative

Phenomenon, p. 400



Quiz Short-Term Climate Factors

Experience Handbook Revisit

Investigative Phenomenon, p. 412

289

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Florida Experience Chemistry offers multiple enrichment opportunities

for all students to master core Chemistry concepts through impactful

extension activities.

Enrichment

Opportunities

Deepen core concept knowledge and

extend the learning with:

• Write About Science

• Discussion and Peer Review Rubrics

• Problem-Based Learning Activities

• Authentic Reading

• Analyzing Data Activities

• Biographies

PREPARE

NAME

DAT E

CLASS

WRITING ABOUT SCIENCE

Compare Acid-Base Models

Scientists’ descriptions of acids and bases changed over time. In 1887, Svante

Arrhenius was one of the first people to define acids and bases on a molecular level.

The Brønsted-Lowry model was proposed in 1923. Gilbert Lewis separately developed

his model in 1923. Use information gathered from authoritative sources on your own to

answer Questions 1 and 2.

Obtain and Evaluate Information

1. Connect to Nature of Science Conduct research to learn about the three models

of acids and bases. Describe each scientist’s definition and the differences

between them.

2. Connect to Nature of Science Based on your understanding of the three

definitions, do they contradict each other or do they build on one another? Use

evidence to explain your answer.

Savvas is not responsible for any modifications made by end users to the content posted in its original format.

NAME

DAT E

CLASS

PROBLEM-BASED LEARNING

Minerals, Crystals, and Gemstones

Fireworks are different colors because of the elements they contain. The same is true of

gemstones. The only difference between a piece of clear corundum crystal and a

beautiful red ruby is a slight inclusion of the element chromium. If the corundum crystal

had titanium instead, it would be a beautiful blue sapphire!

Over the course of this activity, you will develop your knowledge of crystal structures

and colors. First, you will explore the colors of elements when they are in ions in water

solutions. Then, you will explore the colors of elements of the periodic table when they

are included in crystals and gems. Finally, you will explore crystal structures and then

grow a crystal of your own.

As this research project will include many beautiful, colored photos and crystals,

consider whether you would like to present your research throughout this project as a

table, Web page, computer-based presentation, or poster.

Define the Problem: How do the elements present in crystals and

gems affect their structure and properties?

Part 1 –– Color and Charge

Not only do different elements have different colors, but some elements can form more

than one color depending on their charge. In other words, even just changing the

charge on an ion can lead to a dramatic change in the color of compounds it forms.

1. SEP Collect Data Research the transition metals chromium (Cr), manganese

(Mn), and vanadium (V) and record the colors that each element can create in

aqueous solution depending on their charge. Create a table, Web page,

computer-based presentation, or poster to summarize this data and include

colored images of solutions containing these elements.

Savvas is not responsible for any modifications made by end users to the content posted in its original format.

NAME

DATE

CLASS

INVESTIGATIVE PHENOMENON: AUTHENTIC READING

Boring Sponges

In acidic water, drilling sponges damage scallops twice as quickly,

worsening the effects of ocean acidification

by Hannah Waters

Whenever

anyone talks about ocean acidification, they discuss vanishing corals and other

shelled organisms. But these aren’t the only organisms affected—the organisms that interact

with these vulnerable species will also change along with them.

These changes won’t necessarily be for the good of the shell and skeleton builders. New

research published in Marine Biology shows that boring sponges eroded scallop shells twice as

fast under the more acidic conditions projected for the year 2100. This makes bad news for the

scallops even worse: not only will they have to cope with weakened shells from acidification

alone, but their shells will crumble even more quickly after their cohabiters move in.

Cliona celata (yellow), a boring sponge species, lives throughout the Atlantic and Mediterranean. Here, numerous

sponges have drilled into coral.

Boring sponges aren’t named thus because they’re mundane; rather, they make their homes by

boring holes into the calcium carbonate shells and skeletons of animals like scallops, oysters

and corals. Using chemicals, they etch into the shell and then mechanically wash away the tiny

shell chips, slowly spreading holes within the skeleton or shell and sometimes across its

surface. Eventually, these holes and tunnels can kill their host, but the sponge will continue to

live there until the entire shell has eroded away.

Savvas Learning Company is not responsible for any modifications made by end users to the content posted i n its original format.

Sangeeta Bhatia, M.D., Ph.D.

Bioengineer

Sangeeta Bhatia is an Indian-American cancer researcher, MIT professor, and biotech

entrepreneur. Her parents immigrated from India to Boston, Massachusetts when she was

a young girl. She was inspired to pursue a career in engineering after her tenth-grade

biology class and visiting an MIT research lab with her father, who was also an engineer.

Dr. Bhatia is unique because she is trained as both a physician and engineer, with

degrees from Harvard, MIT, and Brown University.

Her laboratory at MIT leverages ‘tiny technologies’ of miniaturization to yield inventions

with new applications in tissue regeneration, stem cell differentiation, medical diagnostics,

predictive toxicology, and drug delivery. Some of their inventions include human micro-

livers that can model drug metabolism, liver disease, and the liver’s interaction with

pathogens. They have also created nanosensors that can detect tumor tissue types,

which leads to earlier detection of cancerous tumors. Bhatia hopes that this will one day

revolutionize how cancer is detected and treated. In 2015, she gave a TED talk about this

technology.

She and her trainees have created more than 40 issued or pending patents through their

research. They have also launched multiple biotechnology companies to improve human

health through the use of miniaturization in medicine. Bhatia is an active mentor and

advocate for diversity in her fields. She was the recipient of the Harvard Medical School

Diversity Award and the Harvard-MIT Thomas McMahon Mentoring award. Other honors

include the Lemelson-MIT Prize, known as the ‘Oscar for inventors,’ and the Heinz Medal

for groundbreaking inventions and advocacy for women in STEM fields.

Prepare for Success

Raise the bar! Multiple and varied modes

of assessment allow students to better

demonstrate their understanding of the

Florida Science Standards.

Program Level Assessments

• Problem-Based Learning Experiences

• ExamView

Assessment Bank

• Pre/Post Test

Investigation Level

Assessments

• Performance-Based Assessments

• Investigation Assessments

• Problem Bank

Assign

and edit

assessments

on Savvas

Realize

PREPARE

Experience Level

Assessments

• Interactive Online Quizzes

• Assess-on-the-Spot

• Revisit Investigative Phenomena

• Formative Observations



INVESTIGATIVE

PHENOMENON

Revisit

In the CER worksheet, you constructed an argument to explain how electron

shielding changes across a period or within a group. With a partner,

reevaluate the evidence cited in your arguments.

19 Refine Your Argument How could you expand your argument to

support periodic trends? Explain.

GO ONLINE to Elaborate on and Evaluate your

knowledge of periodic trends by completing the

engineering design and class discussion activities.

Sample answer: Electron shielding affects the effective nuclear charge of an

atom. The trends observed for electron shielding and effective nuclear charge can

be used to understand the trends of other elemental properties. For example,

since effective nuclear charge increases from left to right across a period the

energy needed to remove an electron (ionization energy) also increases. Similarly,

effective nuclear charge stays about the same within a group. But valence

electrons are farther aways from the nucleus moving down a group so ionization

energy decreases down a group.

74 Investigation 2 The Periodic Table

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