Comm. High School District #155
311/312 CHEMISTRY(Master)
Teacher: Jake Seiler
Month
Content and Essential Questions
August
2010
Local Standards
Spine Statements:
Students will understand and apply the
scientific method.
Students will develop skills necessary to
become independent and collaborative
inquirers about the natural world.
Students will recognize patterns and use
these patterns to make predictions.
Students will describe and identify
equilibrium and non-equilibrium systems
and how changes in opposing forces
contribute to their dynamic nature.
Key (Course) Outcomes:
1. Practice safe lab techniques.
2. Make observations, collect and
analyze data.
3. Develop problem solving skills.
4. Apply prior knowledge to assimilate
new information.
5. Understand concepts (including the
benefits) associated with a mole.
6. Understand acids and bases.
7. Understand the classifications of
matter.
8. Understand the atomic theory.
9. Understand the periodic table.
10. Understand solutions.
11. Understand intra and inter
molecular forces.
12. Understand chemical reactions.
13. Understand Properties of Gasses.
14. Understand Thermodynamics.
Skills
Assessment
a. Practice safe lab procedures.
a. Safety quiz
ACT College Readiness Standards
Scientific Investigation
16-19
•Understand the methods and tools used in
a simple experiment
ACT College Readiness Standards
Evaluation of Models, Inferences, and
Experimental Results
20-23
•Select a simple hypothesis, prediction, or
conclusion that is supported by a data
presentation or a model
•Identify key issues or assumptions in a
model
20-23
•Understand the methods and tools used in
a moderately complex experiment
•Understand a simple experimental design
•Identify a control in an experiment
•Identify similarities and differences
between experiments
24-27
•Understand the methods and tools used in
a complex experiment
•Understand a complex experimental
design
•Predict the results of an additional trial or
measurement in an experiment
•Determine the experimental conditions
that would produce specified results
28-32
Determine the hypothesis for an
experiment
Identify an alternate method for testing a
hypothesis
33-36
•Understand precision and accuracy issues
•Predict how modifying the design or
methods of an experiment will affect
results
24-27
•Select a simple hypothesis, prediction, or
conclusion that is supported by two or
more data presentations or models
•Determine whether given information
supports or contradicts a simple hypothesis
or conclusion, and why
•Identify strengths and weaknesses in one
or more models
•Identify similarities and differences
between models
•Determine which model(s) is(are)
supported or weakened by new information
•Select a data presentation or a model that
supports or contradicts a hypothesis,
prediction, or conclusion
28-32
•Select a complex hypothesis, prediction,
or conclusion that is supported by a data
presentation or model
•Determine whether new information
supports or weakens a model, and why
•Use new information to make a prediction
based on a model
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CHEMISTRY(Master)
Seiler
Month
Content and Essential Questions
Skills
Comm. High School District #155
Assessment
15. Understand Kinetics.
16. Understand Equilibrium.
What rules need to be obeyed in the lab?
ACT College Readiness Standards:
Interpretation of Data
As a result of taking this course, students
will be able to:
13 - 15
• Select a single piece of data (numerical
or
nonnumerical) from a simple data
presentation (e.g., a table or graph with two
or three variables; a food web diagram)
Identify basic features of a table, graph, or
diagram (e.g., headings, units of
measurement, axis labels)
• Select two or more pieces of data from a
simple data presentation
• Understand basic scientific terminology
• Find basic information in a brief body of
text
• Determine how the value of one variable
changes as the value of another variable
changes in a simple data presentation
20 - 23
• Select data from a complex data
presentation (e.g., a table or graph with
more than three variables; a phase diagram)
• Compare or combine data from a simple
data presentation (e.g., order or sum data
from a table)
• Translate information into a table, graph,
or diagram
24 - 27
• Interpolate between data points in a table
or graph
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CHEMISTRY(Master)
Seiler
Month
Content and Essential Questions
Skills
Comm. High School District #155
Assessment
• Determine how the value of one variable
changes as the value of another variable
changes in a complex data presentation
• Identify and/or use a simple (e.g., linear)
mathematical relationship between data
• Analyze given information when
presented with new, simple information
28 - 32
• Compare or combine data from a simple
data presentation with data from a complex
data presentation
• Identify and/or use a complex (e.g.,
nonlinear) mathematical relationship
between data
• Extrapolate from data points in a table or
graph
September
2010
A) How can matter be classifed?
1) Physical & Chemical changes and
properties.
2) Phases of matter.
3) Energy transfer (exo/endothermic)
4) Law of Conservation of Matter.
B) How can mixtures and compounds be
separated?
C) How do we (as scientists) gather, report
and process data?
1) Qualitative v Quantitative.
2) Measurement (Accuracy vs. precision).
3) Significant figures.
4) Scientific notation.
5) Calculate Percent Error
6) Estimation.
7) Metric system (conversions).
8) Factor-Label Method.
October
2010
A)What are the components of the current
atomic theory and how did it evolve?
a. Classify matter
b. Distinguish between physical and
chemical changes and properties
c. Separate mixtures
d. Gather data using measurements and
observations
e. Report data with accuracy and precision
f. Use sig figs, scientific notation, metric
system, and units
g. Use factor label method for unit
conversions
Physical and Chemical Change Lab
Separation Lab
Density Lab
Common Assessment: The Measurement
Challenge
(lab quiz activity)
a. Describe the structure of an atom using
models
Emission Spec./Flame Test
Mole Calculating Lab
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CHEMISTRY(Master)
Seiler
Month
Content and Essential Questions
1) History of atomic theory.
2) Structure of the atom (subatomic
particles).
3) Isotopes, isotopic notation.
4) Atomic #, mass #, atomic mass
5) Electromagnetic spectrum and quantum
theory
6) Orbital diagrams.
7) Electron configurations.
Comm. High School District #155
Skills
Assessment
b. Count by weighing
c. Use factor label method for molar
conversions
Beanium Lab
a. Discuss the development of the Periodic
Table
b. Explain the basic organization of the
Periodic Table
c. Classify elements as metals, non-metals,
metalloids, or noble gases
d. List general properties of representative
groups on the Periodic Table
e. Explain the trends exhibited in periods
and families
a. Differentiate between different types of
bonds.
b. Construct a Lewis Dot structure.
c. Name and write formulas of chemical
compounds.
d. Use factor label method for molar
conversions
Periodic Trend Lab
Element Project
B) What is a mole?
Mole coversions (atoms, mole, mass).
November
2010
A) How did the organization of the modern
periodic table come to be?
1) Periodic Law.
2) Patterns in organizing elements.
B) What information can be gathered using
the periodic table and how can it be used?
Periodic trends (Ion formation, radius,
ionization energy, electronegativity, etc.).
December
2010
A) How are the atoms in a compound held
together?
1) Bonding (ionic, covalent, etc)
2) Intermolecular Forces
3) Lewis electron dot structures and their
uses.
Model Kit Lab
Empirical Formula Lab
Percent Comp Lab - Hydrates
B) How are compound formulas and names
determined?
Formula writing and nomenclature.
C) How is the concept of the mole useful?
D) Molar mass
E) Mole conversions
F) Determine composition of substances
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CHEMISTRY(Master)
Seiler
Month
January
2011
Content and Essential Questions
A)What information does a chemical
equation provide?
1)Writing and balancing equations
2)Predicting products of a chemical
reaction
B) How do we apply the mole concept to
chemical equations?
Stoichiometry
Limiting Reactants
Skills
a. Quantify chemical reactions.
b. Identify limiting reactants
Comm. High School District #155
Assessment
Percent Yield Lab / Limiting Reactant Lab
Use with the common assessment:
Periodic Table :
Ion Sheet:
1st Semester Common Assessment
311-CA-1SF-Chemistry-rev2010.doc
February
2011
A) How do gases behave?
1) Gases and their properties
2) Gas laws
B)How are the phases different on a
molecular level?
1)Characteristics of solids and liquids
B) How are heat changes associated with
changes in phase and/or temperature?
1) Heating/cooling curves.
2) Energy calculations
March
2011
A) What are the properties of solutions?
1) Types of solutions.
2) Factors that affect solubility
3) Concentration
4) Colligative properties
a. Identify the defining properties of gases.
b. Analyze relationships that exist between
gas variables.
c. Differentiate between the phases of
matter and the changes they undergo.
d. Interpret a phase diagram, and a heating
curve.
e. Calculate the energy involved with
chemical changes.
Boyle's Law Lab
Charles' Law Lab
Graphical Analysis (Boyle's, Charles, Gay
Lussac)
Hot Air Balloon Project
Popcorn Lab
Intro to Pressure Lab (Can Crush)
Molar Volume Lab
Ideal Gas Law Constant
Calorimetry Labs
Heating and Cooling Curves Lab
a. Mathematically solve concentration
problems
b. Identify different characteristics of
solutions
c. Suggest methods to alter solubility
Synthesis of a Frozen Colloid lab
Solubility Lab
Boiling Point Elevation Lab
Paper Chromatography Lab
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CHEMISTRY(Master)
Seiler
Month
April 2011
Content and Essential Questions
A) What factors affect rates of reactions?
Kinetics
B) What is equilibrium?
1) Characteristics of equilibrium
2) Le Chatelier's Principle
3) Equilibrium constants
May 2011
A) What are the characteristics of acids and
bases?
1) Acids, bases, and salts-definitions.
2) Strong vs. weak acids and bases.
3) Neutralization reactions.
Comm. High School District #155
Skills
Assessment
a. Suggest methods to change the rate of
reactions
b. Determine whether or not a system is at
equilibrium
c. Apply Le Chatelier's Principle to system
at equilibrium
d. Write and use the Keq expression
a. Factors Affecting Rates of Reactions lab
a. Compare & contrast properties of acids
& bases
b. Perform titration reactions and analyze
the data
c. Mathematically solve problems
involving ion concentrations
a. Household Acid/ Base Identification lab
b. Titration lab
c. Introduction of Aniline-based molecules
onto cellulose in a basic solution lab
option 1
a. Use reduction potential tables to explain
how a battery works
b. Write a balanced redox reaction
option 2
a. Draw structures of organic molecules
b. classify organic molecules
c. name organic molecules
option 2
a. Properties of organic vs. inorganic lab
b. Ester generation lab
c. Nylon generation lab
b. Water Transfer Equilibrium lab/
demonstration
c. Le Chatelier's Principle lab
B) How are acids and bases described
mathematically?
B) pH, pOH, [H+], [OH-]
B) Ka, Kb
B) Titrations.
June 2011
Optional Units--if time permits
I. ELECTROCHEMISTRY
A) What role does the tranfer of electrons
play in redox reactions?
1) Oxidaton numbers.
2) Redox reactions.
3) Oxidizing and reducing agents.
B) How are electrical energy and chemical
reactions connected?
1) Half-cells, Galvanic, voltaic cells.
2) Electrochemistry
Semester 2 Common Assessments:
Final Exam version ( )
Sections version to be administered after
the unit tests.
Email Jake Seiler (jseiler@d155.org) for
Word versions of these documents.
II. ORGANIC CHEMISTRY
What characteristics define organic
molecules and reactions?
1) Organic struture and nomenclature.
2) Functional groups.
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CHEMISTRY(Master)
Seiler
Month
Content and Essential Questions
Skills
Comm. High School District #155
Assessment
3) Organic reactions.
III)FORENSICS
IV)CAREERS
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