Syllabus 2010/11
C. Brown/ Chemistry
Draft Date: 02SEP10
Syllabus from week 1 to week 36
1
Timeline: ............................................................................................................................. 2
Syllabus ............................................................................................................................... 3
Standards Pacing Guide .................................................................................................... 23
Science Grading Policy ..................................................................................................... 30
Class Rules in Chemistry .................................................................................................. 32
Seating Plan ...................................................................................................................... 34
Required Materials that Each Student Must Have ............................................................ 36
T Rubric for Writing Assignments ................................................................................... 37
T Rubric for Lab Reports .................................................................................................. 38
Rubric for “Design Your Own” Labs ............................................................................... 40
Rubric for Presentations .................................................................................................... 43
Makeup Work Request Form ............................................................................................ 44
Timeline:
Lapsed Time: 3 weeks
Time required:
3- weeks
Chapters1: 1 & 2
Matter and Change and the Scientific
Method
Lapsed Time: 10
weeks
1-weeks
Lapsed Time: 11
weeks
Time required:
1- weeks
Chapter 25
Chapter 6
Periodicity
Lapsed
Time: 20
weeks
Time
required:
1- week
10
Chemical
Quantities
Nuclear Chemistry
4.5 weeks
1.5- weeks
8 weeks
3.5 --weeks
3
Scientific
Measurement
9
1 week
4&5
Atomic Structure and Electrons in
Atoms
Review/Assess 1
Standards for chapters
15
13.5 weeks
14.5weeks
16 weeks
17 weeks
18 weeks
19 weeks
2.5- weeks
1`-week
1.5
-week
22
1-week
1-week
1-week
7&8
9
Chemical
Composition &
Ionic & Covalent
Bonding
Chemical
Names
and
Formulas
23
Hydrocarbon
Compounds
Chapters: 24
Functional
Groups and
Organic
Reactions
The
Chemistry of
Life
(Biological
Chemistry)
21 weeks
22.5 weeks
24 weeks
25.5 weeks
27 weeks
28 weeks
30 weeks
1- week
1.5-weeks
1.5-week
1.5- weeks
1.5weeks
1 week
2-weeks
11
Chemical
Reactions
12
Stoichiometry
20
Redox
Reactions
16
Solutions
Review/Assess 3
Standards for
Chapters 112;
15 & 16; 20,
2225
Chapters: 19
Acids, Bases and
Salts
Lapsed Time:
31 weeks
Time required:
1- weeks
Chapters: 13
States of
Matter
15
Water and Aqueous
Systems
32 weeks
33-weeks
34-weeks
35 weeks
1- week
1-week
1-week
1- week
14
The Behavior of
Gases
Chapter 17
Thermochemistry
18
Reaction Rates and
Equilibrium
Review for CST
Standards for Chapters 120,
2225
1
Chemistry California Edition Wilbraham Pearson Prentice Hall 0132013053
2
Review/Asses
s2
Standards for
Chapters
19; 2225
Lapsed Time: 36 weeks
Time required:
1- weeks
Chapters: 21
Electrochemistry
Syllabus
Week
Orientation
Objectives
Assessment of reading, writing and
mathematics skills
Homework
Laboratory
Phase Change Lab Video
(boiling)
How to do Journal Writing
Binder: Chemistry section
for journal entries, labs,
class-work and homework
sheets, projects
KWL: What did I know
before yesterday; What did I
learn yesterday; what will I
learn by reviewing or
redoing the work I did
yesterday
How to organize a binder for chemistry
Seating Assignments
What is air made of?
1
2
Chapter 1

Chapter 1 Summary: Sections 1.1,
1.2, 1.3 and 1.4

Safety slide show, quiz and contract

Select careers in chemistry and
conduct investigations

Resume En Espanol
Study Guide
PowerPoint

Physical vs. Chemical change
(Demonstrate combustion)

States of matter (solid, liquid, gas)
Chapter 1

Safety Activity

Doing labs and worksheets

Roll-out project

Reading the text book
HW1 (cont)
Science Progress Chart
Guided Reading and Study
Workbook and solutions
Practice Problems and
Vocabulary Review
HW1

Section Review
1.3

Section Review
1.4
Guided Reading and Study
Workbook and solutions
INTERPRETING
GRAPHICS
3
PreLab1

Observing and
Inferring

Making
Observations of
Matter and key

Safety Slide Show

Chemistry Lab
Safety_read only

Chem Lab Safety
Contract
Lab1

Observing and
Inferring

CHEMICAL AND
PHYSICAL
PROPERTIES—
Laboratory
Practical and
Record sheet
Project: Careers in
Chemistry: Initial
Investigations
Documentation (50)
Research Specific Jobs and
Careers and Government
Organizations that hire
Chemists
PreLab1


SMALL-SCALE
LAB: Laboratory
Safety
QUICK LAB:
Quiz
Formative As
#5:
Formative As
Formative As
Journal Entrie
Quiz 1
Chapter Test
Quiz 1A, 1B,
Chapter Test
Chapter 1 Qu
Safety Quiz 1
Week
3
Objectives
Homework

Section Review
1.1

Section Review
1.2
Chapter 2

Second Safety Quiz

Review a sample lab report

Project: Select one career and write
a current event report involving that
career

Extra Credit: Do first worksheet

What is Mass

What is Volume

What is Density

Density (water and solid,
temperature of liquid, g/mL)

Mass (triple beam balance, grams)

Volume (graduated cylinder, cm3,
mL))

Mixtures vs. Pure Substances
(compounds and elements)

Homogeneous vs. Heterogeneous
Mixtures

Percent Composition of a Mixture

Physical vs. Chemical change
(Demonstrate Evaporation)

Extensive Properties vs. Intensive
Properties

Conservation of Mass

Conservation of Energy

Qualitative vs. Quantitative
Observations


Chapter 2 Summary: Sections 2.1,
2.2, 2.3 and 2.4
Practice Problems
Guided Reading and Study
Workbook and solutions
Interpreting Graphics and
Vocabulary Review
HW2









Resume en Espanol

Study Guide
Power Point

Science Progress
Chart
Percent
Composition
Significant
Figures (rules
and calculations)
Mixture vs.
Compound
Qualitative vs.
Quantitative
Observations
Hypotheses,
Tests, Models
Read Rubrics for
Lab Reports and
Writing
Assignments and
Sample Lab
Report
Section Review
2.1
Section Review
2.2
Section Review
2.3
Section Review
2.4
Laboratory
Bubbles!

Safety Lab
Project: Careers in
Chemistry: Review
Assignment and Starting
Points and set up PowerPoint
files
PreLab2

CHEMICAL AND
PHYSICAL
PROPERTIES

Measure Mass of
Sugar in Gum
(Percent
Composition of a
Mixture)

Filtration,
Sedimentation,
Evaporation,
Dissolving and
Magnetism
(Separating
Known Mixtures)

Review a sample
lab report

Physical and
Chemical Change

Observing a
chemical reaction

Mixtures-quick lab

Lab2





SMALL-SCALE
LAB: 1 + 2 + 3
=BLACK!
Physical and
Chemical Change
Observing a
Chemical Reaction
SSLM: Lab-2—A
Study of Chemical
Changes
Separating salt
from a
Mixture_Lab
Practical—
postpone until after
chemical equations
have been
discussed
Project: Careers in
Chemistry: Career Choice
(10) and Current Event
(20): Make contacts with a
Chemist in an organization
4
Quiz
Quiz2
Chapter Test A
Chapter Test B
Chapter 2 Quiz

Mass

Volume

Density

Chemist

Chemica

Matter

Solid

Liquid

Gas

Tempera
Safety Quiz 2
Worksheet for Ext
Chapter 2 Matter a
Week
Objectives
Homework
4
Chapter 3

Safety—read chemical lab and
small scale lab safety sheets and
sign second safety contract

Evaluate each student’s lab skills

Project: students contact people in
their career choice field and write
first draft of report.

Extra Credit-Do second extra credit
worksheet

Differentiated Instruction: For
those students who can not do the
project because of IEP status, the
alternative will be to build a balance
and weights

SI Base Units (length, mass, time,
temperature, amount of substance,
electric current, luminous intensity)

SI Prefixes (mega, kilo, centi, milli,
micro, pico)

Derived SI Units (area, volume,
density, molar mass, molar volume,
energy)

Scientific Notation

Accuracy and Precision (percentage
error, plus and minus notation)

Rules for Rounding Numbers

Significant Figures (addition,
subtraction, multiplication and
division)

Resume en Espanol
HW3

Study Guide
Power Point
Science Progress
Chart

Section Review
3.1

Section Review
3.2

Section Review
3.3
Practice Problems
Guided Reading and Study
Workbook and solutions
Interpreting Graphics and
Vocabulary Review
Laboratory
and schedule a visit/ phone
call or e-mail in order to
conduct an interview.
Develop interview questions.
Prelab3

Basic
Measurement and
Density-Lab
Practical and
record sheet

Measure and
Calculate Volumes
of Solids and the
percentage error

Mass and
Significant Figures
(0.001 g sensitivity
balance vs. 0.1 g
sensitivity balance)

Volume and
Significant Figures

Densities and
Electrical
Conductivities of
various saline
solutions

Accuracy and
Precision (PHSE p.
72)

Exploring Density
(PHSE p. 62)

Dimensional
Analysis (PHSE p.
86)

Mass, Volume and
Density

Small Scale lab
Safety—read only

Second Safety
Contract
Lab 3




5
Mass, Volume and
Density
Determination of
the mass of salt in
an unknown saline
solution (Direct
Proportionality)
Determination of
pressure vs.
volume of air at
room temperature
(Inverse
Proportionality
Determination of
the percentage of
water in popcorn
kernels (Accuracy
Quiz
Quiz 3
Chapter Test A
Chapter Test B
Lab Skills Evaluat
p. 3










Percent C
Conserv
Mass an
Homoge
Heteroge
Mixtures
Filtration
Sedimen
Evapora
Dissolvi
Magneti
Extensiv
Intensive
Hypothe
Models
Worksheet for Ext
Chapter 3 Scientif
Measurement
Week
Objectives
Homework
5
Chapter 3 (cont.)

Safety: read techniques for using
small scale equipment

Project: Continue interviewing an
adult in the chemistry-related field
and submit second draft of report

Conversion Factors

Dimensional Analysis

Direct Proportionality

Inverse Proportionality

Chapter 3 Sample Problems

Chapter 3 Summary: Sections 3.1,
3.2 and 3.3

HW3 (cont)

Section Review
3.4






Chapter 4

Conservation of Mass

Law of Definite Proportions

Law of Multiple Proportions

Elements (symbols, names and
types)

Electrons

Periodic Table (Groups and Periods,
metals, nonmetals and metalloids)

Resume en Espanol



HW 4



Study Guide
Power Point
6
Review
Worksheet 1.1
Review
Worksheet 2
Review
Worksheet 2.2
Section Review
1.3
Percent Error
Worksheet SR
3.1
Worksheet SR
3.2
Worksheet SR
3.3
Section Review
3.3
Science Progress
Chart
The Atom
Section Review
4.1
Laboratory
and Precision)

SSLM: Lab 5Massing Activities
for a Small Scale
Balance—D.I.

SSLM: Lab 3 –
Design and
Construction of a
Small Scale
Balance—D.I.
Project: Careers in
Chemistry: First Draft of
Project Report--Thorough
Answers for all questions
(40) : Conduct interviews
with a Chemist
Lab 3 (cont)

Science Materials
Request for week
7
SSLM: Lab 4—Design and
Construction of a set of
standardized weights
SSLM: Now What Do I Do?
PreLab4

Safety-Techniques
for Using Small
Scale Equipment read only

Van Der Graaf
generator and
Wimshurst
Machine
(existence of
electrons)

Using Inference:
the Black Box (SE
p. 107)

SSLM: Lab 6-Isotopes and
Atomic Mass
Lab 4

Direct and Inverse
Proportionality:
Mass and Volume
of water, and:
Pressure and
Volume of air

The Atomic Mass
of “Candium”
(PHSE p. 120)
Project: Careers in
Chemistry: Second Draft of
Project Report: Interview
(40) : Conduct interviews
with a Chemist
Quiz
Quiz 3 (cont)
Chapter 3 Quiz







SI Base
SI Prefix
Derived
percenta
Significa
Convers
Dimensi
Analysis

Direct
Proporti
Inverse
Proporti
Scientifi


Week
6
Objectives
Chapter 4 (cont)













Safety: Students sign third safety
contract
Project: students prepare audiovisual presentation
Extra Credit: Do third worksheet
CBL: Do two virtual chemistry labs
(VCL)
5-principles of Dalton’s Theory of
the atom
Mass Number
Average atomic masses
Mole: the quantity one mole is set by
Homework
HW4 (cont)

Section Review
4.2

Section Review
4.3
Practice Problems
Guided Reading and Study
Workbook and solutions
Vocabulary Review

defining one mole of carbon 12
atoms to have a mass of exactly 12
grams.
Avogadro’s Number, Molar Mass
The atom (electrons, nucleus, size
of the atom, protons (Rutherford’s
Experiment), neutrons and isotopes)
the nucleus of the atom is much
smaller than the atom yet contains
most of its mass.

Scientific Method Hypotheses,
Tests, Models and Theories
chemical processes can either
release (exothermic) or absorb
(endothermic) thermal energy.
Draw a Periodic
Table (include
symbols, full
element name,
group number
and period
number, and
differentiate
between metals,
nonmetals,
metalloids and
noble gases
using colors)
Worksheet SR 4.1

Worksheet SR
4.2

Worksheet SR
4.3
Laboratory
Lab 4 (cont)

Thompson
Cathode Ray Tube
Experiment (VCL
Lab 4)

Millikan Oil Drop
Experiment (VCL
Lab 5)

Modeling Atomic
Structure—Lab
Practical and
record

Atomic Structure:
Rutherford
Experiment (VCL
Lab 6)

Third Safety
Contract
Project: Careers in
Chemistry: Presentation
(100)

Conservation of
Mass (CH3COOH
+ NaHCO3 
CO2 +
Na(CH3COO) +
H2O)

Definite
proportions B-vary the proportion
of two substances
and measure the
amount of heat
given off (react
NaOCl (aq) and
Na2S2O3 (aq))




7
Chapter 5

Projects: Roll out the Forensics and
Applied Sciences project (2-weeks)
and prepare for the
Photoluminescence project (2weeks)
7
HW5


Science Progress
Chart
Section Review
5.1
Electrical
Conductivity of
various elements
Elements Bingo
What’s in the box
or can? (Making a
model of an
unknown object by
inference)
Isotopes Puzzle:
Determine the
number of protons,
electrons and
neutrons for a
given isotope.
PreLab5

Observing Light
Emission From
Wintergreen Mints
(PHSE p. 126)

SL: Atomic
Quiz
Quiz 4 (Cont)
Chapter Test A
Chapter Test B
Chapter4 Quiz

Conserv
Mass

Law of D
Proporti

Law of M
Proporti

Element
names an

Electron

Periodic
(Groups
metals, n
and meta

Element
names an
Worksheet for Ext
Chapter 4 Atomic





5-princip
Dalton’s
the atom
Mass Nu
Average
masses
Mole, A
Number,
Mass
Isotopes
Quiz 5
Review Quiz 5A, 5

Scientifi
Hypothe
Models a
Week
8
Objectives

Skills Workshop: Hypothesis,
Inference and Prediction

Electromagnetic Radiation

Wavelength

Frequency

Photon

c=

E=h

Light behaves as a wave and also as
a mass-less particle. Electrons are
particles with mass that also behave
as waves.

The photoelectric effect

The Bohr Model of the hydrogen
atom

Energy levels and quantum

Absorption vs. Emission

Chapter 4 Summary: Section 4.1

Show segment from the DVD
“What the Bleep Down the Rabbit
Hole” on waves and particle
behavior.

Observe absorption spectra of
incandescent bulbs, fluorescent
bulbs, neon and carbon dioxide
(line-emission vs. continuous
spectrum)

Lesson Plans
o 5.1
o 5.2
o 5.3
Homework
Guided Reading and Study
Workbook and solutions
Chapter 5
(cont)

ultraviolet light is a form of
electromagnetic radiation

to associate a wavelength and a
frequency to each color

to calculate the energy of a photon
of electromagnetic radiation of a
given wavelength or frequency

to understand why some materials
show photoluminescence and others
do not\

Electron Configurations (rules—the
Aufbau Principle, the Pauli
Exclusion Principle, Hund’s rule)

Orbital Notation

Electron-Configuration Notation
HW 5 (cont)

Section Review
5.2

Section Review
5.3
Practice Problems
Interpreting Graphics
8
and
Vocabulary Review
Holt Scilinks
Topic: Electromagnetic
Spectrum
SciLinks code: HC60482
Topic: Photoelectric Effect
SciLinks code: HC61138
Topic: William Ramsay
SciLinks code: HC61666
Laboratory
Emission Spectra
(PHSE p. 137)
Lab5

SSLM: Lab 7—
Design and
Construction of a
Quantitative
Spectroscope

SSLM: Lab 8—
Visible Spectra
and the Nature of
Light and Color




VCL Lab 7:
Atomic Emission
Spectra
VCL Lab 8: The
Photoelectric
Effect
VCL Lab 9:
Diffraction
Experiments
VCL Lab 10:
Electronic State
Energy Levels
Projects: Photoluminescence
and Forensics

Worksheet 4.4-1

Worksheet 4.4-2

Worksheet 4.4-3

Worksheet 4.4-4

Worksheet 4.4-5

Read Rubric for
Design Your Own
Labs

Read Rubric for
Presentations
PROJECT: SELECT A
TEST DESIGN FOR YOUR
PROJECT ON
PHOTOLUMINESCENCE
(see Worksheet 4.4-5)
PreLab5 (cont)

Flame Tests
(PHSE p. 142)
Quiz











Electrom
Radiatio
Wavelen
Frequen
Photon
c=
E=h
Light be
wave an
mass-les
Electron
particles
that also
waves.
The pho
effect
The Boh
the hydr
Energy l
quantum
Absorpti
Emission
Quiz 5 (cont)
Chapter Test A
Lab5 (cont)
Chapter Test B

Lab Practical 5-1:
Flame Tests and
record

LM: Lab 6—
Flame Test for
Metals

LM: Lab 7—
Energies of
Electrons
Chapter5 Quiz

Week
Objectives

Noble-Gas Notation


Resume en Espanol
Study Guide

PowerPoint

Lesson Plans
o 5.3b
Homework
Fall MidTerm:

Review chapters 15

Standards
1. None
2. None
3. None
4. None
5. None
6. None
7. None
8. None
9. None
10. None
11. None
12. I&E: a, b, c, d, f
Study Guide_Chapter 1
Laboratory


VCL Lab 1: Flame
Tests for Metals

LM: Lab 8—
Introduction to the
Spectrophotometer

Lab Practical 5-2:
Spectroscopy with
a
Spectrophotometer

Quiz
9
Study Guide_Chapter 2
Study Guide_Chapter 3
Study Guide_Chapter 4
Study Guide_Chapter 5
Lab Skills Evaluation-chart
on p. 3
Assessment--Student
demonstrates

safety handling
equipment

measurement of
mass of liquid and
solid

measurement of
volume of liquid
and solid

ability to focus on
results during
conclusion

Distinguish




10
Chapter 6 Standards 1.a; 1.b, 1.c, and 1.d

The Periodic Table: Periodicity of
Properties

Periodic Trends trends in ionization

HW 6


energy, electronegativity

Valence Electrons
9
Section Review
6.1
Section Review
6.2
Section Review
between
hypothesis and
theory as scientific
terms
Formulate
explanations by
using logic and
evidence
Identify possible
reasons for
inconsistent
results, such as
sources of error or
uncontrolled
conditions.
Select and use
appropriate tools
and technology
Identify and
communicate
sources of
unavoidable
experimental error.
PreLab6

Density and the
Periodic Tableand
Solubility and the
Periodic
Table_and record
MidTerm-Fall Sem

Exam

Edusoft
















Hypothe
Inferenc
Predictio
Workshe
Workshe
Workshe
Electrom
Radiatio
Wavelen
Frequen
Photon
c=
E=h
Light be
wave an
mass-les
Electron
particles
that also
waves.
The pho
effect
The Boh
the hydr
Energy l
quantum
Absorpti
Emission
Quiz 6
Chapter Test A
Chapter Test B
Week
Objectives

the relative sizes of ions and atoms.

relate the position of an element in

the periodic table to its atomic
number and atomic mass.
to understand how
photoluminescence is useful in
industry, medicine, and detection.

The Heisenberg Uncertainty
Principle

The Schrodinger Wave Equation

Atomic Orbitals

Quantum Numbers (n, l, m and
spin)

Orbitals vs. Sublevels

Orbital letters (s, p, d, f)

Resume en Espanol
Study Guide

PowerPoint
Lesson Plans

6.1

6.2

6.3
Homework
6.3
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and
Vocabulary Review

Assessment
Review 1a, 1b
and 1c
Laboratory
sheets _lab
practical

Elements Bingo

Periodic Properties


A Periodic Table
Logic
Problem_SSLM 9


Observe voltage of
solar cell

The wave Nature
of Light:
Interference

Worksheet 4.4-1

Worksheet 4.4-2

Worksheet 4.4-3

Worksheet 4.4-4
Lab 6




11
Chapter 25 Standards 1.e, 11.a, 11.b, 11.c,
11.d, 11.e,

The nucleus

Radioactive decay

Nuclear radiation

Nuclear fission and nuclear fusion

Resume en Espanol
Study Guide

PowerPoint

Field Trip to LBL
Lesson Plans

25.1

25.2

25.3
HW 25

Section Review
25.1

Section Review
25.2

Section Review
25.3

Section Review
25.4
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and

Lab 25



Vocabulary Review




10
Periodic
Properties_Lab 9
Periodic Trends in
Ionic Radii_quick
lab (SE p. 175)
Periodicity in
Three
Dimensions_Small
Lab
Black Light
Fluorescence and
Phosphorescence
Simulation of
nuclear decay
using paper and
pennies (new text
p. 708)
DEMO:
Radioactivity
(A26), use
probeware
The Schrodinger
Operator—Rules
that relate atomic
number (i.e., the
number of
electrons) and
quantum number
signature
Orbital letters and
quantum number
signature
Radioactivity and
Half-Lives_SSLM
p. 809
Half-Lives and
Reaction
Quiz
Chapter6 Quiz

Quantum
(n, l, m a

Orbitals
Sublevel

Orbital l
d, f)

Electron
Configu
(rules—
Principle
Exclusio
Hund’s r

Orbital N

Electron
Configu
Notation

Noble-G

Periodic



trends in
energy,
electrone
Valence
the relati
ions and
relate the
an eleme
periodic
atomic n
atomic m
Quiz 25
Chapter Test A
Chapter Test B
Quiz 25
(cont)
Chapter25 Quiz





The nucl
Radioac
Nuclear
Nuclear
nuclear f
Atomic O
Week
Objectives
Homework
Laboratory
Rate_SLM41

Studying Inverse
Square
Relationships_Qui
ck Lab
Radioactivity and Radiation
and pre-assesment

Quiz
Lab 7
Conductivity as an Indicator
of Bond Type (B7)
Chapter Test A
12
Chapter 7

Chemical bonds: ionic and covalent
bonds

Electronegativity and bonding types

Molecule and molecular formula

Potential energy, bond length, bond
energy

Octet rule

Lewis structures: steps to making

Lewis structures: single, double,
triple bonding

Resonance structuresChemical
formula: molecular compounds vs.
ionic compounds

Crystals: arrangement of ions,
lattice energy

Properties of ionic compounds and
molecular compounds

Metallic Bonding

Intermolecular Forces: dipoles,
hydrogen bonding, London
dispersion forces

Resume en Espanol
Study Guide

PowerPoint
Lesson Plans

7.1

7.2

7.3
13
Chapter 8

Chemical bonds: ionic and covalent
bonds

Electronegativity and bonding types

Molecule and molecular formula

Potential energy, bond length, bond
energy

Octet rule

Lewis structures: steps to making

Lewis structures: single, double,
triple bonding

Resonance structures

Chemical formula: molecular
compounds vs. ionic compounds

Crystals: arrangement of ions,
lattice energy

Properties of ionic compounds and
molecular compounds

Polyatomic ions: Lewis structures
of…
11
HW 7

Section Review
7.1

Section Review
7.2

Section Review
7.3
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and
Vocabulary Review
Chapter Test B
Chapter7 Quiz
Solutions Containing Ions
(Quick Lab p, 199)
Analysis of Anions and
Cations_SSL p.200
Ionic and Metallic
Bonding_Small Scale Lab
Electron Configurations of
Atoms and Ions
Crystal Structures and preassessment_Lab 10
Names and Formulas of
Ionic Compounds_VCL Lab
2
HW 8




Section Review
8.1
Section Review
8.2
Section Review
8.3
Section Review
8.4
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and
Vocabulary Review
Lab 8
Quiz 8
Bonding Game 1
Chapter Test A
Strengths of Covalent
Bonds_Quick Lab
Chapter Test B
Chapter8 Quiz
Molecular Models_LM11
Paper
Chromatography_SSLM 11
Model Building and
empirical Formula of a
hydrated compound_lab
practical
Observing evidence of
polarity (balloons and
water)__DEMO
Week
14
15
16
17
Objectives

Metallic Bonding

Intermolecular Forces: dipoles,
hydrogen bonding, London
dispersion forces

Resume en Espanol
Study Guide
PowerPoint and Alternate Power Point
Lesson Plans

8.1

8.2

8.3/8.4

See Chapter 8 above
Chapter 9

Molecular vs. empirical formulas

Binary Ionic compounds: determine
formulas from ions, naming of

Binary Molecular Formulas:
determine formulas using prefixes,
writing formulas from names

Monatomic ad polyatomic ions

Polyatomic ions: Lewis structures
of…

Oxidation Numbers: assigning

Molar mass from a chemical
formula

Converting between mass and moles
using molar mass

Resume en Espanol
Study Guide

PowerPoint

Lesson Plans
9.1
9.2
9.3
9.4
9.5
Chapter 22

Abundance and Importance of
Carbon

Organic Compounds

Saturated Hydrocarbons

Unsaturated Hydrocarbons

Resume en Espanol
Study Guide

PowerPoint

Lesson Plans
o 22.1
o 22.2
o 22.3
o 22.4
o 22.5
Chapter 23
12
Homework
Laboratory
Quiz
HW 9
Lab 9
Quiz 9
Chapter Test A





Section Review
9.1
Section Review
9.2
Section Review
9.3
Section Review
9.4
Section Review
9.5
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and
The ion name game and
tables of ions
Names and Formulas for
Ionic Compounds_SL
Chapter Test B
Chapter9 Quiz
Chemical Names and
Formulas_SSLM 12
Making Ionic
Compounds_Quick Lab
Nomenclature Lab Practical
9-1 and record
Vocabulary Review
HW 22





Section Review
22.1
Section Review
22.2
Section Review
22.3
Section Review
22.4
Section Review
22.5
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and
Lab 22
Carbon
Alkanes and Alkenes:
Modeling
Quiz 22
Chapter Test A
Structural Isomers of
heptane_Quick Lab
Chapter22 Quiz

Chapter Test B
Molecular Structure of
hydrocarbons_SSLM37
Hydrocarbons: A Structural
Study_LM 49
Model Building with
Organic Compounds_LP221
Vocabulary Review
Lab 22: Alkanes and
Alkenes (modeling)
HW 23
Lab 23
Quiz 23
Week
Objectives

Functional Groups and Classes of
Organic Compounds

More Classes of Organic Compounds

Organic Reactions

Polymers

Resume en Espanol
Study Guide

PowerPoint

Lesson Plans
23.1
23.2
23.3
23.4
Homework

Section Review 23.1

Section Review 23.2

Section Review 23.3

Section Review 23.4
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and
Vocabulary Review
Laboratory
All Fats are not Equal
Casein Glue
Quiz
Chapter Test A
Chapter Test B
Esters of Carboxylic
Acid_LM50
Chapter23 Quiz
Acid catalyzed Iodination of
acetone (exp. 21-1, p. 884)
Testing for an
Aldehyde_Quick Lab
Vitamin C in
Drinks_SSLM39
Vitamin C in Tablets:
SSLM38
Esters of Carboxylic
Acid_LP23-1
Polymers SL p.753
18
19
Chapter 24

Cells and Photosynthesis

Carbohydrates

Amino Acids and their Polymers

Lipids

Nucleic Acids

Metabolism

Resume en Espanol
Study Guide

PowerPoint

Lesson Plans
24.1
24.2
24.3
24.4
24.5
24.6
HW 24

Section Review 24.1

Section Review 24.2

Section Review 24.3

Section Review 24.4

Section Review 24.5

Section Review 24.6
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and
Benchmark Assessment Fall
Study Guide_Chapter 1



Vocabulary Review
Lab 24
Quiz 24
Demonstration: Denaturing
egg white (new text p. 765)
Chapter Test A
Chapter Test B
The Egg: A biochemical
storehouse_SSL p. 774
Chapter24 Quiz
Preparation of Soap_LM51
Reactions of
Biomolecules_SSLM40
A Model of DNA_QL
Testing for Simple Sugars
Casein Glue
Study Guide_Chapter 2
Review chapters 19; 2225
Standards
1. a, b, c ,d, e, f, g, h, i, j
2. a,b,c,d e,f, g, h
3. None
4. None
5. None
6. None
7. None
8. None
9. None
10. a,b,c,d,e,f
11. a,b,c,d,e,f,g
I&E: a, g d,
Study Guide_Chapter 3
Study Guide_Chapter 4
Study Guide_Chapter 5
Study Guide_Chapter 6
Study Guide_Chapter 7
Study Guide_Chapter 8
Study Guide_Chapter 9
13
Lab Skills Evaluation-chart
on p. 3
Assessment--Student
demonstrates

safety handling
equipment

measurement of
mass of liquid and
solid

measurement of
volume of liquid
and solid

ability to focus on
results during
conclusion

Distinguish
Alternative Final-F
Semester
Final-Fall Semeste

Exam

Edusoft
Week
Objectives
Homework
Laboratory
Study Guide_Chapter 22
Study Guide_Chapter 23

Study Guide_Chapter 24
Study Guide_Chapter 25



20
Chapter 10

Calculations with moles,
Avogadro’s number and average
atomic mass

Pressure: def.’n; units, STP

Resume en Espanol
Study Guide

PowerPoint

Lesson Plans
10.1
10.2
10.3
HW 10

Section Review 10.1

Section Review 10.2

Section Review 10.3
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and
Vocabulary Review
Quiz
between
hypothesis and
theory as scientific
terms
Formulate
explanations by
using logic and
evidence
Identify possible
reasons for
inconsistent
results, such as
sources of error or
uncontrolled
conditions.
Select and use
appropriate tools
and technology
Identify and
communicate
sources of
unavoidable
experimental error.
Lab 10
Empirical Formula
Determination LM13
Percent Composition_Quick
Lab10.3
Quiz 10
Chapter Test A
Chapter Test B
Chapter10 Quiz
Measuring Mass a Means of
Counting_SSLM13
Empirical Formulas_LP10-1
Counting by Measuring
Mass SL10.2
21
Chapter 11

Chemical Reactions: observations
of, equations describing (word,
formula and balanced chemical)

Types of chemical reactions

Activity Series

Complete & Net Ionic Equations

Resume en Espanol
Study Guide

Power Point and Alternate PowerPoint

Lesson Plans
11.1
11.2
11.3
HW 11

Section Review 11.1

Section Review 11.2

Section Review 11.3
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and
Vocabulary Review
Lab 11
Precipitation Reactions:
Formation of Solids SL-11.3
Types of Chemical
Reactions LM14
Reactivity of Metals LM15
Identification of Anions and
Cations in Solutions LM16
Precipitation Reactions
LM17
Qualitative Analysis LM18
14
Quiz 11
Chapter Test A
Chapter Test B
Chapter11 Quiz
Week
Objectives
Homework
Laboratory
Quiz
Removing Silver
Tarnish_Quick Lab11.1 (p.
326)
Chemical
Equations_SSLM14
Balancing Chemical
Equations_SSLM15
Titration of Bleach_SSLM16
Halogen Ions in
Solution_SSLM17
Reactivity of Metals_LP11-1
Identification of Anions in
Solution_LP11-2
Precipitation
Reactions_LP11-3
Reaction Types_LP11-4
22.5
Chapter 12

Stoichiometry

Mole ratio

Finding unknown amounts and
masses of reactants or products

Limiting Reactants

Theoretical and Actual Yield

Percent Yield

Resume en Espanol
Study Guide

PowerPoint
HW 12

Section Review 12.1

Section Review 12.2

Section Review 12.3
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and
Lab 12
Vocabulary Review
Limiting Reagents_Quick
Lab12.3 (p. 372)
Quiz 12
Chapter Test A
Analysis of Baking Soda
SL-12.2
Chapter Test B
Quantitative Analysis LM19
Chapter12 Quiz
Balanced Chemical
Equations LM20
Titrations: Determining How
Much Acid is in a
Solution_SSLM18
Mass Titrations: Measuring
Molar Concentrations_
SSLM19
Stoichiometry in a
reaction_LP12-1
Limiting Reagent_LP12-2
24
Chapter 20

OILRIG
HW 20

Section Review 20.1
15
Lab 20
Quiz 20
Chapter Test A
Week
Objectives

Oxidation Numbers

Balancing REDOX Equations

Resume en Espanol
Study Guide

PowerPoint
Homework

Section Review 20.2

Section Review 20.3
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and
Vocabulary Review
Laboratory
Half-Reactions SL-20.3
Quiz
Chapter Test B
Oxidation-Reduction
Reactions LM46
Chapter20 Quiz
Corrosion LM47
Bleach It! Oxidize the Color
Away _Quick Lab20.3 (p.
653)
Determination of an Activity
Series_SSLM34
Oxidation-Reduction
Reactions _ SSLM35
Reduction of manganese in
permanganate ion (exp. 19,
p. 652, new text, Modern
Chem)
Rust Race (inq. Exp., sect. 1,
Ch. 19 new ext Modern
Chem)
Redox Reactions (sect. 3,
new text, Modern Chem
25.5
Chapter 15

Water properties

Solvent, solute, solution process

Electrolytes and nonelectrolytes

hydrates

Resume en Espanol
Study Guide

PowerPoint
HW 15

Section Review 15.1

Section Review 15.2

Section Review 15.3
Practice Problems

Guided Reading
and Study
Workbook and
solutions
and
Lab 15
Vocabulary Review
Electrolytes and
Nonelectrolytes LM29
Electrolytes SL-15.2
Chapter Test B
Distillation LM26
Chapter15 Quiz
The Solvent Properties of
Water LM27
Water of Hydration LM28
Surfactants _Quick Lab15.1
(p. 448)
Reactions of Aqueous Ionic
Compounds_SSLM22
Identification of Eight
Unknown Solutions _
SSLM23
Electrolytes SSLM24
Hard and Soft Water
SSLM25
Water and Aqueous
16
Quiz 15
Chapter Test A
Week
Objectives
Homework
Laboratory
Systems_LP15-1
Quiz
27
Chapter 16

solution process, solubility, factors
affecting solubility, solutions and
colloids

Concentrations of solutions,
molarity, molality, ppm, ppb

Dilution

%(v/v) and % (w/w)

Colligative properties, phase
diagrams, boiling point elevation,
freezing point depression

Resume en Espanol
Study Guide

PowerPoint and Alternate Power Point
HW 16

Section Review 16.1

Section Review 16.2

Section Review 16.3

Section Review 16.4
Lab 16
Quiz 16
Chapter Test A
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and
Vocabulary Review
Making aSolution SL-16.4
Chapter Test B
Factors Affecting Solution
Formation LM30
Chapter16 Quiz
Supersaturation LM31
Introduction to
Chromatography LM32
Freezing Point LM33
Solutions and Colloids
_Quick Lab16.3 (p. 489)
Solubility Rules_SSLM26
Chromatography LP16-1
28
Spring MidTerm:

Review chapters 112; 15 & 16; 20,
Study Guide_Chapter 2
2225


Study Guide_Chapter 1
Standards
1. a, b, c ,d, e, f, g, h, i, j
2. a,b,c,d e,f, g, h
3. a,b,c,d,e,f,g
4. None
5. None
6. a,b,c,d,e,f
7. None
8. None
9. None
10. a,b,c,d,e,f
11. a,b,c,d,e,f,g
I&E: a, g d,
Study Guide_Chapter 3
Study Guide_Chapter 4
Study Guide_Chapter 5
Study Guide_Chapter 6
Study Guide_Chapter 7
Study Guide_Chapter 8
Study Guide_Chapter 9
Lab Skills Evaluation-chart
on p. 3
Assessment--Student
demonstrates

safety handling
equipment

measurement of
mass of liquid and
solid

measurement of
volume of liquid
and solid

ability to focus on
results during
conclusion

Distinguish
Study Guide_Chapter 10
Study Guide_Chapter 11

Study Guide_Chapter 12
Study Guide_Chapter 15

Study Guide_Chapter 16
Study Guide_Chapter 20
Study Guide_Chapter 22
Study Guide_Chapter 23
Study Guide_Chapter 24
17


between
hypothesis and
theory as scientific
terms
Formulate
explanations by
using logic and
evidence
Identify possible
reasons for
inconsistent
results, such as
sources of error or
uncontrolled
conditions.
Select and use
appropriate tools
and technology
Identify and
communicate
MidTerm-Spring S

Exam

Edusoft
Week
Objectives
Homework
Laboratory
Study Guide_Chapter 25
30
Chapter 19

Properties of Acids and Bases

Acid-Base Theories

Acid-Base Reactions

Strengths of acids and bases

Neutralization reactions

Salts in solution, buffers

Aqueous solutions and the concept
of pH

Determining pH and Titration

Resume en Espanol
Study Guide

PowerPoint and Alternate Power Point
Quiz
sources of
unavoidable
experimental error.
HW 19

Section Review 19.1

Section Review 19.2

Section Review 19.3

Section Review 19.4

Section Review 19.5
Lab 16
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and
Reactions of Acids LM41
Quiz 19
Chapter Test A
Ionization Constants of
Weak Acids SL-19.4
Chapter Test B
Estimation of pH LM40
Chapter19 Quiz
Neutralization Reactions
LM42
Acid-Base Titrations LM43
Salt Hydrolysis LM44
Vocabulary Review
Buffers LM45
Indicators from Natural
Sources _Quick Lab19.2 (p.
604)
A small-scale colorimetric
pH meter_SSLM30
Titration Curves_SSLM31
Determining pH LP19-1
Acids and Bases LP19-2
Titration LP19-3
Lab 18: Hydronium ion
concentration and pH (A12)
Titration of an acid with a
base (A13)
Measure pH using probe
ware.
31
Chapter 13

The Kinetic Molecular Theory of
Matter (ideal and real gases;
expansion, density, fluidity,
compressibility, diffusion and
effusion)

Solids, liquids and gases

Changes of state

Hydrogen Bonding

Types of Solids

Capillary Action

Phase Diagrams
HW 13

Section Review 13.1

Section Review 13.2

Section Review 13.3

Section Review 13.4
Practice Problems

Guided Reading
and Study
Workbook and
solutions
Interpreting Graphics and

Resume en Espanol
Study Guide

PowerPoint and Alternate Power Point
18
Vocabulary Review
Lab 13
The Behavior of Liquids and
Solids SL-13.3
Allotropic Forms of Sulfur
LM21
Changes of Physical State
LM22
Sublimation _Quick Lab13.4
(p. 402)
Absorption of Water by
Paper Towels: A Consumer
Quiz 13
Chapter Test A
Chapter Test B
Chapter13 Quiz
Week
Objectives
Homework
Laboratory
Lab_SSLM20
Changes of Physical State
LP13-1
19
Quiz
32
Chapter 14

Gas Laws (Boyle’s,
Charles, Gay Lussac’s,
Dalton’s law of partial
pressure)Law of
Combining Volume,
Avogadro’s Law,
Standard Molar Volume
of a Gas

PV=nRT, the ideal gas
constant, gas density

Stoichiometry of Gases:
gas volume ratios

Effusion and Diffusion:
Graham’s Law of
Effusion, relative rates
of effusion, molecular
velocity vs. molar mass

Resume en Espanol
Study Guide

Power Point
HW 14

Section Review
14.1

Section Review
14.2

Section Review
14.3

Section Review
14.4
Practice Problems

Guided
Reading and
Study
Workbook
and solutions
Interpreting Graphics
and
Vocabulary Review
Lab 14
Quiz 14
Chapter Test A
Diffusion SL-14.4
Chapter Test B
Pressure-Volume
Relationships for Gases
LM23
Chapter14 Quiz
Temperature-Volume
Relationships for Gases
LM24
Diffusion of Gases LM25
Carbon Dioxide from
Antacid Tablets Quick
Lab14.3 (p. 428)
Synthesis and Qualitative
Analysis of
Gases_SSLM21
Boyle’s Law LP14-1
Charles’ Law LP14-2
Demonstration: Diffusion
and Cell Membranes
(Forensics experiment, Ch.
13, new text
33
34
Chapter 17

Thermochemistrytemperature, heat and
work; exothermic and
endothermic processes;
heat transfer units; heat
capacity and specific
heat

Enthalpy Changes—
calorimetry;
thermochemical
equations; heat of
reaction, combustion
and formation

Latent Heat of Fusion
and Vaporization

Hess’s Law

Resume en Espanol
Study Guide

Power Point
Chapter 18

Reaction Rate

The nature of chemical
equilibrium

Shifting Equilibrium
HW 17

Section Review
17.1

Section Review
17.2

Section Review
17.3

Section Review
17.4
Lab 17
Quiz 17
Chapter Test A
Heat of Combustion of a
Candle SL-17.4
Chapter Test B
Freezing Point LM33
Chapter17 Quiz
The Specific Heat of a
Metal LM34
Heats of Reaction LM35
Practice Problems

Guided
Reading and
Study
Workbook
and solutions
Interpreting Graphics
and
Heat of Fusion of Ice
Quick Lab17.3 (p. 522)
Heat of Fusion of
Ice_SSLM27
Specific Heat LP17-1
Vocabulary Review
Heat of Reaction LP17-2
HW 18

Section Review
18.1

Section Review
18.2
Lab 18
20
Enthalpy and Entropy SL18.4
Quiz 18
Chapter Test A
Chapter Test B

Equilibria of acids,
bases, and salts

Solubility equilibrium

Driving Force of
Reactions—spontaneity,
Entropy and Free
Energy

The reaction process—
the reaction rate
constant; intermediate
products, activation
energy

Resume en Espanol
Study Guide

Power Point and Alternate
Power Point


Section Review
18.3
Section Review
18.4
Practice Problems

Guided
Reading and
Study
Workbook
and solutions
Interpreting Graphics
and
Vocabulary Review

Section
Review 18.5
Factors Affecting Reaction
Rates LM36
Chapter18 Quiz
The Clock Reaction LM37
Disturbing Equilibrium
LM38
A Solubility Product
Constant LM39
Does Steel Burn? Quick
Lab1.1 (p. 544)
Factors Affecting the Rate
of a Chemical
Reaction_SSLM28
Le Chatelier’s Principle and
Chemical
Equilibrium_SSLM29
Reaction Rate LP18-1
Lab 19: Colorimetry
probeware experiment to
determine the reaction rate
of crystal violet reaction
(need to get Vernier writeup)
Lab 20: Equilibrium (B19)
Buffering Capacity (A20)
35
Spring Final:

Review chapters

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Study Guide_Chapter 1
Standards for Chapters
120, 2225
Study Guide_Chapter 2
Standards
a, b, c ,d, e, f, g, h, i, j
a,b,c,d e,f, g, h
a,b,c,d,e,f*,g*
a,b,c,d,e,f, g*, h*,i*
a,b,c,d,e*,f*,g*
a,b,c,d,e*,f*
a,b,c,d,e*,f*
a,b,c,d*
a,b,c,*
a,b,c,d,e,f
a,b,c,d,e,f,g
I&E: a, g d,
Study Guide_Chapter 3
Study Guide_Chapter 4
Study Guide_Chapter 5
Study Guide_Chapter 6
Study Guide_Chapter 7
Study Guide_Chapter 8
Study Guide_Chapter 9
Study Guide_Chapter
10
The solubility Product
Constant of NaCl (A19)
Lab Skills Evaluation-chart
on p. 3
Assessment--Student
demonstrates

safety handling
equipment

measurement of
mass of liquid
and solid

measurement of
volume of liquid
and solid

ability to focus on
results during
conclusion

Distinguish

Study Guide_Chapter
11
Study Guide_Chapter
12
21

between
hypothesis and
theory as scientific
terms
Formulate
explanations by
using logic and
evidence
Identify possible
reasons for
inconsistent
Final-Spring Semester

Exam

Edusoft Form
Study Guide_Chapter
13
Study Guide_Chapter
14
Study Guide_Chapter
15


Study Guide_Chapter
16
results, such as
sources of error or
uncontrolled
conditions.
Select and use
appropriate tools
and technology
Identify and
communicate
sources of
unavoidable
experimental
error.
Study Guide_Chapter
17
Study Guide_Chapter
18
Study Guide_Chapter
19
Study Guide_Chapter
20
Study Guide_Chapter
22
Study Guide_Chapter
23
Study Guide_Chapter
24
Study Guide_Chapter
25
36
Chapter 21

Introduction to
Electrochemistry—halfcells and cell potentials

Voltaic Cells

Electrolytic Cells

Resume en Espanol
Study Guide

Power Point
HW 21

Section Review
21.1

Section Review
21.2

Section Review
21.3
Lab 18
Electrolysis of Water SL21.3
Chapter Test B
Corrosion LM47
Chapter21 Quiz
Electrochemistry LM48
Practice Problems

Guided
Reading and
Study
Workbook
and solutions
Interpreting Graphics
and
Electrochemical Analysis of
Metals Quick Lab21.3 (p.
564)
Vocabulary Review
Lab 28: Electric Charge
(inq. Exp., Modern Chem)
Small-Scale Voltaic
Cells_SSLM36
Electroplating LP21-1
Lab 29: Voltaic Cells
(p. 678, new text, Modern
Chem)
22
Quiz 21
Chapter Test A
Standards Pacing Guide:
The CST standards schedule for chemistry is as
follows:
Standard
Atomic and Molecular Structure
1. The periodic table displays the
elements in increasing atomic number
and shows how periodicity of the
physical and chemical properties of
the elements relates to atomic
structure. As a basis for
understanding this concept:
a. Students know how to relate the position
of an element in the periodic table to its
atomic number and atomic mass.
b. Students know how to use the periodic
table to identify metals, semimetals, nonmetals, and halogens.
c. Students know how to use the periodic
table to identify alkali metals, alkaline
earth metals and transition metals, trends
in ionization energy, electronegativity,
and the relative sizes of ions and atoms.
d. Students know how to use the periodic
table to determine the number of
electrons available for bonding.
e. Students know the nucleus of the atom is
much smaller than the atom yet contains
most of its mass.
f. *Students know how to use the periodic
table to identify the lanthanide, actinide,
and transactinide elements and know
that the transuranium elements were
synthesized and identified in laboratory
experiments through the use of nuclear
accelerators.
g.*Students know how to relate the position
of an element in the periodic table to its
quantum electron configuration and to its
reactivity with other elements in the table.
h.*Students know the experimental basis for
Thomson’s discovery of the electron,
Rutherford’s nuclear atom, Millikan’s oil
drop experiment, and Einstein’s
explanation of the photoelectric effect.
i.* Students know the experimental basis for
the development of the quantum theory
of atomic structure and the historical
importance of the Bohr model of the
atom.
j.* Students know that spectral lines are the
result of transitions of electrons between
energy levels and that these lines
correspond to photons with a frequency
related to the energy spacing between
levels by using Planck’s relationship (E =
# of
CST
test
items
6
Marking
Period #
07-08
Begin
Date for
Teaching
07-08
End Date
for
Mastery
Which Project
Used to Teach Standard,
if any
2
10 week
12 week
Photoluminescence
Density and the Periodic
Table
A Periodic Table Logic
Problem
Periodic Properties
Periodic Trends in Ionic
Radii
Periodicity in Three
Dimensions
2
10 week
11 week
2
10 week
11 week
2
10 week
11 week
2
10 week
11 week
2
11 week
12 week
1
1
2
1
1
NA*
NA*
NA*
NA*
NA*
23
Standard
hv).
Chemical Bonds
2. Biological, chemical, and physical
properties of matter result from the
ability of atoms to form bonds from
electrostatic forces between electrons
and protons and between atoms and
molecules. As a basis for
understanding this concept:
a. Students know atoms combine to form
molecules by sharing electrons to form
covalent or metallic bonds or by
exchanging electrons to form ionic
bonds.
b. Students know chemical bonds between
atoms in molecules such as H2, CH4,
NH3, H2CCH2, N2, Cl2 and many large
biological molecules are covalent.
c. Students know salt crystals, such as NaCl,
are repeating patterns of positive and
negative ions held together by
electrostatic attraction.
d. Students know the atoms and molecules
in liquids move in a random pattern
relative to one another because the
intermolecular forces are too weak to
hold the atoms or molecules in a solid
form.
e. Students know how to draw Lewis dot
structures.
f. *Students know how to predict the shape of
simple molecules and their polarity from
Lewis dot structures.
g.*Students know how electronegativity and
ionization energy relate to bond
formation.
h.*Students know how to identify solids and
liquids held together by Van der Waals
forces or hydrogen bonding and relate
these forces to volatility and
boiling/melting point temperatures.
Conservation of Matter and Stoichiometry
3. The conservation of atoms in chemical
reactions leads to the principle of
conservation of matter and the ability
to calculate the mass of products and
reactants. As a basis for
understanding this concept:
a. Students know how to describe chemical
reactions by writing balanced equations.
b. Students know the quantity one mole is
set by defining one mole of carbon 12
atoms to have a mass of exactly 12
grams.
c. Students know one mole equals 6.02 x
1023 particles (atoms or molecules).
d. Students know how to determine the molar
mass of a molecule from its chemical
formula and a table of atomic masses
and how to convert the mass of a
molecular substance to moles, number of
particles, or volume of gas at standard
temperature and pressure.
e. Students know how to calculate the
masses of reactants and products in a
# of
CST
test
items
Marking
Period #
07-08
Begin
Date for
Teaching
07-08
End Date
for
Mastery
Which Project
Used to Teach Standard,
if any
3
12th week
19th week
Solutions Containing
Ions
Ionic and Metallic
Bonding_
Crystal Structures
3
12
14
3
15
17
3
12
13
3
12
13
3
10
11
7
2
1
1
Evaporation and Ink
Solvents (extended Lab)
1
2
NA*
NA*
Evaporation and Ink
Solvents (extended Lab)
NA*
10
2
3
14
16th week
3
15
16
3
14
15
3
14
15
3
14
15
Stoichiometry and
Gravimetric Analysis
(extended Lab)
3
15
16
Stoichiometry and
Gravimetric Analysis
Colored Precipitates
(extended Lab)
1
1
3
3
24
Standard
chemical reaction from the mass of one
of the reactants or products and the
relevant atomic masses.
f.* Students know how to calculate percent
yield in a chemical reaction.
g.* Students know how to identify reactions
that involve oxidation and reduction and
how to balance oxidation-reduction
reactions.
Gases and Their Properties
4. The kinetic molecular theory describes
the motion of atoms and molecules
and explains the properties of gases.
As a basis for understanding this
concept:
a. Students know the random motion of
molecules and their collisions with a
surface create the observable pressure
on that surface.
b. Students know the random motion of
molecules explains the diffusion of
gases.
c. Students know how to apply the gas laws
to relations between the pressure,
temperature, and volume of any amount
of an ideal gas or any mixture of ideal
gases.
d. Students know the values and meanings
of standard temperature and pressure
(STP).
e. Students know how to convert between
the Celsius and Kelvin temperature
scales.
f. Students know there is no temperature
lower than 0 Kelvin.
g.*Students know the kinetic theory of gases
relates the absolute temperature of a gas
to the average kinetic energy of its
molecules or atoms.
h.*Students know how to solve problems by
using the ideal gas law in the form PV =
nRT.
i.* Students know how to apply Dalton’s law
of partial pressures to describe the
composition of gases and Graham’s law
to predict diffusion of gases.
Acids and Bases
5. Acids, bases, and salts are three
classes of compounds that form ions
in water solutions. As a basis for
understanding this concept:
a. Students know the observable properties
of acids, bases, and salt solutions.
b. Students know acids are hydrogen-iondonating and bases are hydrogen-ionaccepting substances.
c. Students know strong acids and bases
fully dissociate and weak acids and
bases partially dissociate.
d. Students know how to use the pH scale to
characterize acid and base solutions.
e.*Students know the Arrhenius, BrønstedLowry, and Lewis acid-base definitions.
f.* Students know how to calculate pH from
the hydrogen-ion concentration.
# of
CST
test
items
Marking
Period #
07-08
Begin
Date for
Teaching
07-08
End Date
for
Mastery
Which Project
Used to Teach Standard,
if any
(extended Lab)
NA*
NA*
6
3 and 4
15th week
24th week
4
23
24
4
23
24
3
16
17
Boyle’s Law (extended
Lab)
3
15
16
Boyle’s Law (extended
Lab)
3
15
16
Boyle’s Law (extended
Lab)
3
16
17
Boyle’s Law (extended
Lab)
4
21nd week
23rd week
4
21
22
4
21
22
4
21
22
4
22
23
1
1
2
1
1/2***
1/2***
NA*
NA*
NA*
5
2
1
1
1
NA*
NA*
25
Standard
g.*Students know buffers stabilize pH in acidbase reactions.
Solutions
6. Solutions are homogenous mixtures of
two or more substances. As a basis
for understanding this concept:
a. Students know the definitions of solute
and solvent.
b. Students know how to describe the
dissolving process at the molecular level
by using the concept of random
molecular motion.
c. Students know temperature, pressure, and
surface area affect the dissolving
process.
d. Students know how to calculate the
concentration of a solute in terms of
grams per liter, molarity, parts per million,
and percent composition.
e.*Students know the relationship between
the molality of a solute in a solution and
the solution’s depressed freezing point or
elevated boiling point.
f. *Students know how molecules in a
solution are separated or purified by the
methods of chromatography and
distillation.
Chemical Thermodynamics
7. Energy is exchanged or transformed in
all chemical reactions and physical
changes of matter. As a basis for
understanding this concept:
a. Students know how to describe
temperature and heat flow in terms of the
motion of molecules (or atoms).
b. Students know chemical processes can
either release (exothermic) or absorb
(endothermic) thermal energy.
c. Students know energy is released when a
material condenses or freezes and is
absorbed when a material evaporates or
melts.
d. Students know how to solve problems
involving heat flow and temperature
changes, using known values of specific
heat and latent heat of phase change.
e.*Students know how to apply Hess’s law to
calculate enthalpy change in a reaction.
f. *Students know how to use the Gibbs free
energy equation to determine whether a
reaction would be spontaneous.
Reaction Rates
8. Chemical reaction rates depend on
factors that influence the frequency of
collision of reactant molecules. As a
basis for understanding this concept:
a. Students know the rate of reaction is the
decrease in concentration of reactants or
the increase in concentration of products
with time.
b. Students know how reaction rates depend
on such factors as concentration,
temperature, and pressure.
# of
CST
test
items
Marking
Period #
07-08
Begin
Date for
Teaching
07-08
End Date
for
Mastery
Which Project
Used to Teach Standard,
if any
1 and 4
3rd week
21st week
Water quality: bringing
chemistry alive to the
outside world—how
science can influence the
social situation.
4
19
20
4
19
20
4
19
21
1
4
3
20
4
21
1, 2 , 3
and 4
5th week
24th week
4
23
24
1
2
4
3
4
5
13
23
15
23
6
14
24
16
24
3
4
15
23
16
24
4 and5
23th week
25th week
4
23
24
5
24
25
NA*
3
1
1
1/2***
1/2***
NA*
NA*
5
1
1
1
2
Evaporation and Ink
Solvents (extended Lab)
NA*
NA*
4
1
1 or
2
**
26
Kinetics Lab (Gentian
Violet)
Standard
c. Students know the role a catalyst plays in
increasing the reaction rate.
d.*Students know the definition and role of
activation energy in a chemical reaction.
Chemical Equilibrium
9. Chemical equilibrium is a dynamic
process at the molecular level. As a
basis for understanding this concept:
a. Students know how to use LeChatelier’s
principle to predict the effect of changes
in concentration, temperature, and
pressure.
b. Students know equilibrium is established
when forward and reverse reaction rates
are equal.
c.*Students know how to write and calculate
an equilibrium constant expression for a
reaction.
Organic Chemistry and Biochemistry
10. The bonding characteristics of carbon
allow the formation of many different
organic molecules of varied sizes,
shapes, and chemical properties and
provide the biochemical basis of life.
As a basis for understanding this
concept:
a. Students know large molecules
(polymers), such as proteins, nucleic
acids, and starch, are formed by
repetitive combinations of simple
subunits.
b. Students know the bonding characteristics
of carbon that result in the formation of a
large variety of structures ranging from
simple hydrocarbons to complex
polymers and biological molecules.
c. Students know amino acids are the
building blocks of proteins.
d.*Students know the system for naming the
ten simplest linear hydrocarbons and
isomers that contain single bonds, simple
hydrocarbons with double and triple
bonds, and simple molecules that contain
a benzene ring.
e.*Students know how to identify the
functional groups that form the basis of
alcohols, ketones, ethers, amines,
esters, aldehydes, and organic acids.
f. *Students know the R-group structure of
amino acids and know how they combine
to form the polypeptide backbone
structure of proteins.
Nuclear Processes
11. Nuclear processes are those in which
an atomic nucleus changes, including
radioactive decay of naturally
occurring and human-made isotopes,
nuclear fission, and nuclear fusion. As
a basis for understanding this
concept:
a. Students know protons and neutrons in
the nucleus are held together by nuclear
forces that overcome the electromagnetic
repulsion between the protons.
# of
CST
test
items
1 or
2
**
Marking
Period #
07-08
End Date
for
Mastery
25
Which Project
Used to Teach Standard,
if any
5
07-08
Begin
Date for
Teaching
24
5
24th week
25th week
Equilibrium Lab
5
24
25
5
24
25
5
27th week
30th week
5
29
30
5
27
28
5
29
30
2
11th week
12st week
2
11
12
NA*
4
3
1
NA*
2
1
1/2***
1/2***
NA*
NA*
NA*
2
2/5***
27
Organic Naming
Standard
b. Students know the energy release per
gram of material is much larger in
nuclear fusion or fission reactions than in
chemical reactions. The change in mass
(calculated by E=mc2) is small but
significant in nuclear reactions.
c. Students know some naturally occurring
isotopes of elements are radioactive, as
are isotopes formed in nuclear reactions.
d. Students know the three most common
forms of radioactive decay (alpha, beta,
and gamma) and know how the nucleus
changes in each type of decay.
e. Students know alpha, beta, and gamma
radiation produce different amounts and
kinds of damage in matter and have
different penetrations.
f. *Students know how to calculate the
amount of a radioactive substance
remaining after an integral number of half
lives have passed.
g.*Students know protons and neutrons have
substructures and consist of particles
called quarks.
Investigation and Experimentation
1. Scientific progress is made by asking
meaningful questions and conducting
careful investigations. As a basis for
understanding this concept and
addressing the content in the other
four strands, students should develop
their own questions and perform
investigations. Students will:
a. Select and use appropriate tools and
technology (such as computer-linked
probes, spreadsheets, and graphing
calculators) to perform tests, collect data,
analyze relationships, and display data.
b. Identify and communicate sources of
unavoidable experimental error.
c. Identify possible reasons for inconsistent
results, such as sources of error or
uncontrolled conditions.
d. Formulate explanations by using logic and
evidence.
e. Solve scientific problems by using
quadratic equations and simple
trigonometric, exponential, and
logarithmic functions.
f. Distinguish between hypothesis and
theory as scientific terms.
# of
CST
test
items
Marking
Period #
2
07-08
Begin
Date for
Teaching
11
07-08
End Date
for
Mastery
12
2
11
12
2
11
12
2
11
12
1, 2,3,4
and 5
2nd week
24th week
1
2
2
7
6
12
1
2
1
2
3
7
3
7
6
12
6
12
1
2
4
5
3
7
23
25
6
12
24
26
1
2
3
5
7
13
6
12
18
Which Project
Used to Teach Standard,
if any
2/5***
2/5***
2/5***
2/5***
NA*
NA*
6
g. Recognize the usefulness and limitations
of models and theories as scientific
representations of reality.
h. Read and interpret topographic and
geologic maps.
i. Analyze the locations, sequences, or time
intervals that are characteristic of natural
phenomena (e.g., relative ages of rocks,
locations of planets over time, and
succession of species in an ecosystem).
j. Recognize the issues of statistical
variability and the need for controlled
tests.
28
Careers in Chemistry
Standard
# of
CST
test
items
Marking
Period #
k. Recognize the cumulative nature of
scientific evidence.
l. Analyze situations and solve problems that
require combining and applying concepts
from more than one area of science.
m. Investigate a science-based societal issue
by researching the literature, analyzing
data, and communicating the findings.
Examples of issues include irradiation of
food, cloning of animals by somatic cell
nuclear transfer, choice of energy
sources, and land and water use
decisions in California.
n. Know that when an observation does not
agree with an accepted scientific theory,
the observation is sometimes mistaken
or fraudulent (e.g., the Piltdown Man
fossil or unidentified flying objects) and
that the theory is sometimes wrong (e.g.,
the Ptolemaic model of the movement of
the Sun, Moon, and planets).
29
07-08
Begin
Date for
Teaching
07-08
End Date
for
Mastery
Which Project
Used to Teach Standard,
if any
Science Grading Policy
Category Percentage of final grade
Homework
15%
Labs
15%
Quizzes, Midterm and Final Test
30%
Projects
25%
Class Participation
15%
TOTAL
100%
Percentile Letter Grade
90%
A
80%
B
70%
C
60%
D
Lower
F
Science Grading Methods
Homework: Each chapter of Chemistry will have one (1) homework assignment. The
homework assignment for all the sections of the chapter will be collected on the day that
the chapter has been completed. Complete homework will receive a score of 100.
Incomplete homework will receive a lesser score. Missed homework will receive a score
of 0 until it is submitted late. The average of scores for all homework assigned during a
marking period divided by 100 will be the basis for pro-rating the earned points in this
category.
Class Participation: This grade is based on infractions of class rules and
unpreparedness. An infraction or unpreparedness event will add 1 to the sum of items in
this category each time it occurs. The sum of these entries will then be divided by the
number of lapsed days in the marking period for the basis for pro-rating the earned points
in this category. If the number of entries exceeds the number of lapsed days, then the
class-participation points will bottom out at 0.
Projects: This grade is based on the scoring provided with the project. The basis for
pro-rating the earned points in this category will be the ratio of score earned to maximum
score. Better than 60% of the maximum score will be required to earn an overall passing
grade on the project. If a project is not conducted during a marking period, then the
points allocated to it will roll over to laboratories.
Laboratories: This grade is based on completeness of lab reports. Complete lab reports
will receive scores of 100. Incomplete lab reports will receive lesser scores. Missed lab
reports will receive a score of 0 until submitted late. The average of scores for all lab
30
reports assigned during a marking period divided by 100 will be the basis for pro-rating
the earned points in this category.
Quizzes, the Mid-Term and the Final Examinations: There will be one quiz per
chapter. There will be one midterm offered in the 2nd marking period and one final exam
offered in the 3rd marking period of each semester. The average of scores for all quizzes
given during a marking period divided by 100 will be the basis for pro-rating the earned
points in this category, unless a mid-term or final exam is given. In the 1st marking
period of the semester, quizzes will constitute 30% of the total grade. In the 2nd and 3rd
marking periods, quizzes will constitute 15% while the mid-term or final will constitute
another 15%. If the final examination score exceeds the combined score from all other
grades (including the final) then it will be the marking period grade. There will be no
“curve” grading on any test, except under special circumstances.
Make-up Work
Missed projects, quizzes, the mid-term and, the final exam can not be made up. A
remedy for missing a few of these assessments is to do extra credit work.
Late Work
Work is late after the due date. Late homework or lab reports may be turned in for credit
in the weeks following the due date. However, 10-points will be deducted from the
score for each week that the work is late. Project presentations must be delivered on
time under all circumstances.
Extra Credit
This category consists of an essay (5 points), a notebook and textbook check (5 points)
and completion of three worksheets (10 points) during a marking period. Late extra
credit work will not be accepted.
Spillover
If in any marking period, a student earns more than 100 points, then the points earned in
excess of 100 will be credited to the following marking period as spillover.
31
Class Rules in Chemistry
Infractions
Disruption of the class (a serious matter that is considered unlawful in California),
unauthorized leaving of the class room, consumption of food and/or drinks in the class
room, drawing graffiti, not having one’s binder or, infraction of safety rules will result in
infraction points for each event.
Leaving the class room
Leaving the class room for a visit to the rest room during 60 minute periods, even when
authorized by the teacher, will result in an infraction point.
Food and Drink
This class is a chemical lab that contains poisonous chemicals so not eating or drinking in
it is conducive to good health. Any student who consumes food (i.e., all carbohydrates,
seeds, chewing gum) or drinks containing electrolytes (excepting bottled or tap water) in
the class room during class hours will receive an infraction point.
Use of Markers on Walls, Floors, Desks, Counters, Drawers or Cabinets
Any graffiti on walls, floors, desks, counters, drawers or cabinets will be considered the
work of every student in proximity unless the perpetrator is caught in the act or confesses.
Lab Safety
Safety rules are to be followed at all times. Every student shall have a signed safety
contract on file. Every student shall have passed the safety examination before doing
chemistry lab experiments.
Desk Spaces, Drawers and Cabinets
The only items that will be kept on or in desks, drawers and cabinets will be the student’s
science binders and the class room text sets, unless the teacher explicitly requires other
materials to be kept there. All other materials will be removed by the students assigned
to that desk, drawer or cabinet. Failure to maintain these areas will result in an infraction
point.
Floors
Cleanliness of the floor area around a desk or lab-space is the responsibility of the
students assigned to that area. Spills of any nature therefore must be reported at once.
32
Disrespect
Any student cited for disrespect by the teacher will receive an infraction point.
Absences
Two or more unexcused absences within any grading period will require a parent-teacher
conference to discuss ways to recover missed instruction.
Tutoring
Students who are receiving a C or lower must seek tutorial help. The DUSTY program
offers such help after school.
Text Books
Text books marked “CS” are not to be removed from the class for any reason, unless
explicitly authorized by the teacher.
Chemistry Portfolio in the Student’s Binder
Each student will develop a portfolio of his or her work in this chemistry class. That
portfolio will include a section of the student’s binder dedicated to chemistry that has
tabbed dividers for graded quizzes, graded lab reports, graded project deliverables,
graded homework, in-class worksheets & handouts and, journal entries. Journal entries
will be dated for each day of attendance and will include warm-up exercises and class
notes. Students are required to retain all documents during a semester.
Mr. Brown
CBIT School
33
Seating Plan
The seating plan is based on the following evidence derived from the Aeries database:
CELDT score
GPA
Letter grades in Algebra 1, Geometry, Biology, Physical or Earth Science, and Physics
IEP or RSP status
Attendance record
The strategy is to make a desk-group consisting of four students. This group of students
will share the four texts at their desks. The desk group will work together to learn new
vocabulary and will critique each other’s work produced.
Table
text book
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
6
6
6
6
7
7
7
7
8
8
8
8
seat
1a
1b
1c
1d
2a
2b
2c
2d
3a
3b
3c
3d
4a
4b
4c
4d
5a
5b
5c
5d
6a
6b
6c
6d
7a
7b
7c
7d
8a
8b
8c
8d
period
1
period
2
34
period
3
period
4
period
5
period
6
Table
text book
9
9
9
9
10
10
10
10
seat
9a
9b
9c
9d
10a
10b
10c
10d
period
1
period
2
PHChemistry
Zumdahl
35
period
3
period
4
period
5
period
6
Required Materials that Each Student Must Have
Scientific Calculator
Tabbed Dividers in Student’s Binder (three ring binder preferably)
Sharpened Pencils
Metric Ruler
Internet Access at Home (e-mail address other than the school’s student account)
Student’s Lotus e-mail account
36
T
Rubric for Writing Assignments
EACHER RESOURCE PAGE
Copyright © by Holt, Rinehart and Winston. All rights reserved.
CRITERIA (100 points possible)
90–100
80–89
70–79
The assignment is engaging, concise, and polished. An attention grabbing headline
and a clear topic sentence in the first paragraph introduce the reader to the subject.
Factual details, visual elements, quotations, and/or the proper use of scientific
terminology add clarity and interest to the assignment.
The assignment is well written. An attention-grabbing headline and a clear topic
sentence in the first paragraph introduce the reader to the subject. Factual details,
visual elements, quotations, and/or the proper use of scientific terminology add clarity
and interest to the assignment. Sometimes, the writing is slightly repetitive or unclear,
but the writer demonstrates a good understanding of the subject matter.
The assignment is fairly well written and clear, but several errors indicate that the
author may not have a complete understanding of the subject. Factual details, visual
elements, quotations, and/or the properuse of scientific terminology are used.
60–69
The assignment has several significant problems in style and content. The topic is
never clearly stated, scientific terms are misused, and misspelled words are present.
Inadequate or incorrect use of factual details, visual elements, or quotations seems to
indicate that the author does not have a solid understanding of the subject.
10–59
Although the assignment has been attempted, the author has clearly not put forth
much effort. The writing is unclear, unfocused, and vague. A topic sentence is not
given or is not adequately supported with details. The author has not used scientific
terminology correctly and has introduced false statements and errors in writing style
that make reading this work very difficult.
No work was completed.
0
SCIENTIFIC THOUGHT (40 points possible)
36–40
31–35
26–30
21–25
0–20
complete understanding of topic; topic extensively researched; variety of primary and
secondary sources used and cited; proper and effective use of scientific vocabulary
and terminology
good understanding of topic; topic well researched; a variety of sources used and
cited; good use of scientific vocabulary and terminology
acceptable understanding of topic; adequate research evident;
sources cited; adequate use of scientific terms
poor understanding of topic; inadequate research; little use of scientific terms
lacks an understanding of topic; very little research, if any; incorrect use of scientific
terms
37
T
Rubric for Lab Reports
EXPERIENCED LEVEL (5 points)
• Excellent technique was used
throughout the lab procedure.
Procedures were well-planned and
well-executed.
• Data and observations were recorded
accurately, descriptively, and completely,
with no serious errors.
• Calculations and data analyses were
performed clearly, concisely, and
accurately, with correct units.
• Graphs, if necessary, were drawn
accurately and neatly and were clearly
labeled.
• Students recognized the connections
between their observations and the
related physics concepts; this understanding
was expressed clearly and
completely.
• Answers to questions were complete and
were written correctly and accurately.
COMPETENT LEVEL (4 points)
• No errors in technique were
observed during the lab procedure.
Procedures were well-planned and
were carried out in an organized
fashion.
• Data and observations were recorded
accurately, descriptively, and completely,
with only minor errors.
• Calculations and data analyses were
performed accurately, with correct
units and properly worked-out
calculations, but the work may have
been slightly unclear or disorganized.
• Graphs, if necessary, were drawn
accurately and neatly.
• Students effectively expressed their
recognition of the connections
between their observations and
the related physics concepts.
• Answers to questions were written
correctly and accurately but may have
revealed minor misunderstandings
• Only minor errors in technique were
observed during the lab procedure.
Procedures were carried out well but
may have been slightly disorganized.
• Data and observations were recorded
accurately, with only minor errors or
omissions.
• Calculations and data analysis were
performed accurately, but some minor
errors were made either in calculations
or in applying correct units.
• Graphs, if necessary, were drawn
accurately and neatly.
• Students satisfactorily expressed
their recognition of the connections
between their observations and the
INTERMEDIATE LEVEL (3 points)
38
TRANSITIONAL LEVEL (2 points)
related physics concepts.
• Reasoning was occasionally weak in
the report, but only in a few places.
• Answers to most questions were
correct, but there are some misunderstandings
or minor errors.
• Only a few errors in technique were
observed during the lab procedure,
but they may have been significant.
Procedures may not have been wellplanned,
or they may have been
carried out in a disorganized fashion.
• Data and observations were recorded
adequately, with only minor errors or
omissions.
• Calculations and data analysis were
performed accurately, but minor
errors were made both in calculations
and in applying correct units.
• Graphs, if necessary, were drawn
adequately.
• Students recognized connections
between their observations and the
related physics concepts, but this
understanding was very weakly
expressed.
• Reasoning was generally weak
throughout the report.
• Some answers to questions were
incorrect because of misunderstandings,
minor errors, or poor data.
BEGINNING LEVEL (1 points)
• Several serious errors in technique
were observed during the lab procedure.
Procedures were not wellplanned
and were carried out in a
disorganized fashion.
• Most data and observations were
recorded adequately, but with several
significant errors or omissions.
• Calculations and data analysis were
performed inaccurately, but correct
units were used most of the time.
• Graphs, if necessary, were drawn
adequately.
• Students may not have recognized
connections between their observations
and the related physics concepts;
no expression of understanding was
evident in the report.
• Errors in logic were made in the
report. The report may have been
disorganized and unclear.
• Some answers to questions were
incorrect or poorly written.
UNACCEPTABLE LEVEL (0 points)
• All work was unacceptable.
• No responses were relevant to lab.
• Major components of lab were
missing.
39
Rubric for “Design Your Own” Labs
EXPERIENCED LEVEL (5 points)
COMPETENT LEVEL (4 points)
• Plan showed careful and thorough
planning with good reasoning and
logic. Students expressed a clear
understanding of the science concepts
to be investigated through the plan.
• Plan was complete, appropriate, and
safe.
• Proposed data tables were complete
and clearly indicate all measurements
that must be made to solve
the problem.
• Excellent technique was used
throughout the lab procedure.
• The final report followed the prescribed
format. All apparatus was
described in detail. All necessary
diagrams, equations, and graphs
were correctly labeled. The procedure
and results were described
clearly and in an organized fashion.
Writing was clear, concise, and wellorganized,
with few grammatical
or stylistic errors. The connection
between the initial problem and
the results of the lab was clearly
expressed.
• Students were successful at solving
the problem presented by the lab.
Percentage error for quantitative
answers was less than 15%.
• Plan showed careful planning,
although the reasoning and logic
behind it may not have been clearly
expressed. Plans reflected some
understanding of the science concepts
to be investigated through the lab.
• Plan was appropriate, safe, and
nearly complete.
• Proposed data tables indicated all
measurements that must be made to
solve the problem, but there may
have been some minor errors or
omissions.
• No errors in technique were
observed during the lab procedure.
• The final report followed the prescribed
format. All apparatus was
described in detail. All necessary
diagrams, equations, and graphs
were correctly labeled. The procedure
and results were described
clearly and in an organized fashion.
Writing was clear, concise, and wellorganized,
with few grammatical or
stylistic errors. The connection
between the initial problem and the
results of the lab was clearly
expressed.
• Students were essentially successful
at solving the problem presented by
40
the lab. Percentage error for quantitative
answers was less than 25%.
INTERMEDIATE LEVEL (3 points)
• Plan showed some logic, but the
reasoning could have been more
careful, more thorough, or more
clearly expressed. Plans reflected
understanding of the science concepts
to be investigated through the lab, but
not clearly.
• Plan was appropriate and safe, but
there were some omissions.
• Proposed data tables indicated all
measurements that must be made to
solve the problem, but no provision
was made for multiple trials.
• Only minor errors in technique were
observed during the lab procedure.
• The final report followed the format.
All necessary diagrams, equations,
and graphs were included, but
they may not have been complete.
Apparatus was vaguely described.
The procedure and results were
described, but the writing was not
clear or organized. There may have
been serious grammatical or stylistic
errors. Students understood the
connection between the initial
problem and the outcome of the lab.
• Students were somewhat successful
at solving the problem presented by
the lab. Percentage error for quantitative
answers was less than 35%.
TRANSITIONAL LEVEL (2 points)
• Plan showed some logic, but not
enough to completely solve the
problem. Plan reflected understanding
of the science concepts to be
investigated through the lab, but not
clearly.
• Plan was safe, but it included inappropriate
procedures or omitted necessary
steps. Plan may not have directly
addressed the problem presented.
Planned procedure will probably not
work as written. The plan was poorly
written or disorganized.
• Proposed data tables may not have
included all measurements that must
be made to solve the problem.
• Procedures may not have been well
planned, or they may have been
carried out in a disorganized fashion.
• The final report followed the format,
but each section may not have been
completely addressed. There were
serious grammatical or stylistic
errors. Students may have understood
the connection between the
initial problem and the outcome of
the lab, but this understanding was
41
not expressed in the report.
• Students’ results only approximately
addressed the problem presented by
the lab. Percentage error for quantitative
answers was less than 50%.
BEGINNING LEVEL (1 point)
• Plan showed very little logic or
understanding of what is required to
solve the problem. Plan did not
reflect understanding of the science
concepts to be investigated through
the lab.
• Plan may not have been completely
safe. The plan was poorly written.
• Proposed data tables did not include
all measurements that must be made
to solve the problem.
• Several serious errors in technique
were observed during the lab procedure.
Students attempted to solve
the problem by trial-and-error.
• The final report followed the format,
but there may have been several
omissions. There were serious
grammatical or stylistic errors.
Students did not understand the
connection between the initial
problem and the outcome of the lab.
• Students’ results may not have
adequately addressed the problem
presented by the lab. Percentage
error for quantitative answers was
less than 65%.
UNACCEPTABLE LEVEL (0 points)
• All work was unacceptable.
• Major components of the plan were
missing. The plan was completely
illogical, unsafe, or completely
irrelevant to the problem.
• Major components of lab were
missing.
• Data and observations were incomplete
and did not address the problem
presented in the lab.
• The report did not address the
problem presented in the lab.
Percentage error for quantitative
data was more than 80%.
42
Rubric for Presentations
TEACHER RESOURCE PAGE
Copyright © by Holt, Rinehart and Winston. All rights reserved. Program Introduction
39
ORAL PRESENTATION (30 points possible)
clear, concise, engaging presentation that is well supported by use of multisensory aids;
27–30
scientific content effectively communicated to peer group
well-organized, interesting, confident presentation that is supported by multisensory
23–26
aids; scientific content communicated to peer group
presentation acceptable; only modestly effective in communicating science content to
19–22
peer group
presentation lacks clarity and organization; ineffective in communicating science
16–18
content to peer group
poor presentation; does not communicate science content to peer group
5–15
EXHIBIT OR PRESENTATION FORMAT (30 points possible)
layout and presentation format that is self-explanatory and successfully incorporates a
27–30
multisensory approach; creative use of materials
layout and presentation format that is logical, concise, and can be followed easily;
23–26
materials used are appropriate and effective
layout and presentation format that is acceptable; materials are used appropriately
19–22
layout and presentation format that could be improved; somewhat ineffective use of
16–18
materials
layout that lacks organization and is difficult to understand; poor and ineffective use of
5–15
materials
43
Makeup Work Request Form
[Insert Date]
Dear Parent or Guardian,
I am sorry that your child was unable to attend chemistry class on [insert date(s)]. In
order to help your son or daughter keep up with the instruction, the following is a short
summary of coursework he or she missed. I'd appreciate your support in helping your
child make up this material.
Our science class covered the following topics:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
We also completed the following in-class activities:
Activity Makeup Date
_____________________________________________________ __________________
_____________________________________________________ __________________
_____________________________________________________ __________________
_____________________________________________________ __________________
These assignments were given while your son or daughter was away:
Assignment Due Date
_____________________________________________________ __________________
_____________________________________________________ __________________
_____________________________________________________ __________________
_____________________________________________________ __________________
I have attached additional worksheets or other materials your son or daughter needs to
complete in order to keep up with the class. If you have any questions about these
assignments or your child’s progress, please feel free to contact me at [insert school
number].
Sincerely,
44
Chemistry Syllabus
Mr. Brown
2009-2010
Welcome to Chemistry! Chemistry is an ancient science that comes from our
inherited skills at manipulating the matter around us. This course is an advanced
science class intended to prepare students to succeed in entry-level college science
classes.
Topics Outline:
1. Matter and Change, Scientific Measurement and, Atomic Structure
2. Electrons in the Atom, Periodicity, Nuclear Chemistry and, Chemical
Composition
3. Ionic and Covalent Bonding, Chemical Names and Formulas, Hydrocarbon
Compounds, Organic Chemistry and, Biochemistry
4. Chemical Quantities, Chemical Reactions, Stoichiometry and, Redox Reactions
5. Water and Aqueous Systems, Solutions, Acids, Bases and, Salts
6. States of Matter, The Behavior of Gases, Thermochemistry, Reaction Rates and
Equilibrium and, Electrochemistry
Textbook: Chemistry by Ed Waterman et al (Prentice Hall). Each student is assigned a
textbook for which (s)he is responsible. It may be kept at home. A class set of
textbooks will be kept in the classroom.
Supplies: Students are expected to have access to a scientific calculator at home. If you
bring your personal calculator to school, you do so at your own risk. Calculators will be
provided in class when required. Students are expected to bring to every class:
o A 3-ring binder with section for chemistry
o Pen or pencil
Grading: Your academic grade will be calculated as follows:
 40% - tests and quizzes
 35% - lab work and project reports
 15% - homework
 10% - mad minute (Journal entries and practice worksheets)
Homework: Except on rare occasions, homework will be assigned every night. Late
work (that is, work that is first submitted after the due date) will receive a maximum of ½
credit, except in the case of an excused absence.
Absences: If you miss school, you must go to the office to have your absence excused.
When your absence is excused, you must check with Mr. Brown before class or during
lunch to get assignments for the day. You will not be given the opportunity to make up
work if your absence is unexcused.
45
Tardy: Students are expected to be in their seats silently working on the mad minute
when the bell rings. Students who are late will not receive credit for the mad minute.
Hall Passes: Try and take care of all needs (trips to lockers, bathrooms, water fountain,
office, etc.) before class. Leave one of your ten “emergency” passes at Mr. Brown’s desk
if you have to take care of a need. Collect your hall pass after you return to class.
Lab Safety: Safety is our number one priority in lab. Students and their parent(s) must
sign a Science Lab Safety Contract before participating in any lab activities. Students
who break this contract, misuse lab equipment or, fail to follow written or verbal
directions will be immediately removed from the lab area of the class room, given up to
two verbal warnings for misconduct and, seated at their desks for the remainder of the lab
period to complete written projects that will be provided for students who fail to conduct
themselves in a safe and responsible manner during lab experiments
Mr. Brown’s contact info.
At school: (510) 879-8877 (you can leave a message with the office)
Room 304 Office Hours: Tuesday and Thursday 3:45 – 4:45, 6th period everyday
By e-mail: charles.brown@ousd.k12.ca.us
Classroom Norms:
1. Show respect when others are speaking by giving them your full attention and
listening silently.
2. Raise your hand to comment or question.
3. Keep hands, feet, objects and, negative comments to yourself.
4. Be on time with all class materials.
5. Take care of your needs (trips to lockers, bathrooms, water fountain, office, etc.)
in between classes.
6. No personal electronics (including cell phones, iPods, etc.).
7. Follow all written and verbal direction during lab to ensure your personal safety
and the safety of your school community.
Consequences for choosing to violate our class norms:
1. Student will receive two (2) verbal warnings in the class for behavior that disrupts
the learning environment.
2. The first occurrence of a classroom disruption occurs at a repeat disruption after 2
warnings in the class. The student will be referred in writing to the Principle and
the student’s parent will get a phone call from the teacher in accordance with the
current Y.E.S. Student Handbook. Misconduct may also result in a call to the
School Security Officer and a change of setting for the student. Student receives
no credit for participation for the day.
Students: I have read this classroom plan, understand it and, agree to honor our
classroom policies.
Signature: _____________________________________ Date: ___________________
46
Chemistry 2009-2010
YES
Charles Brown, Teacher
Period 1
Students
Seat
No.
Brenda
Acevedo
Salina E.
Bishop
Guillermo
Carillo
Sandra
Casillas-Diaz
Aun’Janae F.
Finch
Nelly Flores
1
Edwin R.
Garcia
David
GarciaMonzon
Jamesha B.
Hawkins
Auric
Horneman
Maijji
Jackson
Eliesa S.
Latu
Monica T.
Mendez
Alejandra J.
Moran
Allen K.
Mosley
Jennifer
Quintanilla
Oscar Rios
Sierra N.
Roach
Denyell
Rocha-Perez
Odette
Rushing
Contact No.
Address
Parent(s)
22
17SEP09: HW CH. 2.2
Section Assessments, p.47
# 11 and 12 and define
“homogenize”
A+
2
F
5
4
B
6
7
24
Absent
19
Auric.horneman@gmail.com
510-842-6375
A+
21
9
10
11
8
13
B
23
14
F
15
16
B
47
Emma I.
Salinas
17
Rodrigo
Valdovinos
Fortino
Vasquez
18
20
Period 3 Students
Seat
No.
Contact No.
Address
Parent(s)
14sep09: Goggles: Safety Quiz
#1
A
Lavonte Allen
1
Dennis Bradshaw
2
Eli CalderonRodriguez
C’Airra R. Callum
3
A
4
A
LaTanya T. Cornelius
5
A
Maria Cuaya
30
A
Tracy Curry
9
A
Federico C. Gallarzo
8
A
Juan C. Garcia
7
Aquetea Goodman
Jamika Harris
warning
21
24
Rosa M. Marquez
Antonio D. Moore
10
Rafael Navarro
11
Cynthia Paez
25
Duana D. Palmer
12
Katherine Pleitez
22
Vanessa Quintanilla
14
Jesus Rafael Ramos
15
Leslie Rosales
16
Joshua V. Smith
17
Lashai Walker
29
Likes to
Draw
A
A
A
A
48
Period 3 Students
Seat
No.
Contact No.
Address
Michael L. Wilder
19
14sep09: Goggles: Safety Quiz
#1
A
Eduardo Zamoro
20
A
49
Parent(s)