Subject: College Chemistry – Unit 1. Matter and Measurement
Duration: 6 days
(Grade) Level: 12
OEA (Overarching Enduring Understanding):
Students will collect data using SI units of measurement so that they can evaluate and manipulate their
data in tables and graphs, and use their data to solve problems. Students will also apply different
classification schemes to different types of matter, so that they can infer properties of matter.
Standard(s):
• SC.CC1.13si.1 Designs and conducts scientific experiments, and evaluates the results of
their experiments.
SC.CC1.13si.2 Formally communicates the results of their experiments.
• SC.CC1.13si.3 Acquires chemistry laboratory skills, while understanding the nature of
experimental uncertainty.
• SC.CC1.13si.4 Knows that creativity, imagination, and a good knowledge base are all
required in the study of science.
• SC.CC1.13si.5 Knows that laboratory work is an important part of chemistry and that
proper lab technique and safety is an ongoing process that needs to be reinforced on a
regular basis.
Assessment or Evidence of Learning:
 Section Quiz
 Lab Report: Measurement and Significant Digits
 Lab: Thickness of Aluminum Foil
 Classroom discussion
 Peer Discussion/Feedback
 Teacher monitoring
Resources:
 District Text(s): Kotz, Treichel, & Weaver, Chemistry & Chemical Reactivity, CRC Handbook of
Chemistry and Physics
 District Software: General Chemistry Now Interactive Version 4.0, Logger Pro, Microsoft Word,
Groupwise, Kotz & Treichel Multimedia Manager
 Website Resources: per student selection
 Technology-based resources: Laptop Computers, Smartboard, on-line homework, Smart
Response clickers
NETS:
Creativity and innovation
 apply existing knowledge to generate new ideas, products, or processes
 use models and simulations to explore complex systems and issues
 identify trends and forecast possibilities
Communication and collaboration
 communicate information and ideas effectively to multiple audiences using a variety of media
and format
 contribute to project teams to produce original works or solve problems
Research and information fluency
 plan strategies to guide inquiry
 locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
 process data and report results
Critical thinking, problem solving, and decision making
 identify and define authentic problems and significant questions for investigation
 plan and manage activities to develop a solution or complete a project
 collect and analyze data to identify solutions and/or make informed decisions
Digital citizenship
 advocate and practice safe, legal, and responsible use of information and technology
 exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
 demonstrate personal responsibility for lifelong learning
Activities:
 Students will design an experiment to measure the density of chunks of aluminum, then use
their density with additional measurements to determine the thickness of a piece of aluminum
foil in terms of centimeters and in term of the number of atoms. They will use the CRC
Handbook of Chemistry and Physics to evaluate their data.
 Students will use a variety of measuring devices to evaluate masses and volumes of several
objects. They will evaluate the accuracy of their measurements in terms of the accuracy of their
measuring tools.
 Class notes and homework. Students will use an Interactive CD-ROM to answer questions
related to classifications of matter.
Subject: College Chemistry I – Unit 2. Atomic Structure
Duration: 4 days
(Grade) Level: 12
OEA (Overarching Enduring Understanding):
Students will identify proton, neutron, and electron counts in atoms so that they can relate this
knowledge to simple reactivity trends and then to the organization of the periodic table.
Standard(s):
• SC.CH.10ps.1 Understands the law of conservation of energy (i.e., energy cannot be
created or destroyed but only changed from one form to another)
• SC.CH.10ps.8 Uses scientific models to visualize structure and concepts for better
understanding. (Ex.) Quantum model
• SC.CH.11ps.3 Knows that matter and energy can neither be created or destroyed during a
chemical reaction and that matter combines in fixed ratios forming compounds
• SC.CH.11ps.5 Knows the structures of atoms and ions and the location and charge of their
subatomic particles
Assessment or Evidence of Learning:
 Classroom discussion
 Peer Discussion/Feedback
 Teacher monitoring
 Section Quiz
 Mass Spectrum Modeling Activity
Resources:
 District Text(s): Kotz, Treichel, & Weaver, Chemistry & Chemical Reactivity
 District Software: General Chemistry Now Interactive Version 4.0, Microsoft Word, Groupwise,
Kotz & Treichel Multimedia Manager
 Website Resources: Analyzing Tiny Samples at
http://genesismission.jpl.nasa.gov/educate/scimodule/
 SunandSolar/Final%20Linked%20SSW/3WhoMassCari/AnalyzingTinySamples-TG.PDF
 Technology-based resources: Laptop Computers, Smartboard, on-line homework, Smart
Response clickers
NETS:
Creativity and innovation
 apply existing knowledge to generate new ideas, products, or processes
 use models and simulations to explore complex systems and issues
 identify trends and forecast possibilities
Communication and collaboration
 communicate information and ideas effectively to multiple audiences using a variety of media
and format
 contribute to project teams to produce original works or solve problems
Research and information fluency
 plan strategies to guide inquiry
 locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
 process data and report results
Critical thinking, problem solving, and decision making
 identify and define authentic problems and significant questions for investigation
 plan and manage activities to develop a solution or complete a project
 collect and analyze data to identify solutions and/or make informed decisions
Digital citizenship
 advocate and practice safe, legal, and responsible use of information and technology
 exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
 demonstrate personal responsibility for lifelong learning
Activities:
 Students will use an Interactive CD-ROM to answer questions related to atomic structure.
 Students will examine simple and more complex mass spectra, relate the information in them to
isotopes of an element, and then will predict the mass spectra of other elements and some
simple compounds.
Subject: College Chemistry I – Unit 3. Advanced Atomic Structure and Quantum Mechanics
(Grade) Level: 12
Duration: 7 days
OEA (Overarching Enduring Understanding):
Students will examine the nature of light and use light to explain modern atomic theory. Students will
understand quantum numbers of electrons so that they can describe properties of atoms and the
positions of atoms on the periodic table.
Standard(s):
• SC.CC1.11ps.5 Applies quantum theory and the results of atomic line spectra experiments
to predict electron configurations.
• SC.CC1.11ps.6 Applies knowledge of the periodic table and atomic structure to predict
trends in ionization energy, electron affinity, and reactivity.
Assessment or Evidence of Learning:
 Section Quiz
 Atomic Spectra Lab
 Discussion Sheet: Electron Configurations of Ions
 Exam I over units 1-3
 Classroom discussion
 Peer Discussion/Feedback
 Teacher monitoring
Resources:
 District Text(s): Kotz, Treichel, & Weaver, Chemistry & Chemical Reactivity
 District Software: General Chemistry Now Interactive Version 4.0, Microsoft Word, Groupwise,
Kotz & Treichel Multimedia Manager
 Technology-based resources: Laptop Computers, Smartboard, on-line homework through UTAustin Quest, gas emission tubes, Smart Response clickers
NETS:
Creativity and innovation
 apply existing knowledge to generate new ideas, products, or processes
 use models and simulations to explore complex systems and issues
 identify trends and forecast possibilities
Communication and collaboration
 communicate information and ideas effectively to multiple audiences using a variety of media
and format
 contribute to project teams to produce original works or solve problems
Research and information fluency
 plan strategies to guide inquiry
 locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
 process data and report results
Critical thinking, problem solving, and decision making
 identify and define authentic problems and significant questions for investigation
 plan and manage activities to develop a solution or complete a project
 collect and analyze data to identify solutions and/or make informed decisions
Digital citizenship
 advocate and practice safe, legal, and responsible use of information and technology
 exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
 demonstrate personal responsibility for lifelong learning
Activities:
 Students will use spectral emission tubes and spectropscopes to view spectra for hydrogen,
helium, nitrogen, and other elements. They will compare and contrast these spectra to a
continuous spectrum, and use the emission spectra to understand basic concepts of quantum
theory.
 Class Notes and Homework. Students will use an Interactive CD-ROM to view models and
answer questions related to quantum theory.
Subject: College Chemistry I – Unit 4. DeIcers
Duration: 6 days
(Grade) Level: 12
OEA (Overarching Enduring Understanding):
Students will conduct an experiment to identify the best de-icer from a series of compounds, evaluate
their results, and write a formal lab report summarizing their experience.
Standard(s):
• SC.CC1.11ps.19 Uses molarity and molality to describe the concentrations of solutions.
• SC.CC1.11ps.20 Describes the interactions between particles in solutions and how they can
be altered to affect colligative properties.
• SC.CC1.13si.1 Designs and conducts scientific experiments, and evaluates the results of
their experiments.
• SC.CC1.13si.2 Formally communicates the results of their experiments.
• SC.CC1.13si.3 Acquires chemistry laboratory skills, while understanding the nature of
experimental uncertainty.
• SC.CC1.13si.4 Knows that creativity, imagination, and a good knowledge base are all
required in the study of science.
• SC.CC1.13si.5 Knows that laboratory work is an important part of chemistry and that
proper lab technique and safety is an ongoing process that needs to be reinforced on a
regular basis.
Assessment or Evidence of Learning:
 Lab Report: De-Icers
 Classroom discussion
 Peer Discussion/Feedback
 Teacher monitoring
Resources:
 District Text(s): Kotz, Treichel, & Weaver, Chemistry & Chemical Reactivity; Szafran, Pike &
Foster, Microscale General Chemistry Laboratory
 District Software: Logger Pro, Microsoft Word, Groupwise
 Website Resources: Selected by students
 Technology-based resources: Laptop Computers, Smartboard, on-line homework through UTAustin Quest, Vernier software and temperature probes
NETS:
Creativity and innovation
 apply existing knowledge to generate new ideas, products, or processes
 use models and simulations to explore complex systems and issues
 identify trends and forecast possibilities
Communication and collaboration
 communicate information and ideas effectively to multiple audiences using a variety of media
and format
 contribute to project teams to produce original works or solve problems
Research and information fluency
 plan strategies to guide inquiry

locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
 process data and report results
Critical thinking, problem solving, and decision making
 identify and define authentic problems and significant questions for investigation
 plan and manage activities to develop a solution or complete a project
 collect and analyze data to identify solutions and/or make informed decisions
Digital citizenship
 advocate and practice safe, legal, and responsible use of information and technology
 exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
 demonstrate personal responsibility for lifelong learning
Activities:
 Pre-lab exercises
 Small group discussions with teacher
 Sample preparation and computer data collection
Subject: College Chemistry I – Unit 5. Ionic Compounds
Duration: 5 days
(Grade) Level: 12
OEA (Overarching Enduring Understanding):
Students will expand on their knowledge of electronic structure to predict the type of ion that an
element will form, so that they can combine these ions into ionic compounds and properly name the
compounds that form.
Standard(s):
• SC.CC1.11ps.1 Uses proper nomenclature to identify ionic and molecular compounds
• SC.CC1.11ps.6 Applies knowledge of the periodic table and atomic structure to predict
trends in ionization energy, electron affinity, and reactivity.
Assessment or Evidence of Learning:
 Section Quiz
 Periodic Properties Lab
 Discussion Sheet - Naming
 Classroom discussion
 Peer Discussion/Feedback
 Teacher monitoring
Resources:
 District Text(s): Kotz, Treichel, & Weaver, Chemistry & Chemical Reactivity
 District Software: General Chemistry Now Interactive Version 4.0, Microsoft Word, Groupwise,
Kotz & Treichel Multimedia Manager
 Website Resources: http://environmentalchemistry.com/yogi/periodic
 Technology-based resources: Laptop Computers, Smartboard, on-line homework, Smart
Response clickers
NETS:
Creativity and innovation
 apply existing knowledge to generate new ideas, products, or processes
 use models and simulations to explore complex systems and issues
 identify trends and forecast possibilities
Communication and collaboration
 communicate information and ideas effectively to multiple audiences using a variety of media
and format
 contribute to project teams to produce original works or solve problems
Research and information fluency
 plan strategies to guide inquiry
 locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
 process data and report results
Critical thinking, problem solving, and decision making
 identify and define authentic problems and significant questions for investigation
 plan and manage activities to develop a solution or complete a project
 collect and analyze data to identify solutions and/or make informed decisions
Digital citizenship
 advocate and practice safe, legal, and responsible use of information and technology
 exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
 demonstrate personal responsibility for lifelong learning
Activities:


Students will perform precipitation reactions and measure densities of elements. They relate
their results to the elements’ positions on the periodic table, and then they will predict results
for additional elements and reactions.
Class Notes and Homework. Students will use an Interactive CD-ROM to view models and
answer questions related to ion and ionic compound formation.
Subject: College Chemistry I – Unit 6. Molecular Compounds
Duration: 10 days
(Grade) Level: 12
OEA (Overarching Enduring Understanding):
Students will analyze molecular compounds. They will illustrate their bonds through Lewis structures
and resonance structures so that they can predict compounds’ geometries using VSEPR Theory and
evaluate the properties of the bonds in these compounds, to predict if the molecules formed are polar
or non-polar.
Standard(s):
• SC.CC1.11ps.7 Writes Lewis structures for covalent molecules.
• SC.CC1.11ps.8 Evaluates resonance structures based on consideration of electronegativity
and formal charge.
• SC.CC1.11ps.9 Predicts the geometries of molecules using VSEPR theory.
• SC.CC1.11ps.10 Predicts molecular orbital hybridizations.
Assessment or Evidence of Learning:
 Section Quiz
 Discussion Sheet - Molecular Geometry and Polarity
 Exam II over units 5-6
 Classroom discussion
 Peer Discussion/Feedback
 Teacher monitoring
Resources:
 District Text(s): Kotz, Treichel, & Weaver, Chemistry & Chemical Reactivity
 District Software: General Chemistry Now Interactive Version 4.0, Microsoft Word, Groupwise,
Kotz & Treichel Multimedia Manager
 Technology-based resources: Laptop Computers, Smartboard, on-line homework, Smart
Response clickers
NETS:
Creativity and innovation
 apply existing knowledge to generate new ideas, products, or processes
 use models and simulations to explore complex systems and issues
 identify trends and forecast possibilities
Communication and collaboration
 communicate information and ideas effectively to multiple audiences using a variety of media
and format
 contribute to project teams to produce original works or solve problems
Research and information fluency
 plan strategies to guide inquiry
 locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
 process data and report results
Critical thinking, problem solving, and decision making
 identify and define authentic problems and significant questions for investigation
 plan and manage activities to develop a solution or complete a project
 collect and analyze data to identify solutions and/or make informed decisions
Digital citizenship
 advocate and practice safe, legal, and responsible use of information and technology
 exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
 demonstrate personal responsibility for lifelong learning
Activities:
 Class Notes and Homework. Students will use an Interactive CD-ROM to view models and
answer questions related to molecular shapes, polarities, and orbitals.
 Students will build molecular models of the different geometries.
Subject: College Chemistry I – Unit 7. Qualitative Analysis Project
Duration: 10 days
(Grade) Level: 12
OEA (Overarching Enduring Understanding):
Students will carry out a qualitative analysis scheme, utilizing a series of confirmatory tests, in order to
identify ions present in two unknowns. They will evaluate their results and write a formal lab report
summarizing their experience.
Standard(s):
• SC.CC1.13si.1 Designs and conducts scientific experiments, and evaluates the results of
their experiments.
• SC.CC1.13si.2 Formally communicates the results of their experiments.
• SC.CC1.13si.3 Acquires chemistry laboratory skills, while understanding the nature of
experimental uncertainty.
• SC.CC1.13si.4 Knows that creativity, imagination, and a good knowledge base are all
required in the study of science.
• SC.CC1.13si.5 Knows that laboratory work is an important part of chemistry and that
proper lab technique and safety is an ongoing process that needs to be reinforced on a
regular basis.
Assessment or Evidence of Learning:
 Lab Report: Qualitative Analysis
 Classroom discussion
 Peer Discussion/Feedback
 Teacher monitoring
Resources:
 District Text(s): Kotz, Treichel, & Weaver, Chemistry & Chemical Reactivity; Szafran, Pike &
Foster, Microscale General Chemistry Laboratory
 District Software: Microsoft Word, Groupwise
 Website Resources: Selected by students
 Technology-based resources: Laptop Computers, Smartboard
NETS:
Creativity and innovation
 apply existing knowledge to generate new ideas, products, or processes
 use models and simulations to explore complex systems and issues
 identify trends and forecast possibilities
Communication and collaboration
 communicate information and ideas effectively to multiple audiences using a variety of media
and format
 contribute to project teams to produce original works or solve problems
Research and information fluency
 plan strategies to guide inquiry
 locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
 process data and report results
Critical thinking, problem solving, and decision making
 identify and define authentic problems and significant questions for investigation
 plan and manage activities to develop a solution or complete a project
 collect and analyze data to identify solutions and/or make informed decisions
Digital citizenship
 advocate and practice safe, legal, and responsible use of information and technology
 exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
 demonstrate personal responsibility for lifelong learning
Activities:
 Pre-lab exercises
 Small group discussions with teacher
 Laboratory experimentation
Subject: College Chemistry I – Unit 8. Stoichiometry
Duration: 5 days
(Grade) Level: 12
OEA (Overarching Enduring Understanding):
Students will learn to mathematically relate amounts of chemicals in a reaction so that they can predict
relative amounts that will react.
Standard(s):
• SC.CC1.11ps.2 Understands how the mole concept is utilized in simple conversions, chemical
formulae, and stoichiometry.
Assessment or Evidence of Learning:
 Section Quiz
 Discussion Sheet – Chemical Equations
 Classroom discussion
 Peer Discussion/Feedback
 Teacher monitoring
Resources:
 District Text(s): Kotz, Treichel, & Weaver, Chemistry & Chemical Reactivity
 District Software: General Chemistry Now Interactive Version 4.0, Microsoft Word, Groupwise,
Kotz & Treichel Multimedia Manager
 Technology-based resources: Laptop Computers, Smartboard, on-line homework, Smart
Response clickers
NETS:
Creativity and innovation
 apply existing knowledge to generate new ideas, products, or processes
 use models and simulations to explore complex systems and issues
 identify trends and forecast possibilities
Communication and collaboration
 communicate information and ideas effectively to multiple audiences using a variety of media
and format
 contribute to project teams to produce original works or solve problems
Research and information fluency
 plan strategies to guide inquiry
 locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
 process data and report results
Critical thinking, problem solving, and decision making
 identify and define authentic problems and significant questions for investigation
 plan and manage activities to develop a solution or complete a project
 collect and analyze data to identify solutions and/or make informed decisions
Digital citizenship
 advocate and practice safe, legal, and responsible use of information and technology
 exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
 demonstrate personal responsibility for lifelong learning
Activities:
 Class Notes and Homework. Students will use an Interactive CD-ROM to view reactions and
atomic–level models to answer questions related to stoichiometry.
Subject: College Chemistry I – Unit 9. IM Forces, Aqueous Solutions, & Reactions
(Grade) Level: 12
Duration: 6 days
OEA (Overarching Enduring Understanding):
Students will predict the intermolecular forces present in molecules and apply this knowledge to
solubility in aqueous solutions so that they can analyze different types of reactions that take place in
aqueous solutions.
Standard(s):
• SC.CC1.11ps.3 Predicts products of solubility reactions and writes balanced reactions and
net ionic equations.
• SC.CC1.11ps.4 Classifies precipitation, redox, gas forming, and acid/base reactions.
• SC.CC1.11ps.16 Predicts bond polarity and moleculary polarity using their predicted
molecular geometries.
• SC.CC1.11ps.17 Uses molecular polarity to describe the intermolecular forces acting
between molecules, and how these forces affect properties of a sample.
• SC.CC1.11ps.19 Uses molarity and molality to describe the concentrations of solutions.
NETS:
Creativity and innovation
 apply existing knowledge to generate new ideas, products, or processes
 use models and simulations to explore complex systems and issues
 identify trends and forecast possibilities
Communication and collaboration
 communicate information and ideas effectively to multiple audiences using a variety of media
and format
 contribute to project teams to produce original works or solve problems
Research and information fluency
 plan strategies to guide inquiry
 locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
 process data and report results
Critical thinking, problem solving, and decision making
 identify and define authentic problems and significant questions for investigation
 plan and manage activities to develop a solution or complete a project
 collect and analyze data to identify solutions and/or make informed decisions
Digital citizenship
 advocate and practice safe, legal, and responsible use of information and technology
 exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
 demonstrate personal responsibility for lifelong learning
Assessment or Evidence of Learning:
 Section Quiz
 Lab: Titration of a Soda
 Classroom discussion
 Peer Discussion/Feedback

Teacher monitoring
Resources:
 District Text(s): Kotz, Treichel, & Weaver, Chemistry & Chemical Reactivity
 District Software: General Chemistry Now Interactive Version 4.0, Logger Pro, Microsoft Word,
Groupwise, Kotz & Treichel Multimedia Manager
 Technology-based resources: Laptop Computers, Smartboard, on-line homework, Smart
Response clickers
Activities:
 Class Notes and Homework. Students will use an Interactive CD-ROM to view reactions and
atomic–level models to answer questions related to IM forces, aqueous solutions, and aqueous
stoichiometry.
 Students will use analytical chemistry techniques to experimentally determine the concentration
of acid in Sprite.
Subject: College Chemistry I – Unit 10. Heat and Energy
Duration: 7 days
(Grade) Level: 12
OEA (Overarching Enduring Understanding):
Students will study the heat changes associated with chemical reactions and how these changes can be
measured. They will also combine concepts of heat change and entropy to determine the spontaneity of
reactions.
Standard(s):
• SC.CC1.11ps.11 Understands common characteristics of endothermic and exothermic
reactions and how enthalpy change is used to describe these reactions.
• SC.CC1.11ps.12 Understands how calorimetry concepts can be used to track energy changes.
Assessment or Evidence of Learning:
 Section Quiz
 Exam III over units 8 -10
 Classroom discussion
 Peer Discussion/Feedback
 Teacher monitoring
Resources:
 District Text(s): Kotz, Treichel, & Weaver, Chemistry & Chemical Reactivity
 District Software: General Chemistry Now Interactive Version 4.0, Logger Pro, Microsoft Word,
Groupwise, Kotz & Treichel Multimedia Manager
 Technology-based resources: Laptop Computers, Smartboard, on-line homework, Smart
Response clickers
NETS:
Creativity and innovation
 apply existing knowledge to generate new ideas, products, or processes
 use models and simulations to explore complex systems and issues
 identify trends and forecast possibilities
Communication and collaboration
 communicate information and ideas effectively to multiple audiences using a variety of media
and format
 contribute to project teams to produce original works or solve problems
Research and information fluency
 plan strategies to guide inquiry
 locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
 process data and report results
Critical thinking, problem solving, and decision making
 identify and define authentic problems and significant questions for investigation
 plan and manage activities to develop a solution or complete a project
 collect and analyze data to identify solutions and/or make informed decisions
Digital citizenship
 advocate and practice safe, legal, and responsible use of information and technology


exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
demonstrate personal responsibility for lifelong learning
Activities:
 Class Notes and Homework. Students will use an Interactive CD-ROM to view reactions and
atomic–level models to answer questions related to heat, work, energy, and entropy changes.
Subject: College Chemistry I – Unit 11. Quantitative Analysis Project
Level: 12
Duration: 7 days
(Grade)
OEA (Overarching Enduring Understanding):
Students will develop a procedure to synthesize a target compound and then analyze it quantitatively to
gauge their success that they can evaluate their results and write a formal lab report summarizing their
experience.
Standard(s):
• SC.CC1.13si.1 Designs and conducts scientific experiments, and evaluates the results of
their experiments.
• SC.CC1.13si.2 Formally communicates the results of their experiments.
• SC.CC1.13si.3 Acquires chemistry laboratory skills, while understanding the nature of
experimental uncertainty.
• SC.CC1.13si.4 Knows that creativity, imagination, and a good knowledge base are all
required in the study of science.
• SC.CC1.13si.5 Knows that laboratory work is an important part of chemistry and that
proper lab technique and safety is an ongoing process that needs to be reinforced on a
regular basis.
Assessment or Evidence of Learning:
 Lab Report: Quantitative Analysis
 Classroom discussion
 Peer Discussion/Feedback
 Teacher monitoring
Resources:
 District Text(s): Kotz, Treichel, & Weaver, Chemistry & Chemical Reactivity
 District Software: Microsoft Word, Logger Pro, Groupwise
 Website Resources: Selected by students
 Technology-based resources: Laptop Computers, Smartboard, Smart Response clickers
NETS:
Creativity and innovation
 apply existing knowledge to generate new ideas, products, or processes
 use models and simulations to explore complex systems and issues
 identify trends and forecast possibilities
Communication and collaboration
 communicate information and ideas effectively to multiple audiences using a variety of media
and format
 contribute to project teams to produce original works or solve problems
Research and information fluency
 plan strategies to guide inquiry
 locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
 process data and report results
Critical thinking, problem solving, and decision making
 identify and define authentic problems and significant questions for investigation
 plan and manage activities to develop a solution or complete a project
 collect and analyze data to identify solutions and/or make informed decisions
Digital citizenship
 advocate and practice safe, legal, and responsible use of information and technology
 exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
 demonstrate personal responsibility for lifelong learning
Activities:
 Pre-lab exercises
 Small group discussions with teacher
 Laboratory experimentation