Chemistry 20 – Unit Plans
School: Erle Rivers High School (Milk River)
Year: 2014 (PSIII)
Dates: August 27 – January 28 (81 total classes/67 by me)
Number of Units – 4 units + Science 10 review
Teacher: Darren Hammel
Science 10 Review – 6 classes
The purpose of this unit is to ensure that students fully understand and remember
the necessary fundamental concepts from science 10 that are required to succeed in
Chemistry 20. This short unit will also allow me to pre-assess the students and find
areas of strengths and weaknesses. This unit is going to be primarily mini-lectures
and practice worksheets, as most students should have a decent handle of the
following topics prior to practicing them.
These fundamental concepts are:
 Naming ionic and molecular compounds, hydrates, and acids
 Balancing chemical reactions and determining the reaction type
 Molar calculations (n=mM and C=n/V)
 Solubility
 Significant digits
The unit plan is as follows:
Lesson
1
2
Date &
Time
Aug 27
80 mins
Aug 28
80 mins
Content
-Personal Introduction
- Course Overview and Expectations
- Mini lecture: Nomenclature Review
PowerPoint
Worksheets to follow mini lesson:
1) Naming Ionic Compounds
2) Naming Molecular Compounds
3) Naming Acids
- Students can work in groups of 3 or
less to complete the worksheets. If
groups are not being productive they
will be split up. This will be the case for
the rest of this unit.
- Mark nomenclature worksheets
- Students will randomly be selected
to give verbal answers. Teacher will
verify that they are correct.
- Mini lecture: Balancing Reactions and
Reaction Types
- Worksheets to follow mini lesson:
1) Balancing Reactions (note: front
and back must be completed)
SLO
Assessment
20-A1.1k
20-A1.2k
20-A2.1k
20-A2.2k
- Verbal questioning
- Worksheet answers (teacher
observation)
Science 10
Review
- Verbal questioning
- Worksheet answers (teacher
observation)
3
Sept 2
80 mins
4
Sept 3
80 mins
5
Sept 4
80 mins
- Mark front page of balancing reactions
worksheet
- Back side of the balancing reactions
worksheet will be posted on the
whiteboard until September 4th for
students to check answers. This can be
done when they complete other
worksheets, come early to class, etc.
- Mini lecture: Molar calculations
PowerPoint
- Discuss significant digits
- Worksheet to follow:
1) Molarity Worksheet
- Exit slip question with two reactions to
balance and identify the type.
(Hydrocarbon combustion and single
replacement reaction)
- Bell work: Molarity question on the
board to be reviewed once most
students have had a chance to complete
it.
- Discussion on molarity. What exactly is
a mole?
- TedEd Youtube video on What is a
Mole?
- More examples done in class. Those
who have a full understanding of the
topic from last class can continue on
with the worksheet
- Point out the chart on the board where
students can write down which
questions they are having difficulty
with. This will help teacher notice any
trends.
- Use the rest of the class to complete
Molarity worksheet. If not completed, it
is due for homework tomorrow.
- Those who are finished can work on
the Chemistry crossword provided or
study for the Science 10 Review test
Friday.
- Note on the board for students to pull
out their molarity worksheet. This is my
day for supervision so many of them will
arrive before me.
- Mark molarity worksheet. Students to
mark their own again.
- Mini-lecture: Hydrates and solubility.
- Youtube video: Naming Hydrates
Worksheet:
1) Hydrates and solubility
- This will likely not take the entire
class. The remainder of the class should
be used to study for the test and ask any
questions
- Exit slip – 1 hydrate and 1 solubility
*key for
Unit 4!!!
*key for
unit 4!!!
Required
for all of
Chem 20
- Verbal questioning
- Teacher observation
- Worksheet answers
- Exit slip
- Verbal questioning
- Teacher observation
- Bell work answers and
comments
- Verbal questioning
- Teacher observation
- Bell work answers and
comments
- Exit slip
6
Sept 5
102 mins
- Science 10 Review quiz (Note: when
entering marks, this is to be a quiz and
not a Unit exam!)
- Students will be given 5 minutes at the
beginning of class to review or ask any
questions that they may have
- Once the test is completed, students
are to remain quiet as others are still
writing
Quiz answers
Unit A – The Diversity of Matter and Chemical Bonding - 15 classes
The purpose of this unit is to examine concepts, models and theories that are often
used in interpreting and explaining and predicting observations. Theories about
bonding will be related to properties of matter. Explanations and descriptions of
structure and bonding through scientific models will be examined. This unit will be
essential to those students who will be taking Chemistry 30 in the following year.
Some key questions for this unit:
1) Why do some substances dissolve easily – yet others do not?
2) Why do substances have different melting and boiling points, as well as
enthalpies of fusion and evaporation?
3) How can we use models to increase the understanding of bonding?
This unit has 2 GLO’s and 16 SLO’s
The unit plan is on the following page.
LESSON
1
DATE
AND
TIME
Sept. 8
80 mins
SLO’s
- Define valence electron,
electronegativity, ionic bond
and intramolecular force
- Draw electron dot
diagrams of atoms and
molecules, writing
structural formulas for
molecular substances, and
using Lewis structures to
predict bonding in simple
molecules
- Define valence electron,
electronegativity, ionic bond
and intramolecular force
- Relate electron pairing to
multiple and covalent bonds
2
Sept. 9
80 min
- Explain how an ionic bond
results from the simultaneous
attraction of oppositely
charged ions
3
4
5
Sept. 10
80 min
Sept. 11
80 mins
Sept 15
80 mins
- Explain how an ionic bond
results from the simultaneous
attraction of oppositely
charged ions
- Determine the polarity of a
molecule based on simple
structural shapes and unequal
charge of electrons
- Draw electron dot diagrams
of atoms and molecules,
writing structural formulas for
molecular substances and
using Lewis structures to
predict bonding in simple
molecules
Content
- Powerpoint slides on valence
electrons and electron dot digrams
- Have students read pages 80 and 81
- Mini-lecture on Lewis-dot diagrams
- Youtube video of examples
- Worksheet for practice
- Exit slip
- Powerpoint of
covalent/ionic/molecular bonding
-- Just a brief introduction though as
the learning should come from the
groups
- Groups of three
- Using the textbook each student in
the group reads and makes key point
notes then teaches this to the others
in the group
- Give students 5 minutes to study or
ask questions
- Short Lewis Dot quiz (30 minutes)
- Slides on ionic bonds and how
exactly opposite charges ions attract
- Textbook questions page 84 #1-5
- Questions due for homework if not
finished
- Discuss Ionic bonds as done in the
review. Discuss how molecular bonds
differ.
- Make a chart on the board. Answers
should come from the students.
- Youtube video on polarity
- Practice problems for polarity
- Textbook reading on polarity
- Pg 98 #6-7
- Pg 100 #9-11
- Correct questions from last class
- Powerpoint slides
- Students to take notes from the
slides
- Assignment questions made by
teacher to follow
- Animated Youtube video
ASSESSMENT
- Verbal
questioning
- Worksheet
answers
- Exit slip
Listening in on
peer teaching
Short Lewis
diagram quiz
Textbook
questions
- Textbook
questions
- Verbal
questioning
- Questions
- Verbal
questioning
- Exit slip questions
Sept 16
80 mins
6
- Apply VSEPR theory to
pridct molecular shapes for
linear, angular (v-shaped,
bent) tetrahedral, and
trigonal planar molecules
- Apply VSEPR theory to
predict molecular shapes
for linear, angular (vshaped, bent) tetrahedral,
and trigonal planar
molecules
7
Sept 17
80 min
Lab Day
8
9
10
11
12
Sept. 18
80 min
Sept 19
102
min
Sept 22
80 min
Sept. 23
80 min
Sept. 24
80 min
- Explain intermolecular
forces, London forces,
dipole-dipole forces, and
hydrogen bonding
- Explain intermolecular
forces, London forces,
dipole-dipole forces, and
hydrogen bonding
-Illustrate, by drawing or by
building models, the
structure of simple
molecular substances
Quiz
- Book computer lab
- Have students work with
simulations of each and take notes of
their observations.
- Give 5 minutes for students to
compare findings
- pg 117 #7-11
- Work period
- Students will be given ample
amounts of questions about VSEPR
theory
- Work collaboratively to finish the
worksheet
- Any questions not finished will
have to be done for homework.
- Exit slip – 3 questions (fairly tough
ones)
Lab day – book the lab!
- Discuss lab safety prior to the lab.
- Lab safety Youtube video
- Turning a penny into gold lab
- Students will hand in their mini lab
write up, however this is largely a
chance to fine tune some lab
techniques they may not have used
lately (measuring, weighing, etc.)
- Have students read pages 107-112
and take notes
- This is an individual assignment
and should be done silently
- Students will be given a sheet of
molecules and have to decide what
forces could be present. This will
carry on to the next class.
- Have on board before class – Page
109 #1-5
- Students will begin the class with
those.
- Youtube summary video
- Have students each make their own
summary video to post to Youtube (if
they would like to).
- Students will be given a self-guided
worksheet and a molecular modeling
kit.
- Groups of 2 will be used to work
through the worksheet and answer
the questions.
- Jeopardy game will be used for the
last 30 minutes
- Students will have a full period quiz.
It will cover everything covered up
until this point in Unit A.
- Questions
- Observe notes
that students took
- Questions
- Exit slip
Lab write up
Worksheet
Verbal questioning
- Video creation
- Questions
- Jeopardy game
- Worksheet
Quiz
- Explain that ionic
compounds form lattices
and that these structures
relate to compounds
properties
12
13
Sept. 30
80 min
Sept. 18
80 min
-Relate properties of
substances to the predicted
intermolecular bonding in
the substances
- describe bonding as a
continuum ranging from
complete electron transfer
to equal sharing of electrons
- Hand back the quizzes and go
through the answers
- Address any questions or areas
where students may have struggled.
- Have students read page 117, 119 –
122
- Mini-lecture on ionic compound
lattices
- Youtube video simulating a lattice
- Questions: Page 122: 2, 4-7, and 10
as well as the created questions by
the teacher
- Read page 129
- Take the list of substances that will
be observed in the lab and draw the
structures for it.
- Predict the properties of each
- Go into the lab and check the
predictions
- Discuss any discrepancies
- Mini lecture on bonding and
electron transfer/sharing
- Exit slip
14
Sept. 22
80 min
15
Sept. 23
80 min
Review
- Review and study day
- Page 137 – all questions (to be
handed in for marks)
Unit Exam
Unit Exam
Verbal questioning
Questions
- Pre-lab answers
- Post-lab answers
- Exit slip
- Teacher to
circulate and
answer questions
and observe
answers.
Unit Exam
** If students feel that more time is required to study for the unit exam, it can
be backed up a day or two and Unit B can be started.
Unit B – Forms of Matter: Gases
Students expand their knowledge of the nature of matter through the investigation
of properties and behaviour of gases.
This unit is the quickest and simplest unit of Chemistry 20.
Key Questions for this unit:
1) How do familiar observations of gases relate to specific scientific models
describing the behaviour of gases?
2) What is the relationship among the pressure, temperature, volume, and
amount of a gas?
3) How is the behaviour of gases used in various technologies?
LESSON
1
2
DATE
AND
TIME
Sept. 24
80 mins
Sept. 30
80 min
SLO’s
- Convert between Celsius
and Kelvin temperature
scale
- Describe and compare the
behaviour or real and ideal
gases in terms of kinetic
molecular theory
- Illustrate how Boyle’s law
and Charles’s laws,
individually and combined
are related to the ideal gas
law
- Illustrate how Boyle’s law
and Charles’s laws,
individually and combined
are related to the ideal gas
law
3
Oct. 1
80 min
Content
- Powerpoint slides on conversion of
temperature, units of pressure,
volume, SATP/STP. Students to take
notes.
- Pop can crushing demo to build
interest in the unit
- This should be done in the lab
where all students can give it a try
- Exit slip
- Bell work questions to be handed in
for teacher to view. 2 conversion
questions and one about the pop can
demo.
- Powerpoint of kinetic molecular
theory and its relation to real and
ideal gases
- Address the issue of why we have
real and ideal gases
- Introduce Boyle’s law and Charles’s
law.
- Have students complete p. 152 #610, p. 154 #11-13, p. 156 #14,15,17
- Class discussion about how we
could combine Charles’s and Boyle’s
law together.
- Read pages157&158
- Complete questions: p. 159 #20-24,
p 161 #1-4, 6, 7, 9, 10
- Play the science game from PSII CnI
class
- Teams of 3
- Individual whiteboards would be
good for this
ASSESSMENT
- Verbal
questioning
- Exit slip
- Bell work
questions.
- Textbook
questions
Short Lewis
diagram quiz
Textbook
questions
Quiz on Charles’s and
Boyles Law
4
Oct. 2
80 mins
- explain the law of
combining volumes
5
Oct. 6
80 mins
Oct. 7
80 mins
6
- Illustrate how Boyle’s law
and Charles’s laws,
individually and combined
are related to the ideal gas
law
All SLO’s from this unit
Oct. 8
80 min
- Quiz on Charles’s and Boyles Law
(both individual and combined) (40
minutes)
- Begin discussion on the law of
combining volumes.
- Finish discussion on law of
combining volumes. Have students
copy notes from the power point.
- Investigation 4.3 pg 179
- Have students read it and then go to
lab and try it
- Case Study on page 167
- Have students relate the gas laws to
the weather.
- To be done in the computer lab.
- Each student is responsible for a
one page report on their findings
- Address plagiarism and citing
sources properly
- Have students create a study
Youtube video with the definitions
and concepts learned in this unit.
- 30 minutes should be spent on
planning and brainstorming, 30
minutes to shoot the video
successfully, and the final 20 to
upload it or email it to the teacher.
Quiz answers
- Lab write up
- Verbal
questioning
- One page reports
- Verbal
questioning
- Youtube videos
7
8
9
Oct. 9
80 min
Review questions from all
SLO’s in the unit
Oct. 10
102
min
Unit Exam
- Have students read the chapter 4
summary on page 180
- Complete the Unit 2 review on page
181
- Question 4,6,7,12, 13, 14, 15, 16, 17,
18, 19, 20, 21, 25, 26, 28, and 33. ------These are due by the end of
tomorrow and a summative
assessment.
Unit Exam
Lab write up
Unit Exam