You are on page 1of 4

Year Long Plan Steve Montgomery 11th grade Chemistry Science Standards SC12.2.1.

a Recognize bonding occurs when outer electrons are transferred (ionic) or shared (covalent) SC12.2.1.b Describe the energy transfer associated with phase changes between solids, liquids, and gases SC12.2.1.c Describe the three normal states of matter (solid, liquid, gas) in terms of energy, particle arrangement, particle motion, and strength of bond between molecules SC12.2.1.d Recognize a large number of chemical reactions involve the transfer of either electrons (oxidation/reduction) or hydrogen ions (acid/base) between reacting ions, molecules, or atoms SC12.2.1.e Identify factors affecting rates of chemical reactions (temperature, particle size, surface area) SC12.2.1.f Recognize the charges and relative locations of subatomic particles (neutrons, protons, electrons) SC12.2.1.g Describe properties of atoms, ions, and isotopes SC12.2.1.h Describe the organization of the periodic table of elements with respect to patterns of physical and chemical properties SC12.2.3.d Distinguish between temperature (a measure of the average kinetic energy of atomic or molecular motion) and heat (the quantity of thermal energy that transfers due to a change in temperature) SC12.2.3.e Compare and contrast methods of heat transfer and the interaction of heat with matter via conduction, convection, and radiation SC12.2.3.i Interpret the law of conservation of energy to make predictions for the outcome of an event SC12.2.3.j Identify that all energy can be considered to be either kinetic, potential, or energy contained by a field (e.g. electromagnetic waves) SC12.2.3.k Identify endothermic and exothermic reactions

Inquiry Standards SC12.1.1.a Formulate a testable hypothesis supported by prior knowledge to guide an investigation SC12.1.1.b Design and conduct logical and sequential scientific investigations with repeated trials and apply findings to new investigations SC12.1.1.c Identify and manage variables and constraints SC12.1.1.d Select and use lab equipment and technology appropriately and accurately SC12.1.1.e Use tools and technology to make detailed qualitative and quantitative observations SC12.1.1.f Represent and review collected data in a systematic, accurate, and objective manner SC12.1.1.g Analyze and interpret data, synthesize ideas, formulate and evaluate models, and clarify concepts and explanations SC12.1.1.l Use appropriate mathematics in all aspects of scientific inquiry !1th Grade Chemistry
Course Understandings -What matter is and how it is defined. -How matter is measured and why. -Principles of the scientific method and how it is applied in chemistry. -Structure of the atom, how it is illustrated, how its model has changed over time. -Periodic table design and layout. -Chemical and physical changes -Nomenclature -Stoichiometry Course Essential Questions -What is chemistry and how does it relate to me? -How can chemistry benefit humans? -How is structure, polarity, pH, electronegativity, and other properties effected by structure? -How is matter quantified? -How does energy relate to chemistry? -How is the periodic table a template of organization for the material world? --How and why do scientific models change over time? -Ability to identify states of matter. -Ability to read and understand the periodic table. -Use basic nomenclature -Use stoichiometry to convert units. -How does chemistry make life possible? -What role does chemistry play in other -Identify and explain some simple chemical reactions. Course Skills -Using the scientific method to conduct investigations. -Scientific measurement -Create models of the atom. -Ability to identify various elements

scientific disciplines? -Understand and apply basic laws of chemistry i.e. thermodynamics, gas laws, etc. -Ability to draw simple lewis dot structures. -Solve general chemistry problems. (Reagents, yields, Boyle, Charles, Dalton, Re-Dox, Thermo, etc.)

Timeline Unit 1-Introduction, Matter, Changes, Measurement, Scientific Method (3 weeks) Unit 2-Building Blocks of Chemistry(Elements, Compounds, Atoms, Molecules), Periodic Table (3 weeks) Unit 3- Stoichiometry, Scientific Notation, Units, Beginner Calculations (3-4 weeks) Unit 4- Reactions in Solution, Re-Dox (4-5 weeks) Unit 5- Gases (3-4 weeks) Unit 6- Thermochemistry (4-5 weeks) Unit 7- Kinetics and reaction rates (4-5 weeks) Unit 8- Equilibrium (5-6 weeks) Unit 9- Atomic Structure and Chemical Bonding (5-6weeks) Unit 10- Bond Theory and Intermolecular Forces* (5-6 weeks) *Introductory Organic topics integrated The curriculum is arranged in an order that is logical and thorough. The units are ordered so that they build upon each other. I wanted to pack in enough material to make the curriculum challenging and demanding, while still having plenty of material to move on to if I were to get ahead for any reason. My first two units review some old knowledge while establishing a strong foundation of new material which will be necessary for the more demanding units later on. Unit 3 teaches students about how to represent what they will be doing in chemistry. I will teach units, conversions, and start with some simple calculations like yields, reagents, and percent composition. Unit 4 gets into more advanced calculations, including molarities and Re-Dox

reactions. Unit 4 follows Unit 3 well because knowledge on reagents and yields are needed for doing molarities and Re-Dox reactions. In Unit 5, well dive into the gas laws. Well cover Boyles, Charless, and Daltons Laws. The students will learn what the laws are and learn how to apply them in calculations. Next, the students will move to a unit on thermochemistry. This unit applies their knowledge of how molecules behave in different states, as well as material from Unit 5. In Unit 7, I will take the students through some introductory kinetics and reaction rate topics. We will work through the theory behind it as well as learning to solve such reactions. This is a good build up to our next unit on equilibrium. Unit 8 will cover chemical equilibrium. The equilibrium chapter is good not only for chemistry, but in life. The whole world and journey of life is nothing but a big equilibrium problem. A series of events, that cause ups and downs, all trying to get to that magical middle point that is ever so elusive. Units 9 and 10 are both multi-chapter units. These will require more time but I felt that the material being taught would make more sense if taught in unison. Atomic structure deals with the detailed models of the atom, their energy, and orbitals. The chemical bond chapter deals with how those atoms come together, chemically, to form compounds. After we finish the chemical bonding, well move into more depth with part one of Unit 10, bond theory. Here, well get into more depth on orbitals and how they exist in space to form bonds. Well also get into some of the geometric shapes, (VSEPR). Basically, its an expansion on what we talked about at the end of Unit 7. In part two of Unit 10, well cover intermolecular forces. Well discuss how they differ, what they do, and ways to apply the material (phase diagrams, bond strength calculations etc.). Integrated in unit 10 is some pre organic material that I thought I could go into if we finished everything else and still had time. It would act as a bonus for any students who plan to take more advanced chemistry later on.