Chemistry (Repaired)

Chemistry: Grade 1, Semester 1

Printed on October 15, 2015

Matter, Form and Function
Big Idea: The material of which the universe is composed exists in different states which have uniqe properties.
Different kinds of matter have unique chemical and physical properties which can be scientifically observed,
classified and measured.
CH.1.01 - Students will be able to describe what characterizes science and its methods and use a
quantitative observations with measurement by SI units. (Week 01 - Week 01)
Essential Questions: What if everyone in the government used the scientific method to analyze and solve
society’s problems, and politics were never involved in the solutions? How would this be different from the
present situation, and would it be better or worse?
Skills:
‣Use laboratory equipment to get measurement data
‣Represent data on data tables and graphs correctly
‣Differentiate scientific from non-scientific reasoning
‣Develop a chart of main processes in scientific thinking
‣demonstrate proper use of quantitative instrumentation
‣conduct and analyse series of measurements
‣evaluate scientific reports as to their use of quantitative instruments reporting and analysis of of
finding
Concepts:
‣Science
Types of errors
Types of variables
‣Scientific methods
‣Scientific law
‣Scientific theory
‣Relations between variables
‣Uncertainty
‣SI units
‣instrumentation (precision, accuracy, Significant Figures)
Evidence:
R: Students will ABLE TO GIVE DEFINITION FOR SCIENCE.
BA: Represent in graph the relation between pressure and volume of the gas at the room temp.
BA: How chemistry can help in digging tunnels and collapse old buildings quickly and safely.
ST: Students will read two brief articles and develop an argument using examples to justify their decision as
to which is based on scientific and which is based on non-scientific reasoning.
BA: Zumdahl chemistry (exercise page 32 p. 4 & 5 )
Lab Write-up
Texts & References: -Active Chemistry (AC) p. NS1- NS8
-Zumdahl chemistry ( CH. 1 sec.3-5 )

Lab 1: Determining Density
Lab 2: Significant Figures
Capstone Connection: Use of measurement and use of scientific method to make decisions in design
Grand Challenge Connections: Reduce urban congestion and its impact,Increase efficient use of our land
through improved use of arid areas
Applications: PH.1.01
Topic: Scientific Method and Measurement
CH.1.02 - Demonstrate understanding of atomic structure, subatomic particles, their arrangements and the
evidence that scientists that enabled scientists to discover them. (Week 02 - Week 02)
Essential Questions: How is an atom similar to and different from a solar system?
Skills:
‣A. Explore
‣B. Measure
‣C. Measure and filter
‣D. Compare data
‣E. Test theory
‣F. Apply concept to data
‣G. Use scientific notation
Concepts:
‣A. Atoms
‣B. Elements
‣C.Protons
‣D. Atomic Number
‣E. relative mass number
‣F. Electrons
‣G. Neutrons
‣H. isobar
‣ I. isotons
Evidence:
Lab
BA: design a model for the atom
SA: Compare and contrast contemporary understanding of the atom with the solar system
Texts & References: -Active Chemistry: Ch. 2, Sec 3,4
-Internet resource
https://phet.colorado.edu/en/simulation/build-an-atom plus analysis questions
Lab 3: Periodic Table: A study of metal reactivity
Grand Challenge Connections: Address the exponential population growth and prepare for the
impact,Reduce urban congestion and its impact,Increase efficient use of our land through improved use of
arid areas
Topic: Atomic Structure
CH.1.03 - Students must demonstrate their understanding of the electromagnetic spectrum and the particle

nature of light by explaining how atoms of different elements are able to produce light of different colors;
(Week 03 - Week 04)
Essential Questions: How do fire works create different colors ?
Skills:
‣A. Determine behavior of cathode ray
‣B. Develop historical story of the discovery of current atomic theory
‣C. Conduct spectral analysis
‣D. Use correct laboratory producers to conduct flame test to identify metal ions
‣E. Explain emission of light by electrons in terms of ground and excited states
Concepts:
‣A. electron
‣B. alpha particle
‣C. nucleus
‣D. proton
‣E. quantum numbers
‣f. orbit
‣g. electromagnetic spectrum
‣h. frequency
‣i. wavelength
‣j. photon
‣k. absorption
‣l. emission
‣m. energy, frequency and wavelength relations
‣n. photoelectric phenomenon
‣o. flame test
‣p. excited state
‣q. ion
Evidence:
Conduct flame tests to determine the identity of different elements.
Explain photoelectric effect
Texts & References: Active Chemistry: Ch. 2, Sec. 5; Ch. 4, Sec 5; Ch. 1, Sec 8 as resource
Lab 4: Flame Test Experiment
https://phet.colorado.edu/en/simulation/legacy/hydrogen-atom plus analysis questions
Capstone Connection: Material properties of building materials (and paints and other surface treatments)
impact how light energy is reflected or absorbed, impacting the thermal properties of the dwelling.
Topic: Photoelectric Effect and Electron Configuration
CH.1.04 - Through laboratory investigations develop operational definitions of chemical elements, and
differentiate between metals and nonmetals, and chemical and physical properties of unknown elements
based on their position and atomic structures in the periodic table. (Week 05 - Week 06)

Essential Questions: What are the ways that people can sort a ariety of things?
Skills:
‣A. Draw and describe simple electronic configuration.
‣B. Describe basis of the arrangement of elements
‣C. Use the periodic table to predict the properties of elements
‣D. Distinguish between metals and non-metals according to appearance
Concepts:
‣A. Trends and Periodicity
‣B. Families
‣C. Groups
‣D. Transition
‣E. Structure of the periodic table
‣F. Electron configuration
‣g. Atomic radius
‣h. Ionization energy
‣i. Electronegativity
‣j. Electron affinity
‣k. Metal, nonmetal, metalloid
Evidence:
R: Students cans describe how elements are named
R: Students cans describe how elements are grouped
R: Students can differentiate between atomic mass and atomic number
R: Differentiate between metals and nonmetals, and chemical and physical properties and can identify
regions on the periodic table where different types of elements are located
BA: Relate laboratory observations of chemical and physical properties of elements to their position in the
Periodic Table.
BA: Experimentally determine the chemical properties of the oxides of metals and non-metals and relate to
electron configuration and placement in the periodic table.
ST: Students can identify the application of metals in real life and explain how properties relate to their uses.
Texts & References: Active Chemistry: p. 101- 108 Ch.2 Sec 1, 2, 3, 6
Lab 5: Reactivity of Metal and Non Metal
Lab 6: Oxides of Metals and non Metals
Lab 7: Mendeleev for a day
Capstone Connection: Differentiate between chemical and physical properties, metals and non-metals
when thinking about construction materials for structure.
Topic: Families and Groups of Elements
CH.1.05 - Describe how to determine chemical behavior according to valence electrons and how and why
atoms interact with each other. (Week 07 - Week 08)
Essential Questions: Why and how do things react?

Skills:

‣A. Correlate electron configuration with ionization energies and chemical properties
‣B. Determine valence numbers from electron configuration
‣C. Compare organization of the periodic table according to valence numbers with physical and
chemical properties and predict formulas for binary compounds
‣D. Contrast ionic bonding and covalent bonding
‣E. Draw electron-dot diagrams for simple molecules with covalent bonding and ionic bonding
‣F. Student can compare between organic and inorganic substance
‣G. Detect practically C and H in organic substance
‣H. Distinguish between molecular, structural and empirical formula
Concepts:
‣A. Electron configuration
‣B. Valence numbers
‣C. Electron dot diagram
‣D. Ionic Bonding
‣E. Covalent bonding
‣f. Hydrocarbon ( nomenclature IUPAC - Types - isomers of alkanes - function groups )
‣g. Cyclo-alkane
Evidence:
-Students can describe and give explanations for the chemical behaviors of elements.
-Students are able to explain which element of a pair has the more stable electron arrangement.
-Students can explain relative sizes of first, second, and third ionization energies of an element.
-Students are able to explain the difference between ionic and covalent bonding.
-Students are able to draw electron-dot diagrams for several compounds.
-Exercise in Zumdahl Chemistry (22.1 - 22.2 - 22.3 - 22.4 - 22.5 - 22.6 )
Texts & References: Active Chemistry: Ch. 2, Sec. 7, 8
Zumdahl Chemistry Ch. 8, Sec. 1, 6, 8; Ch. 22, Sec. 1, 4, 29,
Internet resources
https://phet.colorado.edu/en/simulation/atomic-interactions plus analysis questions
https://phet.colorado.edu/en/simulation/covalent-bonds plus analysis questions
Lab 8: Ionic and Molecular Compounds
Lab 9: Models of Covalent Compounds
Capstone Connection: Organic materials have unique chemical and physical properties based on
molecular bonding
through improved use of arid areas,Improve Sources of Clean Water
Needed Prior Knowledge: ES.3.07
Applications: BI.1.05, BI.1.04
Topic: Ionic and Covalent Bonding; Ionic and Organic Compounds
CH.1.06 - Select and use data to construct an argument for the existence of strong nuclear forces. (Week 09
- Week 10)
Essential Questions: What makes things radioactive?

Skills:
‣A. Research the properties of major nuclear particles

‣B. Explain what isotopes are and why some are stable and some not
‣C. Interpret and use symbolic representation of isotopes
‣D. Calculate the average atomic mass of an element from the percent abundance of its isotopes
‣E. Define half life and use decay rates to solve simple decay problems
‣F. Draw inference of nuclear forces based on the repulsion of like charges.
Concepts:
‣A. Proton
‣B. Neutron
‣C. Isotope
‣D. Radioactive
‣E. Unstable Atoms
‣F. Fusion reaction
‣G. Fission reaction
‣H. Half-life
‣I. Nuclear forces
Evidence:
R: Students use examples and explanation to differentiate fission and fusion
BA: Students are able to calculate average atomic mass and explain why atomic masses are not always
whole numbers.
ST: Students create a data-based argument for the presence of the strong nuclear force
Texts & References: Active Chemistry: Ch. 2 Sec. 9; https://phet.colorado.edu/en/simulation/alpha-decay
plus analysis questions
Capstone Connection: Students understand that attractive and repulsive forces are at work in all materials
and are responsible for the physical and chemical properties of materials.
Grand Challenge Connections: Reduce pollution fouling our air water and grounds,Recycle and retain
garbage for recycling
Topic: Nuclear Forces and Radioativity
CH.1.07 - Explain how the physical properties of different types of elements, compounds and groups of
elements (in both normal and nano size) can be used to identify them and can be used in commercial
applications. (Week 11 - Week 11)
Essential Questions: ‣Why are chemical symbols like letters and compounds like words?
‣How is a chemical equation like a sentence?
Skills:
‣A. Decompose water by electrolysis
‣ a. Test elements to determine identity
‣ b. Determine chemical formula by relative volume of gases produced
‣B. Compare properties of elements with compounds
‣C. Burn measured quantity magnesium and determine chemical formula of magnesium oxide
‣C. Write and interpret chemical formulas
‣D. Demonstrate safe laboratory practices
‣E. Describe the States of Matter: Solid, Liquid, and Gas
‣F. Explain the purpose of balancing a chemical equation.
‣G. Relate balancing a equation to the Law of Conservation of Matter.

‣H. Differentiate chemical from mathematical equations - how similar, how different
‣I. Balance a chemical equation.
Concepts:
‣A. Element
‣B. Compound
‣C. Electrolysis
‣D. Chemical formula
‣E. Chemical equation
‣F. Law of Conservation of Mass
‣G. Temperature
‣H. Kinetic energy
‣I. Vaporization
‣J. Sublimation
‣H. Heating Curve of Water
Evidence:
-Students isolate hydrogen and oxygen products by electrolysis of water in expected ratio and analyze
findings.
-Students conduct appropriate tests to identify hydrogen and oxygen.
-Students are able to create flipbooks that depict particle movement. Animations of solid and liquid match
description required.
-Students collect data and correctly graph a heating curve for water.
-Students observe and identify various changes of state and can explain the causes of phase change in
terms of addition or removal of heat energy.
-Students correctly identify the energy transformations occurring in different segments of a heating curve for
a material. -Students are able to explain how the addition of
heat changes the volume of air and why the piston moves.
Texts & References: Active Chemistry: Ch. 1, Sec. 1, 2; Ch. 4, Sec. 2
Capstone Connection: Material properties at nano and macro levels impact effectiveness for different roles
of different building needs (Eg. support material vs. connectors, roof vs. foundation, conductors vs. insulators
vs. crystalline vs. transparent, etc.).
through improved use of arid areas,Reduce pollution fouling our air water and grounds
Needed Prior Knowledge: MA.1.08
Topic: Intro to Chemical and Physical Reactions
CH.1.08 - Explain how the chemical and physical properties of solutions, suspensions, colloids and nano
substances can be used in water treatment. (Week 12 - Week 12)
Essential Questions: What are mixtures?

Skills:
‣A. Separate mixtures by evaporation and filtration
‣B. Use laboratory techniques to differentiate colloids from true solutions
‣C. Differentiate suspension, solution, colloid
Concepts:
‣A. Pure substance

‣B. Solution
‣C. Solute
‣D. Solvent
‣E. Colloid
‣F. Tyndall Effect
‣G. Suspension
Evidence:
-Students reflect on the properties of mayonnaise and make reasonable suggestions for the use of
emulsions.
-Students reflect on how the properties of different metals affect mixtures of these metals and alter their
usefulness.
-Students describe one one characteristic of non-potable water and design a laboratory procedure to treat it.
Texts & References: Active Chemistry: Ch. 1, Sec. 3
Capstone Connection: One feature of house design may be treating household waste water.
Grand Challenge Connections: Improve Sources of Clean Water,Increase industrial base for Egypt
Applications: MA.1.05,
Topic: Pure Substances vs. Mixtures
CH.1.09 - Explain how the physical properties of different types of elements contribute to the properties of
alloys, emulsions and composite materials. (Week 13 - Week 13)
Essential Questions: How do properties of matter relate to building and art?
Skills:
‣A. Compare properties of emulsions to those of composites
‣B. Explore and analyze industrial uses of materials
Concepts:
‣A. Texture
‣B. Uniformity
‣C. Strength
‣D. Elasticity
‣E. Bounce
‣F. Malleability
‣G. Emulsion
‣H. Composite
Evidence:
-Students are able to list useful properties of new mixtures.
-Students use the concepts of physical properties to describe their selection of materials for their sustainable
structures in their capstone project.
Capstone Connection: Material properties at nano and macro levels impact effectiveness for different roles
of different building needs (Eg. structure vs. connector, roof vs. foundation, conductors vs. insulators vs.
crystalline vs. transparent, etc.).

Applications: PH.1.07,
Topic: Physical Characteristics of Matter
CH.1.10 - Explain how the physical properties of different types of elements, compounds and groups of
elements can be used to identify them and be used in commercial applications including nano materials.
(Week 14 - Week 14)
Essential Questions: How can physical properties be used to identify materials?

Skills:
‣A. Compare densities of solid and liquid materials by their behavior and gross observation
‣B. Measure and calculate densities of materials
‣C. Differentiate accuracy and precision
‣D. Use significant figures correctly
Concepts:
‣A. Mass
‣B. Volume
‣C. Density
‣D. Uncertainty of Measurements
‣E. Specific gravity
Evidence:
-Students are able to read mass and volume measurements to correct precision of instruments used.
-Students are able to explain the difference between accuracy and precision.
-Students correctly identify unknown liquid and unknown solid.
Capstone Connection: Students consider mass, density and volumes in their selectin of construction
materials for their structures.
through improved use of arid areas,Reduce pollution fouling our air water and grounds
Topic: Density as a Physical Property

Energy Force and Power
Big Idea: Energy is conserved whenever it is transferred. Physical and chemical changes all involve the
absorption or release of energy and can be explained by the kinetic molecular theory (KMT). The KMT and
Gas Laws explain the behavior of gases.
CH.1.11 - Students must calculate quantities of products formed from known quantities of reactants and be
able to discuss their precision and accuracy. (Week 01 - Week 01)
Essential Questions: How can chemists use fruit salad as a model for how to predict quantities of atoms?
Skills:
‣A. Use basic laboratory techniques (to the accepted tolerance of instruments) to determine the
amount, mass, or volume of a substance produced or required in a chemical reaction.
‣B. Precision, accurcy, experimental error
Concepts:
‣A. stoichiometry
‣B mole
‣C molar mass
‣D. standard temperature and pressure (STP)
‣E. dimensional analysis
‣F. percentage yield
‣G. limiting reagent
Evidence:
Presentation - group
Written quiz - individual
Students are able to effectively play the Equivalent Measures game and answers match those provided in
this Teacher’s Edition.
Zumdhal Chemistry: Ch. 3, Sec. 11 p.114
Zumdhal Chemistry ex. 3.18 p.121
Capstone Connection: Measurement precision used for effective empirical analysis of chemistries is
analagous to measurement precision for building specifications, including energy uses, flow etc.)
Grand Challenge Connections: Improve the use of alternative energies to reduce our reliance on extracted
fuel sources,Increase industrial base for Egypt
Topic: Intro to Stoichiometry
CH.1.12 - Investigate four types of chemical reactions, generate and test for hydrogen, oxygen and carbon
dioxide and determine the most effective ratio of hydrogen to oxygen for propulsion of a small rocket. (Week
02 - Week 02)
Essential Questions: How do chemists study quantities of atoms and molecules when they are too small to
be measured?

Skills:
‣A- Conduct laboratory tests to identify three different gases.
‣B-Use chemical reactions to make gases for propulsion .
‣C- Investigate different types of chemical reactions involve gases.
Concepts:
‣Synthesis reaction
‣Decomposition reaction
‣Single- replacement reaction
‣Double-replacement reaction
Evidence:
"Written quiz - individual
Answers to questions in Part A are similar to those presented in this Teacher’s Edition. Ideas proposed are
reasonable.
Answers to questions are similar to those presented in this Teacher’s Edition. Answers match those shown
in this Teacher’s Edition
*****Are you planning to do this activity? http://serc.carleton.edu/sp/mnstep/activities/26400.html
Capstone Connection: roles of hydrogen, oxygen and carbon dioxide in various forms of alternative energy
Topic: Intro to Reaction Types
CH.1.13 - Students will use two and three dimensional models and their understanding of bond polarity to
illustrate polar and non-polar inter-molecular forces. (Week 03 - Week 03)
Essential Questions: What holds molecules together?

Skills:
‣A-Describe how the size and shape of molecules affect their physical state.
‣B-Classify molecules as polar and non-polar.
‣C-Describe how molecules stay together and how their bonding affects their physical properties.
Concepts:
‣Intermolecular forces
‣Non-Polar molecule
‣London dispersion
‣Electronegativity
‣Polar Bond
Evidence:
"Written quiz - individual
Four pages of molecular representations are similar to those shown in this Teacher’s Edition. Students make
informed guesses as to which molecules are solids, liquids, or gases and explain their reasoning. Answers
match those found in this Teacher’s Edition.
Conclusions match those found in this Teacher’s Edition. Answers in students’ Active Chemistry logs match
those

found in this Teacher’s Edition."
Texts & References: Active Chemistry: Ch. 5, Sec. 2; https://phet.colorado.edu/en/simulation/molecule-
polarity plus analysis questions
Capstone Connection: Apply to selection of materials to use when considering alternative energy designs
Topic: Intro to Atomic and Molecular Bonding
CH.1.14 - Students will use their understanding of the metal activity series to explain why metals are found
as they are in nature and discuss considerations (such as exposure to different kinds of solutions) for the use
of metals in industry, construction and jewelry . (Week 04 - Week 04)
Essential Questions: What enables metals to have the properties that they have?
Skills:
‣A. Test the chemical creactivity of metals
‣B. Use metals to light an LED and explain the procedure and how this can happen
‣.
Concepts:
‣A. metals
‣B. oxidation-reduction (redox) reaction
‣C. oxidation
‣D. reduction
Evidence:
Students are able to create an electrical circuit that lights an LED and provide answers that match those in
this Teacher’s Edition.
Students successfully complete the Investigate steps and provide answers that match those in this Teacher’s
Edition.
Capstone Connection: Metal properties help to explain the choices made by builders for metals in
dwellings (Eg. why not copper structural beams and steal electrical wires). Apply information to possible
atlernative forms of energy.
Topic: Metal Activity Series
CH.1.15 - Students will examine a variety of commercial batteries and use their understanding of
electrochemistry to explain how they work and why the manufacturers used the materials they did. (Week 04
- Week 05)
Essential Questions: How can we use the properties of metals fo generate and conduct electricity?
Skills:
The student can design his own battery

Concepts:
‣electrochemical cell
‣voltage
‣volts
‣current
‣load
‣ion
‣oxidation
‣reduction
‣half-reactions
‣oxidized
‣reduced
‣oxidation-reduction (redox) reaction
‣spectator ions
‣galvanic cell
Evidence:
-Students use the activity series to build an electrochemical
cell with the greatest voltage.
-Students are able to carry out the investigation and draw
conclusions about voltage from their data.
Capstone Connection: Battery properties can be analyzed to explain why batteries are an impractical
energy storage approach at the whole-house level.
Topic: Intro to Electrochemistry
CH.1.16 - Students will determine, explain and illustrate how energy and disorder change during physical
and chemical processes. (Week 06 - Week 08)
Essential Questions: What holds things together and how does thermodynamics affect on sustainable
system ?
Skills:
‣A. Determine the relation between the system and environment
‣B. differentiate between thermodynamics and kinetic
‣C. apply the law of conservation of energy in many systems
‣D.compare between endothermic and exothermic system
‣E.find ∆H and calculate it in physical and chemical change
‣F. draw the energy diagram for endothermic and endothermic system
‣G. determine the activated complex position in energy diagram
‣H. determine the gibbs free energy in endothermic and exothermic system
‣I. Explain the effect of surface ares and use of a catalyst on reaction rate
Concepts:
‣A.system

‣B.thermodynamic
‣C.kinetics
‣D.energy
‣E.heat
‣F.maximum work
‣G.law of conservation of energy
‣H.endothermic
‣I.exothermic
‣J.heat content
‣K. enthalpy change
‣L.energy diagram
‣M.activation energy
‣N.activated complex
‣O.entropy(S)
‣P.spontaneity
‣Q.Gibbs free energy
‣R.catalyst
Evidence:
Students are able to generate CO2 gas using four different methods .
Students use data they recorded from the various methods of CO2 gas production to select one that best
achieves the desired results.
Students’ observations and answers match those given in this Teacher’s Edition.
ex. 6.1 - 6.6 - 6.9 - 6.11 - 17.1 to 17.12
Texts & References: Active Chemistry: Ch. 4, Sec. 1 , 8
Zumdahl Chemistry: Ch. 6, Sec. 1, 2, 4 and Ch. 17. Sec. 1, 3, 4, 5, 6, 9
Capstone Connection: Energy and disorder change during various steps of the building process (from alloy
forming for rebar to cement mixing and curing). Appy knowledge and understanding of energy and disorder
to alternative energy designs
Topic: Intro to Entropy and Enthalpy
CH.1.17 - Use the Gas Laws to explain the principles of SCUBA diving. (Week 09 - Week 10)
Essential Questions: What does it mean when something is under pressure?

Skills:
‣A. Investigate the relationship between the volume and pressure of gases at constant temperature.
‣C.Using data concerning gas, volume, and pressure generate a mathematical relationship between .
‣D Investigate the relationship between temperature and volume of a gas.
‣E. Plot temperature and pressure data to extrapolate absolute zero.
‣F. Create an explanation for the importance of using the Kelvin scale for gases.
‣F. Apply Charles’s Law to ballooning
‣G. Predict what will happen when SCUBA tanks are filled.

Concepts:
‣A. Gas
‣B. Natural law
‣C. Pressure
‣D. Atmosphere
‣E. Barometers
‣F. Boyle’s Law
‣G. Kinetic Theory of Matter
‣H. Charles’s Law
‣I. absolute zero
‣J. Adiabatic
Evidence:
Explanation of observations and answers to questions in Active Chemistry logs match those listed in this
Teacher’s Edition.
Answers match those presented in this Teacher’s Edition.
Answers to questions in Part A are similar to those presented in this Teacher's Edition.
Answers match those shown in this Teacher's Edition. Proposed ideas and solutions correctly apply the
principle
of Charles’s law. Proposed ideas are reasonable.
Answers to questions in Part A are similar to those presented in this Teacher's Edition.
Answers match those shown in this Teacher's Edition.
Explanation includes correct application of Charles’s law
Texts & References: Active Chemistry: Ch. 5, Sec. 3, 4; https://phet.colorado.edu/en/simulation/gas-
properties plus analysis questions
Capstone Connection: Consider properties of gas in an alternative engergy design for Egypt--how is the
design affected by Egyptian climate?
Topic: Intro to Gas Laws
CH.1.18 - Determine the effect of molecular size on molecular motion. Use pictorial and physical models to
determine the effect of mass on gas effusion rates. Describe the history, processes and economic impact of
the scented oil industry in Egypt. (Week 11 - Week 12)
Essential Questions: Why do colognes and aftershave lotions smell so strong, but perfumes do not?
Skills:
‣A. Determine the effect of molecular size on molecular motion.
‣B. Research the scented oil industry in Egypt
Concepts:

‣Diffusion
‣Effusion
‣Graham’s Law of Effusion
Evidence:
Answers from students are similar to those in this Teacher’s Edition.
Answers from students are similar, if not identical, to those in this Teacher’s Edition.
Texts & References: Active Chemistry: Ch. 5, Sec. 7; https://phet.colorado.edu/en/simulation/molecule-
shapes-basics plus analysis questions
Capstone Connection: Understanding molecular properties of gases can inform the design of a gas-phase
indicator of a gas leak for improve safety in the home.
Topic: Intro to Kinetic Molecular Theory

Change, Equilibrium and Cycles
Big Idea: Water is a universal solvent. Aqueous solutions can have different chemical and physical properties
which are affected by different factors. Quantitative and qualitative analysis are tools to study solutions.
CH.2.01 - Outline the purification of the water supply. Describe two different processes whereby sea water
can be converted into drinkable water. (Week 01 - Week 03)
Essential Questions: How can you get a pure drinkable water ?

Skills:
‣A. Use simple distillation to separate soluble salt
‣B. use filtration to separate in soluble salt
‣C. use carbon to remove tastes and colors
‣D. calculate rates of chlorination to disinfect the water
‣E. compare between chemical , biological and physical treatment
‣F. determine the concentration of solutes by different methods
‣G.compare between qualitative and qualitative analysis
‣H. using analytically equipment correctly
‣I. interpret the analytical data and results
Concepts:
‣solutions and aqueous solutions
‣solubilities of salts ( temperature impact )
‣solubilities curves
‣ppm
‣molarity
‣molality
‣normality
‣mole fraction
‣mass percentage
‣TDS
‣strenght
‣titer
‣DO
‣the different ions percentage which the human body need them daily
‣resins
‣EDTA( including ion exchange)
‣electrodyalsis
‣simple distillation
‣filtration
‣adsorption
‣sedimentation / alum
‣biological treatment
‣oxygenation

‣osmosis and reverse osmosis
‣dissolved oxygen
‣quantitative analysis
‣qualitative analysis
Evidence:
1. Use litmus paper for determinatination of pH
2. Determine pH by use of meter
3. Experimentally demonstrate multiple methods of analysis of pH.
Texts & References: Student Laboratory Handbook Procedures and Experiment #1
*****Zumdahl Ch 11 would be a good resource for some of this
web resources
Capstone Connection: Because water is such a good solvent it creates special challenges in terms of
pollution and water supply.
Grand Challenge Connections: Improve Sources of Clean Water,Reduce pollution fouling our air water
and grounds,Recycle and retain garbage for recycling
Needed Prior Knowledge: CS.1.04,
Applications: ES.2.01, ES.2.02, ES.2.04,
Topic: Aqueous Solutions
CH.2.02 - Demonstrate understanding that water from different natural sources contains different varieties of
dissolved substances and discuss the environmental sources and effects of the dissolved substances.
(Week 04 - Week 05)
Essential Questions: Why do we add ethylene glycol to water in car's radiator ?

Skills:
‣A. Identify naturally occurring dissolved and suspended materials in water sources (mineral salts;
oxygen; organic matter)
‣B. Describe pollutants, their origins and the chemical interactions that make them harmful (metal
compounds; sewage; nitrates from fertilizers; phosphates from fertilizers and detergents; harmful microbes)
‣C. Develop chemical explanation for the role of beneficial chemicals in water (e.g. oxygen and
mineral salts for aquatic life)
Concepts:
‣water in the environment
‣properties and types
‣measuring densities, conductivity, pH, boiling points.
‣effect of solutes on physical properties
‣colligative properties
‣elevation in B.P.
‣depression in F.P.
‣Osmotic pressure.
Evidence:
1. Experimentally analyze physical and chemical properties of water from different sources.
Texts & References: Student Laboratory Handbook Experiment #2'
Zumdahl Chemistry ***needs page
Capstone Connection: impact of dissolved substances in the treatment of water

Grand Challenge Connections: Improve Sources of Clean Water,Increase industrial base for
Egypt,Reduce pollution fouling our air water and grounds
Applications: ES.2.02, ES.2.04, CH. 3.14, CH. 3.15
Topic: Itro to Colligative Properties
CH.2.03 - Describe characteristic properties of acids and bases and preparation of salts (Week 06 - Week
07)
Essential Questions: How do acids, bases and salts affect our lives ?
Skills:
‣A. Describe the techniques used in the preparation, separation and purification of salts as
examples of some of the techniques specified in the previous LO (methods for preparation should include
precipitation and titration together with reactions of acids with metals, insoluble bases and insoluble
carbonates)
‣B. Describe the general rules of solubility for common salts to include nitrates, chlorides (including
silver and lead), sulfates (including barium, calcium and lead), carbonates, hydroxides, Group I cations and
ammonium salts
‣C. Suggest a method of preparing a given salt from suitable starting materials, given appropriate
information
‣D. Solving acid- base problems
Concepts:
‣A. acids
‣ - the nature of acids and bases
‣ - acid strength
‣ - the pH scale
‣B. Bases
‣C. polyprotic acid
‣D.acid -base properties of salts
‣E. The Effect of Structure on
‣D. Acid–Base Properties
‣ E. Acid–Base Properties of Oxides
‣ F. The Lewis Acid–Base Model
Evidence:
1. Experimentally analyze titrations of mono-, di- and tri-protic acids
2-Describe the ionization of strong acids in water and the
dissociation of strong bases in water.
3- Distinguish between solutions of weak acids or bases and
solutions of strong acids or bases.
4- Relate pH to the concentration of hydronium ions and
hydroxide ions in a solution. - Write ionic equations for neutralization reactions.
5- Identify the products of a neutralization reaction.
6- Describe the composition of a salt."
Texts & References: Student Laboratory Handbook Experiment #4
Zumdahl Chemistry Ch. 14 Sec. 01 to 12

HOLT textbook Chapter 8 sections 1 & 2 & 3 Student Laboratory Handbook Experiment #4"
Capstone Connection: Role of acids and bases in water treatment or measurement
fuel sources,Improve Sources of Clean Water,Reduce pollution fouling our air water and grounds
Needed Prior Knowledge: MA.1.08,
Applications: 2.02,
Topic: Intro to Acids and Bases
CH.2.04 - Describe the effect of concentration, pressure, surface area, temperature and catalysis (including
enzymes) on the rates of reactions and explain these effects in terms of collisions between reacting particles.
(Week 08 - Week 09)
Essential Questions: why the food spoils outside the fridge in hot days ?
Skills:
‣A. Determine the rate of chemical reaction by monitoring:
‣ a. change of concentration of reactant or product.
‣ b. volume of gas evolved
‣ c. change in PH
‣ d. change of weight of the reactants.
Concepts:
‣- order
‣- molecularity
‣- rate of chemical reaction
‣- law of mass action
‣- determination of rate of reaction
Evidence:
Sample Exercise Zumdahl, 12.2
- Students must understand how the study of the rates of chemical reactions and the structures of the
products of these reactions can lead to knowledge of the detailed atomic-level behavior of chemical
substances and elucidation of their chemical and physical properties.
Texts & References: Zumdhal Chemistry: Ch. 12 Sec. 1- 8
Zumdahl Chemistry: Ch. 12 Sec. 1, 2, 3, 7
Holt Chemistry, Ch. 16 Sec. 1 - 2
Capstone Connection: Effect of these parameters on water treatment for potable water applications
and grounds
Applications: BI.3.09,
Topic: Intro to Reaction rates
CH.2.05 - Explain how pathways with lower activation energies account for and state that transition elements
their compounds in normal and nano for act as catalysts and nano catalysts in a range of industrial
processes and that enzymes are biological catalysts. And suggest a suitable method for investigating the
effect of a given variable on the rate of a reaction. (Week 09 - Week 10)

Essential Questions: how does the catalyst impact in our life ?
Skills:
A. Interpret data obtained from experiments concerned with rate of reaction
Concepts:
‣catalyst
‣activation energy
‣activated molecules
‣effects of different variables on the rate of chemical rate.
Evidence:
Suggest a suitable method for investigating the effect of a given variable on the rate of the reaction.
Texts & References: Zumdahl Chemistry Ch. 12 Sec. 1, 2, 6, 7
HOLT Chemistry, Ch. 16 Sec. 2
Capstone Connection: catalysts and rates of reaction in water treatment
and grounds
Topic: Activation Energy
CH.2.06 - Students should be able to explain, in terms of rates of the forward and reverse reactions, what is
meant by a reversible reaction and dynamic equilibrium and to state Le Chatelier’s Principle and apply it to
deduce qualitatively (from appropriate information) the effects of changes in temperature, concentration or
pressure, on a system at equilibrium. (Week 11 - Week 12)
Essential Questions: How does equilibrium impact in our daily life?

Skills:
‣A. Illustrate and explain whether changes in concentration, pressure or temperature or the
presence of a catalyst affect the value of the equilibrium constant for a reaction.
‣B. Deduce expressions for equilibrium constants in terms of concentrations, Kc and partial
pressures, Kp
‣C. Calculate the values of equilibrium constants in terms of concentrations or partial pressures from
appropriate data
‣calculate the quantities present at equilibrium, given appropriate data
Concepts:
‣Chemical equilibria:
‣reversible reactions;
‣dynamic equilibrium
‣(i) Factors affecting chemical equilibria
‣(ii) equilibrium graphing
‣(iii) Equilibrium constants
‣(iv) The Haber process;
‣the Contact process
Evidence:
- Write equilibrium law expressions from balanced chemical equations for heterogeneous and homogeneous
systems.
Include: mass action expression - Perform a laboratory activity to determine the equilibrium constant of an
equilibrium system. - Use Le Châtelier’s principle to predict and explain shifts in equilibrium. - Written quiz -

individual Presentation - teamwork."
Texts & References: HOLT Chemistry Ch. 14, Sec. 1, 2, 3
Zumdahl Chemistry *****need page numbers
Capstone Connection: chemical reactions in water treatment
and grounds
Applications: BI.3.12,
Topic: Cemical Equilibrium
CH.2.07 - Explain qualitatively the differences in behavior between strong and weak acids and bases and the
pH values of their aqueous solutions in terms of the extent of dissociation. Explain the terms pH, Ka, pKa,
Kw and Ksp use them in calculations. Use common ion effect to explain how buffers work and their function
in natural systems. (Week 12 - Week 14)
Essential Questions: How could you analyze the data of water treatment ?
Skills:
‣A. Calculate [H+(aq)] and pH values for strong and weak acids and strong bases
‣B. Explain the choice of suitable indicators for acid-base titrations, given appropriate data
‣C. Describe the changes in pH during acid-base titrations and explain these changes in terms of
the strengths of the acids and bases
‣D. Use equations to illustrate the common ion effect
‣E. Explain how buffer solutions control pH and describe and explain the uses of buffers, including
the role of HCO3– in controlling pH in blood
‣F. Calculate the pH of buffer solutions, given appropriate data
‣G. Explain and illustrate the use of solubility product, Ksp
‣H. Calculate Ksp from concentrations and vice versa
Concepts:
‣Ionic equilibria
‣(i) Brønsted-Lowry theory of acids and bases
‣(ii) Acid dissociation constants, Ka and the use of pKa
‣(iii) The ionic product of water, Kw
‣(iv) pH: choice of pH indicators
‣(v) Buffer solutions
‣(vi) Solubility product; the common ion effect
Evidence:
describe by the equation the activation energy for the forward direction and the activation energy for the
reverse direction. - Written quiz - individual Presentation - teamwork.
which is more soluble MX or MX2 where Ksp = 1.8 x 10 -6
Texts & References: HOLT Chemistry, Ch. 14, Sec.1, 2, 3; Ch. 15, Sec. 2, 3, 4
Zumdahl Chemistry ****need pages
Capstone Connection: role of pH in potable water measurement and treatment
impact,Improve Sources of Clean Water,Reduce pollution fouling our air water and grounds
Applications: ES.2.02, ES.2.04,
Topic: Chemical Equiibrium constants

Systems and Feedback
Big Idea: Hydrocarbons, which may contain different functional groups with unique properties, are one of the
important sources of energy for humans and machines. Chemistry plays an important role in industry such as
electrochemistry and the solvent industry
CH.2.08 - Students should be able to calculate oxidation numbers of elements in compounds and ions,
describe and explain redox processes in terms of electron transfer and/or changes in oxidation number
(oxidation state); use changes in oxidation numbers to help balance chemical equations; explain, including
the electrode reactions, industrial processes and applications. (Week 01 - Week 02)
Essential Questions: How can chemical reactions be considered as electron transfers?

Skills:
‣(i) the electrolysis of brine, using a diaphragm cell
‣(ii) the extraction of aluminium from molten aluminium oxide/
‣cryolite
‣(iii) the electrolytic purification of copper
Concepts:
‣Oxidation number
‣Redox processes:
‣Electron transfer
‣Electrolysis
‣Electrolytes and non-electrolyte
‣Factors affecting the types of substance liberated ,deposited or formed during electrolysis
( electrode - types of electrolyte )
Evidence:
- Determine the charge on a monatomic ion in an ionic formula. - Determine the formulas, including the
charges, for common polyatomic ions. - Identify a chemical formula as representing an element, a binary
ionic compound, an ionic compound with one or two polyatomic ions, or a molecular compound. - Written
quiz - individual Presentation - teamwork.
zumdahl chemistry exercises p. 877 - 889
Texts & References: HOLT Chemistry, Ch. 17, Sec. 1
Zumdahl Chemistry, Ch. 4, Sec. 9; Ch. 18, Sec.9
Topic: Redox Reactions
CH.2.09 - Students will construct a battery and use half-reactions to describe the interactions of substances
in electrochemical cells and define the terms: standard electrode (redox) potential, standard cell potential,
describe the standard hydrogen electrode, state the possible advantages of developing other types of cell,
e.g. the H2/O2,fuel cell and improved batteries (as in electric vehicles) in terms of smaller size, lower mass
and higher voltage (Week 03 - Week 05)

Essential Questions: What makes batteries work?
Skills:
‣describe methods used to measure the standard electrode
‣potentials of:
‣(i) metals or non-metals in contact with their ions in aqueous
‣solution
‣(ii) ions of the same element in different oxidation states
‣(iii) calculate a standard cell potential by combining two standard
‣electrode potentials
‣(iv) use standard cell potentials to:
‣(v) explain/deduce the direction of electron flow from a
‣simple cell
‣vi) *predict the feasibility of a reaction
‣(vii) construct redox equations using the relevant half-equations
Concepts:
‣A. Solutions that conduct electricity
‣B. electrolytic solution
‣C. The path of electricity in a battery
‣D. Why does a battery eventually “die”?
‣Electrode potentials
‣(i) Standard electrode (redox) potentials, E o the redox series
‣(ii) Standard cell potentials, Eo cell, and their uses
Evidence:
Construct several electrochemical cells to study oxidation – reduction reactions and their use in voltaic cells.
- Written quiz - individual Presentation - teamwork.
Zumahl Chemistry ex. 18.3
HOLT Chemistry: Ch. 17, Sec. 3
Capstone Connection: role of batteries in Egypt's industrial base OR new business in Capstone
Needed Prior Knowledge: PH.2.03,
Topic: Intro to Electrochemistry and Batteries
CH.2.10 - Students should be able to: 1) show awareness of the general lack of reactivity of alkanes,
including towards polar reagents, describe the chemistry of alkanes as exemplified by the following
reactions of ethane:
(i) combustion
(ii) substitution by chlorine and by bromine
(iii) free-radical substitution at methyl groups with particular reference to the initiation, propagation and
termination reactions, and 2) describe the chemistry of alkenes as exemplified, where relevant, by the
following reactions of ethene and propene (including the Markovnikov addition of asymmetric electrophiles to
propene):
(i) addition of hydrogen, steam, hydrogen halides and halogens

(ii) bayer's reaction
(iii) polymerization by addition (introduction) (Week 06 - Week 08)
Essential Questions: How can you decide the best type of fuel that you will use in your car ?
Skills:
‣distinguish between alkane alkene and alkyne in re-activity
‣recognize characteristic reactions of alkanes, alkenes and alkynes
Concepts:
‣I) Empirical, molecular, structural, displayed and skeletal formulae
‣II) Functional groups and the naming of organic compounds
‣III) Shapes of organic molecules; σand πbonds
‣IV) Isomerism: structural and stereoisomerism
‣V) IUPAC name
‣VI) Optical and geometrical isomerism
‣A. Classification of hydrocarbons
‣ aliphatic
‣ aromatic
‣B. Alkanes (exemplified by methan and ethane)
‣(i) combustion
‣(ii) halogenation
‣(iii) Free-radical reactions
‣(vi) Crude oil and ‘cracking’
‣C. Alkenes (exemplified by ethene)
‣(i) Addition and oxidation reactions
‣(ii) Industrial importance
‣D. Chemistry of fire
‣E. aromaticity
Evidence:
- Explain how the structure and bonding of carbon lead to the diversity and number of organic compounds. -
Compare the use of molecular and structural formulas to represent organic compounds. Distinguish among
the structures of alkanes, alkenes, alkynes, and aromatic hydrocarbons.
-Relate properties of different types of hydrocarbons to their structures Identify alcohols, alkyl halides, ethers,
aldehydes, ketones, carboxylic acids, esters, and amines based on the functional group present in each.
Explain the relationships between the properties and structures of compounds with various functional groups
-Written quiz - individual Presentation - teamwork."
-Describe and distinguish between the organic reactions: substitution, addition, condensation, and
elimination.
• Relate some functional groups to some characteristic reactions.
• Identify the two main types of polymers and the
basic reaction mechanisms by which they are made.
- Written quiz - individual Presentation - teamwork."
Texts & References: HOLT Chemistry: Ch. 19, Sec. 1, 2, 3
Zumdahl Chemistry: Ch. 22 Sec. 1, 2, 5, 6
internet resources

Topic: Organic Reactions
CH.2.11 - Explain the use of crude oil as a source of both aliphatic and aromatic hydrocarbons, suggest how
‘cracking’ can be used to obtain more useful alkanes and alkenes of lower molecular mass from larger
hydrocarbon molecules, describe and explain how the combustion reactions of alkanes led to their use as
fuels in industry, in the home and in transport, recognise the environmental consequences of:
(i) carbon monoxide, oxides of nitrogen and unburnt hydrocarbons arising from the internal combustion
engine and of their catalytic removal
(ii) gases that contribute to the enhanced greenhouse effect (Week 09 - Week 10)
Essential Questions: How can you use crude oil in industry ?

Skills:
Identification of hydrocarbon as fuels for machines and humans
Concepts:
‣Hydrocarbons as fuels
‣Green house effect
‣Crude oil and ‘cracking
Evidence:
- Explain the advantages and disadvantages of making ethanol using non-renewable or renewable resources
- Give Examples of polymers and their uses - Explain how Polymers have properties that depend on the
chemicals they are made from, and the conditions in which they are made. - Written quiz - individual
Presentation - teamwork.
Texts & References: Zumdahl Chemistry: Ch. 22 Sec. 3 - 4
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/oils/polymersrev1.shtml"
Capstone Connection: role of petroleum products and process in Egypt's industrial base
Egypt,Reduce pollution fouling our air water and grounds,Recycle and retain garbage for recycling
Topic: Fossil Fuels
CH.2.12 - Discuss how a knowledge of chemistry can be used to overcome environmental problems (for
example, ground water contamination, oil spillage, CFCs, discuss how a knowledge of chemistry can be
used to extend the life of existing resources, to identify alternative resources and to improve the efficiency of
energy production and use (Week 11 - Week 12)
Essential Questions: How can you use organic compounds to overcome the environmental problems?
Skills:
monitoring the organic pollutant on what base you can select your fuel with high efficiency.
Concepts:
Environment and energy
Evidence:
- Written quiz - individual Presentation - teamwork.
Texts & References: "Zumdahl Chemistry

Chapter 22 Section 5 http://www.xperimania.net/ww/en/pub/xperimania/news/world_of_materials/
chemistry_and_the_environment.htm"
Capstone Connection: chemicals and environment in Egypt's industrial base
Topic: pollution, energy efficiency, organic compounds

Communication, Sensing, Information, Informatics
Big Idea: Through investigation, qualitative and quantitative analysis of reactants and products can be
monitored. Through observing the trends and electronic configurations across the Periodic Table, one can
differentiate between solids, liquids and solutions on molecular lovel and justify how electricity produced from
chemistry.
CH.3.01 - Students will be able to differentiate: law and theory; theory and experiment; qualitative and
quantitative; and hypothesis and theory. (Week 01 - Week 01)
Essential Questions: How are scientific reports and findings different from others? This should be a
central question in this section. 
Skills:
‣A. Read scientific reports and analyze for methodology
‣B. Differentiate between findings, analysis and conclusion
Concepts:
‣A. The fundamental laws of chemistry are the laws of:
‣ a. Conservation of Mass,
‣ b. Conservation of Energy
‣ c. Definite Proportion
‣ d. Multiple Proportion
‣B. Quantitative analysis
‣C. Qualitative analysis
‣D. Scientific methodology
Evidence:
R:what are the scientific steps of an experiment.
BA:problem p14
ST: before the scaning tunneling microsope what evidence u will give to support the theory of atoms and
molecules.
Texts & References: Zumdahl Chemistry
Chapter 1 Section 1
Chapter 1 Section 2
Chapter 1 Section 3
Chapter 2 Section 2
Zumdahl Experimental Chemistry: Labs 1, 2 and 3
Dr. Robert McComas - Theories and Laws http://coehp.uark.edu/pase/TheMythsOfScience.pdf
Capstone Connection: Describe theories associated with the chosen communication technique.
Grand Challenge Connections: Increase industrial base for Egypt
Needed Prior Knowledge: CH.1.01
Applications: ME.3.05,
Topic: Scientific Laws & Theories - Advanced

CH.3.02 - Students will apply their understanding of uncertainty of measurement to their own experiments as
well as the analysis of others’ experimental data. (Week 01 - Week 01)
Essential Questions: What do we mean by uncertainty in the scientific sense?

Skills:
‣A. Demonstrate proper use of quantittive instrumentation
‣B. Conduct and analyze series of measurements
‣C. Evaluate scientific reports as to their use of quantitative instruments, reporting and analysis of
findings
Concepts:
‣A. Uncertainty
‣B. Instrumentation
‣ a. precision
‣ b. accuracy
Evidence:
R:mention 4 instruments to use in treatment with volumes
BA:problem p1
ST:example1.2
Chapter 1 Sections 4 - 10
Lab Handbook: The difference between reading volume by graduated cylinder and burette
Capstone Connection: Apply uncertainty of measurement to communication captones and hardware or
software prototypes
Needed Prior Knowledge: CH.1.01,
Topic: Uncertainty & Instrumentation – Advanced
CH.3.03 - Students will design and conduct a laboratory investigation to demonstrate the Law of
Conservation of Mass. (Week 01 - Week 02)
Essential Questions: What makes a good experimental design?

Skills:
‣A. Experimental Design
‣B. Analytical methodology
‣C. Laboratory reporting
Concepts:
‣A. Law of Conservation of Mass
‣B. Elements of robust experimental design
Evidence:
R:define the density. ******How does this fit here?*******
BA:example1.14
ST: What is the difference bet the simple and the fractional distillation? ******How does this fit here?
*******
Experimentally demonstrate the Law of Conservation of Mass

Texts & References: Student Grade 3 Lab Handbook Experiment #1: By Precipitation and Filtration
Experiment ********Without knowing the details of this experiment, it seems out of place. How does it fit
here? The title does not seem to describe what the experiment is about.********
Capstone Connection: Apply conservation of mass to your communication capstone
Needed Prior Knowledge: ST.3.03, PH.1.01
Topic: Experimental Design: Quantitative Analysis – Advanced
CH.3.04 - The students will be able to design a laboratory experiment to demonstrate the composition of
compounds can be predicted from the structure of the constituent elements and can be confirmed
experimentally. (Week 03 - Week 03)
Essential Questions: What makes a good experimental design?

Skills:
‣A. Experimental Design
‣B. Thorough laboratory reporting
Concepts:
A. Elements of robust experimental design
Evidence:
Students will be able to either 1) determine the formula of a compound, given mass data; or 2) design a
simple experiment that produces mass data that allows the student to determine the formula.
Zumdahl Laboatory Handbook Experiment #14 and 16
Student Grade 3 Lab Handbook Experiment: Volumetric and gravimetric analaysis
Needed Prior Knowledge: CH.1.04, CH.1.07, CS.2.07
Topic: Experimental Design: Qualitative Analysis – Advanced
CH.3.05 - Students will be able to offer a simple set of observations about what they see in the laboratory,
write a balanced equation and explain in terms of atoms, molecules, collisions between them and electron
interactions. (Week 03 - Week 04)
Essential Questions: How can chemists tell about atomic level interactions from gross laboratory
observations?
Skills:
‣A. Inferring molecular processes from macroscopic observations
‣B. Developing a particle model to explain macroscopic observations
Concepts:
‣A. Kinetic Molecular Theory
‣B. Nano and molecular level interactions
‣C. Particle collisions
‣D. Chemical formulae
‣E. Balancing equations

‣F. Naming conventions
Evidence:
Quiz on valid and invalid inferences from laboratory observations *******This seems like a very basic
way of determining what students have learned. 1) Are students able to translate from macroscopic to
microscopic and then represent the microscopic in an equation? 2) Are they able to do the reverse of #1?
3)Are they able to do #1 and #2 for a variety of types of reactions, e.g., reactions with precipitates, gases
produced, color changes and other indications that a reaction is occurring? *******
Chapter 2 Section 8
Chapter 3 Section 8 and Section 9
Student Grade 3 Lab Handbook Experiment: Redox Reactions and Titration *******Check this
experiment. What reactions are used? *******
Capstone Connection: role of atoms and molecules in your communication technique
Grand Challenge Connections: Increase industrial base for Egypt,Recycle and retain garbage for recycling
Needed Prior Knowledge: CS.2.06,
Topic: Kinetic Molecular Theory – Advanced
CH.3.06 - Students will be able to identify and apply mathematical routines to mass data to identify or infer
the composition of pure substances and/or mixtures and relate mathematical processes to the analysis of the
conservation laws and mechanisms of chemical reactions. (Week 03 - Week 05)
Essential Questions: How do chemists use mathematical processes to analyze reactions?

Skills:
‣A. Mathematical analysis of quantitative data
‣B. Selection and application of appropriate scientific laws to quantitative data.
Concepts:
A. Scientific laws are derived from observational data.
Evidence:
Experimentally determine the mass of barium in a sample of barium chloride salt and compare
experimental results to the the theoretical. .
Chapter 4 Section 10
Student Laboratory Handbook: Experiment Heat of Crystallization *******????? This is a physical
change. Is it best lab for this LO? *******
Capstone Connection: The mathematical routines involved here are ways of communicating about the
behavior of matter.
Grand Challenge Connections: Increase efficient use of our land through improved use of arid
areas,Increase industrial base for Egypt,Reduce pollution fouling our air water and grounds,Recycle and
retain garbage for recycling
Needed Prior Knowledge: ST.3.02,
Topic: Quantitative Analysis – Advanced
CH.3.07 - The student is able to relate quantities (measured mass of substances, volumes of solutions, or

volumes and pressures of gases) to identify stoichiometric relationships for a reaction, including situations
involving limiting reactants and situations in which the reaction has not gone to completion. (Week 03 - Week
05)
Essential Questions: How do chemists use mathematical processes to analyze reactions?

Skills:
A. Use appropriate instrumentation to accurately measure mass of substances, volumes of solutions, or
volumes and pressures of gases as reactants and as products
Concepts:
‣A. Limiting Reagent
‣B. Stoichiometric relationships
Evidence:
Experimentally indicate the proportions in which substances reacts by measuring temperature change as
index of the extent of the reaction. *******????????????******* *******Perhaps an alternative:
present students with a variety of equations and the mass or volume of one of the reactants or products and
ask them to calculate the quantities of the remaining species. And as an application of this, present
students with an actual reaction and a mass of one reactant or product and ask them to calculate and
measure out the quantities required to completely react. *******
Zumdahl Laboatory Handbook Experiment #13
Topic: Limiting Regents - Advanced
CH.3.08 - Use experimental data to derive the Ideal Gas Law. Determine the volume of one mole of a gas.
(Week 06 - Week 07)
Essential Questions: What makes something "ideal?"

Skills:
‣A. Determine the volume of one mole of a gas.
‣B. Using laboratory data, calculate the gas-law constant “R.”
‣C. Derive the Ideal Gas Law equation.
Concepts:
‣Ideal gas
‣Intermolecular forces
‣Ideal Gas Law
‣universal gas constant
Evidence:
see Exercices 5.37,38,43-125
Texts & References: Active Chemistry Ch. 3 Sec. 6 Resource for Activity
Interactive Simulations - Gas Properties https://phet.colorado.edu/en/simulation/gas-properties
Ideal Gas Law Simulation http://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?

it=swf::100%::100%::/sites/dl/free/0023654666/117354/Ideal_Nav.swf::Ideal%20Gas%20Law%20Simulation
Intermolecular Forces https://www.wisc-online.com/learn/natural-science/chemistry/gch6804/intermolecular-
forces
Grand Challenge Connections: Increase industrial base for Egypt,Reduce pollution fouling our air water
and grounds
Needed Prior Knowledge: CH.1.17, CH.1.18,
Topic: Gas Laws: Determining R
CH.3.09 - Students will explain and represent the distribution of electrons in an atom using Coulomb’s Law
and the position of the element on the periodic table. (Week 08 - Week 08)
Essential Questions: What determines how an element will react?

Skills:
A. Application of Coulomb's Law
Concepts:
‣A. Coulomb's Law
‣B. Electron pairing
‣C. Electron spin
‣D. Orbitals
‣E. Energy levels and sub-levels
Evidence:
Write an explanation, including diagrams and the use of Coulomb's Law, to compare and contrast the
distribution of electrons in two elements either in the same family or the same period.
Texts & References: Zumdahl sections 7.6 - 7.11
Online chemistry textbook (not identified) http://www.oneonta.edu/faculty/viningwj/Chem111/Chapter
%208_5_SY.pdf
*********Michigan State University department of chemistry
http://www2.chemistry.msu.edu/faculty/reusch/VirtTxtJml/intro2.htm
University of California Davis ChemWiki
http://chemwiki.ucdavis.edu/Physical_Chemistry/Quantum_Mechanics/09._The_Hydrogen_Atom/
Atomic_Theory/Electrons_in_Atoms/Connecting_Electronic_Configurations_to_the_Periodic_Table
Linus Pauling and Nature of the Chemical Bond
http://scarc.library.oregonstate.edu/coll/pauling/bond/index.html********
Needed Prior Knowledge: CH.1.05, CH. 1.04 CH.3.09, CH.3.10, PH.2.02,
Topic: Coulomb's Law: Electron configuration - Advanced
CH.3.10 - Students will determine types of bonding based on Coulomb’s Law and the position of the
elements on the periodic table. (Week 09 - Week 10)
Essential Questions: How can like charges show any attraction?

Skills:
A. Application of Coulomb's Law
Concepts:

‣A. Chemical bonds
‣B. Inter-nuclear distance
‣C. Electronegativity
‣D. Bond polarity
‣E. Dipole moments
Evidence:
Draw the electrostatic potential map
Texts & References: Zumdahl sections 8.1 - 8.3
Needed Prior Knowledge: CH.1.05, CH.1.13, PH.2.02,
Topic: Coulomb's Law: Bonding - Advanced
CH.3.11 - Students will be able to use Lewis diagrams and VSEPR to predict the geometry of molecules,
identify hybridization, and make predictions about polarity. (Week 08 - Week 09)
Essential Questions: How can chemists predict molecular shape and polarity?
Skills:
A. 3-Dimensional modeling
Concepts:
‣A-localized electron
‣B-Lewis structures.
‣C-exception to octet rule
‣D-resonance
‣E- VSEPR
‣F- hybrid orbitals
Evidence:
Experimentally use the VSEPR theory to predict the 3-dimenional of some simple molecules.
Texts & References: Zumdahl sections 8.9 - 8.13 , 9.1 , 9.5; Zumdahl Laboatory Handbook Experiment
#23
http://chemwiki.ucdavis.edu/Inorganic_Chemistry/Molecular_Geometry/VSEPR
http://chemwiki.ucdavis.edu/Theoretical_Chemistry/Chemical_Bonding/Lewis_Theory_of_Bonding/
Geometry_of_Molecules
University of Wisconsin department of chemistry
https://www.chem.wisc.edu/deptfiles/genchem/sstutorial/Text7/Tx73/tx73.html
Needed Prior Knowledge: CH.1.05, CH.1.13, CS.2.07,
Topic: Predicting molecular geometry - Advanced
CH.3.12 - Students will describe, explain and represent the ways in which molecular architecture relates to
the properties of substances. (Week 09 - Week 10)
Essential Questions: Why is molecular architecture important?

Skills:
‣A. 3-Dimensional modeling
‣B. Use of physical properties to determine intermolecular bonding
Concepts:
‣A. Intermolecular bonds
‣B. Molecular and ionic crystals
Evidence:
Research on the internet ******* Topic(s) for this research? Suggestions below *******
Chemguide http://www.chemguide.co.uk/atoms/bonding/vdw.html
Chem455 https://chem455.files.wordpress.com/2009/06/chem-45-june-29.pdf
Master organic Chemistry http://www.masterorganicchemistry.com/2010/10/01/how-intermolecular-forces-
affect-boiling-points/
McGraw Hill http://www.udel.edu/chem/sametz/101Fall09/ch12temp.pdf
Texts & References: Zumdahl sections 10.1-10.7
Topic: Molecular architecture and properties - Advanced
CH.3.13 - The student is able to use his/her understanding of particle interaction in solutions to explain and
illustrate both quantitatively and visually coligative properties of solutions. (Week 11 - Week 11)
Essential Questions: How does water-based antifreeze work in sub-zero environments?

Skills:
‣A. Measurement of phase change temperatures
‣B. Calculation of molality
‣C. Visual representation of molecular level interactions during phase changes and
dissolving
Concepts:
‣A. Boiling point elevation
‣B. Freezing point depression
‣C. Osmotic pressure
‣D. Reverse osmosis
‣E. Colloids.
Evidence:
Experimentally determine the depression of the freezing point of unknown substance in naphthalene will be
used to calculate its molar mass
Texts & References: Zumdahl sections 11.5-11.8; Zumdahl Laboatory Handbook Experiment #28
How Stuff Works http://auto.howstuffworks.com/cooling-system3.htm
Interactive Simulations - Salt and Sugar https://phet.colorado.edu/en/simulation/sugar-and-salt-solutions
Colligative properties - http://hyperphysics.phy-astr.gsu.edu/hbase/chemical/collig.html
Colligative properties - http://chemed.chem.purdue.edu/genchem/topicreview/bp/ch15/colligative.php
Grand Challenge Connections: Work to eradicate public health issues/disease,Improve Sources of Clean
Water,Increase industrial base for Egypt,Reduce pollution fouling our air water and grounds
Topic: KMT and Colligative Properties - Advanced

CH.3.14 - Students will be able to explain and visually represent observations regarding the solubility of ionic
solids and molecules in water and other solvents on the basis of particle views that include intermolecular
interactions and entropic effects. (Week 11 - Week 12)
Essential Questions: How are salt and sugar similar/different as solutes?

Skills:
‣A. Use of macro observational data to communicate particulate level information.
‣B. Selection of appropriate tests to determine bond type
‣C. Develop diagrams to explain particulate level phenomena
Concepts:
A. Physical properties of solids and liquids as reflected by their interparticulate bonding (molecular or ionic)
Evidence:
Experimentally apply two common procedures applied to water resources to test their fitness for human
consumption will be examined: the conc. of chloride ion and calcium ion present in water sample will be
determined
Texts & References: Zumdahl Laboatory Handbook Experiment #27
PhET Interactive Simulations - Salts and Solubility http://phet.colorado.edu/en/simulation/soluble-salts
PhET Interactive Simulations - Sugar and Salt Solutions http://phet.colorado.edu/en/simulation/sugar-and-
salt-solutions
Needed Prior Knowledge: CH.1.08, CH.1.07, CH.1.13,
Topic: Ionic vs. molecular solutes
CH.3.15 - The student is able to use his/her understanding to determine rate law of chemical reactions by
using kinetics and be able to apply factors affecting on the rate of chemical reactions (Week 13 - Week 14)
Essential Questions: How does the rate of reaction depend on concentration?

Skills:
‣reaction rates,rate law determine the form of the rate law,methods of inetial rates Determine the
rate of chemical reaction by monitoring:
‣ a. change of concentration of reactant or product.
‣ b. volume of gas evolved
‣ c. change in PH
‣ d. change of weight of the reactants.
Concepts:
Rate determining from kinetics, order molecularity –zero, 1st,and 2nd order from data analysis ,.
Evidence:
Zumdahl Laboatory Handbook Experiment #30
Texts & References: Zumdahl Ch 12 sections 1-3
PhET Interactive Simulations - Reactions and Rates http://phet.colorado.edu/en/simulation/reactions-and-
rates
fuel sources,Increase industrial base for Egypt,Reduce pollution fouling our air water and grounds,Recycle

and retain garbage for recycling
Needed Prior Knowledge: CH.2.04, CH.2.05, CH.1.16, MA.1.05,
Topic: Rate Laws and rate order

Theories, Models and Data
Big Idea: Organic chemistry is classified into aliphatic and aromatic hydrocarbons. Each has different
resources and different functinal groups that reflect their physical and chemical properties. Additionally, there
are special topics of chemistry that can be applied to unique problems: Environmental Chemistry,
Biochemistry, Polymers, Material Chemistry.
CH.3.16 - Students will describe a dynamic equilibrium, the complete reaction and explain the the effect of
concentration, pressure, surface area and temperature on the rates of the reaction and explain these effects
in terms of collisions between reacting particles. Describe the effect of catalysts on the rates of reactions.
(Week 01 - Week 02)
Essential Questions: How does equilibrium impact in our daily life?

Skills:
Determine the change of equilibrium by changing the concentration, pressure, temperature, or catalyst
Concepts:
‣1- Reversible and irreversible reactions
‣2- Le chatelier"s Principle
‣3- Equilibrium constants
‣4- Rate determining from kinetics
Evidence:
Quiz
Homework
Experiments
Exit Ticket
*****Specifically, what should student do for each of these?*******
Texts & References: Zumdahl Chemistry: ****needs page Ch. 13
https://www.youtube.com/watch?v=1jF6yOzZbws
https://www.youtube.com/watch?v=mBTSwJnZ6Sk
http://exploration.grc.nasa.gov/education/rocket/TRCRocket/antacid2.html
https://www.youtube.com/watch?v=BBTcz60CNtM
PhET Interactive Simulations - Reversible Reactions http://phet.colorado.edu/en/simulation/reversible-
reactions
Grand Challenge Connections: Reduce urban congestion and its impact,Work to eradicate public health
issues/disease,Increase efficient use of our land through improved use of arid areas,Improve Sources of
Clean Water,Increase industrial base for Egypt,Reduce pollution fouling our air water and grounds
Needed Prior Knowledge: CH.2.06, CH.2.05, CH.2.04,
Applications: CH.3.17, BI.1.05, catalyst
Topic: Rate Laws, KMT, LeChatelier's Principle, Equilibrium Constants
CH.3.17 - Students should know that acid and base equilibria are another form of equilibrium reactions that
deserve special mention . (Week 03 - Week 06)

Essential Questions: How do buffering solutions working in our body?
Skills:
‣acid base equilibrium, Solutions of Acids or Bases Containing a Common Ion
‣ Equilibrium Calculations, Buffered Solutions, Buffering: How Does It Work? Buffring Capacity
Titrations and pH Curves Strong Acid–Strong Base Titrations Calculation of K a and Kb -Acid–Base
Indicators
Concepts:
‣Define weak acids and weak bases in terms of equilibrium.Ka and Kb to determine acid and base
strength.
‣ • Use Ka and Kb in acid/base equilibrium problems.
Evidence:
Guiding problems in Zumdahl ******* CH 15 section 15.1-5******
Texts & References: Zumdahl CH 15 section 15.1-5
********PhET Interactive Simulations - Acids and Bases http://phet.colorado.edu/en/simulation/acid-base-
solutions*****
(http://www.chemistry.wustl.edu/~edudev/LabTutorials/Buffer/Buffer.html) , ocean acidification
(http://oceanservice.noaa.gov/education/pd/climate/teachingclimate/acid_base_chemistry_student.pdf)
Needed Prior Knowledge: CH.2.03, CH.2.07, CH.1.08, solution
Topic: Acid-Base Equilibria - Advanced
CH.3.18 - Students will be able to describe redox reactions, Faraday's law, and relate their understanding to
different industrial application of electrolytic and galvanic cells.also able to protect metals against corrosion
(Week 07 - Week 09)
Essential Questions: What industrial applications use electrochemistry? What is the impact of corrosion on
metal industries?
Skills:
1-Balance redox half reactions 2-dependance of cell potential ,concentration cell .3- the Nernest
Equation,Ion selective electrodes,calculatingof equilibrium constants for redox reactions
Concepts:
‣1- Redox processes: electron transfer and changes in oxidation number.
‣ 2- Faraday laws and Faraday constant
‣ 3- Standard e.m.f calculations
‣ 4- Differentiate between anode and cathode
‣ 5- Electroplating application
Texts & References: Zumdahl Chapter 18
https://www.youtube.com/watch?v=AktF-vwTYo8
https://www.youtube.com/watch?v=sZ8Z54E4WXI
https://www.youtube.com/watch?v=4DK0go1_u4Y
https://www.youtube.com/watch?v=Mm7gfKLzI7I
*****PhET Interactive Simulations - Faraday's Law http://phet.colorado.edu/en/simulation/faradays-law
PhET Interactive Simulations - Faraday's Electromagnetic Lab

http://phet.colorado.edu/en/simulation/faraday****
Capstone Connection: Applications of electrochemistry are often the basis for communications systems,
both living and non-living.
fuel sources,Increase industrial base for Egypt,Reduce pollution fouling our air water and grounds,Recycle
and retain garbage for recycling
Needed Prior Knowledge: CH.2.08, CH.2.09, redox
Topic: Redox Reactions - Advanced
CH.3.19 - Students should be able to distinguish practically between Organic and Inorganic compounds,
distinguish between molecular and structural pattern, draw different isomers for one molecular formula, and
perform an experiment to detect the carbon and hydrogen in the organic material, classify hydrocarbons to
its different types and nomenclature of hydrocarbons by IUPAC system.and able to identify aromaticity of
compounds (Week 10 - Week 14)
Essential Questions: What do detergents, proteins and digestion have in common?

Skills:
Not yet completed Who will complete this?
Concepts:
‣a- Over view on hydrocarbons - Nomenclature of hydrocarbons derivatives
‣b- Types of isomers (structure - geometrical (cis -trans-E,Z)
‣c- Preparation of methane (dry distillation of sodium acetate)-ethylene-acetylene
‣d- Reactions of hydrocarbons
‣I- Combustion in limited and excess amount of oxygen for hydrocarbons.
‣II- Halogenation of alkane by free radical mechanism,( Methane – propane)
‣III- Reaction of Alkene
‣1- Halogenation
‣2- Catalytic hydration
‣3- Oxidation – oxidation by cleavage- Ozonolysis.
‣4- Addition of HX
‣5- Polymerization
‣IV- Reaction of Alkyne
‣1- Halogenation
‣2- Catalytic hydration
‣3- Polymerization -trimerization- Aromaticity and benzene structure
‣1- Preparation of aromatic benzene (from acetylene –hexane)
‣2- Reactions of Benzene
‣a- Mono substituted benzene
‣b- Di-substituted benzene.
‣23- Distinguish practically between Ethane, Ethene and Acetylene.
Evidence:
5 presentations exit ticket ???????
Texts & References: Zumdahl – Ch: 22- Section 22.1 to 22.4
8th Ed. Organic Chemistry, L.G.WADE JR.

4th Ed. Chemistry, McMURRY FAY
2nd Ed. IB National Chemistry Book
Organic Chemistry for JEE/ISEEET Dr.K.S.Verma
https://www.youtube.com/watch?v=x7z0P7yRFZk
https://www.youtube.com/watch?v=pMoA65Dj-zk&list=PL7305D1BC80498DA6
https://www.youtube.com/watch?v=bmjg7lq4m4o
https://www.youtube.com/watch?v=6yeVMd_Iy1k
https://www.youtube.com/watch?v=hZpzvG9A6OM
https://www.youtube.com/watch?v=C5ZK6nPPAbo
http://chemwiki.ucdavis.edu/Organic_Chemistry
l
impact,Improve the use of alternative energies to reduce our reliance on extracted fuel sources,Work to
eradicate public health issues/disease,Increase efficient use of our land through improved use of arid
areas,Increase industrial base for Egypt,Reduce pollution fouling our air water and grounds,Recycle and
retain garbage for recycling
Topic: IUPAC Organic Nomenclature and Isomerism
CH.3.20 - Students will be able to identify different functional groups and how their presence affect the
chemical and physical properties of organic compounds.Students will study the aliphatic alcohols and will be
able to prepare alcohols, determine their presence. Conduct research on their industrial application. (Week
12 - Week 14)
Essential Questions: How can rice straw be converted from an environmental disaster to an economic
value?
Skills:
‣A. Students will go to Cairo Univ. to learn the detection of functional groups by spectral analysis.
‣
‣ Not yet completed Who will complete this?
Concepts:
‣1- Nomenclature
‣ 2- Classification of alcohols according to the functional group, and according to carbinol group.
‣ 3- Prepare experimentally by fermentation
‣ 4- Preparation theoretically from alkanes and alkyl halides
‣ 5- Oxidation reactions to determine the presence of ethanol
‣ 6- Industrial application of:
‣ a- Methanol
‣ b- Ethanol
‣ c- Glycerol
‣ d- Ethylene glycol
‣ 7- Differentiate between phenols, methanol, and NaOH
Evidence:
5 presentations exit ticket

Texts & References: 8th Ed. Organic Chemistry, L.G.WADE JR.
Grand Challenge Connections: Work to eradicate public health issues/disease,Increase industrial base for
Topic: Functional groups: alcohols
CH.3.21 - Students will study esters and will be able to prepare esters, determine their presence. Conduct
research on their industrial application. (Week 14 - Week 14)
Essential Questions: How are flavors, food, oils, polymers, fabrics, plastics related and what do they have
to do with Egyptian industry?
Skills:
‣Not yet completed
‣Suggestion: Students will produce an ester in the laboratory, write the formula and structure
and create a three dimensional model of the molecules.. 
Concepts:
‣1. Nomenclature according to the origin
‣ 2. Preparation of aspirin
‣ 3. Reactions:
‣ a- Acidic hydrolysis of ethyl acetate
‣ b- Alkaline hydrolysis- preparation of saponification
‣ 4. Application of esters in perfumes and food industry.
Evidence:
Write a paper describing the role of esters in Egyptian industry.
Texts & References: 8th Ed. Organic Chemistry, L.G.WADE JR.
ChemGuide - Esters http://www.chemguide.co.uk/organicprops/esters/background.html
American Chemical Society - Flavor chemists http://cenblog.org/just-another-electron-pusher/2011/12/flavor-
chemistry-the-science-of-deliciousness/
YouTube - Aspirin synthesis https://www.youtube.com/watch?v=Y4NMpO1xI8U
Pharmaceutical Journal - History of Aspirin Timeline
http://www.pharmaceutical-journal.com/publications/previous-issues/cp-september-2014/a-history-of-
aspirin/20066661.article
Chemical Heritage Foundation - Discovery of Aspirin http://www.chemheritage.org/discover/online-
resources/chemistry-in-history/themes/pharmaceuticals/relieving-symptoms/hoffmann.aspx
Grand Challenge Connections: Work to eradicate public health issues/disease,Increase industrial base for
Egypt
Needed Prior Knowledge: organic compounds
Topic: Functional groups: esters

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Chemistry: Grade 1, Semester 1

Chemistry: Grade 1, Semester 2

Printed on October 15, 2015

Printed on October 15, 2015

Printed on October 15, 2015

Essential Questions: How do fire works create different colors ?

Printed on October 15, 2015

Essential Questions: Why and how do things react?

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Essential Questions: What makes things radioactive?

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Printed on October 15, 2015

Essential Questions: What are mixtures?

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Essential Questions: How do properties of matter relate to building and art?

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Essential Questions: How can physical properties be used to identify materials?

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Printed on October 15, 2015

Essential Questions: What holds molecules together?

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Printed on October 15, 2015

Printed on October 15, 2015

Essential Questions: What does it mean when something is under pressure?

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Printed on October 15, 2015

Printed on October 15, 2015

Essential Questions: How can you get a pure drinkable water ?

Printed on October 15, 2015

Essential Questions: Why do we add ethylene glycol to water in car's radiator ?

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Printed on October 15, 2015

Printed on October 15, 2015

Essential Questions: How does equilibrium impact in our daily life?

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Printed on October 15, 2015

Essential Questions: How can chemical reactions be considered as electron transfers?

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Printed on October 15, 2015

Printed on October 15, 2015

Essential Questions: How can you use crude oil in industry ?

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Printed on October 15, 2015

Printed on October 15, 2015

Essential Questions: What do we mean by uncertainty in the scientific sense?

Essential Questions: What makes a good experimental design?

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Essential Questions: What makes a good experimental design?

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Essential Questions: How do chemists use mathematical processes to analyze reactions?

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Essential Questions: How do chemists use mathematical processes to analyze reactions?

Essential Questions: What makes something "ideal?"

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Essential Questions: What determines how an element will react?

Essential Questions: How can like charges show any attraction?

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Essential Questions: Why is molecular architecture important?

Printed on October 15, 2015

Essential Questions: How does water-based antifreeze work in sub-zero environments?

Printed on October 15, 2015

Essential Questions: How are salt and sugar similar/different as solutes?

Essential Questions: How does the rate of reaction depend on concentration?