EP 6 Semester 1 Lesson Plans

Assumption College

Lesson Plan for Learning Management

Content Group of Science
Subject Code: SC 40224 Subject: Chemistry
Class Range: 6/1 6/2 Level: M6
Semester: 1 Academic Year: 2009







Signature of Teacher________________

Head of Academic Affairs____________________

Assumption College

Lesson Plan for Learning Management

Subject Code____SC 40224___Subject_ _______Chemistry____________

Class Range: 6/1 6/2 Level: M 6

Semester: 1 Academic Year: 2009 Week: 1-4


Learning Unit No.1 Topic of Learning Unit: Functional Groups/HaloCarbons
Sub – topic_________________________ Period(s)taught: 12
Standard: The student will be able to draw and label the various functional groups and organic compounds.

Intended Learning Outcome (Write as topics)


Objectives (Write as topics)
Knowledge
• Describe the relationship between number of valence electrons and bonding
in carbon
• Define and describe alkanes
• Relate the polarity of hydrocarbons to their solubility
• Describe the difference between unsaturated and saturated hydrocarbons
• Distinguish the structures of alkenes and alkynes
• Explain why structural isomers have different properties
• Describe the conditions under which geometric isomers are possible
• Identify optical isomers
• Identify cyclic ring structures
• Describe bonding in benzene
• Identify three important fossil fuels and describe their origins
• Describe the composition of natural gas, petroleum, and coal
• Describe what happens when petroleum is refined
• Explain how organic compounds are classified
• Identify the IUPAC rules for naming halocarbons
• Describe how halocarbons can be prepared
• Identify how alcohols are classified and named
• Predict how the solubility of an alcohol varies with the length of its carbon chain
• Name the reactions of alkenes that may be used to introduce functional groups
• Construct the general structure of an ether and describe how ethers are named
• Identify the structure of a carbonyl group as found in aldehydes and ketones
• Construct the general formula for carboxylic acids and explain how they are named
• Describe an ester
• Explain how dehydration is an oxidation reaction
• Describe how additional polymers are formed
• Describe how condensation polymers are formed
Process Skill

The student will be able to differentiate the different molecules.


Moral , Ethics and Values


Learning Content
• hydrocarbons
• alkanes
• straight-chain alkanes
• homologous series
• condensed structural
formulas
• substituent
• alkyl group
• branched-chain alkane
• saturated compounds
• unsaturated compounds
• alkenes
• alkynes
• aliphatic hydrocarbons
• isomers
• structural isomers
• stereoisomers
• geometric isomers
• trans configuration
• cis configuration
• asymmetric carbon
• optical isomers
• cyclic hydrocarbons
• aromatic compound
• cracking
• functional group
• halocarbons
• alkyl halides
• aryl halides
• substitution reaction
• alcohol
• hydroxyl group
• fermentation
• denatured alcohol
• addition reaction
• hydration reaction
• hydrogenation reaction
• ether
• carbonyl group
• aldehydes
• ketones
• carboxylic acid
• carboxyl group
• fatty acids
• esters
• dehydrogenation reaction
• polymer
• monomers

Activities (Write as topics)
Activities (Write as topics)

Worksheet on naming: functional groups
Presentation by powerpoint a







Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry

Powerpoints: functional groups
Worksheet: Ch 22 and 23:
Textbook assignment: Problem set

Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class
Homework assignment
Notebook check on notes on powerpoint presentation.


Evaluation Tools (Write as topics)
www.hi10spro.blogspot.com click on chemistry

Powerpoints: functional groups
Worksheet: Ch 22 and Ch 23
Textbook assignment: Read Ch 22 and 23 do problem set

Outcome of learning Management
Fine




Problem
Slight difficulty with many names




Recommendations
More work on names and more web links.







Assumption College

Lesson Plan for Learning Management

Subject Code____SC 40224___Subject_ _______Chemistry____________

Class Range: 6/1 6/2 Level: M 6

Semester: 1 Academic Year: 2009 Week: 5-12


Learning Unit No.1 Topic of Learning Unit: acids/bases
Sub – topic_________________________ Period(s)taught: 21
Standard: The student will be able to understand acids and bases..

Intended Learning Outcome (Write as topics)


Objectives (Write as topics)
Knowledge
• Define the properties of acids and bases
• Compare and contrast acids and bases as defined by the theories of Arrhenius,
Brønsted-Lowry, and Lewis
• Classify a solution as neutral, acidic, or basic, given the hydrogen-ion or
hydroxide-ion concentration
• Convert hydrogen-ion concentrations into values of pH and hydroxide-ion
concentrations into values of pOH
• Describe the purpose of pH indicators
• Define strong acids and weak acids
• Calculate an acid dissociation constant (Ka) from concentration and
pH measurements
• Order acids by strength according to their acid dissociation constants (Ka)
• Order bases by strength according to their base dissociation constants (Kb)
• Explain how acid–base titration is used to calculate the concentration of an acid
or a base
• Explain the concept of equivalence in neutralization reactions
• Define when a solution of a salt is acidic or basic
• Demonstrate with equations how buffers resist changes in pH

Process Skill

The student will be able to do various calculations with acids and bases.

Moral , Ethics and Values
There will be an emphasis on positive behavior with severe negative consequences for negative behavior such as and not limited to detention, parental phone calls, behavior contracts, and referrals to Brother.


Learning Content
• monoprotic acids
• diprotic acids
• triprotic acids
• conjugate acid
• conjugate base
• conjugate acid–base pair
• hydronium ion (H3O_)
• amphoteric
• Lewis acid
• Lewis base
• self-ionization
• neutral solution
• ion-product constant for
water (Kw)
• acidic solution
• basic solution
• alkaline solutions
• pH
• strong acids
• weak acids
• acid dissociation constant (Ka)
• strong bases
• weak bases
• base dissociation constant (Kb)
• neutralization reactions
• equivalence point
• standard solution
• titration
• end point
• salt hydrolysis
• buffers
• buffer capacity

Activities (Write as topics)
Activities (Write as topics)

Worksheet on ch 18
Presentation by powerpoint on acids bases.







Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry

Powerpoints: acids/bases, ionization constants, dissociation
Worksheet: Ch 19:
Textbook assignment: Problem set

Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class
Homework assignment
Notebook check on notes on powerpoint presentation.


Evaluation Tools (Write as topics)
www.hi10spro.blogspot.com click on chemistry

Powerpoints:
Worksheet: Ch 22 and Ch 23
Textbook assignment: Read Ch 19 do problem set

Outcome of learning Management
Fine




Problem
Slight difficulty with calculating the dissociation constants.




Recommendations
More work on names and more web links.




Assumption College

Lesson Plan for Learning Management

Subject Code____SC 40224___Subject_ _______Chemistry____________

Class Range: 6/1 6/2 Level: M 6

Semester: 1 Academic Year: 2009 Week: 12-16


Learning Unit No.1 Topic of Learning Unit: Oxidation Reduction
Sub – topic_________________________ Period(s)taught: 18
Standard: The student will be able to draw and label the oxidation numbers on the various elements.

Intended Learning Outcome (Write as topics)
The student will be able to calculate the various oxidation/reduction half-reactions.

Objectives (Write as topics)
Knowledge

• Define oxidation and reduction in terms of the loss or gain of oxygen or hydrogen
and the loss or gain of electrons
• State the characteristics of a redox reaction and identify the oxidizing agent and
reducing agent
• Determine the oxidation number of an atom of any element in a pure substance
• Define oxidation and reduction in terms of a change in oxidation number, and
identify atoms being oxidized or reduced in redox reactions

Process Skill

The student will be able to differentiate the different molecules.


Moral , Ethics and Values

There will be an emphasis on positive behavior with severe negative consequences for negative behavior such as and not limited to detention, parental phone calls, behavior contracts, and referrals to Brother.

Learning Content
• oxidation-reduction reactions
• redox reactions
• oxidation
• reduction
• reducing agent
• oxidizing agent
• oxidation number
• oxidation-number-change method
• half-reaction
• half-reaction method

Activities (Write as topics)
Activities (Write as topics)

Worksheet on naming: functional groups
Presentation by powerpoint a







Learning Media / Sources (Write as topics)
www.hi10spro.com click on chemistry

Powerpoints: functional groups
Worksheet: Ch 22 and 23:
Textbook assignment: Problem set

Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class
Homework assignment
Notebook check on notes on powerpoint presentation.


Evaluation Tools (Write as topics)
www.hi10spro.com click on chemistry

Powerpoints: functional groups
Worksheet: Ch 22 and Ch 23
Textbook assignment: Read Ch 22 and 23 do problem set

Outcome of learning Management
Fine




Problem
We spent a lot of time on this unit, but there were several breaks in the classes due to M6 assemblies. They need more homework and problems plus quizzes.




Recommendations
Less time spent on this and just jump into problem sets




Assumption College

Lesson Plan for Learning Management

Subject Code____SC 40224___Subject_ _______Chemistry____________

Class Range: 6/1 6/2 Level: M 6

Semester: 1 Academic Year: 2009 Week: 17-20


Learning Unit No.4 Topic of Learning Unit: ElectroChemistry
Sub – topic_________________________ Period(s)taught: 12
Standard: The student will be able to draw and label the various parts of a galvanic cell.

Intended Learning Outcome (Write as topics)


Objectives (Write as topics)
Knowledge
• Use the activity series to identify which metal in a pair is more easily oxidized
• Identify the source of electrical energy in a voltaic cell
• Describe current technologies that use electrochemical processes to produce
electrical energy
• Identify the origin of the electrical potential of a cell
• Explain the value of the standard reduction potential of the hydrogen half-cell
• Describe how the standard reduction potential of a half-cell is determined
• Interpret the meaning of a positive standard cell potential
• Distinguish between electrolytic and voltaic cells
• Describe the process of electrolysis of water
• Describe the process of electrolysis of brine
• Explain how electrolysis is used in metal processing
Process Skill

The student will be able to differentiate the different molecules.


Moral , Ethics and Values

There will be an emphasis on positive behavior with severe negative consequences for negative behavior such as and not limited to detention, parental phone calls, behavior contracts, and referrals to Brother.

Learning Content
• electrochemical process
• electrochemical cell
• voltaic cells
• half-cell
• salt bridge
• electrode
• anode
• cathode
• dry cell
• battery
• fuel cells
• electrical potential
• reduction potential
• cell potential
• standard cell potential
• standard hydrogen
• Electrode
• electrolysis
• electrolytic cell

Activities (Write as topics)
Activities (Write as topics)

Worksheet on galvanic cells, voltaic cells
Presentation by powerpoint on electrochemistry, half-cells







Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry

Powerpoints: electrochemistry
Worksheet: Ch 21:
Textbook assignment: Problem set

Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class
Homework assignment
Notebook check on notes on powerpoint presentation.


Evaluation Tools (Write as topics)
www.hi10spro.blogspot.com click on chemistry

Powerpoints: batteries
Worksheet: ch 21
Textbook assignment: Read Ch 21 do problem set

Outcome of learning Management
Fine




Problem





Recommendations
More work on names and more web links.






Signature of Teacher______________________________



Head of Academic Affairs_________________________