Assumption College
Lesson Plan for Learning Management
Content Group of Science
Subject Code: SC 40225 Subject: Chemistry
Class Range: 6/1 6/2 Level: M6
Semester: 2 Academic Year: 2009
Signature of Teacher________________
Head of Academic Affairs____________________
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40225 Subject: Chemistry
Class Range: 6/1 6/2 Level: M 6
Semester: 2 Academic Year: 2009-09 Week: 1-5
Learning Unit No.4 Topic of Learning Unit: ElectroChemistry
Sub – topic: Voltaic Cells Period(s)taught: 14
Standard: The student will be able to draw and label the various parts of a galvanic cell.
Intended Learning Outcome (Write as topics)
explore data, experiment and present data of chemical reaction with electron transfer, reaction between metals and some solutions and advantages of redox reaction
explore data, experiment and explain galvanic cell connection, diagram writing, equation showing reaction in galvanic cell using sequencing abilities in elements or ions acceptor and abilities in performing as reducing agent and oxidizing agent of elements or ions
explain, discuss and explore data working principles and types of galvanic cell, primary cells and secondary cells and present data about advantages of galvanic cell.
explore, analyze and present data of electrolyte cell application to use in daily life and differences between galvanic cell and electrolyte cell
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.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40225 Subject: Chemistry
Class Range: Ep 6/1 Ep 6/2 Level: 6
Semester: 2 Academic Year: 2009 Week: 6-9
Learning Unit No.: 2 Topic of Learning Unit: Chemical quantities
Sub – topic: The Mole: A measurement of Matter Period(s)taught: 8
Standard: Experiment, discuss and explain rates of chemical reactions and factors affecting chemical reactions
Intended Learning Outcome (Write as topics)
investigate and anlayze data about properties of compounds and atomic numbers of elements and explain the arrangement of elements on the Perriodic Table and predict trends of their properties on the Periodic Table
Investigate, analzye data, discuss and explain chemical bond formation in the molecule or in crystal structure of substance
Experiment and explain relationship between properties of substances regarding boiling point, melting point, and state and binding forces between particles of each substance.
Discuss and write equations of general chemical reactions found in everyday life
Introduction to the mole, mole-mass and mole-volume relationships and percent composition and chemical formulas.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
• Relate Avogadro’s number to a mole of a substance
• Calculate the mass of a mole of any substance
• Describe methods of measuring the amount of something
• Compare and contrast the atomic mass of an element and its molar mass
• Convert the mass of a substance to the number of moles of a substance, and the
number of moles of a substance to mass
• Calculate the volume of a quantity of gas at STP
• Calculate the percent by mass of an element in a compound
• Interpret an empirical formula
• Compare and contrast empirical and molecular formulas
• Explain how to write a word equation
• Describe how to write a skeleton equation
• List the steps for writing a complete chemical equation
• Describe the five general types of reactions
• Predict the products of the five general types of reactions
• Describe the information found in a net ionic equation
• Predict the formation of a precipitate in a double-replacement
Reaction
• Calculate the amount of reactants required or product formed in a nonchemical
process
• Interpret balanced chemical equations in terms of interacting moles,
representative particles, masses, and gas volume at STP
• Construct mole ratios from balanced chemical equations and apply these ratios in
mole-mole stoichiometric calculations
• Calculate stoichiometric quantities from balanced chemical equations, using
units of moles, mass, representative particles, and volumes of gases at STP
• Identify and use the limiting reagent in a reaction to calculate the maximum
amount of product(s) produced and the amount of excess reagent
• Calculate theoretical yield, actual yield, or percent yield given the appropriate
information
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
• mole (mol)
• Avogadro’s number
• representative particle
• molar mass
• Avogadro’s hypothesis
• standard temperature and pressure (STP)
• molar volume
• percent composition
• empirical formula
• chemical equation
• skeleton equation
• catalyst
• coefficients
• balanced equation
• combination reaction
• decomposition reaction
• single-replacement reaction
• activity series
• double-replacement reaction
• combustion reaction
• complete ionic equation
• spectator ion
• net ionic equation
• stoichiometry
• limiting reagent
• excess reagent
• theoretical yield
• actual yield
• percent yield
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.hi10spro.com click on chemistry
Powerpoints: Mole
Worksheet: ch 10 handouts
Textbook assignment: Read Ch 10-12
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: mole
Worksheet: ch 10 handouts
Textbook assignment
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40225 Subject: Chemistry
Class Range: Ep 6/1 Ep 6/2 Level: 6
Semester: 2 Academic Year: 2009 Week: 10
Learning Unit No: 2 Topic of Learning Unit: review for exam
Sub – topic: review Period(s)taught: 2
Standard:
Intended Learning Outcome (Write as topics)
Review all previous topics.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Vocabulary: ions, nomenclature, acids, bases, monatomic, binary ionic compounds, binary molecular compounds.
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.hi10spro.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment
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: exam review
Worksheet: exam review
Textbook assignment: advanced problem sets
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40225 Subject: Chemistry
Class Range: Ep 6/1 Ep 6/2 Level: 6
Semester: 2 Academic Year: 2009 Week: 11-14
Learning Unit No: 1 Topic of Learning Unit: States of Matter and aqueous solutions
Sub – topic: Phases, kinetic theory,
States of Matter
The Nature of Gases
The Nature of Liquids
The Nature of Solids
Changes of State
Period(s)taught: 6
Standard: The Student will be able to identify the various phases of matter and do a phase diagram.
Intended Learning Outcome (Write as topics)
explore data and explain the definition of solution
analyze data and calculate the concentration of solution in different units
experiment and explain the solution preparation from specific concentration
investigate, inspect, and discuss some properties of the solution
explain the correlation of gas by apply Gay-Lussac's Law and Avogadro's law
Make use of obtained knowledge to calculate empirical formulas and molecule formulas of other substances
Phase diagram, triple points, liquid properties, kinetic theory..
Objectives (Write as topics)
Knowledge
The Student will be able to describe the nature of gases, liquids, solids, and phase changes.
• Describe the assumptions of the kinetic theory as it applies to gases
• Interpret gas pressure in terms of kinetic theory
• Define the relationship between Kelvin temperature and average kinetic energy
• Identify factors that determine physical properties of a liquid
• Define evaporation in terms of kinetic energy
• Describe the equilibrium between a liquid and its vapor
• Identify the conditions under which boiling occurs
• Evaluate how the way particles are organized explains the properties of solids
• Identify the factors that determine the shape of a crystal
• Explain how allotropes of an element are different
• Identify the conditions necessary for sublimation
• Describe how equilibrium conditions are represented in a phase diagramb
Process Skill
The student will understand the theories that describe various phases
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
• kinetic energy
• kinetic theory
• gas pressure
• vacuum
• atmospheric pressure
• barometer
• pascal (Pa)
• standard atmosphere (atm)
• vaporization
• evaporation
• vapor pressure
• boiling point
• normal boiling point
• melting point
• crystal
• unit cell
• allotropes
• amorphous solid
• glass
• sublimation
• triple point
• phase diagram
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: states of matter, phases, phase diagrams.
Worksheet: ch 13 evaluations
Textbook assignment: read ch 13
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 1
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 1 and 2
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40225 Subject: Chemistry
Class Range: Ep 6/1 Ep 6/2 Level: 6
Semester: 2 Academic Year: 2009 Week: 15
Learning Unit No.: 3 Topic of Learning Unit: review for exam
Sub – topic: review Period(s)taught: 2
Standard:
Intended Learning Outcome (Write as topics)
Review all previous topics.
1. Explore, analyze data and calculate quantities concerning moles.
2. Analyze data and calculate concentration of solutions in different units.
3. Explain relation of gas using Gay - Lussac's Law and Avogadro's Law.
4. Apply knowledge learnt to calculate empirical formula and molecular formula.
5. Calculate and write equations of disintegration of strong base, strong acid, weak base and weak acid.
6. Explain and write equations about disintegration of pure water and calculate about concentration change of hydroniumion and hydroxideion in the water.
7. Explore data and calculate to find pH value of solution.
8. Explain, experiment, and explore data about acid-base reaction, formation of salt, properties of acid-base in salt and hydrolysis reaction.
9. Explore data, analyze data, experiment and calculate about indicators and acid-base titration and find quantity of substance with titration method.
10. Explain, experiment and present data about buffer solution, buffer solution in nature and apply knowledge learnt in daily life.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Vocabulary: ions, nomenclature, acids, bases, monatomic, binary ionic compounds, binary molecular compounds.
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.hi10spro.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment
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: exam review
Worksheet: exam review
Textbook assignment: advanced problem sets
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Showing posts with label Lesson plans. Show all posts
Showing posts with label Lesson plans. Show all posts
Thursday, June 4, 2009
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_________________________
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_________________________
EP 5 Semester 2 Lesson Plans
Assumption College
Lesson Plan for Learning Management
Content Group of Science
Subject Code: SC 40223 Subject: Chemistry
Class Range: 5/1 5/2 Level: M5
Semester: 2 Academic Year: 2009
Signature of Teacher________________
Head of Academic Affairs____________________
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40223 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 2 Academic Year: 2009 Week 1-5
Learning Unit No: 1 Topic of Learning Unit: ThermoChemistry
Sub – topic: calculations.
Ch 17
Thermochemistry, exothermic, endothermic, calorimetry, enthalpy, heat of fusion, heat of vaporization, • molar heat of fusion
• molar heat of solidification
• molar heat of vaporization
• molar heat of condensation
• molar heat of solution
• Hess’s law of heat summation
• standard heat of formation
Period(s)taught: 18
Standard: The student will learn about the solutions, properties of solutions, concentrations of solutions, and colligative properties.
Intended Learning Outcome (Write as topics)
Explore data and explain the factors affecting the rate of chemical reactivity
Analyze data and calculate Rate Law from the data obtained from the experiment
Make use of obtained knowledge to calculate average reactivity rate and reactivity rate at a particular moment.
analyze data and caclulate the rate of forward and backward reactivity
The student will learn about :
• Explain the relationship between energy, heat, and work
• Distinguish between exothermic and endothermic processes
• Distinguish between heat capacity and specific heat
• Classify, by type, the enthalpy changes that occur during melting, freezing,
boiling, and condensing
• Calculate the enthalpy changes that occur during melting, freezing, boiling, and
condensing
• Explain what thermochemical changes can occur when a solution forms
• Apply Hess’s law of heat summation to find enthalpy changes for chemical and
physical processes
• Calculate enthalpy changes using standard heats of formation
• Construct equations that show the enthalpy changes for chemical and physical
processes
• Calculate enthalpy changes in chemical and physical processes
• Apply Hess’s law of heat summation to find enthalpy changes for chemical and
physical processes
• Calculate enthalpy changes using standard heats of formation
Objectives (Write as topics)
Knowledge
The Student will be able calculate heat and enthalpy changes.
Process Skill
The student will understand the understand thermochemistry.
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
• thermochemistry
• chemical potential energy
• heat
• system
• surroundings
• law of conservation
of energy
• endothermic process
• exothermic process
• heat capacity
• specific heat
• calorimetry
• calorimeter
• enthalpy, (H)
• thermochemical equation
• heat of reaction
• heat of combustion
• molar heat of fusion
• molar heat of solidification
• molar heat of vaporization
• molar heat of condensation
• molar heat of solution
• Hess’s law of heat summation
• standard heat of formation
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: thermochemistry.
Worksheet: ch 17 evaluations
Textbook assignment: read ch 15
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 5
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 9
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40223 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 2 Academic Year: 2009 Week 6-9
Learning Unit No: 1
Topic of Learning Unit: Equilibrium Le Chatelier’s Principle
Sub – topic: calculations.
Ch 17 Thermochemistry
Ch 18 equilibrium, collision theories.
Period(s)taught: 9
Standard: The student will learn about the the calculations and various vocabulary.
Intended Learning Outcome (Write as topics)
Make use of obtained knowledge to calculate average reactivity rate and reactivity rate at a particular moment.
analyze data and caclulate the rate of forward and backward reactivity
explore data and explain the definition of chemical equilibrium and other patterns of equilibrium
analyze data and categorize types of reversed and non-reversed reactions.
experiment, discuss and explain tests on any particular reaction in equilibrium.
explore data, discuss and present the application of Le Chatelier's principle to explain the alteration of equilibrium
experiment and explain the application of Le Chatelier's principle to detail the change of different patterns of equilibrium and calculate equilibrium constatn of the reaction from the experiment.
The student will learn about learn about Gibbs free-energy, Le Chatelier’s principle, and entropy
Objectives (Write as topics)
Knowledge
• Describe how to express the rate of a chemical reaction
• Identify four factors that influence the rate of a chemical reaction
•Describe how the amounts of reactants and products change in a chemical
system at equilibrium
• Identify three stresses that can change the equilibrium position of a chemical
system
• Explain what the value of Keq indicates about the position of equilibrium
• Describe the relationship between the solubility product constant and the
solubility of a compound
• Predict whether precipitation will occur when the two salt solutions are mixed
• Identify two characteristics of spontaneous reactions
• Describe the role of entropy in chemical reactions
• Identify two factors that determine the spontaneity of a reaction
• Define Gibbs free-energy change
Process Skill
The student will understand the theories to discuss equilibrium.
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
• rate
• collision theory
• activation energy
• activated complex
• transition state
• inhibitor'
• reversible reaction
• chemical equilibrium
• equilibrium position
• Le Châtelier’s principle
• equilibrium constant (Keq)
• solubility product constant (Ksp)
• common ion
• common ion effect
• free energy
• spontaneous reaction
• nonspontaneous reactions
• entropy
• law of disorder
• Gibbs free-energy change
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: solutes, solvents, and tyndall.
Worksheet: ch 16 evaluations
Textbook assignment: read ch 18 and review ch 17
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 5
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 10
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40223 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 2 Academic Year: 2009 Week 9-10
Learning Unit No.: 2 Topic of Learning Unit: review for exam
Sub – topic: review Period(s)taught: 2
Standard:
Intended Learning Outcome (Write as topics)
Review all previous topics.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Vocabulary: ions, nomenclature, acids, bases, monatomic, binary ionic compounds, binary molecular compounds.
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.hi10spro.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment
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: exam review
Worksheet: exam review
Textbook assignment: advanced problem sets
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40223 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 2 Academic Year: 2009 Week 11-15
Learning Unit No: 2
Topic of Learning Unit: Equilibrium Le Chatelier’s Principle
Sub – topic: calculations.
Ch 22 Hydro Carbons
Ch 23 Functional Groups
Period(s)taught: 12
Standard: The student will learn about the the calculations and various vocabulary.
Intended Learning Outcome (Write as topics)
1. Explore data, analyze, discuss and explain various properties of each type of Hydrocarbon compounds and identify name of each kind of Hydrocarbon compounds.
2. Explore data, discuss and present knowledge and properties of function group or atomic group presenting specific properties of each type of Hydrocarbon compounds.
3. Investigate data and write chemical equations to present occurring reaction of each type of Hydrocarbon compounds.
4. Explore data, discuss and explain producing processes from separation of natural gas and crude oil column distillation.
5. Write chemical equation to present reaction occurring from producing processes from separation of natural gas and crude oil distillation.
6. Explore data, analyze, discuss and explain various properties of each type of Hydrocarbon compounds and identify name of each kind of Hydrocarbon compounds.
7. Explore data, discuss and present knowledge and properties of function group or atomic group presenting specific properties of each type of Hydrocarbon compounds.
The student will learn about learn about Gibbs free-energy, Le Chatelier’s principle, and entropy
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 understand the theories to discuss equilibrium.
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
• carbonyl group
• aldehydes
• ketones
• carboxylic acid
• carboxyl group
• fatty acids
• esters
• dehydrogenation reaction
• polymer
• monomers
• alcohol
• hydroxyl group
• fermentation
• denatured alcohol
• addition reaction
• hydration reaction
• hydrogenation reaction
• ether
• functional group
• halocarbons
• alkyl halides
• aryl halides
• substitution reaction
• cracking
• cyclic hydrocarbons
• aromatic compound
• isomers
• structural isomers
• stereoisomers
• geometric isomers
• trans configuration
• cis configuration
• asymmetric carbon
• optical isomers
• saturated compounds
• unsaturated compounds
• alkenes
• alkynes
• aliphatic hydrocarbons
• hydrocarbons
• alkanes
• straight-chain alkanes
• homologous series
• condensed structural
formulas
• substituent
• alkyl group
• branched-chain alkane
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: solutes, solvents, and tyndall.
Worksheet: ch 16 evaluations
Textbook assignment: read ch 22 and ch 23
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 5
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 22
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code____SC 40223___Subject_ Foundation Science (Chemistry)
Class Range: Ep 4/1 Ep 4/2 Level: 4
Semester: 2 Academic Year: 2009 Week: 20
Learning Unit No._ _______5_______ Topic of Learning Unit: review for exam
Sub – topic: review Period(s)taught: 2
Standard:
Intended Learning Outcome (Write as topics)
Review all previous topics.
8. Explore data, analyze, discuss and explain various properties of each type of Hydrocarbon compounds and identify name of each kind of Hydrocarbon compounds.
9. Explore data, discuss and present knowledge and properties of function group or atomic group presenting specific properties of each type of Hydrocarbon compounds.
10. Investigate data and write chemical equations to present occurring reaction of each type of Hydrocarbon compounds.
11. Explore data, discuss and explain producing processes from separation of natural gas and crude oil column distillation.
12. Write chemical equation to present reaction occurring from producing processes from separation of natural gas and crude oil distillation.
13. Explore data and present advantages of various products received from crude oil column distillation including dangers or pollution that might occur from the substances in the products both before and after the exploitation.
14. Observe, survey, investigate, explore data, discuss and explain origin, structure and properties of polymer and polymer application appropriately.
15. Explore data, analyze, discuss, and explain types of plastic, fiber, and rubber and be able to apply knowledge properly.
16. Explore data, investigate, discuss and explain components, properties, advantages and reaction of carbohydrate, fatty, fatty acid, protein, Amino acid and Nucleic acid.
Objectives (Write as topics)
Knowledge
Process Skill
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Vocabulary: ions, nomenclature, acids, bases, monatomic, binary ionic compounds, binary molecular compounds.
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.hi10spro.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment
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: exam review
Worksheet: exam review
Textbook assignment: advanced problem sets
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Lesson Plan for Learning Management
Content Group of Science
Subject Code: SC 40223 Subject: Chemistry
Class Range: 5/1 5/2 Level: M5
Semester: 2 Academic Year: 2009
Signature of Teacher________________
Head of Academic Affairs____________________
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40223 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 2 Academic Year: 2009 Week 1-5
Learning Unit No: 1 Topic of Learning Unit: ThermoChemistry
Sub – topic: calculations.
Ch 17
Thermochemistry, exothermic, endothermic, calorimetry, enthalpy, heat of fusion, heat of vaporization, • molar heat of fusion
• molar heat of solidification
• molar heat of vaporization
• molar heat of condensation
• molar heat of solution
• Hess’s law of heat summation
• standard heat of formation
Period(s)taught: 18
Standard: The student will learn about the solutions, properties of solutions, concentrations of solutions, and colligative properties.
Intended Learning Outcome (Write as topics)
Explore data and explain the factors affecting the rate of chemical reactivity
Analyze data and calculate Rate Law from the data obtained from the experiment
Make use of obtained knowledge to calculate average reactivity rate and reactivity rate at a particular moment.
analyze data and caclulate the rate of forward and backward reactivity
The student will learn about :
• Explain the relationship between energy, heat, and work
• Distinguish between exothermic and endothermic processes
• Distinguish between heat capacity and specific heat
• Classify, by type, the enthalpy changes that occur during melting, freezing,
boiling, and condensing
• Calculate the enthalpy changes that occur during melting, freezing, boiling, and
condensing
• Explain what thermochemical changes can occur when a solution forms
• Apply Hess’s law of heat summation to find enthalpy changes for chemical and
physical processes
• Calculate enthalpy changes using standard heats of formation
• Construct equations that show the enthalpy changes for chemical and physical
processes
• Calculate enthalpy changes in chemical and physical processes
• Apply Hess’s law of heat summation to find enthalpy changes for chemical and
physical processes
• Calculate enthalpy changes using standard heats of formation
Objectives (Write as topics)
Knowledge
The Student will be able calculate heat and enthalpy changes.
Process Skill
The student will understand the understand thermochemistry.
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
• thermochemistry
• chemical potential energy
• heat
• system
• surroundings
• law of conservation
of energy
• endothermic process
• exothermic process
• heat capacity
• specific heat
• calorimetry
• calorimeter
• enthalpy, (H)
• thermochemical equation
• heat of reaction
• heat of combustion
• molar heat of fusion
• molar heat of solidification
• molar heat of vaporization
• molar heat of condensation
• molar heat of solution
• Hess’s law of heat summation
• standard heat of formation
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: thermochemistry.
Worksheet: ch 17 evaluations
Textbook assignment: read ch 15
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 5
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 9
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40223 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 2 Academic Year: 2009 Week 6-9
Learning Unit No: 1
Topic of Learning Unit: Equilibrium Le Chatelier’s Principle
Sub – topic: calculations.
Ch 17 Thermochemistry
Ch 18 equilibrium, collision theories.
Period(s)taught: 9
Standard: The student will learn about the the calculations and various vocabulary.
Intended Learning Outcome (Write as topics)
Make use of obtained knowledge to calculate average reactivity rate and reactivity rate at a particular moment.
analyze data and caclulate the rate of forward and backward reactivity
explore data and explain the definition of chemical equilibrium and other patterns of equilibrium
analyze data and categorize types of reversed and non-reversed reactions.
experiment, discuss and explain tests on any particular reaction in equilibrium.
explore data, discuss and present the application of Le Chatelier's principle to explain the alteration of equilibrium
experiment and explain the application of Le Chatelier's principle to detail the change of different patterns of equilibrium and calculate equilibrium constatn of the reaction from the experiment.
The student will learn about learn about Gibbs free-energy, Le Chatelier’s principle, and entropy
Objectives (Write as topics)
Knowledge
• Describe how to express the rate of a chemical reaction
• Identify four factors that influence the rate of a chemical reaction
•Describe how the amounts of reactants and products change in a chemical
system at equilibrium
• Identify three stresses that can change the equilibrium position of a chemical
system
• Explain what the value of Keq indicates about the position of equilibrium
• Describe the relationship between the solubility product constant and the
solubility of a compound
• Predict whether precipitation will occur when the two salt solutions are mixed
• Identify two characteristics of spontaneous reactions
• Describe the role of entropy in chemical reactions
• Identify two factors that determine the spontaneity of a reaction
• Define Gibbs free-energy change
Process Skill
The student will understand the theories to discuss equilibrium.
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
• rate
• collision theory
• activation energy
• activated complex
• transition state
• inhibitor'
• reversible reaction
• chemical equilibrium
• equilibrium position
• Le Châtelier’s principle
• equilibrium constant (Keq)
• solubility product constant (Ksp)
• common ion
• common ion effect
• free energy
• spontaneous reaction
• nonspontaneous reactions
• entropy
• law of disorder
• Gibbs free-energy change
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: solutes, solvents, and tyndall.
Worksheet: ch 16 evaluations
Textbook assignment: read ch 18 and review ch 17
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 5
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 10
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40223 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 2 Academic Year: 2009 Week 9-10
Learning Unit No.: 2 Topic of Learning Unit: review for exam
Sub – topic: review Period(s)taught: 2
Standard:
Intended Learning Outcome (Write as topics)
Review all previous topics.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Vocabulary: ions, nomenclature, acids, bases, monatomic, binary ionic compounds, binary molecular compounds.
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.hi10spro.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment
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: exam review
Worksheet: exam review
Textbook assignment: advanced problem sets
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40223 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 2 Academic Year: 2009 Week 11-15
Learning Unit No: 2
Topic of Learning Unit: Equilibrium Le Chatelier’s Principle
Sub – topic: calculations.
Ch 22 Hydro Carbons
Ch 23 Functional Groups
Period(s)taught: 12
Standard: The student will learn about the the calculations and various vocabulary.
Intended Learning Outcome (Write as topics)
1. Explore data, analyze, discuss and explain various properties of each type of Hydrocarbon compounds and identify name of each kind of Hydrocarbon compounds.
2. Explore data, discuss and present knowledge and properties of function group or atomic group presenting specific properties of each type of Hydrocarbon compounds.
3. Investigate data and write chemical equations to present occurring reaction of each type of Hydrocarbon compounds.
4. Explore data, discuss and explain producing processes from separation of natural gas and crude oil column distillation.
5. Write chemical equation to present reaction occurring from producing processes from separation of natural gas and crude oil distillation.
6. Explore data, analyze, discuss and explain various properties of each type of Hydrocarbon compounds and identify name of each kind of Hydrocarbon compounds.
7. Explore data, discuss and present knowledge and properties of function group or atomic group presenting specific properties of each type of Hydrocarbon compounds.
The student will learn about learn about Gibbs free-energy, Le Chatelier’s principle, and entropy
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 understand the theories to discuss equilibrium.
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
• carbonyl group
• aldehydes
• ketones
• carboxylic acid
• carboxyl group
• fatty acids
• esters
• dehydrogenation reaction
• polymer
• monomers
• alcohol
• hydroxyl group
• fermentation
• denatured alcohol
• addition reaction
• hydration reaction
• hydrogenation reaction
• ether
• functional group
• halocarbons
• alkyl halides
• aryl halides
• substitution reaction
• cracking
• cyclic hydrocarbons
• aromatic compound
• isomers
• structural isomers
• stereoisomers
• geometric isomers
• trans configuration
• cis configuration
• asymmetric carbon
• optical isomers
• saturated compounds
• unsaturated compounds
• alkenes
• alkynes
• aliphatic hydrocarbons
• hydrocarbons
• alkanes
• straight-chain alkanes
• homologous series
• condensed structural
formulas
• substituent
• alkyl group
• branched-chain alkane
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: solutes, solvents, and tyndall.
Worksheet: ch 16 evaluations
Textbook assignment: read ch 22 and ch 23
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 5
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 22
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code____SC 40223___Subject_ Foundation Science (Chemistry)
Class Range: Ep 4/1 Ep 4/2 Level: 4
Semester: 2 Academic Year: 2009 Week: 20
Learning Unit No._ _______5_______ Topic of Learning Unit: review for exam
Sub – topic: review Period(s)taught: 2
Standard:
Intended Learning Outcome (Write as topics)
Review all previous topics.
8. Explore data, analyze, discuss and explain various properties of each type of Hydrocarbon compounds and identify name of each kind of Hydrocarbon compounds.
9. Explore data, discuss and present knowledge and properties of function group or atomic group presenting specific properties of each type of Hydrocarbon compounds.
10. Investigate data and write chemical equations to present occurring reaction of each type of Hydrocarbon compounds.
11. Explore data, discuss and explain producing processes from separation of natural gas and crude oil column distillation.
12. Write chemical equation to present reaction occurring from producing processes from separation of natural gas and crude oil distillation.
13. Explore data and present advantages of various products received from crude oil column distillation including dangers or pollution that might occur from the substances in the products both before and after the exploitation.
14. Observe, survey, investigate, explore data, discuss and explain origin, structure and properties of polymer and polymer application appropriately.
15. Explore data, analyze, discuss, and explain types of plastic, fiber, and rubber and be able to apply knowledge properly.
16. Explore data, investigate, discuss and explain components, properties, advantages and reaction of carbohydrate, fatty, fatty acid, protein, Amino acid and Nucleic acid.
Objectives (Write as topics)
Knowledge
Process Skill
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Vocabulary: ions, nomenclature, acids, bases, monatomic, binary ionic compounds, binary molecular compounds.
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.hi10spro.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment
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: exam review
Worksheet: exam review
Textbook assignment: advanced problem sets
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
EP 5 Semester 1 Lesson Plans
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40222 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 1 Academic Year: 2009 Week 1-3
Learning Unit No: 1 Topic of Learning Unit: States of Matter and aqueous solutions
Sub – topic: Phases, kinetic theory,
States of Matter
The Nature of Gases
The Nature of Liquids
The Nature of Solids
Changes of State
Period(s)taught: 6
Standard: The Student will be able to identify the various phases of matter and do a phase diagram.
Intended Learning Outcome (Write as topics)
Phase diagram, triple points, liquid properties, kinetic theory..
Objectives (Write as topics)
Knowledge
The Student will be able to describe the nature of gases, liquids, solids, and phase changes.
• Describe the assumptions of the kinetic theory as it applies to gases
• Interpret gas pressure in terms of kinetic theory
• Define the relationship between Kelvin temperature and average kinetic energy
• Identify factors that determine physical properties of a liquid
• Define evaporation in terms of kinetic energy
• Describe the equilibrium between a liquid and its vapor
• Identify the conditions under which boiling occurs
• Evaluate how the way particles are organized explains the properties of solids
• Identify the factors that determine the shape of a crystal
• Explain how allotropes of an element are different
• Identify the conditions necessary for sublimation
• Describe how equilibrium conditions are represented in a phase diagramb
Process Skill
The student will understand the theories that describe various phases
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
• kinetic energy
• kinetic theory
• gas pressure
• vacuum
• atmospheric pressure
• barometer
• pascal (Pa)
• standard atmosphere (atm)
• vaporization
• evaporation
• vapor pressure
• boiling point
• normal boiling point
• melting point
• crystal
• unit cell
• allotropes
• amorphous solid
• glass
• sublimation
• triple point
• phase diagram
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: states of matter, phases, phase diagrams.
Worksheet: ch 13 evaluations
Textbook assignment: read ch 13
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 1
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 1 and 2
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40222 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 1 Academic Year: 2009 Week 4-7
Learning Unit No: 1 Topic of Learning Unit: Gas laws.
Sub – topic: calculations.
Ch 14
Behavior of Gases
Properties of Gases
The Gas Laws
Ideal Gases
Period(s)taught: 6
Standard: The Student will be able to various gas laws, describe gas behavior and properties, and do calculations.
Intended Learning Outcome (Write as topics)
Volume of gas, ideal gas law, combined gas law, Charle’s law, Avogadro’s law, and Boyle’s Law.
Objectives (Write as topics)
Knowledge
The Student will be able to use the various laws to solve problems.
• Explain why gases are easier to compress than solids or liquids are
• Describe the three factors that affect gas pressure
• Describe the relationship among the temperature, volume, and pressure of a gas
• Use the combined gas law to solve problems
• Compute the value of an unknown using the ideal gas law
• Compare and contrast real and ideal gases
• Relate the total pressure of a mixture of gases to the partial
pressures of the component gases
• Explain how the molar mass of a gas affects the rate at which
the gas diffuses and effuses
Process Skill
The student will understand the theories that describe various gas problems.
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
• compressibility
• Boyle’s law
• Charles’s law
• Gay-Lussac’s law
• combined gas law
• ideal gas constant (R)
• ideal gas law
• partial pressure
• Dalton’s law of partial pressures
• diffusion
• effusion
• Graham’s law of effusion
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: gas properties, gas laws.
Worksheet: ch 14 evaluations
Textbook assignment: read ch 14
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 2
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 3 and 4
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40222 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 1 Academic Year: 2009 Week 7-10
Learning Unit No: 1 Topic of Learning Unit: Aqueous systems
Sub – topic: calculations.
Ch 15
Water and Aqueous Systems
Water and it's Properties
Homogeneous Aqueous Systems
Heterogeneous Aquesous Systems
Period(s)taught: 6
Standard: The student will learn about the various aqueous systems.
.
Intended Learning Outcome (Write as topics)
The student will learn about solvents, solute, colloids, mixtures, suspensions, and the various effects.
Objectives (Write as topics)
Knowledge
The Student will be able distinguish the different parts of the solutes, solvents, and suspensions.
• Explain the high surface tension and low vapor pressure of water in
terms of the structure of the water molecule and hydrogen bonding
• Describe the structure of ice
• Distinguish between a solvent and a solute
• Describe what happens in the solution process
• Explain why all ionic compounds are electrolytes
• Demonstrate how to write the formula for a hydrate
• Distinguish between a suspension and a solution
• Identify the distinguishing characteristic of a colloid
Process Skill
The student will understand the theories to discuss homogeneous and heterogenous aqueous systems.
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
• surface tension
• surfactant
• aqueous solution
• solvent
• solute
• solvation
• electrolyte
• nonelectrolyte
• strong electrolyte
• weak electrolyte
• hydrate
• suspension
• colloid
• Tyndall effect
• Brownian motion
• emulsion
• saturated solution
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: solutes, solvents, and tyndall.
Worksheet: ch 15 evaluations
Textbook assignment: read ch 15
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 3
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 5 and 6
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40222 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 1 Academic Year: 2009 Week 11-16
Learning Unit No: 1 Topic of Learning Unit: Aqueous systems
Sub – topic: calculations.
Ch 16
Solutions
Properties of Solutions
Concentrations of Solutions
Colligative Properties
Solutions and Colligative properties
Calculations with Colligative properties
Period(s)taught: 6
Standard: The student will learn about the solutions, properties of solutions, concentrations of solutions, and colligative properties.
Intended Learning Outcome (Write as topics)
The student will learn about learn about the solutions, properties of solutions, concentrations of solutions, and colligative properties
Objectives (Write as topics)
Knowledge
The Student will be able calculate the freezing point depression, boiling point elevation, and vapor pressure depression.
• Identify the factors that determine the rate at which a solute dissolves
• Identify the units usually used to express the solubility of a solute
• Calculate the solubility of a gas in a liquid under various pressure conditions
• Identify the factors that determine the mass of solute that will dissolve in a given
mass of a solvent
• Solve problems involving the molarity of a solution
• Describe the effect of dilution on the total moles of solute in solution
• Define what is meant by percent by volume [%(v/v)] and percent by mass
[%(m/m)]
• Identify the three colligative properties of solutions
• Describe why the vapor pressure, freezing point, and boiling point of a solution
differ from those properties of the pure solvent.
• Calculate the molality and mole fraction of a solution
• Describe how the freezing-point depression and boiling-point elevation are
related to molality
Process Skill
The student will understand the theories to discuss solutions and calculations..
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
• saturated solution
• solubility
• unsaturated solution
• miscible
• immiscible
• supersaturated solution
• Henry’s law
• concentration
• dilute solution
• concentrated solution
• molarity (M)
• colligative properties
• freezing-point depression
• boiling-point elevation
• molality (m)
• mole fraction
• molal freezing-point
depression constant (Kf)
• molal boiling-point
elevation constant (Kb)
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: solutes, solvents, and tyndall.
Worksheet: ch 16 evaluations
Textbook assignment: read ch 15
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 4
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 7 and 8
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40222 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 1 Academic Year: 2009 Week 16-22
Learning Unit No: 3 Topic of Learning Unit: Aqueous systems
Sub – topic: calculations.
Ch 17
Thermochemistry, exothermic, endothermic, calorimetry, enthalpy, heat of fusion, heat of vaporization, • molar heat of fusion
• molar heat of solidification
• molar heat of vaporization
• molar heat of condensation
• molar heat of solution
• Hess’s law of heat summation
• standard heat of formation
Period(s)taught: 6
Standard: The student will learn about the solutions, properties of solutions, concentrations of solutions, and colligative properties.
Intended Learning Outcome (Write as topics)
The student will learn about :
• Explain the relationship between energy, heat, and work
• Distinguish between exothermic and endothermic processes
• Distinguish between heat capacity and specific heat
• Classify, by type, the enthalpy changes that occur during melting, freezing,
boiling, and condensing
• Calculate the enthalpy changes that occur during melting, freezing, boiling, and
condensing
• Explain what thermochemical changes can occur when a solution forms
• Apply Hess’s law of heat summation to find enthalpy changes for chemical and
physical processes
• Calculate enthalpy changes using standard heats of formation
• Construct equations that show the enthalpy changes for chemical and physical
processes
• Calculate enthalpy changes in chemical and physical processes
• Apply Hess’s law of heat summation to find enthalpy changes for chemical and
physical processes
• Calculate enthalpy changes using standard heats of formation
Objectives (Write as topics)
Knowledge
The Student will be able calculate heat and enthalpy changes.
Process Skill
The student will understand the understand thermochemistry.
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
• thermochemistry
• chemical potential energy
• heat
• system
• surroundings
• law of conservation
of energy
• endothermic process
• exothermic process
• heat capacity
• specific heat
• calorimetry
• calorimeter
• enthalpy, (H)
• thermochemical equation
• heat of reaction
• heat of combustion
• molar heat of fusion
• molar heat of solidification
• molar heat of vaporization
• molar heat of condensation
• molar heat of solution
• Hess’s law of heat summation
• standard heat of formation
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: thermochemistry.
Worksheet: ch 17 evaluations
Textbook assignment: read ch 15
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 5
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 9
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40222 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 1 Academic Year: 2009 Week 22-32
Learning Unit No: 1 Topic of Learning Unit: Equilibrium Le Chatelier’s Principle
Sub – topic: calculations.
Ch 18 equilibrium, collision theories.
Period(s)taught: 12
Standard: The student will learn about the the calculations and various vocabulary.
Intended Learning Outcome (Write as topics)
The student will learn about learn about Gibbs free-energy, Le Chatelier’s principle, and entropy
Objectives (Write as topics)
Knowledge
• Describe how to express the rate of a chemical reaction
• Identify four factors that influence the rate of a chemical reaction
•Describe how the amounts of reactants and products change in a chemical
system at equilibrium
• Identify three stresses that can change the equilibrium position of a chemical
system
• Explain what the value of Keq indicates about the position of equilibrium
• Describe the relationship between the solubility product constant and the
solubility of a compound
• Predict whether precipitation will occur when the two salt solutions are mixed
• Identify two characteristics of spontaneous reactions
• Describe the role of entropy in chemical reactions
• Identify two factors that determine the spontaneity of a reaction
• Define Gibbs free-energy change
Process Skill
The student will understand the theories to discuss equilibrium.
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
• rate
• collision theory
• activation energy
• activated complex
• transition state
• inhibitor'
• reversible reaction
• chemical equilibrium
• equilibrium position
• Le Châtelier’s principle
• equilibrium constant (Keq)
• solubility product constant (Ksp)
• common ion
• common ion effect
• free energy
• spontaneous reaction
• nonspontaneous reactions
• entropy
• law of disorder
• Gibbs free-energy change
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: solutes, solvents, and tyndall.
Worksheet: ch 16 evaluations
Textbook assignment: read ch 118
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 5
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 10
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Lesson Plan for Learning Management
Subject Code: SC 40222 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 1 Academic Year: 2009 Week 1-3
Learning Unit No: 1 Topic of Learning Unit: States of Matter and aqueous solutions
Sub – topic: Phases, kinetic theory,
States of Matter
The Nature of Gases
The Nature of Liquids
The Nature of Solids
Changes of State
Period(s)taught: 6
Standard: The Student will be able to identify the various phases of matter and do a phase diagram.
Intended Learning Outcome (Write as topics)
Phase diagram, triple points, liquid properties, kinetic theory..
Objectives (Write as topics)
Knowledge
The Student will be able to describe the nature of gases, liquids, solids, and phase changes.
• Describe the assumptions of the kinetic theory as it applies to gases
• Interpret gas pressure in terms of kinetic theory
• Define the relationship between Kelvin temperature and average kinetic energy
• Identify factors that determine physical properties of a liquid
• Define evaporation in terms of kinetic energy
• Describe the equilibrium between a liquid and its vapor
• Identify the conditions under which boiling occurs
• Evaluate how the way particles are organized explains the properties of solids
• Identify the factors that determine the shape of a crystal
• Explain how allotropes of an element are different
• Identify the conditions necessary for sublimation
• Describe how equilibrium conditions are represented in a phase diagramb
Process Skill
The student will understand the theories that describe various phases
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
• kinetic energy
• kinetic theory
• gas pressure
• vacuum
• atmospheric pressure
• barometer
• pascal (Pa)
• standard atmosphere (atm)
• vaporization
• evaporation
• vapor pressure
• boiling point
• normal boiling point
• melting point
• crystal
• unit cell
• allotropes
• amorphous solid
• glass
• sublimation
• triple point
• phase diagram
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: states of matter, phases, phase diagrams.
Worksheet: ch 13 evaluations
Textbook assignment: read ch 13
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 1
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 1 and 2
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40222 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 1 Academic Year: 2009 Week 4-7
Learning Unit No: 1 Topic of Learning Unit: Gas laws.
Sub – topic: calculations.
Ch 14
Behavior of Gases
Properties of Gases
The Gas Laws
Ideal Gases
Period(s)taught: 6
Standard: The Student will be able to various gas laws, describe gas behavior and properties, and do calculations.
Intended Learning Outcome (Write as topics)
Volume of gas, ideal gas law, combined gas law, Charle’s law, Avogadro’s law, and Boyle’s Law.
Objectives (Write as topics)
Knowledge
The Student will be able to use the various laws to solve problems.
• Explain why gases are easier to compress than solids or liquids are
• Describe the three factors that affect gas pressure
• Describe the relationship among the temperature, volume, and pressure of a gas
• Use the combined gas law to solve problems
• Compute the value of an unknown using the ideal gas law
• Compare and contrast real and ideal gases
• Relate the total pressure of a mixture of gases to the partial
pressures of the component gases
• Explain how the molar mass of a gas affects the rate at which
the gas diffuses and effuses
Process Skill
The student will understand the theories that describe various gas problems.
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
• compressibility
• Boyle’s law
• Charles’s law
• Gay-Lussac’s law
• combined gas law
• ideal gas constant (R)
• ideal gas law
• partial pressure
• Dalton’s law of partial pressures
• diffusion
• effusion
• Graham’s law of effusion
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: gas properties, gas laws.
Worksheet: ch 14 evaluations
Textbook assignment: read ch 14
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 2
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 3 and 4
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40222 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 1 Academic Year: 2009 Week 7-10
Learning Unit No: 1 Topic of Learning Unit: Aqueous systems
Sub – topic: calculations.
Ch 15
Water and Aqueous Systems
Water and it's Properties
Homogeneous Aqueous Systems
Heterogeneous Aquesous Systems
Period(s)taught: 6
Standard: The student will learn about the various aqueous systems.
.
Intended Learning Outcome (Write as topics)
The student will learn about solvents, solute, colloids, mixtures, suspensions, and the various effects.
Objectives (Write as topics)
Knowledge
The Student will be able distinguish the different parts of the solutes, solvents, and suspensions.
• Explain the high surface tension and low vapor pressure of water in
terms of the structure of the water molecule and hydrogen bonding
• Describe the structure of ice
• Distinguish between a solvent and a solute
• Describe what happens in the solution process
• Explain why all ionic compounds are electrolytes
• Demonstrate how to write the formula for a hydrate
• Distinguish between a suspension and a solution
• Identify the distinguishing characteristic of a colloid
Process Skill
The student will understand the theories to discuss homogeneous and heterogenous aqueous systems.
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
• surface tension
• surfactant
• aqueous solution
• solvent
• solute
• solvation
• electrolyte
• nonelectrolyte
• strong electrolyte
• weak electrolyte
• hydrate
• suspension
• colloid
• Tyndall effect
• Brownian motion
• emulsion
• saturated solution
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: solutes, solvents, and tyndall.
Worksheet: ch 15 evaluations
Textbook assignment: read ch 15
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 3
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 5 and 6
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40222 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 1 Academic Year: 2009 Week 11-16
Learning Unit No: 1 Topic of Learning Unit: Aqueous systems
Sub – topic: calculations.
Ch 16
Solutions
Properties of Solutions
Concentrations of Solutions
Colligative Properties
Solutions and Colligative properties
Calculations with Colligative properties
Period(s)taught: 6
Standard: The student will learn about the solutions, properties of solutions, concentrations of solutions, and colligative properties.
Intended Learning Outcome (Write as topics)
The student will learn about learn about the solutions, properties of solutions, concentrations of solutions, and colligative properties
Objectives (Write as topics)
Knowledge
The Student will be able calculate the freezing point depression, boiling point elevation, and vapor pressure depression.
• Identify the factors that determine the rate at which a solute dissolves
• Identify the units usually used to express the solubility of a solute
• Calculate the solubility of a gas in a liquid under various pressure conditions
• Identify the factors that determine the mass of solute that will dissolve in a given
mass of a solvent
• Solve problems involving the molarity of a solution
• Describe the effect of dilution on the total moles of solute in solution
• Define what is meant by percent by volume [%(v/v)] and percent by mass
[%(m/m)]
• Identify the three colligative properties of solutions
• Describe why the vapor pressure, freezing point, and boiling point of a solution
differ from those properties of the pure solvent.
• Calculate the molality and mole fraction of a solution
• Describe how the freezing-point depression and boiling-point elevation are
related to molality
Process Skill
The student will understand the theories to discuss solutions and calculations..
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
• saturated solution
• solubility
• unsaturated solution
• miscible
• immiscible
• supersaturated solution
• Henry’s law
• concentration
• dilute solution
• concentrated solution
• molarity (M)
• colligative properties
• freezing-point depression
• boiling-point elevation
• molality (m)
• mole fraction
• molal freezing-point
depression constant (Kf)
• molal boiling-point
elevation constant (Kb)
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: solutes, solvents, and tyndall.
Worksheet: ch 16 evaluations
Textbook assignment: read ch 15
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 4
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 7 and 8
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40222 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 1 Academic Year: 2009 Week 16-22
Learning Unit No: 3 Topic of Learning Unit: Aqueous systems
Sub – topic: calculations.
Ch 17
Thermochemistry, exothermic, endothermic, calorimetry, enthalpy, heat of fusion, heat of vaporization, • molar heat of fusion
• molar heat of solidification
• molar heat of vaporization
• molar heat of condensation
• molar heat of solution
• Hess’s law of heat summation
• standard heat of formation
Period(s)taught: 6
Standard: The student will learn about the solutions, properties of solutions, concentrations of solutions, and colligative properties.
Intended Learning Outcome (Write as topics)
The student will learn about :
• Explain the relationship between energy, heat, and work
• Distinguish between exothermic and endothermic processes
• Distinguish between heat capacity and specific heat
• Classify, by type, the enthalpy changes that occur during melting, freezing,
boiling, and condensing
• Calculate the enthalpy changes that occur during melting, freezing, boiling, and
condensing
• Explain what thermochemical changes can occur when a solution forms
• Apply Hess’s law of heat summation to find enthalpy changes for chemical and
physical processes
• Calculate enthalpy changes using standard heats of formation
• Construct equations that show the enthalpy changes for chemical and physical
processes
• Calculate enthalpy changes in chemical and physical processes
• Apply Hess’s law of heat summation to find enthalpy changes for chemical and
physical processes
• Calculate enthalpy changes using standard heats of formation
Objectives (Write as topics)
Knowledge
The Student will be able calculate heat and enthalpy changes.
Process Skill
The student will understand the understand thermochemistry.
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
• thermochemistry
• chemical potential energy
• heat
• system
• surroundings
• law of conservation
of energy
• endothermic process
• exothermic process
• heat capacity
• specific heat
• calorimetry
• calorimeter
• enthalpy, (H)
• thermochemical equation
• heat of reaction
• heat of combustion
• molar heat of fusion
• molar heat of solidification
• molar heat of vaporization
• molar heat of condensation
• molar heat of solution
• Hess’s law of heat summation
• standard heat of formation
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: thermochemistry.
Worksheet: ch 17 evaluations
Textbook assignment: read ch 15
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 5
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 9
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40222 Subject: Chemistry
Class Range: 5/1 5/2 Level: M 5
Semester: 1 Academic Year: 2009 Week 22-32
Learning Unit No: 1 Topic of Learning Unit: Equilibrium Le Chatelier’s Principle
Sub – topic: calculations.
Ch 18 equilibrium, collision theories.
Period(s)taught: 12
Standard: The student will learn about the the calculations and various vocabulary.
Intended Learning Outcome (Write as topics)
The student will learn about learn about Gibbs free-energy, Le Chatelier’s principle, and entropy
Objectives (Write as topics)
Knowledge
• Describe how to express the rate of a chemical reaction
• Identify four factors that influence the rate of a chemical reaction
•Describe how the amounts of reactants and products change in a chemical
system at equilibrium
• Identify three stresses that can change the equilibrium position of a chemical
system
• Explain what the value of Keq indicates about the position of equilibrium
• Describe the relationship between the solubility product constant and the
solubility of a compound
• Predict whether precipitation will occur when the two salt solutions are mixed
• Identify two characteristics of spontaneous reactions
• Describe the role of entropy in chemical reactions
• Identify two factors that determine the spontaneity of a reaction
• Define Gibbs free-energy change
Process Skill
The student will understand the theories to discuss equilibrium.
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
• rate
• collision theory
• activation energy
• activated complex
• transition state
• inhibitor'
• reversible reaction
• chemical equilibrium
• equilibrium position
• Le Châtelier’s principle
• equilibrium constant (Keq)
• solubility product constant (Ksp)
• common ion
• common ion effect
• free energy
• spontaneous reaction
• nonspontaneous reactions
• entropy
• law of disorder
• Gibbs free-energy change
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: solutes, solvents, and tyndall.
Worksheet: ch 16 evaluations
Textbook assignment: read ch 118
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 5
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 10
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
EP 4 Semester 2 Lesson Plans
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40221 Subject: Foundation Science (Chemistry)
Class Range: Ep 4/1 Ep 4/2 Level: 4
Semester: 2 Academic Year: 2009 Week: 1-6
Learning Unit No: 1 Topic of Learning Unit: Chemical quantities ( Chapters 9-12)
Sub – topic: The Mole: A measurement of Matter Period(s)taught: 12
Standard: Experiment, discuss and explain rates of chemical reactions and factors affecting chemical reactions
Intended Learning Outcome (Write as topics)
11. Investigate and explain the meaning of element mass with 1 atom, atomic mass and average atomic mass together with calculate it to be quantities.
12. Experiment, explain and calculate to find molecule size of given substance and molecular mass or mass of substance with 1 molecule.
13. Explore data, discuss, explain and calculate relationship of chemical formulas, chemical equations, and number of moles.
Introduction to the mole, mole-mass and mole-volume relationships and percent composition and chemical formulas.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
• Relate Avogadro’s number to a mole of a substance
• Calculate the mass of a mole of any substance
• Describe methods of measuring the amount of something
• Compare and contrast the atomic mass of an element and its molar mass
• Convert the mass of a substance to the number of moles of a substance, and the
number of moles of a substance to mass
• Calculate the volume of a quantity of gas at STP
• Calculate the percent by mass of an element in a compound
• Interpret an empirical formula
• Compare and contrast empirical and molecular formulas
• Explain how to write a word equation
• Describe how to write a skeleton equation
• List the steps for writing a complete chemical equation
• Describe the five general types of reactions
• Predict the products of the five general types of reactions
• Describe the information found in a net ionic equation
• Predict the formation of a precipitate in a double-replacement
Reaction
• Calculate the amount of reactants required or product formed in a nonchemical
process
• Interpret balanced chemical equations in terms of interacting moles,
representative particles, masses, and gas volume at STP
• Construct mole ratios from balanced chemical equations and apply these ratios in
mole-mole stoichiometric calculations
• Calculate stoichiometric quantities from balanced chemical equations, using
units of moles, mass, representative particles, and volumes of gases at STP
• Identify and use the limiting reagent in a reaction to calculate the maximum
amount of product(s) produced and the amount of excess reagent
• Calculate theoretical yield, actual yield, or percent yield given the appropriate
information
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
• mole (mol)
• Avogadro’s number
• representative particle
• molar mass
• Avogadro’s hypothesis
• standard temperature and pressure (STP)
• molar volume
• percent composition
• empirical formula
• chemical equation
• skeleton equation
• catalyst
• coefficients
• balanced equation
• combination reaction
• decomposition reaction
• single-replacement reaction
• activity series
• double-replacement reaction
• combustion reaction
• complete ionic equation
• spectator ion
• net ionic equation
• stoichiometry
• limiting reagent
• excess reagent
• theoretical yield
• actual yield
• percent yield
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot.com click on chemistry
Powerpoints: Mole
Worksheet: ch 10 handouts
Textbook assignment: Read Ch 10-12
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.acchemistry.blogspot.com click on chemistry
Powerpoints: mole
Worksheet: ch 10 handouts
Textbook assignment
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40221 Subject: Foundation Science (Chemistry)
Class Range: Ep 4/1 Ep 4/2 Level: 4
Semester: 2 Academic Year: 2009 Week: 6-9
Learning Unit No: 2 Topic of Learning Unit
Topic of Learning Unit: States of Matter and aqueous solutions
Sub – topic: Phases, kinetic theory,
States of Matter
The Nature of Gases
The Nature of Liquids
The Nature of Solids
Changes of State
Period(s)taught: 6
Standard: The Student will be able to identify the various phases of matter and do a phase diagram.
Intended Learning Outcome (Write as topics)
1. Investigate properties of substances and classify them into groups.
2. Analyze and compare properties of pure substances, solution, elements, compounds, colloid, and suspended solids.
3. Experiment and explain methods used to separate substances.
4. Explore data, and explain about energy conversion: absorption and loss.
5. Experiment and explain about properties of elements, compounds, solution, colloid, suspension, chemical reactions, energy conversion of the system and separation of substance to be pure.
6. Explain effects from change of temperature on change of substance status.
Phase diagram, triple points, liquid properties, kinetic theory..
Objectives (Write as topics)
Knowledge
The Student will be able to describe the nature of gases, liquids, solids, and phase changes.
• Describe the assumptions of the kinetic theory as it applies to gases
• Interpret gas pressure in terms of kinetic theory
• Define the relationship between Kelvin temperature and average kinetic energy
• Identify factors that determine physical properties of a liquid
• Define evaporation in terms of kinetic energy
• Describe the equilibrium between a liquid and its vapor
• Identify the conditions under which boiling occurs
• Evaluate how the way particles are organized explains the properties of solids
• Identify the factors that determine the shape of a crystal
• Explain how allotropes of an element are different
• Identify the conditions necessary for sublimation
• Describe how equilibrium conditions are represented in a phase diagramb
Process Skill
The student will understand the theories that describe various phases
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
• kinetic energy
• kinetic theory
• gas pressure
• vacuum
• atmospheric pressure
• barometer
• pascal (Pa)
• standard atmosphere (atm)
• vaporization
• evaporation
• vapor pressure
• boiling point
• normal boiling point
• melting point
• crystal
• unit cell
• allotropes
• amorphous solid
• glass
• sublimation
• triple point
• phase diagram
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: states of matter, phases, phase diagrams.
Worksheet: ch 13 evaluations
Textbook assignment: read ch 13
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 1
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 1 and 2
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40221 Subject: Foundation Science (Chemistry)
Class Range: Ep 4/1 Ep 4/2 Level: 4
Semester: 2 Academic Year: 2009 Week: 10
Learning Unit No. 2 Topic of Learning Unit: review for exam
Sub – topic: review Period(s)taught: 3
Standard:
Intended Learning Outcome (Write as topics)
Review all previous topics.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Vocabulary: ions, nomenclature, acids, bases, monatomic, binary ionic compounds, binary molecular compounds.
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment
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.acchemistry.blogspot.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment: advanced problem sets
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40221 Subject: Foundation Science (Chemistry)
Class Range: Ep 4/1 Ep 4/2 Level: 4
Semester: 2 Academic Year: 2009 Week: 11-15
Learning Unit No: 1 Topic of Learning Unit: Gas laws.
Sub – topic: calculations.
Ch 14
Behavior of Gases
Properties of Gases
The Gas Laws
Ideal Gases
Period(s)taught: 9
Standard: The Student will be able to various gas laws, describe gas behavior and properties, and do calculations.
Intended Learning Outcome (Write as topics)
7. Identify relationships among temperature, pressure and volume of gas.
8. Calculate to find volume, pressure, and temperature when knowing relationships of those quantities.
9. Apply kinetic theory to explain liquid properties about evaporation, formation of vapor pressure and boiling of substance.
10. Explore data, discuss and explain open and closed system of element as well as calculate to find mass of substance from reaction by using Law of Conservation of Mass.
Volume of gas, ideal gas law, combined gas law, Charle’s law, Avogadro’s law, and Boyle’s Law.
Objectives (Write as topics)
Knowledge
The Student will be able to use the various laws to solve problems.
• Explain why gases are easier to compress than solids or liquids are
• Describe the three factors that affect gas pressure
• Describe the relationship among the temperature, volume, and pressure of a gas
• Use the combined gas law to solve problems
• Compute the value of an unknown using the ideal gas law
• Compare and contrast real and ideal gases
• Relate the total pressure of a mixture of gases to the partial
pressures of the component gases
• Explain how the molar mass of a gas affects the rate at which
the gas diffuses and effuses
Process Skill
The student will understand the theories that describe various gas problems.
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
• compressibility
• Boyle’s law
• Charles’s law
• Gay-Lussac’s law
• combined gas law
• ideal gas constant (R)
• ideal gas law
• partial pressure
• Dalton’s law of partial pressures
• diffusion
• effusion
• Graham’s law of effusion
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: gas properties, gas laws.
Worksheet: ch 14 evaluations
Textbook assignment: read ch 14
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 2
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 3 and 4
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code____SC 40221___Subject_ Foundation Science (Chemistry)
Class Range_________ Level: 4
Semester: 1 Academic Year: 2009 Week: 20
Learning Unit No._ _______5_______ Topic of Learning Unit: review for exam
Sub – topic: review Period(s)taught: 2
Standard:
Intended Learning Outcome (Write as topics)
Review all previous topics.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Vocabulary: ions, nomenclature, acids, bases, monatomic, binary ionic compounds, binary molecular compounds.
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment
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.acchemistry.blogspot.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment: advanced problem sets
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Lesson Plan for Learning Management
Subject Code: SC 40221 Subject: Foundation Science (Chemistry)
Class Range: Ep 4/1 Ep 4/2 Level: 4
Semester: 2 Academic Year: 2009 Week: 1-6
Learning Unit No: 1 Topic of Learning Unit: Chemical quantities ( Chapters 9-12)
Sub – topic: The Mole: A measurement of Matter Period(s)taught: 12
Standard: Experiment, discuss and explain rates of chemical reactions and factors affecting chemical reactions
Intended Learning Outcome (Write as topics)
11. Investigate and explain the meaning of element mass with 1 atom, atomic mass and average atomic mass together with calculate it to be quantities.
12. Experiment, explain and calculate to find molecule size of given substance and molecular mass or mass of substance with 1 molecule.
13. Explore data, discuss, explain and calculate relationship of chemical formulas, chemical equations, and number of moles.
Introduction to the mole, mole-mass and mole-volume relationships and percent composition and chemical formulas.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
• Relate Avogadro’s number to a mole of a substance
• Calculate the mass of a mole of any substance
• Describe methods of measuring the amount of something
• Compare and contrast the atomic mass of an element and its molar mass
• Convert the mass of a substance to the number of moles of a substance, and the
number of moles of a substance to mass
• Calculate the volume of a quantity of gas at STP
• Calculate the percent by mass of an element in a compound
• Interpret an empirical formula
• Compare and contrast empirical and molecular formulas
• Explain how to write a word equation
• Describe how to write a skeleton equation
• List the steps for writing a complete chemical equation
• Describe the five general types of reactions
• Predict the products of the five general types of reactions
• Describe the information found in a net ionic equation
• Predict the formation of a precipitate in a double-replacement
Reaction
• Calculate the amount of reactants required or product formed in a nonchemical
process
• Interpret balanced chemical equations in terms of interacting moles,
representative particles, masses, and gas volume at STP
• Construct mole ratios from balanced chemical equations and apply these ratios in
mole-mole stoichiometric calculations
• Calculate stoichiometric quantities from balanced chemical equations, using
units of moles, mass, representative particles, and volumes of gases at STP
• Identify and use the limiting reagent in a reaction to calculate the maximum
amount of product(s) produced and the amount of excess reagent
• Calculate theoretical yield, actual yield, or percent yield given the appropriate
information
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
• mole (mol)
• Avogadro’s number
• representative particle
• molar mass
• Avogadro’s hypothesis
• standard temperature and pressure (STP)
• molar volume
• percent composition
• empirical formula
• chemical equation
• skeleton equation
• catalyst
• coefficients
• balanced equation
• combination reaction
• decomposition reaction
• single-replacement reaction
• activity series
• double-replacement reaction
• combustion reaction
• complete ionic equation
• spectator ion
• net ionic equation
• stoichiometry
• limiting reagent
• excess reagent
• theoretical yield
• actual yield
• percent yield
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot.com click on chemistry
Powerpoints: Mole
Worksheet: ch 10 handouts
Textbook assignment: Read Ch 10-12
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.acchemistry.blogspot.com click on chemistry
Powerpoints: mole
Worksheet: ch 10 handouts
Textbook assignment
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40221 Subject: Foundation Science (Chemistry)
Class Range: Ep 4/1 Ep 4/2 Level: 4
Semester: 2 Academic Year: 2009 Week: 6-9
Learning Unit No: 2 Topic of Learning Unit
Topic of Learning Unit: States of Matter and aqueous solutions
Sub – topic: Phases, kinetic theory,
States of Matter
The Nature of Gases
The Nature of Liquids
The Nature of Solids
Changes of State
Period(s)taught: 6
Standard: The Student will be able to identify the various phases of matter and do a phase diagram.
Intended Learning Outcome (Write as topics)
1. Investigate properties of substances and classify them into groups.
2. Analyze and compare properties of pure substances, solution, elements, compounds, colloid, and suspended solids.
3. Experiment and explain methods used to separate substances.
4. Explore data, and explain about energy conversion: absorption and loss.
5. Experiment and explain about properties of elements, compounds, solution, colloid, suspension, chemical reactions, energy conversion of the system and separation of substance to be pure.
6. Explain effects from change of temperature on change of substance status.
Phase diagram, triple points, liquid properties, kinetic theory..
Objectives (Write as topics)
Knowledge
The Student will be able to describe the nature of gases, liquids, solids, and phase changes.
• Describe the assumptions of the kinetic theory as it applies to gases
• Interpret gas pressure in terms of kinetic theory
• Define the relationship between Kelvin temperature and average kinetic energy
• Identify factors that determine physical properties of a liquid
• Define evaporation in terms of kinetic energy
• Describe the equilibrium between a liquid and its vapor
• Identify the conditions under which boiling occurs
• Evaluate how the way particles are organized explains the properties of solids
• Identify the factors that determine the shape of a crystal
• Explain how allotropes of an element are different
• Identify the conditions necessary for sublimation
• Describe how equilibrium conditions are represented in a phase diagramb
Process Skill
The student will understand the theories that describe various phases
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
• kinetic energy
• kinetic theory
• gas pressure
• vacuum
• atmospheric pressure
• barometer
• pascal (Pa)
• standard atmosphere (atm)
• vaporization
• evaporation
• vapor pressure
• boiling point
• normal boiling point
• melting point
• crystal
• unit cell
• allotropes
• amorphous solid
• glass
• sublimation
• triple point
• phase diagram
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: states of matter, phases, phase diagrams.
Worksheet: ch 13 evaluations
Textbook assignment: read ch 13
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 1
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 1 and 2
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40221 Subject: Foundation Science (Chemistry)
Class Range: Ep 4/1 Ep 4/2 Level: 4
Semester: 2 Academic Year: 2009 Week: 10
Learning Unit No. 2 Topic of Learning Unit: review for exam
Sub – topic: review Period(s)taught: 3
Standard:
Intended Learning Outcome (Write as topics)
Review all previous topics.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Vocabulary: ions, nomenclature, acids, bases, monatomic, binary ionic compounds, binary molecular compounds.
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment
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.acchemistry.blogspot.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment: advanced problem sets
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40221 Subject: Foundation Science (Chemistry)
Class Range: Ep 4/1 Ep 4/2 Level: 4
Semester: 2 Academic Year: 2009 Week: 11-15
Learning Unit No: 1 Topic of Learning Unit: Gas laws.
Sub – topic: calculations.
Ch 14
Behavior of Gases
Properties of Gases
The Gas Laws
Ideal Gases
Period(s)taught: 9
Standard: The Student will be able to various gas laws, describe gas behavior and properties, and do calculations.
Intended Learning Outcome (Write as topics)
7. Identify relationships among temperature, pressure and volume of gas.
8. Calculate to find volume, pressure, and temperature when knowing relationships of those quantities.
9. Apply kinetic theory to explain liquid properties about evaporation, formation of vapor pressure and boiling of substance.
10. Explore data, discuss and explain open and closed system of element as well as calculate to find mass of substance from reaction by using Law of Conservation of Mass.
Volume of gas, ideal gas law, combined gas law, Charle’s law, Avogadro’s law, and Boyle’s Law.
Objectives (Write as topics)
Knowledge
The Student will be able to use the various laws to solve problems.
• Explain why gases are easier to compress than solids or liquids are
• Describe the three factors that affect gas pressure
• Describe the relationship among the temperature, volume, and pressure of a gas
• Use the combined gas law to solve problems
• Compute the value of an unknown using the ideal gas law
• Compare and contrast real and ideal gases
• Relate the total pressure of a mixture of gases to the partial
pressures of the component gases
• Explain how the molar mass of a gas affects the rate at which
the gas diffuses and effuses
Process Skill
The student will understand the theories that describe various gas problems.
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
• compressibility
• Boyle’s law
• Charles’s law
• Gay-Lussac’s law
• combined gas law
• ideal gas constant (R)
• ideal gas law
• partial pressure
• Dalton’s law of partial pressures
• diffusion
• effusion
• Graham’s law of effusion
Activities (Write as topics)
The class will begin with the presentation of the topics, worksheets, two labs, and notebook check.,
Learning Media / Sources (Write as topics)
www.hi10spro.blogspot.com click on chemistry
Powerpoints: gas properties, gas laws.
Worksheet: ch 14 evaluations
Textbook assignment: read ch 14
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 2
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 3 and 4
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code____SC 40221___Subject_ Foundation Science (Chemistry)
Class Range_________ Level: 4
Semester: 1 Academic Year: 2009 Week: 20
Learning Unit No._ _______5_______ Topic of Learning Unit: review for exam
Sub – topic: review Period(s)taught: 2
Standard:
Intended Learning Outcome (Write as topics)
Review all previous topics.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Vocabulary: ions, nomenclature, acids, bases, monatomic, binary ionic compounds, binary molecular compounds.
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment
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.acchemistry.blogspot.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment: advanced problem sets
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
EP 4 Semester 1 Lesson Plans
Lesson Plan for Learning Management
Subject Code: SC 40102 Subject_ Foundation Science (Chemistry)
Class Range: 4/1 4/2 Level: M4
Semester: 1 Academic Year: 2009 Week : 1
Learning Unit No.: 1 Topic of Learning Unit: Class Discipline and grading
Sub – topic: Introduction to class procedures, policies, and goals. Period(s)taught: 2
Standard: Student will understand the grading system along with class procedures.
Intended Learning Outcome (Write as topics)
Class procedures: beginning of class, end of class, notetaking, lab safety, and quiz/test. Notebook guidelines, grading guidelines.
Objectives (Write as topics)
Knowledge
The Student will be able to take accurate and complete notes.
• Identify five traditional areas of study in chemistry
• Relate pure chemistry to applied chemistry
• Identify reasons to study chemistry
• Explain how alchemy laid the groundwork for chemistry
• Describe how Lavoisier transformed chemistry
• Identify three steps in the scientific method
• Explain why collaboration and communication are important in science
• Identify physical properties and physical changes
• Distinguish intensive properties from extensive properties
• Differentiate among three states of matter
Process Skill
The student will understand the consequences of breaking rules and the procedures.
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
• scientific method
• observation
• hypothesis
• experiment
• manipulated variable
• responding variable
• theory
• scientific law
• mass
• volume
• extensive property
• intensive property
• substance
• physical property
• solid
• liquid
• gas
• vapor
• physical change
Activities (Write as topics)
The class will begin with the presentation of the syllabus, going over the beginning of class, lecture, notetaking, end of class, quizzes and tests, and then,
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot.com click on chemistry
Powerpoints: syllabus, safety rules, class procedures
Worksheet:
Textbook assignment: read ch 1
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 1
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 1 and 2
Reception of signatures from parents
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Lesson Plan for Learning Management
Subject Code: SC 40102 Subject_ Foundation Science (Chemistry)
Class Range: 4/1 4/2 Level: M4
Semester: 1 Academic Year: 2009 Week : 2-3
Learning Unit No.: 1 Topic of Learning Unit: Chemistry Calculations
Sub – topic: Introduction to significant figures, calculations, conversions, scientific method, and SI. Period(s)taught: 6
Standard: Student will understand the use of significant figures and calculations with addition/subtraction, and multiplication/division along with a review of scientific notation and conversion factors in SI. The student will be able to answer 5 questions out of 10 on these topics.
Intended Learning Outcome (Write as topics)
significant figures, calculations, conversions, and SI along with scientific method.
Objectives (Write as topics)
Knowledge
The Student will be able to write a lab report in the form of the scientific method. Student will understand the use of significant figures and calculations with addition/subtraction, and multiplication/division along with a review of scientific notation and conversion factors in SI.
• Classify a sample of matter as a substance or a mixture
• Distinguish between homogeneous and heterogeneous samples of matter
• Describe two ways that components of mixtures can be separated
• Explain the difference between an element and a compound
• Distinguish between a substance and a mixture
• Identify the chemical symbols of elements, and name elements, given their symbols
• Describe what happens during a chemical change
• Identify four possible clues that a chemical change has taken place
• Apply the law of conservation of mass to chemical reactions
• Convert measurements to scientific notation
• Distinguish among the accuracy, precision, and error of a measurement
• Identify the number of significant figures in a measurement and in the result of a
calculation
• List SI units of measurement and common SI prefixes
• Distinguish between the mass and weight of an object
• Convert between Celsius and Kelvin temperature scales
• Construct conversion factors from equivalent measurements
• Apply the techniques of dimensional analysis to a variety of conversion problems
• Solve problems by breaking the solution into steps
• Convert complex units, using dimensional analysis
• Calculate the density of a material from experimental data
• Describe how density varies with temperature
Process Skill
The student will understand the differences in calculations with scientific notation and significant figures.
Moral , Ethics and Values
There will be an emphasis on working together and learning together. Not just copying.
Learning Content
There will be the first lab—along with instruction on to construct a graph, table, and observations in an appropriate manner.
• mixture
• heterogeneous mixture
• homogeneous mixture
• solution
• phase
• filtration
• distillation
• element • chemical change
• compound • chemical symbol
• chemical property
• chemical reaction
• reactant
• product
• precipitate
• law of conservation of mass
• measurement
• scientific notation
• accuracy
• precision
• accepted value
• experimental value
• error
• percent error
• significant figures
• International System of
Units (SI)
• meter (m)
• liter (L)
• weight
• kilogram (kg)
• gram (g)
• temperature
• Celsius scale
• Kelvin scale
• absolute zero
• energy
• joule (J)
• calorie
•Density
Activities (Write as topics)
The class will begin with the presentation of the syllabus, going over the beginning of class, lecture, notetaking, end of class, quizzes and tests, and then,
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot.com click on chemistry
Powerpoints: syllabus, safety rules, class procedures
Worksheet:
Textbook assignment: read ch 2
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 2
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 3 and 4
Outcome of learning Management
Problem
none
Recommendations
More work on names and more web links.
Lesson Plan for Learning Management
Subject Code: SC 40102 Subject: Foundation Science (Chemistry)
Class Range: 4/1 4/2 Level: 4
Semester: 1 Academic Year: 2002 Week : 4-8
Learning Unit No. 1 Topic of Learning Unit: Elements, Periodic Table, and Ions.
Sub – topic: Periodic trends, electron configurations, atomic structure Period(s)taught: 12
Standard: The student will be able to describe the periodic trends in reference to ionization energy, electronegativity, atomic radii, and trace the development of the atomic theories that are pertinent to the structure of the atom.
Intended Learning Outcome (Write as topics)
Ch 4 atomic structure, defining the atom, structure of the nuclear atom, distinguishing among atoms. Ch 5: Electons in atoms, models of the atom, electron arrangement in atoms, and physics and quantum mechanical model. Ch 6: The periodic Table, organizing the elements, classifying the elements, and periodic trends.
Objectives (Write as topics)
Knowledge
Search for information, discuss, and explain atom structure, kids and number of elementary particles of atom from nuclear symbols of elements
Anlayze and compare arrangements of electrons in various energy levels in atom
explain relationships between electrons in the outermost energy level and properties of elements and their reactions
• Describe Democritus’s ideas about atoms
• Explain Dalton’s atomic theory
• Describe the size of an atom
•Identify three types of subatomic particles
• Describe the structure of atoms according to the Rutherford model
• Explain how isotopes differ from one another
• Use the atomic number and mass number of an element to find the numbers
of protons, electrons, and neutrons
• Calculate the atomic mass of an element from isotope data
• Identify inadequacies in the Rutherford atomic model
• Identify the new assumption in the Bohr model of the atom
• Describe the energies and positions of electrons according to
the quantum mechanical model
• Describe how the shapes of orbitals at different sublevels vary
• Describe how to write the electron configuration for an atom
• Explain why the actual electron configurations for some elements
differ from those predicted by the Aufbau principle
• Describe the relationship between the wavelength and frequency of light
• Explain how the frequencies of light are related to changes in electron energies
• Distinguish between quantum mechanics and classical mechanics
• Identify the cause of the atomic emission spectrum
• Explain how elements are organized in a periodic table
• Compare early and modern periodic tables
• Identify three broad classes of elements
• Describe the information in a periodic table
• Classify elements based on electron configuration
• Distinguish representative elements and transition metals
• Describe trends among elements for atomic size
• Explain how ions form
• Describe and explain periodic trends for first ionization energy, ionic size, and
electronegativity
Process Skill
The student will be able to draw an atom, detail the parts of an atom, and place the electrons in the appropriate electron configuration with noted exceptions (1s, 2s, etc.). The student will be able to trace the development the atom from early models to Bohr (Mendelson, Thomson, Rutherford, Bohr).
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Bohr, Thomson, Rutherford, Quantum Numbers, electron configurations, electronegativity, ionization, and atomic radii.
• atom
• Dalton’s atomic theory
• electrons
• cathode ray
• protons
• neutrons
• nucleus
• atomic number
• mass number
• isotopes
• atomic mass unit (amu)
• atomic mass
• periodic table
• period
• group
• energy levels
• quantum
• quantum mechanical model
• atomic orbital
• electron configurations
• Aufbau principle
• Pauli exclusion principle
• Hund’s rule
• amplitude
• wavelength (_)
• frequency (_)
• hertz (Hz)
• electromagnetic radiation
• spectrum
• atomic emission spectrum
• ground state
• photons
• Heisenberg uncertainty
Principle
• periodic law
• metals
• nonmetals
• metalloids
• alkali metals
• alkaline earth metals
• halogens
• noble gases
• representative elements
• transition metals
• inner transition metals
• atomic radius
• ion
• cation
• anion
• ionization energy
• electronegativity
Activities (Write as topics)
Worksheet on ch 4, 5, and 6
Presentation by powerpoint on above topics.
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot..com click on chemistry
Powerpoints: Ionic Bonding, Ionic Nomenclature
Worksheet: Ionic bonding, ionic nomenclature
Textbook assignment
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. acchemistry.blogspot.com click on chemistry
Textbook assignment: problem sets on ch 4, 5, and 6
Outcome of learning Management
Fine
Problem
Slight difficulty with many names of polyatomic ions
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40102 Subject_ Foundation Science (Chemistry)
Class Range: 4/1 4/2 Level: 4
Semester: 1 Academic Year: 2009 Week: 8
Learning Unit No.: 3 Topic of Learning Unit: Ionic Bonding
Week : 8-9
Sub – topic: Covalent bonding/metals Period(s)taught: 4
Standard: Experiment and explain relationship between properties of substances regarding boiling point, melting point, and state and binding forces between particles of each substance.
Intended Learning Outcome (Write as topics)
Introduction to ionic bonding in terms of ionization energy, electronegativity, affinity,
Along with a review of electron dot configurations, bonding models, and bond shapes.
Objectives (Write as topics)
Knowledge
The student will be able to break ionic compounds into their respective parts.
The student will understand the concepts of polyatomic ions, cations, and anions
• Determine the number of valence electrons in an atom of a representative
element
• Explain the octet rule
• Describe how cations form
• Explain how anions form
• Explain the electrical charge of an ionic compound
• Describe three properties of ionic compounds
• Distinguish molecular compounds from ionic compounds
Process Skill
Given various ions, the students will learn and apply rules of nomenclature.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
• valence electrons
• electron dot structures
• octet rule
• halide ions
• ionic compounds
• ionic bonds
• chemical formula
• formula unit
• coordination number
Activities (Write as topics)
Worksheet on ionic bonding, presentation by powerpoint on ionic nomenclature and corresponding worksheet.
Presentation by powerpoint about properties of atoms in bonding.
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot..com click on chemistry
Powerpoints: Ionic Bonding, Ionic Nomenclature
Worksheet: Ionic bonding, ionic nomenclature
Textbook assignment
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: Ionic Bonding, Ionic Nomenclature
Worksheet: Ionic bonding, ionic nomenclature
Textbook assignment
Outcome of learning Management
Fine
Problem
Slight difficulty with many names of polyatomic ions
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40102 Subject: Foundation Science (Chemistry)
Class Range: 4/1 4/2 Level: EP 4
Semester: 1 Academic Year: 2009 Week : 10
Learning Unit No. 3 Topic of Learning Unit: Exam WEEK
Period(s)taught: 1
Standard: All previous topics
Intended Learning Outcome (Write as topics)
Full assessment of all topics from beginning of the year –covering chapters 1-6
Measurement, Atomic Structure and Theory, Periodic Table, Periodic Trends, and Bonding
Electron configuration, shapes, and tendency.
Objectives (Write as topics)
Knowledge
Full assessment of all topics from beginning of the year –covering chapters 1-6
Measurement, Atomic Structure and Theory, Periodic Table, Periodic Trends, and Bonding
Electron configuration, shapes, and tendency.
Process Skill
Student will use cognitive, analytical, and application to demonstrate a mastery of topic
Moral , Ethics and Values
The student will see the overall picture of chemistry.
Learning Content
Full assessment of all topics from beginning of the year –covering chapters 1-6
Measurement, Atomic Structure and Theory, Periodic Table, Periodic Trends, and Bonding
Electron configuration, shapes, and tendency.
Activities (Write as topics)
Exam
Learning Media / Sources (Write as topics)
Exams
Evaluation and Assessment
Evaluation Method (Write as topics)
Exams
Evaluation Tools (Write as topics)
Exams
Outcome of learning Management
Fine
Problem
A few had problems with the exam
Recommendations
Given additional assignments
Assumption College
Lesson Plan for Learning Management
Subject Code____SC 40102___Subject_ Foundation Science (Chemistry)
Class Range_________ Level________________________
Semester_____1___ Academic Year________2008__ Week _____11-13_____
Learning Unit No._ _______4_______ Topic of Learning Unit__Covalent Bonding and Metals___
Week ______11-13______
Sub – topic____covalent bonding/metals_________ Period(s)taught______4________
Standard_______ Experiment and explain relationship between properties of substances regarding boiling point, melting point, and state and binding forces between particles of each substance ____________
Intended Learning Outcome (Write as topics)
Introduction to ionic bonding in terms of ionization energy, electronegativity, affinity,
Along with a review of electron dot configurations, bonding models, and bond shapes.
Objectives (Write as topics)
Knowledge
• Model the valence electrons of metal ions
• Describe the arrangement of atoms in a metal
• Explain the importance of alloys
• Identify the information a molecular formula provides
• State a rule that usually tells how many electrons are shared to form a covalent bond
• Describe how electron dot formulas are used
• Predict when two atoms are likely to be joined by a double or a triple covalent bond
• Distinguish between a single covalent bond and other covalent bonds
• Describe how the strength of a covalent bond is related to its bond dissociation energy
• Describe how resonance structures explain bonding
• Identify the difference between atomic and molecular orbits
• Describe how VSEPR theory helps predict the shapes of molecules
• Identify the ways in which orbital hybridization is useful in describing molecules
• Identify some exceptions to the octet rule
• Describe how electronegativity values determine the charge distribution in a polar
bond
• Describe what happens to polar molecules when placed between oppositely
charged metal plates
• Distinguish intermolecular attractions from ionic bonds and from covalent bonds
• Identify the reason network solids have high melting points or decompose
without melting
Process Skill
Given various ions, the students will learn and apply rules of nomenclature.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
• metallic bonds
• alloys
• covalent bond
• molecule
• diatomic molecule
• molecular compound
• molecular formula
• single covalent bond
• structural formulas
• unshared pairs
• double covalent bonds
• triple covalent bonds
• coordinate covalent bond
• polyatomic ion
• bond dissociation energy
• resonance structures
• molecular orbitals
• bonding orbital
• sigma bond
• pi bond
• tetrahedral angle
• VSEPR theory
• hybridization
• nonpolar covalent bond
• polar covalent bond
• polar bond
• polar molecule
• dipole
• van der Waals forces
• dipole interactions
• dispersion forces
• hydrogen bonds
• network solids
Activities (Write as topics)
Worksheet on ionic bonding, presentation by powerpoint on ionic nomenclature and corresponding worksheet.
Presentation by powerpoint about properties of atoms in bonding.
Learning Media / Sources (Write as topics)
www.hi10spro.com click on chemistry
Powerpoints: Ionic Bonding, Ionic Nomenclature
Worksheet: Ionic bonding, ionic nomenclature
Textbook assignment
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: Ionic Bonding, Ionic Nomenclature
Worksheet: Ionic bonding, ionic nomenclature
Textbook assignment
Outcome of learning Management
Fine
Problem
Slight difficulty with many names of polyatomic ions
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code____SC 40102___Subject_ Foundation Science (Chemistry)
Class Range_________ Level: 4
Semester: 1 Academic Year: 2009 Week: 14-16
Learning Unit No._ _______4_______ Topic of Learning Unit: Chemical Names and Formulas
Week : 14-16
Sub – topic: naming Ions, naming and writing formulas Period(s)taught: 6
Standard: Experiment and explain relationship between properties of substances regarding boiling point, melting point, and state and binding forces between particles of each substance.
Intended Learning Outcome (Write as topics)
Introduction to chemical names and formulas as well as the rules for naming various types of substances, from ionic to covalent and ending with acidic and basic.
Objectives (Write as topics)
Knowledge
The student will be able to name ionic compounds.
The student will understand the concepts of naming polyatomic ions, cations, and anions
The student will be able to use and apply the laws governing formulas and names.
• Determine the charges of monatomic ions by using the periodic table and write
the names of the ions
• Define a polyatomic ion and write the names and formulas of the most common
polyatomic ions
• Identify the two common endings for the names of most polyatomic ions.
• Apply the rules for naming and writing formulas for binary ionic compounds
• Apply the rules for naming and writing formulas for compounds with
polyatomic ions
• Interpret the prefixes in the names of molecular compounds in terms of their
chemical formulas
• Apply the rules for naming and writing formulas for binary molecular compounds
• Apply three rules for naming acids
• Apply the rules in reverse to write formulas of acids
• Apply the rules for naming bases
• Define the laws of definite proportions and multiple proportions
• Apply the rules for writing chemical formulas by using a flowchart
• Apply the rules for naming chemical compounds by using a flowchart
Process Skill
Given various ions, the students will learn and apply rules of nomenclature.
Given the acids and bases, the student will be able to name them.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Vocabulary: ions, nomenclature, acids, bases, monatomic, binary ionic compounds, binary molecular compounds.
• monatomic ions
• polyatomic ions
• binary compound
• acid
• base
• law of definite proportions
• law of multiple proportions
Activities (Write as topics)
Worksheet on ionic bonding, presentation by powerpoint on covalent nomenclature and corresponding worksheet.
Presentation by powerpoint about naming
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot.com click on chemistry
Powerpoints: names
Worksheet: ch 9 handouts
Textbook assignment
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.acchemistry.blogspot.com click on chemistry
Powerpoints: names
Worksheet: ch 9 handouts
Textbook assignment
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code____SC 40102___Subject_ Foundation Science (Chemistry)
Class Range_________ Level: 4
Semester: 1 Academic Year: 2009 Week: 17-19
Learning Unit No._ _______4_______ Topic of Learning Unit: Chemical quantities
Sub – topic: The Mole: A measurement of Matter Period(s)taught: 2
Standard: Experiment, discuss and explain rates of chemical reactions and factors affecting chemical reactions
Intended Learning Outcome (Write as topics)
Introduction to the mole, mole-mass and mole-volume relationships and percent composition and chemical formulas.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
• Relate Avogadro’s number to a mole of a substance
• Calculate the mass of a mole of any substance
• Describe methods of measuring the amount of something
• Compare and contrast the atomic mass of an element and its molar mass
• Convert the mass of a substance to the number of moles of a substance, and the
number of moles of a substance to mass
• Calculate the volume of a quantity of gas at STP
• Calculate the percent by mass of an element in a compound
• Interpret an empirical formula
• Compare and contrast empirical and molecular formulas
• Explain how to write a word equation
• Describe how to write a skeleton equation
• List the steps for writing a complete chemical equation
• Describe the five general types of reactions
• Predict the products of the five general types of reactions
• Describe the information found in a net ionic equation
• Predict the formation of a precipitate in a double-replacement
Reaction
• Calculate the amount of reactants required or product formed in a nonchemical
process
• Interpret balanced chemical equations in terms of interacting moles,
representative particles, masses, and gas volume at STP
• Construct mole ratios from balanced chemical equations and apply these ratios in
mole-mole stoichiometric calculations
• Calculate stoichiometric quantities from balanced chemical equations, using
units of moles, mass, representative particles, and volumes of gases at STP
• Identify and use the limiting reagent in a reaction to calculate the maximum
amount of product(s) produced and the amount of excess reagent
• Calculate theoretical yield, actual yield, or percent yield given the appropriate
information
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
• mole (mol)
• Avogadro’s number
• representative particle
• molar mass
• Avogadro’s hypothesis
• standard temperature and pressure (STP)
• molar volume
• percent composition
• empirical formula
• chemical equation
• skeleton equation
• catalyst
• coefficients
• balanced equation
• combination reaction
• decomposition reaction
• single-replacement reaction
• activity series
• double-replacement reaction
• combustion reaction
• complete ionic equation
• spectator ion
• net ionic equation
• stoichiometry
• limiting reagent
• excess reagent
• theoretical yield
• actual yield
• percent yield
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot.com click on chemistry
Powerpoints: Mole
Worksheet: ch 10 handouts
Textbook assignment: Read Ch 10-12
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.acchemistry.blogspot.com
www.acchemistry.blogspot.com
Worksheet: ch 10 handouts
Textbook assignment
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code____SC 40102___Subject_ Foundation Science (Chemistry)
Class Range_________ Level: 4
Semester: 1 Academic Year: 2009 Week: 20
Learning Unit No._ _______5_______ Topic of Learning Unit: review for exam
Sub – topic: review Period(s)taught: 2
Standard:
Intended Learning Outcome (Write as topics)
Review all previous topics.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Vocabulary: ions, nomenclature, acids, bases, monatomic, binary ionic compounds, binary molecular compounds.
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.hi10spro.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment
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.acchemistry.blogspot.com on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment: advanced problem sets
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Subject Code: SC 40102 Subject_ Foundation Science (Chemistry)
Class Range: 4/1 4/2 Level: M4
Semester: 1 Academic Year: 2009 Week : 1
Learning Unit No.: 1 Topic of Learning Unit: Class Discipline and grading
Sub – topic: Introduction to class procedures, policies, and goals. Period(s)taught: 2
Standard: Student will understand the grading system along with class procedures.
Intended Learning Outcome (Write as topics)
Class procedures: beginning of class, end of class, notetaking, lab safety, and quiz/test. Notebook guidelines, grading guidelines.
Objectives (Write as topics)
Knowledge
The Student will be able to take accurate and complete notes.
• Identify five traditional areas of study in chemistry
• Relate pure chemistry to applied chemistry
• Identify reasons to study chemistry
• Explain how alchemy laid the groundwork for chemistry
• Describe how Lavoisier transformed chemistry
• Identify three steps in the scientific method
• Explain why collaboration and communication are important in science
• Identify physical properties and physical changes
• Distinguish intensive properties from extensive properties
• Differentiate among three states of matter
Process Skill
The student will understand the consequences of breaking rules and the procedures.
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
• scientific method
• observation
• hypothesis
• experiment
• manipulated variable
• responding variable
• theory
• scientific law
• mass
• volume
• extensive property
• intensive property
• substance
• physical property
• solid
• liquid
• gas
• vapor
• physical change
Activities (Write as topics)
The class will begin with the presentation of the syllabus, going over the beginning of class, lecture, notetaking, end of class, quizzes and tests, and then,
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot.com click on chemistry
Powerpoints: syllabus, safety rules, class procedures
Worksheet:
Textbook assignment: read ch 1
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 1
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 1 and 2
Reception of signatures from parents
Outcome of learning Management
Fine
Problem
none
Recommendations
More work on names and more web links.
Lesson Plan for Learning Management
Subject Code: SC 40102 Subject_ Foundation Science (Chemistry)
Class Range: 4/1 4/2 Level: M4
Semester: 1 Academic Year: 2009 Week : 2-3
Learning Unit No.: 1 Topic of Learning Unit: Chemistry Calculations
Sub – topic: Introduction to significant figures, calculations, conversions, scientific method, and SI. Period(s)taught: 6
Standard: Student will understand the use of significant figures and calculations with addition/subtraction, and multiplication/division along with a review of scientific notation and conversion factors in SI. The student will be able to answer 5 questions out of 10 on these topics.
Intended Learning Outcome (Write as topics)
significant figures, calculations, conversions, and SI along with scientific method.
Objectives (Write as topics)
Knowledge
The Student will be able to write a lab report in the form of the scientific method. Student will understand the use of significant figures and calculations with addition/subtraction, and multiplication/division along with a review of scientific notation and conversion factors in SI.
• Classify a sample of matter as a substance or a mixture
• Distinguish between homogeneous and heterogeneous samples of matter
• Describe two ways that components of mixtures can be separated
• Explain the difference between an element and a compound
• Distinguish between a substance and a mixture
• Identify the chemical symbols of elements, and name elements, given their symbols
• Describe what happens during a chemical change
• Identify four possible clues that a chemical change has taken place
• Apply the law of conservation of mass to chemical reactions
• Convert measurements to scientific notation
• Distinguish among the accuracy, precision, and error of a measurement
• Identify the number of significant figures in a measurement and in the result of a
calculation
• List SI units of measurement and common SI prefixes
• Distinguish between the mass and weight of an object
• Convert between Celsius and Kelvin temperature scales
• Construct conversion factors from equivalent measurements
• Apply the techniques of dimensional analysis to a variety of conversion problems
• Solve problems by breaking the solution into steps
• Convert complex units, using dimensional analysis
• Calculate the density of a material from experimental data
• Describe how density varies with temperature
Process Skill
The student will understand the differences in calculations with scientific notation and significant figures.
Moral , Ethics and Values
There will be an emphasis on working together and learning together. Not just copying.
Learning Content
There will be the first lab—along with instruction on to construct a graph, table, and observations in an appropriate manner.
• mixture
• heterogeneous mixture
• homogeneous mixture
• solution
• phase
• filtration
• distillation
• element • chemical change
• compound • chemical symbol
• chemical property
• chemical reaction
• reactant
• product
• precipitate
• law of conservation of mass
• measurement
• scientific notation
• accuracy
• precision
• accepted value
• experimental value
• error
• percent error
• significant figures
• International System of
Units (SI)
• meter (m)
• liter (L)
• weight
• kilogram (kg)
• gram (g)
• temperature
• Celsius scale
• Kelvin scale
• absolute zero
• energy
• joule (J)
• calorie
•Density
Activities (Write as topics)
The class will begin with the presentation of the syllabus, going over the beginning of class, lecture, notetaking, end of class, quizzes and tests, and then,
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot.com click on chemistry
Powerpoints: syllabus, safety rules, class procedures
Worksheet:
Textbook assignment: read ch 2
Evaluation and Assessment
Evaluation Method (Write as topics)
Quiz at the start of class of next class
Homework assignment: problem set 2
Notebook check on notes on powerpoint presentation.
Evaluation Tools (Write as topics)
Notebook check, quiz 3 and 4
Outcome of learning Management
Problem
none
Recommendations
More work on names and more web links.
Lesson Plan for Learning Management
Subject Code: SC 40102 Subject: Foundation Science (Chemistry)
Class Range: 4/1 4/2 Level: 4
Semester: 1 Academic Year: 2002 Week : 4-8
Learning Unit No. 1 Topic of Learning Unit: Elements, Periodic Table, and Ions.
Sub – topic: Periodic trends, electron configurations, atomic structure Period(s)taught: 12
Standard: The student will be able to describe the periodic trends in reference to ionization energy, electronegativity, atomic radii, and trace the development of the atomic theories that are pertinent to the structure of the atom.
Intended Learning Outcome (Write as topics)
Ch 4 atomic structure, defining the atom, structure of the nuclear atom, distinguishing among atoms. Ch 5: Electons in atoms, models of the atom, electron arrangement in atoms, and physics and quantum mechanical model. Ch 6: The periodic Table, organizing the elements, classifying the elements, and periodic trends.
Objectives (Write as topics)
Knowledge
Search for information, discuss, and explain atom structure, kids and number of elementary particles of atom from nuclear symbols of elements
Anlayze and compare arrangements of electrons in various energy levels in atom
explain relationships between electrons in the outermost energy level and properties of elements and their reactions
• Describe Democritus’s ideas about atoms
• Explain Dalton’s atomic theory
• Describe the size of an atom
•Identify three types of subatomic particles
• Describe the structure of atoms according to the Rutherford model
• Explain how isotopes differ from one another
• Use the atomic number and mass number of an element to find the numbers
of protons, electrons, and neutrons
• Calculate the atomic mass of an element from isotope data
• Identify inadequacies in the Rutherford atomic model
• Identify the new assumption in the Bohr model of the atom
• Describe the energies and positions of electrons according to
the quantum mechanical model
• Describe how the shapes of orbitals at different sublevels vary
• Describe how to write the electron configuration for an atom
• Explain why the actual electron configurations for some elements
differ from those predicted by the Aufbau principle
• Describe the relationship between the wavelength and frequency of light
• Explain how the frequencies of light are related to changes in electron energies
• Distinguish between quantum mechanics and classical mechanics
• Identify the cause of the atomic emission spectrum
• Explain how elements are organized in a periodic table
• Compare early and modern periodic tables
• Identify three broad classes of elements
• Describe the information in a periodic table
• Classify elements based on electron configuration
• Distinguish representative elements and transition metals
• Describe trends among elements for atomic size
• Explain how ions form
• Describe and explain periodic trends for first ionization energy, ionic size, and
electronegativity
Process Skill
The student will be able to draw an atom, detail the parts of an atom, and place the electrons in the appropriate electron configuration with noted exceptions (1s, 2s, etc.). The student will be able to trace the development the atom from early models to Bohr (Mendelson, Thomson, Rutherford, Bohr).
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Bohr, Thomson, Rutherford, Quantum Numbers, electron configurations, electronegativity, ionization, and atomic radii.
• atom
• Dalton’s atomic theory
• electrons
• cathode ray
• protons
• neutrons
• nucleus
• atomic number
• mass number
• isotopes
• atomic mass unit (amu)
• atomic mass
• periodic table
• period
• group
• energy levels
• quantum
• quantum mechanical model
• atomic orbital
• electron configurations
• Aufbau principle
• Pauli exclusion principle
• Hund’s rule
• amplitude
• wavelength (_)
• frequency (_)
• hertz (Hz)
• electromagnetic radiation
• spectrum
• atomic emission spectrum
• ground state
• photons
• Heisenberg uncertainty
Principle
• periodic law
• metals
• nonmetals
• metalloids
• alkali metals
• alkaline earth metals
• halogens
• noble gases
• representative elements
• transition metals
• inner transition metals
• atomic radius
• ion
• cation
• anion
• ionization energy
• electronegativity
Activities (Write as topics)
Worksheet on ch 4, 5, and 6
Presentation by powerpoint on above topics.
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot..com click on chemistry
Powerpoints: Ionic Bonding, Ionic Nomenclature
Worksheet: Ionic bonding, ionic nomenclature
Textbook assignment
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. acchemistry.blogspot.com click on chemistry
Textbook assignment: problem sets on ch 4, 5, and 6
Outcome of learning Management
Fine
Problem
Slight difficulty with many names of polyatomic ions
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40102 Subject_ Foundation Science (Chemistry)
Class Range: 4/1 4/2 Level: 4
Semester: 1 Academic Year: 2009 Week: 8
Learning Unit No.: 3 Topic of Learning Unit: Ionic Bonding
Week : 8-9
Sub – topic: Covalent bonding/metals Period(s)taught: 4
Standard: Experiment and explain relationship between properties of substances regarding boiling point, melting point, and state and binding forces between particles of each substance.
Intended Learning Outcome (Write as topics)
Introduction to ionic bonding in terms of ionization energy, electronegativity, affinity,
Along with a review of electron dot configurations, bonding models, and bond shapes.
Objectives (Write as topics)
Knowledge
The student will be able to break ionic compounds into their respective parts.
The student will understand the concepts of polyatomic ions, cations, and anions
• Determine the number of valence electrons in an atom of a representative
element
• Explain the octet rule
• Describe how cations form
• Explain how anions form
• Explain the electrical charge of an ionic compound
• Describe three properties of ionic compounds
• Distinguish molecular compounds from ionic compounds
Process Skill
Given various ions, the students will learn and apply rules of nomenclature.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
• valence electrons
• electron dot structures
• octet rule
• halide ions
• ionic compounds
• ionic bonds
• chemical formula
• formula unit
• coordination number
Activities (Write as topics)
Worksheet on ionic bonding, presentation by powerpoint on ionic nomenclature and corresponding worksheet.
Presentation by powerpoint about properties of atoms in bonding.
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot..com click on chemistry
Powerpoints: Ionic Bonding, Ionic Nomenclature
Worksheet: Ionic bonding, ionic nomenclature
Textbook assignment
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: Ionic Bonding, Ionic Nomenclature
Worksheet: Ionic bonding, ionic nomenclature
Textbook assignment
Outcome of learning Management
Fine
Problem
Slight difficulty with many names of polyatomic ions
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code: SC 40102 Subject: Foundation Science (Chemistry)
Class Range: 4/1 4/2 Level: EP 4
Semester: 1 Academic Year: 2009 Week : 10
Learning Unit No. 3 Topic of Learning Unit: Exam WEEK
Period(s)taught: 1
Standard: All previous topics
Intended Learning Outcome (Write as topics)
Full assessment of all topics from beginning of the year –covering chapters 1-6
Measurement, Atomic Structure and Theory, Periodic Table, Periodic Trends, and Bonding
Electron configuration, shapes, and tendency.
Objectives (Write as topics)
Knowledge
Full assessment of all topics from beginning of the year –covering chapters 1-6
Measurement, Atomic Structure and Theory, Periodic Table, Periodic Trends, and Bonding
Electron configuration, shapes, and tendency.
Process Skill
Student will use cognitive, analytical, and application to demonstrate a mastery of topic
Moral , Ethics and Values
The student will see the overall picture of chemistry.
Learning Content
Full assessment of all topics from beginning of the year –covering chapters 1-6
Measurement, Atomic Structure and Theory, Periodic Table, Periodic Trends, and Bonding
Electron configuration, shapes, and tendency.
Activities (Write as topics)
Exam
Learning Media / Sources (Write as topics)
Exams
Evaluation and Assessment
Evaluation Method (Write as topics)
Exams
Evaluation Tools (Write as topics)
Exams
Outcome of learning Management
Fine
Problem
A few had problems with the exam
Recommendations
Given additional assignments
Assumption College
Lesson Plan for Learning Management
Subject Code____SC 40102___Subject_ Foundation Science (Chemistry)
Class Range_________ Level________________________
Semester_____1___ Academic Year________2008__ Week _____11-13_____
Learning Unit No._ _______4_______ Topic of Learning Unit__Covalent Bonding and Metals___
Week ______11-13______
Sub – topic____covalent bonding/metals_________ Period(s)taught______4________
Standard_______ Experiment and explain relationship between properties of substances regarding boiling point, melting point, and state and binding forces between particles of each substance ____________
Intended Learning Outcome (Write as topics)
Introduction to ionic bonding in terms of ionization energy, electronegativity, affinity,
Along with a review of electron dot configurations, bonding models, and bond shapes.
Objectives (Write as topics)
Knowledge
• Model the valence electrons of metal ions
• Describe the arrangement of atoms in a metal
• Explain the importance of alloys
• Identify the information a molecular formula provides
• State a rule that usually tells how many electrons are shared to form a covalent bond
• Describe how electron dot formulas are used
• Predict when two atoms are likely to be joined by a double or a triple covalent bond
• Distinguish between a single covalent bond and other covalent bonds
• Describe how the strength of a covalent bond is related to its bond dissociation energy
• Describe how resonance structures explain bonding
• Identify the difference between atomic and molecular orbits
• Describe how VSEPR theory helps predict the shapes of molecules
• Identify the ways in which orbital hybridization is useful in describing molecules
• Identify some exceptions to the octet rule
• Describe how electronegativity values determine the charge distribution in a polar
bond
• Describe what happens to polar molecules when placed between oppositely
charged metal plates
• Distinguish intermolecular attractions from ionic bonds and from covalent bonds
• Identify the reason network solids have high melting points or decompose
without melting
Process Skill
Given various ions, the students will learn and apply rules of nomenclature.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
• metallic bonds
• alloys
• covalent bond
• molecule
• diatomic molecule
• molecular compound
• molecular formula
• single covalent bond
• structural formulas
• unshared pairs
• double covalent bonds
• triple covalent bonds
• coordinate covalent bond
• polyatomic ion
• bond dissociation energy
• resonance structures
• molecular orbitals
• bonding orbital
• sigma bond
• pi bond
• tetrahedral angle
• VSEPR theory
• hybridization
• nonpolar covalent bond
• polar covalent bond
• polar bond
• polar molecule
• dipole
• van der Waals forces
• dipole interactions
• dispersion forces
• hydrogen bonds
• network solids
Activities (Write as topics)
Worksheet on ionic bonding, presentation by powerpoint on ionic nomenclature and corresponding worksheet.
Presentation by powerpoint about properties of atoms in bonding.
Learning Media / Sources (Write as topics)
www.hi10spro.com click on chemistry
Powerpoints: Ionic Bonding, Ionic Nomenclature
Worksheet: Ionic bonding, ionic nomenclature
Textbook assignment
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: Ionic Bonding, Ionic Nomenclature
Worksheet: Ionic bonding, ionic nomenclature
Textbook assignment
Outcome of learning Management
Fine
Problem
Slight difficulty with many names of polyatomic ions
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code____SC 40102___Subject_ Foundation Science (Chemistry)
Class Range_________ Level: 4
Semester: 1 Academic Year: 2009 Week: 14-16
Learning Unit No._ _______4_______ Topic of Learning Unit: Chemical Names and Formulas
Week : 14-16
Sub – topic: naming Ions, naming and writing formulas Period(s)taught: 6
Standard: Experiment and explain relationship between properties of substances regarding boiling point, melting point, and state and binding forces between particles of each substance.
Intended Learning Outcome (Write as topics)
Introduction to chemical names and formulas as well as the rules for naming various types of substances, from ionic to covalent and ending with acidic and basic.
Objectives (Write as topics)
Knowledge
The student will be able to name ionic compounds.
The student will understand the concepts of naming polyatomic ions, cations, and anions
The student will be able to use and apply the laws governing formulas and names.
• Determine the charges of monatomic ions by using the periodic table and write
the names of the ions
• Define a polyatomic ion and write the names and formulas of the most common
polyatomic ions
• Identify the two common endings for the names of most polyatomic ions.
• Apply the rules for naming and writing formulas for binary ionic compounds
• Apply the rules for naming and writing formulas for compounds with
polyatomic ions
• Interpret the prefixes in the names of molecular compounds in terms of their
chemical formulas
• Apply the rules for naming and writing formulas for binary molecular compounds
• Apply three rules for naming acids
• Apply the rules in reverse to write formulas of acids
• Apply the rules for naming bases
• Define the laws of definite proportions and multiple proportions
• Apply the rules for writing chemical formulas by using a flowchart
• Apply the rules for naming chemical compounds by using a flowchart
Process Skill
Given various ions, the students will learn and apply rules of nomenclature.
Given the acids and bases, the student will be able to name them.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Vocabulary: ions, nomenclature, acids, bases, monatomic, binary ionic compounds, binary molecular compounds.
• monatomic ions
• polyatomic ions
• binary compound
• acid
• base
• law of definite proportions
• law of multiple proportions
Activities (Write as topics)
Worksheet on ionic bonding, presentation by powerpoint on covalent nomenclature and corresponding worksheet.
Presentation by powerpoint about naming
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot.com click on chemistry
Powerpoints: names
Worksheet: ch 9 handouts
Textbook assignment
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.acchemistry.blogspot.com click on chemistry
Powerpoints: names
Worksheet: ch 9 handouts
Textbook assignment
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code____SC 40102___Subject_ Foundation Science (Chemistry)
Class Range_________ Level: 4
Semester: 1 Academic Year: 2009 Week: 17-19
Learning Unit No._ _______4_______ Topic of Learning Unit: Chemical quantities
Sub – topic: The Mole: A measurement of Matter Period(s)taught: 2
Standard: Experiment, discuss and explain rates of chemical reactions and factors affecting chemical reactions
Intended Learning Outcome (Write as topics)
Introduction to the mole, mole-mass and mole-volume relationships and percent composition and chemical formulas.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
• Relate Avogadro’s number to a mole of a substance
• Calculate the mass of a mole of any substance
• Describe methods of measuring the amount of something
• Compare and contrast the atomic mass of an element and its molar mass
• Convert the mass of a substance to the number of moles of a substance, and the
number of moles of a substance to mass
• Calculate the volume of a quantity of gas at STP
• Calculate the percent by mass of an element in a compound
• Interpret an empirical formula
• Compare and contrast empirical and molecular formulas
• Explain how to write a word equation
• Describe how to write a skeleton equation
• List the steps for writing a complete chemical equation
• Describe the five general types of reactions
• Predict the products of the five general types of reactions
• Describe the information found in a net ionic equation
• Predict the formation of a precipitate in a double-replacement
Reaction
• Calculate the amount of reactants required or product formed in a nonchemical
process
• Interpret balanced chemical equations in terms of interacting moles,
representative particles, masses, and gas volume at STP
• Construct mole ratios from balanced chemical equations and apply these ratios in
mole-mole stoichiometric calculations
• Calculate stoichiometric quantities from balanced chemical equations, using
units of moles, mass, representative particles, and volumes of gases at STP
• Identify and use the limiting reagent in a reaction to calculate the maximum
amount of product(s) produced and the amount of excess reagent
• Calculate theoretical yield, actual yield, or percent yield given the appropriate
information
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
• mole (mol)
• Avogadro’s number
• representative particle
• molar mass
• Avogadro’s hypothesis
• standard temperature and pressure (STP)
• molar volume
• percent composition
• empirical formula
• chemical equation
• skeleton equation
• catalyst
• coefficients
• balanced equation
• combination reaction
• decomposition reaction
• single-replacement reaction
• activity series
• double-replacement reaction
• combustion reaction
• complete ionic equation
• spectator ion
• net ionic equation
• stoichiometry
• limiting reagent
• excess reagent
• theoretical yield
• actual yield
• percent yield
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.acchemistry.blogspot.com click on chemistry
Powerpoints: Mole
Worksheet: ch 10 handouts
Textbook assignment: Read Ch 10-12
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.acchemistry.blogspot.com
www.acchemistry.blogspot.com
Worksheet: ch 10 handouts
Textbook assignment
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
Assumption College
Lesson Plan for Learning Management
Subject Code____SC 40102___Subject_ Foundation Science (Chemistry)
Class Range_________ Level: 4
Semester: 1 Academic Year: 2009 Week: 20
Learning Unit No._ _______5_______ Topic of Learning Unit: review for exam
Sub – topic: review Period(s)taught: 2
Standard:
Intended Learning Outcome (Write as topics)
Review all previous topics.
Objectives (Write as topics)
Knowledge
The student will be able to define a mole of a substance.
The student will apply the concepts of the mole to problem solving involving volume and mass.
The student will be able to solve percent composition and ascertain chemical formulas
Process Skill
The students will be able to mathematically predict the outcome of various reactions.
Mass to mole and volume to mole relationships will be determined and solved.
Moral , Ethics and Values
The students will learn the value of applying time to research and reading on outside sources.
Learning Content
Vocabulary: ions, nomenclature, acids, bases, monatomic, binary ionic compounds, binary molecular compounds.
Activities (Write as topics)
Worksheet moles, molar mass, mole volumes, percent composition.
Presentation by powerpoint moles and masses/volumes
Learning Media / Sources (Write as topics)
www.hi10spro.com click on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment
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.acchemistry.blogspot.com on chemistry
Powerpoints: exam review
Worksheet: exam review
Textbook assignment: advanced problem sets
Outcome of learning Management
Problem
Recommendations
More work on names and more web links.
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About Me
- Gary Hi10spro Sakuma
- I have played for 25 years and coached for the last 17 years--certified United States Professional Tennis Association Professional One--worked for Punahou Schools-voted the #1 Sports School in the United States, as a Program Supervisor, in charge of coaching the High Performance Players as well as coordinating programs for K-12 and Tennis Pro Education.