Chemistry
Chemistry
Chemistry
CH.1.01 - Students will be able to describe what characterizes science and its methods and use a
quantitative observations with measurement by SI units. (Week 01 - Week 01)
Essential Questions: What if everyone in the government used the scientific method to analyze and solve
society’s problems, and politics were never involved in the solutions? How would this be different from the
present situation, and would it be better or worse?
Skills:
‣Use laboratory equipment to get measurement data
‣Represent data on data tables and graphs correctly
‣Differentiate scientific from non-scientific reasoning
‣Develop a chart of main processes in scientific thinking
‣demonstrate proper use of quantitative instrumentation
‣conduct and analyse series of measurements
‣evaluate scientific reports as to their use of quantitative instruments reporting and analysis of of
finding
Concepts:
‣Science
‣Scientific methods
‣Scientific law
‣Scientific theory
‣Relations between variables
‣Uncertainty
‣SI units
‣instrumentation (precision, accuracy, Significant Figures)
Evidence:
R: Students will ABLE TO GIVE DEFINITION FOR SCIENCE.
BA: Represent in graph the relation between pressure and volume of the gas at the room temp.
BA: How chemistry can help in digging tunnels and collapse old buildings quickly and safely.
ST: Students will read two brief articles and develop an argument using examples to justify their decision as
to which is based on scientific and which is based on non-scientific reasoning.
BA: Zumdahl chemistry (exercise page 32 p. 4 & 5 )
Lab Write-up
Texts & References: -Active Chemistry (AC) p. NS1- NS8
-Zumdahl chemistry ( CH. 1 sec.3-5 )
Lab 1: Determining Density
Lab 2: Significant Figures
CH.1.02 - Demonstrate understanding of atomic structure, subatomic particles, their arrangements and the
evidence that scientists that enabled scientists to discover them. (Week 02 - Week 02)
Essential Questions: How is an atom similar to and different from a solar system?
Skills:
‣A. Explore
‣B. Measure
‣C. Measure and filter
‣D. Compare data
‣E. Test theory
‣F. Apply concept to data
‣G. Use scientific notation
Concepts:
‣A. Atoms
‣B. Elements
‣C.Protons
‣D. Atomic Number
‣E. relative mass number
‣F. Electrons
‣G. Neutrons
‣H. isobar
‣ I. isotons
Evidence:
Lab
BA: design a model for the atom
SA: Compare and contrast contemporary understanding of the atom with the solar system
Texts & References: -Active Chemistry: Ch. 2, Sec 3,4
-Internet resource
https://phet.colorado.edu/en/simulation/build-an-atom plus analysis questions
Lab 3: Periodic Table: A study of metal reactivity
Grand Challenge Connections: Address the exponential population growth and prepare for the
impact,Reduce urban congestion and its impact,Increase efficient use of our land through improved use of
arid areas
Topic: Atomic Structure
CH.1.03 - Students must demonstrate their understanding of the electromagnetic spectrum and the particle
nature of light by explaining how atoms of different elements are able to produce light of different colors;
(Week 03 - Week 04)
Skills:
‣A. Determine behavior of cathode ray
‣B. Develop historical story of the discovery of current atomic theory
‣C. Conduct spectral analysis
‣D. Use correct laboratory producers to conduct flame test to identify metal ions
‣E. Explain emission of light by electrons in terms of ground and excited states
Concepts:
‣A. electron
‣B. alpha particle
‣C. nucleus
‣D. proton
‣E. quantum numbers
‣f. orbit
‣g. electromagnetic spectrum
‣h. frequency
‣i. wavelength
‣j. photon
‣k. absorption
‣l. emission
‣m. energy, frequency and wavelength relations
‣n. photoelectric phenomenon
‣o. flame test
‣p. excited state
‣q. ion
Evidence:
Conduct flame tests to determine the identity of different elements.
Explain photoelectric effect
Texts & References: Active Chemistry: Ch. 2, Sec. 5; Ch. 4, Sec 5; Ch. 1, Sec 8 as resource
Lab 4: Flame Test Experiment
https://phet.colorado.edu/en/simulation/legacy/hydrogen-atom plus analysis questions
Capstone Connection: Material properties of building materials (and paints and other surface treatments)
impact how light energy is reflected or absorbed, impacting the thermal properties of the dwelling.
Grand Challenge Connections: Reduce urban congestion and its impact,Increase efficient use of our land
through improved use of arid areas
Topic: Photoelectric Effect and Electron Configuration
CH.1.04 - Through laboratory investigations develop operational definitions of chemical elements, and
differentiate between metals and nonmetals, and chemical and physical properties of unknown elements
based on their position and atomic structures in the periodic table. (Week 05 - Week 06)
Essential Questions: What are the ways that people can sort a ariety of things?
CH.1.05 - Describe how to determine chemical behavior according to valence electrons and how and why
atoms interact with each other. (Week 07 - Week 08)
CH.1.06 - Select and use data to construct an argument for the existence of strong nuclear forces. (Week 09
- Week 10)
CH.1.07 - Explain how the physical properties of different types of elements, compounds and groups of
elements (in both normal and nano size) can be used to identify them and can be used in commercial
applications. (Week 11 - Week 11)
Essential Questions: ‣Why are chemical symbols like letters and compounds like words?
‣How is a chemical equation like a sentence?
Skills:
‣A. Decompose water by electrolysis
‣ a. Test elements to determine identity
‣ b. Determine chemical formula by relative volume of gases produced
‣B. Compare properties of elements with compounds
‣C. Burn measured quantity magnesium and determine chemical formula of magnesium oxide
‣C. Write and interpret chemical formulas
‣D. Demonstrate safe laboratory practices
‣E. Describe the States of Matter: Solid, Liquid, and Gas
‣F. Explain the purpose of balancing a chemical equation.
‣G. Relate balancing a equation to the Law of Conservation of Matter.
‣H. Differentiate chemical from mathematical equations - how similar, how different
‣I. Balance a chemical equation.
CH.1.08 - Explain how the chemical and physical properties of solutions, suspensions, colloids and nano
substances can be used in water treatment. (Week 12 - Week 12)
CH.1.09 - Explain how the physical properties of different types of elements contribute to the properties of
alloys, emulsions and composite materials. (Week 13 - Week 13)
Skills:
‣A. Compare properties of emulsions to those of composites
‣B. Explore and analyze industrial uses of materials
Concepts:
‣A. Texture
‣B. Uniformity
‣C. Strength
‣D. Elasticity
‣E. Bounce
‣F. Malleability
‣G. Emulsion
‣H. Composite
Evidence:
-Students are able to list useful properties of new mixtures.
-Students use the concepts of physical properties to describe their selection of materials for their sustainable
structures in their capstone project.
Texts & References: Active Chemistry: Ch. 1, Sec. 4
Capstone Connection: Material properties at nano and macro levels impact effectiveness for different roles
of different building needs (Eg. structure vs. connector, roof vs. foundation, conductors vs. insulators vs.
crystalline vs. transparent, etc.).
Grand Challenge Connections: Reduce urban congestion and its impact,Increase efficient use of our land
through improved use of arid areas
Applications: PH.1.07,
Topic: Physical Characteristics of Matter
CH.1.11 - Students must calculate quantities of products formed from known quantities of reactants and be
able to discuss their precision and accuracy. (Week 01 - Week 01)
Essential Questions: How can chemists use fruit salad as a model for how to predict quantities of atoms?
Skills:
‣A. Use basic laboratory techniques (to the accepted tolerance of instruments) to determine the
amount, mass, or volume of a substance produced or required in a chemical reaction.
‣B. Precision, accurcy, experimental error
Concepts:
‣A. stoichiometry
‣B mole
‣C molar mass
‣D. standard temperature and pressure (STP)
‣E. dimensional analysis
‣F. percentage yield
‣G. limiting reagent
Evidence:
Presentation - group
Written quiz - individual
Students are able to effectively play the Equivalent Measures game and answers match those provided in
this Teacher’s Edition.
Texts & References: Active Chemistry: Ch. 4, Sec. 3
Zumdhal Chemistry: Ch. 3, Sec. 11 p.114
Zumdhal Chemistry ex. 3.18 p.121
Capstone Connection: Measurement precision used for effective empirical analysis of chemistries is
analagous to measurement precision for building specifications, including energy uses, flow etc.)
Grand Challenge Connections: Improve the use of alternative energies to reduce our reliance on extracted
fuel sources,Increase industrial base for Egypt
Topic: Intro to Stoichiometry
CH.1.12 - Investigate four types of chemical reactions, generate and test for hydrogen, oxygen and carbon
dioxide and determine the most effective ratio of hydrogen to oxygen for propulsion of a small rocket. (Week
02 - Week 02)
Essential Questions: How do chemists study quantities of atoms and molecules when they are too small to
be measured?
CH.1.13 - Students will use two and three dimensional models and their understanding of bond polarity to
illustrate polar and non-polar inter-molecular forces. (Week 03 - Week 03)
CH.1.14 - Students will use their understanding of the metal activity series to explain why metals are found
as they are in nature and discuss considerations (such as exposure to different kinds of solutions) for the use
of metals in industry, construction and jewelry . (Week 04 - Week 04)
Essential Questions: What enables metals to have the properties that they have?
Skills:
‣A. Test the chemical creactivity of metals
‣B. Use metals to light an LED and explain the procedure and how this can happen
‣.
Concepts:
‣A. metals
‣B. oxidation-reduction (redox) reaction
‣C. oxidation
‣D. reduction
Evidence:
Written quiz - individual
Presentation - group
Students are able to create an electrical circuit that lights an LED and provide answers that match those in
this Teacher’s Edition.
Students successfully complete the Investigate steps and provide answers that match those in this Teacher’s
Edition.
Texts & References: Active Chemistry: Ch. 4, Sec. 4
Capstone Connection: Metal properties help to explain the choices made by builders for metals in
dwellings (Eg. why not copper structural beams and steal electrical wires). Apply information to possible
atlernative forms of energy.
Grand Challenge Connections: Improve the use of alternative energies to reduce our reliance on extracted
fuel sources,Increase industrial base for Egypt
Topic: Metal Activity Series
CH.1.15 - Students will examine a variety of commercial batteries and use their understanding of
electrochemistry to explain how they work and why the manufacturers used the materials they did. (Week 04
- Week 05)
Essential Questions: How can we use the properties of metals fo generate and conduct electricity?
Skills:
The student can design his own battery
CH.1.16 - Students will determine, explain and illustrate how energy and disorder change during physical
and chemical processes. (Week 06 - Week 08)
Essential Questions: What holds things together and how does thermodynamics affect on sustainable
system ?
Skills:
‣A. Determine the relation between the system and environment
‣B. differentiate between thermodynamics and kinetic
‣C. apply the law of conservation of energy in many systems
‣D.compare between endothermic and exothermic system
‣E.find ∆H and calculate it in physical and chemical change
‣F. draw the energy diagram for endothermic and endothermic system
‣G. determine the activated complex position in energy diagram
‣H. determine the gibbs free energy in endothermic and exothermic system
‣I. Explain the effect of surface ares and use of a catalyst on reaction rate
Concepts:
‣A.system
CH.1.17 - Use the Gas Laws to explain the principles of SCUBA diving. (Week 09 - Week 10)
CH.1.18 - Determine the effect of molecular size on molecular motion. Use pictorial and physical models to
determine the effect of mass on gas effusion rates. Describe the history, processes and economic impact of
the scented oil industry in Egypt. (Week 11 - Week 12)
Essential Questions: Why do colognes and aftershave lotions smell so strong, but perfumes do not?
Skills:
‣A. Determine the effect of molecular size on molecular motion.
‣B. Research the scented oil industry in Egypt
Concepts:
CH.2.01 - Outline the purification of the water supply. Describe two different processes whereby sea water
can be converted into drinkable water. (Week 01 - Week 03)
CH.2.02 - Demonstrate understanding that water from different natural sources contains different varieties of
dissolved substances and discuss the environmental sources and effects of the dissolved substances.
(Week 04 - Week 05)
CH.2.03 - Describe characteristic properties of acids and bases and preparation of salts (Week 06 - Week
07)
Essential Questions: How do acids, bases and salts affect our lives ?
Skills:
‣A. Describe the techniques used in the preparation, separation and purification of salts as
examples of some of the techniques specified in the previous LO (methods for preparation should include
precipitation and titration together with reactions of acids with metals, insoluble bases and insoluble
carbonates)
‣B. Describe the general rules of solubility for common salts to include nitrates, chlorides (including
silver and lead), sulfates (including barium, calcium and lead), carbonates, hydroxides, Group I cations and
ammonium salts
‣C. Suggest a method of preparing a given salt from suitable starting materials, given appropriate
information
‣D. Solving acid- base problems
Concepts:
‣A. acids
‣ - the nature of acids and bases
‣ - acid strength
‣ - the pH scale
‣B. Bases
‣C. polyprotic acid
‣D.acid -base properties of salts
‣E. The Effect of Structure on
‣D. Acid–Base Properties
‣ E. Acid–Base Properties of Oxides
‣ F. The Lewis Acid–Base Model
Evidence:
1. Experimentally analyze titrations of mono-, di- and tri-protic acids
2-Describe the ionization of strong acids in water and the
dissociation of strong bases in water.
3- Distinguish between solutions of weak acids or bases and
solutions of strong acids or bases.
4- Relate pH to the concentration of hydronium ions and
hydroxide ions in a solution. - Write ionic equations for neutralization reactions.
5- Identify the products of a neutralization reaction.
6- Describe the composition of a salt."
Texts & References: Student Laboratory Handbook Experiment #4
Zumdahl Chemistry Ch. 14 Sec. 01 to 12
CH.2.04 - Describe the effect of concentration, pressure, surface area, temperature and catalysis (including
enzymes) on the rates of reactions and explain these effects in terms of collisions between reacting particles.
(Week 08 - Week 09)
Essential Questions: why the food spoils outside the fridge in hot days ?
Skills:
‣A. Determine the rate of chemical reaction by monitoring:
‣ a. change of concentration of reactant or product.
‣ b. volume of gas evolved
‣ c. change in PH
‣ d. change of weight of the reactants.
Concepts:
‣- order
‣- molecularity
‣- rate of chemical reaction
‣- law of mass action
‣- determination of rate of reaction
Evidence:
Sample Exercise Zumdahl, 12.2
- Students must understand how the study of the rates of chemical reactions and the structures of the
products of these reactions can lead to knowledge of the detailed atomic-level behavior of chemical
substances and elucidation of their chemical and physical properties.
Texts & References: Zumdhal Chemistry: Ch. 12 Sec. 1- 8
Zumdahl Chemistry: Ch. 12 Sec. 1, 2, 3, 7
Holt Chemistry, Ch. 16 Sec. 1 - 2
Capstone Connection: Effect of these parameters on water treatment for potable water applications
Grand Challenge Connections: Improve Sources of Clean Water,Reduce pollution fouling our air water
and grounds
Applications: BI.3.09,
Topic: Intro to Reaction rates
CH.2.05 - Explain how pathways with lower activation energies account for and state that transition elements
their compounds in normal and nano for act as catalysts and nano catalysts in a range of industrial
processes and that enzymes are biological catalysts. And suggest a suitable method for investigating the
effect of a given variable on the rate of a reaction. (Week 09 - Week 10)
CH.2.06 - Students should be able to explain, in terms of rates of the forward and reverse reactions, what is
meant by a reversible reaction and dynamic equilibrium and to state Le Chatelier’s Principle and apply it to
deduce qualitatively (from appropriate information) the effects of changes in temperature, concentration or
pressure, on a system at equilibrium. (Week 11 - Week 12)
CH.2.07 - Explain qualitatively the differences in behavior between strong and weak acids and bases and the
pH values of their aqueous solutions in terms of the extent of dissociation. Explain the terms pH, Ka, pKa,
Kw and Ksp use them in calculations. Use common ion effect to explain how buffers work and their function
in natural systems. (Week 12 - Week 14)
Essential Questions: How could you analyze the data of water treatment ?
Skills:
‣A. Calculate [H+(aq)] and pH values for strong and weak acids and strong bases
‣B. Explain the choice of suitable indicators for acid-base titrations, given appropriate data
‣C. Describe the changes in pH during acid-base titrations and explain these changes in terms of
the strengths of the acids and bases
‣D. Use equations to illustrate the common ion effect
‣E. Explain how buffer solutions control pH and describe and explain the uses of buffers, including
the role of HCO3– in controlling pH in blood
‣F. Calculate the pH of buffer solutions, given appropriate data
‣G. Explain and illustrate the use of solubility product, Ksp
‣H. Calculate Ksp from concentrations and vice versa
Concepts:
‣Ionic equilibria
‣(i) Brønsted-Lowry theory of acids and bases
‣(ii) Acid dissociation constants, Ka and the use of pKa
‣(iii) The ionic product of water, Kw
‣(iv) pH: choice of pH indicators
‣(v) Buffer solutions
‣(vi) Solubility product; the common ion effect
Evidence:
describe by the equation the activation energy for the forward direction and the activation energy for the
reverse direction. - Written quiz - individual Presentation - teamwork.
which is more soluble MX or MX2 where Ksp = 1.8 x 10 -6
Texts & References: HOLT Chemistry, Ch. 14, Sec.1, 2, 3; Ch. 15, Sec. 2, 3, 4
Zumdahl Chemistry ****need pages
Capstone Connection: role of pH in potable water measurement and treatment
Grand Challenge Connections: Address the exponential population growth and prepare for the
impact,Improve Sources of Clean Water,Reduce pollution fouling our air water and grounds
Applications: ES.2.02, ES.2.04,
Topic: Chemical Equiibrium constants
CH.2.08 - Students should be able to calculate oxidation numbers of elements in compounds and ions,
describe and explain redox processes in terms of electron transfer and/or changes in oxidation number
(oxidation state); use changes in oxidation numbers to help balance chemical equations; explain, including
the electrode reactions, industrial processes and applications. (Week 01 - Week 02)
CH.2.09 - Students will construct a battery and use half-reactions to describe the interactions of substances
in electrochemical cells and define the terms: standard electrode (redox) potential, standard cell potential,
describe the standard hydrogen electrode, state the possible advantages of developing other types of cell,
e.g. the H2/O2,fuel cell and improved batteries (as in electric vehicles) in terms of smaller size, lower mass
and higher voltage (Week 03 - Week 05)
CH.2.10 - Students should be able to: 1) show awareness of the general lack of reactivity of alkanes,
including towards polar reagents, describe the chemistry of alkanes as exemplified by the following
reactions of ethane:
(i) combustion
(ii) substitution by chlorine and by bromine
(iii) free-radical substitution at methyl groups with particular reference to the initiation, propagation and
termination reactions, and 2) describe the chemistry of alkenes as exemplified, where relevant, by the
following reactions of ethene and propene (including the Markovnikov addition of asymmetric electrophiles to
propene):
(i) addition of hydrogen, steam, hydrogen halides and halogens
Essential Questions: How can you decide the best type of fuel that you will use in your car ?
Skills:
‣distinguish between alkane alkene and alkyne in re-activity
‣recognize characteristic reactions of alkanes, alkenes and alkynes
Concepts:
‣I) Empirical, molecular, structural, displayed and skeletal formulae
‣II) Functional groups and the naming of organic compounds
‣III) Shapes of organic molecules; σand πbonds
‣IV) Isomerism: structural and stereoisomerism
‣V) IUPAC name
‣VI) Optical and geometrical isomerism
‣A. Classification of hydrocarbons
‣ aliphatic
‣ aromatic
‣B. Alkanes (exemplified by methan and ethane)
‣(i) combustion
‣(ii) halogenation
‣(iii) Free-radical reactions
‣(vi) Crude oil and ‘cracking’
‣C. Alkenes (exemplified by ethene)
‣(i) Addition and oxidation reactions
‣(ii) Industrial importance
‣D. Chemistry of fire
‣E. aromaticity
Evidence:
- Explain how the structure and bonding of carbon lead to the diversity and number of organic compounds. -
Compare the use of molecular and structural formulas to represent organic compounds. Distinguish among
the structures of alkanes, alkenes, alkynes, and aromatic hydrocarbons.
-Relate properties of different types of hydrocarbons to their structures Identify alcohols, alkyl halides, ethers,
aldehydes, ketones, carboxylic acids, esters, and amines based on the functional group present in each.
Explain the relationships between the properties and structures of compounds with various functional groups
-Written quiz - individual Presentation - teamwork."
-Describe and distinguish between the organic reactions: substitution, addition, condensation, and
elimination.
• Relate some functional groups to some characteristic reactions.
• Identify the two main types of polymers and the
basic reaction mechanisms by which they are made.
- Written quiz - individual Presentation - teamwork."
Texts & References: HOLT Chemistry: Ch. 19, Sec. 1, 2, 3
Zumdahl Chemistry: Ch. 22 Sec. 1, 2, 5, 6
internet resources
Grand Challenge Connections: Improve Sources of Clean Water,Increase industrial base for
Egypt,Reduce pollution fouling our air water and grounds
CH.2.11 - Explain the use of crude oil as a source of both aliphatic and aromatic hydrocarbons, suggest how
‘cracking’ can be used to obtain more useful alkanes and alkenes of lower molecular mass from larger
hydrocarbon molecules, describe and explain how the combustion reactions of alkanes led to their use as
fuels in industry, in the home and in transport, recognise the environmental consequences of:
(i) carbon monoxide, oxides of nitrogen and unburnt hydrocarbons arising from the internal combustion
engine and of their catalytic removal
(ii) gases that contribute to the enhanced greenhouse effect (Week 09 - Week 10)
CH.2.12 - Discuss how a knowledge of chemistry can be used to overcome environmental problems (for
example, ground water contamination, oil spillage, CFCs, discuss how a knowledge of chemistry can be
used to extend the life of existing resources, to identify alternative resources and to improve the efficiency of
energy production and use (Week 11 - Week 12)
Essential Questions: How can you use organic compounds to overcome the environmental problems?
Skills:
monitoring the organic pollutant on what base you can select your fuel with high efficiency.
Concepts:
Environment and energy
Evidence:
- Written quiz - individual Presentation - teamwork.
Texts & References: "Zumdahl Chemistry
Chapter 22 Section 5
CH.3.01 - Students will be able to differentiate: law and theory; theory and experiment; qualitative and
quantitative; and hypothesis and theory. (Week 01 - Week 01)
Essential Questions: How are scientific reports and findings different from others? <b> This should be a
central question in this section. </b>
Skills:
‣A. Read scientific reports and analyze for methodology
‣B. Differentiate between findings, analysis and conclusion
Concepts:
‣A. The fundamental laws of chemistry are the laws of:
‣ a. Conservation of Mass,
‣ b. Conservation of Energy
‣ c. Definite Proportion
‣ d. Multiple Proportion
‣B. Quantitative analysis
‣C. Qualitative analysis
‣D. Scientific methodology
Evidence:
R:what are the scientific steps of an experiment.
BA:problem p14
ST: before the scaning tunneling microsope what evidence u will give to support the theory of atoms and
molecules.
Texts & References: Zumdahl Chemistry
Chapter 1 Section 1
Chapter 1 Section 2
Chapter 1 Section 3
Chapter 2 Section 2
Zumdahl Experimental Chemistry: Labs 1, 2 and 3
Dr. Robert McComas - Theories and Laws http://coehp.uark.edu/pase/TheMythsOfScience.pdf
Capstone Connection: Describe theories associated with the chosen communication technique.
Grand Challenge Connections: Increase industrial base for Egypt
Needed Prior Knowledge: CH.1.01
Applications: ME.3.05,
Topic: Scientific Laws & Theories - Advanced
CH.3.03 - Students will design and conduct a laboratory investigation to demonstrate the Law of
Conservation of Mass. (Week 01 - Week 02)
CH.3.04 - The students will be able to design a laboratory experiment to demonstrate the composition of
compounds can be predicted from the structure of the constituent elements and can be confirmed
experimentally. (Week 03 - Week 03)
CH.3.05 - Students will be able to offer a simple set of observations about what they see in the laboratory,
write a balanced equation and explain in terms of atoms, molecules, collisions between them and electron
interactions. (Week 03 - Week 04)
Essential Questions: How can chemists tell about atomic level interactions from gross laboratory
observations?
Skills:
‣A. Inferring molecular processes from macroscopic observations
‣B. Developing a particle model to explain macroscopic observations
Concepts:
‣A. Kinetic Molecular Theory
‣B. Nano and molecular level interactions
‣C. Particle collisions
‣D. Chemical formulae
‣E. Balancing equations
CH.3.06 - Students will be able to identify and apply mathematical routines to mass data to identify or infer
the composition of pure substances and/or mixtures and relate mathematical processes to the analysis of the
conservation laws and mechanisms of chemical reactions. (Week 03 - Week 05)
CH.3.07 - The student is able to relate quantities (measured mass of substances, volumes of solutions, or
CH.3.08 - Use experimental data to derive the Ideal Gas Law. Determine the volume of one mole of a gas.
(Week 06 - Week 07)
CH.3.09 - Students will explain and represent the distribution of electrons in an atom using Coulomb’s Law
and the position of the element on the periodic table. (Week 08 - Week 08)
CH.3.10 - Students will determine types of bonding based on Coulomb’s Law and the position of the
elements on the periodic table. (Week 09 - Week 10)
CH.3.11 - Students will be able to use Lewis diagrams and VSEPR to predict the geometry of molecules,
identify hybridization, and make predictions about polarity. (Week 08 - Week 09)
Essential Questions: How can chemists predict molecular shape and polarity?
Skills:
A. 3-Dimensional modeling
Concepts:
‣A-localized electron
‣B-Lewis structures.
‣C-exception to octet rule
‣D-resonance
‣E- VSEPR
‣F- hybrid orbitals
Evidence:
Experimentally use the VSEPR theory to predict the 3-dimenional of some simple molecules.
Texts & References: Zumdahl sections 8.9 - 8.13 , 9.1 , 9.5; Zumdahl Laboatory Handbook Experiment
#23
University of California Davis ChemWiki
http://chemwiki.ucdavis.edu/Inorganic_Chemistry/Molecular_Geometry/VSEPR
University of California Davis ChemWiki
http://chemwiki.ucdavis.edu/Theoretical_Chemistry/Chemical_Bonding/Lewis_Theory_of_Bonding/Geometry
_of_Molecules
University of Wisconsin department of chemistry
https://www.chem.wisc.edu/deptfiles/genchem/sstutorial/Text7/Tx73/tx73.html
Grand Challenge Connections: Increase industrial base for Egypt
Needed Prior Knowledge: CH.1.05, CH.1.13, CS.2.07,
Topic: Predicting molecular geometry - Advanced
CH.3.12 - Students will describe, explain and represent the ways in which molecular architecture relates to
the properties of substances. (Week 09 - Week 10)
CH.3.13 - The student is able to use his/her understanding of particle interaction in solutions to explain and
illustrate both quantitatively and visually coligative properties of solutions. (Week 11 - Week 11)
CH.3.15 - The student is able to use his/her understanding to determine rate law of chemical reactions by
using kinetics and be able to apply factors affecting on the rate of chemical reactions (Week 13 - Week 14)
CH.3.16 - Students will describe a dynamic equilibrium, the complete reaction and explain the the effect of
concentration, pressure, surface area and temperature on the rates of the reaction and explain these effects
in terms of collisions between reacting particles. Describe the effect of catalysts on the rates of reactions.
(Week 01 - Week 02)
CH.3.17 - Students should know that acid and base equilibria are another form of equilibrium reactions that
deserve special mention . (Week 03 - Week 06)
CH.3.18 - Students will be able to describe redox reactions, Faraday's law, and relate their understanding to
different industrial application of electrolytic and galvanic cells.also able to protect metals against corrosion
(Week 07 - Week 09)
Essential Questions: What industrial applications use electrochemistry? What is the impact of corrosion on
metal industries?
Skills:
1-Balance redox half reactions 2-dependance of cell potential ,concentration cell .3- the Nernest
Equation,Ion selective electrodes,calculatingof equilibrium constants for redox reactions
Concepts:
‣1- Redox processes: electron transfer and changes in oxidation number.
‣ 2- Faraday laws and Faraday constant
‣ 3- Standard e.m.f calculations
‣ 4- Differentiate between anode and cathode
‣ 5- Electroplating application
Texts & References: Zumdahl Chapter 18
https://www.youtube.com/watch?v=AktF-vwTYo8
https://www.youtube.com/watch?v=sZ8Z54E4WXI
https://www.youtube.com/watch?v=4DK0go1_u4Y
https://www.youtube.com/watch?v=Mm7gfKLzI7I
<b>*****PhET Interactive Simulations - Faraday's Law http://phet.colorado.edu/en/simulation/faradays-law
PhET Interactive Simulations - Faraday's Electromagnetic Lab
CH.3.19 - Students should be able to distinguish practically between Organic and Inorganic compounds,
distinguish between molecular and structural pattern, draw different isomers for one molecular formula, and
perform an experiment to detect the carbon and hydrogen in the organic material, classify hydrocarbons to
its different types and nomenclature of hydrocarbons by IUPAC system.and able to identify aromaticity of
compounds (Week 10 - Week 14)
https://www.youtube.com/watch?v=x7z0P7yRFZk
https://www.youtube.com/watch?v=pMoA65Dj-zk&list=PL7305D1BC80498DA6
https://www.youtube.com/watch?v=bmjg7lq4m4o
https://www.youtube.com/watch?v=6yeVMd_Iy1k
https://www.youtube.com/watch?v=hZpzvG9A6OM
https://www.youtube.com/watch?v=C5ZK6nPPAbo
http://chemwiki.ucdavis.edu/Organic_Chemistry
l
Grand Challenge Connections: Address the exponential population growth and prepare for the
impact,Improve the use of alternative energies to reduce our reliance on extracted fuel sources,Work to
eradicate public health issues/disease,Increase efficient use of our land through improved use of arid
areas,Increase industrial base for Egypt,Reduce pollution fouling our air water and grounds,Recycle and
retain garbage for recycling
Needed Prior Knowledge: CH.1.05, CH.3.09,
Topic: IUPAC Organic Nomenclature and Isomerism
CH.3.20 - Students will be able to identify different functional groups and how their presence affect the
chemical and physical properties of organic compounds.Students will study the aliphatic alcohols and will be
able to prepare alcohols, determine their presence. Conduct research on their industrial application. (Week
12 - Week 14)
Essential Questions: How can rice straw be converted from an environmental disaster to an economic
value?
Skills:
‣A. Students will go to Cairo Univ. to learn the detection of functional groups by spectral analysis.
‣
‣ Not yet completed <b> Who will complete this?</b>
Concepts:
‣1- Nomenclature
‣ 2- Classification of alcohols according to the functional group, and according to carbinol group.
‣ 3- Prepare experimentally by fermentation
‣ 4- Preparation theoretically from alkanes and alkyl halides
‣ 5- Oxidation reactions to determine the presence of ethanol
‣ 6- Industrial application of:
‣ a- Methanol
‣ b- Ethanol
‣ c- Glycerol
‣ d- Ethylene glycol
‣ 7- Differentiate between phenols, methanol, and NaOH
Evidence:
5 presentations exit ticket
CH.3.21 - Students will study esters and will be able to prepare esters, determine their presence. Conduct
research on their industrial application. (Week 14 - Week 14)
Essential Questions: How are flavors, food, oils, polymers, fabrics, plastics related and what do they have
to do with Egyptian industry?
Skills:
‣Not yet completed
‣<b>Suggestion: Students will produce an ester in the laboratory, write the formula and structure
and create a three dimensional model of the molecules.. </b>
Concepts:
‣1. Nomenclature according to the origin
‣ 2. Preparation of aspirin
‣ 3. Reactions:
‣ a- Acidic hydrolysis of ethyl acetate
‣ b- Alkaline hydrolysis- preparation of saponification
‣ 4. Application of esters in perfumes and food industry.
Evidence:
Write a paper describing the role of esters in Egyptian industry.
Texts & References: 8th Ed. Organic Chemistry, L.G.WADE JR.
4th Ed. Chemistry, McMURRY FAY
2nd Ed. IB National Chemistry Book
Organic Chemistry for JEE/ISEEET Dr.K.S.Verma
ChemGuide - Esters http://www.chemguide.co.uk/organicprops/esters/background.html
American Chemical Society - Flavor chemists http://cenblog.org/just-another-electron-pusher/2011/12/flavor-
chemistry-the-science-of-deliciousness/
YouTube - Aspirin synthesis https://www.youtube.com/watch?v=Y4NMpO1xI8U
Pharmaceutical Journal - History of Aspirin Timeline http://www.pharmaceutical-
journal.com/publications/previous-issues/cp-september-2014/a-history-of-aspirin/20066661.article
Chemical Heritage Foundation - Discovery of Aspirin http://www.chemheritage.org/discover/online-
resources/chemistry-in-history/themes/pharmaceuticals/relieving-symptoms/hoffmann.aspx
Grand Challenge Connections: Work to eradicate public health issues/disease,Increase industrial base for
Egypt
Needed Prior Knowledge: organic compounds
Topic: Functional groups: esters