EPPING HIGH SCHOOL
COURSE SYLLABUS
Course Title:
Course
Description
District
Competencies
in Content Area
District
Competencies
in and across
Content Areas
Chemistry
Chemistry is the central science; the fundamental concepts of chemistry provide a
foundation from which the other sciences are understood. Chemistry is also a
college preparatory course intended to help students academically prepare for
college. Along with the fundamental concepts of general chemistry, problem solving
skills and critical thinking skills will be taught. Topics covered in this course include:
atomic structure, the periodic table, stoichiometry, acids and bases, chemical
reactions and applications of chemistry.
Students and teachers will collaborate on students learning to:
Nature of Science – Develop an appreciation for the role science plays in our culture
and everyday lives, and actively engage in scientific investigation.
Stability & Change – Understand that living things, materials, and systems remain
constant, change at different rates, or exist in equilibrium over time.
Systems, Energy & Matter – Understand that there is order and predictability in the
universe which can be organized into systems and energy.
Structure & Function – Understand that the form or shape of a living thing,
material, or system is related to its function.
Models & Explanations – Understand that scientists use logic, models, evidence,
and current knowledge to explain their world.
Students and teachers will collaborate on students becoming a:
Learner – Demonstrate flexibility, adaptability, and accountability throughout the
learning process.
Communicator – Communicate clearly using the most appropriate and effective
means.
Thinker – Think critically, creatively, and systemically to define and solve problems.
Collaborator – Demonstrate respect, collaboration, and leadership in working with
others.
Contributor – Demonstrate global pride through community service, acceptance
and tolerance of diverse people, and responsibility for the environment.
Technology User – Use technology respectfully and apply it effectively.
Evaluator – Access, evaluate, use, and manage information.
Producer – Manage projects, produce results, and create media products.
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.
EPPING HIGH SCHOOL
COURSE SYLLABUS
School Based
Course
Competency
Statements
Students will understand that:
1. Nature of Science: Scientific knowledge is accumulated over time through the
efforts of many scientists engaged in scientific inquiry. Scientific knowledge is
subject to change as new evidence is acquired. Scientific investigations are
designed to test a hypothesis or explore a testable question.
2. Stability and Change: The rate of change within a system is observed by
measuring the properties of the system over time. Mass and energy are constant
within closed systems.
3. Systems, Energy and Matter: To study a phenomenon, a part of the universe is
defined as a system. Energy is transformed and transferred as it flows within and
between systems.
4. Structure and Function: Systems are made of component parts. Changing the
component parts (structure of the system) may change the function (what the
system does) of the system.
5. Models and Explanations: Systems are visualized through the creation of appropriate
models. Explanations, scientific ideas and claims are supported by evidence and logical
reasoning.
Course Units
Course Unit
Content and
Skills
1. Matter and Energy
2. Atomic Structure
3. Organization of the Elements
4. Ions in Aqueous Solutions
5. Measurement in the Laboratory
6. Combustion Reactions and Thermochemistry
7. Stoichiometry of Chemical Systems
8. Solubility
9. Acids, Bases & Salts
10.
The Behavior of Gases
11.
Oxidation and Reduction Reactions
12.
Electrochemistry
Students will be able to:
Matter and Energy
1. Analyze a chemical substance in terms of its physical properties.
2. Separate the components of a mixture using differences in physical properties.
3. Use chemical properties to identify a substance that is chemically reacting with
another substance.
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.
EPPING HIGH SCHOOL
COURSE SYLLABUS
Atomic Structure
1. Explain how the scientific model of the atom has changed over time due to
cumulative efforts of scientists applying new technologies to study the atom.
2. Calculate the average atomic mass using the abundance of the natural isotopes of
an element.
3. Determine the neutrons, protons and electrons of an element using the atomic
number and mass number.
4. Apply the aufbau principle, Pauli exclusion principle and Hund’s rule to write the
electron configuration of an element in terms of s, p, d, f orbitals and energy levels.
5. Describe electromagnetic radiation in terms of wavelength, frequency and
velocity.
6. Relate the bright-line spectrum of an element to changes in the energy of an
electron.
7. Identify elements by observing patterns in the emission spectrum with
spectroscopy.
Organization of the Elements
1. Explain how the periodic table of the elements has changed over time due to
cumulative efforts of scientists to organize the elements as new elements were
discovered.
2. Identify the areas of the periodic table containing metals, nonmetals &
metalloids.
3. Distinguish between the representative elements, Noble gases, transition
elements and the inner-transition elements in the periodic table.
4. Explain how the s, p, d & f blocks of the periodic table relate to the electron
configurations of the elements.
5. Use graphical plots to determine periodic trends in atomic size, ionization energy,
ionic size, electronegativity, nuclear charge and shielding.
Ions in Aqueous Solutions
1. Determine the valence electrons and write Lewis dot models of the elements.
2. Use the octet rule to predict the formation of ions and explain ionic bonding.
3. Write the chemical formulas of ionic compounds.
4. Describe the process by which water dissolves ionic compounds.
5. Identify the composition of a solution based on its ability to form precipitates
with other solutions.
6. Write balanced chemical equations and net ionic equations for the reaction
between ions in aqueous solutions.
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.
EPPING HIGH SCHOOL
COURSE SYLLABUS
Measurement in the Laboratory
1. Explain the difference between accuracy and precision.
2. Record measurements using the correct units and significant figures
3. Manage calculations properly with units, significant figures and scientific
notation.
4. Analyze the behavior of a chemical system using graphical methods and
interpreting the slope of the line.
Combustion Reactions and Thermochemistry
1. Use an energy diagram to describe the reaction process and the flow of heat
energy in a chemical system.
2. Write balanced chemical equations of combustion reactions.
3. Use the octet rule to explain the process of covalent bonding.
4. Predict the heat of combustion using standard heats of formation.
5. Draw Lewis structures of common molecular compounds.
6. Explain how electronegativity of chemical bonds and nonbonding electrons are
related to the molecular geometry of a molecule.
7. Write structural formulas of common molecular compounds and the first ten
alkanes.
8. Explain how the rates of combustion reactions are controlled.
Stoichiometry of Chemical Systems
1. Calculate the molar mass of a substance.
2. Calculate the percentage composition of the elements in a compound.
3. Determine the empirical formula of a compound from the molar ratio.
4. Show how laboratory measurements, through the calculation process, become
results.
5. Mass substances to ±0.001g
6. Convert mass to moles and moles to mass.
7. Use the molar ratio to predict the yield of a chemical reaction from a mass – mass
calculation.
8. Determine the percentage yield of a chemical reaction.
9. Classify different types of chemical reactions.
10. Apply the law of conservation of matter when analyzing the percentage yield of
a chemical reaction.
11. Determine the effect of a limiting reactant upon the yield of a chemical reaction.
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.
EPPING HIGH SCHOOL
COURSE SYLLABUS
Solubility
1. Describe how the polarity of the solvent and the solute affect the solution
process.
2. Understand the solution process in terms of enthalpy and entropy.
3. Use solubility curves to determine the amount of solute that can dissolve in
different volumes of water at different temperatures.
4. Determine the concentration of a solution using a Beer’s law plot.
5. Explain how to make a solution of known molarity.
6. Calculate the enthalpy of a solution.
7. Relate the solubility curve to a solution that is saturated, unsaturated or
supersaturated.
8. Compare the freezing point and boiling point of water to the freezing and boiling
point of an aqueous solution of known concentration.
Acids, Bases & Salts
1. Identify acids and bases according to Arrhenius, Bronsted - Lowry and Lewis
theories.
2. Perform a titration and calculate the molarity of an acid or base of unknown
concentration.
3. Explain how the differences between strong acid – strong base and weak acid –
strong base titration curves affect the titration procedure in the laboratory.
4. Write the balanced equation for the neutralization of an acid by a base.
5. Explain why some acids and bases are strong and others are considered weak.
6. Determine if a solution of a salt is acid, basic or neutral.
7. Explain the structure of the pH scale.
8. Calculate the pH of an acid or base of known molarity.
9. Determine how the equilibrium shift in a weak acid system is affected by the
addition or removal of various chemical species.
The Behavior of Gases
1. Use the kinetic theory of matter to describe the differences between solids,
liquids and gases.
2. Predict changes in the volume, pressure and temperature of a gas using Boyles
law, Charles’s law, Gay-Lussac’s Law and the combined gas law.
3. Predict the resulting pressure when different volumes of gases at different
pressures are combined using Dalton’s law of Partial pressures.
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.
EPPING HIGH SCHOOL
COURSE SYLLABUS
Oxidation and Reduction Reactions
1. Write redox reactions and identify the oxidizing and reducing agents.
2. Use the activity series to predict the reaction of a metal atom with an ion and to
design a voltaic cell.
3. Explain how the electrolysis of water produces hydrogen and oxygen gas.
Instructional
Strategies
Strong focus on laboratory procedure and safety. Individual and group learning
through lecture, discussions, demonstrations, problem solving, research and
investigation.
Assessment
Strategies
Formative Assessments (10% of course grade): homework, labwork, classwork,
quizzes.
Summative Assessments (90% of course grade): Tests, Lab Practicals.
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.