Chemistry 12
Periodic Table
PT – no names
polyatomic ions
Welcome,
On this page you will find resources for high
school chemistry: worksheets, labs, handouts,
and PowerPoint lessons. All materials posted
here are intended for educational nonprofit use.
Feel free to use them in your classroom or for your personal use. However, they are not to be shared, sold, or distributed in any manner without permission. |
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Overview
Unit 1: Atomic Structure
# |
Topic |
Description |
Links |
5 |
Atomic Structure |
An overview of the
model of the atom, stopping at Bohr and
introducing EM radiation.
|
|
6 |
Bohr's Model, Photons |
Discussing Bohr's
successes and failures, ending with the
conclusion that electrons are waves. |
|
7 |
Quantum Mechanics |
Discussing the
characteristics of electrons and the first two
quantum numbers. |
|
8 |
... |
Continuing with
yesterday's lesson. |
|
9 |
Orbitals |
Using orbital
diagrams and shorthand electron configurations
to keep track of electrons. |
|
10 |
Periodic Table |
Using shorthand
electron configurations to understand the
structure of the modern periodic table |
|
11 |
Orbital
Characteristics |
Discussing the
shape of orbitals, their orientation,
and the physical location of electrons in atoms. |
|
12 |
Atomic Size |
Linking atomic
number, atomic size, electron affinity, and
ionization energy. |
|
Unit 2: Molecular
Architecture
# |
Topic |
Description |
Links |
14 |
Bonding |
How and why atoms
combine to form molecules. |
|
15 |
Hybrid Orbitals |
Explaining bonding
with orbital diagrams and Lewis
diagrams. |
|
16 |
Lewis Structures |
Following a series of
rules to draw Lewis structures. |
|
17 |
VSEPR |
Students build models of molecules according to the Valence Shell
Electron Pair Repulsion theory. |
|
18 |
Lone Pairs |
Students build
models to show how lone pairs affect VSEPR
shapes. See yesterday's lesson for handout. |
|
19 |
Electronegativity |
Using electronegativity and VSEPR shapes to
explain the polarity of molecules. See
yesterday's lesson for study notes. |
|
20 |
Intermolecular
Forces |
Discussing types
of intermolecular bonds: ionic, dipole-dipole,
hydrogen bonding, and London forces. |
|
21 |
Crystals |
Explaining the
properties of solids with reference to
intermolecular forces. |
|
22 |
Predicting
Properties |
Students predict
the relative melting point of solids and conduct an experiment to test their predictions. |
|
Unit 3: Organic Chemistry
# |
Topic |
Description |
Links |
25 |
Foods Lab |
Organic chemistry and the unique properties of
carbon. |
|
26 |
Functional Groups |
Categorizing
organic compounds into groups. Students build
molecular models. |
|
27 |
Hydrocarbon Naming |
Discussing and
practicing the rules for naming hydrocarbons. |
|
28 |
... |
Continuation of yesterday's lesson. |
|
29 |
Alkanes and
Alkenes Lab |
Contrasting the
chemical properties of alkanes and alkenes to
illustrate the reactivity of a double bond. |
|
31 |
Isomers |
Students build
models of isomers (compounds with the same
chemical formula but different structures). |
|
32 |
Naming Groups |
Naming
organic compounds with different functional
groups. |
|
33 |
Organic Synthesis |
Introducting organic reactions and how these
are used to
synthesize compounds. See tomorrow's
lesson for study notes. |
|
34 |
Esters |
Students make
esters from alcohols and organic acids. |
|
35 |
Review |
Review of unit 3: organic chemistry. |
|
Unit 4: Energy and Rates
in Chemical Reactions
# |
Topic |
Description |
Links |
37 |
Heat of Combustion |
Students determine
the molar heat of combustion for paraffin wax. |
|
38 |
Thermochemistry |
Introducing concepts related to thermochemistry: calorimetry, heat
capacity, molar heat of reaction, etc. |
|
39 |
Thermochemical
Equations |
Adding heat terms to balanced chemical
equations. |
|
41 |
Hess's Law Lab |
Students determine whether the heat released
in a chemical reaction changes when the reaction
is carried out in steps. |
|
42 |
Hess's Law |
Drawing enthalpy
diagrams and combining equations according to
Hess's law. |
|
43 |
Heats of Formation |
Using heats of
formation instead of Hess's law to calculate
energy changes. |
|
44 |
Rates
Demonstrations |
Demonstrating
factors that affect reaction rate. See
tomorrow's lesson for files. |
|
45 |
Rates of Reaction |
Students graph
reactant concentration versus time to determine
reaction rates. |
|
46 |
The Collision
Theory |
The Maxwell-Botzman
distribution, the kinetic energy of
particles, and the collision theory are used to
explain reaction rates. |
|
47 |
Transition State |
Discussing
activation energy and the affect of
catalysts. (Note: brief lab activity.) |
|
48 |
Nuclear Energy |
Introducing
concepts
related to nuclear energy: radiation, fission,
fusion,
half-life, nuclear equations, the strong force,
etc. |
|
49 |
Review |
Review of unit 4:
energy and rates in chemical reactions. |
|
Unit 5: Equilibrium -
Introduction
# |
Topic |
Description |
Links |
51 |
Straw Lab |
Students
investigate equilibrium
by
transferring volumes of water with drinking
straws. |
|
52 |
... |
Finishing the graphing and questions from
yesterday's lab. |
|
53 |
Reaction
reversibility |
Discussing how reactions travel in both
directions: reactants to products and products
to reactants. |
|
54 |
Equilibrium Law |
Calculating
equilibrium constants and using these to
determine concentrations in
other reactions. |
|
55 |
Le Chatelier's Principle |
Explaining Le
Chatelier's principle and what happens when an
equilibrium is disturbed. |
|
56 |
Le Chatelier Lab |
Students apply the concepts learned in yesterday's
lesson to explain changes they observe in a chemical
equilibrium. |
|
57 |
Equilibrium
Calculations |
Using RICE charts to help with equilibrium law
calculations. |
|
58 |
... |
Continuing yesterday's lesson. |
|
59 |
Net Ionic
Equations |
Writing net ionic
equations by breaking salts into ions: e.g. MgCl2(aq)
really means Mg2+(aq) + 2Cl–(aq). |
|
Unit 6: Equilibrium -
Applications
# |
Topic |
Description |
Links |
61 |
Ksp |
Explaining how Ksp
(solubility product) is different from Kc and
starting calculations related to Ksp. |
|
62 |
Common Ion |
Students
investigate the effect of a common ion on an
existing equilibrium and calculate Ksp when a
common ion is present. |
|
63 |
... |
Continuing yesterday's lesson. |
|
65 |
Acids and Bases |
Looking at different definitions of acids and bases: Arrhenius, Lewis, Bronsted. |
|
66 |
Kw, pH |
Explaining the ion-product constant of water and
starting calculations related to pH. |
|
67 |
Titration |
Students perform an acid-base titration and
graph the results to reveal a sharp change near
the equivalence point. |
|
68 |
Ka, Kb |
Working with the last two equilibrium constants:
Ka and Kb. (Brief lab activity.) |
|
69 |
... |
Continuing
yesterday's lesson. |
|
70 |
pH of Salts,
Buffers |
Predicting the pH
of salt solutions and using buffers to resist changes in pH. (Brief lab
activity.) |
|
Unit 7: Redox and
Electrochemistry
# |
Topic |
Description |
Links |
74 |
Redox |
Introducing
concepts related to redox: oxidation, reduction, oxidizing agent,
oxidation numbers, etc. |
|
75 |
Balancing |
Balancing chemical
equations using oxidation numbers. |
|
76 |
Cell Types |
Discussing the difference between electrolytic
and galvanic cells.
(Brief lab activity.) |
|
77 |
Galvanic Cells |
Students construct
galvanic cells with different solutions and
metals. |
|
78 |
Cell Potential |
Calculating cell
potentials using standard reduction potentials. |
|
79 |
... |
Continuing yesterday's lesson. |
|
I hope these lessons were useful to you.
They are posted here because I believe in the
importance of technology in education. If you
share this vision and want to see technology
used more effectively in schools, please read
Chalkbored: What's Wrong with School and How
to Fix It.
Chalkbored describes the problems in
education that arise from our reliance on
lectures, grades, and other traditional
practices. Fortunately, there is a solution:
Technology can transform learning and improve
the lives of students, parents, and educators.
To learn more, you can
read excerpts
from the book,
find a review, or
order
it
online.
Regards,
Jeremy |
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