Using a hands-on, thematic approach, this first-year Chemistry course is intended to introduce students to the major topics and skills in a high school chemistry class. By the end of the course, students will be able to apply what they’ve learned to real-life situations such as what chemistry has to do with weather, smell, toxins, fire, and sustainability. In this course, students won’t ever have to ask “when am I going to use this?”
In the first semester, students will use the idea of alchemy to explore foundational topics in chemistry such as how to classify matter, the structure of an atom, and how to use the periodic table. They’ll learn all about the smell and how they can use the shape of a molecule to predict its scent. Students will learn to use the Lewis dot and octet rule to create models of molecules. Students will explore the atmosphere and why chemistry plays a vital role in understanding weather. Topics in this unit would include gas laws, density, phase changes, and more.
In the second semester, students will use the theme of toxins to explore mixtures, and how to make predictions about chemical reactions. They will learn to write and balance chemical equations and predict limiting reactants. By learning about fire and energy, students will investigate endothermic and exothermic reactions, calorimetry, activation energy, kinetic molecular theory, and more. In the final unit of the year, students will apply their understanding of chemistry to real-life sustainability issues by demonstrating an understanding of chemical equilibrium and reversible reactions.
This course incorporates a variety of textbook and multimedia resources such as animations, simulations, and video demonstrations. Students will use the Sapling Learning platform to complete chemistry practice problems, and they will be required to perform both guided and inquiry-based hands-on lab experiments to develop a deeper understanding of chemistry topics. Students will engage in collaborative activities such as class discussions, contribute to class data and participate in group projects throughout the course.
About the Self-Paced Course Model
Self-Paced courses are comprehensive and designed for students who need or desire more flexibility in their academic schedule. VHS Learning teachers will regularly interact with students in asynchronous discussions, will host weekly office hours, and will invite students to monthly 1-on-1 progress meetings. Teachers will support students, answer questions, and provide feedback on work. Students will work independently on course activities; the course does not include class discussion assignments or other collaborative work.
Students may start this course on any Wednesday from September through the first Monday in February. Students must maintain enrollment for a minimum of 20 weeks and have until mid-June to complete all assignments in the course. It is expected that students will work for approximately 200 hours to complete this course, though the amount of time may vary depending on a student’s work habits and comfort with the material.
Course Essential Questions
- How do we use the periodic table to make predictions about the properties of elements and chemical reactions?
- How do scientific theories help us make sense of chemistry?
- Why is chemistry relevant?
- How can we use models to explain chemical phenomena?
Course Learning Objectives
- Engage in scientific questioning to extend thinking, guide investigations or support scientific claims.
- Develop and use models to make predictions about, or explain chemical phenomena.
- Use mathematical representations to explain and predict chemical phenomena
- Plan and implement data collection strategies appropriate to a specific scientific question.
- Explain the properties and behavior of matter and chemical phenomena using appropriate scientific language and conventions.
- Analyze and interpret data to explain chemical processes.