Course Syllabus_Chemistry M.6_Term 1

BANGBOWITTHAYAKHOM SCHOOL English and Mini – English Program (EP/MEP) COURSE SYLLABUS (First Semester) Mathayom 6/3 – Sci 33224 (Chemistry) Prepared by: Mr. Reydante M. Olavidez Science Teacher THE SECONDARY EDUCATIONAL SERVICE AREAOFFICE 6 Sci 33244 (Chemistry) Mathayomsuksa 6 Teacher Ray 1

English Program/Mini – English Program ---------------------------------------------------------------------------------------------------------------- COURSE SYLLABUS COURSE DESCRIPTION The curriculum for Mathayom 6 focuses on organic compound and chemical compound, how to write the structure of Lewis formula; short form, mixed form and corner form, understand the experiment of Isomer of organic compound and atomic group which show the specific properties of acetic acids, functional group, separation of organic compound, structure of formula writing, naming, tendency of melting point and boiling point, and utilization and danger of organic compounds; alkane, alkene, alkyne, alcohol, phenol, ether, aldehyde, ketone, carboxylic acid, ester, amide and amine. In addition, students will study and experiment with properties of hydrocarbon compound, ester preparation from the reaction called esterification and ester hydrolysis reaction, chemical composition of fossil fuels, gas cap survey, the process of refining crude oil and natural gas, octane number, petrochemical industry, useful of petroleum products, the type of polymers and polymerization reaction, the relationship between structure and polymer properties of various kind of polymer products, some properties of plastics, how to prepare synthetic polymer from natural fiber, how to apply new technology for developing synthetic polymers products, how to utilize polymers appropriately and safely, and the pollutions and how to protect. From the details of the contents, students will study through scientific processes, investigation for seeking of knowledge, analyzing, explaining, discussing and concluding. Moreover, students will also apply the knowledge in daily life with a scientific mind, morality, virtue and value. The lessons and labs in the modules are inquiry – based, which allows students to develop critical thinking skills and problem solving abilities. Students will learn the “what” and will be encouraged to seek out the “why” and “how” of science. Through the support of the teacher and parents, students will be able to tap into their imagination and be provided opportunities for investigation, which enables students to have an active part in learning. CONTENT OBJECTIVE Strand Sc1.1 – Understanding of principles and nature of change in the state of substances; solution formation; reaction; investigative process for seeking knowledge and scientific mind; and communication of acquired knowledge that could be applied for useful purposes. Standard Sc8.1 – Application of scientific process and scientific mind in investigation for seeking knowledge and problem – solving; knowing that most natural phenomena assume definite patterns that are explainable and verifiable within limitations of data and instruments available during particular periods of time; and understanding that science, technology, society and the environment are interrelated. Sci 33244 (Chemistry) Mathayomsuksa 6 Teacher Ray 2

METHODS OF INSTRUCTION Lecturing, direct instruction, demonstration, predict – explain – observe – explain, structured inquiry, concept mapping, cooperative learning and inquiry based approach are the methods/approaches that be used for this subject. GRADING PROCEDURES/RUBRICS Rubrics will be provided to explain the grading system. Grading is comprised of homework, classwork, lab work, tests, quizzes, projects, recitation, attendance, and presentations. Students should expect regular quizzes, as well as a test at the completion of a unit. Students will be graded using a point system, with certain on their independent projects. (See rubrics on pages 7 – 11)  Homework – Homework assignments are to be turned in next day unless otherwise noted at the time of assignment. Homework accounts for 10% of science grade.  Class Work/Quizzes – Class work consist of lab reports, notes, vocabulary, worksheets and any other material covered during a class period. Quizzes may be announced or unannounced (pop quiz) and will cover recent material that has been discusses in class or performed in lab work. Class work and quizzes account for 40% of science grade.  Laboratory Work  Test – A test will be given at the end of each unit, or there may be a test given midway if the unit is extensive. Students will be given a test on unit content as well as vocabulary. Test account for 50% of science grade.  Projects – There is a project assigned each nine weeks, whether it is a mini (worth one test grade) or major project (worth two test grade). A mini project usually focuses on something that a student does independently at home and can be completed in a weeks’ time, whereas a major project is something that a student will work on at home and in the classroom and is usually given 2 to 3 weeks to complete.  Recitation, Attendance, Presentations (Individual/Group) Grades will be determined by the percentage of total points accumulated. Grades will be given as follows: 80 – up 4.0 75 – 79 3.5 70 – 74 3.0 65 – 69 2.5 60 – 64 2.0 55 – 59 1.5 50 – 54 1.0 0 – 49 0  There will be NO exceptions to the grading policy. Tardiness, cutting and inappropriate behavior will have a big effect on your goals.  Chapter tests and quizzes: material will come primarily from assigned readings, lecture notes, lab work, and other assignments as announced.  Assignments MUST be legible or they will be returned without a grade. Sci 33244 (Chemistry) Mathayomsuksa 6 Teacher Ray 3

 Make – up tests/re – test: For excused absences only, must be taken within three days of the student’s return to school.  Late work: Work that is late, due to an excused absences or other approved reason, will be accepted within one week of the due date. Grade may be lowered one step. NOTE: If absent, it is the student’s responsibility to find out what he or she has missed. Special Notes:  Study Groups Students will be divided by the teacher into study groups of three or four students each. From time to time, discussion questions or problems may be assigned for the group to work on collaboratively. The group may also be called upon to make presentations of these results in class. The study group will also serve to provide feedback concerning progress on their research paper, presentations, projects, and laboratory work.  Class Participation, Homework Significant class time will be spent in discussion and student presentation mode. Students or workgroups will be contributing to and leading discussions of the material we have read. Students will be graded based on their participation in these class discussions. If the student/s is/are missing from class, he/she cannot make up the participation grade/recitation grade. There will be homework assignments given during each period. They may take the form of essay questions, quantitative problems, or articles to be read. Some of these will be individual efforts, but others may involve a collaborative effort with their class partner. We may have discussions of these problems in class with your study group before they are due.  Major Exams (Mid – term/Final Examinations) The midterm examination will each cover approximately the first half of the course material. The final exam will primarily cover the last half of the course material. Because scientific knowledge is cumulative, the tests and examinations will always have a cumulative nature. The tests and exams will be mixtures of quantitative problems, short answer questions and short essay questions, multiple choice questions and true/false questions. The exams are always to be completed in blue pen in the provided exam paper. Most exam and test questions will be graded primarily for scientific content and your understanding of the concepts involved. Errors in grammar, spelling, etc., will influence these grades to the extent that they make it difficult to understand your reasoning and explanations. It is most probable that a scientific calculator will be needed for the final exam. You should arrange to borrow one if you do not have.  Cheating Cheating carry serious academic and behavioral consequences. For incidents of plagiarism or cheating, a student will be given a zero on the assignment. Parents will be informed of the incident and the student will be referred to the administration for further consequences. Sci 33244 (Chemistry) Mathayomsuksa 6 Teacher Ray 4

COURSE TITLE: Chemistry COURSE CODE: Sci 33224 Credit: 1.5 First Semester Learning Time: 3 Hours/week (60 periods) Total: 60 hours Teacher: Mr. Reydante M. Olavidez Co – teacher: Ajarn Chanyada COURSE OBJECTIVES By the end of this subject, students will be able to:  Give a general description of the information provided in a Lewis structure  Describe the information given by a space – filling model, a ball – stick model and a geometric sketch  Given a Lewis structure or enough information to write one, draw a geometric sketch of the molecule, including bond angles  Define and explain elements and compounds; the relationships from atom to molecule to macromolecule  Explain why carbon is essential to life on Earth and uniquely suited to form biological macromolecules  Describe and compare the structure and function of the four major types of organic compounds  Name simple hydrocarbons from their structural formulas  Name branched hydrocarbons from their structural formulas  Identify functional groups from a structural formula, and assign names to compounds containing functional groups  Draw and interpret structural formulas and skeletal structures for common organic compounds  Know how to draw the structure of an organic molecules  Know how to draw the structure of an alkane from its name or to name an alkane from its structure  Know how to draw and name cycloalkanes  Recognize a functional group  Know how to draw and name alkenes and alkynes  Know how to draw and name alkyl Sci 33244 (Chemistry) Mathayomsuksa 6 Teacher Ray 5

COURSE OUTLINE Indicators No. of Remarks 24 Periods Unit Topic/s Activity Points Competencies 1 Organic Chemistry 1st – 11th Students need to 30 1.1 Hydrocarbons 24 week 1.2 Aliphatic Hydrocarbons Competencies do the activities 1.3 Alkanes 1.4 Structural Formulas of Straight and exercises at – Chain Alkanes the end this unit. 1.5 Alkyl Groups 1.6 Structural Isomers 12th week 20 1.7 IUPAC System of Naming Alkanes (13th week – Students need to 15 1.8 Common Names of Alkanes 15th week) do the activities 1.9 Writing the Structural F Formulas of Alkanes and exercises at 1.10 Alkenes the end this unit. 1.11 Alkynes 1.12 Cycloalkanes 1.13 Aromatic Hydrocarbons 1.14 Alcohols 1.15 Amine 1.16 Amide MID – TERM EXAMINATION 2 Fossil Fuels Coal Petroleum Natural Gas Polymer Pollution (Water, Soil and Air) 3 Biomolecules Chemical Structures of following 24 (16th week Students need to 15 biomolecules: Competencies – 19th week) do the activities Carbohydrates Nucleic Acids (DNA, RNA) and exercises at Proteins the end this unit. Lipids Amino Acids 20th week 20 FINAL EXAMINATON TOTAL 60 periods 100 TEXTBOOK/S AND REQUIRED TEACHING MATERIALS Textbooks/References Elective Chemistry Sci 33244 (Chemistry) Mathayomsuksa 6 Teacher Ray 6

GROUP WORK RUBRIC Note: Each group will be given this rubric to rate their group members while the teacher will be assessing the each groups. All scores will be added to get the average means. Category Exceeds Meets Making Progress Does Not Meet 2 1 Contributions 4 3 Sometimes Seldom Working Always willing to help Cooperative. Did cooperative. Could cooperative. Did not With have done more. do any work. Rarely Others and do more than their part of the Sometimes offered offered useful ideas. useful ideas. Focus on the others. Routinely work. Usually Often listens to, shares Rarely listens to, Task with, and supports the shares with, or offered useful ideas. offered useful ideas. effort of others. supports the efforts Sometimes appears to of others. Often is Always listens to, Usually listens to, be distracted. not a good team shares with, and member. shares with, and supports the efforts of others. Does not supports the efforts of cause problems in the group. others. Tries to keep people working together. Always focused on the Focuses on the task Sometimes focuses on Does not focus on task and what needs to the task and what the task and what be done. This person is and what needs to needs to be done. needs to be done. very self-directed. Other group members Let others do the be done most of the must remind this work. person to stay on task. time. Group members can count on this person. RUBRIC FOR ORAL RECITATION CATEGORY 4 3 2 1 Speaks Clearly Speaks clearly & Speaks clearly and Speaks clearly and Often mumbles or distinctly all (100% - distinctly all (100% - distinctly most (94% Volume 95%) the time, and 95%) the time but - 85%) of the time. cannot be mispronounces no mispronounces one Mispronounces no Posture and words. word. more than one word. understood or Eye Contact Volume is loud enough mispronounces Preparedness to be heard by all audience members at more than one least 90% of the time. word. Stands up straight and Volume is loud enough establishes eye contact Volume is loud Volume often too with everyone in the soft to be heard by to be heard by all room during the enough to be heard all audience recitation. members. audience members by all audience Student seems pretty throughout the prepared but might members at least have needed a couple recitation. more 80% of the time. rehearsals/practice. Stands up straight, Sometimes stands up Slouches and/or does not look at looks relaxed and straight and people during the recitation. confident. Established establishes eye eye contact with contact. everyone in the room during the recitation. Student is completely The student is Student does not somewhat prepared, prepared and has but it is clear that seem at all rehearsal/practice obviously was lacking. prepared to rehearsed/practiced. present. Sci 33244 (Chemistry) Mathayomsuksa 6 Teacher Ray 7

SCIENCE HOMEWORK RUBRIC CATEGORY 4 3 2 1 Heading/ Partial school heading Proper heading neatly Proper heading with first name only. Only first/last Homework # written/typed on loose Homework # is not name written. leaf/copy paper with written with first, last written on top of the Homework # is Question/ first and last name. paper. not written on Assignment Homework # are clearly name on loose leaf. top of the paper. written on top. Partially written Answer/ Homework # on top Response/Work of the paper. book page/s Clearly neatly Key phrases from the Not Science written/typed concepts written/typed on loose question is leaf/copy of paper. written/typed. 5 – 8 sentences neatly Minimum of 5 Less than 5 sentences Less than 2 written/typed. Figure written/typed. Correct sentences. Figure drawn if assigned. sentences. INCORRECT figure drawn/labeled if drawn/label if workbook page done. Figure not assigned. The correct assigned. Correct drawn if workbook page/s done workbook page/s assigned. and complete. done but incomplete. Workbook page is not done. Outstanding with clear Adequate evidence of Somewhat evidence of Attempt made in evidence of outside understanding the resource/prior concept. understanding the understanding knowledge to help grasp the concept. concept. the concept. Rubric for Creative Projects in Chemistry CATEGORY Exceptional (8) Satisfactory (6) Unsatisfactory (4) Poor (2) Content Workload Covers topic in – Includes essential Includes essential Content is minimal depth with details OR there are several Originality and examples. knowledge about the information about the factual errors. Polish Subject knowledge is excellent. topic. Subject topic but there are 1 -2 The workload is divided and shared knowledge appears factual errors. equally by all team embers. to be good. Product shows a The workload is The workload was The workload was large amount of divided and shared divided, but one person not divided OR original thought. fairly by all team in the group is viewed as several people in the Ideas are creative members, though not doing his/her fair group are viewed as and inventive. workloads may vary share of the work. not doing their fair Project is neat, from person to share of the work. organized, and easy person. to understand. Uses other people’s Project is complete Product shows some Uses other people’s ideas, but does not with strong evidence original thought. ideas (giving them give them credit. of effort. Work shows new credit) but there is little ideas and insights. evidence of original thinking. Project is neat, Project is either messy, Project is messy, organized, and easy disorganized, or hard to to understand. understand. Project is disorganized and Project is complete either incomplete or with some evidence does not show strong hard to understand. of effort. evidence of effort. Project is incomplete and does not show effect. Sci 33244 (Chemistry) Mathayomsuksa 6 Teacher Ray 8

Rubric for Presentations in Science Category Exemplary (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Content Shows a good Comprehension Shows a full Shows a good understanding of Does not seem to understanding of understanding of parts of the topic. understand the Preparedness the topic. the topic. Student is able to topic very well. Collaboration accurately answer a with Peers Student is able to Student is able to few questions posed Student is unable by classmates about Stage Presence accurately answer accurately answer the topic. to accurately Posture and almost all most questions The student is answer questions Eye Contact somewhat prepared, questions posed posed by but it is clear that posed by Visual Aids rehearsal was lacking. by classmates classmates about classmates about Often listens to, about the topic. the topic. shares with, and the topic. supports the efforts of Student is Student seems others in the group Student does not but sometimes is not a completely pretty prepared good team member. seem at all prepared and has but might have prepared to obviously needed a couple present. rehearsed. more rehearsals. Almost always Usually listens to, Rarely listens to, listens to, shares shares with and shares with, and with, and supports supports the supports the the efforts of efforts of others in efforts of others in others in the the group. Does the group. Often is not cause “waves” group. Tries to not a good team keep people in the group. member. working well together. Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or distinctly all (100 distinctly most (94 – distinctly all (100 – 95%0 the time, 85%) of the time. cannot be – 95%) the time, but Mispronounces no mispronounces more than one word. understood OR one word. Volume Volume is loud and is loud enough to enough to be heard by mispronounces be heard by all all audience members mispronounces no audience at least 80% of the more than one members at least time. words. Volume is 90% of the time. word. Volume loud enough to be Stands up straight often too soft to be and establishes heard by all eye contact with heard by all everyone in the audience room during the audience presentation. members members. throughout the presentation. Stands up straight, Sometimes stands up Slouches and/or looks relaxed and does not look at straight and people during the presentation. confident. establishes eye Establishes eye contact. contact with everyone in the room during the presentation. Student uses Student uses 1 Student uses 1 visual The student uses several visual aid aid which makes the no visual aids OR several visual aids that shows presentation better. the visual aids considerable chosen detract (could include work/creativity from the costume? That and which makes presentation. the presentation show considerable better. work/creativity and which make the presentation better. Sci 33244 (Chemistry) Mathayomsuksa 6 Teacher Ray 9

Rubric for Formal Lab Reports in Science Category Exceptional (4) Satisfactory (3) Unsatisfactory (20 Poor (1) Introduction Experimental/ Your introduction Your introduction Your introduction state There is no Hypothesis clearly states the states the purposes of the purposed of the lab, introduction. purpose of the lab and the lab and the but not the variables Materials you explicitly state the variables to be that will be studied. No hypothesis Procedures variable that are to be studied. has been stated. studied. Data Hypothesized Hypothesized Hypothesized Many materials relationship between relationship between are described Analysis the variables and the the variables and the relationship between inaccurately OR predicted results is predicted results is are not Conclusion clear and reasonable reasonable based on the variables and the described at all. based on what has general knowledge Procedures do been studied. and observations. predicted results has not accurately All materials and setup Almost all materials list the steps of used in the experiment and the setup used in been stated, but appears the experiment. are clearly and the experiment are accurately described. clearly and accurately to be based on flawed Data are not Drawings included as described. shown OR are appropriate. logic. inaccurate. Procedures are listed in clear steps. Each Most of all materials The relationship step is numbered and between the is a complete sentence. and the setup used in the variables is not discussed. experiments are accurately described. Procedures are listed Procedures are listed but are not in a logical in a logical order, but order or are difficult to follow. steps are not numbered and/or are not in complete sentences. Professional looking Accurate Accurate representation of the data in written and accurate representation of the form, but no graphs or tables are presented. representation of the data in tables and/or data in tables and/or graphs. Graphs and graphs. Graphs and tables are labels and table are labeled and titled. Drawings are titled. Drawings are included when included as necessary necessary. and are well labeled. The relationship The relationship The relationship between the variables between the variables is between the variables is discussed and discussed but no trends/patterns patterns, trends or is discussed and logically analyzed. predictions are made based on the data. trends/patterns logically analyzed. Predictions are made about what might happen if part of the lab were changed or how the experimental design could be changed. Conclusion includes Conclusion includes Conclusion includes No conclusion what was learned from whether the findings whether the findings the experiment. was included in supported the supported the the report OR hypothesis, possible hypothesis and what shows little sources or error, and was learned from the effort and what was learned from experiment. reflection. the experiment. Sci 33244 (Chemistry) Mathayomsuksa 6 Teacher Ray 10

Rubric for Informal Assignments 4 3 2 1 0 to Organized and Neat Mostly neat Somewhat neat easy to Hard understand Complete Mostly Somewhat understand Complete on complete complete time Shows Shows Shows some Incomplete or Shows solid understanding understanding understanding understanding using evidence late using evidence Shows original Shows work Some work is Shows original work missing or Lack of work At least 50% incomplete At least 65% correct At least 25% connections or At least 75% correct correct correct evidence Work is missing or incomplete Less than 25% correct E.P./M.E.P. Science Program Beliefs Inquiry experiences are the foundation of a quality science education. Therefore, students will learn by exploring through labs and activities. Instruction should be relevant, meaningful, and based on student needs. Therefore, we will provide opportunities for students to make connections to their own lives using a variety of instructional strategies. The use of community resources is essential for effective instruction. Therefore, we will use the scientific resources of our community to enhance our instruction and promote real world scientific application. The success of our global culture depends on students becoming informed stewards of the earth. Therefore, environmental issues will be explored throughout the science curriculum. The body of scientific knowledge is constantly changing. Therefore, we will provide opportunities for students to trace the history of scientific understanding. Science and technology are intertwined supporting each other’s development; and students must use scientific tools to view themselves as scientists. Therefore, students will use current technology in the classroom whenever possible. Assessment should be ongoing, diagnostic, and aligned with instruction. Therefore, we will provide multiple authentic assessment tools. ******************************************************************************** I have read the syllabus for Teacher Ray’s class. I understand the content of the syllabus and agree to abide by the rules, expectations and other items outlined in it. Please sign and return this section of the syllabus to ensure that I know both student and parent have read its contents. Thank you. Student Name (please print): ………………………………………… Class: ……………… Student signature: …………………………………………………………… Parent signature: ……………………………………………………………. Sci 33244 (Chemistry) Mathayomsuksa 6 Teacher Ray 11