This class is no longer available, but we found something similar!
Chemistry For Students Who Are Not Fans Of Math: With Lab (Join Anytime): 14 Weeks
Mrs. Collins, Certified Teacher
Average rating:4.9Number of reviews:(77)
Finally a chemistry class that is not math based. Come learn about the basics of chemistry in a low stress, less math format. This course will feature a full year of chemistry condensed into an easy format over 14 weeks. This class is geared for non-science major students who are looking for an alternate to normal chem and instead a fun approach focusing on the elements and chemistry basics.
Class experience
General Chemistry provides students with a basic introduction to chemistry. This geared for students who struggle or do not enjoy math. Students are introduced to various forms of matter, learn how matter can change form, the basic components of an atom, electron orbitals, how to find elements on the periodic table, and predict properties of elements. The basic concepts of Chemistry will be taught, without all of the long equations. This course was created for non-science majors in mind so...
State and Next Generation Science Standards will be met. Chemistry SC1. Obtain, evaluate, and communicate information about the use of the modern atomic theory and periodic law to explain the characteristics of atoms and elements. a. Evaluate merits and limitations of different models of the atom in relation to relative size, charge, and position of protons, neutrons, and electrons in the atom. b. Construct an argument to support the claim that the proton (and not the neutron or electron) defines the element’s identity. c. Construct an explanation based on scientific evidence of the production of elements heavier than hydrogen by nuclear fusion. d. Construct an explanation that relates the relative abundance of isotopes of a particular element to the atomic mass of the element. e. Construct an explanation of light emission and the movement of electrons to identify elements. f. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (i.e. including atomic radii, ionization energy, and electronegativity). g. Develop and use models, including electron configuration of atoms and ions, to predict an element’s chemical properties. SC2. Obtain, evaluate, and communicate information about the chemical and physical properties of matter resulting from the ability of atoms to form bonds. a. Plan and carry out an investigation to gather evidence to compare the physical and chemical properties at the macroscopic scale to infer the strength of intermolecular and intramolecular forces. b. Construct an argument by applying principles of inter- and intra- molecular forces to identify substances based on chemical and physical properties. c. Construct an explanation about the importance of molecular-level structure in the functioning of designed materials. (Clarification statement: Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.) d. Develop and use models to evaluate bonding configurations from nonpolar covalent to ionic bonding. (Clarification statement: VSEPR theory is not addressed in this element.) e. Ask questions about chemical names to identify patterns in IUPAC nomenclature in order to predict chemical names for ionic (binary and ternary), acidic, and inorganic covalent compounds. f. Develop and use bonding models to predict chemical formulas including ionic (binary and ternary), acidic, and inorganic covalent compounds. g. Develop a model to illustrate the release or absorption of energy (endothermic or exothermic) from a chemical reaction system depends upon the changes in total bond energy. SC3. Obtain, evaluate, and communicate information about how the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions. a. Use mathematics and computational thinking to balance chemical reactions (i.e., synthesis, decomposition, single replacement, double replacement, and combustion) and construct an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. b. Plan and carry out an investigation to determine that a new chemical has been formed by identifying indicators of a chemical reaction (e.g., precipitate formation, gas evolution, color change, water production, and changes in energy to the system). c. Use mathematics and computational thinking to apply concepts of the mole and Avogadro’s number to conceptualize and calculate • percent composition • empirical/molecular formulas • mass, moles, and molecules relationships • molar volumes of gases d. Use mathematics and computational thinking to identify and solve different types of reaction stoichiometry problems (i.e., mass to moles, mass to mass, moles to moles, and percent yield) using significant figures. (Clarification statement: For elements c and d emphasis is on use of mole ratios to compare quantities of reactants or products and on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.) e. Plan and carry out an investigation to demonstrate the conceptual principle of limiting reactants. SC4. Obtain, evaluate, and communicate information about how to refine the design of a chemical system by applying engineering principles to manipulate the factors that affect a chemical reaction. a. Plan and carry out an investigation to provide evidence of the effects of changing concentration, temperature, and pressure on chemical reactions. (Clarification statement: Pressure should not be tested experimentally.) b. Construct an argument using collision theory and transition state theory to explain the role of activation energy in chemical reactions. (Clarification statement: Reaction coordinate diagrams could be used to visualize graphically changes in energy (direction flow and quantity) during the progress of a chemical reaction.) c. Construct an explanation of the effects of a catalyst on chemical reactions and apply it to everyday examples. d. Refine the design of a chemical system by altering the conditions that would change forward and reverse reaction rates and the amount of products at equilibrium. (Clarification statement: Emphasis is on the application of LeChatelier’s principle.) SC5. Obtain, evaluate, and communicate information about the Kinetic Molecular Theory to model atomic and molecular motion in chemical and physical processes. a. Plan and carry out an investigation to calculate the amount of heat absorbed or released by chemical or physical processes. (Clarification statement: Calculation of the enthalpy, heat change, and Hess’s Law are addressed in this element.) b. Construct an explanation using a heating curve as evidence of the effects of energy and intermolecular forces on phase changes. c. Develop and use models to quantitatively, conceptually, and graphically represent the relationships between pressure, volume, temperature, and number of moles of a gas. SC6. Obtain, evaluate, and communicate information about the properties that describe solutions and the nature of acids and bases. a. Develop a model to illustrate the process of dissolving in terms of solvation versus dissociation. b. Plan and carry out an investigation to evaluate the factors that affect the rate at which a solute dissolves in a specific solvent. c. Use mathematics and computational thinking to evaluate commercial products in terms of their concentrations (i.e., molarity and percent by mass). d. Communicate scientific and technical information on how to prepare and properly label solutions of specified molar concentration. e. Develop and use a model to explain the effects of a solute on boiling point and freezing point. f. Use mathematics and computational thinking to compare, contrast, and evaluate the nature of acids and bases in terms of percent dissociation, hydronium ion concentration, and pH. (Clarification statement: Understanding of the mathematical relationship between negative logarithm of the hydrogen concentration and pH is not expected in this element. Only a conceptual understanding of pH as related to acid/basic conditions is needed.) g. Ask questions to evaluate merits and limitations of the Arrhenius and Bronsted-Lowry models of acid and bases. h. Plan and carry out an investigation to explore acid-base neutralization.
Mrs. Collins has 23 years of experience, she is certified in science, ag, and gifted studies.
2 files available upon enrollmentIntro to Chemistry Coloring Workbook by Sonya Writes (can be purchased on Amazon, Barnes and Noble, and common bookstores) Direct link on Amazon-https://amzn.to/3YpfdNL-Recommended but not required for at home practice. gloves safety goggles, swim goggles or any type of goggle to keep eyes safe during chemical mixing optional: lab coat or oversized long sleeve button down shirt (it is fun to look official in your pics you upload) spiral notebook pencil erasers coloring pencils highlighter notecards calculator vinegar sugar water baking soda Tums tablets cotton balls Q-tips iodine vegetable oil clear plastic cups glass mason jars or glass beakers Ziploc bags -sandwich and a few gallon size clear tape raw eggs tonic water lemons cut up apples We will try many Kitchen Chemistry labs along the way in this class. I will post the supplies needed, if you don't have the supplies it is okay you can watch the summary video instead. But try to participate in most of the labs for comprehension and of course for fun. Outschool Safety Reminder: The supply list includes some chemicals, so please keep safety a priority.
In addition to the Outschool classroom, this class uses:
General Chemistry provides students with a basic introduction to chemistry. Students are introduced to various forms of matter. They learn about the basic components of the atom and electron orbitals. They will become familiar with the Periodic Table and learn how to use it to predict properties of specific elements. They will learn about chemical bonding, practice stoichiometry, and learn basic reactions. Please note: students will be given labs to try at home. Some labs will involve common household chemicals. So safety is a priority. All students are encouraged to wear goggles, wear gloves and a lab coat is recommended. ***This class requires parent teacher interaction because students can easily get lost with this high order thinking skills presented in chemistry. Because of this, parents will need to interact via Outschool inbox with the teacher. So please make sure you will have the availability to check your inbox a minimum of once a week. I will check in from time to time regarding student work and I will need a parent to respond back. So we will need some parent teacher interaction via the inbox so please be willing to respond back. ----- Please carefully read the class description, review the supply list, and reach out if you have questions. Outschool disclaimer: Please look over the supply list and do not use any items the child maybe allergic to. -------- Class Information For Parents: I am only a small piece of your homeschool puzzle. My goal is to provide your family quality curriculum, fun labs, crafts and assessment tools. I have over 23 years of experience in the classroom and homeschooling my own children. Over the years I have taught in the private, public and college setting providing quality labs and curriculum. I currently write science curriculum for 3 states to be used in public school classrooms. Over the years I have improved my craft by taking countless professional development on assessment methods, how to integrate technology into the classroom, and hands-on activities that promote learning. I am now taking my experience to provide quality curriculum for homeschool families. That being said, I do not provide hands-off learning. All of my classes encourage parents to be involved. Like most flex teachers on the platform I ask that you check to make sure your child is uploading work and look at their science spiral periodically. We are working together as a team to make sure your child has quality curriculum and the class is a success for the student. The first week of my class I provide practice assignments that I ask my families to work on together. The practice assignments (normally 3) involve practicing uploading an image, short video and pdf file (for grades 7-12). Those are the 3 ways we upload work so I want to make sure early that the student knows how. Outschool also provides an inbox so students can ask the teacher for help, but many students are unaware of how to find it so I help the parent setup the student inbox the first week. All of my science students keep a science spiral. This spiral is where the student will hold their notes, diagrams/drawings, key facts, and more. I provide a science spiral template the first week for the family to print out and glue in the spiral. This provides the students an easy template to add to as they go along. The science spiral will consist of a checklist for students to check off when they complete a task to encourage student responsibility and organization, spiral table of contents, and where to write down test scores. Third Party Tools: In my classes I use the following at times to help with comprehension: YouTube summary videos, Loom (I create how to videos), Quizizz, Quizlet, Nearpod, Flipgrid, Google Docs, and Google Slides. Outschool would like us to list all third party tools we may use in the class description. Assessments: Because my classes are flex, the option for live testing is not included. Instead I have a paid premium teacher membership to Quizizz and Quizlet. When it is time for an assessment I provide the student a website link and special code to take the test. Quizizz and Quizlet both grade test immediately for the family and allow the student the option to retest for a higher grade. Then students are asked to write down the grade, test name and date in their spiral on the "test score" page. All flex parents are asked to look at the spiral and test score page periodically to keep informed and to see how well the student is progressing in the class. If you are participating in a co-op that requires live testing, please let me know. I have a special Outschool one day option add-on that you can use for live testing. You can simply request the time/day for live testing that works for you. I have found that some flex parents use my Quizizz/Quizlet tests, but some families opt out of testing so it is whatever works best for your family. But I do provide the assessments if you would like to use them. Once the student is on the testing site via my special code they may also use the site for test over other subjects also. How To Grade: I recommend that parents add up all of the test scores at the end of the session, and divide by the number of test to get the final average for the class. At the end of the class I provide a general letter of completion that can be used for your records or charter/private/co-op use. If you need me to put a specific average on the letter, I am more than happy to just let me know the average your child has or seen me a list of their test scores to average. On Outschool, I do make sure that I: -provide weekly curriculum (4-5 mini tasks each week) -upload the assignments each Sunday night for the upcoming week -provide weekly tasks/assignments to go along with state science standards by grade level -provide short positive general feedback on daily participation work on the class wall 2 times a week -respond to parent and student messages within 8 hours -provide easy to follow labs to try at home -provide access to Quizlet and Quizizz for testing and to look over as a possible assessment site for other subjects -provide access to my class Epic Books page if the family is interested for online reading books -provide access to my class Padlet page for students to post funny responses/likes/share ideas in regards to class projects -provide full year credit for courses (all of my semester 1 classes have a matching semester 2) -supervise the class wall 2-3 times a week to make sure the student responses are kind to each other and supportive, promoting a safe learning environment -sent a welcome message the first week to all parents and students (please check your inbox) -provide practice family assignments the first week to show families how the class works, how to setup the spiral, and provide an area for families to learn how to upload work/find the inbox -sent out a mid session message to parents asking for feedback on the class -provide coupons for returning families to encourage more science education on Outschool -provide coupons to families that refer other friends and family members -teach key skills needed for academic success *I created a video I share with all of my classes teaching them how to crate notecards and how to organize their science spirals. *I encourage the use of complete sentences (for embedded language arts cross curriculum standards) in all student written responses. *I provide direction on how to create a slideshow for students in grades 7-12. *I provide every 3-4 weeks a classroom reminder to encourage the student to update their spiral, show the parent their class wall/spiral/grades. I hope the above information is helpful and I want to thank you for taking the time to read it. I strive to give 200% to my families on Outschool so please reach out if you have questions.
Not required but used for insight: Holt Chemistry Textbook, Chemistry For All ------------------------------ Recommended for supplementation at home: Intro to Chemistry Coloring Workbook by Sonya Writes (can be purchased on Amazon, Barnes and Noble, and common bookstores) https://amzn.to/3YpfdNL but not required for class.
Mrs. Collins, Certified Teacher
Average rating:4.9Number of reviews:(77)
Hello and welcome to my class profile/catalog. I offer mainly flex classes, and only a few live classes. My goal is to get to 900 subscribers so please subscribe today. I would love to meet you and your child. Please sign up for a meet and...
Flex Class
$199
for 14 weeks14 weeks
Completed by 10 learners
No live video meetings
Ages: 14-18
