HS Chemistry - Potions & Explosions! (Semester 1 of 2)
Learn to make the best potions and explosions in the first semester of a High School Chemistry Class based in the NGSS Science Standards
Peter (Professor Wigglebottom) Edwards
Average rating:
5.0
Number of reviews:(129)
Popular
What's included
12 live meetings
18 in-class hoursHomework
2-4 hours per week. All homework, quizzes, and exams are optional based on the needs of the student and if they are enrolled in a charter school, homeschooled, or just learning to learn. Types of Assignments: • Weekly Quizzes on past discussions • Midterm and Final Exam • AT HOME labs • Other creative projects to help solidify principles taughtAssessment
Each assignment turned in, will be graded. It is recommended that each student do all the assigned work and if you ask us for an overall grade, it will be based on the complete course. There is a Rubric of 30% Final Project, 20% Midterm, 20% Final Exam, 20% Homework and Labs,& 10% Quizzes.Grading
includedClass Experience
US Grade 9 - 12
This is the first semester of a complete High School Chemistry course based in the NGSS standards! My teaching methodology is project based learning. This class will even include “at home labs” and super fun projects/activities where the students will learn about all the amazing reactions and interactions happening around them every minute of every day! The class will cover the standards of High School Physical Science based in the Next Generation Science Standards (NGSS). This includes everything from the Matter Properties & Changes, The Atom, Periodic Table, the Mole, Stoichiometry, etc. In addition to regular class instruction, there will be “at home” labs, where they will learn the scientific method and the standard format for lab write-ups. This takes the mystery out of how to report on the results of a lab and prepares them for college science courses. One of the documents you will receive upon enrolling is the "How to Write Up a Lab" form. It gives the students the systems necessary to make quality data reporting. The most important part of what we will be covering, in the course, is WHY YOUR STUDENT CARES ABOUT CHEMISTRY. You might think the last statement would be obvious. However, over the 20+ years of teaching, what I have discovered is lacking from most courses is how it directly relates to the students’ lives and future educational/professional goals. How many times have you heard the words, “I’ll never use __________ in life! Why am I learning it!” I make sure that each student understands, no matter what they end up doing in their life, Chemistry will help them comprehend how the world around them works. I make an effort to learn what those goals interests are, so I can be sure to point it out. During this course we will have discussions on the topics (not lectures). There will usually be some slides and some notes for them to take. We will also have some quizzes, problem sets, and exams to encourage them to study. These will make great samples if you are working with a charter school in your area. There will also be lots of outside resources that will help your learner to understand the material according to their learning style. We try a multi prong attack of reading, visuals, videos, projects, and of course class time to be sure that each person understands the material. Each day will consist of going over the answers to the quiz or homework assignment from the week prior. This is where we will discuss and answer any remaining questions. Then we will have our discussion about the new science topics. Finally, depending on the day, we will also discuss any labs that they might have completed since our last session. The students will have a list of what we will cover each week that is sent out as students enroll in the class.
Learning Goals
NGSS Standards and Topics for both Semester 1 & 2
HS-PS1-1. 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.
HS-PS1-2. Construct and revise 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.
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects).
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
Syllabus
Curriculum
Follows Teacher-Created CurriculumStandards
Aligned with Next Generation Science Standards (NGSS)4 Units
12 Lessons
over 12 WeeksUnit 1: Introduction to Chemistry - Matter and Change
Lesson 1:
Introduction to Chemistry
90 mins online live lesson
Lesson 2:
Matter - Properties and Change
90 mins online live lesson
Lesson 3:
Structure of the Atom
90 mins online live lesson
Unit 2: Where is that Energy at? IN THE BONDS!
Lesson 4:
Electrons in Atoms and their Bonds
90 mins online live lesson
Other Details
Parental Guidance
This class uses chemicals and items from around the house to conduct the labs. None of them are particularly dangerous, however as per all chemicals, they should not be ingested. Be sure to conduct all "at home" labs in a well ventilated or outdoor space. There are warnings and caution notes about each reaction and what could potentially be harmful to the students. Be sure to have your student read through each lab and wear the safety equipment such as a smock/lab coat and eye protection when conducting the labs.
Supply List
All "at home" labs are done with typical house hold products that you probably have on hand. If not, they are usually easily acquire at a grocery store. We also provide alternatives if for whatever reason those items are unavailable in your area. There might be a few craft supplies etc. for the engineering part (such has cardboard, glue, etc.). A full list of supplies will be available on the first day of class. Be sure to use eye protection and a smock/lab coat while conducting any experiment.
1 file available upon enrollment
External Resources
In addition to the Outschool classroom, this class uses:
Joined June, 2020
5.0
129reviews
Popular
Teacher expertise and credentials
I am a lifelong learner and I hope I can pass that on to your student, so their life can be enriched by the power of learning! My motto as a teacher is to always teach the class that I would want to take as a student. :)
I have been a teacher in San Diego County for 25+ years for Charter School and home school students. I teach Biology, Chemistry, Physics, Human Anatomy, and much, much more! I work with Middle School and High School age students. I own and run a learning center in my home town that has been serving students for over 15 years. I am an approved vendors and considered an subject area expert for multiple charter schools in CA. I use creative methods to engage the students mind to learn through interesting and exciting thematic learning (Edu-LARP). I believe that we can cover the standards, but in a way that makes it memorable and makes connections to their own life and the world around them.
I am also a professional Dungeon Master and have been teaching people to play D&D for many, many years. D&D is one of the best table top role playing games you could ever learn. Through the medium of the “joint storytelling”, we can explore new worlds, be ultra creative using teamwork in problem solving, and learn how to be more effective in social situations. As the an individual who was incredibly awkward and shy, D&D helped me learn to think creatively and manage my emotions. It can be one of the greatest adventures your student might ever take.
In addition, I have been a profession ballroom and Latin dancer for almost 30 years. This makes every academic, as well as extracurricular class, exciting and filled with fun. There should never be a dull moment in one of my classes.Reviews
Live Group Course
$375
for 12 classes1x per week, 12 weeks
90 min
Completed by 50 learners
Live video meetings
Ages: 13-18
5-18 learners per class
