STATE OF IOWA 1930
Courses of Study for High Schools
CHEMISTRY
Issued by the Department of Public Instruction AGNES SAMUELSON, Supe1·intendent
THIS BOOK IS THE PROPERTY OF THE DISTRICT
Published by THE .STATE OF IOWA Des Moines CONTENTS
Page Foreword 5 Acknowledgments 7 General Introduction 9 Course of Study for Chemistry 11 I Introduction 12 II Oxygen 12 III Hydrogen 16 IV Water 16 V Compounds and Mixtures 18 VI Laws, Hypotheses and Theories 18 VII Symbols, Formulas, Weight and Volume Relations 20 VIII Atmosphere 22 IX Nitrogen 22 X Nitric Acid 22 COPYRIGHT 1931 XI Ammonia 24 By the XII Acids, Bases, and Salts 24 XIII Theory of Ionization 24 STATE OF IOWA XIV Phosphorous 26 XV Periodic Table 26 XVI Sodium 26 XVII Copper, Gold, and Silver 28 XVIII Calcium and its Compounds 30 XIX Aluminum 30 XX Carbon 3() XXI Oxides of Carbon 30 XXII Sulfur 32 XXIII Oxides of Sulfur 32 XXIV Sulfuric Acid 34 XXV Halogens 34 XXVI Iron 34 XXVII Organic Compounds 36 Appendix 38 Note Owing to the variety of textbooks used in the high schools of the state, no effort has been made to follow the order of any one book in determining the arrangement of the topics treated in this course of study. .The general order follows that of the periodic table and will therefore conform to the arrangement of some texts now in use. The course of study is so arranged, however, that the teacher will find no difficulty in changing the order to suit that of any text. FOREWORD
This course of study is one of a series of curriculum publications to be pre sented the high schools of the state from time to time by the Department of .Public Instruction. It has been prepared by a subject committee of the Iowa. High School Course of Study Commission working under the i=ediate direction of an Executive Committee. If it is of concrete guidance to the teachers of the state in improving the outcomes of instruction, the major objective of all who have contributed to its construction will have been realized. From the start the need of preparing working materials based upon cardinal objectives and adaptable to classroom situations was emphasized. The use of the cou~se of study in the dev.elopment of proper pupil attitudes, ideals, habits, and skills was the criterion for selecting and evaluating subject matter material. At the same time it was important to consider the relation of the single course of study unit to the variety of textbooks used in the high ~chools of the state. The problem before the committees was that of preparing suitable courses of study representing the best in educational theory, practice, and research, and organized in such a way as to guide the teachers in using the textbook to greater ad vantage in· reaching specified outcomes of instruction. The selection of texts in this state is a function of the local school boards. The Department of Public Instruction and the committees do not reco=end any particular text as essential to the working success of this course of study. The titles listed on the following pages are not to be interpreted as having official endorsement as against other and newer publications of value. They were found I,, upon investigation to be in most common use in the high schools of the state at the time the units were being prepared; a follow-up survey might show changes. Although many valuable studies have been made in the effort to determine what to teach and how to teach it, and· to discover how children learn, these problems have not been solved with finality. For that reason and because no fixed curriculum can be responsive to changing needs, this course of study is to be considered as a report of progress. Its revision in accordance with the en· riched content and improved procedures constantly being developed is a con· tinuous program of the Department of Public Instruction. Your appraisal and evaluation of the material as the result of your experience with it are sincerely requested.
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/, -~ ACKNOWLEDGMENTS
The Department of Public Instruction takes this opportunity of thanking the many college specialists, school administrators, and classroom teachers who have helped with this program. Without the active cooperation of the educational forces of the state it could not have been attempted. It has had that cooperation both in general and specific ways. The support given by the Iowa. State Teachers Association and the High School Principals' Section has enabled the Executive Committee to meet and also to hold meetings with the Commission as a whole and with the chairman of subject committees. Special acknowledgment is given the Executive Committee for its significant leadership in organizing the program and to Dr. T. J. Kirby for his valuable services in directing its development. Sincere gratitude is also expressed to the various committees for their faithful and skillful work in completing the subject matter reports assigned them and to Dr. C. L. Robbins for his careful and pains· taking work in editing the manuscripts. The state is deeply indebted to the High School Course of Study Commission for its expert and gratuitous service in this enterprise. Credit is due the publishers for making their materials acces· sible to the committees and to Professor L. B. Schmidt, Head of the Department of Government, Iowa State College, Ames, and to Professor 0. B. Clark, Pro f essor of History, Drake University, Des Moines, and to all others who served in advisory or appraisal capacities. Many of their names may not have been reported to us, but we acknowledge our appreciation to every one who has shown an interest in this significant program. In the following committee list, the positions held by members are given as of the school year 1928-1929.
IOWA HIGH SCHOOL COURSE OF STUDY COMMISSION Executive Committee Thomas J. Kirby, Professor of Education, State University of Iowa, Iowa City, Executive Chairman A. J. Burton, Principal, East High School, Des Moines H. M. Gage, President, Coe College, Cedar Rapids M. S. Hallman, Principal, Washington Senior High School, Cedar Rapids 0. R. Latham, President, Iowa State Teachers College, Cedar Falls E. E. Menefee*, Superintendent, Public Schools, Hawarden Theodore Saam, Superintendent, Public Schools, Council Bluffs F. H. Chandler*, Superintendent, Public Schools, Sheldon
SCIENCE Lillian Hethershaw, Instructor in Science and Education, Drake University, Des Moines, Chairman
•Superintendent Chandler was appointed in 1929 to fill the vacancy created by the reeis nation of Superintendent Menefee. 7 8 lOWA COURSE OF STUDY
BIOLOGY Roy L. Abbott, Prof essor of Natural Science, Iowa State Teachers College, Cedar F alls, Chairman Melvin D. Anderson, Principal, High School, Early Mrs. Gladys Bailey, High School, Muscatine GENERAL INTRODUCTION C11as. Carter, Professor of Biology, Parsons College, Fairfield , At the first general meeting of the various subject committees a suggestive G. 0. ·H endrickson, Instructor in Biology, Iowa State College, Ames pattern for the courses of study, embodying the fundamental needs for teaching, GENERAL SCIENCE was projected. Four crucial factors that should be emphasized in any course of C. B. Yager, H ead of Science, University High School, State University of Iowa, study to make it an instrument that would cause teachers to consult it for Iowa City, Chairman guidance in the performance of their daily work were set forth as follows: W. 0. Allen, Principal, Washington Irving Junior High School, Des Moines objectives, teacher procedures, pupil activities, and evidences of mastery. Winifred M. Gilbert, Instructor in Natural Science, Iowa State Teachers College, Objectives-The meaning of objectives as here used is those concepts which Cedar Falls are set up for pupils to achieve. As used in current practice, there is a Eunice Jones, Teacher o£ Science, High School, Denison hierarchy of objectives as shown by the fact that we have objectives of R. F. Myers, Principal, Thomas J efferson High School, Council Bluffs general education, objectives for various units of our educational system such as those proposed by the Committee on Cardinal Principles, objectives for PHYSICS subjects, objectives for a unit of instruction, and objectives for a single Chas. S. Trachsel, Head of Science, High School, I owa City, Chairman lesson. In each level of this hierarchy of objectives a constant element is P. M. Bail, Principal, University High School-, I owa City expressed or implied in the form of knowledge, a habit, an attitude, or a skill F . E. Goodell, Teacher of Science, West High School, Des Moines which pupils are expected to acquire. L ewis Benjamin Mull, University High School, University of Dubuque, Dubuque In the entire field of secondary education no greater problem confronts us II. K. Miller, Instructor in Physics, Junior College and High School, Marshalltown than that of determining what these fundamental achievements are to be. Roy A. Nelson, Professor of Physics, Cornell College, Mt. Vernon What shall be the source of those objectives, is a probiem of too great pro Hugh B. \Voodroffe, Teacher of Physics, High School, Davenport portions for discussion here, but it is a problem that each committee must face Edward McFadden, Teacher of Physics, High School, Oskaloosa in the construction of a course of study. A varying consideration of objec tives by the various committees is evident in the courses of study they have CHEMISTRY prepared. The value of the courses varies in terms of the objective~ that have N. D. McCombs, Superintendent, Public Schools, Cherokee, Chairman been set up, according to the value of the objective in social life, according to I-I. W . .Bake r, Teacher of Chemistry, Central High School, Sioux City the type oi mental techniques which tl1ey stimulate and exercise, and according vV. F. Coover, H ead of Chemistry, I owa State College, Ames to the objectivity of their statement. · Robert Vv. Getchell, Professor of Chemistry, I owa State Teachers College, Cedar Pupil Activities-In our educational science we are attaching increasing sig Falls nificance to self-activity on the part oi the learner. Recognition is made of Neil Lutes, Science Department, High School, Dubuque the fundamental principle that only through th.eir own activity pupils learn Wm. B. Zuker, Head of Department of Chemistry, University of Dubuque, Du and that the teacher's role is to stimulate and direct this activity. No more buque important problem faces the curriculum-maker than that of discovering those fundamental activities by which pupils learn. In a well-organized course of AGNES SAMUELSON study, the series of activities, in doing which pupils will attain the ob Superintendent oi Public Instruction jectives set up, must be provided. These activities must not be chosen in a random fashion, but care must be taken that appropriate activities for the attainment of each objective are provided. Teacher Procedures-With the objectives determined and the activities by which pupils learn agreed upon, the function of the teacher in the pupil's learning process must be considered. In a course of study there should appear those teacher procedures of known value which make learning desirable, eco nomical, and permanent. Here our educational science has much to offer. Where research has demonstrated with a· high degree of certitude. that a given technique is more effective in the learning process than others, this technique should be included in a course of study. Co=on teaching errors with sug- 9
/_ 10 IOWA COURSE OF STUDY gested procedures to replace them may be included. Pupil difficulties which have been discovered through research should be mentioned and methods of proven value for meeting these difficulties should be included. Suggested ways of utilizing pupils' experiences should be made. And as important as any other feature is the problem - of motivating learning. Whatever our COURSE OF ~TUDY FOR CHEMISTRY educational research has revealed that stimulates the desires of pupils to learn should be made available in a course of study. Valuable types of testing should be incorporated as well as effective type assignment. The significance INTRODUCTION of verbal illustrations as evidence of comprehending the principle at issue The importance of chemistry as a theoretical and practical science cmmot be should be featured as a procedure. Where there is a controlling procedure of overestimated. It is decidedly a living, growing subj ect. It has preeminent recognized value such as is recognized in general science--bringing the pupil into value as a means of teaching intellectual integrity,_ of increasing the power of direct contact with the phenomena studied-forceful effort for the operation observation, of promoting the ability to reach accurate conclusions and of de of this procedure should be made. veloping accuracy in manipulation and statement. The spirit of scientific re Evidences of Mastery-What are to be the evidences of mastery of the ob search which has been developed through its laboratories is inspiring the highest jectives set upf There are all degrees of mastery from the memoriter repe ethical thought and action and is increasing the comforts of life and greatly tition of meaningless terms up to a rationalized comprehension that shows adding to material welfare. grasp of both the controlling principles involved and the basic facts necessary Certain subjects have long been designated as cultural. Tllis is tme of chemistry to a clear presentation of the principles. These evidences of mastery may be because it enters so largely into our present-day civilization and is -so generally in the form of dates to be known, formulae to be able to use, types of problems recognized. It is the corner stone of sanitation, medicine, engineering, agricul to be able to solve, quality of composition to produce, organization of materials ture, and other sciences. It develops rational thinking and provides a ready means to be made, :floor talks to be able to give, papers to be able to write. of solving practical and theoretical problems of great industrial importance. It In no part of educational procedure is there need for more effort than in a is a most potent factor in this rapidly developing scientific age. clear determination of those evidences, by which a well-informed teaching The study of chemistry is not unlike the study of a foreign language. One staff can determine whether a pupil has a mastery of the fundamental ob cannot expect to master it in one year of high school w01·k. It is possible jectives that comprise a given course. As we clarify our judgments as to what however for every student to grasp so me of the fundamental laws and their ap comprises the essential knowledge, habits, attitudes, and modes of thinking in plications to every-day life. volved in a certain course, we can sj'lt forth with more confidence the evidences Objectives of mastery.. Teachers are asking for the evidences of mastery that are ex pected of pupils, and courses of study should reveal them. 1. To acquire a knowledge of subject matter While these f our elements constitute the basic pattern, the principle of The subject matter should cover a fundamental knowledge of topics common continuity from objective to pupil activity, to teacher procedure, to evidence to all localities and yet provide for sufficient supplementary material to of mastery was stressed. The maker of a course of study must bear in mind make direct contacts with the experiences and daily life of the student in that what is needed is an objective having accepted value; a pupil activity, his locality or in Ius future work. in performing which, pupils gain a comprehension of the objective that is now 2. To acquire training in scientific method being considered; that a t eacher procedure is needed which evidence has Pupils should develop qualities of observation, reasoning, self-confidence, shown is best adapted to stimulating pupils to acquire this objective for which judgment, open-mindedness, desire for accuracy, honesty, neatness and system. they are striving; and that evidences of mastery must be incorporated into 3. To acquire training for college or business the course by 'which to 'test the degree of comprehension of the objective now There should be enough basic material of a theoretical nature to give the being considered. pupil some ''advanced standing'' in a college chemistry course without sac The courses of study vary in the degree to which these four fundamental rificing that definite knowledge of facts which shall contribute to his appre features have been objectified and in the degree to which the principle of ciations through life contacts and which shall improve his skills for concrete continuity from objective to evicl.ence of mastery has been cared for. On the problems. whole they will provide effective guides which teachers will use. N. D. McCOMBS, Chairman Realizing that these courses of study were prepared by school men and H. W. BAKER women doing full time work in their respective positions, one fully appreciates W. F. COOVER the professional zeal with which they worked and the splendid contribution R. W. GETCHELL to high school education which they made. NEIL LUTES THOMAS J. KIRBY, WM. B. ZUKER Chairman of the Executive Committee CHEMISTRY 13 12 IOWA COURSE OF STUDY
I. INTRODUCTION Pupil Activities Evid~nces of Mastery Objectives Teacher Procedures A. Use the metric system in scientific measure Di1·ect .To acquire an understanding of A. Discuss imp01-tant metric units and their ments Recognition of the logic in the metric units employed in chem English equivalents B. Measure the magnitude of all units by use of the metric system in ical work 1. Length comparison with familiar units in the science. Knowledge of its sim 2. Volume English system plicity 3. Capacity C. Apply the metric system in problem solving Understanding of relative values 4. Weight I ndiTect 5. Temperature Habit of thinking in terms of a. Explain ' ' C ' ' scale the metric system b. Change "C" to n F' I A desire for accuracy c. Change "F" to '' 0" I A. Learn definitions essential to a full under Direct To understand certain important A. Matter and its changes standing of chemical terms Ability to use chemical terms concepts of introductory chem 1. Define matter, classify as to kind and intelligently istry give examples 2. Teach the meaning of and explain a. Density b. Vapor density c. Specific gravity Recognition of physical and 3. Distinguish between physical and chemical changes chemical changes a. Define b. Demonstrate
II. OXYGEN A. Learn the significance of the work of Direct To learn essential facts concern A. CalJ attention to the difficulties encoun· Priestly and Lavoisier A factual background for the ing the discovery of oxygen and tered in early experimentation B. Observe the abundance of oxygen scientific study of O'Xygen its occurrence in nature B. Assign reports on the lives and contribu l ndi1·ect · . tions of Priestly and Lavoisier An appreciation of the scope of C. Discuss the occurrence of oxygen in the chemistry earth's crust, the sea, the atmosphere and the human body A. Prepare oxygen by the following methods Direct To become familiar with the A. Review methods of preparation including 1. Heating an oxygen compound Recognition of general methods general methods by which ox action of water on sodium peroxide and a. Heat potassium chlorate of preparing oxygen. Realiza ygen may be prepared separation from mixtures such as air, di 1. Without manganese dioxide tion that each specific method recting attention to their advantages and 2. With manganese dioxide of preparation may be classified disadvantages _ 2. Electrolysis of water under one of the general meth B: Emphasize the fact that not all oxygen B. Identify oxygen by the splint test ods compounds yield the element when heated C. Write \Vord equations for the ~hemical Knowledge of the use of ca C. Define catalytic agent and describe its use change talytic agents I ndi1·ect Appreciation of the f act that ' attraction of some elements for oxygen is greater than that of others 14 lOW A COURSE OF STUDY CHEMISTRY 15
Objectives Teacher Procedures Pupil Activities E vidences of Mastery To obtain a practical knowledge A. Direct laboratory procedure for the ac A. Prepare oxygen in quantity by heating Direct of the properties of oxygen tivities listed . potassium chlorate with a catalytic agent First-hand information of the B. Discuss results which the individual has B. Observe its chemical conduct properties of oxygen accomplished during the process of the 1. Non-combustible (burning splint test) Indirect experiment 2. Supports combustion Appreciation of laboratory pro C. Outline the method of illustrating chemical a. Glowing splint, sulfur, red phos cedure as a method of gaining changes by word equations, i.e., carbon phorus, charcoal, magnesium, iron first-hand info1·mation uniting with oxygen yields carbon dioxide 3. Activity D. Assign the writing of word equations for a. Study the substances formed during each chemical change in the work combustion. Note P,articularly the properties b. Make a list of numerous oxides C. Observe physical properties 1. Color 2. Odor 3. T'aste 4. Density 5. Solubility in water
To understand the effect of A. Discuss conect laboratory procedure A. Experiment by heating known weights of Direct heating metals in air B. Call attention to the characteristics of a such metals as iron, tin, or copper and de Knowledge of metals gaining in chemical compound termine the amount of the increase in weight as a result of combining 0. Assign the writing of a list of ten chemical weight with the oxygen of the air to compounds found in the laboratory and five B. Compare the individual result with the re form compounds found in the home sult obtained by a more accurate class Indi1·ect demonstration C. Set up laboratory apparatus in accordance Appreciation of correct lab with accepted standards oratory procedure D. Observe changes taking place during the heating which characterize it as a chemical change 1. Substance loses characteristics by which it was identified 2. Substance formed possesses new char acteiistics
To know the essential uses of A. Discuss the Bunsen burner A. Study the comme1·cial uses of oxygen Direct oxygen 1. Parts of the burner 1. The Bunsen burner Recognition of various examples 2. The control of the flame 2. Gas stove burner of oxidation 3. Locate and describe the parts of the 3. Oxyhydrogen and oxyacetylene :flames Realization that the heat given flame B. Observe that oxygen is necessary for the off in oxidation is the same B. Discuss the function of oxygen as an im maintenance of human, plant, and lower whether the action is slow or portant factor in animal life fast 1. The composition of foods C. Read scientific and current literature which 2. The growth of humans, plants, and indicates the necessity of oxygen for Indirect lower animals health as well as for comfort Appreciation of nature as a . 3. Decay of organic matter D. Observe the properties of the allotropic wonderful scientific laboratory 4. Combustion, slow oxidation, etc. form of oxygen called ozone J 16 lOWA COURSE OF STUDY CHEMISTRY 17 III. HYDROGEN
Objectives Teacher PTocedures To gain a working knowledge A. Explain that all acids contain hydrogen Pupil Activities E vidences of Mastery of the methods of preparing which may be re,placed by a metal A. Prepare hydrogen by the following methods DiTect hydrogen B. EJ>."Plain that not all metals react with acids 1. Replacement of hydrogen in an acid by Knowledge of the replacement to produce hydrogen a metal (Test both active and inactive of hydrogen in an acid by the C. Discuss hydrogen from the standpoint of metals with strong and weak acids) use of the more active metals its properties, both physical and chemical 2. Decomposition of water by a metal Recognition of water as a com D. Demonstrate electrolysis of water pound which may be broken up 1. Explain the terms: anode, cathode, by an electric current electrode, electrolyte Understand electrolysis as a E . Discuss the elemental nature of hydrogen form of simple decomposition Indirect The ability to obtain good re sults from careful manipulation
To learn the properties of hy· A. Explain a proper set-up for the prepara- drogen tion of hydrogen A. Set up a gas generating apparatus Direct B. Explain the reaction of hydrogen to a B. Prepare hydrogen by the action of zinc on The use of the thistle tube as burning splint dilute sulfuric acid a safety" device C. Discuss the reducing action of hydrogen C. Observe the physical properties of hydrogen Differentiation between the emphasizing the fact that reduction is a D. Observe its chemical conduct glowing splint test for oxygen special type of chemical change 1. With a burning splint and the burning splint test for 2. With copper oxide hydrogen Recognition of the importance of hydrogen as an element
To learn the uses of hydrogen A. Aid pupils in class discussion of assigned topics A. Explain briefly the following uses of hy Direct B. Explain why helium is substituted for hy drogen Recognition of the relation be drogen in balloons and dirigibles 1. Oxyhydrogen fia~e tween the properties of an ele· C. Explain why acetylene is sometimes used in 2. Balloons and dirigibles ment and its uses the place of hydrogen in blow torches 3. Hydrogenation of oils Indirect 4. As a reducing agent for metallic oxides Appreciation of what chemistry is doing for industry
IV. WATER
To acquire a comprehensive A. Direct class discussion on the topics listed knowledge of the distribution under ''Activities'' A. Recall the various sources of water Direct of water B. Discuss the influence of the distribution of 1. Atmosphere Appreciation of Nature's most water 2. Soil abundant solvent 1. Economically, physically, etc. 3. Surface water C. Call particular attention to the importance B. · Study the impurities of water as affecting Indirect of safeguarding our water supplies its uses An appreciation of the im D. Study municipal water systems 1. Impurities in solution portance of the chemical control 2. Impurities in suspension of our city water systems C. Study the water system of your own mu· nicipality J CHEMISTRY 19 18 lOWA COURSE OF STUDY Pupil Activities Evidences of Mastery Objectives Teacher Procedures A. Test the solvent power of water on various Direct To understand the physical A. Explain the process of solution solutes A knowledge of the nature of a properties of water B. Discuss solution concentrations B. Test water to determine its hardness solution and of a suspension 1. Dilute, concentrated, unsaturated, sat 1. Nate principal compounds producing m·ated, supersaturated this condition C. Explain the difference between water that C. Experiment to remove impurities is chemically pure and that which is po 1. Filtration, boiling, distillation, chem tably pure ical treatment
A. Prepare crystals of various compounds Direct To understand the process of A. · Explain the terms B. Determine the percentage of water in a Knowledge of the difference crystallization 1. Crystalline crystal between the crystalline and the 2. Amorphous amorphous state 3. Efflorescent 4. Deliquescent A. Observe the instability of the compound Direct To understand hydrogen per A. Prepare it from barium peroxide B. Study its uses Knowledge of the ability of oxide, a compound containing B. Discuss the peculiarities of this compound 1. As a disinfectant some elements to combine to the same elements as water but 2. As a bleaching agent form more than one compound in different proportion A. Observe that water is always composed of Direct To understand that every com A. Explain text assignments regarding this the same relative amount of the same sub Understanding this law as a pound has a definite compo law stances valuable tool to use il). the study sition by weight. Law of B. Read textbook assignments regarding this of chemistry Definite Proportions law I ndirect Appreciation of the fact that Nature's processes f ollow fixed laws A. Study the significance of the composition Direct To understand the Law of Mul A. Direct the pupils very carefully in their of water and hydrogen peroxide and its An understanding of some of tiple Proportions, illustrated study of this law relation to these laws the fixed laws of Nature by water and hydrogen per 1. Avoid confusion between this law and / oxide the Law of Definite Proportions
V. COMPOUNDS AND MIXTURES A. Review compounds formed by chemical Direct To learn the difference between A. Outline the difference between a compound changes studied Ability to differentiate between a mixture and a compound and a mixture B. List common illustrations of mixtures compounds and mixtures B. Discuss numerous examples of each 0. Demonstrate that a mixture may be sep arated into its constituent parts by me chanical means
VI. LAWS, HYPOTHESES AND THEORIES A. Observe a buming candle Direct To understand the Law of Con- A. Discuss and illustrate the Law of Conserva- 1. Explain the phenomenon Realization that matter cannot servation of Mass tion of Mass be destroyed even though it may B . Direct the pupils in their observation of a be changed from one state to burning candle another 0 . Assign the selection of other illustrations 20 lOWA COURSE OF STUDY CHEMISTRY 21 Objectives Teacher Procedures ' Pupil Activities To understand the molecular A. Assignments, both text and current lit Evidences of Mastery and atomic theories and the erature A. Study care£ully the atomic theory in text Direct constitution of matter B. Explain the atomic theory and references Acceptance o£ the atomic theory as an aid in understanding the structure of matter To understand the Laws of A. Explain why heat causes gases to expand Charles and Boyle. T·o account B. Discuss standard conditions o£ temperature A. Learn the laws and work carefully nu Direct for the changes in volume of and pressure merous problems illustrating their appli Knowledge that volume changes gases C. Review the process of changing from "F" cation under varying conditions of gases are con trolled by cer to " C" scale B. Study explanations of the gas laws tain laws D. T·each how to change from centigrade to C. Employ the barometer and thermometer in Understand the barometer and absolute scale gas computations in "the laboratory be able to use it E. Discuss the application of these laws in D. Make a list of practical illustrations of problems these changes 1. Temperature change only, over mercury 2. Pressure change only, over mercury 3. Combined temperature and pressure change a. Over mercury . b. Adjusting levels c. Over water
To understand Gay-Lussac's A. Explain and illustrate Gay-Lussac's L aw Law A. Study carefully the text material on volume Direct To understand the volume re relation of gases Application of this law as an lation of gases in chemical B. Compute the volume of gases produce d by aid in explaining the atomic changes chemical changes theory
To understand Avogadro's Hy A. Explain and illustrate Avogadro's Hy pothesis pothesis A. Study the assignmeJlt carefully I ndirect B. Observe the demonstration given by the Mastery of laws, theories and teacher hypotheses as the key to future scientific progress
VII. SYMBOLS, FORMULAS, WEIGHT AND VOLUME RELATIONS To become conversant with sym- A. Explain the distinction between symbols A. List the names and symbols of the elements Direct bois, formulas, and valence and formulas thus far studied; also the names and. for B. Explain that formulas are not limited to Ability to employ symbols and mulas of the substances, both elemental compounds formulas as chemical shorthand and compound encountered in previous as C. Show that symbols and formulas represent I ndirect signments quantitative values, e.g., one atom, a mo Appreciation of the use of in B. Prepare a list of elements to show the lecular weight, etc. telligent, applied brevity in basis of selecting symbols D. Show how symbols are derived, e.g., English sciences C. Derive a few molecular weights from ;for or Latin names, first and second letters, etc. mulas E. Explain valence by any of the accepted D. Derive formulas when valence is given, and methods the reverse 22 IOWA COURSE OF STUDY CHEMISTRY 23
Objectives Teacher Procedures Pupil Activities Evidences of Mastery To learn the use of equations A. Carefully teach how to construct a skeleton A. Write equations for all reactions thus far Direct equation and how to balance it studied Acquisition of the most valuable B. Assist the pupils in writing equations as method of chemical expression under "Activities" A I ndirect 0. Stress the fundamental significance and Appreciation of the Law of value of equations Conservation of Mass. Realiz ation of the precision of science To use the mathematics of A. Teach how to solve problems that apply A. Solve such problems in weight and volume Direct chemistry principles illustrated in past assignments relations, both theoretical and applied, as Knowledge of chemical arith B. Introduce problems throughout the course, the course to date has provided a basis for metic but not until the underlying principles I ndirect have first been studied and illustrated Realization that applied science is in no sense haphaza1·d
VIII. ATMOSPHERE To know the composition of the A. Demonstrate the burning of phosphorus in A. Prepare nitrogen by burning phosphorus Indirect atmosphere and understan(l its air (Explain) in a limited volume of air Acquiring knowledge that di· relation to plant and animal B. Show how the composition of air affects life 1. Note the comparative volume of nitro· rectly affects life life 1. Carbon cycle gen and oxygen 2. Nitrogen cycle 2. Carefully describe the products 3. P ercentages of oxygen and nitrogen B. Test air for C. Aid in reports on reference assignments 1. Carbon dioxide regarding the atmosphere 2. Water vapor (humidity) 3. Oxygen C. Report on reference assignments
IX. NITROGEN To familiarize the student with A. Discuss text assignw.ent covering nitrogen A. Occurrence Direct pertinent facts concerning ni 1. Occurrence 1. Recall the experiment of burning phos Appreciation of the £act that trogen 2. Chemical and physical properties phorus in a limited volume of air air is a mi.xture of oxygen and B. Review the nitrogen cycle 2. Report on the occurrence of combined nitrogen. Nitrogen in air pre C. Discuss the oxides o£ nitrogen nitrogen vents rapid oxidation B. Prepare nitrogen from ammonium nitrite. Study properties and uses
X. NITRIC ACID To learn the preparation, prop A. Refer to the oxides of nitrogen in relation A. Read the assignments covering mtnc acid Direct erties and uses of illtric acid to the corresponding acids B. Prepare nitric acid in the laboratory Recognition of the importance B. Discuss the physical and chemical prop C. Determine its physical and chemical prop of nitrogen and nitrogen com erties of nitric acid, demonstrating some erties pounds of its chemical properties D. Experiment to show the comparative insta 1. Call attention to the equation illus bility of nitric acid trating the decomposition of nitric acid 1. By putting wool yarn into the acid 2. Show how wool and charcoal iue ox 2. Heat charcoal and put into nitric acid idized CHEMISTRY 25 24 IOWA. COURSE OF STUDY Pupil Activities Evidences of Mastery Objectives Teacher Procedur~s 3. Emphasize the use of nitric acid as an oxidizing agent 0. Discuss the important industrial uses of nitric acid D. Review fixation of nitrogen, assigning ref enmce work for a detailed report
XI. AMMONIA A. Show the presence of nitrogen in protein Direct To acquire definite knowledge A. Assign text ·material material such as hoo.fs, Irides, horns, and Gaining an added appreciation of the dist-ribution of ammonia B. Call for a special report on the manufac gelatin, by heating with soda lime of the value of nitrogen and ture of coal gas, and carbureted water gas B. Distill coal and exanrine the products of its compounds in chemical in c. Explain the properties and uses of the gas distillation dustry 1. Emph.asize its use as a refrigerating c. Visit the local gas plant. Study the method Indirect agent used in the manufacture of gas Renewed interest in -the study 1. Look for evidence that there is ~mmonia of chemistry in coal
A. Describe in detail important commercial Direct To understand commercial pro A. Assign the study of the Haber process and processes for the preparation of ammonia Increased knowledge of the ex cesses for the production of other processes B. Read popular articles on synthetic ammonia tensive use of nitrogen com ammonia B. Emphasize the importance of heat control. pounds An illustration of equilibrium
XII. ACIDS, BASES, AND SALTS A. Examine acids as to litmus test, taste ( di Direct To understand their nature A. Show how to identify acids and bases by lute), action with a metal; bases, as to Knowledge of the true signifi their formulas litmus test, feeling (of solution); salts, cance of acid and alkali B. Indicate their ionic definitions (After ioni (NaCl, K.,SO,) with litmus zation has been presented) A. Neutralize a base with an acid and examine Direct To study neutralization A. Point out the composition of salts the (dried) product Realization of the counteracting B. List common cases of neutralization B. Examine the most common salts and list effects of acids and bases 0. Discuss normal, acid, basic, mixed and their properties and their corresponding Indirect double salts acids Appreciation (from titration practice) of the refined tech nique required in science A. Practice the naming of compounds from Direct To become familiar with the A. Present the meaning of the terms: ous, ic, their formulas and the reverse Understand that the fornridable terminology of acids, bases and ide, ite, ate, hypo, and per technical names in science are salts logically selected XIII. THEORY OF IONIZATION A. Use electrodes with a lamp in circuit to Di1·ect To find out what classes of sub A. List the classes of compounds which are test aqueous solutions of acids, bases, salts, Appreciate the nature of elec stances will conduct electricity and are not conductors sugar, alcohol, glycerine, and pure water trolysis B. Explain why aqueous acids, bases and A. Examine previous experiments dealing with Direct salts will conduct electricity displacement, metathesis and neutralization Knowledge of the mechanics of G. List other properties which depend upon chemical actions taking place their ionization in water solutions To become familiar with ionic A. Definition of ion actions B. Explain displacement, metathesis and ·neu tralization actions in terms of ions CHEMISTRY 27 26 IOWA COURSE OF STUDY
XIV. PHOSPHORUS Pupil Activities Evidences of Mastery Objectives Teacher Procedures A. Compare the properties of red and yellow Direct To acquire knowledge of the A. Discuss allotropy Knowledge of phosphorus, its B. Explain spontaneous combustion varieties properties of phorphorus properties and uses C. Outline the process of match manufacture B. Evaporate a few drops of a CS, solution, on filter paper C. Examine the cover of a safety match box D. Reference work on matches A. Prepare reports on · the application of phos Direct A. Discuss the uses of phosphorus compounds To study certain compounds of phorus compounds in industry Knowledge of the common phos in fertilizers, matches, smoke screens phosphorus B. Test for phosphate in bone ash dissolved in phorus compounds nitric acid, with ammonium molybdate
XV. PERIODIC TABLE A. List the families of elements as they are Di1·ect A. Examine some of Doebereiner 's triads To become familiar with at grouped in the text Appreciation of the necessity of B. Explain Newlands' octaves tempts at classifying the ele- B. Report on the work of early investigators: overcoming preconceived notions C. Indicate the relationships in the periodic ments Prout, Stas, Dumas, Newlands, Doebereiner, and prejudices and recognition chart as to valence, metals and non-metals, Meyer and Mendeleeff of the fact that scientific knowl similarities and progressive changes within edge must grow progressively the groups and within the series and slowly D. Refer briefly to Moseley's atomic numbers A. Report on other types of classification, DiTect 'ro understand the value of A. Compare the properties of a later discovery such as graphs, spirals and helixes Conviction that the apparent classification of the elements element with those which Mendeleeff pre B. Study the properties of a given element magic of science is in reality dicted i or it rational,. factual and useful B. Refer to the position and placing of the (in the long series) in relation to the four zero group, also to illinium (recently dis adjacent elements covered) C. Show how unknown elements are predicted D. State the periodic law and explain
XVI. SODIUM A. Add sodium to water; test the gas with a DiTect A. Emphasize the meaning of the word ''met- To learn the properties of the flame, the water with litmus Knowledge of the role of the al" metal B. Examine the sodium (and postassium) spectroscope in scientific dis B. Point out the activity of this metal covery C. Discuss the spectroscope and its uses spectrum D. Discuss the physical properties of this metal (Contrast with other metals) A. Sodium chloride DiTect To become familiar with the A. Consider the geological formation, method 1. Examine and list its physical properties Knowledge of this important occurrence and uses of com· of obtaining and uses, of sodium chloride 2. Obtain specimens of the different forms compound pounds of sodium on the market, such as table salt, rock IndiTect salt, etc. Appreciation of man's depen- · dence upon Nature's geological formatic:ms 28 lOWA COURSE OF STUDY CHEMISTRY 29 Objectives Teacher Procedures Sodium hydroxide B. Describe the manufacture of sodium hy Pupil Activities Evidences of Mastery droxide by electrolysis and its relation to B. Sodium hydroxide Direct soap manufacture, to water softening and 1. Test it for its basic nature, deliquescent Knowledge of the properties to mercerizing property and action on hard water and uses of this (and succeed ing) sodium compound Sodium carbonate C. Study the Solvay process 2. Prepare reports on soap manufacture Explain the water softening power of so C. Sodium carbonate DiTect dium carbonate 1. Examine and list its physical properties Knowledge of hydrolysis Explain hydrolysis and predict it from the 2. Test it for its action on litmus and on formulas of various salts hard water 3. Test such salts as sodium carbonate, sodium sulfide, copper sulfate and ferric chloride for their hydrolyzing power Sodium bicarbonate D. 1. Point out the chemistry of the leav ening process D. Sodium bicarbonate Di1·ect 2. Describe the action of the carbon di 1. List its physical properties . Knowledge of leavening and of oxide type of fire extinguisher 2. Treat it with an acid and explain the fire extinction 3. Refer to other types of extinguishers result in terms of ions 3. Mix a dry acid (tartaric) with a dry salt; then add water and explain the results 4. Add water to baking powder and ex· Sodium nitrate E. List the industrial uses of sodium nitrate plain the resulting phenomenon E. Sodium nitrate 1. Recall the manufacture of nitTic acid from salt peter 2. Report on the Chilean nitrate industry XVII. COPPER, GOLD, AND SILVER Copper A. Direct assigned readings To understand its occunence, B. Show how its occurrence and metallurgy A. Examine ores and products of the metal DiTect production and properties typifies that of other metals B. Prepare reports on assigned topics A conception of how useful metals are obtained To learn thE) use of copper A. Direct studies and reports ' B. Show the relation of copper to industrial A. Prepare a list of uses progress B. Collect specimen~ of articles of copper and its alloys C. Report on the composition and uses of Gold A. Direct studies and reports alloys To study its sources, refining, B . Explain the economic phase of gold pro- A. Study in terms of the ''Objectives'' Direct • 0 and uses duction, gold rushes, etc. B. Prepare repOTts on gold mining Knowledge of this important C. Interview jewelers in regard to ' 'carat'' metal and cost figures I ndi1·ect Appreciatiqn of the monetary Silver A. Assign and discuss text and reference ma standard To study its sources and uses terial A. Study carefully the textbook material' DiTect B. Consider the use of the metal in coinage B. Prepare from experience and reference a Knowledge of the value of sil and of its salts in photography list of its uses ver in daily experience 30 IOWA COURSE OF STUDY CHEMISTRY 31
XVIII. CALCIUM AND ITS COMPOUNDS Pupil Activities Evidences of Mastery Objectives Teacher Procedures To become familiar with the A.. Assign and discuss text and reference ma A. Calcium carbonate D•i1·ect compounds of calcium terial 1. List its varieties Knowledge of the usefulness of B. Exhibit forms of calcium compounds 2·. Study its relation to hard water so-called ''lime'' compounds 3. Connect the topic with water softening previously studied 4. Report on its relation to lime B. Calcium oxide 1. Report on its manufacture and its va rious uses C. Calcium sulfate 1. Study the uses of gypsum and plaster of Paris 2. Report on ''setting'' of plaster of P aris and of cement D. Report on the uses of other calcium com pounds, as carbide and acid phosphates XIX. ALUMINUM To leam the properties and uses A. Assign and disc.uss material concerning A. Report on the work of Hall DiTect of the metal and its compounds 1. Preparation of the metal B. Demonstrate the heat conductivity and non Knowledge of the industrial 2. Uses corrosive powers of the metal uses of aluminum and its pro a. Electrical, structural and industrial C~ Observe the taste of alum and its acid na ducts B. Discuss the clay industries of Iowa ture toward soda D. Report on the Goldschmidt process XX. CARBON To understand the occurrence A. Assign and discuss the distribution and A. Report on the occurrence of diamonds and Di1·ect and production of the various great value of carbon compounds graphite · Knowledge of the wide dish·ibu forms of free carbon B. Discuss commercial carbon compounds B. Study the manufacture of graphite, bone tion and universal value of car 1. Charcoal black, lamp black, nut charcoal, wood char bon and its compounds in nature 2. Artificial graphite coal and coke and in industry 3. Carborundum G. Collect samples of the forms of carbon 4. Calcium carbide 1. Nate properties and determine uses C. Discuss its occurrence in plant and animal bodies D. Explain the meaning of adsorption and of destructive distillation E. Disc)lss gas masks XXI. OXIDES OF CARBON Carbon monoxide A. Demonstrate its preparation A. Study its formation in stoves, in exhaust DiTect Knowledge of carbon monoxide To learn its occurrence, prop B. Di'rect the study of its preparation and gases, in the blast fumace, and in illu erties and uses principal uses minating gas Inculcation of caution where carbon inonoxide might be pres 1. Industrial reducing agent B. Report instances of its use as a heat source, 2. Constituent of water gas, coal gas and a reducing agent, and its action in asphyx ent producer gas iation C. Discuss poisoning by carbon monoxide 1. Emphasize exhaust from automobile en gines CHEMISTRY 32 lOW A COURSE OF STUDY 33 Objectives Teacher Procedures Pupil Activities Evidences of Mastery A. Demonstrate its presence Direct Carbon dioxide A. Refer to its presence in the atmosphere and 1. In expired air Familiarity with its properties To learn of its occurrence and in certain caves, etc. 2. From the combustion of carbon and its and varied methods of produc preparation B. Review its various methods of preparation organic compounds tion C. Show its r~lation to plant and animal life 3. From an acid with a carbonate 4. From reduction of an oxide by carbon
A. Prepare the gas in the laboratory Direct To learn its properties and uses A. Discuss its physical and chemical properties B. Experimentally show its Appreciation of the contribu as suggested in "Activities " 1. Relative density tions of the gas to human wel B. Assign reference for reports on co~mercial 2. Action on a flame fare :fire extinguishers 3. Very weak acidic nature C. Discuss other applications 4. Other physical properties 1. Refrigerating C. Report on its applications 2. Beverages 1. In :fire extinction 3. Leavening agent 2. As a leavening agent 3. In the ''setting'' of mortar 4. In producing ''lime hardness'' in water D. Report on references assigned concerning .commercial :fire extinguishers XXII. SULFUR AND SULFIDES A. Assignment for study DiTect To become familiar with the A. Conduct preliminary discussion of assign- 1. Textbook and reference work covering Understanding of the Frasch occurrence, extraction, proper- ments for reading occunence of sulfur, free and combined, process and of the physical and ties and uses of sulfur, and to B. Describe laboratory experiments Frasch process for mining, uses of sul chemical properties of sulfur consider briefly its most im- C. Demonstrate the formation of sulfides fur and periodic table relations and its importance in every- . portant sulfides 1. Precipitations with hydrogen sulfide day life D. Show charts of the Frasch process B. Experimental 1. Physical properties of sulfur I ndiTect a. Behavior when heated, allotropic Appreciation of American re forms and properties of each sources 2. Chemical conduct-Direct union with . metals and with oxygen 3. Preparation of hydrogen sulfide 4. Properties of hydrogen sulfide a. Physical and chemical XXIII. OXIDES OF SULFUR A. Assignment for study Direct To gain a knowledge of the ox A. Introduce the subject of the occurrence, 1. Textbook and references covering prep Knowledge of the preparation, ides of sulfur properties and principal uses of sulfm aration, and physical properties of sul properties and uses of the ox dioxide fur dioxide ides of sulfur B. Discuss experiments to be performed by 2. Uses of sulfur dioxide the pupils a. Refrigerant, bleaching agent, re IndiTect C. Liquefy sulfur dioxide, bleach flowers, and ducing agent, food preservative, dis The relation of non-metallic reduce potassium permanganate as a class infectant, and manufacture of H,SO, oxides to oxygen acids. An demonstration B. Experimental appreciation of the importance D. Describe sulfur trioxide 1. Preparation of sulfur dioxide of sulfur dioxide in the home 1. Prepare it before the class and discuss 2. Properties of sulfur dioxi_d.e and in the community and of its use 3. Preparation of sulfurous acid and one sulfur dioxide and sulfur tri sulfite oxide in industry 34 lOWA COURSE OF STUDY CHEMISTRY 35
XXIV. SULFURIC ACID
Objectives Teacher FTocedures P upil Activit ies E vidences of Mastery To become acquainted with the A. Discuss varous methods of manufacture A. Assignment for study DiTect preparation, properties and uses B. Prepare sul.furic acid by the l ead chamber 1. Study carefully the textbook assign Appreciation of the importance of sul.furic acid and the platinum contact processes (Dem ments and other references describing of sulfuric acid and knowledge onstration) the uses of sulfuric acid in the prep of its preparation, properties C. List products depending pn sul.fmjc acid aration of other acids, of sul.fates, of and uses at some point in their production fertilizer and in refining of petroleum I ndirect D. Discuss reference assignments on the in and the pickling of metals Recognition of the interdepen du strial uses of the acid 2. Discuss in detail acid anhydrides dence of industries upon sul B. Labomtory assignment f uric acid 1. Show the properties of sulfuric acid as an oxidizing agent, as a dehydrating agent, and a means of preparing vol atile acids and sulfates 2. Learn the test for a sulfate
XXV. HALOGENS To learn the methods or prep A. Discuss assignments covering the prepara A. Assignment for study Direct aration, properties and uses of tion, properties and uses of the haloge_ns, 1. Study chlorine in detail Understand what is meant by the halogens and their <}Om placing particular emphasis upon chlonne Refer to the important uses of other a chemical family pounds, and to learn the re B. Explain laboratory experiments covering members of the halogen family lationships of the members of a the halogens and their principal compounds 2. Discuss chlorine as a germicide, a C. Conduct demonstrations f amily in the periodic table bleaching agent, oxidizing agent and I ndirect 1. Etching of glass chlorinating agent 2. Show the solubilities of the halogens in To learn how to apply the prin Ol'ganic compounds such as ether, al B. Laboratory experiments ciples of the periodic table to the study of one of its families cohol, carbon tetrachloride and chloro 1. Prepare chlorine, bromine and iodine form 2. Study their properties and individual tests 3. Compare the relative stability of the Direct acids of these three elements and the To learn how to identify mem relative activity of the elements them bers of the group by che-mical selves tests XXVI. IRON To learn the sources of iron ore A. Assign text and reference material cover A. Assignment for study Direct and the manufacture, prop ing the following topics 1. Cover the work listed in ' ' Teacher Pro Knowledge of the processes of erties and uses of cast iron, 1. Metallmgy cedures'' preparing iron and steel and an wrought iron and steel 2. Cast iron : properties and uses 2. Special assignments: mill.mg and appreciation of the magnitude 3. Steel "manufacture shipping ore ip. Minnesota; the blast of the iron and steel industry 4. Protective coatings to prevent corrosion furnace; Bessemer converter; open Realization of the importance of iron and steel hearth; special steels for special pur of, and methods used, to protect 5. Compounds of iron-ferrous and ferric poses; tempering steel exposed surfaces of these sub B. Explain the tests for ferrous and ferric B. Labor;l.tory assignment stances iron 1. Prepare and use blue print paper C. Demonstrate a small model of a blast fur 2. I nterconversion of ferrous and ferric nace. Use educational films to show im compounds and tests for each portant pha_ses of the steel industry CHEMISTRY 37 36 IOWA COURSE OF STUDY
XXVII. ORGANIC COMPOUNDS Pupil Activities Evidences of Mastery Objectives Teacher Procedures A. Assignment for study To become familiar with some A. Discuss the scope of organic chemistry and 1. Sources of organic compounds sources of organic compounds assign text and reference material covering a. Destructive distillation of wood pro and the value of chemistry in the suggested pupil activities ducing separating them from complex B. Fractionally distill gasoline 1. Methanol mixtures, identifying them and C. Show the solvent action of ether or of al· 2. Acetone discovering their uses; to study cohol (Use denatured alcohol) 3. Acetic acid briefly a few important organic 4. Charcoal compounds; to learn something b. Destructive distillrution of coal pro- about the relationship of chem ducing istry to industry 1. Gas 2. Benzene 3. Ammonia 4. Tar 5. Coke c. Distillation and cracking of petro- Direct leum producing Knowledge of the value of 1. Gasoline chemistry to industry and to 2. Kerosene every-day life 3. Lubricating oils Indirect 4. Vaseline A brief insight into the rille 5. Paraffin which chemistry is playing in d. Fermentation producing modern civilization 1. Ethanol 2. Acetone 3. Butanol 4. Acetic acid e. Synthesis 2. Some important organic compounds a. Ethyl alcohol, acetic acid, sugar, starch, classes of food stuffs B. Laboratory experiments 1. Subject coal or wood to destructive dis tillation a. Describe the products _2. Examine starch (from various sources) under the microscope 3. Test for starch with iodine 4. Test for reducing sugar 5. Hydrolyze starch and test the resulting sugar 6. Apply selected tests to food stuffs CHEMISTRY 39
Cleaning agents: Acids, oxalic, hydrochloric; alkalies; sodium hydroxide, soap (emulsification); special solvents, carbon tetrachloride, ben zene Composition of trade-marked cleaning agents Coal: Composition and fuel values of different varieties, distillation APPENDIX of coal tar, light oil, middle oil, heavy oil, tar and pitch Relation to dyes and explosives TOPICS FOR SUPPLEMENTARY STUDY Dyeing : Direct and mordant dyes (To Be Added to the Course as Time Permits) Explosives : Black powder, nitroglycerine, dynamite, gun-cotton, trinitro toluene Alloys, other than those containing copper Antimony, properties and uses F ertilizers : Soil fertility, elements needed by growing plant and f unction Arsenic insecticides of each; photosynthesis and carbon dioxide cycle; nitrogen Bismuth, important uses cycle and function of nitrogen fertilizers; use of limestone Bleaching powder and phosphate rock Catalysis Foods: Classification, carbohydrates, fats, proteins, mineral matter; Chromium, connercial uses starch, preparation from corn, cooking to dextrin and to paste, Colloids, common examples and their application hydrolysis to glucose; sugars, preparation and refining of Electromotive series beet and cane varieties, conversion to caramel, inversion; Hydrogen equivalent (reacting weights, not atomic weights) fats, olive oil, cotton-seed oil, butter, oleomargarine, hardening Hydrogen sulfide with special reference to testing for certain metals not covered oils by hydrogenation; proteins, albumins, casein, gluten, pep in Section 22 tones, gelatins, vitamins Lead, properties, uses and compounds Glass: Manufacture of crown, flint, lead, and special glasses; color Magnesium, properties, uses and compounds ing of glass Mercury, properties and uses of the metal and of the chlorides Ink: Iron ink; organic-dye ink; carbon ink Nickel and platinum, important uses and special properties Leavening agents : Baking powders (composition and reaction), yeast, soda Potassium, treated as sodium, use in agriculture Radium and radio-activity Matches : Ordinary and safety types Rare gases in the air Metals: Used for basic purposes: iron, copper, aluminum, lead Silicon and its compounds .. Used for ornament: gold, silver, nickel, platinum Strontium and barium, properties and uses Used for alloys: bronze, brass, solder, type metal, anti-fric Tungsten, properties and commercial uses tion or· bearing metals, fusible metal, alloy steels Zinc, metallurgy, properties, uses and salts Tests for metallic iron Nitrogen fL'lation: Manufacture by the arc, H aber, and cynamid processes; re LIST OF TOPICS FOR SUPPLEMENTARY READING lation to fertilizers, explosives and dyes (Taken from the report of the Connittee on a Standard Minimum High School Paint, varnish, etc. : Oil paints and driers, varnish, shellac, copal, linseed oil, Comse in Chemistry, American Chemical Society) oil cloth, linoleum These topics may be introduced in greater detail to add interest to the topics Pigments, white lead, red lead, iron oxide, lead chromate, in the preceding comse of study. They should be selected according to local im zinc white, lithopone portance and at the discretion of the teacher. Other topics may be added as Paper: Manufactme, treated briefly suggested by this list P etroleum: Fractional distillation into burning oils, solvent oils, lubri cants, paraffins; problem of gasoline supply and possible ex Gums, paste, dextrin, glue, casein, water glass (sodium sil- Adhesives: haustion of petroleum icate) I Photography: Blue prints, plates, films, prints, toning, technicolor Artificial stone : Lime, plaster, · mortar, hydraulic cement, concrete, stucco, Poisons: Common antidotes, common inorganic drugs plaster of Paris Charged water, soda, mineral infusion, tea, coffee, fruit juices Preserving : Sterilizing, pasteurizing, dessicating, pickling by salt and Beverages : sugar, common chemical preservatives and tests for them (artificially flavored) fermentation Clay products: Brick, pottery, stoneware, chinaware, porcelain 38 40 lOWA COURSE OF STUDY CHEMISTRY 41 Refuse disposal: Sewage and garbage, fermentation and putrefaction, civic problems, disinfectants and deodorizing agents Compounds and Mixtu;r.es Silicates: Treated briefly *17. Distinguish between mixtures and compounds Textile fibers: Natural and artificial silk; wool; scouring, bleaching, felting, Laws, Hypotheses, and Theories etc.; cotton, bleaching, mercerizing, etc. *18. Application of the laws of Boyle and Charles, use of the barometer and thermometer EXPERIMENTS INCLUDED IN THE HIGH SCHOOL COURSE IN CHEMISTRY Symbols, Weights, Vol~
Al~tmi1mm 67. Preparation of ethereal salts (esters) 68. Soap making ·'38. Study the properties of the metal and the salt, alum 69. Constituents of milk Ca1·bon 70. Substantive, salt, or direct color for cotton 39. Study the absorptive and reducing powers of carbon Oxides of Ca1·bon LIST OF SUPPLIES .,. 40. Prepare carbon monoxide and study its properties (Lecture experiment) The following list is an estimate of the material that should be purchased for *41. Prepare carbon dioxide and study its properties a class of .ten pupils, provided each pupil performs all of the experiments de 42. The chemical fire extinguisher scribed in this course of study. A reasonable allowance has been made for break
S~tlfwr and Sulfides age. In case of somewhat expensive apparatus it has been assumed that two or more pupils will use the same piece of apparatus. In some instances where in * 43. Study the allotropic forms of sulfur dividual experimentation is desirable it is practicable to arrange the laboratory *44. Hydrogen sulfide: prepamtion, properties, and uses work so that all the members of the class do ·not work the same experiment at a Oxides of S · u lf~t1 ' given time. In such cases economies may be realized in the amount of apparatus ""45. Prepal'e sulfur dioxide: (1) by burning sulfur; (2) from a sulfite and an necessary. acid; and study the properties of the gas A minus sign (-) follows those items on the list that are relatively less *46. Prepare sulfurous acid and one sulfite necessary. *47. Prepare sulfur trioxide (Lecture experiment) 10 alcohol lamps, 4 oz. (I£ not supplied with gas) 10 burettes, 50 cc Sulfuric Acid 5 burette clamps *48. Prepare suliuric acid by at least one process (Lecture experiment) 10 Bunsen burn\')rs (if supplied with gas) *49. Study the prope1'ties of ·sulfuric acid 5 Bunsen burner wing tops - *50. '!.'est for a sulfate 20 beakers, 150 cc 20 beakers, 250 cc Halogens 10 beakers, 500 cc - *51. Prepare chlorine, bromine, and iodine ; compare their properties 50 bottles, wide-mouthed, 8 oz. 52. Prepare hydrogen chloride (hydrochloric acid) and study its properties 10 blowpipes, brass 10" 15 cmcibles, porcelain, No. 0 I ron 15 crucible covers for No. 0 crucible ·'53. Replace hydrogen by iron 10 crucible tongs *54. Study the change fTom ferrous chloride to f erric chloride and· vice versa; 10 cobalt glass plates, 50 mm x 50 mm oxidation-reduction; to test for the ferric and ferrous ions 5 calcium chloride tubes, 4" Organic Compounds 15 dishes, evaporating, porcelain No. 0 10 dishes, evaporating, porcelain, No. 1 *55. Test for starch; test for sugar; the hydrolysis of starch 5 dishes, lead, 75 mm *56. Starches and sugars in common food stuffs 10 deflagrating spoons 10 files, triangular 5" EX'rRA EXPERIJ\'IEN'rS 10 forceps 12 :fl.asi,s, Erlenmeyer, 125 cc 57. Test for sodium, barium, strontium, and copper by :flame coloration 6 :flasks, Erlenmeyer, 250 cc 58. Test for nitrate, sulfide, chloride and carbonate ions . 12 :flasks, Florence, 100 cc 59. Test for zinc, aluminum, and magnesium by cobalt nitrate test 10 funnels, glass 75 mm 60. Test for cobalt, manganese, chromium and iron by the borax bead test 50 glass plates, 10 em x 10 em 61. Identify simple salts, using the above named tests 2 pounds glass tubing, 5--8 mm 62. Iron salts in photography; blue prints 10 graduates, cylindrical, 25 cc 63. Quantitative replacement of silver 10 mortar with pestle, porcelain, 60 to 80 mm 64. Silver salts in photography 44 IOWA COURSE OF STUDY CHEMISTRY 45
10 nichrome or pipestem triangles, . 2" 1 package corks, assorted, 0-11 10 pinch-cocks, screw compression - 1 set cork borers 10 pneumatic troughs, Armco iron 10 candles, paraffin, 12 's 10 platinum loops, in glass handle 1 electrolysis apparatus 10 rubber stoppers, 1 hole, No. 1 1 funnel, 150 mm 10 rubber stoppers, 1 hole, No. 2 1 flask, pyrex 1000 cc 10 rubber stoppers, 1 hole, No. 5 1 flask, pyrex 500 cc 10 rubber stoppers, 2 hole, No. 1 1 glass cutter 10 rubber stoppers, 2 hole, No. 3 1 gas generator, Kipps, 500 cc 10 rubber stoppers, 2 hole, No. 5 1 graduate, cylindrical, 500 cc 10 r~bber stoppers, 2 hole, No. 7 1 graduate, cylindrical, 1000 cc 12 f eet rubber tubing, 3/16" 1 hydrometer, light liquids 12 feet rubber tubing for Bunsen bmners 1 hydrometer, heavy liquids 10 rulers, English and Metric, 12" 2 jars, waste, 5 gallon 100 reagent bottles, 4 to 8 oz. 2 magnifiers, tripod 10 ringstands, two rings 10 medicine droppers 5 retorts, medium 4 pinch-cocks, large 10 spatulas, horn, 150 mm 1 thermometer, -10° to 250° C 10 stencils for drawing figures - 10 tubes, gas measuring, 50 cc graduated to 1/10 cc 10 sand baths, shallow 4" 2 sets weights, iron, on holder, 10-500 g 5 thermometers, -10° to 110° c 1 set weights, in block, 1 cg too 20 g 10 tripods, 6" for alcohol lamps (if used) 2 shears 12 test tubes, ignition, 6 x %" 288 test tubes, 6 x %" 144 test tubes, 4 x 1!2" CHEMICAL AND SPECIAL MATERIALS 10 test tube brushes The supply of chemicals listed is adequate for all ordinary contingencies in a 10 brushes, small tube class of t en students. Chemicals followed by an asterisk are relatively less 10 test tube racks necessary and may be omitted as desired. 10 test tube holders, wire clamp 1 lb. acid, acetic, 30% C-P· 12 thistle tubes 4 oz. acid, boric, c.p. 10 watch glasses 3" 2 oz. acid, citric, c.p. 10 wire gauze squares, 4" *8 oz. acid, formic 12 lb. acid, hydrochloric, c.p. ITEMS OF GENERAL APPARATUS 7 lb. acid, nitric, c.p. 2 balances, trip scales , 1 lb. acid, oxalic, crystalline, c.p. 5 balances, hand, improved 9 lb. acid, sulfuric, C-P- 1 barometer 2 oz. acid, tannic 1 blast lamp for gas - 2 qt. alcohol, ethyl, 95% 2 battery jars, 5 x 7" - 1 qt. alcohol, methyl (wood alcohol) 2 burettes, glass stopcock, 50 cc 1 lb. aluminum sulfate 6 beakers, 600 cc 1 lb- aluminum turnings 2 beakers, 1000 cc 2 lb. ammonium chloride (commercial) 25 reagent bottles 12 lb. ammonium hydroxide 5 combustion tubes, 4;j x 1-9 em · 2 lb. ammonium molybdate (solution) 5 condensers, Liebig, 15" with condenser clamps and clamp-holders 8 oz. ammonium sulfate 1 square foot copper sheet, No. 30 4 oz. antimony, powder 1 spool copper wire, bare, No. 16, 4 oz. 1 lb. baking powder 1 spool copper wire, bare, No. 20, 4 oz. 1 lb. barium chloride, cryst. c.p. 1 spool copper wire, bare, No. 28, 4 oz. 8 oz. barium nitrate 46 IOWA COURSE OF STUDY CHEMISTRY 47
1 lb. bleaching powder 1 lb. p ~ tassium carbonate, ( co=ercial) 1 lb. bone black 2 lb. potassium chlorate, cryst. c.p. *2 oz. bromine *4 oz. potassium chromate 5 lb. calcium carbonate (marble chips) *4 oz. potassium cyanide 1 lb. calcium chloride, granular, for drying tubes 1 lb. potassium dichromate 1 lb. calcium fluoride, powder 1 lb. potassium f erricyanide 3 lb. calcium oxide, (lime) 8 oz. potassium ferrocyanide 4 lb. calcium sulfate, plaster of Paris, fine 2 lb. potassium hydroxide, c.p. 1 lb. carbon disulfide 2 oz. potassium iodide, c.p. * 8 oz. carbon tetrachloride 1 lb. potassium nitrate 12 blocks charcoal, for use with· blowpipe 8 oz. potassium permanganate 8 oz. chloroform 1 lb. potassium sulfate 4 oz. chromium sulf ate, c.p. 4 oz. silver nitrate, c.p. 1 yd. cloth, calico, f or bleaching 2 oz. sodium 1 yd. cloth, cotton, bleached fine goods 4 oz. sodium acetate, fused 3 yd.· cheesecloth 1 lb. sodium bicarbonate 1h yd. cloth, woolen 1 lb. sodium carbonate, washing soda 2 oz. cobalt nitrate, cryst. e.p. 5 lb. sodium chloride, co=on salt *6 oz. copper f oil, 1/ 100" thick 1 lb. sodium hydroxide, c.p., by alcohol 2 lb. copper turnings 1 lb. sodium nitrate, c.p. 4 oz. copper oxide, powder 8 oz. sodium peroxide 4 oz. copper sulfate, anhydrous 8 oz. sodium phosphate 1 lb. copper sulfate, cryst. 2 lb. sodium sulfate 1 lb. ether 1 lb. sodium sulfite, dry 8 oz. Fehling's solution, two solutions in separate bottles 2 lb. sodium thiosulfate (hypo) 1 lb. fenous sulfate 1 lb. sodium tetraborate (bora;K) 8 oz. hydrogen peroxide, 3% solution 1 lb. starch, corn *2 oz. iodine, resublimed 1 lb. starch, potato 8 oz. iron chloride, ferric c.p. 2 oz. strontium nitrate, c.p. 1 lb. iron filings, fine, clean 8 oz. sulfur, flowers of 8 oz. iron °sul:fide, f errous, in sticks for H,S 2 lb. sulfur, roll 4 oz. lead acetate 1 lb. tin, granulated 8 oz . lead nitrate 1 tumeric paper, sheet *1 oz. lithium nitrate *1 pt. vinegar, cider 1 oz. litmus cubes *1 pt. vinegar, white 72 litmus paper sheets, red 2 oz. wool, glass, fine Bohemian 72 litmus paper sheets, blue 1 package, wool, steel, fine «·2 oz . magnesium powder 8 oz. zinc dust 8 oz. magnesium ribbon 2 lb. zinc, granulated, mossy . 1 lb. magnesium sulfate 8 oz. zinc sulfate 1 lb. manganese dioxide, fine, granular, free from carbon distilled water 8 oz. mercury 1 lb. mercuric oxide, red REFERENCES 2 oz. nickel nit rate 10 g. phenolphthalein High School Texts 2 oz. phosphorus, red Black, N. H., and Conant, J. B., Practical Chemistry, Macmillan 2 oz. phosphorus, yellow Blanchard, A. A., Introduction to General Chemistry, Doubleday 1 lb. p otassium alum Blanchard, A. A., and W ade, F. B., Foundations of Chemistry, American Book Co. 1 lb. potassium bromide Brownlee, R. B., Fuller, R. W., Hancock, W. J., Sohon, M. D., and Whitsit, J. E., 48 IOWA COURSE OF STUDY .CHEMISTRY 49
ElementaTy Principles of Chemistry, Allyn and Bacon Gardner, W., Chemical Synonyms and Trade Names, Lockwood Bruce, George H ., High School Chemistry, World Book Company Hackh, I. W. D., Chemical Reactions and Their Equations, Blakiston· Dull, Chas. E., Essentials of Modern Chemistry, Holt Emery, F. B., Downey, E. F., Davis, R. E., and Boynto·n, C. E., Chemistry in Popular Books Eve1·y-day Life, Lyons and Carnahan Chamberlain, J. S., and Browne, C. A., Chemistry in Agriculture, Chemical Foun- Gordon, Neil E ., Introduo~ory Chemistry, World Book Company dation, 85 Beaver. Street, New York Gray, C. W., Sandifur, C. W., and Hanna, H. J., Fumdamentals of Chemistry, Chemistry in Medioine, Chemical Foundation Houghton Mifflin · Darrow, Floyd.L., Boy's Own Book of Science, Macmillan Holmes, H . N., and Mattern, L. W., Elements of Chemistry, Macmillan Darrow, F. L., Story of Chemistry, Bobbs Merrill Kendall, James, Elementary Chemistry, Century Duncan, ChemistTy of CommeTce, Harper McPherson, W., and Henderson, W. E ., Chemistry· and its Uses, Ginn Foster, W., The Romance of Chemistry, Century McPherson, W., H enderson, W. E., and Fowler, G. W., Chemistry for To-day, Ginn Hendrick, E., Everyman's Chemistry, Harper Meyer, Martin, First Problems in Chemistry, Heath Howe, H. E., Chemistry in Industry, Chemical Foundation Newell, Lyman C., Practical Chemistry, Heath Kahlenberg, Louis, and Hart, Edwin B., ChemistTy and its Relation• to Every-day Life, Macmillan High School Marvools . Moore, F. J., History of Chemistry, McGraw Hill Black, N. H., Laborato1·y Experiments in Chemistry, Macmillan Sadtler, S. S., Chemistry of Familiar Things, Lippincott Blanchard, A. A., and Wade, F. B., Laboratory Manual, .American Book Company Slosson, E. E., Creative Chemistry, Century Brownlee, R. B., and others, Loose-Leaf Laboratory Exeroises (also in book form) Smith, E. F., Chemistry in ·America, Appleton Allyn and Bacon Farrell, Hugh, What P1·ice Prog1·ess, Chemical Foundation Dull, Charles E., Laborato1·y ExeTcises in Chemistry, Holt Emery, F. B., Downey, E. F., and others, Applied Chemist1·y, Lyons and Carnahan T ests and Boolcs on Testing Gray, C. W., and Sandifur, C. W., Inte?"linear ChemistTy Marvool, Houghton Mif- Columbia Research Bureau Test in Chemistry, World Book Company flin Gerry, H. L., Harvard Test in High School Chemistry, Ginn Irwin, F. C., and others, LabomtoTy Marvu.a·l and Notebook, 1927, Row Peterson Glenn, E. R., and Welton, L. E., A chievement T ests in Chemistry, Test I-First Jaques, Agnes F., LaboratoTy Chemistry for Girls, Heath Semester, Test II-Second Semester, World Book Company Jones, Mary E., Laboratory Study of Household Chemistry, Allyn and Bacon Glenn, E. R., and Welton, L. E., InstTu.ctional Tests in Chemistry, World Book Co. Lincoln and Banks, Laboratory Marvool in Gener.al Chemistry, Prentice Hall, Inc. Horton,· R. E., Measurable Outcomes of Individual Laboratory Work in High McPherson, W., and Henderson, W. Laboratory Practice in Chemist1·y, Ginn E., School Chemist1·y, Educational Test Bureau, Minneapolis Newell, Lyman C., Laborato1·y E x.eroises, 1927, Heath Joffe, Bernard, Chemical Calmblations, World Book Company Richardson, L. B., and Scarlet, A. J ., Laboratory Manual of Geneml Chemistry, Orleans, J. S., and Sealy, G. A., Objective Tests, World Book Company Holt Paterson, D. G., PTeparation and Use of New Type Examinations, World Book Smith, Herbert, and Mess, Harry, Modern Experimemtal Chemistry, Holt Company Powers, S. R., General Chemistry Test, World Book Company General References Review Questions in Chemistry, to accompany Elementary Prinoiples of Chemistry, Armstrong, H. E., Chemistry in the Twentieth Century, Macmillan Allyn and Bacon Berry, P. G., Chemistry Applied to the Home and Community, Lippincott Rich, S. G., Chemistry Tests for High School, Public School Publishing Company Blanchard, J. Maud, Household Chemistry, Allyn and Bacon Ruch, G. M., Improvement of the Writtem Examination, Scott Foresman Holmes, H. N., General Chemistry, Macmillan Ruch, G. M., The Objective or New Type Examination, Scott Foresman Kendall, James, General CHemistry, Century Ruch, G. M., and Stoddard, G. D., Tests and Measurements in High School In- Latimer, W. M., and Hilderbrand, J. H ., R.eferenoe Book of Inorganic Chemistry, struction, World Book Company Macmillan Russell, Charles, Classroom T·ests; Ginn McPherson, W., and H enderson, W. E., A Course in General Chemistry, Ginn Sandiford, P., Educational Psychology, Longmans Green Mellor, J. W., Modern Inorganic Chemistry, Longmans Green Smith, H. L., anad Wright, W. W., Bibliography of Eduaational Measurements Weed, Henry T., Chemistry in. the Home, American Book Company (Second Revision), Bureau of Cooperative Research, Indiana University, Bloomington, Indiana Dictionaries and Encyclopedias Stoddard, G. D., and Conoy, L., Iowa Placement Examination: Chemistry (Re Condens.ed Chemical DictionaTy, The Chemical Catalog Co., 419 Fourth Ave., New vised), Bureau of Educational Research and Service, Iowa City, Iowa York Symonds, P. M., MeasUtrements in Secondary Education, Macmillan 50 lOWA COURSE OF STUDY
Tests in Chemistry, covering every phase of elementary chemistry, 57 units, Lyons and Carnahan
Books and Articles on the Teaching of Chemistry Brownell, H., and Wade, F. B., The Teaching of Science and the Science Teacher, Century Carpenter, W. W., Certain Phases of the Administration of High School Chemistry, Teachers College, Columbia University, Contributions to Education, No. 191 Frank, J. 0., Teaching First Year Chemistry, Blakiston Handbook of Chemistry and Physics, Chemical Rubber Co. Powers, S. R., Diagnostic Study of the Subject Matter of High School Chemistry, Teachers College, Columbia University, Contributions to Education, No. 149 Smith, Alexander, and Hall, Teaching Chemistry and Physics in the Schools, Long· mans Green