PHILOSOPHY/RATIONALE

The philosophy of the chemistry program is to develop scientifically literate individuals who will understand basic chemical processes and be able to apply what they have learned to explain the world around them. Students will realize the important role chemistry will play in their personal and professional lives.

Students who have successfully completed their study of chemistry will have a greater awareness of the chemical principles affecting the materials and objects around them. The students will be able to recognize the usefulness and limitations of technological advances. They will be better prepared to participate in community decision-making, for they will have practiced evaluating the merits of technical arguments.

Chemistry is a full year course, intended for students in Grade 10 or 11. It is a college preparatory course, preparing students for college-level studies of science in general and chemistry in particular. Students will be able to hypothesize intellectually, select the appropriate technologies for inquiry, collect data, reason logically, analyze critically, organize information, think creatively to solve problems, and formulate new questions about the chemical world. Students enrolled in chemistry will have the opportunity to develop inquiry and analysis skills to help prepare them for future scientific endeavors. In addition to the chemistry content, applicable topics in Earth Science will be integrated throughout the courses.

Chemistry in the Community, the basis for the Chemistry course, contains traditional chemistry topics (atoms, elements and molecules, reactions, stoichiometry, solutions and solubility, behavior of gases, thermodynamics, kinetics, acids and bases, etc.) organized around environmental, technical, and societal issues. The text presents the content in a spiraling progression. There are four core contextual scenarios (Water, Earth, Fuel, and Air), and three additional scenarios which can be completed as time permits (Industry, Nuclear Chemistry, and Food). Each of these seven scenarios comprises a unit of study, complete with multiple imbedded laboratories, decision-making activities, opportunities for practicing modeling and calculating, and a culminating presentation, paper, or event.

Students studying chemistry in either course will learn to communicate their understanding of basic chemical principles, effectively participate in both group and independent activities, work safely in the laboratory, and apply successful study habits. The activities implemented will emphasize such skills as working cooperatively to achieve a goal, selecting the appropriate tools and technology to accomplish a set task, collecting, representing, and interpreting data, making inferences and forming conclusions. Students will strive to become more scientifically literate to ensure their future success in our technology driven world. Upon completion of chemistry, students will be able to communicate scientific ideas through oral presentations, written work, applicable computer software, lab reports, homework, and participation in class discussions.

Five (5) credits are given for students who successfully complete Chemistry. The New Jersey State Standards have been integrated throughout the curriculum, and students will demonstrate competency in the New Jersey Core Curriculum Content Standards by achieving a passing grade on the Science HSPA.

Berkeley Heights Public Schools 1 COURSE PROFICIENCIES

COURSE OBJECTIVES

1. To promote an understanding of the scientific process and to practice those thinking processes needed to logically solve scientific problems. (5.1/A, B)

2. To promote an understanding of the chemical principles which govern the world around them. (5.6/A, B)

3. To apply chemical principles in order to solve technological problems. (5.4/A, B, C)

4. To develop an understanding of the social partnership that exists between science, industry, and society from both an historical and current perspective. (5.2/A, B)

5. To develop student decision-making skills, interests, and viewpoints with respect to scientific and technical information, thereby promoting good citizenship. (5.2/A)

6. To apply mathematical skills (numerical operations, geometry and measurement, and algebra) to physically observable phenomena, and to express physically observable phenomena in mathematical terms. (5.3/A, B, C)

7. To practice critically analyzing scientific data by constructing tables and graphs and evaluating the precision and accuracy of those data. (5.3/D)

8. To explore the structure of atoms, molecules, pure substances, and mixtures. (5.6/A)

9. To promote an understanding of why the substances and mixtures surrounding us have different properties. (5.6/A)

10. To develop an appreciation for chemical reactions: what it means in terms of the arrangements of atoms, how we use reactions to make materials and useful energy, and how we control the rate and extent of reactions. (5.6/A, B)

11. To relate core concepts of physics to chemical systems: conservation and conversion of energy, the nature of electromagnetic energy, and electrical repulsion and attraction. (5.7/A, B)

12. To further students’ understanding of key life science substances and processes: proteins, DNA, fats, and carbohydrates; photosynthesis, respiration, and energy storage and conversion. (5.5/A)

Berkeley Heights Public Schools 2 COURSE PROFICIENCIES (continued)

13. To connect chemical processes and concepts to processes and concepts explored in earth science: formation of elements (life cycles of stars and planets), convection (plate tectonics and currents within the hydrosphere and atmosphere), movement of chemical elements in geochemical cycles (the nitrogen and carbon cycles), and the effects of temperature and pressure on solids, liquids, and gases (weather and climate). (5.8/A, B, C; 5.9/B)

14. To enhance the students’ understanding of the effects of human activity on the earth’s atmosphere, hydrosphere, and ecosystems, and distinguish those changes from the changes due to naturally occurring processes. (5.10/A, B)

15. To build an appreciation for the value of safe techniques in working with instruments and chemicals in the laboratory, and to relate those techniques to those appropriate for use outside the laboratory. (5.1/C; 9.2/F)

16. To enhance students’ technological literacy by obtaining information through the Internet, and by using spreadsheets, data processing, word processing, and presentation software. (8.1/A, B)

17. To increase awareness of careers which rely on a knowledge of chemistry. (9.1/A)

18. To practice critical thinking skills, both as individuals and in groups, in solving problems and making decisions. (9.2/A)

Berkeley Heights Public Schools 3 STUDENT PROFICIENCIES

The student will be able to:

1. Participate in chemistry as an investigative process, using the scientific method to explore chemical questions. (5.1/A1-4, B/1-2)

2. Access and interpret Material Safety Data Sheets in order to plan how to handle chemicals safely. (5.1/C1)

3. Work individually, and in groups, to critically analyze technical data and make data- based recommendations and decisions. (5.1/A1; 5.3/D1; 9.2/A1-2, C1-2)

4. Elaborate on key technical and scientific breakthroughs which have altered our society. (5.2/A1, B1,2)

5. Express physically observable phenomena in mathematical terms. (5.3/C1)

6. Collect quantitative measurements in the laboratory, express the values and their reliability in SI units, and derive other values from there. (5.3/A1, B1, C1, D1)

7. Organize data in tables and graphs and analyze the data for both accuracy and precision. (5.3/D1)

8. Assess the impact of introducing a new technology in terms of alternative solutions, costs, tradeoffs, risks, benefits, and environmental impact. (5.4/B1)

9. Classify elements, compounds, mixtures, and solutions according to their physical properties. (5.6/A7)

10. Purify an aqueous mixture, and compare the chosen method to alternate methods. (5.4/B1)

11. Name and construct models of atoms, elements, ionic compounds, covalent molecules, mixtures, and solutions. (5.6A/1-4,6,7)

12. Quantitatively evaluate solutions and classify them as saturated, unsaturated, or super- saturated. (5.3/C1)

13. Interpret information contained in a periodic table, and predict properties and reactivity of elements from that information. (5.6/A5)

14. Explain how the elements on earth were created. (5.9/B1,2)

Berkeley Heights Public Schools 4 STUDENT PROFICIENCIES (continued)

15. Correlate physical properties and chemical reactivity with the arrangements of electrons, particularly the valence electrons, of a substance. (5.6/A3,8)

16. Use Lewis diagrams and molecular models to describe and predict patterns and behavior of ionic, polar, and non-polar molecules. (5.6/A4)

17. Relate the unique properties of water (high surface tension, boiling point, etc.) to its molecular structure. (5.6/A6)

18. Express a chemical reaction in terms of a balanced chemical equation. (5.6/8B4)

19. Apply the mole concept to calculate the expected yield of a reaction. (5.6/8B3)

20. Measure the amount of energy transferred during a reaction, and explain how the energy generated or consumed is indicative of a change in the energy of the chemical bonds. (5.6/B2)

21. Quantitatively predict how changes in pressure, temperature, and volume will affect gaseous states of matter. (5.3/C1, 5.6/A6)

22. State the postulates of the kinetic molecular theory of gases and evaluate the behavior of ideal gases according to those postulates. (5.6/A6)

23. Classify substances as acids or bases and relate the pH of a solution to the acid or base’s strength and concentration. (5.6/A6)

24. Order types of electromagnetic radiation according to their energies, frequencies, and wavelengths. (5.7/B4)

25. Predict the impact of temperature, pressure, concentration, surface area, and catalysts on the rate of a chemical reaction. (5.6/B1)

26. Contrast equilibrium reactions with reactions which go to completion, and predict the effects of stressing an equilibrium system according to Le Chatelier’s Principle. (5.6/A6)

27. Evaluate technical solutions for their effect on the earth’s atmosphere, hydrosphere, and ecosystems. (5.8/A1, B1, C2; 5.10/A1, B1-2)

28. Effectively use the Internet, spreadsheets, data processing, word processing, and presentation software to gather, analyze, and present information. (8.1/B3,9,11-12)

Berkeley Heights Public Schools 5 STUDENT PROFICIENCIES (continued)

29. Judge personal interest in a career which involves chemistry, and plan an effective route to achieving a career in chemistry if there is interest. (9.1/A1-3)

Berkeley Heights Public Schools 6 METHODS OF EVALUATION

1. Class activities.

2. Participation in discussions.

3. Homework.

4. Oral, written, and computer presentations.

5. Laboratory reports.

6. Tests and quizzes.

7. Midterm and final exams.

8. Demonstrated proficiency with applicable and available computer hardware and software.

Berkeley Heights Public Schools 7 SCOPE AND SEQUENCE COURSE OUTLINE/STUDENT OBJECTIVES

Chemistry in the Community (Regular Chemistry)

The student will be able to: NJ Core Curriculum Strands & Standards/ Indicators Course Outline/Student Objectives Grades 5.1/10-12 A1-4 I. Materials: Structure And Uses B1,2 A. Elements and Their Properties: Why We Use What We Do C1 1. Distinguish between chemical and physical properties 5.2/10-12 B1-3 and changes 5.3/10-12 A1 2. Classify elements as metals, nonmetals, or metalloids B1 based on observed properties C1 3. Identify elements and predict their physical and D1 chemical properties using the periodic table 5.4/10-12 A1 4. Relate the Origin of Elements with the Life Cycle and B1 Size of Stars C1 5. Calculate the mass number for an isotope and the 5.6/10-12 A1-8 average mass for an element based on the number of 5.7/10-12 A4 protons and neutrons 5.8/10-12 A1 6. Correlate chemical and physical properties of an element 5.9/10-12 B1 with the number and arrangement of electrons in its C1 atoms 8.1/10-12 A3 B. Implications of Atomic Structure: Earth’s Mineral B9,11,12 Resources 8.2/10-12 A1 1. Describe Earth’s atmosphere, hydrosphere, and B1-3 lithosphere C1-3 2. Compare availability, refining, and processing of active 9.1/10-12 A2 metals to less active metals B1,5 3. Define oxidation and reduction in terms of electron 9.210-12 A1-4 transfer C1 4. Represent oxidation and reduction processes using F1,4,5 chemical equations and electron dot structures 5. Interpret an Electron Configuration (supplement text in order to meet NJ standards) 6. Describe methods for separating metals from their ores C. Stoichiometry: Conserving Matter 1. Write balanced chemical equations 2. Relate balanced chemical equations to the Law of Conservation of Matter 3. Define a mole 4. Calculate the molar mass of a compound

Berkeley Heights Public Schools 8 I. Materials: Structure And Uses (continued) 5. Calculate the quantities of reactants needed, or products possible, for a particular chemical reaction 6. Calculate percent composition by mass 7. Contrast renewable with nonrenewable resources 8. Identify methods of conserving Earth’s resources D. Modifying Properties Using Chemical Reactions: Designing for Desired Properties 1. Summarize differences between allotropes in terms of bonding 2. Illustrate differences between alloys and their constituent elements 3. Describe how to change the electrical conductivity of a material 4. Compare methods for surface treatment of materials E. Culminating Activity: Choosing the Design for a New Coin 1. Design a new coin 2. Argue for its merits 3. Critique the relative merits of the proposed coins 4. Reach consensus on the new design 5.1/10-12 A1-4 II. Water: Exploring Solutions B1,2 A. Setting the Stage for an Authentic Problem Solving C1 Activity: Sources and Uses of Water 5.2/10-12 A1 1. Identify mixtures as opposed to pure substances 5.3/10-12 A1 2. Employ methods of separating mixtures B1 3. Employ methods of testing the purity of substances C1 4. Distinguish between direct and indirect uses of natural D1 resources 5.4/10-12 A1 5. Discuss the function and operation of the hydrologic B1 cycle 5.8/10-12 A1 6. Identify the main reservoirs of water on Earth C1,2 7. Report measurements in SI units and interpret the 5.10/10-12 B2 reliability of those measurements 8.1/10-12 A3 8. Construct tables and graphs in order to analyze collected B9,11,12 data 9.1/10-12 A2 9. Explain the proper use of chemicals and laboratory and B1,5 safety equipment available 9.2/10-12 A1-4 B. What is a Solution?: Looking at Water and Its C1 Contaminants F1,4,5 1. Define and identify examples of physical properties 2. Classify samples of matter in terms of elements, compounds, and mixtures 3. Interpret and create models that represent elements, compounds, and mixtures

Berkeley Heights Public Schools 9 II. Water: Exploring Solutions (continued) 4. Recognize, describe, explain, and distinguish among chemical symbols, formulas, and equations 5. Recognize and distinguish characteristics of the basic subatomic particles 6. Describe what constitutes an ion and determine the charge of an ion based on the number of protons and electrons 7. Write the formula and name of an ionic compound C. Quantitative Analysis of Solutions: Investigating the Cause of the Fish Kill 1. Define the terms insoluble, unsaturated, saturated, and supersaturated 2. Quantitatively describe solutions 3. Use the concept of polarity to predict the solubility of substances in water 4. Classify solutions as acidic, basic, or neutral based on pH 5. Describe the effect of intermolecular forces on a molecular substance’s solubility in water 6. Interpret and explain solubility curves 7. Describe the effect of temperature and external pressure on the solubility of gases 8. Abstract from Concepts of Temperature, Pressure, and Density to the Phenomenon of Convection Currents, and use the Concepts of Convection Currents to Explain Plate Tectonics and Ocean and Air Currents (Supplement Text) D. Comparing Potential Answers to the Problem: Water Purification and Treatment 1. Compare natural and municipal water purification 2. Describe the problems associated with hard-water ions and the processes for softening hard water 3. Assess the risks and benefits of chlorination E. Culminating Activity: Town Meeting 1. Supply evidence, debate the cause(s), assess the effect(s) 2. Defend a position and decide on responsibility 3. Suggest solutions to the problem, considering pros and cons, costs, and benefits 4. Reach consensus on a plan of action 5. Express an opinion on the plan of action 5.1/10-12 A1-4 III. Petroleum: Making And Breaking Bonds B1,2 A. Hydrocarbons as Fuel and Material: What is Petroleum? C1 1. Describe the chemical makeup of petroleum 5.2/10-12 A1 2. Give two examples of primary uses of petroleum B2 3. Explain distillation

Berkeley Heights Public Schools 10 5.3/10-12 A1 III. Petroleum: Making And Breaking Bonds (continued) B1 4. Model the electrons in covalent bonding C1 5. Write formulas for alkanes D1 6. Draw isomers of hydrocarbons 5.4/10-12 A1 7. Predict boiling points of hydrocarbons and explain the B1 intermolecular forces determining those boiling points 5.5/10-12 A1-3 B. Conversion of Chemical Energy to Useful Energy: 5.6/12-12 A4,6,7 Petroleum as an Energy Source B1,2 1. Contrast and give examples of kinetic and potential 5.7/10-12 B2,3 energy 5.10/12-12 B1,2 2. Identify the energy to make and break bonds with the 8.1/12-12 A3 exothermicity and endothermicity of a reaction B9,11,12 3. Draw and interpret potential energy diagrams for 8.2/10-12 A1 endothermic and exothermic reactions B2 4. Express and give examples of the Law of Conservation C2,3 of Energy 9.1/10-12 A2 5. Use specific heat capacities and experimental data to B1,5 calculate molar heats of combustion 9.2/10-12 A1-4 6. Include energy values in balanced heats of combustion C1 for hydrocarbons F1,4,5 7. Describe how catalysts are used in cracking large hydrocarbon molecules 8. Identify methods to increase a fuel’s octane rating C. Conversion of Raw Materials to Useful Products: Petroleum as a Building Material Source 1. Differentiate between monomers and polymers 2. Explain how physical properties of polymers are affected by molecular structure 3. Compare saturated to unsaturated polymers 4. Identify functional groups of organic compounds 5. Correlate functional groups with the physical properties they impart 6. Contrast aromatic and aliphatic ring compounds 7. Identify polymerization reactions as addition or condensation reactions D. Energy Conversion: Energy Alternatives to Petroleum 1. Describe major sources of energy available 2. Evaluate potential alternative sources of fuel 3. Evaluate biodiesel as an alternative fuel 4. Describe engines for alternative fuel vehicles E. Culminating Activity: Producing an Advertisement for an Alternative Fuel Vehicle 1. Investigate and advocate the merits of a vehicle type, including relative cost for production, operation and maintenance, and environmental impact

Berkeley Heights Public Schools 11 III. Petroleum: Making And Breaking Bonds (continued) 2. Probe the feasibility and merits of others’ alternative fuel vehicles 3. Reach consensus and recommend a particular alternative fuel vehicle 5.1/10-12 A1-4 IV. Air: Chemistry And The Atmosphere B1,2 A. Gas Laws: Gases in the Atmosphere C1 1. Identify the major components of the troposphere 5.2/10-12 A1 2. Relate altitude changes to pressure changes B2 3. Convert pressure measurements in a variety of units 5.3/10-12 A1 4. Apply the relationship between pressure and volume B1 5. Apply the relationship between temperature and volume C1 6. Apply the relationship between pressure and D1 temperature 5.4/10-12 A1 7. Explain the postulates of kinetic molecular theory B1 8. Apply the relationship between moles and volume to C1 stoichiometric problems 5.6/10-12 A6-8 9. Use the ideal gas law to calculate volumes, pressures, B1 moles, and temperatures 5.7/10-12 B2,4 B. Energy and Gases: Radiation and Climate 5.8/10-12 A1 1. Put the major types of electromagnetic radiation in order B1 of their energy, frequency, and wavelength C2,3 2. Interpret ground vs. excited state electron configurations 5.10/10-12 A1 in terms of the absorption of light (supplement text in B1,2 order to meet NJ Standards) 8.1/10-12 A3 3. Describe how solar radiation interacts with Earth’s B9,11,12 atmosphere 8.2/10-12 A1 4. Use specific heat capacities to calculate the amount of 9.1/10-12 A2 thermal energy transferred B1,5 5. Map the sources and sinks for carbon dioxide in the 9.2/10-12 A1-4 carbon cycle C1 6. Recognize greenhouse gases: types, sources, and effects F1,4,5 C. Solubility and Reactivity of Gases: Acids in the Atmosphere 1. Write chemical equations showing the production of acids by the dissolution of gases in water 2. Describe the characteristics of acids and bases 3. Contrast strong acids and bases with weak acids and bases, and concentrated solutions with dilute solutions 4. Interconvert pH values with hydronium and hydroxide ion concentrations, and compare for acidic and basic solutions 5. Describe the effects of acidic precipitation on natural systems 6. Model the behavior of buffered systems

Berkeley Heights Public Schools 12 IV. Air: Chemistry And The Atmosphere (continued) D. Chemical Reactions Affecting Air: Sources, Effects, and Solutions for Air Pollution 1. Distinguish between primary and secondary air pollutants 2. Identify the components of photochemical smog 3. Compare strategies for reducing air pollution 4. Discuss the role of CFCs in ozone depletion E. Culminating Activity: Newspaper Article on a New Bus Idling Policy 1. Identify the emissions produced during bus idling 2. Elaborate on the pros and cons of a no-idling policy 3. Reach consensus and recommend a realistic, balanced school bus-idling policy Note: The New Jersey Core Curriculum Content Standards can be accessed at www.state.nj.us

Berkeley Heights Public Schools 13 RESOURCES/ ACTIVITES GUIDE

Chemistry (Chemistry in the Community)

The first four units of Chemistry in the Community comprise what is referred to as the “Core Four”, intended to be covered in order. However, there are advantages to covering them in order 2, 1, 3, 4. The content of Unit 2 (Materials: Structure and Uses) will have a more familiar feel of the chemistry learned in the Physical Science course many students have taken in the previous year. In addition, the culminating activity of designing and advocating for a new coin lends itself to a structure with which many students will already be familiar. Some concepts ordinarily reintroduced in Unit 2 will have to be presented for the first time if this order is adopted, but the students will have had a chance to coordinate as a group and become accustomed to the context- based curriculum prior to commencing Unit I. Other districts have found that this makes for a very successful Unit I.

Many districts teach only the “Core Four”, while some work with all seven. The prior preparation of the student population obviously has an impact on what can be achieved. Most teachers and students using Chemistry in the Community feel comfortable with four to six units. Given the background of Chemistry students at Governor Livingston, and the fact that Units 5, 6, and 7 can be taken in any order, the following order is suggested: Units 2, 1, 3, 4, 5, 7, followed by whatever portion of six can be covered, given the particular class and year’s calendar. Unit 5, Industry, ties together and reinforces many of the concepts from the core four. In addition, the discussion of equilibrium and kinetics is important background material for a student continuing onto a college level chemistry course. Thus, it is the recommended unit after the core four. Unit 7’s focus on food allows for reinforcement of key biochemical concepts and important life-style decisions, so it is recommended as the next unit. Finally, Unit six, with its focus on medical and energy uses of nuclear reactions, provides for an excellent discussion of pros and cons of a topic of long-term national importance. It is unlikely that the entire unit could be incorporated every year, but by omitting some of the activities, the basic concepts and the critical discussions could be addressed most years.

Laboratory activities are imbedded in the text of Chemistry in the Community. These activities are referenced in the text both preceding and following them, so major deviations and omissions from the imbedded labs are generally not recommended. Below is a list of the recommended labs and some recommended alterations. Those in bold are imbedded in the Chemistry in the Community text, while the others are recommended additions.

Unit 2. Materials: Structure and Uses

Lab Activity Title/Description Notes/Suggestions Lab 1 Safety orientation and quiz Teacher-generated Lab 2 Measurements – Density Teacher-generated Lab 3 Disrobing a Penny - Melt out zinc Teacher-generated from inside of penny Lab 4 Metal or Non-Metal Some materials can be omitted to shorten lab

Berkeley Heights Public Schools 14 RESOURCES/ ACTIVITES GUIDE (continued)

Lab 5 Periodic Trends Straw and well-plate activity with atomic properties Lab 6 Converting Copper Time permitting, or as demonstration Lab 7 Metal Reactivities Teacher generated Single Replacement Reactions is comparable Lab 8 Per cent composition Sugar in bubble gum Lab 9 Retrieving Copper Can be done with copper solution if “Converting Copper” lab was omitted. Solutions will need to sit overnight to generate sufficient copper metal Lab 10 Striking it Rich Same as “Copper to Silver to Gold” lab Lab 11 Copper Plating Plate on iron and nickel – observe differences between spontaneous and non- spontaneous Lab 12 Putting it All Together – Design a N/A Coin

Unit 1. Water: Exploring Solutions

Lab Activity Title/Description Notes Lab 1 Foul Water Replace garlic oil with tuna fish oil Lab 2 Surface Tension of Water Teacher generated - mesh jar, drops on parafilm Lab 3 Water Testing N/A Lab 4 Solubility and Solubility Curves Replace with teacher generated potassium nitrate lab Lab 5 Supersaturation Teacher generated demo or lab activity with sodium acetate Lab 6 Solvents N/A Lab 7 Water Softening Can be done as demonstration – numerous transfers would take students a long time to complete Lab 8 Putting it All Together – Town N/A Council Meeting to Determine Cause of Fish Kill

Berkeley Heights Public Schools 15 RESOURCES/ ACTIVITES GUIDE (continued)

Unit 3. Petroleum: Breaking and Making Bonds

Lab Activity Title/Description Notes/Suggestions Lab 1 Separation by Distillation If class sets of equipment are not available, do as demonstration. Cherry Coke or lemon extract with ethanol are good solutions to distill Lab 2 Modeling Alkanes Ball and stick models should be available Lab 3 Alkanes Revisited Ball and stick models should be available Lab 4 Combustion Add larger can for chimney for more accurate results Lab 5 The Builders Ball, stick and spring models should be available Lab 6 Condensation Methyl salicylate (oil of wintergreen) and pentyl methanoate (banana oil) are reliable. Octyl methanoate (orange) is less reliable. Lab 7 Biodiesel Fuel Mixtures require a long time to separate – recommend conducting over 3 class periods Lab 8 Putting it All Together – Town N/A Meeting to Choose Vehicle for Fleet

Unit 4. Air: Chemistry and the Atmosphere

Lab Activity Title/Description Notes/Suggestions Lab 1 Properties of Gases Set up in stations for efficiency. Additional/substitute demos/activities: balloon inflating into flask, balloon in vacuum, egg into and out of juice jar Lab 2 Exploring Temperature/Volume Tape thermometer to towel for greater Relationships success. Alternate activity: 0 and 100oC air in flask Lab 3 Exploring Pressure/Volume Teacher generated demonstration with Relationships vacuum pump Lab 4 Electromagnetic Spectrum Teacher generated demonstration with slinkies Lab 5 Electromagnetic Spectrum revisited Teacher generated demonstration with diffraction glasses Lab 6 Specific Heat Capacity Larger amounts of metal will yield more accurate results (two rather than one aluminum bar). This activity would also be appropriate for inclusion in Unit 3, prior to combustion lab

Berkeley Heights Public Schools 16 RESOURCES/ ACTIVITES GUIDE (continued)

Lab 7 Carbon Dioxide Levels N/A Lab 8 Making Acid Rain Inquire about sulfur allergies prior to commencing lab. Skip effect on fruit – there is no discernable effect Lab 9 Buffers N/A Lab 10 Putting it All Together – N/A Recommendation to School District for Bus-Idling Policy

Berkeley Heights Public Schools 17 SUGGESTED AUDIO VISUAL/COMPUTER AIDS

General Aids:

www.markrosengarten.com Chemistry songs.

Carl Sagan’s Cosmos series on the origins of the universe and elements or equivalent.

www.eepybird.com Entertaining science-based videos and information.

Various video clips available by searching videos on Google. G4-Brainiac is the source for many entertaining explorations of science.

Chemistry (Chemistry In The Community):

ChemCom VHS Video Tape, 0-7167-4659-X Video supplement containing sample experiments and demonstrating necessary techniques and setups for every lab activity in the ChemCom textbook.

Berkeley Heights Public Schools 18 SUGGESTED MATERIALS

General Resources For Chemistry Teachers And Students:

www.chemfiesta.com Source of worksheets for additional practice.

www.chemistry.org Website for the American Chemical Society.

www.nsta.org/listserver National list server for science teachers.

www.collegeboard.com Information on SAT II Chemistry exam expectations.

Flinn Chemical and Biological Catalog Reference Manual, Flinn Scientific, Inc. Safety information for chemicals.

Bilash II, Borislaw. A Demo a Day, Volumes 1-3. Flinn Scientific, Inc., 1998. Short demonstrations organized by chemical and physical concepts.

Orna, Mary Virginia, ed. Sourcebook, ChemSource, Inc., 1994. Activities and references organized by chemical concept.

Chemistry (Chemistry In The Community) Materials

Resources for Students

American Chemical Society. Chemistry in the Community. 5th ed. W. H. Freeman and Company, 2006.

ChemCom 5e Student CD-ROM. Interactive molecular exercises, lab videos, and animations.

WH Freeman Website www.whfreeman.com\chemcom

Resources for Teacher

Teacher’s Edition: American Chemical Society. Chemistry in the Community. 5th ed. W. H. Freeman and Company, 2006.

Berkeley Heights Public Schools 19 SUGGESTED MATERIALS (continued)

Chemistry in the Community 5e Teachers Resource Binder, W. H. Freeman and Company:  Lab Handouts  Reading Guides  Supplemental Practice Worksheets  Cooperative Learning Worksheets  Review Worksheets  Test Bank  Overhead Transparencies

WH Freeman Website: www.whfreeman.com\chemcom

www.lapeer.org/chemcom Teacher submitted worksheets, labs, and lab revisions that go along with ChemCom.

Berkeley Heights Public Schools 20