TRUMBULL PUBLIC SCHOOLS TRUMBULL, CONNECTICUT
CHEMISTRY 400
Science Department
Trumbull High School
2006
CURRICULUM WRITING TEAM
Mr. Thomas Edwards Department Chairperson Mrs. Julie Jenkins Teacher Mrs. Dana Powell Teacher
Dr. Gary Cialfi Curriculum Director CHEMISTRY 400 TABLE OF CONTENTS Page Introduction……………………………………………………………………..…………3 Philosophy……………………………………………………………………..………….3 Mission Statement …………………………………………………………..…………...3 Goals. ……………………………………………………………….…………………….4 Unit 1 Safety and Scientific Measurement ………………………………..…………..5 Unit 2 Matter and Change ………………………………………………………..……..7 Unit 3 Atomic Structure and the Periodic Table ………………………………..……..8 Unit 4 Chemical Bonding………………………………………………………….……10 Unit 5 Chemical Quantities and Chemical Reactions………………………….……12 Unit 6 Solids, Liquids, and Gases ……………………………………………….……14 Unit 7 Water and Aqueous Solutions …………………………………………….…..16 Unit 8 Reaction Energy, Rates, and Chemical Equilibrium ………………….…….18 Unit 9 Acids and Bases ………………………………………………………….…….20 Unit 10 Oxidation Reduction Reactions and Electrochemistry ……………….……22 Unit 11 Nuclear Chemistry ……………………………………………………….……24 Unit 12 Organic Chemistry and Biological Compounds ……………………………26 Methods of Assessment …………………………………………………………….…28 Description for Students and Parents, Course Credit, and Prerequisites ………..29 Texts and Related Resources ………………………………………………………..30 Appendix (Rubrics, Periodic Table, Safety Contract) …………………………….31 (Note: Codes in parentheses in this document are specific references to the Connecticut State Content Standards and Expected Performances in Chemistry) The Trumbull Board of Education, as a matter of policy, prohibits discrimination on the grounds of age, creed, religion, sex, race, color, handicap, political affiliation, marital status, sexual orientation, or national origin.
Chemistry 400 2 INTRODUCTION Chemistry 400 is offered at Trumbull High School to extend the subject matter presented in the 9th grade course. It is designed to challenge the higher level student with analytical thinking, problem solving, and rigorous laboratory work. The course will prepare the student for a college level chemistry course.
PHILOSOPHY The Trumbull High School Science Department offers a sequence of honors and Advanced Placement (AP) courses to challenge students with an aptitude and interest in science. Honors courses are taught at a rapid pace to give students exposure to topics that is both broad and deep. Honors students are expected to complete more homework than average students. Honors students are also expected to assess their own performance and proactively seek assistance in areas where they find extra challenge. AP Courses are a step more aggressive than honors courses. They are taught at the collegiate level as outlined by the College Board who administers AP tests near the end of each course. The results of the AP tests are widely used by colleges to award credit for completing college level courses. College admissions officials view honors and AP courses favorably in their selection process. Introduction to Physics and Chemistry is offered to prepare qualified 9th grade students for participation in honors and AP courses. Students are challenged with rigorous expectations in analytical problem solving and data evaluation.
MISSION STATEMENT
Trumbull High School educates students in a safe, inviting, student-centered community. We encourage academic achievement, extracurricular participation, enthusiasm and self- confidence to foster independence and personal and social growth. We hold our school community to the ethical conduct and social awareness necessary to live and participate in a democratic, diverse and global society.
Chemistry 400 3 GOALS
Students will:
• Acquire scientific knowledge through inquiry, experimentation, data analysis and interpretation. • Analyze problems in chemistry; plan, calculate and evaluate solutions for correctness and application. • Read, write, discuss, and present concepts in chemistry. • Search for and quantitatively asses the credibility of scientific information found in various media. • Use mathematical operations and procedures to calculate, analyze, and present scientific data and ideas. • Share findings for peers to critically review.
Chemistry 400 4 UNIT 1
SAFETY AND SCIENTIFIC MEASUREMENT
ESSENTIAL QUESTIONS How do scientists experiment safely and with accuracy and precision?
OBJECTIVES: At the completion of this unit, students will be able to: • Abide by the safety rules and regulations set forth by the safety contract • Identify and explain the appropriate techniques and procedures to use in a laboratory setting • Name and use SI units in laboratory setting • Problem solve using appropriate mathematical formulas and measurements and dimensional analysis • Use a computer program to graph data, and be able to interpret the graph • Problem solve using scientific notation and significant digits • Report experimental results with precision and accuracy
SCOPE AND SEQUENCE o Lab safety is the highest priority in the classroom because accidents can happen when safety rules are not followed. o Using laboratory instruments in the correct manner is fundamental to scientific experimentation o Scientists use the metric system, known as the International System (SI). The base units are the kilogram, meter and second for mass length and time respectively o Metric prefixes are used to make the metric units larger or smaller.
o Dimensional analysis is used to move easily between units of mass, volume, the mole, and number of particles
o Measurements are always uncertain because measuring devices are imperfect, requiring estimation at some level.
o Significant digits are used to communicate the precision of measurement.
o Scientific notation facilitates working with very large and small quantities. o Performing mathematical operations and constructing graphs are an integral part of analyzing scientific data.
RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, Chapter 2 Chemistry 400 5 Flinn Scientific’s Safety Contract
ACTIVITIES Bunsen Burner lab Measurement lab Computer graphing lab Inquiry lab - Bubble Gum lab
ADDITIONAL RESOURCES American Chemical Society “Safety Video”
TIME ALLOCATION 1-2 weeks
Chemistry 400 6 UNIT 2
MATTER AND CHANGE
ESSENTIAL QUESTIONS How is matter organized? How are changes in matter identified?
OBJECTIVES: At the completion of this unit, students will be able to: • Distinguish between a pure substance and a mixture • Distinguish between a liquid, solid, and a gas • Contrast a physical property with a chemical property and a physical change with a chemical change
SCOPE AND SEQUENCE
o Basic vocabulary in chemistry is very important o Matter can be classified into many categories depending on its chemical and physical properties. o The Kinetic Theory of Matter describes the motion of particles in all phases of matter. o A physical change does not alter the chemical composition of a substance whereas a chemical change does.
RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, Chapter 1
ACTIVITIES Mixture Separation Lab Chemical/physical changes lab
ADDITIONAL RESOURCES
TIME ALLOCATION 1 week
Chemistry 400 7 UNIT 3
ATOMIC STRUCTURE AND THE PERIODIC TABLE
ESSENTIAL QUESTIONS How has our understanding of the atom evolved? What patterns or trends do the atoms show?
OBJECTIVES: At the completion of this unit, students will be able to: • Using the experimental evidence, develop a timeline of the history of atomic structure • Summarize the five essential points of Dalton’s atomic theory • Explain the relationship between Dalton’s atomic theory, the law of conservation of mass, the law of definite proportions, and the law of multiple proportions • Compare protons, electrons, and neutrons • Define atomic number, atomic mass, and isotopes and relate them to atomic structure • Solve problems involving mass in grams, amount in moles, and number of atoms of an element • Describe the Bohr model of the atom • Relate the number of sublevels corresponding to each of an atom’s main energy levels, the number of orbitals per sublevel, and the number of orbitals per main energy level to electron configuration • Explain the arrangement of electrons in atoms according to the rules • Relate atomic structure and reactivity to an atom’s placement in the periodic table • Compare the periodic trends of atomic radii, ionization energy, and electronegativity, and state the reasons for these variations
SCOPE AND SEQUENCE o Dalton developed an Atomic Theory to explain atoms. The model of the atom has evolved from Dalton’s model into the Electron Cloud model based on experimental evidence collected by various scientists. o Atoms contain subatomic particles; protons, neutrons, and electrons, that vary from element to element. o Atomic structure is fundamental to be able to predict an element’s reactivity and therefore, its potential for bonding and forming compounds o The periodic table, arranged by the number of protons, is used extensively by chemists to predict an element’s properties
Chemistry 400 8 o The electron configuration describes the probability of finding an electron in a specific energy level, sublevel, and orbital. o Dimensional analysis is used to move easily between units of mass, volume, the mole, and number of particles
RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, Chapters 3, 4 and 5
ACTIVITIES Conservation of mass lab Periodic table lab Flame tests Millikan’s oil drop lab
ADDITIONAL RESOURCES
TIME ALLOCATION 3 weeks
Chemistry 400 9 UNIT 4
CHEMICAL BONDING
ESSENTIAL QUESTIONS How do forces within a compound hold atoms and ions together?
OBJECTIVES: At the completion of this unit, students will be able to: • Explain why most atoms form bonds • Describe the differences and similarities between ionic and covalent bonds • Apply bonding knowledge to draw Lewis structures • Discuss the arrangement of ions in crystals • Describe metallic bonding • Use VSEPR theory to predict shapes of molecules and their polarities • Using ionic charges, determine ionic formulas • Apply the rules of naming ionic formulas to ionically bonded compounds • Apply the rules of naming molecular formulas to covalently bonded compounds • From the formula, be able to write the name • Convert masses or moles of atoms into empirical formulas
SCOPE AND SEQUENCE o This unit continues the information about atomic structure to predict bonding patterns of elements o Elements form bonds to achieve stable electron configurations. o Ionic compounds form by the transfer of electrons whereas covalent compounds form by sharing electrons between atoms. o Bonding in metals leads to the unique properties that metals display. o There are guidelines to follow in naming different types of chemical compounds according to the atoms or ions that compose it. o According to the VSEPR theory, the shape of a molecule is determined by the number of bonds and unshared electron pairs. o Shape is involved in determining molecular polarity, which will return to the forefront when states of matter are discussed o An empirical formula displays the simplest proportion of elements involved in a compound.
RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 6 and 7
Chemistry 400 10 ACTIVITIES Bonding kits Ionic/covalent bonding lab Determining the empirical formula of magnesium oxide lab
ADDITIONAL RESOURCES
TIME ALLOCATION 3 weeks
Chemistry 400 11 UNIT 5
CHEMICAL QUANTITIES AND CHEMICAL REACTIONS
ESSENTIAL QUESTIONS How and why do substances react? How are these reactions quantified?
OBJECTIVES: At the completion of this unit, students will be able to: • After observing a chemical reaction, be able to write the balanced chemical equation for that reaction • Classify a chemical reaction as one of the 5 general types of chemical reactions (synthesis, decomposition, single replacement, double replacement, and combustion) • Predict the product(s) from the reactant(s) given • Use an activity series to predict single replacement reactions • Write a mole ratio two substances in a chemical equation • Calculate the amount of moles of reactant/produce from the amount of moles of a different reactant/product • Calculate the mass of a reactant/product from the amount of mass of a different reactant/product • Calculate the amount of moles of reactant/product from the amount of mass of a different reactant/product • Calculate the amount of mass of a reactant/product from the amount of moles of a different reactant/product • Determine the limiting reactant in a chemical equation, and using the information, calculate the actual yield of product(s) expected • Differentiate from the theoretical yield and the experimental yield, and determine percentage yield in a chemical equation
SCOPE AND SEQUENCE o According to the Law of Conservation of Mass, mass is neither created nor destroyed in a chemical reaction, therefore all chemical equations must be balanced. o In a chemical reaction, reactants turn into products according to known rules, thus reactions can be classified as one of five major types, and predictions can be made based on these types. o Stoichiometric calculations are made based on the information given in a balanced chemical equation and allow for conversion between grams and moles of reactants and products.
Chemistry 400 12 o Limiting reactant is a determining factor in the amount of product produced in a chemical reaction. o A theoretical yield can be calculated using a balanced chemical equation, an experimental yield is collected in a lab, and a percent yield represents the portion of the theoretical yield that was produced experimentally.
RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 8 and 9
ACTIVITIES Stoichiometry lab Inquiry lab - Activity Series of Metals/Nonmetals lab
ADDITIONAL RESOURCES
TIME ALLOCATION 3 weeks
Chemistry 400 13
UNIT 6
SOLIDS, LIQUIDS, AND GASES
ESSENTIAL QUESTIONS How are solids, liquids, and gases similar and distinct? How are the properties of gases quantified and related?
OBJECTIVES: At the completion of this unit, students will be able to: • Using electronegativities and molecular shape predict intermolecular forces (dipole- dipole, hydrogen bonding, induced dipoles, and London dispersion forces) • State the kinetic molecular theory of matter • Describe the unique characteristics of gases (expansion, density, fluidity, compressibility, diffusion, and effusion) • Compare a real gas from an “ideal” gas • Compare the energy changes which occur during changes of state, and be able to use a heating/cooling curve to explain the energy changes • Differentiate between crystalline solids and amorphous solids • Interpret phase diagrams • Define STP • Describe (conceptually and mathematically) the basic gas laws (Boyle’s, Charles’, Guy-Lussac’s, Avogadro’s, Ideal, Graham’s, and Dalton’s) • Problem solve using the above named gas laws • Discuss the ideal gas law and problem solve using it
SCOPE AND SEQUENCE o Intermolecular forces determine the state of matter of a substance at a particular temperature and pressure o The Kinetic Theory of Matter describes the motion of particles in all phases of matter. o Discuss the unique characteristics of gases compared to liquids and solids o Many of the characteristics of a substance are dependent on the state of matter of that substance. o A phase diagram represents the states of matter that exist for a substance at a particular temperature and pressure o Energy changes often occur when a physical or chemical change happens o The state of matter is an important consideration in a chemical reaction and needs to be considered (doesn’t match any objectives) o Gas laws such as Boyles, Charles, Guy-Lussacs, Avogadros, Grahams, and Daltons represent the direct and indirect relationships between pressure, temperature, and volume Chemistry 400 14 o The ideal gas law can be applied to real gases and allows them to be measured in terms of moles, mass, volume, pressure, and temperature
RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 6 (pages 203-207), 10, and 11
ACTIVITIES Dry ice demos Heating/cooling of a molecular compound Boyle’s and Charles’ Law labs Molar volume of a gas lab
ADDITIONAL RESOURCES
TIME ALLOCATION 3 weeks
Chemistry 400 15 UNIT 7
WATER AND AQUEOUS SOLUTIONS
ESSENTIAL QUESTIONS How are solutions formed and quantified?
OBJECTIVES: At the completion of this unit, students will be able to: • Using the shape of water, describe its unique characteristics • Distinguish between heterogeneous and homogeneous mixtures • Compare the properties of suspensions, colloids, and solutions • Identify the factors which affect the rate of solvation for solids, liquids, and gases • Using the terms polar and nonpolar, explain the phrase “Like dissolves like” • Calculate molarity and molality of a solution and be able to use the formula to determine mass/volume of solvent or solute • Predict whether a precipitate will form in a solution based on solubility tables • Distinguish between strong and weak electrolytes • Relate colligative properties to a compound’s structure and be able to predict changes in these properties
SCOPE AND SEQUENCE o We live in a water based world, and an understanding of how the structure of water helps determine its properties is essential o Water is a unique molecule and is the basis of all life on this planet. o Mixtures can be classified based on the particles that comprise them as either homogeneous (solution), or heterogeneous (suspension or colloid). o The rate of solvation for solids, liquids, and gases is dependent upon other factors such as temperature, size of particle, pressure, etc. o Polar solvents will dissolve polar and ionic solutes, whereas nonpolar solvents will dissolve nonpolar solutes. o The concentration of a solution can be expressed in terms of molarity and molality. o Precipitates will form when certain combinations of ions are formed in solution. o The strength of an electrolyte is determined by the ease with which the ions dissociate. o Colligative properties are based on the molality of the solution and the solute.
RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 12 and 13
Chemistry 400 16 ACTIVITIES Testing water for ions Colored precipitates Paper chromatography Temperature and solubility Inquiry lab – Cold Packs Field Trip to Aquarion Water Treatment facilities or a sewage treatment plant
ADDITIONAL RESOURCES
TIME ALLOCATION 3 weeks
Chemistry 400 17 UNIT 8
REACTION ENERGY, RATES, AND CHEMICAL EQUILIBRIUM
ESSENTIAL QUESTIONS How is energy transformed during a chemical reaction? How does equilibrium impact some chemical reactions?
OBJECTIVES: At the completion of this unit, students will be able to: • Distinguish between heat and temperature • Explain and predict enthalpy and entropy changes which occur during a chemical reaction using graphs and Hess’s Law • Use graphs to explain the above changes • Use Hess’s Law to predict the above changes • Discuss the use of a free energy change • Explain a reaction mechanism • Relate activation energy to enthalpy of a reaction • Discuss factors which influence reaction rates • Explain and write rate laws for chemical reactions
• Explain and predict the direction of shift in reversible reactions using Keq and Le Châtelier’s principle
• Predict whether a precipitate will form in a solution based on Ksp values
SCOPE AND SEQUENCE o An inherent part of chemical engineering involves manipulating chemical reactions for the desired outcome, and this unit describes the fundamentals of this manipulation o Temperature is the measure of the average molecular kinetic energy a substance has whereas heat is a derived unit using change in temperature, mass, and the specific heat of the substance being investigated. o Enthalpy and entropy are quantities used with chemical reactions to determine if a reaction will happen spontaneously or not. o Hess’s Law allows predictions about chemical reactions to be made before the reaction is actually performed. (add in definition of Hess’s Law) o Reaction mechanism shows the step-by-step changes which occur in a chemical reaction. o Reaction rates are influenced by factors such as the nature of the reactants, surface area, temperature, concentration, and the presence of a catalyst. o A rate law gives a mathematical way of comparing one reaction to another.
Chemistry 400 18 o Le Chatelier’s principle states that if a system at equilibrium is subjected to stress, the equilibrium is shifted in the direction that tends to relieve the stress.
o Keq is a measure of reaction stability. o Ksp is a measure of the ability of a compound to form a precipitate in solution. o Stoichiometry, studied earlier, directly leads into this unit to shift reactions in the desired direction
RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 16, 17, and 18 (except pages 605-612)
ACTIVITIES Calorimetry Energy in foods Iodine clock reaction Factors affecting reaction rate Rate of a chemical reaction Inquiry – Solubility Product Constant Inquiry – Fire Extinguisher
ADDITIONAL RESOURCES
TIME ALLOCATION 2 weeks
Chemistry 400 19 UNIT 9
ACIDS AND BASES
ESSENTIAL QUESTIONS How and why do acids and bases interact with other substances?
OBJECTIVES: At the completion of this unit, students will be able to: • Identify the general properties of acids and bases • Be able to name common acids and bases • Define acids and bases based on the Arrhenius, Brønsted-Lowry, and Lewis definitions • Based on formula, identify acids and bases as strong or weak • Explain the process of neutralization and be able to identify conjugate bases and acids • Describe the problem of acid rain and its implications to organisms - + • Explain the pH scale and how it is related to the OH and/or H3O concentrations • Describe the self ionization of water • Identify the appropriate acid/base indicator to use in a given circumstance
• Using Ka and Kb predict the strength of an acid or base • Using a chemical equation, explain the use of buffers in reactions and inside an organism
SCOPE AND SEQUENCE o Acids and bases can be identified by various chemical and physical properties. o There are guidelines to follow in naming acids and bases according to the ions present in the substance. o Acids and bases can be described by the Arrhenius, Brønsted-Lowry, and Lewis definitions. o The strength of acids and bases describes the extent to which the molecules dissociate into
ions in solution. Acid base strength can be represented mathematically using Ka and Kb values. o Neutralization is a process that occurs when an acid and a base react to produce a neutral substance, water. o Acids and bases undergo predictable chemical reactions. o Sulfur dioxide can form acid rain which can impact our environment- natural and man-made. o The pH scale is used to easily compare the strength of acids and bases. + + - o Water self ionizes into H (H3O ) and OH ions. o Acid-base indicators can be used to estimate pH and/or identify a substance. o Buffers attempt to minimize the pH changes when a system is stressed.
Chemistry 400 20 o The human digestive system is dependent on proper acidic balance
RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 14,15, pages 605-612
ACTIVITIES Strength of an acid Is it an acid or base? Properties of an acid or base How much calcium carbonate is in an egg shell? How much zinc is in a penny? Titration Inquiry lab - How effective are antacids? Inquiry lab – Vitamin C Inquiry lab – Shampoo Chemistry
Determining Ka of acetic acid
ADDITIONAL RESOURCES
TIME ALLOCATION 4 weeks
Chemistry 400 21 UNIT 10
OXIDATION/REDUCTION REACTIONS AND ELECTROCHEMISTRY
ESSENTIAL QUESTIONS How can the transfer of electrons influence chemical reactions and create energy?
OBJECTIVES: At the completion of this unit, students will be able to: • Assign oxidation numbers to reactants and products in a chemical equation • Recognize a reaction as oxidation or reduction • Balance redox using half reactions • Relate environmental conditions to redox reactions • Identify the parts of an electrolytic cell, and their functions • Identify the parts of a voltaic cell, and their functions • Calculate cell voltage/potentials from a table of standard electrode potentials
SCOPE AND SEQUENCE o An oxidation number is based on the distribution of electrons in a molecule. o An oxidation reaction represents the loss of electrons whereas a reduction reaction represents the gain of electrons. o According to the Law of Conservation of Mass, mass is neither created nor destroyed in a chemical reaction, therefore all chemical equations must be balanced. o An electrolytic cell consists of substances which, when an electrical source is added, react. o A voltaic cell consists of substances which react spontaneously to produce electrical energy.
RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 19 and 20
ACTIVITIES Oxidation-reduction lab Reduction of manganese in permanganate ion Voltaic cells Inquiry – Electroplating for corrosion Protection
ADDITIONAL RESOURCES
TIME ALLOCATION
Chemistry 400 22 2 weeks
Chemistry 400 23 UNIT 11
NUCLEAR CHEMISTRY
ESSENTIAL QUESTIONS How can a change in the nucleus of an atom lead to positive and or detrimental applications?
OBJECTIVES: At the completion of this unit, students will be able to: • Predict nuclear stability based on atomic structure • Balance a nuclear reaction • Be able to identify the main forms of radioactive decay • Define the term half-life and use it in mathematical formulas • Describe the differences and similarities in artificial radioactivity • Discuss applications in medicine of nuclear chemistry • Differentiate between fission and fusion, and their use in the world • Predict a decay series
SCOPE AND SEQUENCE o The atomic structure of an isotope determines its nuclear stability. o According to the Law of Conservation of Mass, mass is neither created nor destroyed in a chemical reaction, therefore all nuclear equations must be balanced. o Radioactive isotopes decay at known rates, called a half life, and emit particles such as alpha, beta, and gamma. o With oil reserves being limited, nuclear energy created from fusion and fission reactions are an alternative energy source and therefore the pros and cons will need to be weighed in the future. o Nuclear medicine is commonly employed for treatment, and an informed patient can make better decisions. o The safe storage of spent nuclear material will be important for years to come. o Atomic structure needs to be revisited to predict nuclear instability.
RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapter 21
ACTIVITIES Simulation of nuclear decay using pennies
ADDITIONAL RESOURCES
Chemistry 400 24
TIME ALLOCATION 2 weeks
Chemistry 400 25 UNIT 12
ORGANIC CHEMISTRY AND BIOLOGICAL COMPOUNDS
ESSENTIAL QUESTIONS Why are carbon based compounds so unique and important in our lives?
OBJECTIVES: At the completion of this unit, students will be able to: • Explain how the structure of carbon leads to its unique bonding capabilities • Compare structural and geometric isomers of organic compounds • Distinguish between alkanes, alkenes, alkynes, and aromatic compounds • Identify functional groups (alcohols, halides, ethers, aldehydes, ketones, acids, esters, and amines) and their unique properties • Name simple organic compounds • Discuss simple reactions (substitution, condensation, and elimination) • Predict structural formulas for polymers (natural and synthetic) based on the above reactions • Describe the structure and properties of the four biomolecules (carbohydrates, fats, proteins, and nucleic acids)
SCOPE AND SEQUENCE o Carbon’s atomic configuration and bonding is essential to many life processes. o There are guidelines to follow in naming different types of hydrocarbons and substituted hydrocarbons according to the structure of the compound. o Long-chains of carbon-based monomers can be linked together (naturally or synthetically) to form polymers. o The unique properties of polymers make them suitable for many uses. o Atomic structure and structural formulas, discussed earlier, come back into importance when carbon compounds are discussed. o All organisms, dead or alive, are composed of organic compounds. o Some of the newest compounds being studied and developed are carbon compounds.
RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 22 and 23
ACTIVITIES Polymers and toy balls Tie-dying cotton polymers
Chemistry 400 26 Slime Inquiry – All fats are not equal Casein glue Field Trip to Biersdorf, U.S. Surgical, Unilver, or other chemical production facilities/labs Field Trip to RESCO
ADDITIONAL RESOURCES
TIME ALLOCATION 2 weeks
Chemistry 400 27 METHODS OF ASSESSMENT
Students progress in Chemistry 400 is assessed in several areas including: o Scientific numeracy and literacy in each of the content units o Quantitative problem solving methods o Experimental design to answer a scientific question
Evaluation will include an assessment of the following student activities: o Self assessment – Practice problems are provided to students. Completion is verified by the instructor and the solutions are publicized. Students are expected to evaluate their knowledge, formulate questions, and plan strategies that will remediate areas where needed. o Unit/Chapter Tests and Quizzes – Unit specific tests are given that include written material descriptions along with problems to be solved. Test problem solution should show four logical steps: analyzing, planning, calculating and evaluating. o Lab Reports – Experimental activities are evaluated primarily through the lab report which should include inquiry, experimental design, data evaluation, and conclusion. These will be evaluated using a common lab report rubric (see Appendix). o Class Contribution (involvement with the whole class as well as in small group activities) – This contribution should include an inclination to help classmates learn, an ability and willingness to work as part of a team, particularly on lab assignments, ability in discussion to show quality as well as quantity, and punctuality and classroom etiquette.
Chemistry 400 28 DESCRIPTION FOR STUDENTS AND PARENTS, COURSE CREDIT, AND PREREQUISITES
OVERVIEW: Chemistry 400 is a challenging laboratory course which covers the structure of matter and its interactions in the physical world. The course content includes: qualitative and quantitative aspects of matter, atomic structure, periodic law, general chemical reactions, gas laws, organic compounds, nuclear chemistry, thermodynamics, kinetics, chemical equilibrium and electrochemistry. Problem solving skills will be emphasized, along with collecting and analyzing data, and the use of technology.
PREREQUISITES: Chemistry 400 is a 1.0 credit in Science toward graduation requirements. The course meets one period every day with a double period every four days to allow for longer laboratory experiments. Students enrolled in this class should have teacher recommendation and have demonstrated successful completion of Biology 400 or achieved an A- in Biology 300. These students should currently be enrolled in pre-Calculus or Algebra II 400.
UNITS COVERED: Safety and Scientific Measurement Matter and Change Atomic Structure and the Periodic Table Chemical Bonding Chemical Quantities and Chemical Reactions Solids, Liquids, and Gases Water and Aqueous Solutions Reaction Energy, Rates, and Chemical Equilibrium Acids and Bases Oxidation Reduction Reactions and Electrochemistry Nuclear Chemistry Organic Chemistry and Biological Compounds
TEXT: Modern Chemistry by Holt, Rinehart, and Winston ISBN # 0-03-073547-5
TRUMBULL HIGH SCHOOL MISSION STATEMENT Trumbull High School educates students in a safe, inviting, student-centered community. We encourage academic achievement, extracurricular participation, enthusiasm and self- confidence to foster independence and personal and social growth. We teach skills necessary for lifelong learning. We hold our school community to the ethical conduct and social awareness necessary to live and participate in a democratic, diverse and global society.
Chemistry 400 29 TEXTS AND RELATED RESOURCES
Modern Chemistry by Holt, Rinehart, and Winston ISBN # 0-03-073547-5
Chemistry 400 30 APPENDIX A
Connecticut Content Standards
High School Chemistry Content Standards Supportive Concepts Atomic and Molecular .1 – The nucleus of the atom is much smaller than the atom, yet contains most Structure (Chem 1) of its mass.
The periodic table .2 – The quantum model of the atom is based on experiments and analyses by displays the elements in many scientists, including Dalton, Thomson, Bohr, Rutherford, Millikan, and increasing atomic Einstein. number and shows how periodicity of the physical .3 – The position of an element in the periodic table is related to its atomic and chemical properties number. of the elements relates to atomic structure. .4 – The periodic table can be used to identify metals, semimetals, nonmetals and halogens.
.5 – The periodic table can be used to identify trends in ionization energy, electronegativity, the relative sizes of ions and atoms, and the number of electrons available for bonding.
.6 – The electronic configuration of elements and the reactivity can be identified based on their position in the periodic table.
Chemical Bonds .1 – Atoms combine to form molecules by sharing elecrons to form covalent or (Chem 2) metallic bonds, or by exchanging electrons to form ionic bonds.
Biological, chemical, and .2 – Chemical bonds between atoms in molecules such as H2, CH4, NH3, physical properties of H2CCH2, N2, Cl2, and many large biological molecules are covalent. matter result from the ability of atoms to form .3 – Salt crystals, such as NaCl, are repeating patterns of positive and negative bonds from electrostatic ions held together by electrostatic attraction. forces between electrons and protons and between .4 – The atoms and molecules in liquids move in a random pattern relative to atoms and molecules. one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form.
.5 – Lewis dot structures can provide models of atoms and molecules.
.6 – The shape of simple molecules (and their polarity) can be predicted from Lewis dot structures.
.7 – Electronegativity and ionization energy are related to bond formation.
.8 – Solids and liquids held together by Van der Waals forces or hydrogen bonds are affected by volatility and boiling/melting point temperatures. Conservation of .1 – Chemical reactions are classified as replacement, synthesis, Matter and decomposition, and combustion reactions. Stoichiometry (Chem 3) .2 – Chemical reaction can be described by writing balanced equations.
Chemistry 400 31 The conservation of .3 – One mole equals 6.02 x 1023 particles (atoms or molecules). atoms in chemical .4 – The molar mass of a molecule can be determined from its chemical formula reactions leads to the principle of conservation and a table of atomic masses. of matter and the ability .5 – The mass of a molecular substance can be converted to moles or number to calculate the mass of products and reactants. of particles, and vice versa.
.6 – Hess’ law is used to calculate enthalpy change in a reaction.
Reaction Rates .1 – The rate of reaction is the decrease in concentration of reactants or the (Chem 4) increase in concentration of products with time.
Chemical reaction rates .2 – Reaction rates depend on factors such as concentration, temperature and depend on factors that pressure. influence the frequency of collion of reactant .3 – Equilibrium is established when forward and reverse reaction rates are molecules. equal.
.4 – Catalysts play a role in increasing the reaction rate by changing the activation energy in a chemical reaction.
Organic Chemistry .1 – Large molecules/polymers, such as proteins, nucleic acids and starch, are and Biochemistry formed by repetitive combinations of organic monomers. (Chem 5) .2 – The bonding characteristics of carbon result in the formation of a large The bonding variety of structures, randing from simple hydrocarbons to complex characteristics of carbon biological molecules and synthetic polymers. allow the formation of many difference organic .3 – Amino acids are the building blocks of proteins. molecules of varied sizes, shapes, and chemical properties, and provide the biochemical basis of life.
Chemistry 400 32 APPENDIX B
Chemistry 400 33
Chemistry 400 34 APPENDIX C: Lab Report Scoring Rubric
Directions: Use the table as a “checklist” to make sure you include all necessary parts in your lab. After you finish writing your lab, grade Check- Point Student Peer Teacher box Value Score Score Score SECTION: 1. Problem Definition Clearly stated problem: 1 “How does….affect…” Specifically identify IV and DV 1
Correctly identify IV (only 1) 2
Correctly identify DV (only 1, must be measurable) 2
SECTION: 2. Experimental Design Procedure must match your problem 2
Clear and complete step-by-step procedure 2 (anyone should be able to repeat it; don’t assume the reader is familiar with the lab) Variables (besides IV and DV) are held constant 1
Use of an appropriate control set up 1
SECTION: 3. Data Presentation Data Table: Neat and clearly organized 1
Title, column headings, and Section labels included 1
All data included 1 (control, averages, other calculated information) Graph: Appropriate type of graph neatly presented 1
Correctly labeled axes, key, and title 1
Appropriate data used for graph 1 (control included, only averages should be graphed) SECTION: 4. Conclusion Problem restated/ background for experiment 1
Conclusion is related to the problem and answers the question 1
Data (including control) is specifically referenced to support conclusion. 1 (use key data/trends, don’t restate data table) Validity: (confidence in your results) 1 Evaluate your experimental design (did you have a control, constant variables, and multiple trials?) Discuss possible sources of error- at least 2 1 (should be realistic; don’t discuss careless mistakes) Discuss ways to improve experiment 1
TOTAL = 24 yourself on each of the components. Staple this to the front of your lab before handing it in.
Chemistry 400 35 APPENDIX D: Presentation Rubric
Point Self Score Teacher Value Score CONTENT: Introduction of topic 2
Answer all required questions/components 4
Accuracy of information 6
Depth of information (completeness and detail) 6
Able to field questions from audience 4
Typed list of sources used (for content and pictures) 2
VISUAL AID: Eye-catching 2
Neatness and organization 2
Pictures included (drawn or printed) 4
Large font/ limited writing (phrases or bullets, not 4 paragraphs) PRESENTATION: Clear speaking voice (loud and slow) 3
Speaking w/o reading directly from poster or 4 notecards Directing presentation to the class (not the teacher or 3 the front of the room) Use poster to aid presentation 4
TOTAL: 50
Chemistry 400 36 APPENDIX E
Chemistry 400 37 APPENDIX F Writing a Formal Lab Report
Science is a process that depends heavily on an exchange of information. Your lab report will be written in the same format that professional scientists use to report their research. Scientific writing is brief, concise, and specific. You can write an excellent report that includes all the necessary details in about 4 or 5 pages. Before you write your first draft, make sure you understand the experiment.
Every lab report includes each of the following parts: o Title o Introduction o Procedure o Results o Discussion/Conclusion o Literature Cites
Title Your title should mention both independent and dependent variables. A bad title: “Exam Grades” A weak title: “Sleep vs. Exam Grades” A strong title: “Amount of Sleep Affects Student Performance on Chemistry Exams”
Introduction The purpose of the Introduction section is to set the stage for your hypothesis. Your Introduction should begin with background information that is general. Imagine that you are writing your introduction for a friend who has never had chemistry. Give a clear explanation of what your study is all about, defining any specialized terms you use. Organize your Introduction carefully; start off very broadly, and then narrow down what you are talking about. For example, if you are writing about the effects of sleep on exam performance, you should start with the basics: why people need sleep, what happens during sleep, and what are some known results of a lack of sleep. After discussing this, narrow down your Introduction to the hypothesis you tested. In this part of the paper you will want to use information from various sources that you research in the library, or on the internet. Be sure and cite all sources correctly at the end of the report..
Procedure Your procedure section is pretty easy to write if you are careful about a couple of things: o Include enough detail so that your reader could repeat your experiment and test your hypothesis o Eliminate the unnecessary details. Your reader doesn’t need to know everything you did, just enough to do the experiment. Ask yourself, “If I leave this out, will my reader be able to do the experiment and get the same results I did?” If so, then leave it out! o Write the procedure in your own words. o Keep it short and sweet. After you write the first draft of the procedure, go back, and look for ways to shorten it. Eliminate unnecessary details.
Results The Results section has two elements; a data/observation table and a graph. The table should be fully organized (using titled columns) and easy to read. All data/observations that have been collected should be included. Graphs should include the following: o Completed on the computer o Independent variable on the X axis and the dependent variable on the Y axis. o Each axis labeled with the name of the variable and the units of measure. o Different color or symbol shapes for different data sets. o Axes that are scaled appropriately o A descriptive summary and title
Discussion/Conclusion The Discussion/Conclusion section is the hardest one to write, but it is the most important. You can’t write a good discussion until you have the rest of your repot in good shape. Make sure your discussion answers all the following questions: o Was your hypothesis supported, or did you reject it? o If class data was collected, how does your data compare to the data collected by other students in the class? Were your results close to the average or very different? Why? Chemistry 400 38 o Why did you get the results you did? What principles of chemistry explain what happened? o Did all the students in the class test the same hypothesis? If not, what other hypothesis were tested? What were their results? How do these experiments fit with your experiment? o What is the significance of your work? o What experiment should be done next? (Science never ends.) Can you think of ways to do this experiment over and get better results?
Literature Cited You must list every source you used in writing your report.
Chemistry 400 39