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Chemistry 400 Curriculum Ii 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
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