Post on 08-Jan-2022
Sound Futures © 1
Chemistry Handbook
by Glen Stietzel
“By exuding positive energy and ignoring the negative opinions of others,
you would be amazed at what you can achieve.”
“A proper foundation in education is obtained through long-term
retention and unwavering self-discipline.."
~ Mr. Stietzel ~
I-Clicker # _________
Goggle # _________
Contact information: Mr. Glen E. Stietzel (stietzge@pwcs.edu)
(703)594-2161
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Table of Contents
Welcome letter to parents and students…………………………………………...... 3
Course Philosophy…………………………………………………………………. 4
Cell Phone Policy…………………………………………………………………… 6
Course Syllabus & Make-up Policy….……………………………………………... 6
Overview……………………………………………………………… 6
Tests…………………………………………………………………… 7
Labs……………………………………………………………………. 7
Quizzes………………………………………………………………… 8
I-Clicker……………………………………………………………….. 8
Homework……………………………………………………………... 8
Long-Term Absence Policy……………………………………………. 9
Honor Code; Cheating/Plagiarism…………………………………………………… 9
Classroom Behavior…………………………………………………………………. 10
Educational Services…………………………………………………………………. 11
Internet Resources……………………………………………………………………. 12
Shorthand Comment Correcting Key………………………………………………… 13
Written Response Grading Rubric for Science………………………………………. 14
Pacing Guide for Regular Chemistry ………………………………………………… 15
Pacing Guide for IGCSE Chemistry …………………………………………………. 18
Assessment of Content Summary…………………………………………………….. 22
Optional Summer Assignment………………………………………………………… 23
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Dear parents and students,
The purpose of this document is to create a compilation of important information about the chemistry
course you will take in the fall. Chemistry is a cumulative course and if a student falls behind, it is very
difficult them to recover. It is crucial that you look through this document and fully understand the
syllabus (“rules of the game”) to achieve the grade you desire. Just as every sport has a rulebook, each
course you take will have different expectations. Therefore, it is best to know them before starting to play
the academic game of school. By excellent preparation before the start of school you will be able to…
• Reduce the stress placed on you throughout the school year
• Avoid any unpleasant conversations with your parents about grades
• Concentrate more on athletic practices and competitions
• Find yourself able to earn a better grade
• Attend clubs and activities without great pressure from difficult classes
• Manage your time better to spend with friends & social media
As you can see, making a solid effort of optional practice over the summer will pay excellent dividends in
fall as you start school. The more prepared you are, the better the year end grade which is the only grade
colleges care about. I look forward to seeing you in class or meeting you on Parent’s Night, and fostering
a long-lasting retention of chemistry knowledge.
Essayons,
Glen Stietzel
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Chemistry Course Philosophy
Lessons in chemistry go far beyond that of a mere subject. The primary objective in chemistry is
to teach academic maturity. Chemistry is just a subject.....but if I can mold you into a responsible student,
then you can handle any subject, including chemistry. You're probably wondering if you have what it
takes to handle the "impossible" math skills. Please understand that math and science are closely related.
The math department has prepared you well for the times ahead and first year algebra skills are all you
need. Therefore, relax and soak up the information that will allow you to do incredibly fun things in my
class.
My expectations are high, but not impossible. I have what it takes to coach you, but you need to
learn the rules of the game first. The faster you learn the rules of the course, the more you will enjoy it.
Therefore, don't fight it, just do it. Much like an athlete in season, taking a week off (two class days),
leaves you weak and out of shape. As you can see in a cumulative course, this is very dangerous.
When you make it through chemistry, you will feel like you can do anything because it was so
difficult. Students come out of chemistry feeling they have learned more than a subject. It is a big step in
academic maturity and excellent preparation for what you are about to face in college.
Extra help is ALWAYS available. Imagine yourself as the captain of your own ship that has been
blown off course. You need to get back on course as soon as possible, right? Extra help is that compass to
find your way back. Make up work has been, is, and will always be your responsibility. Imagine working
for a company and blowing off some important project just because you're sick. One cannot be that
foolish to believe the project may be omitted from your job. However, getting well is the first priority.
Students receive poor grades due to a lack of discipline and poor time management skills rather
than an adequate brain. No matter what grade you currently have, it could be made better by working on
naming compounds. Obviously, this is the crux of the course which requires memorization of only 13
flashcards; the rest are on your test/quiz reference card.
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Believe it or not, years from now you will probably never remember the chemistry content
unless you elect a profession in the subject matter. However, you will remember that it was
extremely difficult. Students taking the less challenging courses will be at a distinct disadvantage in
the American job market. Society has a way of placing people in the proper vocation. With ever
increasing competition for jobs due to population growth and tough economic challenges, your
education is the only thing that will ensure a proper future.
What makes a student “outstanding”? Is it the all important “A” at 90%? How about that 89.4%
which should have been a B+? I truly believe that the student who has academically matured the most
deserves the honor of an “A”. Even the best students will rise and fall but the “outstanding” shall remain
due to a perseverant heart with unwavering performance on each assignment.
Over the years, I have come to know three fundamental principles in education.
1.) A poor student does not meet the prerequisite and/or does not care about the subject.
2.) A good student cares more about the grade than what they are learning.
3.) Great students possess excellent long term retention and care about what they are
learning therefore good grades come easier.
In summary, chemistry is a course in life. You have your good days…and your bad days just as an
athlete has varying performances. Keep yourself focused on the objective…..remember lots of people at
Brentsville are here to help you. If you blow a quiz, don’t worry about it, get up, dust yourself off, and
LEARN from your mistakes. Learning from mistakes is the reason why you attend school!
How does Mr. Stietzel determine if a student is prepared? Before coming to class the student should be
prepared with CHIPS; Cell Phone, Highlighter, Integrity, Pencil, and Sleep. ☺
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Chemistry Course Syllabus
Course Objectives: 1) Ignite a passion for chemistry in the hope you will choose chemistry in college
2) Conduct laboratory experiments reinforcing topics discussed in class
3) Educate students on laboratory safety procedures
4) Learn chemistry by connecting the classroom to the chemistry profession
Grading Criteria: The following weights are assigned to determine the overall course average:
Tests 40% Lab Assessments 15%
Quizzes 15% Lab Activities 7%
Homework 8% I-Clicker (Multiple Choice) 10%
Classwork 5% Extra Credit Rare
Communication: Take the best notes you can in class. Be sure to listen to the opening announcements
each class. This will alleviate any confusion for quizzes, homework, and tests. If there is
something you don't understand, ask me and I'll try to clarify. I encourage you to speak to
me as soon as you have a problem. It is better to get help early on because chemistry
concepts build on previously presented material. My school email is the best way to
contact me. Emails responses are returned within three business days. Note to parents!
Once a student is behind, they will be constantly struggling to obtain the former knowledge
since this is a cumulative course!
Cell Phone Policy: Cell phones are counterproductive to the educational process during instruction and
therefore prohibited. Cell phones have only two purposes in my class. 1) Looking up
important information for the course 2) Using the BDHS webpage to look up answers to
assigned problems. Only on designated breaks at my discretion, will they be allowed for
entertainment purposes. Cell phones are sometimes used as cheating devices and have no
place in the classroom during assessments.
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Categorical Breakdown and Late-work Policy
Tests (40%): There are only two tests per quarter, therefore make them good. Tests will be a combination
of short answer and fill in the blank. Occasionally, I will administer multiple choice questions.
By viewing “Helpful Hints” on the school web page, you will be able to focus your efforts
in studying and maximize your grade. Tests must be completed during the allotted time.
Unfortunately, due to testing security, once you start a test, you must finish it.
Absent Policy: All tests will be made up within five business days after school;
NOT CLASS DAYS!
Lab Activities & Assessments (22%): Lab activities are small training sessions where students gain
invaluable experience for future assessments. These small-scale lab experiments will have
no restriction on choice of lab partners. I have split “lab” into two separate sections to
alleviate the widespread problem of plagiarism and ineffective practical learning among
students. In some cases, the abuse of lab partnership results in answer grabbing which is
strictly prohibited in my class. The purpose of any lab is to assess content knowledge as
well as group contribution. Therefore, lab activities model everyday life where working
with other people is a very important skill. Lab activities must be made up within TWO
class days so each student has practice before the lab assessment.
Lab assessments will be completed individually. Students will be asked to refrain from
using notes or the assistance from a lab partner since they have already had a training
session. This is a formal assessment where discussions between students are not permitted
to ensure each does their own work and the most accurate grade is posted. Some lab
assessments will contain a lab report and some will not. All graphs/tables/charts will be
properly labeled. For example, if a student labels "degrees" on an axis, this means nothing.
However, "deg C" indicates degrees Celsius. Complete sentences are required when
completing a formal lab report. All labs are a reflection on you and your work ethic; they
should be professionally done. Lab is a crucial part of chemistry education and defines
exactly the weakness to which each student is deficient. Any lab missed will be the
student’s responsibility to make arrangements! Due to lab safety, lab experiments must
be completed before the lab is put away (approximately one week) to avoid credit loss.
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Quizzes (15%): Much like a test, students will be scattered throughout the room to ensure security. There
are many quizzes throughout the course that will be critical to your performance on each
test. These will be closed book with only a testing reference card to assist the student. Questions on
these assessments may come in the form of multiple choice and/or short answer.
Absent Policy: Quizzes must be made up the within TWO class days. Since quizzes are shorter
than tests, try using the flex block for make ups.
I-Clicker (10%): Technology has blessed us with an I-Clicker system which is currently employed by
GMU. I have purchased this system at personal expense to determine its educational value. This
system enables the student to respond as a review of previously learned material. Colleges
currently have this system linked to their gradebook to omit the thought of human error as well as
keep a student alert during instruction since it may be used for impromptu questions. The I-Clicker
provides instantaneous feedback in addition to indicating the pace of the course. Occasionally,
students may use notes for sessions but may not grab the quick answer from a friend. Data received
from this assessment will count for participation and accuracy. Sessions may be open or closed
notes depending on the intent of the session.
Absent Policy: If absent on the day of I-clicker, students come in after school to take a multiple
choice version within two weeks.
Homework (8%): Believe it or not, homework is a misnomer and is rarely done at home among high
school students. With sports, special events and working jobs throughout the school week, it is
extremely difficult to accomplish the work of 7 different classes at home. Each homework has two
parts; optional and mandatory. Homework solutions for the optional portion will be posted online
before the assignment is due so the student may be responsible for learning material at his/her own
pace. Homework is collected on various due dates and counts only 8% of the final grade.
Homework in my class is never assigned as “busywork”. The assigned problems directly relate to
the problems on future quizzes and tests. You are advised to do the optional section as practice,
check your answers online, then do the mandatory portion without notes. Always refer to the notes
before you give up or ask me! All tests are based on homework problems and previous quizzes.
Therefore, if a student cannot prove independent proficiency on homework, quizzes and future
tests become extremely difficult. When assessing homework, I will randomly grade selected
problems. Additionally, I may call students to the board to demonstrate problem strategy.
Spot-checks will only occur once and are due on the date assigned. Therefore, either a student has
it complete or not. Frequently, I will perform a “spot check” of your notes to be sure that you are
keeping up with the course. On these occasions…“you either got it or you don’t”.
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Homework Absent Policy: Homework is accepted only one day late with a maximum grade of
80%. "Sick" on day one will indicate on time the next class only with teacher’s initials. "Sick" on
day two will result in a max grade of 80% only with teacher’s initials. On day three, scores will be
entered, homework returned, answers posted, and long term absences are on a case by case basis
since students need their homework back in preparation for quizzes.
Long-Term Absence Policy: When a student has a long absence from school, a special arrangement must be made
with the teacher. Being absent for a day stinks, being absent two days reeks, being absent for a week is basically
academic torture. Whether it is a week-long trip to the Bahamas or in the hospital for appendicitis, getting back on
track in a cumulative course is a tough venture. Your strategy should include two major points. First, do all you
can, no excuses, during the days you are absent; it will pay large dividends in the days ahead. Second, hitting the
toughest subject first and work back from there will reduce the stress and make your grades the best possible in a
difficult circumstance. Finally, I highly recommend that students refer to this document often; it saves points!
Parent notes are rarely accepted to excuse assignments! This teaches each student self-reliance; please remember
that we are training them for college. We will set reasonable due dates to get you back on track.
Cambridge: The British Programme greatly differs from the American system in chemistry. Through
years of experience, I have attempted to merge these two systems to the best of my ability.
Each set of test notes now contains IGCSE supplemental information. Therefore, IGCSE
classes will need to prepare for extra content throughout the course and be prepared to take
three separate exams in May.
Communication: If you are not present in class, it will certainly show on the upcoming test. Missing
content is no excuse; you have the schedule one week in advance to let you know what you have
missed. During class, students should be engaged in problem solving. Field trips are unique
circumstances which affect class participation. Follow the instructions for field trips as if you were
“sick”. The school website is an excellent resource of info for students and parents alike. This site
includes a full class calendar along with self-help websites if students have difficulty with a
specific topic. Students must have access to this website to succeed in this course. Please consult
this resource when sick, confused, or on vacation.
Honor Code: Cheating is unacceptable in all aspects of life, not just school. Everything submitted to me
must be your work and your work alone. Proof of cheating made possible by the teacher
will result in a grade of zero followed by a referral to the administration. Working together
on a homework assignment is fine just if each does their own work and later compares with a
student. IF YOU BLINDLY ACCEPT SOME FOOLISH ANSWER FROM A STUDENT,
YOU ARE COMMITTING PLAGIARISM!!!
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Behavior Performance: Proper behavior in class is essential to effective teaching. Please extend to your
fellow classmates the courtesy of not talking or providing distractions while class is in
session. Your education depends on it! Disrupting the teacher could cause another student
to miss important safety instructions which may lead to harming that student. Verbal
warnings will be given for minor offenses. Too many warnings may lead to a behavior
contract. Therefore, discipline is swift and severe; a student will sign a behavior contract
for the first offense and are assigned Saturday school for the second. Due to the privilege
of owning a cell phone, there is no reason for the use of a cell phone during class. If
caught, the following consequence is administered:
1st Offense ~ Confiscate the phone, fill out the appropriate paperwork, student picks
up at the main office at the end of the day.
2nd Offense ~ Confiscate the phone, fill out the appropriate paperwork for detention,
parent picks up at the main office at the end of the day.
3rd Offense ~ Confiscate the phone, Saturday school detention, and join the military. ☺
Teacher's Note: Your grade will depend on how much work you do in the course. "You get out of it,
only what You put into it!" I will do everything in my power to keep my students from
failing. So, it comes down to how much YOU want to pass. I have an open-door policy.
This means I am never too busy to assist you with a problem. I expect you to strive for the
best grade possible. By coming to recitation sessions (Boot Camp), students will have
the opportunity to receive more individualized instruction.
Daily Routine
A chemistry course requires good long time retention skills due to its cumulative nature.
Therefore, much like an athlete, you should consult the website often and/or not miss class (practice).
This will be especially helpful to those sick or absent for any length of time. There will most always be a
new concept for each day to keep the curriculum on pace, but the remainder of time will to devoted to
activities, extra practice and/or lab experiments. Each day will present new challenges where students will
experience a different type of learning environment which will cater to learning styles. Everyday will
begin with important announcements, critical concept review, and homework collection/retrieval. This is
accomplished through a power point loop each day as they walk into class.
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Educational Services
Being successful on your own is difficult. This course is a giant snowball; getting behind is the
worst possible thing you can do. Therefore, knowing when to ask for help could mean the difference
between a C+ or a B. Please review the following educational services provided by me to save you a
whole lot of stress during the school year.
1.) Extra help offered each day before and after school. Students are required to sign up on the
back of my door so I may have advance notice.
2.) Consolidated typed notes used as a reference will give you the opportunity to find answers
quickly and accurately. Should you require a book, just ask.
3.) Optional homework solutions are posted online before the assignment is due and contain
detailed explanations of answers. This should help you with the mandatory portion.
4.) SLAM (Students Learning About Math) sheets include step by step instructions on how to
complete any problem in chemistry containing math. Therefore, math is not an issue.
5.) Emails that are sent before an assignment is due will be given as much consideration as
possible. Excuses during class are not acceptable because it is the student’s responsibility to
communicate any extenuating circumstances.
6.) A document entitled “Helpful Hints” may be found on my website for each test. These
documents give more detailed information as to the specific content for each assessment.
7.) Ask me how to study…believe it or not there is a trick to becoming more successful. Study in
sets, not in hours. This allows better long-term retention. Start with the hardest thing first and
save the easy stuff for last so stress is decreasing instead of increasing.
8.) Since getting behind is the greatest problem among students, Boot Camp classes will be
offered periodically to assist those in getting back on track.
9.) The current flex schedule offers an outstanding opportunity to see any teacher for help every 8
school days. It is highly suggested you take advantage of this in times feeling overwhelmed.
10.) A monthly schedule is posted online to inform students what we are doing each day.
Therefore, if you are absent one day or 5 days, you will know where the class is at and what
assignments need to be made up.
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Internet Resources
There are many students who believe that the teacher alone is charged with the education of a student.
This was true long ago before the vast age of technology. Now that the web exists for the benefit of
mankind, the responsibility of education now lies more with the students and their desire to seek the
information necessary to achieve the grade. Regardless of the subject, if you are unhappy with the
education provided by a teacher, a simple web search can get you back on track. Think positive!
Web Addresses for Chemistry Help
• www.cambridgestudents.org.uk
• www.kentchemistry.com
• http://serendip.brynmawr.edu/sci_edu/chemsite.html
• http://brightstorm.com/science
• http://www.sciencegeek.net/APchemistry/APtaters/directory.shtml
• http://www.dlt.ncssm.edu/core/c7-3.htm
• http://chemed.chem.pitt.edu/jeopardy/
• http://www.chemistryrules.me.uk/asunits.htm
• http://www.chemguide.co.uk
• http://cscsdashaicechem.weebly.com
• http://weisschemweebly.com/aicechemistry.com
Searches by Cambridge Topics • Hydrocarbons
• Haber Process
• Contact Process
• Bauxite/Hematite Reduction
• Electrochemistry
• Blast Furnace
• Thermal/Catalytic Cracking
• Newton’s Cooling Curve
• Fractional Distillation of Crude Oil
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Shorthand Comment Correcting Key
NW/NC = No work / No Credit
U = No units given
M = Do the math…..Ex: Volume = 58 x 23 x 31 = ?
C/E = Calculation Error
MNS = Makes No Sense
C/N = Check Notes for correct answer
S/N = Wrong or not in proper Scientific Notation
T = Missing / Inappropriate Title
P = You have plagiarized the assignment; see me.
E = Expand, the answer required more information for full credit
FFI = Failing to Follow Instructions
A = Poor Accuracy
B = Equation is not properly balanced
W/U = Lab Write – Up (see syllabus)
ATQ = Student fails to Answer the Question
L = Late x1 (-20), Lx2 = (-40), Lx3 = (-60)…..etc
C/W = Check school website for answers or information
ECF = Error Carried Forward (I stopped taking off points b/c the rest is correct)
P/O = “Play On” – something is awkward, but not enough to deduct points
MI = Missing Information; more info was required for full credit
E/H = Major Warning Sign, Get in for extra help ASAP!
S/H = Study habits need improvement, study more frequently, not longer!
W = Show work; a single answer is not good enough
INC = Incomplete assignment, check requirements
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Written Response Grading Rubric for Science
Purpose: Scientific writing is much different than ordinary written text. It must contain an in-depth
knowledge of the topic as well as supporting examples to clarify your position (theory).
Students also should demonstrate adequate grammar skills since our ideas may promote
future experimentation into the topic. Poor communication of these ideas to the world may
result in disastrous consequences in both monetary and human cost.
I.) Thesis or Argument, and Introduction Score
All points of the thesis are clear where the intent of the paper is easily understood. 4
Most points of the thesis presented in a clear and logical manner. 3
Confusing thesis points result in lack of direction for the paper 2
Most points of the thesis are missing indicating a lack of directionality 1
No thesis given for the essay 0
II.) Thought Process, Data Organization, Comparison, and Supporting Details Score
Writing of this quality exceeds all previously mentioned criteria. Provides a unique
approach and is able to connect other concepts to this topic.
12
Content is adequately presented in detail and contains pertinent examples to support the
topic. Above average writing ability coupled with scientific fact.
10
Paper investigates the majority of content relating to the topic but lacks factual support to
provide sufficient evidence in testing the theory
8
Covers the basic information only; lacks sufficient depth and indicates a shallow
understanding of the topic. Data is incorrect which leads to a wrong conclusion.
6
Illogical thought process; writing contains errors in data analysis and interpretation.
Missing pertinent scientific evidence that results in a poor quality paper
4
Little or no content to indicate that this assignment had any bearing on the education of
the student. Missing data, factual support, and/or conclusion.
2
Unspoken words of poor quality 0
III.) Conclusion Score
Excellent conclusions based on research and data analysis 4
Adequate conclusions based on research but data does not support your conclusions. 3
A summary was written rather than a conclusion based on scientific fact. 2
Extremely weak conclusion lacking in a logical result 1
No conclusion exists 0
IV.) Presentation Points
Centered title including (Name, Date, Block) in upper right corner. 3
Grammatical errors interrupted a continuous flow of the assignment. 3
The degree to which the material is “borrowed” from other sources 4
If more than one page, page numbers are required. 1
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Brentsville District High School
Regular Chemistry Pacing Guide
Module
Units
Pacing
Module I: Classifications of
Matter
• Elements ~ Uses & Symbols
• Heating/Cooling Curve
• Homo/Heterogeneous Material
• Physical/Chemical Changes
September 3
to
October 1
Test #1
Module II: Conceptual Math
Topics
• Significant Figures
• Unit Conversions
• Density
• Accuracy & Precision
September 3
to
October 1
Test #1
Module III: Basic
Laboratory Analysis (Phase
1)
• Separation Techniques
• Equipment Nomenclature
• GHS Safety Concerns
• Chromatography Interpretations
• Percent Yield/Error
September 3
to
November 4
Test #2
Module IV: Basic Atomic
Theory
• Determining the number of
protons, neutrons, and electrons
• Accomplishments of scientists
• Periodic trends
• Electron dot structures
• Isotopic analysis including
half-life
• Electron configuration and
energy level diagrams
October 7
to
November 4
Test #2
Module V: Bonding Types
• Ionic
• Covalent (Polar & Non-Polar)
• Metallic
• Intermolecular Forces
• Allotropes & Molecular
Geometry
November 6
to
December 10
Test #3
Module VI: Nomenclature
• Ionic
• Covalent (Polar & Non-Polar)
• Organic
• Diatomic/Isotopic/Ion Notation
• Acids
November 6
to
December 10
Test #3
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Module VII: Practical
Laboratory Analysis
• Percent Composition
• Dilution
• Molarity
• Molar Conversions
December 3
to
January 24
Tet #4
Module VIII: Mole Concept
• Molar mass
• Molar volume
• Avogadro’s number
• Molar Conversions
December 10
to
January 24
Test #4
Module IX: Chemical
Equations
• Decomposition
• Synthesis
• Single/Double Replacement
• Combustion
December 10
to
January 24
Test #4
Module X: Formula
Calculations
• Empirical
• Molecular
January 28
to
February 25
Test #5
Module XI: Reaction
Kinetics
• Surface area
• Temperature
• Concentration
• Catalysis/Inhibition
• Activation Energy
January 28
to
February 25
Test #5
Module XII: Stoichiometry
• Chemical equations, unit
conversions combined with
the mole concept
• Limiting reagents
January 28
to
February 25
Test #5
Module XIII: Acid/Base
Chemistry
• Properties & Nomenclature
• Dissociation &
Neutralization
• pH Detection and Buffers
• Titrations
February 26
to
March 28
Test #6
Module XIV: Equilibrium
• Reversible reactions
• Equilibrium constant
calculations
• LeChatelier’s Principle
• Reaction Quotient
February 26
to
March 28
Test #6
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Module XV: Calorimetry
• Exothermic & Endothermic
• Heat capacity intro &
meaning
• Quantification of heat energy
• Heats of fusion and
vaporization
April 1
to
May 7
Test #7
Module XVI:
Electrochemistry
• Oxidation & Reduction
• Electron loss/gain in
chemical reactions
• Oxidizing/Reducing Agents
April 1
to
May 7
Test #7
Module XVII: Graph/Chart
Interpretation
• Solubility Graph
• Phase Diagram
• Activation Energy Pathway
• Heating/Cooling Curve
April 1
to
May 7
Test #7
Module XVIII: Gases
• Combined
• Boyles
• Charles
• Gay-Lussac
• Ideal Gas Law
• Kelvin scale
April 1
to
May 7
Test #7
Module XIX: End of Year
Exam Preparation
• SOL Review
May 7 until
Chemistry SOL
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Brentsville District High School
Pacing Guide for IGCSE Chemistry
Module
Units
Pacing
Module I: Classifications of
Matter
• Elements ~ Uses & Symbols
• Heating/Cooling Curve
• Homo/Heterogeneous Material
• Physical/Chemical Changes
• Composition of the Earth
• Patterns and properties of
non-metals (Test #1)
• Patterns and properties of
metals
(Test #2)
September 3
to
October 1
Test #1
Module II: Conceptual Math
Topics
• Significant Figures
• Unit Conversions
• Density
• Accuracy & Precision
September 3
to
October 1
Test #1
Module III: Basic
Laboratory Analysis (Phase
1)
• Separation Techniques
• Equipment Nomenclature
• GHS Safety Concerns
• Chromatography Interpretations
• Percent Yield/Error
September 3
to
November 4
Test #2
Module IV: Industrial
Applications
• Fractional distillation concept
• Electrolysis of brine
• Haber & Contact process
• Bauxite/Hematite reduction
September 3
to
November 4
Test #2
Sound Futures © 19
Module V: Basic Atomic
Theory
• Determining the number of
protons, neutrons, and electrons
• Accomplishments of scientists
• Periodic trends
• Electron dot structures
• Isotopic analysis including
half-life
• Electron configuration and
energy level diagrams
October 7
to
November 4
Test #2
Module VI: Bonding Types
• Ionic
• Covalent (Polar & Non-Polar)
• Metallic
• Intermolecular Forces
• Allotropes & Molecular
Geometry
November 6
to
December 10
Test #3
Module VII: Organic
Chemistry
• Homologous Series and
Functional Groups
• Organic reactions
• Hydrogen saturation
• Alkanes/Alkenes/Alkynes
• Isomerism
• Polymerization
November 6
to
December 10
Test #3
Module VIII: Nomenclature
• Ionic
• Covalent (Polar & Non-Polar)
• Organic
• Diatomic/Isotopic/Ion Notation
• Acids
November 6
to
December 10
Test #3
Sound Futures © 20
Module VII: Practical
Laboratory Analysis
• Percent Composition
• Dilution
• Molarity
• Molar Conversions
• Qualitative tests for common
ions
December 3
to
January 24
Test #4
Module VIII: Mole Concept
• Molar mass
• Molar volume
• STP vs RTP
• Avogadro’s number
• Molar Conversions
December 10
to
January 24
Test #4
Module IX: Chemical
Equations
• Decomposition
• Synthesis
• Single/Double Replacement
• Combustion
December 10
to
January 24
Test #4
Module X: Formula
Calculations
• Formula Types
• Empirical
• Molecular
January 28
to
February 25
Test #5
Module XI: Reaction
Kinetics
• Surface area
• Temperature
• Concentration
• Catalysis/Inhibition
• Activation Energy
January 28
to
February 25
Test #5
Module XII: Stoichiometry
• Chemical equations, unit
conversions combined with the
mole concept
• Limiting reagents
January 28
to
February 25
Test #5
Module XIII: Acid/Base
Chemistry
• Properties & Nomenclature
• Dissociation & Neutralization
• pH Detection and Buffers
• Acidic & basic oxides
• Titrations
February 26
to
March 28
Test #6
Module XIV: Equilibrium
• Reversible reactions
• Equilibrium constant
calculations
• LeChatelier’s Principle
• Reaction Quotient
February 26
to
March 28
Test #6
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Module XV: Calorimetry
• Exothermic & Endothermic
• Heat capacity intro &
meaning
• Quantification of heat energy
• Heats of fusion and
vaporization
• Enthalpy & Bond Energy
April 1
to
May 7
Test #7
Module XVI:
Electrochemistry
• Oxidation & Reduction
• Electron loss/gain in
chemical reactions
• Oxidizing/Reducing Agents
• Anode/Cathode
• Electrochemical Cells
• Electroplating
• Electromotive Series
April 1
to
May 7
Test #7
Module XVII: Graph/Chart
Interpretation
• Solubility Graph
• Phase Diagram
• Activation Energy Pathway
• Heating/Cooling Curve
April 1
to
May 7
Test #7
Module XVIII: Gases
• Combined
• Boyles
• Charles
• Gay-Lussac
• General Gas Law
• Kelvin scale
April 1
to
May 7
Test #7
Module XIX: End of Year
Exam Preparation
• Cambridge Exam Review
May 7 until
Cambridge Exams
Sound Futures © 22
Summary of Content
Test 1
• Classification of Matter
• Chromatography
• Law of Conservation of Mass + Energy
• Units of Measurement
• Conversation factors
• Density Calculations
• Significant Figures & Scientific Notation
• Physical and Chemical Changes
• Accuracy & Precision
• Elements of the Periodic Table
Test 2
• Important Vocabulary
• % Error & % Yield
• Chemists Names & Discoveries
• Basic Atomic Theory
• Average Atomic Mass & Isotopes
• Half Life & Radioactive Decay
• Nuclear Chemistry (intro)
• Specific Groups on the Periodic Table
• Periodic Trends
Electronegativity, atomic size & radius,
First Ionization energy
• Diatomic Molecules
• Electron Configuration
• Energy Level diagrams
Test 3
• Polyatomic Ions
• Chemical Bonds
• Bonding Types
• Electronegativity
• Half Life Calculations
• Symbol Clarification
• Bonding Types – Naming and Formulas
Ionic, Covalent, Metallic Hydrates,
Acids, Organic
• Electron Dot Structures (Lewis)
• % Composition
Test 4
• Chemical equations
• VSEPR + Advanced Atomic Theory
• Allotropes
• Dilutions
• The Mole (Avogadros #)
• Molarity
• Empirical + Molecular Formulae
Test 5
• Empirical + Molecular Formulae
• Factors Affecting Reaction Rates
• Reaction Kinetics
• Entropy
• Stoichiometric Relationships
• Limiting Reactants
Test 6
• Dissociation Reactions
• Acids and Bases
• Titrations
• Equilibrium Reactions
• Equilibrium Calculations (Keq)
• Common Ion Effect & Tyndall Effect
• Redox Reactions
Test 7
• Redox Reactions
• Electrochemistry
• Specific Heat, Heats of Fusion &
Vaporization
• Gas Laws
• SOL Review
Test 8
• Environmental Chemistry
• Biochemistry
• Medicinal chemistry
Important Note! The final exam will include
carry over concepts from
tests 1-4 and cumulative
test notes 5-7
You will have to take the final exam IF…
1) You do not pass the SOL
OR
2) You need it to pass the class
Sound Futures © 23
Chemistry Summer Challenge
Each year, I obtain feedback from my students at the end of the year. During this lesson, we discuss ways
to improve the course as well as teaching/learning techniques. It was proposed that a periodic table and list of
polyatomic ions be sent to students prior to the start of school. Therefore, I have created an optional summer
assignment from 8th grade physical science. Whether you have accepted the challenge of IGCSE or strive for an
advanced diploma in regular chemistry, doing a little work beforehand will yield less stress and a higher GPA.
Remember, the best defense is a good offense. If you want to get ahead in my class, here is an optional summer
assignment to complete that will prepare you for the upcoming school year.
Topic # 1: Units of Measurement
Background – In America, we use the English system (i.e. miles, gallons, feet, pounds, etc…). In science, we will
be using the metric system which includes meters, liters, and grams. Understanding these units will
be critical to your success in chemistry.
Objective: Measure the following objects and record your data below; be sure to use metric units
Dimensions of a
kitchen sink (cm3)
Exact time it takes
for you to run 1 mile
Mass of a Box of
Cereal (g)
Diameter of a Ring
(cm)
Distance from
Carini’s Pizza to
BDHS (km)
Radius of a ¾” Bolt
(cm)
Volume of an Empty
Toilet Paper Roll (cm3)
Your Height
(m)
Area of your front
door (m2)
Circumference of a
Bowling Ball (cm)
Topic # 2: Periodic Table
Background – The periodic table provides a huge amount of useful information about elements for chemists. This
information is critical to your success as you will be using the table all year long. Elements are
the basic building blocks to which compounds are formed. Adding compounds together
produces a mixture. Mixtures are classified as homogeneous or heterogeneous. Any of
these substances may be found in the form of a solid, liquid or gas item that we see in
everyday life. You will NOT memorize the entire periodic table.
Objective: Make flashcards of the following elements from the document below. Write the symbol
on one side and the element name on the other side. Be sure to add one common use for
each element.
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Hydrogen H Acid Production, Rocket Fuel, Hydrogen Bomb
Helium He Balloons, Blimps, 80%He/20%O gas mixture for divers
Lithium Li Medication for depression, Batteries, Absorb CO2 in space vehicles
Beryllium Be X-Ray Transmitters, Communication Satellites
Boron B Pesticides, Flux for Metallurgy, Pyrotechnic Flares
Carbon C Graphite, Diamonds, Charcoal, Electrical Conductors
Nitrogen N Ammonia Production, Fertilizers, Cryogenics (Freeze food)
Oxygen O Ozone (good), Breathing, Rocket Fuel
Fluorine F Air Conditioning, Toothpaste, Glass Etching
Neon Ne Advertisement Signs, Plasma TV’s, Gas Lasers
Sodium Na Table Salt (seasoning), Baking Soda, Soap
Magnesium Mg White Flash Fireworks, Antacids, Incendiary Bombs
Aluminum Al Kitchen Utensils, Soda Cans, Aircraft Wings, Electrical Wiring
Silicon Si Sand, Computer Chips, Silicone Implants, Cement Production
Phosphorus P Tracer Bullets, Fertilizers, Water softener
Sulfur S Gunpowder, Battery Acid, Matches
Chlorine Cl Bleaching, Swimming Pools (disinfectant), PVC Pipes
Argon Ar Light Bulb gas, Fluorescent Tubes
Potassium K Fertilizers, Banana Nutrient, Fireworks, Salt Substitute
Calcium Ca Cement Production, Bones, Teeth, Chalk, Limestone
Scandium Sc Metal Baseball Bats
Titanium Ti Sunscreen, Golf Clubs, Prosthetics
Vanadium V Tool Production, Catalyst for the Contact Process
Chromium Cr Produce Stainless Steel, Corrosion Resistant Alloys
Manganese Mn Element added to improve the Strength of Steel, Paint
Iron Fe Catalyst in the Haber Process, Steel Production, Appliances
Cobalt Co 60Co Cancer Treatment, Jet Engines, Paint
Nickel Ni Batteries, Corrosion Resistant Alloys, Coin Currency
Copper Cu Coin Currency, Water Pipes, Electrical Wiring
Zinc Zn Sunscreen, Coated on nails to prevent rust (galvanization), Brass
Gallium Ga Turkey Pop-up Thermometers
Germanium Ge Semiconductors, Electrical Transistors
Arsenic As Rat Poison, Cancer Treatment
Selenium Se Photocopying Toner, Antioxidant for Skin Aging
Bromine Br Water Purification
Krypton Kr Auto Headlights, Photography
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Zirconium Zr Steel alloy, Superconductor magnets
Niobium Nb Belly button rings, Stainless steel
Molybdenum Mo Missile parts, Catalyst in Petroleum Refining
Technetium Tc Medical Imaging Agent ~ Cancer Detection
Palladium Pd Dentistry (Crowns), Watches and other fine instruments
Silver Ag Coins, Mirrors, Eating Utensils “Silverware”, Jewelry
Cadmium Cd Electroplating Iron, Batteries
Tin Sn Tin cans (Tin coat over steel), Bronze
Antimony Sb Infrared detectors
Iodine I Disinfectant for External Wounds, Nutrient for Thyroid
Barium Ba Making Rubber, Rat poison, X-ray Diagnostics
Tungsten W X-ray Targets, TV tubes, Tanning industry
Platinum Pt Jewelry, Pacemakers, Handwarmers
Gold Au Jewelry, Old Dentistry Fillings, Electronics
Mercury Hg Thermometers, Chlorine production
Thallium Tl Photocells, Infrared detectors, Used to be used for
medication
Lead Pb Radiation shield, Ammunition, Sound absorber
Radon Rn Earthquake Prediction, Radiation therapy, Deadly Gas
Radium Ra Self luminous paints, Cancer treatment (now being
replaced by 60Co sources)
Special Elements
Thorium Th Nuclear Energy, Catalyst for Sulfuric Acid Production
and petroleum cracking
Uranium U Nuclear Energy, Bomb making for global destruction,
Plutonium Pu Bomb making for global destruction
Special Applications
Catalytic
Converter
Platinum, Palladium and Nickel are used as a catalyst in
automobiles to convert harmful gases to safe products.
Bronze A solution of Copper and Tin mixed together
Brass A solution of Copper and Zinc mixed together
Pewter Lead and Tin mixed together
White Gold Gold mixed with trace amounts of Pt, Pd, and/or Ni
Steel Iron mixed with Carbon and trace amounts of other elements
Sterling
Silver
Silver mixed with no more than 7.5% Copper
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Topic # 3: Polyatomic Ions
Background – The polyatomic ions are the most annoying of all things to memorize for this course. It is best to get
an early start in memorizing them. What the heck is a polyatomic ion? “Poly” means “many”; “atomic” means
“atom”; and “ion” means “electrically charged”. Essentially, a polyatomic ion is a group of elements that attach
themselves to another element to form a compound. These must be memorized to know how to name compounds
which is the most important part of the course.
Objective: Make flashcards of all polyatomic ions listed below. Name on one side…exact symbols,
including parenthesis on the other.
List of Polyatomic Ions
Students MUST memorize
Ions with (-1) Charge Ions with (-2) Charge
Nitrite (NO2)-1 Sulfite (SO3)
-2
Nitrate (NO3)-1 Sulfate (SO4)
-2
Acetate (CH3COO)-1 Chromate (CrO4)-2
Hydroxide (OH)-1 Carbonate (CO3)-2
Chlorate (ClO3)-1 Peroxide (O2)
-2
Chlorite (ClO2)-1
Hypochlorite (ClO)-1 Special Polyatomic Ions
Iodate (IO3)-1 Ammonium (NH4)
+1
Phosphate (PO4)-3
*Your ability to pass this course will rest upon your knowledge of this sheet.*
Sound Futures © 27
Topic # 4: Density
Background – This concept is first introduced in 4th grade; therefore, you should all be experts, right? Actually,
many students have problems with the multi-step approach required to solve these annoying
problems. To determine if an object will float, the calculated density must be less than 1 g/mL;
objects greater than 1 g/mL will sink. Density is calculated by dividing the mass by its volume.
First, measurements must be made. Second, convert the mass to grams and the volume to mL.
Lastly, do the math. For the purposes of this assignment, 1 mL = 1 cm3. Volume may be measured
in milliliters or cubic centimeters depending on the method used to determine volume.
Objective: Conduct the following home experiment for different objects
1.) Determine the density of a full box of cereal
a.) Read the mass from an unopened box of cereal __________________
b.) Determine the volume (L x W x H) of the cereal box ____________________
c.) Calculate the density __________________ Will this object ( float or sink )?
d.) Suggest a reason why this density may be incorrect ___________________________
2.) Determine the density of a ½ pound of nails or screws that will fit into a measuring cup
a.) Separate a one pound box evenly in half to perform two trials
b.) What is the mass of each stack if 454g = one pound _____________
c.) Fill a metric measuring cup with water enough to submerge the nails; record below
d.) Add the nails, see the water level rise, and record the final volume
e.) Complete the table below
Mass of Stack Initial Volume Final Volume Net Volume Density
Trial # 1 Trial # 2
Topic # 5: Fermentation (IGCSE Only)
Background – The fermentation process is one of most fascinating topics in Cambridge chemistry. Winemakers
and vineyards are common here in Virginia and I suggest learning from these great people.
Objective: Attend a wine tour (not tasting!) to see how exactly how wine is produced. Take excellent notes
from the tour to include all reagents necessary for the process and learn the transformation from
grapes into table wine.
Sound Futures © 28
Topic # 6: Chem Dudes
Background – The technology we enjoy today was made possible by a bunch of ancient dudes just messing around
in the laboratory. However, they had a huge impact in pioneering our future technology. To honor
them, fill in the table with the appropriate information. Warning! This information is usually tough
to get to know during the school year and generally results in a lower test #2 score. It’s a good
thing you are doing your summer assignment! ☺
Name of Dude Experiment Description of Accomplishment
Rutherford
Mendelev
Arhenius XXXXXXXXXX
J.J. Thompson
Le Chatelier XXXXXXXXXX
Bohr
Milikin
Schrodinger XXXXXXXXXX
Heisenburg
Moseley
Topic # 7: Aluminum and Iron (IGCSE Only)
Background – The recycling of aluminum and iron is more important now than ever before. Iron ore, called
hematite, is mined and sent through a Blast furnace to achieve pure iron. Aluminum ore, called
bauxite, is far tougher to “melt” down to get pure Aluminum so this is why aluminum is in such
great demand.
Objective: Draw a picture of both a blast furnace and aluminum production IN DETAIL with a modest
paragraph for each explaining the process
Topic # 8: Solution Chemistry
Background – Solutions are made one of two ways. One way is to add a solid, called the solute, to a liquid that
will dissolve the solute, called the solvent. The other way is to add water to a stronger solution that
is already made. Either way, solution chemistry is a fundamental topic in any chemistry lab.
Objective: After a parent comes home from a long day’s work, make them a glass of Iced tea, Kool aid, or
something from powder mix; a little stronger than normal so they notice that it is too sweet…
memorize and tell him/her this phrase as you dilute it down...
“I added too much solute to the homogeneous solution; I’ll add more solvent to dilute the mixture
thereby reducing the molarity. MOLARITY is the strength of a solution! ”
Sound Futures © 29
Topic # 9: Recycling and Composting (Totally optional and fun)
Background – Recycling centers, like in Prince William, provide disposal for regular trash as well as collection for
recycled material. This facility can provide excellent insight to statistics in addition to current
practical methods of solid waste disposal.
Objective: Visit the Prince William disposal facility off of Dumfries road to answer the following questions.
a.) What percentage of all trash is recycled? ______________
b.) List 5 things that are recycled at the landfill
_______________ _______________ _______________ _______________ _______________
c.) How much is charged to dispose of residential solid waste? ______________
d.) How long is the Prince William Landfill designed to last? _______________
e.) Talk to the guys in the big machines to learn how they fill the landfill. Write a description below.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
f.) Visit the composting facility on Balls Ford Road to answer the following questions.
How long is this facility designed to last? ______________
How much is charged to dispose of residential compost? ______________
List 5 things that are composted at this facility
_______________ _______________ _______________ _______________ _______________
Talk to the guys at the facility to learn about the composting process. Write a description below.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
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Topic # 10: Acids and Bases
Background – Acids and bases are used in everyday life. We know that acids have a sour taste and bases are
slippery. The pH of a solution indicates the degree of acidity of the substance. Greater than 7
indicates a base, while acids have a pH less than 7.
Objective: Conduct the following home experiment to learn about acid/base chemistry
1.) Research the common name for acetic acid: ______________________
Research the common name for sodium bicarbonate: ________________________
a.) Add 50mL of acetic acid to a glass
b.) Add one teaspoon of sodium bicarbonate to the glass
Observations: ____________________________________________________
What gas is released in this reaction? _________________________________
2.) Research what two elements make up pennies after 1983______________ and _____________
a.) Add 50mL of acetic acid to a glass
b.) Add one teaspoon of table salt to the glass and stir to dissolve
c.) Add ten dirty pennies and shake well; wait five minutes and observe
Observations: ____________________________________________________
3.) List 3 liquids used or consumed that has acidic qualities with an approximate pH other than
those used in your experiment.
Name of Acid Description of Use pH
4.) List 3 liquids used or consumed that has alkaline qualities with an approximate pH other than
those used in your experiment.
Name of Base Description of Use pH
Sound Futures © 31
Topic # 11: Organic Chemistry
Background – Organic chemistry is the study of matter involving the element carbon. Carbon and hydrogen to
from a hydrocarbon; Carbon, hydrogen, and oxygen combine to form a carbohydrate.
Hydrocarbons are usually found as fuels and carbohydrates are usually found in food products.
Your understanding of organic chemistry is critical in the Cambridge Programme.
Objective: Try to find a tanker truck at a gas station filling up the service station. Ask the dude a few
questions to complete your assignment. If you cannot find the experts, surf the web.
1.) What is the difference between 87, 89, and 93 grades of gasoline? ______________________
______________________________________________________________________________
2.) Does it matter which grade of gas goes into my car? _________________________________
______________________________________________________________________________
3.) How does the truck handle the hot summer temperatures? _____________________________
_______________________________________________________________________________
4.) Fill in the table below using knowledge and/or research of hydrocarbons.
Substance Chemical Formula (i.e.H2O) Practical Use (no duplicates)
Butane
Methane
Octane
Propane
Ethanol
5.) Fill in the table below using knowledge and/or research of carbohydrates.
Substance Chemical Formula (i.e.H2O) Practical Use (no duplicates)
Glucose
Lactose
Fructose
Sound Futures © 32
Topic # 12: Electrochemistry (IGCSE Only)
Background – This topic is nowhere to be found in the Prince William curriculum. However, it is widely accepted
as an important part of Cambridge chemistry. Electrochemistry incorporates the energy produced
from chemical reactions and electron flow to generate an electric current.
Objective: Conduct the following experiment
You've no doubt heard of AAA, 9-volt and even button batteries, but how about a citrus cell? This remarkable lemon-powered clock designed by television's Bill Nye, the Science Guy, is certain to spark some curiosity.
MATERIALS Thin cardboard Scissors Aluminum foil 3 lemons Metal paper clips 3 two-inch pieces of 1/2-inch-diameter copper tubing 3 feet of thin copper wire Tape Button-battery-powered LCD clock (such as an inexpensive stick-on car dashboard clock)
DIRECTIONS: Cut the cardboard into three 1- by 4-inch strips and wrap each in aluminum foil. With a knife (parents only), cut a slit into each lemon, insert an aluminum strip and affix a paper clip to the top, as shown. Cut another slit next to the first and insert the copper tubing. The two metal rods should be close together but not touching.
Wire your lemons into a circuit, as shown: Connect the aluminum in lemon A to the copper in lemon B and the aluminum in lemon B to the copper in lemon C. Then attach one wire to the copper in lemon A and leave the other end free. Attach the final wire to the aluminum in lemon C and leave the other end free.
Now, tape the free end of the wire from lemon A to the clock's positive terminal (see drawing) and the free end of the wire from lemon C to the negative terminal. Within a minute or so, the clock should start to run.
WHY IT WORKS: When the two metals react with the citric acid in the lemons, an electric current is created. Store batteries work the same way. A charge is created by putting two different metals in an electrolyte--a liquid (usually an acid) that can conduct electricity. When the reaction ends, the battery is dead.
OH, IT'S NOT WORKING? Check all your connections. Reinsert the aluminum strips so they are closer to the copper tubes (but again, not touching). Squeeze the lemons to make sure they're not dried up (juice should come out).
ANOTHER TRICK: Find a dime and penny dated before 1987 and wash them thoroughly. Have a parent cut two slits in another juicy lemon, about 1/4 inch apart, and insert the coins halfway into each slit. Stick out your tongue and touch both coins simultaneously. You'll feel it tingling--that's electricity!
Write a paragraph explaining your observations, results and any difficulties you had with the experiment
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Topic # 13: Practical Periodic Table
Background – The human body is a hostile yet resilient environment that uses elements for survival and growth.
Many elements will negatively affect your health as well. Make a list of different elements that
affect the human body by filling in the tables below.
Sound Futures © 33
Elements Used by the Human Body (Positive Effects)
Element
+ Effect
Elements that will Destroy the Human Body (Negative Effects)
Element
Damage
Topic # 14: Gases
Background – Gas Laws are part of the Physics program in Cambridge, not chemistry. However, PWC standards
have gas laws in regular chemistry in preparation for the SOL. The gas laws are a set of equations
involving pressure, volume and temperature. Logic is your best weapon here…For example, if you
heat a milk jug (increase temperature), what happens to the size (volume)? Right, it increases.
Objective: Conduct the following experiments at home to prove understanding of gas laws:
1.) Test the variables of Boyle’s Law
a.) Blow up a large balloon and tie it off.
b.) Try to squish the balloon with your hands; what variable is decreased? _____________
c.) Try to squish the balloon with your hands; what variable is increased? _____________
Observations: ___________________________________________________________________
d.) What variable stays constant? __________________
2.) Test the variables of Charles’ Law
a.) Blow up a large balloon and tie it off.
b.) Measure the circumference with a string at room temperature: _________
c.) Place it into the freezer for 15 min; re-measure the circumference when cold: ________
d.) Did the temperature increase or decrease when place into the freezer? ____________
e.) Is temperature a direct or inverse proportion with volume? _________________
Sound Futures © 34
Topic # 15: Equipment Nomenclature
Background – In order to be successful in lab, you must be able to recognize the equipment and know its
capabilities. Without proper knowledge, you and your partner are at risk.
Objective: Name or draw each piece of equipment and describe the purpose in a chemistry lab
Erlenmeyer
Flask
Florence
Flask
Burette Crucible
D
raw
ing
P
urp
ose
Clay Δ Graduated
Cylinder
Spatula Beaker
D
raw
ing
P
urp
ose