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

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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

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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.

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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! ”

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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

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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