TRUMBULL PUBLIC SCHOOLS

TRUMBULL, CONNECTICUT

CHEMISTRY 400

Science Department

Trumbull High School

2006

CURRICULUM WRITING TEAM Mr. Thomas Edwards Department Chairperson

Mrs. Julie Jenkins Teacher

Mrs. Dana Powell Teacher

Dr. Gary Cialfi Curriculum Director

Chemistry 400 2

CHEMISTRY 400

TABLE OF CONTENTS

Page

Introduction……………………………………………………………………..…………3

Philosophy……………………………………………………………………..………….3

Mission Statement …………………………………………………………..…………...3

Goals. ……………………………………………………………….…………………….4

Unit 1 Safety and Scientific Measurement ………………………………..…………..5

Unit 2 Matter and Change ………………………………………………………..……..7

Unit 3 Atomic Structure and the Periodic Table ………………………………..……..8

Unit 4 Chemical Bonding………………………………………………………….……10

Unit 5 Chemical Quantities and Chemical Reactions………………………….……12

Unit 6 Solids, Liquids, and Gases ……………………………………………….……14

Unit 7 Water and Aqueous Solutions …………………………………………….…..16

Unit 8 Reaction Energy, Rates, and Chemical Equilibrium ………………….…….18

Unit 9 Acids and Bases ………………………………………………………….…….20

Unit 10 Oxidation Reduction Reactions and Electrochemistry ……………….……22

Unit 11 Nuclear Chemistry ……………………………………………………….……24

Unit 12 Organic Chemistry and Biological Compounds ……………………………26

Methods of Assessment …………………………………………………………….…28

Description for Students and Parents, Course Credit, and Prerequisites ………..29

Texts and Related Resources ………………………………………………………..30

Appendix (Rubrics, Periodic Table, Safety Contract) …………………………….31 (Note: Codes in parentheses in this document are specific references to the Connecticut State

Content Standards and Expected Performances in Chemistry)

The Trumbull Board of Education, as a matter of policy, prohibits discrimination on the grounds

of age, creed, religion, sex, race, color, handicap, political affiliation, marital status, sexual

orientation, or national origin.

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INTRODUCTION Chemistry 400 is offered at Trumbull High School to extend the subject matter presented in the 9th

grade course. It is designed to challenge the higher level student with analytical thinking, problem

solving, and rigorous laboratory work. The course will prepare the student for a college level

chemistry course.

PHILOSOPHY The Trumbull High School Science Department offers a sequence of honors and Advanced

Placement (AP) courses to challenge students with an aptitude and interest in science. Honors

courses are taught at a rapid pace to give students exposure to topics that is both broad and deep.

Honors students are expected to complete more homework than average students. Honors

students are also expected to assess their own performance and proactively seek assistance in

areas where they find extra challenge. AP Courses are a step more aggressive than honors

courses. They are taught at the collegiate level as outlined by the College Board who administers

AP tests near the end of each course. The results of the AP tests are widely used by colleges to

award credit for completing college level courses. College admissions officials view honors and AP

courses favorably in their selection process. Introduction to Physics and Chemistry is offered to

prepare qualified 9th grade students for participation in honors and AP courses. Students are

challenged with rigorous expectations in analytical problem solving and data evaluation.

MISSION STATEMENT

Trumbull High School educates students in a safe, inviting, student-centered community.

We encourage academic achievement, extracurricular participation, enthusiasm and self-

confidence to foster independence and personal and social growth. We hold our school

community to the ethical conduct and social awareness necessary to live and participate in

a democratic, diverse and global society.

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GOALS

Students will:

• Acquire scientific knowledge through inquiry, experimentation, data analysis and

interpretation.

• Analyze problems in chemistry; plan, calculate and evaluate solutions for correctness

and application.

• Read, write, discuss, and present concepts in chemistry.

• Search for and quantitatively asses the credibility of scientific information found in

various media.

• Use mathematical operations and procedures to calculate, analyze, and present

scientific data and ideas.

• Share findings for peers to critically review.

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UNIT 1

SAFETY AND SCIENTIFIC MEASUREMENT

ESSENTIAL QUESTIONS How do scientists experiment safely and with accuracy and precision? OBJECTIVES: At the completion of this unit, students will be able to:

• Abide by the safety rules and regulations set forth by the safety contract • Identify and explain the appropriate techniques and procedures to use in a laboratory

setting • Name and use SI units in laboratory setting • Problem solve using appropriate mathematical formulas and measurements and

dimensional analysis • Use a computer program to graph data, and be able to interpret the graph • Problem solve using scientific notation and significant digits • Report experimental results with precision and accuracy

SCOPE AND SEQUENCE

o Lab safety is the highest priority in the classroom because accidents can happen when safety rules are not followed.

o Using laboratory instruments in the correct manner is fundamental to scientific experimentation

o Scientists use the metric system, known as the International System (SI). The base units are the kilogram, meter and second for mass length and time respectively

o Metric prefixes are used to make the metric units larger or smaller.

o Dimensional analysis is used to move easily between units of mass, volume, the mole, and

number of particles

o Measurements are always uncertain because measuring devices are imperfect, requiring

estimation at some level.

o Significant digits are used to communicate the precision of measurement.

o Scientific notation facilitates working with very large and small quantities. o Performing mathematical operations and constructing graphs are an integral part of

analyzing scientific data. RESOURCES

Modern Chemistry by Holt, Rinehart, and Winston, Chapter 2

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Flinn Scientific’s Safety Contract ACTIVITIES Bunsen Burner lab Measurement lab Computer graphing lab Inquiry lab - Bubble Gum lab ADDITIONAL RESOURCES

American Chemical Society “Safety Video” TIME ALLOCATION

1-2 weeks

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UNIT 2

MATTER AND CHANGE

ESSENTIAL QUESTIONS How is matter organized? How are changes in matter identified? OBJECTIVES: At the completion of this unit, students will be able to:

• Distinguish between a pure substance and a mixture • Distinguish between a liquid, solid, and a gas • Contrast a physical property with a chemical property and a physical change with a

chemical change SCOPE AND SEQUENCE

o Basic vocabulary in chemistry is very important

o Matter can be classified into many categories depending on its chemical and physical properties.

o The Kinetic Theory of Matter describes the motion of particles in all phases of matter. o A physical change does not alter the chemical composition of a substance whereas a

chemical change does. RESOURCES

Modern Chemistry by Holt, Rinehart, and Winston, Chapter 1 ACTIVITIES

Mixture Separation Lab Chemical/physical changes lab

ADDITIONAL RESOURCES TIME ALLOCATION 1 week

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UNIT 3

ATOMIC STRUCTURE AND THE PERIODIC TABLE

ESSENTIAL QUESTIONS How has our understanding of the atom evolved? What patterns or trends do the atoms show? OBJECTIVES: At the completion of this unit, students will be able to:

• Using the experimental evidence, develop a timeline of the history of atomic structure • Summarize the five essential points of Dalton’s atomic theory • Explain the relationship between Dalton’s atomic theory, the law of conservation of

mass, the law of definite proportions, and the law of multiple proportions • Compare protons, electrons, and neutrons • Define atomic number, atomic mass, and isotopes and relate them to atomic

structure • Solve problems involving mass in grams, amount in moles, and number of atoms of

an element • Describe the Bohr model of the atom • Relate the number of sublevels corresponding to each of an atom’s main energy

levels, the number of orbitals per sublevel, and the number of orbitals per main energy level to electron configuration

• Explain the arrangement of electrons in atoms according to the rules • Relate atomic structure and reactivity to an atom’s placement in the periodic table • Compare the periodic trends of atomic radii, ionization energy, and electronegativity,

and state the reasons for these variations SCOPE AND SEQUENCE

o Dalton developed an Atomic Theory to explain atoms. The model of the atom has evolved from Dalton’s model into the Electron Cloud model based on experimental evidence collected by various scientists.

o Atoms contain subatomic particles; protons, neutrons, and electrons, that vary from element to element.

o Atomic structure is fundamental to be able to predict an element’s reactivity and therefore, its potential for bonding and forming compounds

o The periodic table, arranged by the number of protons, is used extensively by chemists to predict an element’s properties

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o The electron configuration describes the probability of finding an electron in a specific energy level, sublevel, and orbital.

o Dimensional analysis is used to move easily between units of mass, volume, the mole, and number of particles

RESOURCES

Modern Chemistry by Holt, Rinehart, and Winston, Chapters 3, 4 and 5 ACTIVITIES

Conservation of mass lab Periodic table lab Flame tests Millikan’s oil drop lab

ADDITIONAL RESOURCES TIME ALLOCATION

3 weeks

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UNIT 4

CHEMICAL BONDING

ESSENTIAL QUESTIONS How do forces within a compound hold atoms and ions together? OBJECTIVES: At the completion of this unit, students will be able to:

• Explain why most atoms form bonds • Describe the differences and similarities between ionic and covalent bonds • Apply bonding knowledge to draw Lewis structures • Discuss the arrangement of ions in crystals • Describe metallic bonding • Use VSEPR theory to predict shapes of molecules and their polarities • Using ionic charges, determine ionic formulas • Apply the rules of naming ionic formulas to ionically bonded compounds • Apply the rules of naming molecular formulas to covalently bonded compounds • From the formula, be able to write the name • Convert masses or moles of atoms into empirical formulas

SCOPE AND SEQUENCE

o This unit continues the information about atomic structure to predict bonding patterns of elements

o Elements form bonds to achieve stable electron configurations. o Ionic compounds form by the transfer of electrons whereas covalent compounds form

by sharing electrons between atoms. o Bonding in metals leads to the unique properties that metals display. o There are guidelines to follow in naming different types of chemical compounds

according to the atoms or ions that compose it. o According to the VSEPR theory, the shape of a molecule is determined by the

number of bonds and unshared electron pairs. o Shape is involved in determining molecular polarity, which will return to the forefront

when states of matter are discussed o An empirical formula displays the simplest proportion of elements involved in a

compound. RESOURCES

Modern Chemistry by Holt, Rinehart, and Winston, chapters 6 and 7

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ACTIVITIES Bonding kits Ionic/covalent bonding lab Determining the empirical formula of magnesium oxide lab ADDITIONAL RESOURCES TIME ALLOCATION 3 weeks

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UNIT 5

CHEMICAL QUANTITIES AND CHEMICAL REACTIONS

ESSENTIAL QUESTIONS How and why do substances react? How are these reactions quantified? OBJECTIVES: At the completion of this unit, students will be able to:

• After observing a chemical reaction, be able to write the balanced chemical equation for that reaction

• Classify a chemical reaction as one of the 5 general types of chemical reactions (synthesis, decomposition, single replacement, double replacement, and combustion)

• Predict the product(s) from the reactant(s) given • Use an activity series to predict single replacement reactions • Write a mole ratio two substances in a chemical equation • Calculate the amount of moles of reactant/produce from the amount of moles of a

different reactant/product • Calculate the mass of a reactant/product from the amount of mass of a different

reactant/product • Calculate the amount of moles of reactant/product from the amount of mass of a

different reactant/product • Calculate the amount of mass of a reactant/product from the amount of moles of a

different reactant/product • Determine the limiting reactant in a chemical equation, and using the information,

calculate the actual yield of product(s) expected • Differentiate from the theoretical yield and the experimental yield, and determine

percentage yield in a chemical equation SCOPE AND SEQUENCE

o According to the Law of Conservation of Mass, mass is neither created nor destroyed in a chemical reaction, therefore all chemical equations must be balanced.

o In a chemical reaction, reactants turn into products according to known rules, thus reactions can be classified as one of five major types, and predictions can be made based on these types.

o Stoichiometric calculations are made based on the information given in a balanced chemical equation and allow for conversion between grams and moles of reactants and products.

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o Limiting reactant is a determining factor in the amount of product produced in a chemical reaction.

o A theoretical yield can be calculated using a balanced chemical equation, an experimental yield is collected in a lab, and a percent yield represents the portion of the theoretical yield that was produced experimentally.

RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 8 and 9 ACTIVITIES Stoichiometry lab Inquiry lab - Activity Series of Metals/Nonmetals lab ADDITIONAL RESOURCES TIME ALLOCATION

3 weeks

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UNIT 6

SOLIDS, LIQUIDS, AND GASES

ESSENTIAL QUESTIONS How are solids, liquids, and gases similar and distinct? How are the properties of gases quantified and related? OBJECTIVES: At the completion of this unit, students will be able to:

• Using electronegativities and molecular shape predict intermolecular forces (dipole-dipole, hydrogen bonding, induced dipoles, and London dispersion forces)

• State the kinetic molecular theory of matter • Describe the unique characteristics of gases (expansion, density, fluidity,

compressibility, diffusion, and effusion) • Compare a real gas from an “ideal” gas • Compare the energy changes which occur during changes of state, and be able to

use a heating/cooling curve to explain the energy changes • Differentiate between crystalline solids and amorphous solids • Interpret phase diagrams • Define STP • Describe (conceptually and mathematically) the basic gas laws (Boyle’s, Charles’,

Guy-Lussac’s, Avogadro’s, Ideal, Graham’s, and Dalton’s) • Problem solve using the above named gas laws • Discuss the ideal gas law and problem solve using it

SCOPE AND SEQUENCE

o Intermolecular forces determine the state of matter of a substance at a particular temperature and pressure

o The Kinetic Theory of Matter describes the motion of particles in all phases of matter. o Discuss the unique characteristics of gases compared to liquids and solids o Many of the characteristics of a substance are dependent on the state of matter of

that substance. o A phase diagram represents the states of matter that exist for a substance at a

particular temperature and pressure o Energy changes often occur when a physical or chemical change happens o The state of matter is an important consideration in a chemical reaction and needs to

be considered (doesn’t match any objectives) o Gas laws such as Boyles, Charles, Guy-Lussacs, Avogadros, Grahams, and Daltons

represent the direct and indirect relationships between pressure, temperature, and volume

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o The ideal gas law can be applied to real gases and allows them to be measured in terms of moles, mass, volume, pressure, and temperature

RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 6 (pages 203-207), 10, and 11 ACTIVITIES Dry ice demos Heating/cooling of a molecular compound Boyle’s and Charles’ Law labs Molar volume of a gas lab ADDITIONAL RESOURCES TIME ALLOCATION 3 weeks

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UNIT 7

WATER AND AQUEOUS SOLUTIONS

ESSENTIAL QUESTIONS How are solutions formed and quantified? OBJECTIVES: At the completion of this unit, students will be able to:

• Using the shape of water, describe its unique characteristics • Distinguish between heterogeneous and homogeneous mixtures • Compare the properties of suspensions, colloids, and solutions • Identify the factors which affect the rate of solvation for solids, liquids, and gases • Using the terms polar and nonpolar, explain the phrase “Like dissolves like” • Calculate molarity and molality of a solution and be able to use the formula to

determine mass/volume of solvent or solute • Predict whether a precipitate will form in a solution based on solubility tables • Distinguish between strong and weak electrolytes • Relate colligative properties to a compound’s structure and be able to predict

changes in these properties

SCOPE AND SEQUENCE o We live in a water based world, and an understanding of how the structure of water

helps determine its properties is essential o Water is a unique molecule and is the basis of all life on this planet. o Mixtures can be classified based on the particles that comprise them as either

homogeneous (solution), or heterogeneous (suspension or colloid). o The rate of solvation for solids, liquids, and gases is dependent upon other factors

such as temperature, size of particle, pressure, etc. o Polar solvents will dissolve polar and ionic solutes, whereas nonpolar solvents will

dissolve nonpolar solutes. o The concentration of a solution can be expressed in terms of molarity and molality. o Precipitates will form when certain combinations of ions are formed in solution. o The strength of an electrolyte is determined by the ease with which the ions

dissociate. o Colligative properties are based on the molality of the solution and the solute.

RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 12 and 13

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ACTIVITIES Testing water for ions Colored precipitates Paper chromatography Temperature and solubility Inquiry lab – Cold Packs Field Trip to Aquarion Water Treatment facilities or a sewage treatment plant ADDITIONAL RESOURCES TIME ALLOCATION 3 weeks

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UNIT 8

REACTION ENERGY, RATES, AND CHEMICAL EQUILIBRIUM

ESSENTIAL QUESTIONS How is energy transformed during a chemical reaction? How does equilibrium impact some chemical reactions? OBJECTIVES: At the completion of this unit, students will be able to:

• Distinguish between heat and temperature • Explain and predict enthalpy and entropy changes which occur during a chemical

reaction using graphs and Hess’s Law • Use graphs to explain the above changes • Use Hess’s Law to predict the above changes • Discuss the use of a free energy change • Explain a reaction mechanism • Relate activation energy to enthalpy of a reaction • Discuss factors which influence reaction rates • Explain and write rate laws for chemical reactions • Explain and predict the direction of shift in reversible reactions using Keq and Le

Châtelier’s principle • Predict whether a precipitate will form in a solution based on Ksp values

SCOPE AND SEQUENCE

o An inherent part of chemical engineering involves manipulating chemical reactions for the desired outcome, and this unit describes the fundamentals of this manipulation

o Temperature is the measure of the average molecular kinetic energy a substance has whereas heat is a derived unit using change in temperature, mass, and the specific heat of the substance being investigated.

o Enthalpy and entropy are quantities used with chemical reactions to determine if a reaction will happen spontaneously or not.

o Hess’s Law allows predictions about chemical reactions to be made before the reaction is actually performed. (add in definition of Hess’s Law)

o Reaction mechanism shows the step-by-step changes which occur in a chemical reaction.

o Reaction rates are influenced by factors such as the nature of the reactants, surface area, temperature, concentration, and the presence of a catalyst.

o A rate law gives a mathematical way of comparing one reaction to another.

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o Le Chatelier’s principle states that if a system at equilibrium is subjected to stress, the equilibrium is shifted in the direction that tends to relieve the stress.

o Keq is a measure of reaction stability. o Ksp is a measure of the ability of a compound to form a precipitate in solution. o Stoichiometry, studied earlier, directly leads into this unit to shift reactions in the

desired direction RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 16, 17, and 18 (except

pages 605-612) ACTIVITIES

Calorimetry Energy in foods Iodine clock reaction Factors affecting reaction rate Rate of a chemical reaction Inquiry – Solubility Product Constant Inquiry – Fire Extinguisher

ADDITIONAL RESOURCES TIME ALLOCATION 2 weeks

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UNIT 9

ACIDS AND BASES

ESSENTIAL QUESTIONS How and why do acids and bases interact with other substances? OBJECTIVES: At the completion of this unit, students will be able to:

• Identify the general properties of acids and bases • Be able to name common acids and bases • Define acids and bases based on the Arrhenius, Brønsted-Lowry, and Lewis

definitions • Based on formula, identify acids and bases as strong or weak • Explain the process of neutralization and be able to identify conjugate bases and

acids • Describe the problem of acid rain and its implications to organisms • Explain the pH scale and how it is related to the OH- and/or H3O+ concentrations • Describe the self ionization of water • Identify the appropriate acid/base indicator to use in a given circumstance • Using Ka and Kb predict the strength of an acid or base • Using a chemical equation, explain the use of buffers in reactions and inside an

organism

SCOPE AND SEQUENCE o Acids and bases can be identified by various chemical and physical properties. o There are guidelines to follow in naming acids and bases according to the ions present in

the substance. o Acids and bases can be described by the Arrhenius, Brønsted-Lowry, and Lewis definitions. o The strength of acids and bases describes the extent to which the molecules dissociate into

ions in solution. Acid base strength can be represented mathematically using Ka and Kb values.

o Neutralization is a process that occurs when an acid and a base react to produce a neutral substance, water.

o Acids and bases undergo predictable chemical reactions. o Sulfur dioxide can form acid rain which can impact our environment- natural and man-made. o The pH scale is used to easily compare the strength of acids and bases. o Water self ionizes into H+ (H3O+) and OH- ions. o Acid-base indicators can be used to estimate pH and/or identify a substance. o Buffers attempt to minimize the pH changes when a system is stressed.

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o The human digestive system is dependent on proper acidic balance RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 14,15, pages 605-612 ACTIVITIES Strength of an acid Is it an acid or base?

Properties of an acid or base How much calcium carbonate is in an egg shell? How much zinc is in a penny? Titration Inquiry lab - How effective are antacids? Inquiry lab – Vitamin C Inquiry lab – Shampoo Chemistry Determining Ka of acetic acid

ADDITIONAL RESOURCES TIME ALLOCATION 4 weeks

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UNIT 10

OXIDATION/REDUCTION REACTIONS AND ELECTROCHEMISTRY

ESSENTIAL QUESTIONS How can the transfer of electrons influence chemical reactions and create energy? OBJECTIVES: At the completion of this unit, students will be able to:

• Assign oxidation numbers to reactants and products in a chemical equation • Recognize a reaction as oxidation or reduction • Balance redox using half reactions • Relate environmental conditions to redox reactions • Identify the parts of an electrolytic cell, and their functions • Identify the parts of a voltaic cell, and their functions • Calculate cell voltage/potentials from a table of standard electrode potentials

SCOPE AND SEQUENCE

o An oxidation number is based on the distribution of electrons in a molecule. o An oxidation reaction represents the loss of electrons whereas a reduction reaction

represents the gain of electrons. o According to the Law of Conservation of Mass, mass is neither created nor destroyed

in a chemical reaction, therefore all chemical equations must be balanced. o An electrolytic cell consists of substances which, when an electrical source is added,

react. o A voltaic cell consists of substances which react spontaneously to produce electrical

energy. RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 19 and 20 ACTIVITIES Oxidation-reduction lab Reduction of manganese in permanganate ion Voltaic cells Inquiry – Electroplating for corrosion Protection ADDITIONAL RESOURCES TIME ALLOCATION

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2 weeks

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UNIT 11

NUCLEAR CHEMISTRY

ESSENTIAL QUESTIONS How can a change in the nucleus of an atom lead to positive and or detrimental applications? OBJECTIVES: At the completion of this unit, students will be able to:

• Predict nuclear stability based on atomic structure • Balance a nuclear reaction • Be able to identify the main forms of radioactive decay • Define the term half-life and use it in mathematical formulas • Describe the differences and similarities in artificial radioactivity • Discuss applications in medicine of nuclear chemistry • Differentiate between fission and fusion, and their use in the world • Predict a decay series

SCOPE AND SEQUENCE o The atomic structure of an isotope determines its nuclear stability. o According to the Law of Conservation of Mass, mass is neither created nor destroyed

in a chemical reaction, therefore all nuclear equations must be balanced. o Radioactive isotopes decay at known rates, called a half life, and emit particles such

as alpha, beta, and gamma. o With oil reserves being limited, nuclear energy created from fusion and fission

reactions are an alternative energy source and therefore the pros and cons will need to be weighed in the future.

o Nuclear medicine is commonly employed for treatment, and an informed patient can make better decisions.

o The safe storage of spent nuclear material will be important for years to come. o Atomic structure needs to be revisited to predict nuclear instability.

RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapter 21 ACTIVITIES Simulation of nuclear decay using pennies ADDITIONAL RESOURCES

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TIME ALLOCATION 2 weeks

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UNIT 12

ORGANIC CHEMISTRY AND BIOLOGICAL COMPOUNDS

ESSENTIAL QUESTIONS Why are carbon based compounds so unique and important in our lives? OBJECTIVES: At the completion of this unit, students will be able to:

• Explain how the structure of carbon leads to its unique bonding capabilities • Compare structural and geometric isomers of organic compounds • Distinguish between alkanes, alkenes, alkynes, and aromatic compounds • Identify functional groups (alcohols, halides, ethers, aldehydes, ketones, acids,

esters, and amines) and their unique properties • Name simple organic compounds • Discuss simple reactions (substitution, condensation, and elimination) • Predict structural formulas for polymers (natural and synthetic) based on the above

reactions • Describe the structure and properties of the four biomolecules (carbohydrates, fats,

proteins, and nucleic acids)

SCOPE AND SEQUENCE o Carbon’s atomic configuration and bonding is essential to many life processes. o There are guidelines to follow in naming different types of hydrocarbons and substituted

hydrocarbons according to the structure of the compound. o Long-chains of carbon-based monomers can be linked together (naturally or synthetically)

to form polymers. o The unique properties of polymers make them suitable for many uses. o Atomic structure and structural formulas, discussed earlier, come back into

importance when carbon compounds are discussed. o All organisms, dead or alive, are composed of organic compounds. o Some of the newest compounds being studied and developed are carbon

compounds. RESOURCES Modern Chemistry by Holt, Rinehart, and Winston, chapters 22 and 23 ACTIVITIES Polymers and toy balls Tie-dying cotton polymers

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Slime Inquiry – All fats are not equal Casein glue Field Trip to Biersdorf, U.S. Surgical, Unilver, or other chemical production facilities/labs Field Trip to RESCO ADDITIONAL RESOURCES TIME ALLOCATION 2 weeks

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METHODS OF ASSESSMENT Students progress in Chemistry 400 is assessed in several areas including:

o Scientific numeracy and literacy in each of the content units o Quantitative problem solving methods o Experimental design to answer a scientific question

Evaluation will include an assessment of the following student activities:

o Self assessment – Practice problems are provided to students. Completion is verified by the instructor and the solutions are publicized. Students are expected to evaluate their knowledge, formulate questions, and plan strategies that will remediate areas where needed.

o Unit/Chapter Tests and Quizzes – Unit specific tests are given that include written material descriptions along with problems to be solved. Test problem solution should show four logical steps: analyzing, planning, calculating and evaluating.

o Lab Reports – Experimental activities are evaluated primarily through the lab report which should include inquiry, experimental design, data evaluation, and conclusion. These will be evaluated using a common lab report rubric (see Appendix).

o Class Contribution (involvement with the whole class as well as in small group activities) – This contribution should include an inclination to help classmates learn, an ability and willingness to work as part of a team, particularly on lab assignments, ability in discussion to show quality as well as quantity, and punctuality and classroom etiquette.

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DESCRIPTION FOR STUDENTS AND PARENTS, COURSE CREDIT, AND PREREQUISITES

OVERVIEW: Chemistry 400 is a challenging laboratory course which covers the structure of matter and its interactions in the physical world. The course content includes: qualitative and quantitative aspects of matter, atomic structure, periodic law, general chemical reactions, gas laws, organic compounds, nuclear chemistry, thermodynamics, kinetics, chemical equilibrium and electrochemistry. Problem solving skills will be emphasized, along with collecting and analyzing data, and the use of technology. PREREQUISITES: Chemistry 400 is a 1.0 credit in Science toward graduation requirements. The course meets one period every day with a double period every four days to allow for longer laboratory experiments. Students enrolled in this class should have teacher recommendation and have demonstrated successful completion of Biology 400 or achieved an A- in Biology 300. These students should currently be enrolled in pre-Calculus or Algebra II 400. UNITS COVERED: Safety and Scientific Measurement Matter and Change Atomic Structure and the Periodic Table Chemical Bonding Chemical Quantities and Chemical Reactions Solids, Liquids, and Gases Water and Aqueous Solutions Reaction Energy, Rates, and Chemical Equilibrium Acids and Bases Oxidation Reduction Reactions and Electrochemistry Nuclear Chemistry Organic Chemistry and Biological Compounds TEXT: Modern Chemistry by Holt, Rinehart, and Winston ISBN # 0-03-073547-5 TRUMBULL HIGH SCHOOL MISSION STATEMENT Trumbull High School educates students in a safe, inviting, student-centered community. We encourage academic achievement, extracurricular participation, enthusiasm and self-confidence to foster independence and personal and social growth. We teach skills necessary for lifelong learning. We hold our school community to the ethical conduct and social awareness necessary to live and participate in a democratic, diverse and global society.

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TEXTS AND RELATED RESOURCES Modern Chemistry by Holt, Rinehart, and Winston ISBN # 0-03-073547-5

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APPENDIX A

Connecticut Content Standards

High School Chemistry Content Standards Supportive Concepts

Atomic and Molecular Structure (Chem 1) The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure.

.1 – The nucleus of the atom is much smaller than the atom, yet contains most of its mass.

.2 – The quantum model of the atom is based on experiments and analyses by

many scientists, including Dalton, Thomson, Bohr, Rutherford, Millikan, and Einstein.

.3 – The position of an element in the periodic table is related to its atomic

number. .4 – The periodic table can be used to identify metals, semimetals, nonmetals

and halogens. .5 – The periodic table can be used to identify trends in ionization energy,

electronegativity, the relative sizes of ions and atoms, and the number of electrons available for bonding.

.6 – The electronic configuration of elements and the reactivity can be identified

based on their position in the periodic table.

Chemical Bonds (Chem 2) Biological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and molecules.

.1 – Atoms combine to form molecules by sharing elecrons to form covalent or metallic bonds, or by exchanging electrons to form ionic bonds.

.2 – Chemical bonds between atoms in molecules such as H2, CH4, NH3,

H2CCH2, N2, Cl2, and many large biological molecules are covalent. .3 – Salt crystals, such as NaCl, are repeating patterns of positive and negative

ions held together by electrostatic attraction. .4 – The atoms and molecules in liquids move in a random pattern relative to

one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form.

.5 – Lewis dot structures can provide models of atoms and molecules. .6 – The shape of simple molecules (and their polarity) can be predicted from

Lewis dot structures. .7 – Electronegativity and ionization energy are related to bond formation. .8 – Solids and liquids held together by Van der Waals forces or hydrogen

bonds are affected by volatility and boiling/melting point temperatures. Conservation of Matter and Stoichiometry (Chem 3)

.1 – Chemical reactions are classified as replacement, synthesis,

decomposition, and combustion reactions.

.2 – Chemical reaction can be described by writing balanced equations.

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The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.

.3 – One mole equals 6.02 x 1023 particles (atoms or molecules).

.4 – The molar mass of a molecule can be determined from its chemical formula

and a table of atomic masses.

.5 – The mass of a molecular substance can be converted to moles or number

of particles, and vice versa.

.6 – Hess’ law is used to calculate enthalpy change in a reaction.

Reaction Rates (Chem 4) Chemical reaction rates depend on factors that influence the frequency of collion of reactant molecules.

.1 – The rate of reaction is the decrease in concentration of reactants or the increase in concentration of products with time.

.2 – Reaction rates depend on factors such as concentration, temperature and

pressure. .3 – Equilibrium is established when forward and reverse reaction rates are

equal. .4 – Catalysts play a role in increasing the reaction rate by changing the

activation energy in a chemical reaction.

Organic Chemistry and Biochemistry (Chem 5) The bonding characteristics of carbon allow the formation of many difference organic molecules of varied sizes, shapes, and chemical properties, and provide the biochemical basis of life.

.1 – Large molecules/polymers, such as proteins, nucleic acids and starch, are formed by repetitive combinations of organic monomers.

.2 – The bonding characteristics of carbon result in the formation of a large

variety of structures, randing from simple hydrocarbons to complex biological molecules and synthetic polymers.

.3 – Amino acids are the building blocks of proteins.

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APPENDIX B

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APPENDIX C: Lab Report Scoring Rubric

Directions: Use the table as a “checklist” to make sure you include all necessary parts in your lab. After you finish writing your lab, grade

yourself on each of the components. Staple this to the front of your lab before handing it in.

Check-box

Point Value

Student Score

Peer Score

Teacher Score

SECTION: 1. Problem Definition Clearly stated problem: “How does….affect…”

1

Specifically identify IV and DV

1

Correctly identify IV (only 1)

2

Correctly identify DV (only 1, must be measurable)

2

SECTION: 2. Experimental Design Procedure must match your problem

2

Clear and complete step-by-step procedure (anyone should be able to repeat it; don’t assume the reader is familiar with the lab)

2

Variables (besides IV and DV) are held constant

1

Use of an appropriate control set up

1

SECTION: 3. Data Presentation

Data Table: Neat and clearly organized

1

Title, column headings, and Section labels included

1

All data included (control, averages, other calculated information)

1

Graph: Appropriate type of graph neatly presented

1

Correctly labeled axes, key, and title

1

Appropriate data used for graph (control included, only averages should be graphed)

1

SECTION: 4. Conclusion Problem restated/ background for experiment

1

Conclusion is related to the problem and answers the question

1

Data (including control) is specifically referenced to support conclusion. (use key data/trends, don’t restate data table)

1

Validity: (confidence in your results) Evaluate your experimental design (did you have a control, constant variables, and multiple trials?)

1

Discuss possible sources of error- at least 2 (should be realistic; don’t discuss careless mistakes)

1

Discuss ways to improve experiment

1

TOTAL =

24

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APPENDIX D: Presentation Rubric Point

Value Self Score Teacher

Score CONTENT:

Introduction of topic

2

Answer all required questions/components

4

Accuracy of information

6

Depth of information (completeness and detail)

6

Able to field questions from audience

4

Typed list of sources used (for content and pictures)

2

VISUAL AID: Eye-catching

2

Neatness and organization

2

Pictures included (drawn or printed)

4

Large font/ limited writing (phrases or bullets, not paragraphs)

4

PRESENTATION: Clear speaking voice (loud and slow)

3

Speaking w/o reading directly from poster or notecards

4

Directing presentation to the class (not the teacher or the front of the room)

3

Use poster to aid presentation

4

TOTAL:

50

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APPENDIX E

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APPENDIX F

Writing a Formal Lab Report Science is a process that depends heavily on an exchange of information. Your lab report will be written in the same format that professional scientists use to report their research. Scientific writing is brief, concise, and specific. You can write an excellent report that includes all the necessary details in about 4 or 5 pages. Before you write your first draft, make sure you understand the experiment. Every lab report includes each of the following parts:

o Title o Introduction o Procedure o Results o Discussion/Conclusion o Literature Cites

Title Your title should mention both independent and dependent variables. A bad title: “Exam Grades” A weak title: “Sleep vs. Exam Grades” A strong title: “Amount of Sleep Affects Student Performance on Chemistry Exams” Introduction The purpose of the Introduction section is to set the stage for your hypothesis. Your Introduction should begin with background information that is general. Imagine that you are writing your introduction for a friend who has never had chemistry. Give a clear explanation of what your study is all about, defining any specialized terms you use. Organize your Introduction carefully; start off very broadly, and then narrow down what you are talking about. For example, if you are writing about the effects of sleep on exam performance, you should start with the basics: why people need sleep, what happens during sleep, and what are some known results of a lack of sleep. After discussing this, narrow down your Introduction to the hypothesis you tested. In this part of the paper you will want to use information from various sources that you research in the library, or on the internet. Be sure and cite all sources correctly at the end of the report.. Procedure Your procedure section is pretty easy to write if you are careful about a couple of things:

o Include enough detail so that your reader could repeat your experiment and test your hypothesis o Eliminate the unnecessary details. Your reader doesn’t need to know everything you did, just enough to do

the experiment. Ask yourself, “If I leave this out, will my reader be able to do the experiment and get the same results I did?” If so, then leave it out!

o Write the procedure in your own words. o Keep it short and sweet. After you write the first draft of the procedure, go back, and look for ways to shorten

it. Eliminate unnecessary details. Results The Results section has two elements; a data/observation table and a graph. The table should be fully organized (using titled columns) and easy to read. All data/observations that have been collected should be included. Graphs should include the following:

o Completed on the computer o Independent variable on the X axis and the dependent variable on the Y axis. o Each axis labeled with the name of the variable and the units of measure. o Different color or symbol shapes for different data sets. o Axes that are scaled appropriately o A descriptive summary and title

Discussion/Conclusion The Discussion/Conclusion section is the hardest one to write, but it is the most important. You can’t write a good discussion until you have the rest of your repot in good shape. Make sure your discussion answers all the following questions:

o Was your hypothesis supported, or did you reject it? o If class data was collected, how does your data compare to the data collected by other students in the class?

Were your results close to the average or very different? Why?

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o Why did you get the results you did? What principles of chemistry explain what happened? o Did all the students in the class test the same hypothesis? If not, what other hypothesis were tested? What

were their results? How do these experiments fit with your experiment? o What is the significance of your work? o What experiment should be done next? (Science never ends.) Can you think of ways to do this experiment

over and get better results? Literature Cited You must list every source you used in writing your report.