a-g Chemistry Gorman Learning Center (052344) Basic Course Information

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1 a-g Chemistry Gorman Learning Center (052344) Basic Course Information Title: a-g Chemistry Transcript abbreviations: a-g Chemistry A / 6E1003, a-g Chemistry B / 6E1010 Length of course: Full Year Subject area: Laboratory Science ("d") / Chemistry UC honors designation? No Prerequisites: Students need to complete Algebra 1 with a "C" or better (Required) Co-requisites: Students enroll in Algebra 2 (Recommended) Integrated (Academics / CTE)? No Grade levels: 10th, 11th, 12th Course learning environment: Classroom Based Course Description Course overview: This is a one-year standards-based course of study of fundamental chemical concepts. This course is designed to be an introductory course in Chemistry to prepare students to succeed in a college level chemistry course, and be provided with a solid foundation that will better enable them to explore other scientific fields. In this laboratory science course, students will be involved in a number of different learning approaches such as classroom work, independent bookwork and associated text assignments, laboratory sessions, alternative group work and applications of mathematics and problem solving. The students will demonstrate their critical thinking abilities by answering analytical questions from key assignments and lab activities. The students will gain a greater depth of understanding of fundamental chemical concepts, such as atomic theory and its relation to chemical behavior, chemical bonding chemical equations and compounds, the atom and periodic table, gas properties and laws, the mole and stoichiometry, molecular kinetics, energy relationships, solution dynamics, acids-bases, equilibrium, organic and biological chemistry, and nuclear interactions.

2 This course is designed to help students think scientifically and develop the skills necessary to succeed in an entry-level college chemistry course. Students will develop critical thinking skills necessary to not only understand key concepts, but be able to apply, analyze, and synthesize these concepts. This course is created to give options to students who learn in different ways while ensuring that all students will be able to ask questions, define and solve problems through investigations, analyze and interpret data and use it to create models, argue using evidence, and overall think critically about Chemistry. By the end of this course, students will attain these higher-level thinking and processing skills necessary for success in college courses. Students will also master the California Chemistry Content Standards. Course content: Unit 1: Matter and Change In this unit, students will understand matter and change, that Chemistry is a physical science, matter and its properties, elements, the Scientific Method, units of measurement, using Scientific Measurements, measurements and calculations, the atom from a philosophical idea to scientific theory, the structure of the atom, counting atoms, and atoms as the building blocks of matter. Students will learn to hypothesize and investigate using the scientific method. This will be used throughout the labs this unit as well as the entire year. Students will learn to critically analyze the data from labs and apply the chemical concepts being learned to the data and results of the labs. Students will investigate real world chemistry issues and importance. Example Lab and Project for Unit 1: Density Lab: Students will learn about density of objects and will hypothesize which object has the lowest density. Students must develop a procedure for determining the density using various types of equipment to make their measurements. This lab is designed to help students practice using the scientific method and measuring procedures. Students will determine the densities and identities of the objects through measurements and calculations, reinforcing the Scientific Method, following procedures, developing hypotheses, and using correct measurements. Students will write a lab report presenting their findings. This experiment will help students distinguish between a quantity, unit, and a measurement standard, name and use SI units for density, as well as distinguish between mass and weight while performing density calculations. Would you Supersize My Cancer?: Case Study on the effects of Chemistry in Real World Scenarios: Students will complete a case study as project based learning and use inquiry and investigation to discover the real process of the scientific method and how it is used with Chemistry in the real world. Case Study Unit 2: Atoms and the Periodic Table In this unit, students will understand the arrangement of electrons in atoms, The Development of a New Atomic Model, The Quantum Model of the Atom, Electron Configurations, the history of the Periodic Table, electron configuration and the Periodic Table, electron configuration and

3 periodic properties, the Periodic Law, chemical bonding, covalent and molecular compounds, ionic bonding and ionic compounds, metallic bonding, and molecular geometry. Students will learn to use the periodic table to gain information as well as use that information to solve chemical problems, infer and predict chemical bonding, and write chemical equations. Students will use the knowledge of electron configuration to predict and analyze chemical reactions as well as applying that knowledge to the labs. Students will draw molecular geometry and be able to explain why the drawing is accurate based on their knowledge of electron configuration. Students will use Unit 1 abilities gained with the scientific method to perform labs and activities. Example Lab and Activity for Unit 2: Flame Test Lab: In a Flame Test lab, students will observe the atomic emission spectra of several metals by doing flame tests. Students will understand and calculate the number of electrons in the shells of several atoms and compare to the Bohr model. Students will observe the various colors of light (caused by electron transitions) and will compare the spectra of several metals. These observations will help students understand the structure of the atom through a discussion of the significance of the spectra. Students will hypothesize the identity of a mystery metal based on the trends they observe. Students will be expected to determine the identity of a mystery metal based on the trends they observe and test their hypothesis.this lab will help students to understand the structure of the atom and the Bohr model of the atom. Bonding with the Tutor Case Study: Students will use project based learning and investigation to discover how bonding works with electrons and valence shell electrons creating bonds. Case Study Unit 3: Chemical Formulas and Compounds In this unit, students will understand chemical formulas and chemical compounds, chemical names and formulas, oxidation numbers, using, determining, and describing chemical formulas, equations, and reactions. Students will understand and use the knowledge of types of chemical reactions, activity series of the elements, Stoichiometry, ideal stoichiometric calculations, limiting reactants and percentage yields. Students will define and predict chemical equations and hypothesize and analyze those equations in a lab setting. Students will apply Unit 2 knowledge of electron configuration and bonding to predict the reactions that will take place. Students will construct models of reactions and categorize reactions and support their answers. Students will name the molecules within the reactions. Students will apply stoichiometry to determine limiting reactants and percent yields for laboratory as well as hypothetical reactions. Students will justify their answers through calculations. Example Lab and Activity for Unit 3: Single Replacement Reaction Lab: Students will write a balanced molecular equation, complete ionic equation, and net ionic equation for a single replacement reaction. Students will formulate

4 a hypothesis to list the metals in order of activity based on their understanding of their properties, and will conduct an experiment to test the hypothesis. Students will then compare their results to their hypotheses and write balanced chemical equations for single replacement reactions. This will help students understand different reactions through reacting metals with the dilute acid to produce hydrogen and reacting metals with salts of other metals to cause a single replacement reaction. Avagadro Goes to Court Case Study: Students will use Project Based learning using inquiry to investigate the mole and Avagadro s number. Students will calculate a mole and use it to defend a court case. Case Study Unit 4: States and Theories of Matter In this unit, students will understand states of matter, the Kinetic-Molecular Theory of Matter, properties of liquids, solids, and water, changes of state, properties of gases, gases and pressure, the Gas Laws, Gas Volumes and the Ideal Gas Law, diffusion and effusion, solutions, types of mixtures, the solution process, and concentration of solutions. Students will use Unit 3 knowledge of reactions and stoichiometry to make gas calculations. Students will solve laboratory and hypothetical calculations applying the Gas Laws and properties of gases. Students will predict proportional relationships using their knowledge of properties of gases and mixtures and solve concentration problems. Students will investigate how the properties of gases led to the discovery and application of the Gas Laws. Example Lab and Activity for Unit 4: Ideal Gas Law Lab: In this experiment students will use the ideal gas law to calculate the number of moles of gas produced, and from this, the molar mass of CO2. Students will learn about the Ideal Gas Law through completing an experiment using Alka Seltzer reacting with water to produce carbon dioxide gas. Carbon dioxide gas is produced when the carbonate ion in the tablet reacts with the citric acid. In this lab, students will hypothesize about the amount of mass difference produced by the release of carbon dioxide. Students will collect the gas given off from a sample of Alka Seltzer. Using the mass difference, students will determine the mass lost by the process, and thus the mass of CO2 produced. This will help students understand molar mass, use mathematical skills to calculate the number of moles of gas produced, and reinforce their knowledge of the Ideal Gas Law. Cooking Under Pressure Case Study: Students will use cooking and the idea of a pressure cooker in this project based learning activity to investigate ideal gas laws, pressure, vapor, and boiling points. Case Study Unit 5: Mixtures, Compounds, and Solutions In this unit, students will understand mixtures, ions in aqueous solutions and colligative properties, compounds in aqueous solutions, colligative properties in solutions, properties of

5 acids and bases, Acid-Base Theories, Acid-Base Reactions, Acid-Base titration and ph, aqueous solutions and the concept of ph, determining ph and titrations. Students will apply unit 2 knowledge of electron configuration and unit 3 knowledge of chemical reactions to Acid- Base reactions. Students will determine ph through the use of titration and learn and record the data they find as well as apply their knowledge of Acid Base theories to their original hypothesis and final results and conclusions of the labs. Students will create mixtures and predict reactions within those mixtures. Students will explain lab results and apply them to their knowledge of acids and bases including real life settings. Example Lab and Activity for Unit 5: ph Lab: Students will investigate the ph level of household substances by testing a variety of common compounds. Students will hypothesize and develop a procedure to test the substances with ph strips or some other ph indicant place on the continuum of the ph scale range of 1 to 14. After testing a solution, the student compares the strip color to the scale provided on the container and gives the solution a rating from Using the determined number, the name of the solution is placed on the continuum. Students will find that household substances have a specific ph property which is a characteristic needed for the substance's use. Students will analyze their results and compare to their initial hypotheses, formulate conclusions, and answers analytical questions based on the uses they learn for different substances of different levels of ph. What s On Your Shelf? : In this project based learning, students will collaborate and report the presence of acids and bases in products they use in everyday life. How would things differ if they weren t acidic or basic. They will consider how the properties and reactions of those substances would differ if they were not acidic or basic. Whats on your Shelf Guide Unit 6: Reactions In this unit, students will understand reaction energy, thermochemistry, the driving force of reactions, reaction kinetics, the reaction process, reaction rates, the nature of chemical equilibrium, shifting equilibrium, equilibria of acids, bases, and salts, and solubility equilibrium. Students will apply previous knowledge from Unit 3 about reactions as well as unit 5 knowledge of acids and bases to be able to predict and explain reaction chemistry and equilibria of acids and bases as well as other chemical reactions. Students will model shifting equilibrium and explain the factors influencing equilibrium. Students will interpret graphs of reaction energy and use that data to predict where each particular reaction will reach equilibrium. Students will explain the driving force of reactions and reaction kinetics in both laboratory and hypothetical reactions. Students will create a battery and fuel cell and explain how salts react using the electrons to create energy. Students will critically think about how reaction chemistry can be applied to our world's need for green energy and potential future changes to the energy industry. Example Lab and Activity for Unit 6:

6 Reaction Rate Lab: Students will complete a lab to analyze if surface area and temperature affect the rate of a reaction through using effervescent tablets and water. Students will hypothesize the effect of temperature on the reaction rate, and follow specific procedures to use different temperatures of water and variations of whole-crushed tablets. The purpose of this lab is to determine how the temperature and surface area of the reactants affect the reaction rate of a chemical reaction. Students will be able explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction and explain the concept of dynamic equilibrium in terms of reversible processes occurring at the same rates. Worth your Salt?: As members of a research and development team for a green company, students will investigate chemical reactions to evaluate potential power sources (including batteries and fuel cells) and determine multiple methods of producing a selected chemical salt. Students will use Reaction Classification, Oxidation Numbers, and Reaction Chemistry. Worth Your Salt Guide Unit 7: Nuclear Chemistry In this unit, students will understand Oxidation-Reduction reactions, balancing Redox equations, oxidizing and reducing agents, electrochemistry, Voltaic Cells, Electrolytic Cells, Nuclear Chemistry, the nucleus, radioactive decay, nuclear radiation, nuclear fission and nuclear fusion. Students will apply knowledge of oxidation, reaction chemistry, and atom make-up from previous units including units 1 and 6 in order to understand nuclear chemistry. Students will complete and predict the results of redox reactions in both laboratory and hypothetical reactions. Students will balance equations and justify their results. Students will create voltaic cells and explain how those cells work. Students will formulate opinions about how nuclear decay is related to the carbon cycle and dating. Students will use knowledge of atomic structure and decay to explain and predict half-life and write half-life equations. Students will present current findings of nuclear chemistry and apply their knowledge of nuclear decay to the modern research. Example Lab and Activity for Unit 7: Redox Reaction Lab: Students will learn about redox reactions and the effect of catalysts on reactions. Students will learn about the oxidization of hydrogen peroxide to oxygen and reduction to water through using Manganese Dioxide and Hydrogen Peroxide. Students will hypothesize about the results of mixing the two to determine if Oxygen was released. Students will use a glowing wooden splint to text if Oxygen is produced from the reaction. Students will also use CopperII Chloride solution with Aluminum strips learn about the reduction of the Copper ions to copper metal, and oxidization of the aluminum metal to Aluminum ions, and also observe exothermic reactions. Students will use their results to determine if they hypothesis was correct, and also write balanced equations for each of the reactions. This lab will also help students gain a deeper understanding of reactions. Dust to Dust Case Study: As students read the dialogue that ensues, they learn how carbon, an essential element of life, is transformed from carbon dioxide to carbohydrate to animals, then back to carbon dioxide. The case emphasizes a number of chemistry concepts, including atomic

7 structures, carbon isotopes, radiocarbon dating, beta decay, half-life, and photosynthesis. Students will investigate using project based learning. Case Study Unit 8: Organic and Biochemistry In this unit, students will understand Organic Chemistry, organic compounds, hydrocarbons, functional groups, organic reactions, Biological Chemistry, carbohydrates and lipids, amino acids and proteins, metabolism, and nucleic acids. Students will apply knowledge of bonding and reactions from unit 2 and 3 as well as other previous knowledge to this unit on Organic Chemistry. Students will draw and model organic compounds and explain the rational for the shape and bonding. Students will explain why lipids and carbohydrates form chains and how those chains are used in living structures. Students will recognize functional groups within a greater whole and determine properties of the larger whole due to those functional groups. Students will apply knowledge of biological and organic chemistry to the human body as well as other living systems. Example Lab and Activity for Unit 8: Polymer Lab: In this inquiry based experiment, students will learn about the unique properties of polymers. Students will be making silly putty using polymer chemistry to determine which ratio of ingredients will produce the best properties. Students will describe the physical properties of each different mixture using a data table, and graph their results. Students will develop a hypothesis to determine the ratio of ingredients to create the best putty product. Students will create a procedure to complete the experiment and determine the best ratio of ingredients to create the most effective polymer to meet the initial desired physical properties they stated in the beginning of the lab. Students will observe and describe the chemical and physical properties of the silly Putty polymer. This lab will help students understand the structure of polymers, addition reactions, and combination of molecules. Cooking Chemistry: Students will investigate metabolism, carbohydrates, and organic reactions by making bread and studying the yeast formation of Carbon Dioxide. Students will mix the dough, watch the yeast working through a magnifying glass, and complete a diagram of the reaction. Students will also create a model of a carbohydrate and discuss where those ingredients come from. Course Materials Textbooks Title Author Publisher Edition Website Primary Foundation Chemistry Pearson Pearson [ empty ] Yes Edition Chemistry Pearson Pearson Yes Chemistry: Matter Glencoe Glencoe 2005 Glencoe.com Yes and Change

8 Websites Title Author(s)/Editor(s)/Compiler(s) Affiliated Institution or Organization URL Khan Khan Academy None ck-12 Multiple ck-12