I. Course Description: This is an accelerated course designed to prepare students for Advanced Placement Chemistry. This introductory course gives a general overview of the study of molecules and their interactions. Chemistry is a difficult course in that most of it is problem solving and there is a moderate amount of memorization necessary to master the language of chemistry. We will cover the essential topics to give you a firm foundation for classes you may take later and for the chemistry you experience in everyday life. The most important thing I can do for you is teach you learning skills, NOT STUFF. The course will attempt to give you a deeper understanding of the science processes that go on around you. This class will include oral work, written work, group projects, outside assignments, laboratory experiences and tests. This class will give you reading and writing strategies to help you become a more effective reader and learner. II. Course Objectives: Students will: 1. Obtain and communicate information from historical experiments (e.g., work by Mendeleev and Moseley, Rutherford's gold foil experiment, Thomson's cathode ray experiment, Millikan's oil drop experiment, Bohr's interpretation of bright line spectra) to determine the structure and function of an atom and to analyze the patterns represented in the periodic table. 2. Develop and use models of atomic nuclei to explain why the abundance-weighted average of isotopes of an element yields the published atomic mass. 3. Use the periodic table as a systematic representation to predict properties of elements based on their valence electron arrangement. a. Analyze data such as physical properties to explain periodic trends of the elements, including metal/nonmetal/metalloid behavior, electrical/heat conductivity, electronegativity and electron affinity, ionization energy, and atomic-covalent/ionic radii, and how they relate to position in the periodic table. b. Develop and use models (e.g., Lewis dot, 3-D ball-and-stick, space-filling, valence-shell electron-pair repulsion [VSEPR]) to predict the type of bonding and shape of simple compounds. c. Use the periodic table as a model to derive formulas and names of ionic and covalent compounds. 4. Plan and conduct an investigation to classify properties of matter as intensive (e.g., density, viscosity, specific heat, melting point, Page 1
boiling point) or extensive (e.g., mass, volume, heat) and demonstrate how intensive properties can be used to identify a compound. 5. Plan and conduct investigations to demonstrate different types of simple chemical reactions based on valence electron arrangements of the reactants and determine the quantity of products and reactants. a. Use mathematics and computational thinking to represent the ratio of reactants and products in terms of masses, molecules, and moles. b. Use mathematics and computational thinking to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. 6. Use mathematics and computational thinking to express the concentrations of solutions quantitatively using molarity. a. Develop and use models to explain how solutes are dissolved in solvents. b. Analyze and interpret data to explain effects of temperature on the solubility of solid, liquid, and gaseous solutes in a solvent and the effects of pressure on the solubility of gaseous solutes. c. Design and conduct experiments to test the conductivity of common ionic and covalent substances in a solution. d. Use the concept of ph as a model to predict the relative properties of strong, weak, concentrated, and dilute acids and bases (e.g., Arrhenius and Brønsted-Lowry acids and bases). 7. Plan and carry out investigations to explain the behavior of ideal gases in terms of pressure, volume, temperature, and number of particles. a. Use mathematics to describe the relationships among pressure, temperature, and volume of an enclosed gas when only the amount of gas is constant. b. Use mathematical and computational thinking based on the ideal gas law to determine molar quantities. 8. Refine the design of a given chemical system to illustrate how LeChâtelier's principle affects a dynamic chemical equilibrium when subjected to an outside stress (e.g., heating and cooling a saturated sugar- water solution). 9. Analyze and interpret data (e.g., melting point, boiling point, Page 2
solubility, phase-change diagrams) to compare the strength of intermolecular forces and how these forces affect physical properties and changes. 10. Plan and conduct experiments that demonstrate how changes in a system (e.g., phase changes, pressure of a gas) validate the kinetic molecular theory. a. Develop a model to explain the relationship between the average kinetic energy of the particles in a substance and the temperature of the substance (e.g., no kinetic energy equaling absolute zero [0K or -273.15 o C]). 11. Construct an explanation that describes how the release or absorption of energy from a system depends upon changes in the components of the system. a. a. Develop a model to illustrate how the changes in total bond energy determine whether a chemical reaction is endothermic or exothermic. b. b. Plan and conduct an investigation that demonstrates the transfer of thermal energy in a closed system (e.g., using heat capacities of two components of differing temperatures). 12. Use organic nomenclature to deconstruct molecules. 13. Use analytical qualitative and quantitative techniques to gather data, build claims and reasoning about chemical systems. o III. Classroom Expectations I assume that each of you is capable of speaking and writing in complete, grammatically correct sentences. I also assume you understand the basic difference between right and wrong and how to be courteous towards others. I assume you are all tremendously talented is some way or another and that you can think through somewhat complex questions. I expect that you will treat your other classmates and I with respect and dignity, just as I will do with you. I expect that if you do not understand something, or if you are having problems with me personally, that you will come to me and let me help you. I expect that you will try hard to complete all class work, keep up with all reading assignments, homework and that you will study for tests and quizzes. This class will use a concept called the flipped classroom. The student is responsible for watching videos at home via links on google classroom and taking notes and formulating questions. Class time will be spent practicing the problem solving, answering questions and delving more deeply into data in labs. This will be a change of pace for most. If you Page 3
have suggestions on how to make it better or you feel lost, please talk to the teacher. I will be communicating with you via google classroom. Therefore my expectation is that you will check google classroom once per day to look for updates and information about homework and classwork. Keys to Success: Responsibility You are responsible for the amount you learn and your grade in this class. It is my responsibility to teach you Chemistry in the best way possible. Grades are earned not given. Motivation You are the one who must be motivated to come every day and learn as much as possible. A car without any gas is the same as a rock. A student without motivation is that same rock. I don t move rocks. I am motivated every day to come in and do my best as a teacher. Effort You will achieve and learn directly related to your effort. Homework is not a punishment but an invitation to practice a skill. Lab writeups allow you to ruminate on real life applications of chemistry principles. I will put forth a great deal of effort on my part, you should follow suit. IV. BJ Grading Policy: Ø You will be graded on chapter questions, worksheets, written laboratory activities, assigned reports, tests and in-class activities. At times, you will earn grades for doing assignments in class. If you choose to do the assignment as instructed, you will earn a good grade. If not, you will earn a bad grade. Ø No late work or unexcused absence work will be accepted. Ø Tests will be a combination of multiple choice, matching, fill in the blank, short answer, and/or true-false. A large part of Chemistry is problem solving and you will be expected to show a proficiency in that skill. Each student will be required to do a project counting as a test grade that is inquiry based. The project will involve research and real world application of scientific principles. The supplies for this project should not exceed $20. Arrangements can be made if students cannot afford these supplies. Ø Your grade each six weeks will be calculated as follows: Ø 30% Daily Grade Ø Class Participation ready, willing and able to work Page 4
Ø Labs- lab quizzes, lab reports and conduct in lab Ø Daily Grade- Book work, worksheets, homework, and quizzes. Ø 70% Tests Ø You may come see me any time before or after school to see about your grades. In class is not an appropriate time to examine my gradebook to find out about your grades. Ø Grades will be entered into the INOW system allowing parents and students to access grades using the internet. Ø A comprehensive final will be given at the end of the semester. This final will be worth 20% of the semester average. V. BJ Make-up Test Policy: Make-up test day for the Science Department is every Thursday at 7:15AM. If a test is missed due to an excused absence, the student will have two consecutive Thursdays after the absence to make it up. Students who arrive late for a make-up test may NOT receive extra time to finish the test and any uncompleted sections will be counted as incorrect. Students who arrive late for a make-up test may NOT receive extra time to finish the test and any uncompleted sections will be counted as incorrect. Quizzes, labs, daily grades and homework will be made-up before and after school at a time specified by the teacher. VI. VII. Text and Other Required Materials: Materials and Supplies Needed: Text: Introductory Chemistry: A Foundation 98 th Edition, Zumdahl and DeCoste, Cengage Publishing 2015. The class will utilize a flipped model whereby students watch recorded lectures and take notes at home and do homework at school. This allows the students to practice the skills from the lecture and ask questions after they ve had time to think about the material. All lectures can be found on google classroom, a free online service and youtube. If access to the internet at home is a concern please discuss this with the teacher. The podcasts can be made available in different formats. Students, teachers, and parents can work together to find the answer to any problem. 1. A pen (blue or black ink only please), a pencil and a red pen. 2. Some kind of notebook for you to take notes in. Taking notes will be required for this class. 3. A folder to keep papers in. Papers do not get stored in your book. 4. A signed (by you and your parent(s) or guardian) safety contract and class rules sheet. 5. A scientific calculator. Page 5
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 18 WEEK PLAN Safety, Classification and Investigation of Matter Units of Measure, Accuracy, Precision and Dimensional Analysis Atomic Structure/Periodic Table/Electron Configurations/How elements are formed Chemical Formulas and Compounds Chemical Formulas and Compounds Chemical Reactions and Equations Chemical Reactions and Equations Chemical Measurements (Mole Concept) Stoichiometry Stoichiometry Analytical Chemical Techniques and Materials Science Solids, Liquids and Organic Chemistry Gases Solutions Solutions Acids and Bases Thermodynamics/Rates of Reaction Equilibria Page 6