Right click here to print this page.
Chemistry I Syllabus
8/4/2016

Chemistry I Syllabus

Objective:

·         Give an understanding about scientific inquiry and the importance of possessing the ability to conduct scientific inquiries in the 21st century.

·         To increase student’s awareness of the significant role chemistry and physics concepts can play in improving our quality of life.

·         To help students understand the application of science and mathematics to investigate questions, solve problems, and communicate findings.

·         To provide students with a firm foundation for understanding atomic theory, interactions and changes in matter, relationship between matter and energy,  and the generation of new physical and chemical properties that result from these interactions between matter.

·         Develop student’s problem-solving and critical thinking skills.

Materials:            Each student must bring in a minimum of two supplies

·         3 Ring Binder with Tab dividers (pack of 6)

·         Dry Erase markers

·         Paper towels

·         $5.00 lab fee

Grading Procedure:                                                                                                               

Percentages:     

                           Tests                                               35%

                      Labs/Quizzes                                      30%

Homework/ Bell-Ringers/Class Participation   35%

Grading Scale:

A - 93-100        B - 85-92                       

C - 75-84        D - 71-74            F - Below 70

 

 

Classroom Procedures:

***NO FOOD or DRINK is allowed at the lab stations***

1.       All assignments must be completed and turned in by the due date to receive full credit. It will be ten points of for each day late and is not taken after 5 DAYS!

 

2.       A notebook with all notes, homework, etc must be kept and organized.

 

3.       “Bell-ringer” assignments will be on the desks or on the board every day when you come in. You have the first 15 minutes of class, unless another allotted amount of time is designated, to complete these assignments and turn them in to the teacher. On quiz days the bell-ringer will be the quiz and more time will be given to complete the quiz. In order for you to complete these assignments in this time, you will have to make it to class on time.

 

4.       A major exam will be given at the end of every unit. If you must miss an exam for an excused reason, it is your responsibility to see me and schedule make up times for the exams, labs, or quizzes you miss. You may retake a test or quiz one time. In order to do so, you must find a time within 5 days from the time the test/quiz was graded. The quiz must be signed by a guardian to ensure they saw the grade. You may also choose to correct the test. In order to correct the test/quiz, you must write out the question, write out the answer, and explain the correct answer. The highest grade you can receive on a correction is an 85. If you make below a 50 on a test/quiz you only have the option of retaking.

 

5.       Laboratory reports will be required for some experiments and are counted as a grade. These reports will be kept in a notebook that is separate from or has a separate section specifically for labs. However, you may choose to type up these reports which is acceptable.

 

6.       Mutual respect and fairness will be the basis of a successful and fun year together. Good English and manners will be used in the class at all times, and you are expected to be courteous and respectful to the teacher and your classmates. Do not talk when the teacher is talking, and be considerate of others as you want them to be to you.

 

7.       After the allotted time for the bell-ringer assignment, you will be expected to start class promptly. This means to have all materials out and ready to learn as soon as time is called for class activity to start. When it is time for dismissal, please wait on the teacher to dismiss you, do not simply get up when you hear the bell.

 

8.       You are expected to participate in class. This may include taking notes, asking questions, getting help when needed, participating in class discussions or group work, lab activities, and prepare for each assignment carefully.

 

9.       Tutoring will be available at least one day a week. Please let the teacher know ahead of time if you plan to attend tutoring. It will be held on Tuesdays each week unless otherwise noted.

 

10.   Minor class disruptions will be dealt with on an individual basis. The consequences of these misbehaviors may include after class/after school conferences and/or detentions. These consequences are based on the school disciplinary rules.

 

11.   Your safety is the most important concern in the chemistry laboratory. We will complete a lab safety unit at the first laboratory session. Specific rules for safety will be covered at this time.

The study of science requires a cooperative effort between student and teacher with support of parents or others.  I am ultimately here to help you understand and learn. If you have any questions or need help with any of the material please come to me and set up a time to meet after school or before school. I encourage you to take advantage of the help if you need it.

You may contact me at the following:

courtney.leifert@gcstn.org  or by school phone

 

 

I have read the Chemistry course outline.

 

___________________________                                                                                                        _______________

Parent                                                                                                                                                  Date

Best way to contact parent:        Phone                    Email

Phone: _______________________                   Email: _____________________________

 

__________________________                                                                                                           _______________

Student                                                                                                                                               Date

 

 

 

 

 

Parent Access

 

 

The syllabus will also be available on schoology. In order to access this, your student will sign up for schoology and then I will have a specific code to send to the parents so that they can only see the information their child and I post. If you would like to be able to access this, please send an email to courtney.leifert@gcstn.org and let me know you would like access. Feel free to email me at any time if you have questions and concerns. I look forward to working with your child this year!

 

 

 

 

The syllabus will also be available on schoology. In order to access this, your student will sign up for schoology and then I will have a specific code to send to the parents so that they can only see the information their child and I post. If you would like to be able to access this, please send an email to courtney.leifert@gcstn.org and let me know you would like access. Feel free to email me at any time if you have questions and concerns. I look forward to working with your child this year!

 

 

 

 

Course Topics

Modeling Instruction in High School Chemistry

Underlying Models / Big Ideas

Unit 1: Physical Properties of Matter

Matter is composed of featureless spheres (BB’s) that have mass and volume. These particles are essentially the “atoms” proposed by Democritus.

Mass is a measure of how much stuff an object is made of.

Matter is conserved because during all kinds of change we are just rearranging the particles.

Volume is a measure of how much space the object occupies.

        Mass and volume are properties of an object.

Density – how much stuff for each unit volume.  This is a property of a substance.

Standards:

CLE 3221. Inq 3., CLE 3221.2.1, CLE3221.3.4, CLE 3221.Math.1, √3221.2.9, √3221.2.12, √3221.Math.9, √3221.Math.10, CLE 3221.Inq.5, CLE 3221.Inq.6, SPI 3221.Inq.3, SPI 3221.Inq.5, √3221.Inq.6, √3221.Inq.6, √3221.Inq.7, √321.Inq.13, √3221.Inq.14, SPI 3221.Math.3, SPI 3221.Math.5

Major Assignments:

Mass and Change Lab Report, Mass and Volume Lab, Quiz 1, Density of a Gas Lab, Metric Conversion Quiz, Unit 1 Test

Unit 2: Energy - Particles in Motion

We examine evidence that our BB’s are in constant, random, thermal motion. Temperature & thermal energy, factors affecting gas pressure, KMT.

The motion of our spheres depends on the temperature.  The spheres interact with one another by collisions.

Matter can exist in three phases, which are characterized by the arrangement of particles. This arrangement affects the density and compressibility of each phase. Particles of matter are in constant motion. Thermal energy (Eth) is related to the motion of the particles and is measured by temperature. Energy is transferred from particle to particle via collisions.

Gas pressure is explained in terms of the collisions of the particles with the sides of the container. There are functional relationships between the pressure of a gas and the volume, temperature and the number of gas particles in a container

Standards:

CLE 3221.Inq.2, CLE 3221.Inq.4, √3221.Inq.2, √3221.Inq.3, √3221.Inq.4, √3221.Inq.8, √3221.Inq.9, SPI 3221.Inq.2, √3221.Inq.15, CLE 3221.Math.2, SPI 3221.Math.1, √3221.Math.4, √3221.Math.5, CLE 3221.2.2, CLE 3221.2.3, CLE 3221.2.4, SPI 3221.2.7, √3221.2.15

Major Assignments:

Gas Laws Lab Report,  Unit 2 Test

Unit 3: Energy and States of Matter

Our BB’s exert attractions on one another. Energy is a conserved substance-like quantity that is stored in various accounts and transferred in various ways.

Matter can exist in three phases - these are characterized by the arrangement of the particles and the attractive forces that bind them. We call these particles “molecules” from the Latin (little lumps of stuff). Energy is involved whenever the state (phase, temperature, etc.) of the system changes. Attractions between particles lower the energy of the system; the more tightly bound the particles, the lower the energy due to interactions – we call this account: phase energy. During phase changes, changes in phase energy (Eph) result in a new arrangement or orientation of the particles. Energy can be transferred between the system and surroundings via heating (collisions of countless microscopic particles), working (due to forces between macroscopic bodies or due to the expansion or contraction of gases) and radiating (due to the emission or absorption of photons).

Standards:

CLE 3221.2.2, CLE 3221.2.4, CLE 3221.2.5, CLE 3221.3.4, √3221.3.15, SPI 3221.3.10, √3221.2.14, √3221.2.13, √3221.2.11, √3221.2.11, √3221.10, SPI 3221.2.5

Major Assignments:

Icy Hot Lab, Quiz 1, Quiz 2, Unit 3 Test

Unit 4: Describing Substances

The particles that make up substances can be compounded from smaller particles. The fact that compounds have definite composition leads us to Dalton’s model of the atom.

Matter is composed or pure substances or mixtures of these pure substances.  The molecules of pure substances have definite composition and properties whereas the composition and properties of mixtures are variable.  Molecules of pure substances can be broken down into simpler particles (atoms or molecules).

Standards:

CLE 3221.2.1, √3221.2.1, SPI 3221.2.1, CLE 3221.3.3, SPI 3221.3.1, √3221.3.3, CLE 3221.1.1, √3221.1.1

Major Assignments:

Dalton’s Playhouse, Unit 4 Test

Unit 5: Counting Particles Too Small to See

From Avogadro’s Hypothesis we are able to count molecules by weighing macroscopic samples.

For gases at the same temperature and pressure we can deduce the following:

1.  From combining volumes, we can determine the ratio in which molecules react.

2.  From masses of these gases we can determine the relative mass of individual molecules.

From these results it is possible to determine the molar masses of the elements; using these masses and formulas of compounds, one can determine molar masses of compounds.  These tools allow one to relate “how much stuff” to “how many particles”.

Standards:

CLE 3221.2.4, CLE 3221.3.3, CLE 3221.1.2, SPI 3221.3.1,√3221.3.5, √3221.3.6, SPI 3221.3.5

Major Assignments:

Relative Mass Activity, Empirical Formula Lab, Nail Lab, Unit 5 Test

 

Unit 6: Particles with Internal Structure

We find that atoms have the property of charge and some internal structure; we use the Thomson model of the atom to account for our observations.

Two kinds of charge exist in atoms. Charge plays a role in the attractive forces that hold solids and liquids together and binds the atoms in molecules or crystal lattices.

Molecular substances are composed of neutral molecules, whereas ionic substances are lattice-work structures of ions.  These two kinds of substance have different structures and physical properties.

Standards:

CLE 3221.3.1,√3221.3.1, √3221.3.2, SPI 3221.3.1, √3221.3.4

Major Assignments:

Sticky Tape Lab, Conductivity Activity, Mercury Activity, Ionic Compounds Quiz, Covalent Compounds Quiz, Acids and Bases Quiz, Unit 6 Test

Unit 7: Chemical Reactions: Particles and Energy

Chemical reactions involve the rearrangement of atoms in molecules to form new molecules. This rearrangement of atoms results in a change in the chemical potential energy (Ech) of the system.  This invariably produces changes in thermal energy (Eth), resulting in energy transfers between system and surroundings.

Mass is conserved because the atoms in the products are the same as those found in the reactants. A chemical reaction can be represented symbolically as a balanced equation.  Because the grouping of atoms into molecules is changed in a chemical reaction, the total number of molecules (or formula units) in the products need not be the same as that in the reactants.

The energy required to separate the atoms in a compound is greater than that required to produce a phase change.

Substances store varying amounts of chemical potential energy (Ech) due to the arrangement of atoms.  It is not possible to measure this amount of energy directly. However, rearrangement of atoms during reaction produces changes in Eth; the resulting energy transfers (as Q) between system and surroundings can be measured.  From these one can deduce differences in the Ech of reactants and products.  Energy bar graphs are a useful tool for accounting for energy (stored and transferred) during chemical change.

Standards:

CLE 3221.3.2, 3221.3.7, √3221.3.8, √3221.3.9, √3221.3.10, SPI 3221.3.2, SPI 3221.3.3, SPI 3221.3.4, SPI 3221.3.10, CLE3221.3.4, CLE 3221.3.4, CLE 3221.3.3. SPI 3221.2.5, √3221.2.11

Major Assignments:

Rearranging Atoms Activity, Balancing Equations Quiz, Reaction Types Lab, Unit 7 Test

Unit 8: Introduction to Stoichiometry

Equations representing chemical reactions relate numbers of particles (molecules or formula units) to weighable amounts of these particles.

Stoichiometry should not be reduced to a formulaic approach designed to “get the right answer”.  The fact that proportional relationships exist between the numbers of particles involved in a chemical reaction allows us to make predictions about “how much stuff” will be required or produced.  The Before-Change-After (BCA) table stresses the proportional relationships that exist between moles of reactants and products. Since we don’t have “mole-meters”, conversions to or from moles are simply about the convenience of dealing with quantities (such as mass) we can measure. These calculations are secondary to the mole relationships suggested by the balanced chemical equation.

Standards:

CLE 3221.3.3, √3221.3.11, √3221.3.12, √3221.3.13, √3221.3.14, SPI 3221.3.4, SPI 3221.3.5, SPI 3221.3.6

Major Assignments:

Copper-Silver Nitrate Lab, Quiz 1, Conservation of Mass During a Chemical Change Lab, Quiz 3, Unit 8 Test

 

Unit 10: Models of the Atom (revisited)

From an examination of the radiation emitted by hot metals and atomic gases we conclude that atoms must have internal structure not explained by Thomson’s model. We use the Rutherford and Bohr models to extend our understanding of the atom.

Students examine the evidence for the Thomson, Rutherford and Bohr models of the atom to better understand how models change to explain new phenomena.

Standards:

CLE 3221.1.1, CLE 3221.1.3, CLE 31221.1.2, SPI 3221.1.1, √3221.1.2, √3221.1.4, √3221.1.11, √3221.1.12, √3221.1.13, SPI 3221.1.3, SPI 3221.1.4, SPI 3221.1.4, SPI 3221.1.5

Major Assignments:

Models of the Atom research and presentation, Atomic Timeline Quiz, Atomic Structure Quiz, Unit 10 Test

Solutions:

What is a solution? Solute? Solvent?

How is concentration calculated (M, m, ppm, ppb, % v/v, %m/v)

What is a saturated, unsaturated, and supersaturated solution?

What changes the amount of solute able to dissolve in a given solvent?

Standards:

SPI 3221.2.2, SPI 3221.2.3

Major Assignments:

Solutions Quiz

Nuclear Chemistry

What are the types of nuclear decay?

What are the rules that determine how to balance a nuclear equation?

What is a half-life?

Standards:

SPI3221.3.7, SPI 3221.3.8, SPI 3221.3.9, SPI 3221.3.10

Major Assignments:

Nuclear Decay Quiz