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Pre-AICE Chemistry Syllabus 2012-2013 Teachers’ contacts: Mr. Allen ([email protected]), Mrs. Boone ([email protected]) and Mr. Stehr ([email protected]). Teacher websites are accessible through Grade Portal and class agendas can be found at http://new.schoolnotes.com/cboone. Textbooks: Active Chemistry is issued to all Chemistry I Students. Modern Chemistry and Chemistry In The Community are available as classroom sets of textbooks. Grading: Grades are determined as a weighted average. Tests account for 60%, lab work 20%, project 20% and classwork/homework 10%. Rubrics are provided for assignments. 90% - 100% = A 80%-89% = B 70%-79% = C 60%-69% = D Below 60% = F Classroom Rules: 1. Respect yourself by being in your seat when the bell rings, bring text book, notebook, paper and pencil to class, beginning work immediately and staying on task during the class period. 2. Respect others by keeping your hands and feet off their space and property and listening to others while they speak. 3. Respect the school by following the Code of Conduct, dress code and keeping the property neat and clean. Classroom Procedures: 1. Enter the classroom quietly, sit in your assigned seat and begin work. 2. Turn in assignments to the appropriate box assigned to your class and in a timely manner. 3. Sharpen pencils only during student work time and only until you hear the sharpener change pitch. 4. No hall passes the first and last 10 minutes of class or during lunch times while in the classroom. 5. Remediation opportunities include revisions of most assignments and tests. Please turn in revisions in a timely manner and schedule tests on the posted sign-up sheet following attendance at a help session. Should a student need additional remediation, Learning Recovery is a district program available through Compass Odyssey. 6. Students should use class time and resources to maximize learning and review often. We study chemistry in the order on the syllabus. Honors Credit: The Florida Department of Education requires school districts to establish guidelines for awarding honors credit in a science course. DCPS requires an experimental science project to satisfy this requirement plus instruction that addresses the benchmarks at a deeper level of complexity. Additional requirements may be set by the school or teacher. Please print a copy of the syllabus for yourself from the teacher’s website. A classroom set of syllabi are available in the classroom. Weeks 1—5: Chapter 1 Movie Special Effects, Active Chemistry Pages 2 – 92 Essential Questions: 1. How are elements and compounds related? 2. How is energy related to change of state and the forces acting between molecules? 3. What are the differences among mixtures? 4. How can knowing the physical properties of matter help in creating materials for specific purposes? 5. How does energy affect the excitation of electrons? Enduring Understandings Elements and compounds undergo changes of state and re-arrangements of atoms that accompany changes in energy. Their behaviors correspond to the nature of each element involved, the polarities, the arrangement of atoms in compounds and molecules, and the amounts of energy added to or removed from the system. Elements and compounds undergo changes of state and re-arrangements of atoms that accompany changes in energy. Their behaviors correspond to the nature of each element involved, the polarities, the arrangement of atoms in compounds and molecules, and the amounts of energy added to or removed from the system. Knowledge Skills Resources Assessments What students should know What students should be able to do Where students can find learning activities How to evaluate students’ learning, knowledge and skills Difference between elements, including diatomic elements, and compounds Compare elements and compounds. Names of common elements and compounds Identify the elements and number of atoms of each in a chemical formula. The motion of molecules in the three states of matter Separate water into its elements and identify the elements experimentally. Relationship between heat and temperature Effect of heat energy on changes in state and temperature of a substance Properties of homogeneous and heterogeneous mixtures Dissolving is a physical change. How physical properties of various materials determine how they behave when combined Examples of physical and chemical properties When heated, the electrons in metal ions absorb energy and move to higher energy levels; they release energy as light when they return to their original level. Collect data, graph, and interpret a heating curve. Identify gain or loss of heat during changes of state. Classify a mixture as a suspension, colloid, or solution. Identify and use simple separation techniques. Identify physical properties of some common materials Identify chemical properties of many metals. Use the flame test as a method for identifying metals. Class Orientation Safety rules and agreement Ch 1 Section 1 Elements and Compounds p. 7 Ch 1 Section 2 States of Matter p. 22 Ch 1 Section 3 Solutions p. 34 Ch 1 Sections 4 and 5 Properties of Matter p. 40 and p.49 Ch 1 Section 6 Metals and Nonmetals p. 60 Ch 1 Section 8 Identifying Matter p. 73 Observations and questions during investigations Examination of student classwork and homework Quizzes and tests, Scenario-based questions Performance Task: Create a movie scene using special effects that involve chemical concepts and develop a script for the movie. District-created assessment items and District end-ofcourse exam Ch 1 Section 9 Organic Substances p. 78 Honors Ongoing Investigation www.nefrsef.org Electrons in atoms are arranged in energy levels. Content Vocabulary: alloys, atom, boiling point, bounce, chemical formula, coefficient, colloid, compound, density, diatomic, ductility, elasticity, electrical conductivity, electrolysis, electron, element, heat energy, heat energy, heating curve, heterogeneous, homogenous, hydrocarbon, inorganic, kinetic energy, law of conservation of mass, light energy, luster, malleability, melting point, metal, metalloid, molecule, nonmetal, organic, phase change, physical properties, potential energy, pure substance, reactivity with air (oxidation), solute, solution, solvent, strength, sub-letter, sublimation, subscript, suspension, temperature, uniformity Academic Vocabulary: absorb, composite, decompose, emit, infer, interpretation, investigate, observe, reactive, suspend , vibrate Weeks 5—10: Chapter 2 Fun with the Periodic Table, Active Chemistry Pages: 96 – 192 Essential Questions: 1. What specific properties of materials allow them to be classified as metals or nonmetals? 2. How is the relative mass of atoms determined? What does that indicate about the way in which they react? 3. What evidence is there for the existence of electrons and the nucleus? 4. How does the spectrum of hydrogen provide insight into a model of the structure of the atom? 5. How do the ionization energies of electrons provide an organizational structure to the elements? 6. How does the arrangement of electrons in an atom determine its chemical behavior? 7. How do elements combine to form compounds? 8. What is the composition of the nucleus? Enduring Understandings Knowledge Skills Resources Assessments What students should know What students should be able to do Where students can find learning activities Evaluate students’ learning and skills Ch 2 Section 2 Elements and Their Properties p. 101 Observations and questions during investigations An element’s position on the periodic table provides information about the element’s structure and properties. Location of metal, nonmetals and metalloids on the periodic table Differentiate metals and nonmetals based on chemical and physical properties Law of definite proportions Calculate the atomic mass based on experimental data The model of the atom is the result of experiments, observations and deductive reasoning. Difference between theory and law The model of the atom is the result of experiments, observations and deductive reasoning The model of the atom is the result of experiments, observations and deductive reasoning The nuclear forces holding the nucleus together are many times larger than the electrostatic forces holding the atom together. When elements are listed by their atomic numbers, properties of the elements repeat over and over again. Nuclei can change through the process of fission, fusion, or radioactive decay. History of the atomic theory History of the atomic theory How frequency and wavelength relate to each other Know the properties of a wave. Summarize the results from Rutherford’s experiment Indentify the role of the cathode ray in the discovery of the electron. Diagram Bohr’s model in terms energy levels of electrons. Create a timeline that shows the changes in the atomic theory over time Difference between groups and periods on the periodic table Use the electron configuration rules to write the first twenty elements in electron configuration. Explain trends in terms of energy level, distance and effective nuclear charge Determine the valence electrons for elements 1-20. Valence electrons Predict which elements will form ionic and covalent bonds from the periodic table. Difference between ionic and covalent bonds Predict and write formulas and names for compounds Nomenclature of compounds Properties of the four fundamental forces. Differentiate the four fundamental forces. Isotopes Write formulas for elements in isotopic notation Radioactive decay Alpha, beta, gamma particles Fission and fusion Half life Nuclear reactions Identify the species given off in a nuclear equation Identify a reaction as fission or fusion Ch 2 Section 3 Atoms and Their Masses p. 109 Ch 2 Section 4 Are Atoms Indivisible? p. 120 Ch 2 Section 5 The Electronic Behavior p. 129 Ch 2 Section 6 Atoms with More than One Electron. p.140 Ch 2 Section 7 How are Electrons Determine Chemical Behavior p. 152 Ch 2 Section 8 How Electrons Interact with Each Other? p. 162 Ch 2 Section 9 What Determines and Limits an Atoms Mass? p. 171 Honors Ongoing Investigation http://www.nefrsef. org Examination of student classwork and homework Quizzes and tests, Scenariobased questions Performance Task: Develop a game that can be used to teach others how to learn and use the periodic table. Alternate, write a fairy tale that personifies the characteristics of elements on the Periodic Table of Elements. Districtcreated assessment items and District end-ofcourse exam Calculate half life Content Vocabulary: alpha particles, atomic mass, chemical property, covalent bonds, electromagnetic force, electromagnetic spectrum, electron configuration, frequency, gravity, group, Heisenberg uncertainty principle, ionic bonds, isotopes, Law of Definite Proportions, onization energy, period, period, periodic law, photoelectric effect , photons, strong force, subatomic particles, valence electrons, wavelength, weak forces; Academic Vocabulary: binary, electrostatic, indivisible, neutral, radii, relative, representative, stability Weeks 11—14: Chapter 3 Artist as Chemist, Active Chemistry Pages: 196 – 272 Essential Questions: 1. How can we know if substances are acids or bases? 2. How are different types of matter formed? 3. How do you modify matter to change its properties? 4. Can we predict the outcome of chemical reaction? Enduring Understandings Knowledge Skills Resources Assessments What students should know What students should be able to do Where students can find learning activities How to evaluate students’ learning, knowledge and skills The pH scale ranges from 1 to 14. Substances which have a pH of 7 are neutral. Those which have a pH of less than 7 are acids, and greater than 7 are basic. pH scale The structure of matter is determines its chemical and physical properties. Reactivity of metals The structure of matter is determines its chemical and physical properties. Single replacement reactions Three acid/base theories Relationship between pH and the hydrogen ion concentration. Electroplating Avogadro’s number The mole Oxidation and reduction Activity series chart Identify substances as an acid or base Perform the electroplating process. Calculate percent composition Calculate mole to molecule conversion problems Ch 3 Section 2 Choice of Media for Durability p. 202 Ch 3 Section 3 Chemical behaviors of Metals p. 213 Ch 3 Section 5 Clay p.230 Experimentally determine the activity series of selected metals. Ch 3 Section 6 Paints p. 244 Identify types of reactions Ch 3 Section 6 Metal Activity Series p. 691 Identify the species that is oxidized or reduced Honors Ongoing Investigation http://www.nefrsef.org Observations and questions during investigations Examination of student classwork and homework Quizzes and tests, Scenario-based questions Performance Task: Create a work of art that represents the student using appropriate artistic techniques. In addition to the artwork, itself, the student will also need to create an informative museum display that includes a museum placard or pamphlet explaining chemistry involved. District-created assessment items and District end-of-course exam Content Vocabulary: acid, activity series, Avogadro’s number, base, double replacement, electroplating, hydrogen ion, ion, ionic compound, molar mass, mole, net ionic equation, octet rule, percent composition, pH, precipitate, salt, soluble, spectator ion, valence elections Academic Vocabulary: dissociate Weeks 15—20: Chapter 4 Chemical Dominoes, Active Chemistry Pages: 276 - 374 Essential Questions: 1. How are different types of matter formed? 2. How do you modify matter to change its properties? 3. Can we predict the outcome of chemical reactions? 4. What is light? How can chemical reactions produce light? Enduring Understandings Knowledge Skills Resources Assessments What students should know What students should be able to do Where students can find learning activities How to evaluate students’ learning, knowledge and skills Knowledge of chemical processes allows up to control and predicts the outcome. Law of Conservation of Matter Energy is released and absorbed when chemical and physical changes occur. The mole concept Balance chemical equations Apply dimensional analysis to gram and mole conversions Ch 4 Section 2 Balancing Chemical Equations p. 289 Observations and questions during investigations Ch 4 Section 3 How much gas is produced? p. 298 Examination of student classwork and homework Oxidation Reduction Electromagnetic spectrum Identify half reactions as oxidation or reduction. Calculate frequency, energy and wavelength Ch 4 Section 4 What can destroy a metal? p. 311 Ch4 Section 5 Producing and harnessing heat. p. 324 Honors Ongoing Investigation http://www.nefrsef.org Quizzes and tests, Scenario-based questions Performance Task: Create a prototype of a “chemical-dominoes sequence” that can be sold by a toy company to 10- to 15year-old children. District-created assessment items and District end-ofcourse exam Content Vocabulary: dimensional analysis, electromagnetic radiation, excited state, fluorescence, frequency, ground state, Law of Conservation of Matter, oxidation and reduction reactions, oxidation, percent yield , reduction, stoichiometry, wavelength Weeks 21—25: Chapter 6 Cool Chemistry Show, Active Chemistry Pages: 462 – 544 Essential Questions: 1. How does matter undergo change? 2. How can chemical change expressed in writing? 3. What happens to the energy of substances during chemical change? 4. Can we influence the rate of chemical change? 5. What is meant by the pH of a substance? Knowledge Skills Resources Assessments What students should know What students should be able to do Where students can find learning activities How to evaluate students’ learning, knowledge and skills The difference between a chemical and physical change. Physical and chemical changes Give examples of physical and chemical changes Chemists use symbols and formulas to represent chemical and chemical change. Difference between endothermic and exothermic reaction Enduring Understandings Energy changes during a chemical reaction The rate of chemical reactions can vary. Aqueous solutions can be classified as acids or bases. Nomenclature Factors effecting reaction rates Definitions of acids/bases Properties of acids/bases Write symbols and formulas for elements and compounds Name elements and compounds Determine if a reaction is endothermic or exothermic Ch.6. Section 1 & 2 Chemical and Physical Changes p. 465 Ch. 6 Section 3 Chemical Names and Formulas p. 480 Observations and questions during investigations Examination of student classwork and homework Quizzes and tests, Ch. 6 Section 5 Chemical Energy P. 502 Scenario-based questions Ch. 6 Section 6 Reaction Rates p. 511 Performance Task: Present an entertaining and informative chemistry science show to fourth and fifth-grade students. List some ways the rate of chemical change can be increased Ch. 6 Section 7 Acid, Bases and Indicators p. 519 Identify common substances that are acids and bases Honors Ongoing Investigation http://www.nefrsef.org District-created assessment items and District end-of-course exam Content Vocabulary: activation energy, buffer, catalyst, chemical change, dilution, endothermic reaction, equilibrium, exothermic reaction, heat , Ionic compound, kinetic energy, molecular compounds, neutralization, oxidation numbers, physical change, precipitate, rate of reaction, surface area, temperature Weeks 26-29: Chapter 5 Ideal Toy, Active Chemistry Pages: 378 – 458 Essential Questions: 1. How does the size and shape of molecules affect their physical phase? 2. How do changes in pressure, temperature, volume and concentration affect the behavior of gases? 3. Can we use kinetic theory and knowledge of the particulate nature of matter to predict the behavior of gases? Enduring Understandings Knowledge Skills Resources Assessments What students should know What students should be able to do Where students can find learning activities How to evaluate students’ learning, knowledge and skills . Intermolecular forces affect molecular behavior. Laws have been determined that allow us to predict the behavior of gases. Intermolecular forces Summarize intermolecular forces Boyles law Calculate Boyles Law problems Charles Law Ideal Gas Law Kinetic theory and the particulate nature of matter Calculate Charles law problems Calculate Ideal Law problems Determine the effects of changing temperature, pressure, volume and concentration on gases. Ch. 5 Section 2 Solid Liquid or Gas? p. 389 Observations and questions during investigations Ch. 5 Section 3 Cartesian Divers p. 397 Examination of student classwork and homework Ch. 5 Section 4 Hot-Air Balloons p. 407 Ch. 5 Section 6 Ideal Gas Law p. 429 Ch. 5 Section 7 Moving Molecules p. 436 Honors Ongoing Investigation http://www.nefrsef.org Quizzes and tests, Scenario-based questions Performance Task: Create a toy that uses various chemical/ gas law principles District-created assessment items and District end-of-course exam Content Vocabulary: absolute zero, Boyles Law, Charles Law, diffusion, effusion, electronegativity, hydrogen bonds, Ideal Gas, intermolecular forces, Kinetic Molecular Theory, Kinetic Theory of Matter, London Dispersion, non polar, pressure, universal gas constant, Van der Waals forces Weeks 30-36: Chapter 7 Cookin’ Chem, Active Chemistry Pages: 548 – 636 Essential Questions: 1. What is heat energy? 2. What is combustion? 3. How can one compare the energy of different cooking fuels? 4. What temperature changes take place when ice turns to water and water turns to steam? 5. Why do we use pans of certain materials for cooking? 6. How can we “see” molecules when they are too small to be seen? Enduring Understandings Nature of heat energy The role of oxygen and carbon dioxide in combustion reactions. Understand how to measure the energy content of various fuels. Understand the heating and cooling curves of water. Choice of cookware is determined by the properties of matter. Molecular shapes can be determined by models. Knowledge Skills Resources Assessments What students should know What students should be able to do Where students can find learning activities How to evaluate students’ learning, knowledge and skills Ways heat energy is transferred. Explain how heat is transferred. Calories Balance combustion reactions Combustion reactions Thermochemistry Specific heat capacity The amount of heat various during the changing of states. Specific heat capacity Hydrocarbons Calculate specific heat capacity Prepare and describe a heating and cooling curve. Use specific heats to contrast various materials for functionality as cookware. Create models of various hydrocarbons. Ch.7. Section 1 What is Heat? p. 551 Ch. 7 Section 2 Safety and Types of fires p. 562 Ch. 7 Section 3 Cooking Fuels P. 572 Ch. 7 Section 4 & 5 Heating and Cooling curve p. 511 Ch. 7 Section 6 How do you choose cookware? p. 600 Ch. 7 Section 8 Modeling Molecules p. 615 Observations and questions during investigations Examination of student classwork and homework Quizzes and tests, Scenario-based questions Performance Task: Create a five-minute chemistry segment for a cooking show. District-created assessment items and District end-ofcourse exam Honors Ongoing Investigation http://www.nefrsef.org Content Vocabulary: boiling point, calorie, condensation point, convection, freezing point, hydrocarbon, isomers, joules, Law of Conservation of Mass, Lewis structure, melting point, radiation, saturated hydrocarbon, specific heat capacity, surroundings, system, thermochemistry, unsaturated hydrocarbon ADDITIONAL SYLLABUS ITEMS FOR PRE-AICE CHEMISTRY STUDENTS (Taken from the IGCSE Syllabus) Experimental Techniques (a) Criteria of purity -describe paper chromatography -interpret simple chromatograms -identify substances and assess their purity from melting point and boiling point information -understand the importance of purity in substances in everyday life, e.g. foodstuffs and drugs -outline how chromatography techniques can be applied to colourless substances by exposing chromatograms to substances called locating agents (Knowledge of specific locating agents is not required.) (b) Methods of purification -describe methods of purification by the use of a suitable solvent, filtration, crystallisation, distillation (including use of fractionating column). (Refer to the fractional distillation of crude oil (section 14.2) and fermented liquor (section 14.6)) -suggest suitable purification techniques, given information about the substances involved Electricity and chemistry -describe the electrode products in the electrolysis of: molten lead(II) bromide concentrated hydrochloric acid concentrated aqueous sodium chloride between inert electrodes (platinum or carbon) -state the general principle that metals or hydrogen are formed at the negative electrode (cathode), and that non-metals (other than hydrogen) are formed at the positive electrode (anode) -predict the products of the electrolysis of a specified binary compound in the molten state -describe, in outline, the manufacture of (i) aluminium from pure aluminium oxide in molten cryolite (ii) chlorine and sodium hydroxide from concentrated aqueous sodium chloride (Starting materials and essential conditions should be given but not technical details or diagrams.) -describe the electroplating of metals -name the uses of electroplating -describe the reasons for the use of copper and (steel-cored) aluminium in cables, and why plastics and ceramics are used as insulators Acids, bases and salts -describe and explain the importance of controlling acidity in soil -classify oxides as either acidic or basic, related to metallic and non-metallic character -describe the following tests to identify: aqueous cations: aluminium, ammonium, calcium, copper(II), iron(II), iron(III) and zinc (using aqueous sodium hydroxide and aqueous ammonia as appropriate). anions: carbonate (by reaction with dilute acid and then limewater), chloride (by reaction under acidic conditions with aqueous silver nitrate), iodide (by reaction under acidic conditions with aqueous lead(II) nitrate), nitrate (by reduction with aluminium), sulphate (by reaction under acidic conditions with aqueous barium ions) gases: ammonia (using damp red litmus paper), carbon dioxide (using limewater), chlorine (using damp litmus paper), hydrogen (using lighted splint), oxygen (using a glowing splint). Metals a) Extraction of metals -describe the ease in obtaining metals from their ores by relating the elements to the reactivity series -describe the essential reactions in the extraction of iron from hematite -describe the conversion of iron into steel using basic oxides and oxygen b) Uses of metal -name the uses of aluminium: in the manufacture of aircraft because of its strength and low density; in food containers because of its resistance to corrosion -describe the idea of changing the properties of iron by the controlled use of additives to form steel alloys -name the uses of mild steel (car bodies and machinery) and stainless steel (chemical plant and cutlery) 14. Organic Chemistry Names of compounds -name, and draw the structures of methane, ethane, ethanol, ethanoic acid and the products of the reactions stated in sections 14.4-14.6 -state the type of compound present given a chemical name, ending in -ane,-ene, -ol, or -oic acid, or a molecular structure Fuels -name the fuels coal, natural gas and petroleum -name methane as the main constituent of natural gas -describe petroleum as a mixture of hydrocarbons and its separation into useful fractions by fractional distillation -name the uses of the fractions as: petrol fraction as fuel in cars; paraffin fraction for oil stoves and aircraft fuel; diesel fraction for fuel in diesel engines; lubricating fraction for lubricants and making waxes and polishes; bitumen for making roads Homologous series -describe the concept of homologous series as a 'family' of similar compounds with similar properties due to the presence of the same functional group Alkanes -describe the properties of alkanes (exemplified by methane) as being generally unreactive, except in terms of burning -describe the bonding in alkanes Alkenes -describe the manufacture of alkenes and of hydrogen by cracking -distinguish between saturated and unsaturated hydrocarbons from molecular structures by simple chemical tests -describe the formation of poly(ethene) as an example of addition polymerization of monomer units Alcohols -describe the formation of ethanol by fermentation and by the catalytic addition of steam to ethene -describe the properties of ethanol in terms of burning -name the uses of ethanol as a solvent and as a fuel