Download Chemistry I Syllabus 2011-2012

Chemistry I Honors 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