honors chemistry with lab curriculum · flinn – “chemtopic labs” mr. ian guch – chemfiesta...

HONORS CHEMISTRY WITH LAB CURRICULUM

PEN ARGYL AREA SCHOOL DISTRICT

PEN ARGYL AREA HIGH SCHOOL

501 WEST LAUREL AVENUE

PEN ARGYL, PA 18072

PREPARED BY:

NATASHA CHROMEY

AUGUST, 2018

Course Description:

Honors Chemistry with Lab is a challenging course that is designed for college-bound

students who will pursue a career in the science & medical fields or desire a strong background

in chemistry. This course is designed for students who intend to continue their study beyond the

high school level. Extensive mathematical applications are pertinent to all aspects of the subject

matter. The Chemistry curriculum is aligned to the Pennsylvania State Academic Standards. The

activities, resources and assessments require higher level thinking skills and the course is

designed to challenge the abilities of the students. Students will be responsible for writing both

formal and informal laboratory reports, where they will have the opportunity to connect the

principles of chemistry and the data and applications to the real world.

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HONORS CHEMISTRY WITH LAB CURRICULUM

Honors Chemistry Unit 1: Laboratory Safety Unit 2: Introduction to Chemistry

Unit 3: Matter and Change Unit 4: Scientific Measurement Unit 5: Atomic Structure Unit 6: Electrons in atoms Unit 7: Periodic Table Unit 8: Ionic Compounds Unit 9: Covalent Compounds Unit 10: Chemical Names and Formulas Unit 11: Chemical Quantities Unit 12: Chemical Reactions Unit 13: Stoichiometry Unit 14: States of Matter Unit 15: Solutions Unit 16: Thermochemistry Unit 17: Acids and Bases Unit 18: Oxidation and Reduction Unit 19: Nuclear Chemistry Unit 20: Organic Chemistry

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Subject Area: Honors Lab Chemistry

Unit 1: Laboratory Safety Duration: 1 week

Essential Outcome and Related Standards: All students should:

● Know what an MSDS and NFPA label look like, and what types of information they contain

● Interpret chemical labels ● Differentiate between the terms caution, warning and danger ● Know how to behave in case of a lab accident ● Know what the terms toxicity, chronic toxicity, acute toxicity, mutagens,

teratogens, carcinogens and LD-50 mean. ● Understand the basics of lab safety and what types of behaviors are not

acceptable ● Be able to Identify and recall proper procedures for key lab safety equipment

(fire extinguisher, fire blanket, eye wash stations, chemical safety shower, eye wash station, fume hood)

● Identify common lab equipment ● Understand Right-to-Know ● Know the difference between combustible and flammable

State Standard(s): There are no state standards for chemical safety. Content and Instructional Activities: UNIT OUTLINE

● Safety Overview ▪ Find and identify lab safety equipment

● Safety Rules ▪ Flinn Safety Contract ▪ Safety poster ▪ Safety Quiz

● Safety Warnings ▪ Video ▪ NFPA and MSDS notes ▪ Internet project on MSDS and terms

● Introductions to lab equipment ▪ Find and identify lab equipment ▪ Practice weighing, measuring volume, Bunsen burners, hot plates

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Remediation: Additional worksheets and internet sites as appropriate. This unit should be reviewed and spiraled into the curriculum on a daily, if not, weekly basis. Questions regarding safety should be used on assessments throughout the school year. Enrichment: Demonstrations and real world connections such as keeping baking soda near your stove in case there is a grease fire. Discussing real life occurrences as they develop throughout the school year. WebQuests, Lab Reports, and Research Projects, as appropriate. Assessment Criteria: Teacher and Publisher created tests, labs, review sheets, and activities. All students are given a safety quiz, which they must pass with a 100% in order to begin laboratory experiments. Students may take the quiz multiple times to receive this grade. Resources and Materials: Glencoe “Chemistry – Matter and Change” Flinn – “ChemTopic Labs” Mr. Ian Guch – Chemfiesta materials “Hands-On Chemistry Activities with Real-Life Applications” (Josey-Bass) Internet and other materials as determined appropriate by the instructor Safety Videos

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Unit 2: Introduction Duration: 1.0 weeks


● Define chemistry and list the five areas of chemistry ● Compare and contrast a law versus a theory ● Compare and contrast mass and weight ● Explain why chemists are interested in a submicroscopic definition of matter ● Understand the process and stages of scientific problem solving ● Compare and contrast types of variables ● Compare and contrast pure and applied research ● Understand there are levels of complexity in thinking, and how this is relevant

to chemistry

State Standards: 3.1.A; 3.1.B, 3.1.C, 3.1.D, 3.1.E, 3.2.A, 3.2.B, 3.2.C

Content and Instructional Activities:

● What is Chemistry and where is it used? ○ Ice breaker activity ○ How the brain works for memory

● Scientific Method ○ Activity ○ Writing Sample- Connections to the real world ○ Graphing- Independent/Dependent Variables

Remediation: Additional worksheets and internet sites as appropriate Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Make a list of five examples when the scientific method was used. Assessment Criteria: Teacher and Publisher created tests, labs, review sheets, and activities

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Resources and Materials: Glencoe “Chemistry – Matter and Change” Flinn – “ChemTopic Labs” Mr. Ian Guch – Chemfiesta materials “Hands-On Chemistry Activities with Real-Life Applications” (Josey-Bass) Internet and other materials as determined appropriate by the instructor Safety Videos

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Unit 3: Matter and Change Duration: 2 weeks


● Recall the three states of matter and their general properties ● Understand and recall definitions for physical and chemical properties ● Classify physical and chemical changes ● Know the difference between elements, mixtures and compounds ● Categorize matter as homogenous and heterogeneous mixtures ● Distinguish between ways to separate mixtures and compounds ● Apply the laws of Conservation of Mass and Conservation of Energy ● Know the parts of a solution ● Compare and contrast intensive and extensive properties ● Distinguish between substances and mixtures

State Standards: 3.1.A, 3.1.B, 3.1.C, 3.1.D, 3.1.E, 3.2.A, 3.2.B, 3.4.10.A; 3.4.12.A


● Categorize types of Matter ○ Discovery Activity ○ Categorizing matter activity ○ Notes – Types of Matter ○ Separate mixtures lab or chromatography ○ Pizza lab

● Physical and Chemical Properties ○ Lab-Conservation of Mass

● Physical and Chemical Changes ○ Notes – properties and changes ○ Lab – Chemical and Physical changes ○ Physical Properties-Data review on common substances ○ Lab, sorting to differentiate between physical and chemical

properties and changes

Remediation: Additional worksheets and internet sites as appropriate. Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Make a list of five examples of physical properties.

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Assessment Criteria: Teacher and Publisher created tests, labs, review sheets, and activities. Resources and Materials: Glencoe “Chemistry – Matter and Change” Flinn – “ChemTopic Labs” Mr. Ian Guch – Chemfiesta materials “Hands-On Chemistry Activities with Real-Life Applications” (Josey-Bass) Internet and other materials as determined appropriate by the instructor Safety Videos

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Unit 4: Scientific Measurement Duration: 2 weeks


● Be able to apply a 3-step strategy for problem-solving ● Know SI units of length, mass, volume, time, temperature ● Know/ use/ convert simple metric prefixes and problems ● Know conversion factor and Dimensional Analysis ● Distinguish between quantitative and qualitative measurements ● Calculate accuracy, precision, and percent error and know the differences

between them ● Perform calculations of density ● Convert complex units using Dimensional Analysis ● Use and express measurement ● Explain what determines the density of a substance

State Standard(s):3.1.A; 3.1.C: 3.2.A: 3.2.B: 3.2.C: 3.2.D: 3.4.10.A; 3.4.12.A Content and Instructional Activities:

● Measurement and the metric system ▪ Importance of units/ Units of measure ▪ Converting metric units ▪ Common temperature units that scientists use

● Problem Solving ▪ Three steps to word problems ▪ Conversion factors ▪ Conversion factor lab ▪ Dimensional Analysis

● Simple ● Complex problems/units ● Types of measurements

o Density lab ● Accuracy/ Precision/ Percent Error

▪ Accuracy and Precision activities ▪ Worksheets and Percent Error

Remediation: Additional worksheets and internet sites as appropriate.

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Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Make a list of everyday examples of when we need to convert between units, take measurements and be accurate. Assessment Criteria: Teacher and Publisher created tests, labs, review sheets, and activities. Resources and Materials: Glencoe “Chemistry – Matter and Change” Flinn – “ChemTopic Labs” Mr. Ian Guch – Chemfiesta materials “Hands-On Chemistry Activities with Real-Life Applications” (Josey-Bass) Internet and other materials as determined appropriate by the instructor Safety Videos

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Subject Area: Lab Chemistry

Unit 5: Atomic Structure Duration: 2.5 weeks


● Recall a very brief history of Atomic Theory- how the concept of the atom changed from Democritus to John Dalton

● Know and understand the five main aspects of Dalton's Atomic Theory ● Understand how the Law’s of Definite proportion and Multiple Proportion were

developed and led to an understanding of the atom ● Know how the cathode ray tube and gold foil experiments lead to the

development of the model of the atom ● Know how light was used to develop Bohr’s model of the atom ● Understand how wavelength, frequency, velocity, and energy are all related in

light ● Be able to calculate the energy of a photon given the wavelength and vice versa ● Understand what emission spectra are ● Know the three particles that make up the atom and their relative charges,

masses and positions in the atom ● Know what the term isotope means ● Be able to use the Atomic number and Mass number of an isotope to calculate

the numbers of protons, neutrons and electrons ● Be able to calculate average atomic mass ● Describe what instruments are used to observe atoms, to differentiate between

atoms State Standards: 3.1.A; 3.1.B; 3.1.C; 3.1.D; 3.2.A; 3.2.B; 3.2.C; 3.4.10.A; 3.4.12.A Content and Instructional Activities:

● Atomic History ▪ Greeks to Newton ▪ Symbols and important elements ▪ Laws of Mass and Proportion

● M&M activity ▪ Dalton’s Atomic Theory ▪ Build Models of each chemist and describe the changes ▪ Jigsaw to learn the different theorists who contributed

● Atomic Structure ▪ Thomson and the electron ▪ Rutherford and the nucleus

● Pennies lab eg. ▪ Symbols, Atomic number and mass

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● Light and Atoms ▪ Bohr’s planetary model ▪ Light and energy

● Light theory activities ▪ Light, speed, wavelength, frequency ▪ Scientific notation

● Atomic Specta ▪ Emission spectra ▪ Atomic colors lab

● Energy and frequency ▪ Explaining Atomic spectra ▪ Heisenberg Uncertainty Principle ▪ Isotopes, Atomic Mass, and Ions

● Candium Lab

Remediation: Additional worksheets and internet sites as appropriate Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Draw the major equipment used by Thomson and Rutherford. Identify the important parts of each drawing and summarize how each one made their advancements. Assessment Criteria: Teacher and Publisher created tests, labs, review sheets, and activities. Resources and Materials: Glencoe “Chemistry – Matter and Change” Flinn – “ChemTopic Labs” Mr. Ian Guch – Chemfiesta materials “Hands-On Chemistry Activities with Real-Life Applications” (Josey-Bass) Internet and other materials as determined appropriate by the instructor Safety Videos

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Unit 6: Electrons in Atoms Duration: 2 weeks


● Understand Schrodinger's atomic model based on quantum mechanics and the use of probability to predict the behavior of an electron

● Understand the electron cloud in terms of shells, subshells, and orbitals. ● Know how to write electron configurations and orbital diagrams (for elements up

to #86) based on the Schrodinger model ● Understand how Schrodinger's model can be used to predict the behavior of

atoms with the noble gases serving as the benchmark of stability ● Understand how Schrodinger's model explains family behavior in the periodic

table ● Be familiar with Mendeleev's original organization for the perodic table and his

"missing" elements ● Be familiar with the concept of "periodicity" ● Be familiar with the contribution of Henry Mosely and the reorganization of the

periodic table using Modern Periodic Law ● Be able to identify elements in the periodic table in terms of the following:

periods, groups, metals, transition metals, inner transition metals, nonmetals, metalloids (semi-metals), alkali metals, alkaline earth metals, halogens, and noble gases

● Understand the periodic trends in atomic radius of atoms and the structural reasons for those trends

● Understand how atoms change in radius when they form ions ● Understand how first ionization energy changes ● Understand how electronegativity changes ● Describe what Bohr proposed in his model of the atom

State Standard(s):3.1.A; 3.1.B; 3.2.A; 3.2.B; 3.2.D; 3.4.10.A; 3.4.12.A Content and Instructional Activities:

● Review history ● Periodic Properties ● Quantum Model – Differences from Bohr

▪ Probability activity ● Quantum numbers

▪ Shells or PQN’s ▪ Subshells

● S, p, d, f ● Shapes ● Balloon activity-making models

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● Prepare a timeline for development of the atomic model ▪ Order of filling

● Aufbau, Pauli, Hund o pencils and cups

▪ Orbital diagram ▪ Arrow diagram ▪ Relate to periodic chart

● Poster of electron configuration and the relationship to valence electrons ● Periodic Properties and how related to Quantum numbers/energy levels

Remediation: Additional worksheets and internet sites as appropriate. Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Relate the spectroscopy lab and the spectrums to the known elements spectrums which make up the stars. Is there any coincidence which elements were discovered first? Assessment Criteria: Teacher and Publisher created tests, labs, review sheets, and activities. Resources and Materials: Glencoe “Chemistry – Matter and Change” Flinn – “ChemTopic Labs” Mr. Ian Guch – Chemfiesta materials “Hands-On Chemistry Activities with Real-Life Applications” (Josey-Bass) Internet and other materials as determined appropriate by the instructor Safety Videos

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Unit 7: Periodic Table Duration: 2 weeks


● Describe how scientists began to organize the known elements ● Know what groups and periods are on the periodic table ● Be able to recall the family (group) names of groups 1A, 2A, 7A and 8A ● Know where to find metals, non-metals and metalloids on the periodic table ● Know some typical properties of metals, nonmetals, and metalloids ● Find the s-block, p-block, d-block, and f-block elements on the chart ● Realize that properties repeat in families ● Know the transition metals, rare earth names ● Realize that Noble gases have a stable electronic configuration, and that other

elements try to achieve this configuration ● Recall how, and understand why, group I, II, VI and VII elements achieve pseudo

noble gas electronic configurations to become more stable ● Recall the definition of ionization energy ● Recall and understand the variation in ionization energy when moving about the

periodic table ● Recall how and why atomic radius and electronegativity vary when moving about

the periodic table ● Relate relative position of the elements to behavior and reactivity

State Standard(s): 3.1.A; 3.1.B; 3.1.E; 3.2.A; 3.2.B; 3.2.C; 3.2.D; 3.4.10.A; 3.4.12.A Content and Instructional Activities:

● Development of the table ○ Missing Elements activity ○ Designing your own Table activity

● Organization of the table ○ Visual cues/markers for s,p,d,f block elements

● Periodic Trends ○ Poster project recommended ○ Data Analysis for each trend

■ Establishing position and behavior relationships with relative size Remediation: Additional worksheets and internet sites as appropriate.

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Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Prepare a homemade book that contains the trends graphs, summary of the trend and how it relates to the theme of your book. Assessment Criteria: Teacher and Publisher created tests, labs, review sheets, and activities. Resources and Materials: Glencoe “Chemistry – Matter and Change” Flinn – “ChemTopic Labs” Mr. Ian Guch – Chemfiesta materials “Hands-On Chemistry Activities with Real-Life Applications” (Josey-Bass) Internet and other materials as determined appropriate by the instructor Safety Videos

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Unit 8: Ionic Compounds Duration: 1.5 weeks


● Define chemical bond ● Describe difference between cations and anions ● Relate bond formations to electron configuration ● Account for the properties of ionic compounds ● Write formulas for ionic compounds ● Use nomenclature rules to properly name ionic Compounds ● Describe how cations and anions are formed ● Explain the importance of alloys ● Determine the number of valence electrons for each element

State Standards: 3.1A, 3.1B, 3.2A, 3.2B, 3.2C, 3.2D, 3.4.10A, 3.4.12A


● Bond Types and Electronegativity o Discovery lab/activity on bond types vs. properties

● Draw Lewis Structures/Apply to Periodic Table ● Use Manipulatives to Explore Nomenclature

o Rules and practice sheets ● Nomenclature for Polyatomics, Transition Metals ● Ionic Compound Lab-e.g. “Six Solution Lab” ● Metallic Non-Bonding

o Copper-to-Silver-to-Gold Lab Remediation: Additional worksheets and internet sites as appropriate Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Introduce the concept of losing and gaining electrons, this will aide in the understanding of oxidation and reduction. Make a list of alloys that are beneficial to us in our everyday lives. Assessment Criteria: Teacher and Publisher created tests, labs, review sheets, and activities.

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Resources and Materials: Glencoe “Chemistry – Matter and Change” Flinn – “ChemTopic Labs” Mr. Ian Guch – Chemfiesta materials “Hands-On Chemistry Activities with Real-Life Applications” (Josey-Bass) Internet and other materials as determined appropriate by the instructor Safety Videos

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Unit 9: Covalent Compounds Duration: 3 weeks


● Apply the octet rule to covalent bonds ● Describe single, double, triple bonds ● Compare/contrast sigma and pi bonds ● Relate the strength of covalent bonds to bond length and bond energy ● Name binary covalent compounds ● Use nomenclature rules to properly name acids ● Draw molecular structures using Lewis rules ● Understand VSEPR theory ● Predict the shape and bond angles in molecules ● Describe the properties of covalent compounds ● Know polar vs. nonpolar bonds and molecules ● Describe how electronegativity values help determine polarity ● Evaluate the strengths of the intermolecular attractions within bonds

State Standards: 3.1B, 3.1C, 3.2 all, 3.4.10.A, 3.4.12.A


● Compare and Contrast Covalent and Ionic Bonds o Discovery activity- e.g. “Solutions on Board”

● Multiple Bonds and Strengths ● Covalent Properties

o Lab or scavenger hunt activities ● Lewis Structures and Practice ● Naming Covalent Compounds and Simple Acids ● Molecular Structures ● Molecular Shape

o Balloon activity or Ball and Stick lab o Review with balloon models

● Polarity o Bend Water o Chromatography Lab

● IMF-Intermolecular Forces o Categorize the bond, name the compound o Describe the IMF in each

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Remediation: Additional worksheets and internet sites as appropriate. VSEPR can be more visual and hands on with origami, specific to each shape, as well as balloons. Making a scenario with tug-o-war to understand the differences in polarity. Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Spiral curriculum back to the unit on the periodic table relating electronegativity trends and values. Compare multiple bond strength with rubber bands. Assessment Criteria: Teacher and Publisher created tests, labs, review sheets, and activities. Resources and Materials: Glencoe “Chemistry – Matter and Change” Flinn – “ChemTopic Labs” Mr. Ian Guch – Chemfiesta materials “Hands-On Chemistry Activities with Real-Life Applications” (Josey-Bass) Internet and other materials as determined appropriate by the instructor Safety Videos

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Unit 10: Chemical Names and Formulas Duration: 1 week Essential Outcome and Related Standards: All students should:

● Name all types of ions; monatomic and polyatomic ● Explain how to determine the charges of monatomic ions ● Explain how polyatomic ions differ from and are similar to monatomic ions ● Be able to name and write ionic formulas ● Apply the rules for naming and writing for

○ Binary ionic compounds ○ Polyatomic ions ○ Molecular compounds ○ Binary molecular compounds ○ Acids and Bases

● Determine the name and formula for acids and bases ● List the general guidelines to name and write the formula of a chemical

compound State Standards: 3.1.A, 3.1.B, 3.1.C, 3.2.A, 3.2. B, 3.2.C Content and Instructional Activities:

● Naming ions: monatomic and polyatomic ○ Provide list of polyatomics ions then assess ○ Make molecular models of ions

● Naming Ionic Compounds ○ Worksheet

● Naming Covalent Compounds ○ List of prefixes for naming ○ Worksheet

● Naming Acids ○ Worksheet

● Differentiate between three types of naming ○ Mixed Worksheet of Ionic, Covalent and Acids

● Get an assortment of products (soaps, shampoo, food, etc.) ○ Categorize the ingredients as ionic, covalent and acids

Remediation: Additional worksheets and internet sites as appropriate

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Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Spiraling curriculum back to ionic and covalent Compounds Units to properly identify the type of bond which will result in proper naming. Assessment Criteria: Teacher and Publisher created tests, labs, review sheets, and activities Resources and Materials: Glencoe “Chemistry – Matter and Change” Flinn – “ChemTopic Labs” Mr. Ian Guch – Chemfiesta materials “Hands-On Chemistry Activities with Real-Life Applications” (Josey-Bass) Internet and other materials as determined appropriate by the instructor

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Unit 11: Chemical Quantities Duration: 3 weeks


● Relate a mile to common counting units ● Describe how a mole is used in chemistry ● Convert moles to particles ● Calculate from grams to moles to atoms and back ● Recognize molar relationships in formula ● Calculate molar mass ● Calculate moles of compounds from grams ● Determine number of atoms or ions in a mass of a compound ● Calculate percent composition ● Determine empirical and molecular formulas ● Know what hydrates are ● Determine the formula for a hydrate

State Standards: 3.1.A, 3.2.A, 3.2.B, 3.2.C, 3.2.D, 3.4.10.A, 3.4.12.A


● Discovery Labs- Weighing for Counting (several) ● What is a mole? ● How large is a mole? Number of rooms for one mole of rice activity ● Number of Moles in Various Objects

o Worksheets ● Determine molar mass of compounds

o Drops of water on a penny activity o Worksheets

● Percent composition, Empirical formulas and molecular formulas o Worksheets o Lab o Solve a mystery activity

● Hydrates o Hydrate lab

Remediation: Additional worksheets and internet sites as appropriate

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Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Spiraling curriculum back to Scientific Measurement Unit. Take everyday objects, for example a pizza and calculate percent composition. Relate directly into the lab solving for percent composition of water in a compound. Assessment Criteria: Teacher and Publisher created tests, labs, review sheets, and activities Resources and Materials: Glencoe “Chemistry – Matter and Change” Flinn – “ChemTopic Labs” Mr. Ian Guch – Chemfiesta materials “Hands-On Chemistry Activities with Real-Life Applications” (Josey-Bass) Internet and other materials as determined appropriate by the instructor

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Unit 12: Chemical Reactions Duration: 2 weeks


● Recognize evidence of chemical change ● Represent chemical reactions with equations ● Classify chemical reactions ● Identify different types of reactions ● Balance chemical equations ● Describe the information found in a net ionic equation ● Predict the formation of a precipitate in a double-replacement reaction

State Standards: 3.1C, 3.1E, 3.2B, 3.2D, 3.4.10A, 3.4.12A


● Discovery Activity: e.g.-Effervescent Tablet into Base ● Write out skeletal equations

o Use and identify all symbols used in chemical equations o Identify all parts of a chemical reaction

● Chemical Change and Reactions o Equations-Types and Balancing o M&M activity

● Types of Reactions o Differentiate between the 5 major types of reactions

● Net Ionic Reactions o Worksheet on identifying spectator ions and net ion equation o Solubility demonstration and application to problems

Remediation: Additional worksheets and internet sites as appropriate. Use kitchen household items to relate chemical reactions to everyday chemicals. Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Spiraling curriculum back to Chemical Names and Formulas Unit. Relate corrosion to single replacement reactions, introduce the prevention topic for oxidation and reduction chapter. Introduce oxidation and reduction reaction type.

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Assessment Criteria: Teacher and Publisher created tests, labs, review sheets, and activities Resources and Materials: Glencoe “Chemistry – Matter and Change” Flinn – “ChemTopic Labs” Mr. Ian Guch – Chemfiesta materials “Hands-On Chemistry Activities with Real-Life Applications” (Josey-Bass) Internet and other materials as determined appropriate by the instructor

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Subject Area: Honor Lab Chemistry

Unit 13: Stoichiometry Duration: 2 weeks


● Write mole ratios from balanced equations ● Calculate amounts of products or reactants given the mass of another product

or reactant ● Identify limiting and excess reagents ● Determine theoretical and percent yield ● Determine how balanced chemical equations are used in stoichiometry

calculations ● Describe how chemists use balanced chemical equations ● Explain how mole ratios are used in chemical calculations

State Standards: 3.1A, 3.1C, 3.2A, 3.2B, 3.2C, 3.2D, 3.4.10A, 3.4.12A


● Analogy-e.g. Bike Building ● Mole Ratios

o Worksheets o Calculate moles of a product

● Mass-to-Mass Analogy o Calculate simple stoichiometry problems o Stoichiometry Lab

● Limiting Reagent o Worksheets/analogies

● Percent Yields and problems o Percent yield lab o Analysis of baking soda

Remediation: Additional worksheets and internet sites as appropriate Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Spiraling curriculum back to Scientific Measurement, Reactions and Equations Unit, as well as the, Chemical Names and Formulas Unit. Relate measuring ingredients while cooking, which ones are important in ratios and others like flavorings can be eyeballed.

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Unit 14: States of Matter Duration: 2 weeks Essential Outcome and Related Standards: All students should:

● Understand how Kinetic-molecular Theory explains properties of solids, liquids, and gases

● Explain how gas pressure is measured ● Explain how a change in energy can cause a phase change ● State the relationship among pressure, temperature, and volume in the

combined gas law ● Use the ideal gas law to calculate problems ● Explain what factors determine the physical state of a substance ● Explain how substances change from one state to another

State Standards: 3.1A, 3.1B, 3.1.C, 3.1.D, 3.1.E, 3.2.A, 3.2.B, 3.2.D, 3.4.10.A, 3.4.12.A


● Human molecule activity to explore P, T, V relations ● Kinetic theory

o Diffusion of molecules activity ● Phase Changes

o Phase change diagram and label including critical point ● Gas laws

o Worksheets o Pressure, volume activity (eg. Weigh a car)

● Ideal Gas law o Worksheets

● Gas Lab ● Activity- differentiate between the main types of gas laws

Remediation: Additional worksheets and internet sites as appropriate Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Identify real world occurrences when the variables in each of the main equations are affected in real life. For example when a balloon filled with helium goes outside into the cold weather, the balloon shrinks.

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Unit 15: Solutions Duration: 2 weeks


● Describe characteristics of solutions ● Describe solubility and identify factors affecting solubility ● Calculate concentrations of solutions ● Explain and describe the four colligative properties ● Identify properties of suspensions and colloids ● Describe what properties are used to describe the nature of solutions

STATE STANDARDS: 3.1.A, 3.1.B, 3.1.C, 3.2.B, 3.2.D, 3.4.10.A, 3.4.12.A


● Discovery activity – oil and water eg. ● Solutions and solubility

o L – Rock candy eg. ● Concentration

o Kool-aid activity eg. ● Molarity worksheets ● Colligative properties

o Boiling Pt. elevation or Freezing Pt. depression egs. ● Suspension

o Tyndall effect activity ● Beer’s Law ● Phase Diagram

o Gas, Liquid, Solid ● Like Dissolves Like Laboratory ● Solubility Patterns

o Periodic Trends of Alkaline Metal Salts Remediation: Additional worksheets and internet sites as appropriate Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Spiraling curriculum back to Matter and Change and The Mole Unit. Relate the Tyndall Effect to driving in the fog and describe why using high beams is unhelpful.

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Unit 16: Thermochemistry Duration: 1.5 weeks


● Explain the ways in which energy changes can occur ● Know endothermic vs. exothermic reactions ● Distinguish between heat capacity and specific heat ● Understand and categorize various forms of energy ● Measure and express enthalpy changes ● Be able to use the formula for calculating heat energy using specific heat

capacity ● Be able to calculate simple calorimetry problems ● How is energy conserved in a chemical or physical process

State Standards: 3.1.A; 3.1.C; 3.2.A; 3.2.B; 3.2.D; 3.4.10.B; 3.4.12.B


o Energy o Types of energy Notes o Heat, temperature, endothermic, exothermic

▪ Exploring endo and exothermic lab - Flinn o Specific heat and heat capacity

▪ Relate objects warmth with specific heat o Calorimetry and Food Lab - Flinn

Remediation: Additional worksheets and internet sites as appropriate Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Spiraling curriculum back to Reactions and Equations Unit, as well as the, Chemical Names and Formulas Unit. Relate the energy loss or gain to a chemical reaction that has felt hot to the touch. Relate how items at the beach have varying degrees of heat such as your beach towel, sand and jewelry that you may bring or have sitting on the beach towel.

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Unit 17: Acids and Bases Duration: 1.5 weeks


● Identify properties of acids and bases ● Classify solutions as acidic, basic or neutral ● Relate the strength of an acid to its ionization constant ● Calculate acid and base concentrations experimentally ● Write chemical equations for neutralization reactions ● Identify the products that form when an acid and base react ● Explain the meaning of pH and pOH ● Know the fundamentals of neutralization ● Explain buffers and how they relate to pH ● Define what the pH of a solution is ● Describe how acid base reactions are used ● Identify the point in a titration when neutralization will occur

State Standards: 3.1.A, 3.1.B, 3.1.C, 3.2.B, 3.2.D, 3.4.10.A, 3.4.12.A


● Acids and Bases o Write out chemical equations

▪ Name the reactants and products o Properties Lab o Indicators Lab o Common Products Lab

● pH and pOH o Titration Lab o pH Meter Lab, Science in Motion o Buffer Lab o Water Testing

● Neutralization Reaction Worksheet Remediation: Additional worksheets and internet sites as appropriate

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Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Spiraling curriculum back to Reactions and Equations Unit, as well as the, Chemical Names and Formulas Unit. Reintroduce oxidation and reduction as the products are formed. Relate that many household ingredients can be acids and bases. One that we consume to alleviate stomach aches is Milk of Magnesia. Relate to water testing results and how the H and OH ions are affected when pH changes. Assessment Criteria: Teacher and Publisher created tests, labs, review sheets, and activities Resources and Materials: Glencoe “Chemistry – Matter and Change” Flinn – “ChemTopic Labs” Mr. Ian Guch – Chemfiesta materials “Hands-On Chemistry Activities with Real-Life Applications” (Josey-Bass) Internet and other materials as determined appropriate by the instructor

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Unit 18: Oxidation and Reduction Duration: 1.5 weeks Essential Outcome and Related Standards: All students should:

● Be able to describe the meaning of oxidation and reduction ● Describe what happens to a substance that undergoes oxidation ● Describe what happens to a substance that undergoes reduction ● Explain how the presence of salts and acids accelerates the corrosion of metals ● Know the oxidation numbers for ions ● Be able to explain the rules for assigning oxidation numbers ● Describe redox equations ● Identify the classes of chemical reactions ● Describe two different methods for balancing a redox equation

State Standards: 3.2.A, 3.2.B, 3.2.C, 3.4.10A, 3.4.12A Content and Instructional Activities:

● Relate oxidation to the gain in oxygen ○ Worksheet back to combustion reactions

● Oxidation and Reduction Worksheet ○ Relate to the exchange of electrons

● Relate the process to LEO goes GER ● Solve for oxidation numbers in ions and compounds ● Identify reaction types from a mixed reactions worksheet

○ Differentiate between the two types of redox reactions Remediation: Additional worksheets and internet sites as appropriate. Relate the content to the latin root word: reducere meaning “to lead back.” Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Spiraling curriculum back to Reactions and Equations Unit, Chemical Names and Formulas Unit, as well as the, Acids and Bases Unit. Make a list of objects that can corrode and generate a list of preventions that we can make to reduce or eliminate the reaction from occurring. Relate how free radicals can affect the human body.

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Unit 19: Nuclear Chemistry Duration: 2 weeks


● Understand many nuclei are unstable ● Know alpha, beta, and gamma radiation ● Know units of measures of REM and calculate your yearly average ● Determine atomic number, mass, and element given by alpha and beta decay ● Determine half-life and apply in general to radioactive dating ● Determine a transmutation of 235U to Pb to Au ● Know difference between fission and fusion ● Understand how radioactivity is useful in everyday life

State Standards: 3.1.A, 3.1.C, 3.2.A, 3.2.B, 3.2.C, 3.2.D, 3.4.10.A, 3.4.12.A


● History/Nuclear Radiation o Proton/neutron ratio o Alpha, beta, gamma rays

● Radioactive Decay o U-238 Activity o Worksheets o Lead to Gold activity

● Transmutations o Half-life calculations

● Fission and Fusion o Dirty Bomb internet activity

● Applications and Effects o Calculate your yearly dosage

Remediation: Additional worksheets and internet sites as appropriate Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Spiraling curriculum back to Chemical Names and Formulas Unit. Research devices that are used to detect radiation. Research the radiation that affects us if the levels are too high, for example Radon Gas. Describe practical uses that relate to radioisotopes.

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Unit 20: Organic Chemistry Duration: 1.5 weeks Essential Outcome and Related Standards: All students should:

● Explain why a carbon atom forms four covalent bonds. ● Compare and contrast the structures and properties of alkanes, alkenes and

alkynes. ● Draw the structures for the alkanes, alkenes and alkynes. ● Distinguish between saturated and unsaturated hydrocarbon. ● Nomenclature of the respective structures. ● Distinguish between two main categories of isomers, structural isomers and

stereoisomers. State Standards: 3.1.A, 3.2.C, 3.2.A, 3.2.C, 3.4.A Content and Instructional Activities:

● Introduction to Alkanes o Viscosity of Motor Oil Discovery Lab o Analyze Hydrocarbon Burner Gases o Alternative Energy

▪ Reading assignment with questions ● Cycloalkanes

o Naming cyclo-structures o Properties of cyclo structures

● Alkenes and Alkynes o Synthesis and Reactivity of Ethyne

● Isomers o Identifying structural, geometric and optical isomers

Remediation: Additional worksheets and internet sites as appropriate Enrichment: Demonstrations, laboratory experiments, real world connections, webquests, internet labs/activities and formal and informal lab reports as appropriate. Spiraling curriculum back to Chemical Names and Covalent Bonding. Relate Organic Chemistry to an arson investigator, showing how equipment such as gas chromatography can be used and put to work in a real life situation.

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BozemanScience.com-videos PHET-virtual concepts

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honors chemistry with lab curriculum · flinn – “chemtopic labs” mr. ian guch – chemfiesta...

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