Mingus Union High School Science Department

Mingus Union High School Science Department

HONORS CHEMISTRY SYLLABUS

MINGUS UNION HIGH SCHOOL SCIENCE DEPARTMENT

MR. DENSMORE

WELCOME!

Welcome to Honors Chemistry! I look forward to a great year! I would like to encourage students and parents alike to contact me if you have any questions or comments at any time throughout the term. I can be reached by phone or a-mail at:

  • School phone #: 634-7531, follow the prompts to staff extensions, Ext 4414
  • E-mail (**best way to communicate**)

Parents; please note that at the end of this handout there is a form which must be read, signed and returned to me as soon as possible. Your prompt response is appreciated.

COURSE DESCRIPTION

This course is an introduction to chemical concepts taught through extensive use of science process skills. The course seeks to prepare students to demonstrate understanding of chemical processes and be aware of the applications of chemistry to his or her life. Knowledge of specific facts of chemistry is essential for an understanding of principles and concepts. These descriptive facts, including the chemistry involved in environmental and societal issues, are taught throughout the course to illustrate and illuminate the principles. This course is also a prerequisite to our Advanced Placement Chemistry course.

COURSE GOALS

Upon completion of the course, students will demonstrate understanding of the following:

1. Basic laboratory skills and safety awareness in the chemistry laboratory.

2. Scientific process skills including, but not limited to the following; methods of data collection, observation, inference, prediction, experimental design, data analysis, and theorizing.

3. States of matter, how matter changes, and the energy transformations that accompany changes in matter.

4. The importance of scientific measurement and problem solving.

5. The structure of atoms and how this relates to chemical periodicity and bonding.

6. Chemical nomenclature, reactions, and the mathematical relationships that exist between and among chemical reactants and products.

COURSE UNIT AND TOPIC TIMELINE (Note; this is an approximate timeline and topic list, revisions will likely be made throughout the term)

Unit One

August

  1. Orientation to chemistry
  2. Lab Safety
  3. Numbers in Chemistry
  4. Significant Figures
  5. Changes and Matter
  6. Density, Mass and Weight
  7. Specific Heat
  1. Atomic Structure – Atomic Structure Presentation

a.The Wave Nature of Light

b.The Double slit Experiment

c.Photons and the photoelectric effect

d.The Rutherford model of the atom

e.The Nature of Matter

f.Dalton’s Atomic Theory

g.Subatomic Particles

h.Bohr model of the atom

i.Rutherford Model

j.Ions, Isotopes, and Average Atomic Mass

  1. Models of the Atom and the Periodic Table – Electron configuration and the P-table presentation
  2. Emission Spectra and the Bohr Model of the Atom
  3. The Quantum Mechanical Model of the Atom
  4. Electron configurations and the Periodic Table

Unit Two

September

  1. Periodic Trends – Periodic Trends Presentation
  2. Review of Coulombic Attraction (from Physics)
  3. Periodic trends
  4. Atomic size
  5. Electronegativity
  6. Ionization Energy
  7. Valence electrons and periodic trends
  1. Ionic Bonding and Ionic Compounds – Ionic Bonding and Compounds Presentation
  2. Formation of Cation and Anions
  3. Formation of Ionic Compounds
  4. Properties of Ionic Compounds
  5. Naming of Ionic compounds

September-October

  1. Covalent Bonding and Molecular Compounds – CV Bonding and Molecular Compounds Presentation
  2. Covalent bonding
  3. Properties of Ionic Compounds and Molecular Compounds
  4. Naming of molecules
  5. Lewis Structures
  6. Multiple bonds
  7. Formal Charge*
  8. Resonance structures*
  9. Exceptions to the octet rule*
  10. Molecular shapes (the VSEPR model)*
  11. Polarity of molecules and symmetry

Unit Three

October-November

  1. Moles and the Periodic Table – Mole Calculations Presentation
  2. Avogadro’s Number
  3. Atomic Mass Unit
  4. Atomic Weight in AMU versus grams of NA atoms
  5. Converting between number of atoms and moles of an element
  6. Converting between volumes and moles of gas at STP
  7. Converting between mass and moles of an element
  8. Empirical Formulae
  9. Molecular Formulae

November-December

  1. Chemical Reactions and Stoichiometry – Chemical Reactions and Stoichiometry Presentations
  1. Balancing chemical equations
  2. Precipitation reactions
  1. Use of solubility tables to predict reaction
  2. Use of activity series to predict reaction
  3. Net ionic equations
  1. Oxidation-Reduction reactions
  1. Synthesis reactions
  2. Decomposition reactions
  3. Combustion Reactions – completing and balancing

Unit Four

January

  1. Gases, Liquids and solids – Gases Presentation
  1. The ideal gas law
  2. Gas density and molar mass
  3. Dalton’s law of partial pressures
  4. Kinetic – molecular Theory
  5. Average molecular speeds in relation to mass and temperature
  6. Graham's law of Effusion
  7. Non-ideal gases

January-February

  1. Intermolecular Forces – IM Forces Presentation
  2. Dipole-Dipole
  3. London Dispersion Forces
  4. Hydrogen Bonding
  5. Phase diagrams
  6. Critical and triple points
  7. Predicting the characteristics of a material from its molecular formula
  8. Boiling points
  9. Vapor pressure
  10. Volatility
  11. Structure of solids and lattice energy

Unit Five

February

  1. Thermochemistry and Thermodynamics – Thermochemistry and Thermodynamics Presentations
  2. First Law: Conservation of Energy and its implications
  3. Exothermic versus Endothermic processes
  4. Energy as a state function
  5. Enthalpy of phase changes: fusion and vaporization
  6. Enthalpy of temperature changes
  7. Calorimetry
  8. Specific Heats
  9. Enthalpy changes during reactions
  10. Hess’s Law of Heat Summation
  11. Standard enthalpy and enthalpies of reaction and formation
  12. Second Law: Entropy and its implications
  13. Standard entropy
  14. Entropy of reactions
  15. Gibbs Free energy and spontaneity
  16. Free energy and temperature

March

  1. Solutions – Properties of Matter and Solutions Presentation
  1. Concentration units
  2. Saturated solutions
  3. Factors affecting solubility
  4. Colligative properties
  1. Chemical Kinetics – Kinetics and Equilibrium Presentation
  1. Reaction rates
  2. Dependence of rate on concentration
  3. Dependence of rate on concentration: the Collision Model
  4. First-order and Second-order reactions
  5. Potential energy diagrams: Activation energy and ΔH
  6. Catalysis

Unit Six

March-April

  1. Chemical Equilibrium – Kinetics and Equilibrium Presentation
  1. The equilibrium constant: forward and reverse rates of reaction
  2. Calculating Kc
  3. Le Chatelier’s Principle
  4. The effects of changes in
  5. pressure
  6. concentration
  7. temperature (in exothermic and endothermic reactions)
  1. Acid-Base Equilibrium – Acids and Bases Presentation
  1. The Arrhenius model
  2. The Bronsted-Lowry model
  3. Autoionization of water and the pH scale
  4. Strong acids and Strong bases
  5. Weak acids and Weak bases

Unit Seven

April

  1. Oxidation-Reduction Reactions – Chemical Reactions Presentation
  1. Assigning oxidation numbers
  2. Determining oxidation numbers in a compound
  3. Identifying oxidized and reduced species
  4. Balancing oxidation-reduction reactions

April-May

  1. Properties of Water – Water Presentation
  2. The effects of Hydrogen Bonding
  3. High specific heat: Moderation of temperature
  4. Polar solvent: role in life
  5. Density of solid versus liquid form: Insulation due to Floating Ice
  6. Adhesion and Cohesion
  7. Acids and bases
  1. Organic Chemistry – Organic Chemistry Presentation
  2. Introduction to organic chemistry
  3. Carbon and its ability to form four bonds
  4. Classification of organic compounds: Alkanes, Alkenes and Alkynes
  5. Functional groups
  6. Amino Acids
  7. Aromatic compounds
  8. Naming organic compounds
  9. Polymers

MATERIALS REQUIRED

  1. Chemistry Text; “Modern Chemistry” (class set)(online txt also available)
  2. 3-ring binder, 2”-3” in size
  3. Laboratory notebook; spiral-bound, lies flat, graph pages preferable (quadrille are best), college ruled acceptable.
  4. Scientific calculator (can use class set at school only)
  5. Black ball-point pen(s), pencil(s)
  6. Post it notes, various sizes for notes and annotations
  7. Highliters recommended

TEACHING AND LEARNING STRATEGIES

It is assumed that students enrolled in this course possess a high level of self-motivation and desire to work and learn. My philosophy is one of participation among students in class discussions, frequent laboratory work, presentation and discussion related to teacher performed classroom demonstrations, and continual study. Students must be able to work in groups, as data indicates that peer coaching and cooperative learning are highly beneficial when it comes to learning chemical concepts. Students will also be asked to be responsible for their own work. I will give students a (1) copy of an assignment. If they lose this then under most circumstances it will not be replaced by me. Classroom activities include, but are not limited to the following:

Group and class discussions related to assigned readings and problems

Ongoing problem assignments

Guided study and practice in groups and individually

Review sessions

Practice tests and discussion of test taking strategies

Discussion spurred by chemical demonstrations

Laboratory investigations

Topic quizzes and unit tests

Frequent study is perhaps one of the most important facets of this course. Topics are not left behind after the test or exam has been taken. Chemistry is a very cumulative science and concepts learned in the early days of the course must be internalized completely for later retrieval. A common student question is, “How do you study when nothing was assigned?” Students must be self-motivated and creative. Some strategies include:

Re-reading assigned material

Checking previously assigned problems to determine if you still have them mastered

Reading alternate texts for the same concepts

Utilizing the internet resources and technology available to practice problems and communicate with other students

Great effort has been expended to try to provide students with some of the latest technology available to study and learn chemistry in the classroom and laboratory. With a team effort, all will succeed and take with them a rewarding learning experience.

GRADING

Scores are totaled and grades assigned on the basis of the percentage of points possible. Approximately 40% of the grade comes from laboratory work, problem assignments and teamwork. Topic quizzes and Unit tests account for an additional 40% of the grade. The final exam is worth 20% of the term grade. Extra credit assignments are not given, but bonus points may occasionally be earned on tests and exams. A note about problem assignments: these assignments consist of homework for the most part. They are graded on a COMPLETION basis. This concept has eluded some students in the past. To obtain any credit on these assignments, they must be absolutely complete. Not a single aspect of the assignment can be missing for credit to be obtained. Students are not penalized on these assignments for making an honest effort but getting the incorrect answer. The grading scale used to assign letter grades is as follows;

90 to 100%= ASCORES WILL BE COMPUTED VIA A COMPUTER

80 to 89%= B GRADING PROGRAM AND LETTER GRADES

70 to 79% = C ASSIGNEDWITH THE PRECEDING SCALE

60 to 69% = D NO EXCEPTIONS.

Below 60% = F

ATTENDANCE AND CLASSROOM POLICIES

Missing class can have a direct impact on a student’s achievement. Although some absences are beyond our control, a serious attempt should be made to minimize the loss of valuable class time. The Mingus absence and tardy policies will be enforced. Students are expected to be PUNCTUAL, PREPARED, AND POSITIVE. When a student will be or has been absent it is his or her responsibility to arrange to make up any work missed. Make up work must be completed within the number of days missed, after return to class or it will NOT be accepted (i.e. 1 day missed, 1 day to turn in makeup). Any work due or tests taken the day of an absence will be made-up the FIRST day of the student’s return. All quizzes, tests, and exams will be made-up either before school, at lunch or after school, and NOT during the regular class period(unless other arrangements have been made with me).

Densmore’s rules:

  • Be Respectful and Responsible
  • Follow Directions the FIRST time
  • Be on Time

The following guidelines are meant to facilitate the learning process. Remember, anything that interrupts the teaching and learning process is unacceptable.

  • Learn and FOLLOW all classroom standard operating procedures (SOP’s)
  • Participate fully in all classroom and laboratory activities
  • Be prepared to work “BELL TO BELL”
  • Respect the right of others to listen and speak without interruption
  • Abide by school and laboratory dress codes
  • Use of any unauthorized electronic device in class is forbidden-TURN OFF CELL PHONES! Cell phones will be confiscated if observed and will require that a parent or guardian pick up the confiscated cell phone.
  • Food or drink of any kind is not allowed-water is OK, but not in lab

Failure to abide by the preceding guidelines / rules will result in the following consequences, not necessarily in this order:

  • Verbal warning and review of guidelines / rules
  • Paragraphs or discipline referral
  • Drop from class with no credit received

I like to take care of as much discipline as I can in the classroom.Therefore the first infraction will usually be a warning, on the second and any subsequent infractions the student will normallybe reminded of the policy, assigned a lunch or after school detention with me or be given 10 of my “special” paragraphs(instructions will be given on the form). If a student has detentions or paragraphs still to serve at the end of the term, an incomplete grade (regardless of grade) will be given, until these are made up.

I am excited to work with all students in this course. I look forward to talking with and hopefully meeting all parents as the year progresses. Please read the page that follows this and complete the information requested. Detach the page and return it to me as soon as possible. Again, if you have any questions or comments please contact me.

Thank you,

Cade Densmore, Honors Chemistry Instructor

Honors Chemistry

2017-2018

C. Densmore

Please detach this page and return as soon as possible

We have read and understand the information on the preceding pages related to the Honors Chemistry course.

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