ACCELERATED CHEMISTRY
413 Full year course: four credits
Revised 1998 by Dan Damelin, Dick Maciel, Sue Buta, Bella Wong
FROM THE PROGRAM OF STUDIES:
Accelerated Chemistry is a fast paced introductory chemistry course intended to prepare students for further study in chemistry or the chemical aspects of biology. There is a stress on the theoretical and quantitative aspects of chemistry. Students electing this course should be extremely facile in the use of algebra and arithmetic as these are the basic tools in both class and lab work. Topics covered include measurement and accuracy, scientific method, gas laws, moles, heat, nuclear chemistry, equilibrium, acid-base, oxidation-reduction, organic chemistry and polymers. Long term projects are also part of the course. About 5-6 hours of home work per week will be needed for most students to achieve well.
RATIONALE:
This course is designed to give the college bound students a background in chemistry which will allow the further pursuit of science in college.
COURSE OUTLINE:
I. Introduction
The scientific method: Observations and theories
Physical and Chemical Properties and Changes
Elements, compounds and mixtures
II. Elements and Atoms
Dalton's atomic theory
Basic atomic structure
Formulae
Introduction to the Periodic Table
III. Elements, Ions and Nomenclature
Ions and Compounds that contain ions
Types of compounds and how to name them
Polyatomic ions
Naming acids
IV. Introduction to Chemical Reactions
Evidence of reactions
Chemical equations
Predicting if a reaction will occur
Classifying chemical reactions.
V. Chemical Composition
The mole and Molar mass
Composition of compounds
Empirical and molecular formulae
VI. Measurement
Units, Scientific Notation
Uncertainty in measurement, significant figures
Problem solving and dimensional analysis
Density
VII. Chemical Quantities
Information in chemical equations
Mole-mole relationships
Mass Calculations
Limiting reagent
VIII Modern Atomic Theory
Electromagnetic radiation and energy
Bohr model of hydrogen
Quantum model of the atom
Electronic structure; energy levels, sublevels and orbitals
IX. Chemical Bonding
Electronegativity and types of bonds
Stable electron configurations
Electron dot structures and VSEPR shapes
Polarities and properties
X. Gases
Pressure, volume and temperature: Kinetic Molecular Theory
Boyle's, Charles', and the Ideal Gas Law
Gas stoichiometry
XI. Liquids and solutions
Intermolecular forces and phase changes
Solubility, solutions and concentration
Neutralization reactions
Stoichiometry of solutions
XII. Equilibrium
Reaction rates and rervsible reactions
LeChatlier's Principle
The equilibrium constant
Weak acids and buffers
XIII. Organic chemistry
Carbon and bonding
Homologous families and nomenclature
Addition, substitution and esterification reactions
Polymers including proteins
METHODS:
A variety of methods is used in order to learn chemical concepts. Through demonstration and discussion, videos, lab work, worksheets, and problems from the chemistry text, students are exposed to concepts from multiple perspectives. Each presentation of the subject reinforces similar ideas and concepts allowing those with different learning styles to engage the material. In this way we are able to address the various needs of individual students. In order to maintain enough lab time the chemistry classes do not utilize a directed study.
LABS AND ACTIVITIES:
Many of the concepts are illustrated through hands on laboratory exercises and activities. The abstract nature of chemical concepts is made more concrete through observation and manipulation of chemicals and their reactions. In addition to formal labs, we also perform many activities using real world objects to represent molecules, atoms, and other invisible chemical species. Thus by analogy, the abstract can be made more tangible.
EXPECTATIONS OF STUDENTS:
Students are expected to come prepared to class with the materials (notebook, calculator, writing utensil, and previous assignments) necessary for full participation. They are expected to cooperate with each other during small group work, actively participate in class, and follow all lab safety rules when working in the laboratory. Homework is assigned at the end of almost every class, so it is expected that students will spend some time studying chemistry between each class meeting. For those students who have special needs as described in an Individual Education Plan, certain expectations will be modified accordingly.
SKILLS TO BE DEVELOPED:
The overarching skill we focus on in all science courses is analytical thinking from a scientific perspective. In order to achieve this in chemistry students will need to learn:
· Measurement
· Dimensional Analysis
· Problem Solving (single and multi-step)
· Writing a Coherent Scientific Presentation and Analysis of Data
TEXTBOOK:
Tocci and Viehland, Chemistry: Visualizing Matter
SUPPLEMENTARY READING:
In a rapidly developing science there is a continual stream of new reading material. The teachers try to select contemporary articles to supplement the topics covered in a given unit. Selections need to be written at a level which is understandable to students still in their first chemistry course. The most common sources of these readings are ChemMatters, Journal of Chemical Education, Science News, and Chemical and Engineering News.
OTHER MATERIALS:
The school owns a set of 26 half hour video tapes titled The World of Chemistry which were specifically developed for beginning chemistry students by the Annenburg Foundation. These programs introduce or supplement most of the topics in the course. Other, older, videos are used when appropriate.
The computer lab in the Science Department allows students to gain experience in the use of spreadsheets for data reduction and graphing. The program Molecular Editor allows students to manipulate a data base molecular images, animate them and look up various measurements.
SAMPLE ASSIGNMENTS:
After a topic is introduced in class a typical assignment is a related reading in the text followed by the text's questions and problems. If the teacher feels the textbook practice is insufficient, more problems written by the teacher may also be assigned.
In addition following a lab activity there is usually a lab related assignment, which may take the form of questions, problems, graphs, calculations, or a formal lab report.
ASSESSMENT OF STUDENTS:
The evaluation of students is based on the following: