CHEMISTRY 2

413 Full year course: four credits

Revised 1998 by Dan Damelin, Dick Maciel, Sue Buta, Bella Wong

FROM THE PROGRAM OF STUDIES:

Chemistry 2 is designed to teach students the basic chemical principles ordinarily taught in a one year high school chemistry course, as well as the methods of questioning and reasoning used by scientists. The emphasis of study is on principles that can be demonstrated by "hands on" experiments. For this reason two of each five periods are spent "discovering" and applying these principles in a laboratory setting. This course is more lab oriented and less reliant on mathematical calculation than Chemistry (1). Topics covered in the first semester are physical and chemical properties, atomic and molecular structure, mole concept, and a survey of elementary organic chemistry. The second semester covers gas laws, states of matter, energy changes, acids and bases, and oxidation-reduction. About three to four hours per week of outside work, including completing homework assignments, writing lab reports and reading in the text or workbooks, will be necessary for most students to do well. Achievement in the course is based on units tests, quiz scores, laboratory reports and a final examination.

RATIONALE:

This course is designed to give the college bound student a background in chemistry.

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. 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:

homework

quizzes

tests

class participation

lab performance and reports

major projects