Course title

Chemistry

Pre-requisite

Biology & Algebra 1

Course description

This is additional information about the lab component of Chemistry:Forensics which was requested. The initial posting was on 11/12/2014.

Catalina Foothills High School Chemistry Lab Schedule

Chemistry: Forensics

1st Semester Weekly Labs

Unit Labs

Scientific Method and

Dimensional Analysis

Matter and Energy

Periodicity and Bonding

1) Better Safe Than Sorry - lab protocol and safety

2) On A Roll - introduction to the scientific method (multiple

days)

3) Deadly Picnic - deductive reasoning

4) Practice Makes Perfect - accuracy and measurement

5) Pedal to the Metal - density relationships (multiple days)

6) So Dense - density exploration

7) Flight 143 - measurement; density; and dimensional analysis

applied in real-world contexts

1) Stations That Matter - exploring types of matter

2) Marker Drone - paper chromatography

3) As a Matter of Fact - properties of matter

4) Can You Feel the Heat - heating curve comparison lab

(multiple days)

1) Trending Now - trends on periodic table

2) Elementary My Dear Watson - chemical and physical

properties

3) Over Excited - identification of metals with flame test

4) Do You See 3-D? - molecule kits for molecular geometry

5) Bond With a Budster - ionic compounds

6) Forensic Toxicology - identification of toxins through

chemical and physical tests

1) Prints - chemistry of finger print analysis

2) Don’t Over-React - types of chemical reactions

Chemistry: Forensics

2nd Semester Weekly Labs

Unit Labs

Moles and Stoichiometry

Solution Chemistry

Acid and Base Chemistry

1) What You’re Made Of - percent composition

2) Honest Abe - atomic/molecular mass

3) Will You Be My Valentine - intro to stoichiometry

4) Double Bubble - conservation of mass

5) Walter White - isolation of a precipitate

1) Under Pressure - Boyle’s Law

2) R U Ready - experimentally determine R for ideal

gas law

3) Very Special Balloon - comprehensive lab of all gas

laws

4) I’ve Got Gas - gas behavior exploration

5) Stay Gassy; Foothills - Charles’s Law

1) If You’re Not Part of the Solution -exploration of

solution properties

2) You’re Hired - preparation of concentrated

solutions

3) The Perfect Mix - dilution

4) Murder Mystery - solubility and molarity

1) Around the World - exploration of acid and base

properties

2) Home Base - household acid and bases

3) Power of the Babe - pH and pOH

4) Feel the Burn - back-titration of anti-acid

“A laboratory science course is defined as a course in which at least one (1) class period each week is devoted

to providing an opportunity for students to manipulate equipment; materials; or specimens; to develop skills

in observation and analysis; and to discover; demonstrate; illustrate or test scientific principles or concepts.”

ABOR policy 2-102 p. 4

PRE-LAB

WITHIN LAB

Title

Short & informative of the purpose of the investigation

Scientific Test Question

- Begins with: what; how; or why

- Question CANNOT be answered with a yes or no response

- Expected measurements with units are included

- Include the independent variable

- Ends with a question mark

Hypothesis

Beginning of Unit Lab – Supporting Relationships

If ________(independent variable (IV))

is related to ___________(dependent variable (DV))

then ________ (state specifically what will happen & in which direction)

because _______________________(add a possible explanation).

End of Unit Lab – Problem-solving using accepted relationships

If____________________________ (IV)

then _________________________ (what you think will happen)

because____________________--_____ (acknowledge relationship).

Introduction

Compose a paragraph that adheres to the following:

- Incorporates background information that has led to the proposed

question.

a. Identifies knowledge of scientific theory used in the

investigation.

b. Includes at least two related theories from prior units that will be

essential to the investigation.

- Identifies the mechanisms and/or techniques that will be used.

- Explains what data; with appropriate units; is expected to be collected.

Materials

In a bulleted list include the following:

- All necessary items for the ENTIRE experiment

- All necessary amounts; concentrations; etc. of materials used

Procedures

- Numbered step-by-step logical order

- All necessary materials included within the procedures

- DETAILED: should be written in such a way that another person could

easily repeat the experiment

- Includes neatly labeled diagrams; if necessary

**Create necessary data tables to be used during the lab**

Data Collection

Qualitative Observations

- Should be written in complete sentences & presented in a bulleted list

- Be precise about what is seen; heard; felt; smelt; etc.;

avoid making inferences

- Each new manipulation should have a correlating observation

- Labeled drawings may be included

Quantitative

- Include data tables; charts; etc.

a. Data table(s) has title that reflects relationship between IV & DV

b. Appropriate for types & quantities of data being collected

c. Columns are for measurements (IV & DV) in a logical order

according to procedures

i. Label columns with specific headings (include units

when necessary)

ii. Numbers should be suitably accurate (sig figs

according to accuracy of equipment) & in metric units

see Quantitative Data for specifics

d. Rows are for trials/samples

- DO NOT INCLUDE CALCULATIONS

POST-LAB

Data Analysis

Includes all calculations; graphs & answers to any post-lab questions.

a. Create new table with results of calculations

b. Use necessary units & labels

Interpretation of data (written in complete sentences)

a. Paragraph describing all data collected; purpose of data collected

& relationship between IV & DV (correlation)

b. Address patterns within the data & how it may be extended

c. Compare hypothetical (predicted) & observed results; but

DO NOT draw conclusions

Conclusion

Compose paragraph(s) that adheres to the following:

- States answer to the question

- Explains why hypothesis was or was not supported using the data gathered

(use actual calculated results with appropriate units)

a. Justifies this answer by incorporating the analysis

- States at least two experimental design faults & any human error that may

have affected results of the experiment

a. Describes specific improvements or additions that would prevent

experimental design faults that occurred

- Connects the scientific concepts of the investigation (as mentioned in

introduction) to a specific global/societal real life application.

(This should not focus on the particular variables or scenario used in the

experiment – it should focus on the “because” portion of the hypothesis.)

Century Learning Science Standard

21st

Catalina Foothills School District

High School: Chemistry – Forensics (Bioscience)

Chemistry: Forensics is an inquiry-based laboratory course that emphasizes essential concepts with real world

applications and forensic science as the over-aching theme. Students will explore topics such as structure

of matter; molar relationships; gas laws; chemical reactions; qualitative analysis; acid/base reactions; and

periodicity. Laboratory experiments are enhanced by skills; such as scientific inquiry; data analysis; and critical

thinking. A combination of guided instruction and collaborative learning will enrich the learning experience of

students with varied learning styles. Chemistry: Forensics fulfills the CFHS chemistry graduation requirement.

1A. SCIENTIFIC INQUIRY: GENERATING SCIENTIFIC QUESTIONS

CHEMF.1a.1 Frames testable questions showing evidence of observations and connections to prior

CHEMF.1a.2 Develops a testable question appropriate to the scientific domain being investigated.

1B. SCIENTIFIC INQUIRY: FORMULATING HYPOTHESES

CHEMF.1b.1 Develops a testable hypothesis based upon evidence of scientific principles; probability and/

CHEMF.1b.2 Clearly distinguishes relationships between variables (required: cause and effect or

1C. SCIENTIFIC INQUIRY: DESIGNING INVESTIGATIONS

CHEMF.1c.1 Specifies the parameters of measurement.

CHEMF.1c.2 Describes suitable controls for the investigation.

CHEMF.1c.3 Designs procedures that appropriately address the hypothesis.

1D. SCIENTIFIC INQUIRY: DATA COLLECTION

CHEMF.1d.1 Creates and demonstrates safe and ethical procedures.

CHEMF.1d.2 Uses units of measurement with appropriate degree of accuracy.

CHEMF.1d.3 Creates procedures that appropriately and adequately address the hypothesis (for example:

CHEMF.1d.4 Creates a suitable method of recording data.

1E. SCIENTIFIC INQUIRY: ANALYSIS

CHEMF.1e.1 Interprets data to describe relationships between variables (for example: positive; negative;

CHEMF.1e.2 Incorporates mathematical analysis; where appropriate.

CHEMF.1e.3 Critiques the investigation for possible sources of error and suggests corrections.

1F. CONCLUSIONS AND EXTENSIONS

CHEMF.1f.1 Makes evidence-based predictions (for example: extrapolations and interpolations).

CHEMF.1f.2 Evaluates whether the data support the hypothesis.

CHEMF.1g.1 Uses suitable media to inform an audience about an investigation.

CHEMF.1g.2 Applies appropriate ethics (for example: language; style; citations).

2. INTERACTION OF SCIENCE AND SOCIETY

CHEMF.2.1 Describes the interaction of science; human curiosity and societal needs (for example:

CHEMF.2.2 Critically analyzes the science concepts behind societal issues (for example: nanotechnology;

CHEMF.2.3 Compares the evidence from a crime scene based on reports collected from forensic

correlation) within a testable hypothesis).

adequate sample size; multiple trials).

no relationship).

CFSD; Chem:Forensics; 6/10 – Approved by Governing Board 4/22/08 (Chem); 1/21/10

been formally integrated into the measurement topics/benchmarks.

positive and negative impact of controversial chemistry: nuclear power; hydrogen bomb).

environmental issues).

specialists (required: medical examiner; forensic pathologists; entomologists;

anthropologists).

century skills of Scientific Inquiry; Data Analysis; Systems Thinking; and Technology & Tools have

3A. SYSTEMS THINKING: CHANGE OVER TIME

CHEMF.3a.1 Explains how a system’s components change over time (for example: radioactive decay).

3B. SYSTEMS THINKING: INTERDEPENDENCIES

CHEMF.3b.1 Explains the causal relationships in a system as being either positive or negative feedback

3C. SYSTEMS THINKING: SYSTEM-AS-CAUSE

CHEMF.3c.1 Explains reasons why specific behaviors result from the organization of a system (for

CHEMF.4.1 Explains the identity and structure of an atom; using the relationships between sub-atomic

CHEMF.4.2 Describes the historical development of the atom (required: Dalton; Rutherford; Bohr; for

CHEMF.4.3 Explains the details of the atomic structure (required: orbitals; Valence electrons; Lewis-dot

CHEMF.5.1 Differentiates substances based on their physical and chemical properties.

CHEMF.5.2 Predicts and explains properties of elements and compounds using trends of the Periodic

CHEMF.5.3 Selects appropriate solvents to perform chromatography separation of mixtures.

CHEMF.5.4 Compares and contrasts various substances through chemical analysis.

CHEMF.6.1 Describes different types of energy (required: potential; kinetic; thermal).

CHEMF.6.2 Interprets the molecular motion relationship within phase changes.

CHEMF.6.3 Explains the energy transfers within chemical reactions (for example: endothermic;

7. CHEMICAL REACTIONS - QUANTITATIVE

CHEMF.7.1 Utilizes the law of conservation of mass to explain and balance chemical equations .

CHEMF.7.2 Solves abstract problems with consideration to significant figures using mole conversions

CHEMF.7.3 Quantifies the relationships between reactants and products in chemical reactions (required:

CHEMF.7.4 Compares the concentration; pH and pOH of acids and bases (required: calculate pH; pOH;

8. CHEMICAL REACTIONS - QUALITATIVE

CHEMF.8.1 Predicts the products of a chemical reaction using types of reactions and applies to crime

CHEMF.8.2 Compares the nature and behavior of acids and bases.

CHEMF.8.3 Determines if a change is physical or chemical using the indicators of chemical change

relationships (for example: equilibrium reactions).

example: phases of matter related to the kinetic theory).

example: Democritus; Quantum Model).

diagrams; for example: electron configuration; energy levels).

Table (for example: EN; atomic radius; ionization energy; and reactivity).

exothermic; catalyst-energy diagram).

(required: mass‚áîmole‚áîparticles; molarity; M1V1=M2V2;stoichiometry; ideal gas law;

stoichiometry; % yield; for example: equilibrium; energy transfers).

scene reconstruction (required: synthesis; decomposition; single displacement; double

displacement; combustion).

and applies to crime scene reconstruction (required: release or absorption of heat energy;

formation of a precipitate or gas; color change; and odor change).

(required: ionic; covalent; metallic).

CHEMF.9.1 Predicts the type of bond based on the positions of the elements in the Periodic Table

CHEMF.9.2 Applies the properties of electric charge and the conservation of electric charge (required:

CFSD; Chem:Forensics; 6/10 – Approved by Governing Board 4/22/08 (Chem); 1/21/10

been formally integrated into the measurement topics/benchmarks.

century skills of Scientific Inquiry; Data Analysis; Systems Thinking; and Technology & Tools have

naming compounds; writing formulas; electrical conductivity and thermal conductivity; %

CHEMF.9.3 Predicts molecular shape and polarity utilizing Lewis dot structures.

10. INTERACTIONS OF ENERGY AND MATTER

CHEMF.10.1 Applies the kinetic molecular theory (KMT) to explain how reaction rate is affected by

CHEMF.10.2 Applies the kinetic molecular theory (KMT) to explain the behavior of matter (required:

11. ENVIRONMENTAL CHEMISTRY

CHEMF.11.1 Describes the services of a typical comprehensive crime laboratory in the criminal justice

CHEMF.11.2 Analyzes the cost; benefits and risks of energy sources (required: nuclear power; solar

CHEMF.11.3 Assesses factors that impact current and future water quality and quantity (for example: acid

CHEMF.12.1 Selects acceptable and ethical forensic investigation practices from preferential practices

CHEMF.12.2 Defends analysis of physical evidence based on ethical forensic investigation techniques.

CHEMF.12.3 Utilizes methods that optimally preserve the integrity of evidence to the highest standard (for

13. TECHNOLOGY AND TOOLS

CHEMF.13.1 Uses advanced software applications (required: Vernier Lab Pro; Spec 20) to accurately

CHEMF.13.2 Applies appropriate technology resources (for example: video capture; still photo analysis) to

CHEMF.13.3 Uses technology to enhance the nature of the evidence and to construct technology-enhanced

temperature; concentration; particle size; and agitation.

Boyle’s Law; Charles’ Law; Combined Gas Law; Ideal Gas Law).

system (for example: analysis of biological; chemical and physical evidence).

power; wind power; hydrological power; fossil fuels).

rain and pollution).

when conducting tests on physical evidence.

example: trace evidence packaging; sterile swabs).

collect information/data (for example: temperature; motion data; bullet projection).

test and analyze evidence.

models (for example: narrating a crime re-creation using analysis of evidence; DNA

evidence; and ballistics).

School country

United States

School state

Arizona

School city

Tucson

School / district Address

4300 E SUNRISE DR

School zip code

85718

Requested competency code

Lab Science

Date submitted

11/20/2014

Approved

Yes

Approved competency code

• LCHM
• Chemistry

Approved date

12/23/2014

Online / Virtual

No