Course title

SCI7090

Pre-requisite

Algebra II or currently enrolled in Algebra II or Biology

Course description

Honors Chemistry is a first year course in chemistry that explores in greater depth the concepts presented in Chemistry. Additionally; this course will teach acids; bases; solutions; stoichiometry; gas laws and bonding. A scientific calculator is strongly recommended. Prerequisite: Algebra II or currently enrolled in Algebra II or Biology.

Course Description
As sophomores; juniors and seniors; you will continue your scientific education by building up your base knowledge of the molecular world. This class is designed to prepare you for Advanced Placement Chemistry or for a college-level general chemistry course. We will investigate the following major units of study:
MATTER
ATOMIC STRUCTURE
PERIODIC LAW
CHEMICAL BONDING
POLARITY
CHEMICAL REACTIONS
STOICHIOMETRY
ACIDS AND BASES (Honors)
GASES (Honors)

Grades

A
90-100%
B
80-89%
C
70-79%
D
60-69%

Homework
10%
Labs
25%
Exit Tickets
5%
Unit Tests
40%
Final Exam
20%

Labs:

We will do many labs and experiments in this class. The following is a minimum list of the labs (with reports that will be required in this course.

Experiment 1: Gay-Lussac’s Temperature and Volume Changes in a
Gas (Charles’ Law)

Leading Question
What changes do you expect to find when you heat a gas that is trapped inside an
expandable container; such as a balloon?

Introduction
You may be aware of the behavior of a gas that is trapped inside an expandable
container; such as a balloon. (View Teacher Demo of two sealed balloons with air;
placed in ice cold and hot water) Based on the demo; what is the relationship between
the volume of a gas and its temperature; if the gas is in an expandable container? How
can we measure this volume-temperature relationship?
Purpose
To determine the quantitative relationship between the volume of a confined gas (but an
expandable container) and its temperature.

Experiment 2: Synthesis and Qualitative Analysis of Gases

Leading Question- How do you detect and analyze various gaseous compounds found
in the atmosphere?
Introduction
Our world is full of gases and they are not readily apparent. Do they have mass? Do
they have color? Are they toxic or not? The more obvious gases in our lives include the
oxygen contained in air (a mixture of gases) that we need to stay alive and to support
combustion; a necessary reaction in transportation vehicles and many industrial
processes. Another gas in the air is carbon dioxide that is vital to plant life. If you think
about it; carbon dioxide is involved in the transfor-mation of sunlight to chemicals in a
plant that possess potential energy to sustain both plant and animal life processes.
Excess carbon dioxide in the atmosphere from the burning of fuels and biological decay
is involved in global warming. Then there is helium; often found originally underground
mixed with natural gas from which it is extracted. Though chemically inert; it has many
applications particularly in cooling systems that require very low temperatures (as a
liquid; it will not solidify at absolute zero under normal pressure). On the other hand;
there are various gases in our environment that have various effects when reacting with
other chemicals; some-times with unfavorable results. A few examples include the
production of sulfur dioxide; SO2; when sulfur in some fuels; including oil and coal; reacts
with oxygen in the air. The sulfur dioxide can further react with oxygen to form sulfur
trioxide (SO3). Both of these oxides are listed as pollutants because they can dissolve in
water to form acid; something that is associated with acid rain and its environmental
effects. Compounds of nitrogen formed in the atmosphere; collectively known as the
NOx’s (NO2; NO3; N2O5; and N2O) interact with sunlight to produce photochemical smog.
The primary reaction that is considered particularly harmful is the production of free
oxygen atoms or atomic oxygen. It is this atomic oxygen that reacts with hydrocarbons
(from the incomplete combustion of gasoline and diesel fuel) to form a number of
compounds that react with living tissue.

Purpose
To produce (through chemical reactions) a variety of gases that will be tested for some
of their chemical properties that can help to distinquish one gas from another.

Experiment 3: Reactions 1: Types of Reactions

Major Chemical Concept Students will learn to identify types of chemical reactions
based on observations they make in a lab activity
National Standards

Physical Science
• Structure and Properties of Matter
• Chemical Reactions
Level
General and Honors
Expected Student Background
Students should be able to use a balance and burner correctly.
Time
Two full class periods will be needed to perform the activity.

Experiment 4: Separation; Purification; and Identification of the
Components of a Mixture

Major Chemical Concept
Separation of a mixture of several pure substances based on differences in solubility at
the same temperature (fractional crystallization).
National Standards
1. Unifying Concepts and Processes
• Evidence; models; and explanations
• Change; constancy; and measurement
2. Science as Inquiry
• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry
3. Physical Science
• Structure and properties of matter
• Chemical reactions
4. History and Nature of Science
• Science as a human endeavor
• Nature of scientific knowledge
Level
General; Academic and Honors
Expected Student Background:

1. Should be able to accurately follow basic lab procedures
2. Should be familiar with working with heat sources; filtering solutions; reading an
analog (not digital) thermometer accurately.
3. Should be familiar with the concepts of solubility and precipitation; polar and non-
polar substances.
4. Should have good observation skills and observational evidence for physical and
chemical changes.
Time:
A minimum of two 45-minute class periods will be needed to complete this activity.

Experiment 5: Stoichiometry: Reacting Masses

Major Chemical Concept
This activity is designed to enable students to understand that there is an ideal ratio of
masses of reactants in a chemical reaction such that both reactants are used up
simultaneously.
National Standards
1. Unifying Concepts and Processes
• Evidence; models; and explanations
• Change; constancy; and measurement
2. Science as Inquiry
• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry
3. Physical Science
• Chemical reactions
Level
General; Honors
Expected Student Background:

1. Students should understand the characteristics that indicate a chemical reaction.
2. They should be able to construct line graphs from lab data.
3. They should be able to convert grams to moles.
Time:

The introductory demonstration will take about 15 minutes. The inquiry activity will
require a full class period.

Experiment 6: Stoichiometry II: Reacting Mole Ratios

Major Chemical Concept
The ratio of reacting moles in a chemical equation can be determined experimentally
and these ratios represent the coefficients in the balanced equation for the reaction.
National Standards
1. Unifying Concepts and Processes
• Evidence; models; and explanations
• Change; constancy; and measurement
2. Science as Inquiry
• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry
3. Physical Science
• Chemical reactions
Level
General; Honors
Expected Student Background:

1. Students will need to understand molarity as a way to express the concentration
of solutions; including the mathematical expression.
2. They should be able to write and balance equations; including net ionic
equations.
3. Students should understand the terms precipitate; limiting reagent and excess
reagent.
Time: One class period

Experiment 7: The Mole: Lab Activity

You just got a job working at a factory where they make giant robots. Since the
robots tend to be surly; manipulative; and generally dishonest; it’s a good thing you never
get to see the finished product. Instead; your job is to assemble a little tiny component of
the robot that consists of one bolt; one washer; and one nut. This component is called a
“hoozit.” (The hoozit may not look like much; but it’s very important. It helps the robots
dance better.) Each morning; you have to walk to the hardware bins; get the bolts;
washers; and nuts you’ll need for today’s output of hoozits. To save yourself the trouble
of counting out the bolts; washers; and nuts individually; you are going to measure them
out by mass.

Part 1 Procedure
1. Using a balance; measure out 20 g bolts; 20 g washers; and 20 g nuts.
2. Take the hardware back to your lab bench and assemble it into hoozits; each
containing exactly one bolt; one washer; and one nut. When you run out of one
component; stop.
3. Write down the numbers of bolts; washers; or nuts that you have left over after
you have made your last hoozit.
Part 1 Question
After you made as many hoozits as possible; did you have any hardware left over?
Why or why not?
Part 2 Procedure
1. Return any leftover hardware from Part 1 to the appropriate hardware bins.
2. Obtain fresh batches of bolts; washers; and nuts to make more hoozits. This time;
try to think of a way in which you can make sure that you get the same number of
bolts; washers so that you won’t have any hardware left over. Again; you may not
count out individual bolts; washers; and nuts. You can only measure their masses
using a balance.
3. Write down your plan in complete sentences.
4. Carry out your plan.
Part 2 Questions
Did you have any hardware left over this time?
Did you have more or less hardware left over in Part 2 than in Part 1?
Why do you think your plan worked or didn’t work?
Part 3 Thought Experiment
After less than a week; you quit your job at the robot factory because it is boring
and tedious; and your conscience groans at the thought of helping to make such ill-
behaved androids. Worst of all; one of these robo-jerks has just been made your
supervisor. You get a new job at a chemical laboratory where your first assignment is to
react hydrogen and oxygen to make water. You can’t count out individual atoms of
hydrogen or oxygen; but since each water molecule contains two hydrogen atoms and
two oxygen atoms; you decide to measure out 200 g hydrogen and 100 g of oxygen.
Part 3 Questions
1. Do you think you will have any oxygen or hydrogen left over after you react them
to make water? Which do you think you are more likely to have left over; oxygen
or hydrogen? (Hint: An oxygen atom has eight times the mass of a hydrogen
atom.)
2. Can you think of a better way to measure out your oxygen and hydrogen so that
you will not have any of either left over after you react them to make water? Just
as in Part 2; you are only allowed to measure the mass of your hydrogen and
oxygen.

Experiment 8: Molecular Mass of a Gas (Honors)

Major Chemical Concept
Students will use the concept of a molar volume at STP to find the molecular mass of a
compound (liquid at room temperature is converted to a gas)
National Standards
1. Unifying Concepts and Processes
• Evidence; models; and explanations
• Change; constancy; and measurement
2. Science as Inquiry
• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry
3. Physical Science
• Structure and properties of matter
• Chemical reactions
• Interactions of energy and matter
• History and Nature of Science
4. History and Nature of Science
• Science as a human endeavor
Level
Honors; AP

Expected Student Background:

Skills: Accurately using measuring tools including balance; thermometer; graduated
cylinder; unit analysis calculations.
Concepts: Avogadro’s hypothesis; Charles and Boyle’s gas laws (and combined gas
law); Ideal Gas Law; phase changes; barometric pressure; Kelvin scale.
Time: 90 minutes or two 45-minute periods with first period to set up apparatus and
second period to do the activity.

Experiment 9: Reactions 2: Identifying Products of a Reaction

Major Chemical Concept
Students will learn to identify products of a chemical reaction by performing experiments
in the lab.
National Standards
Physical Science
• Chemical Reactions
Level: General and Honors
Expected Student Background:
Students should be familiar with filtration and be able to use a burner safely.
Time:
45 min

Experiment 10: Comparing the Reactivity of Aluminum; Calcium;
Magnesium and Sulfur with Water and Dilute Acid (RXNS; ACID)

Major Chemical Concept Chemical reactivity of representative elements can be
related to the element’s position on the Periodic Table. This relationship is shown by
reactions observed between several elements with water and dilute hydrochloric acid.
National Standards
1. Science as Inquiry
• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry
2. Physical Science
• Structure and Properties of Matter
• Chemical Reactions
Level
General and Honors
Expected Student Background:
1. Experience with observational evidence for chemical change.
2 Knowledge of atomic theory; electron structures of elements; and common
ions.
3. Ability to write balanced equations given the reactants for reactions observed.
4. Knowledge of alkali metal reactivity trends; if possible.
Time
Two full class periods will be needed to perform the activity. Students will need time to
compare results from the activity for the Data Analysis and Concept Development and
Implications and Applications sections before being able to take them home. If this
arrangement is not feasible; three to four class periods will be required.

Experiment 11: Ibuprofen Lab (Honors)
Experiment 12: Molar Cooking Lab (Honors)

Mole Pencil and Paper Activity. Part 1: Moles of Elements

Why?
In chemical reactions; atoms and molecules react in specific ratios. Exactly one
oxygen atom joins with exactly two hydrogen atoms to make a water molecule. In the
same way; if we wanted to make sodium chloride from sodium and chlorine; we’d need
exactly one sodium atom for every chlorine atom we used. Since we can’t see atoms and
molecules; we need a way to know that we have the right ratios of atom when we carry
out chemical reactions. Even though we can’t count atoms; we can measure mass.
Using something called a mole; we can use the masses of our reactants to know whether
we’re using the right ratios of our reactants in chemical reactions.
Learning Objectives
Understand the mole as Avogadro’s number of any atom.
Understand the meaning of molar mass; and the difference between molar mass
and atomic mass
Success Criteria
Quickly be able to covert quantities of elements from masses to moles and vice
versa.
Prerequisites
Atoms; molecules; elements; and compounds; atomic mass;

Mole Pencil and Paper Activity. Part 2: Moles of Compounds

Why?
In chemical reactions; atoms and molecules react in specific ratios. We can’t
count out atoms individually; nor can we count molecules and formula units one-by-one.
Just as the mole helps us know how many atoms of this element or that we’re using in a
chemical reaction; the mole can help us know how many molecules or formula units of a
compound we are using.
Learning Objectives
Understand the mole as Avogadro’s number of any molecule or formula unit.
Understand the meaning of molar mass; and the difference between molar mass
and molecular or formula mass.
Success Criteria
Quickly be able to calculate the masses of reactants and products from balanced
chemical equations
Prerequisites
Atoms; molecules; elements; and compounds; atomic mass; molecular mass;
formula mass

School Country

United States

School state

Arizona

School city

Avondale

School Address

1481 N. Eliseo Felix Jr. Way

School zip code

85323

Date submitted

06/12/2017

Approved

Yes

Approved competency code

• LCHM
• Chemistry

Approved date

10/23/2017

Online / Virtual

No