College Preparatory Chemistry Topic Outline Course...

College Preparatory Chemistry Topic Outline

Course Description and Philosophy Chemistry is the study of matter and its interactions, matter being anything that has mass and occupies a volume. Because that is the case, chemistry is a discipline that covers many, many areas of life. Chemistry is employed in industries as far-reaching as logging and paper milling to computer chip and surgical system manufacture. In their daily work, chemists produce new flavors, tastes, perfumes and medicines. The college preparatory chemistry class is an introduction into the basics of the discipline. The approach has to be broad enough to accommodate the learning abilities of the typical student, yet rigorous enough to prepare the students adequately, should they elect to take higher-level chemistry in college. The course is designed at a mid-range level of difficulty, between contemporary chemistry and the honors-level chemistry classes. Chemistry is broken down into several discrete units. The year begins with lab safety and the proper use of measurements and conversions, then delves into matter and the changes it undergoes. Next, the nuclear and quantum nature of the atom are considered; this culminates with a study of the periodic table. In the section on the periodic table, students memorize some common elements and radicals; this greatly assists their completion of subsequent chapters. Further topics for the year include bonding and molecular structure, nomenclature and reaction writing, stoichiometry and equilibrium, to name a few. Students will be required to master numerous mathematical skills for chemistry. While the course does not require knowledge of calculus or pre-calculus, a solid background in algebra is essential. Thus, successful completion of algebra I is a prerequisite for this course. Evaluation of student achievement will include various types of assessments, including but not limited to: instructor-generated exams, quizzes and homework assignments, assignments from ancillary materials generated by the text publishers, lab activities, write-ups and practicals, class participation and student-created projects. In addition, there will be both a midterm and a final examination to test the students’ synthesis of the material; these will represent 20% of the final grade in the course. Text Reference: · Matta, Michael, Staley, Dennis D., Waterman, Edward L., and Wilbraham, Antony C., Chemistry, copyright 2012 by Pearson, Inc., Upper Saddle River, New Jersey Updated 2016

Unit 1: Introduction to the Science of Chemistry Essential Question: What is the nature of chemistry, and what are the basic tools used in the discipline? Objectives—Students will be able to:

• Follow basic safety rules in a chemistry lab. • Explain why the scope of chemistry is so vast. • Identify five traditional areas of study in chemistry. • Identify the current themes in chemistry. • Identify general reasons to study chemistry. • Identify some impacts of chemistry in modern society and science. • Follow the scientific method for a given problem. • Differentiate between a hypothesis, a theory and a law. • Measure and manipulate quantities in a lab. • Convert between a given unit and another unit by using dimensional analysis. • Perform conversions between metric and Imperial measuring systems. • Calculate problems and express answers using the correct amount of significant figures. • Convert quantities between scientific and regular notation. • Graph data on an XY-‐coordinate system and interpret the results of a slope calculation. • Use the density equation to solve for density, mass or volume of an object. • Categorize all matter using terms such as heterogeneous, homogeneous, solution, pure substance, compound or

element. • Perform in the lab and know different separatory techniques for mixtures. • Convert between different scales of temperature, including Fahrenheit, Celsius and Kelvin. • Differentiate between temperature and energy, and convert energy units.

Topic/Content Skills Assessment Resources Instructional Methods Tech Infusion NJCCCS Topic 1: Introduction Homework Textbook Lecture Smartboard PS1.A to chemistry Lab work Glassware Discussion online searches PS2.B

• Why study Lab reports Stockroom Small group MacBooks PS3.A chemistry? Quizzes Instructor Hands-‐on Vernier probes PS3.B

• Scientific Tests created lab activities CBL software PS3.D methodology assessments PS4.C

• Lab safety ETS1.B a and equipment ETS2.B

Topic 2: The chemist’s mathematical toolbox

• Accuracy and precision • Significant figures—counting, rounding and using in calculations • Units of measurement • Conversion between different units using the factor label approach, also known as dimensional analysis • Convert compound units, such as in3 or miles/hour • Graphing—methods of construction and analysis of a slope • Equation type problems—a systematic approach • Density as physical characteristic and example of equation type problem

Topic 3: Matter and Change

• Properties of matter • Chemical and physical properties • Intensive and extensive properties • Physical and chemical changes • Classification of matter, including mixtures, solutions, pure substances, compounds and elements • Separatory techniques of mixtures • Basic introduction to the periodic table, including some specific, common elements

Topic 4: Energy in chemical systems

• Introduction to chemical reaction (change) • Relationship between temperature and energy • Converting between different temperature scales, including Fahrenheit, Celsius and Kelvin • Types of energy (kinetic and potential) • Energy associated with a temperature change

Alternative Assessment: We have created a lab-‐based assessment as an alternative to a paper and pencil test. The students progress around the lab tables, reading various instruments. The students must read them to the proper significant digits and must put a proper label. In addition, some of the units must be converted. This is a great way of addressing multiple topics and concepts from the first unit in a non-‐traditional way. Ethical Decision Making/Character Education: In covering basic lab safety and procedures, we stress the importance of good, wise decision making. This is essential in a chemistry lab, as accidents are much more likely to happen if the students engage in risky behavior. At the beginning of every lab (not just this unit) we always stress the safety factors and possible dangers. Differentiated Learning Activities: In the lab, students can perform under the teacher’s supervision, experiments or activities that they have either thought up or seen somewhere else. This allows for students with differing levels of curiosity to devise and implement a unique experiment. Of course, teacher permission must be obtained first for good safety procedures. Unit 2: The Structure of the Atom and the Quantum Nature of the Universe Essential Questions: How has the modern understanding of the atom developed? What role does quantum mechanics play in the organization of the atom, the periodic table, and the universe? Objectives—Students will be able to:

• Trace the history of the development of the atomic model. • Describe the major experiments/theories that led to the modern understanding of the atom. • Evaluate the successes and limitations of various atomic models, including Dalton’s, Thomson’s, and Rutherford’s. • Count numbers of protons, neutrons and electrons if given an element in isotopic notation, and perform the reverse

operation if supplied with subatomic particles. • Calculate the average atomic mass of an element, given the masses and relative abundances of isotopes. • Write out balanced nuclear reactions, including α and β decays. • Describe the Bohr model and its relevance to modern society. • Detail the major experiments/theories that led to the understanding of the quantum nature of the electron. • Calculate various wave quantities, such as frequency and wavelength, using the light equations.

• Account for the electrons in the orbitals of an atom by drawing out an orbital diagram or writing out an electron configuration.

• Describe Mendeleev’s contribution to the creation of the periodic table, including its successes and limitations. • Describe the periodic nature of the elements. • Identify parts of the modern periodic table. • Master the symbol, spelling, and typical oxidation states of common elements.

Topic/Content Skills Assessment Resources Instructional Methods Tech Infusion NJCCCS Topic 1: Early models Homework Textbook Lecture Smartboard PS1.A of the atom Lab work Glassware Discussion online searches PS1.B

• Ancient ideas Lab reports Stockroom Small group MacBooks PS1.C • The alchemists Quizzes Instructor Hands-‐on Vernier probes PS2.A • John Dalton and Tests created lab activities CBL software PS2.B

the first modern assessments PS2.C atomic model PS3.A

• J.J. Thomson and the plum pudding model of the atom PS3.B • Lord Rutherford and the nuclear atom PS3.D • Calculating subatomic particles in isotopes PS4.A • Average atomic mass PS4.B • Writing and balancing nuclear transmutations PS4.C

ETS2.A Topic 2: Nature of the electron ETS2.B

• The electromagnetic spectrum • Use the light equations c = λν and E = hν to solve for wavelength, frequency or energy • Planck’s, Einstein’s and Compton’s contribution to the understanding of the particulate nature of light • Neils Bohr and the quantum H atom • The dual nature of the electron, including the experiments/theories of deBroglie, the double-‐slit experiment, Heisenberg and Schrodinger • The nature of orbitals • s, p, d and f orbitals • Orbital diagrams and electron configurations for ground state atoms

Topic 3: The quantum effect on the macroscopic scale of the periodic table • Dmitri Mendeleev and the origins of the periodic table • Modern understanding and newer versions of the periodic table • Specific parts of the periodic table • Periodicity, including ionization energy, atomic radius, and electronegativity • Learn the specific common elements and radicals that form the basic chemistry vocabulary

21st Century Skills: This entire unit concerns the quantum nature of matter and the electron. This understanding in science has lead to the development of the computer, DVD’s and modern telephone technology. We stress the everyday impact in our lives that the quantum mechanical model of the atom has had. Other examples of quantum technology include motion sensors, microwave ovens, and solar panels, to name a few. Differentiated Learning Activities: To appeal to different learning styles, we teach both orbital diagrams and electron configurations, including the noble gas shortcut. These all show the same information about the number and location of electrons, but in a different format. Thus, students can process the material in different ways and link to a greater understanding overall. Sustainability: By addressing solar panels, we discuss an alternative energy form, and one that is essentially completely renewable as long as the sun lasts (for another few billion years or so). We discuss the benefits, as well as the drawbacks (cost in setting up, limited return on energy) of such a technology. Unit 3: Bonding Theories Essential Question: How and why do atoms come together to form crystal structures or compounds? Objectives—Students will be able to:

• Understand the critical role that valence electrons play in bonding. • Compare and contrast the two main types of bonding, ionic and covalent. • Use electronegativity to determine the type of bond that forms between any two elements. • Describe the octet rule and its role in compound formation.

• Explain how the properties of metals (luster, conductivity, and malleability, for example) are a function of the sea of electrons.

• Predict the correct formula of ionic compounds using Lewis dot diagrams. • Draw a correct Lewis dot diagram for covalent compounds. • Use VSEPR to predict the shape of an ion or molecule. • Describe the bond angles, hybridization and polarity of a given ion or molecule. • Explain the origin of multiple bonds within a molecule. • Employ resonance structures for molecules for which one Lewis dot diagram would be insufficient. • Use molecular orbital (MO) and hybridization models to explain the structure/formation of various compounds. • Determine the polarity of an ion or molecule. • Rank the intermolecular forces in terms of strength. • Identify the types of intermolecular forces present within an element or compound.

Topic/Content Skills Assessment Resources Instructional Methods Tech Infusion NJCCCS Topic 1: The nature Homework Textbook Lecture Smartboard PS1.A of chemical bonding Lab work Glassware Discussion online searches PS2.B

• Electronic Lab reports Stockroom Small group MacBooks PS2.C structure and Quizzes Instructor Hands-‐on Vernier probes PS3.A valence e-‐s Tests created lab activities CBL software PS3.B

• Electronegativity assessments PS3.C & chemical bond PS3.D

• The octet rule and Gilbert Lewis ETS2.B • Creation, formulas and structures of ionic compounds

Topic 2: Metallic bonding

• Metals as a crystalline solid • The “sea of electrons” model for metallic substances • How the metals’ properties are a direct corollary of the “sea of electrons” • Nature, examples and uses of alloys

Topic 3: Covalent bonding • Comparison of ionic vs. covalent substances • Lewis dot diagrams and the octet rule, revisited • Formation and nature of double and triple bonds • Exceptions to the octet rule and resonance structures • VSEPR (Valence Shell Electron Pair Repulsion) and molecular geometry • Hybridization theory and molecular orbital (MO) theory • Bond polarity and molecular polarity as a consequence of molecular geometry • Intermolecular forces—their nature, strength, and occurrence in molecules • Relationship between intermolecular forces and a substance’s macroscopic behavior

Sustainability: By covering metals and different alloys, we explore the effect these have in our daily life. Specifically, we get into recycling for aluminum and other metals. Recycling can regenerate metals back into the economic pool at less cost and effort than mining the metals out of the ground in the first place. Of course, this means that recycling has a positive environmental impact. Differentiated Learning Activities: In order to show the rather abstract concept of molecular geometry, we do several lab activities involving atomic model kits. Typically, the students perform one lab before the chapter on covalent bonding, and they complete the other after the chapter is finished. Students can then see their own growth and understanding in covalent structures, and they are able to then grasp even more abstract concepts such as polarity. The molecule building labs thus demonstrate the ideas without using a lecture, which is the standard method of instruction for a physical science class. The students typically love using the model kits; sometimes we give them extra molecules to create simply because they are having so much fun. Unit 4: Chemical Quantities and Stoichiometry Essential Question: How do we quantitatively describe chemical substances, and how can we calculate amounts produced or used up in chemical reactions?

Unit 4 Objectives—Students will be able to: • Translate chemical formulas into names, and from names into formulas. • Quantify the amount of a substance by using the chemical quantity of the mole. • Convert between moles, grams, liters and representative particles (molecules, atoms, ions or formula units). • Given the formula of a compound, find the % composition by mass of the elements. • Given % composition or mass data, find the empirical or molecular formula for a compound. • Identify and observe macroscopic evidence of a chemical reaction. • Write the reactants and products of a chemical reaction. • Balance a chemical equation. • Identify the type of chemical equation from five common reaction types. • Use stoichiometry to calculate amounts of chemical produced or used up, as well as the % yield of a reaction. • Determine the limiting reagent, if given two amounts of different reactants.

Topic/Content Skills Assessment Resources Instructional Methods Tech Infusion NJCCCS Topic 1: Chemical Homework Textbook Lecture Smartboard PS1.A nomenclature Lab work Glassware Discussion online searches PS1.B

• Using the Lab reports Stockroom Small group MacBooks PS2.B periodic table Quizzes Instructor Hands-‐on Vernier probes PS3.B to find charges Tests created lab activities CBL software PS3.D

• Ionic compounds assessments ETS1.C • Covalent compounds ETS2.A • Acids ETS2.B

Topic 2: Chemical quantities (the mole)

• Definition of the mole, Avogadro’s number • Conversion problems using moles, grams, liters, and particles • Percentage composition • Empirical formulas, molecular formulas, and hydrates

Topic 3: Chemical reactions • Chemical reactions as an example of chemical change • Evidence of a chemical reaction • Writing and balancing chemical reactions • Classification of common chemical reactions

Topic 4: Stoichiometry

• The mole ratio, the key concept of stoichiometry • Solving stoichiometry problems, including mole-‐mole, mole-‐mass, and mass-‐mass problems, among others • Advanced stoichiometric calculations, including a % yield or a limiting reagent problem

Ethical Decision Making/Character Education and Sustainability: When we talk about percent yield problems, a real-‐life example that comes up is a farmer raising crops or a business creating a product. Both the farmer and the business rely on calculations like the % yield to determine the efficiency of their processes. Good business efficiency shows the hallmarks of good and wise decisions concerning land and asset management. Also, during the chemical reaction chapter, we discuss the impact of certain chemical actions (like the formation of insoluble precipitates) on the environment. Differentiated Learning Activities: In an effort to help the students learn their elements and radicals in as painless a method as possible, we have broken down the memorization of them into weekly chunks. In addition, since not every student memorizes at the same rate, we offer the students the ability to retake any element or radical quiz or test for up to an 80. This way, any students who have difficulty memorizing can still have success and not cause their grade to fall into a pit. Unit 5: States of Matter Essential Questions: How can the various states of matter (solid, liquid, gas and aqueous) be described qualitatively and quantitatively? What effect do the physical properties of various states of matter have in our everyday lives?

UNIT 5 Objectives—Students will be able to: • Describe the kinetic molecular theory as it relates to both microscopic and macroscopic properties of a substance. • Use the kinetic molecular theory to describe the behavior of solids, liquids and gases, in general. • Identify the types of interparticle attractions that keep a liquid together. • Articulate the properties of liquids as a function of the molecule’s structure and intermolecular forces. • Identify the four types of crystalline solids, and give examples of each. • Compare and contrast crystalline and amorphous solids. • Differentiate between the crystal structure’s unit cell and the macroscopic behavior for each type of crystal. • Understand the relationship between intermolecular forces and the vapor pressure. • Analyze and interpret a phase diagram, particularly water’s. • Calculate the amount of heat energy required to produce a phase change or a temperature change of a substance. • Perform various calculations involving the gas laws, including the ideal gas law, the combined gas law, and Dalton’s law. • Use stoichiometric calculations in conjunction with the gas laws. • Perform a lab practical using the gas laws and stoichiometry. • List and understand the unique properties of water. • Determine the direction of heat exchange as a solution is formed. • Describe how solubility of a substance varies with solute composition, temperature, and pressure. • Describe the composition of a general solution, both qualitatively and mathematically. • Calculate the effect of dilution on a solution’s concentration. • Compare and contrast ionic dissociation and molecular solvation. • Define a colligative property. • Use Henry’s Law to calculate the vapor pressure of an ideal solution. • Calculate the vapor pressure, osmotic pressure, boiling point elevation or freezing point depression of an aqueous

solution. • Compute the van’ t Hoff factor for various solutes, and use it in the colligative property equations. • Differentiate between a true solution, a colloid, and a suspension.

Topic/Content Skills Assessment Resources Instructional Methods Tech Infusion NJCCCS Topic 1: The Kinetic Homework Textbook Lecture Smartboard PS1.A Molecular Theory Lab work Glassware Discussion online searches PS1.B

• Basic tenets of Lab reports Stockroom Small group MacBooks PS2.A the kinetic Quizzes Instructor Hands-‐on Vernier probes PS2.B molecular Tests created lab activities CBL software PS3.A theory Lab practical assessments PS3.B

• Review of intermolecular forces and attractions PS3.D ETS2.B

Topic 2: Liquids • The kinetic molecular theory applied to liquid systems • Properties of liquids, including viscosity, surface tension and capillary action.

Topic 3: Solids

• The kinetic molecular theory applied to solid systems • Crystalline vs. amorphous solids—properties and examples • Types of crystalline solids: molecular, ionic, metallic, network • Phase changes and the energy required for a substance to undergo a phase or temperature change • Definition of a vapor pressure and its relationship to boiling • Phase diagrams

Topic 4: Gases

• The kinetic molecular theory for gas systems • Quantities for gas systems: pressure, temperature and volume • The ideal gas law, PV=nRT, and stoichiometric calculations • The combined gas law for changing gas systems • Dalton’s law of partial pressures

Topic 5: Solutions

• Water as a unique substance and aqueous solutions • Common units of concentration, including molarity and molality • The dilution equation • The process of solution forming; ionic dissociation vs. molecular solvation • The energies of solution formation • The nature of electrolytes—strong electrolytes, weak electrolytes, nonelectrolytes

• Colligative properties and their everyday applications o Vapor pressure of a solution (Henry’s Law) and its effect on boiling point o Boiling point elevation o Freezing point depression (using salt in winter to clear roads) o Osmotic pressure and reverse osmosis

• Solutions, suspensions and colloids, and how to tell the difference (the Tyndall effect) Alternative Assessment: As a break from the run-‐of-‐the-‐mill exam, the gas chapter affords a chance at a very interesting assessment: the lab practical. In this, the students execute and display their aptitude at a particular lab skill or experiment. Specifically, they have to determine the mass of a relatively small piece of magnesium, but they may not use the balances. The students have to react the magnesium with hydrochloric acid, collect and measure the hydrogen gas produced, and then stoichiometrically determine the mass of the original piece. It is a very interesting, yet rigorous, lab that the students typically enjoy very much. Sustainability: In the chapter on solutions, we discuss the osmotic pressure of a solution. One interesting consequence of osmotic pressure is the ability to purify undrinkable water through reverse osmosis. In reverse osmosis, impure water is forced through a semipermeable membrane to create potable water; remaining highly concentrated saline water is returned to the ocean. This helps to solve the problem of a lack of drinking water in poor countries that have access to ocean water, and thus increases the amount of fresh water available on the planet. 21st Century Skills: In the chapter on solids, we discuss the formation of metallic crystals. One interesting result of the study of metals and their alloys is the development of the silicon computer chip. We talk about how to influence the conductivity of the silicon by doping it with either gallium or arsenic. Unit 6: The Control of Chemical Reactions Essential Question: Chemical reactions change the state of matter and energy around us. How do chemists measure and control the amount of energy consumed in a chemical reaction (thermodynamics), the reaction rate (kinetics), and the relative amounts of reactants consumed and products made (equilibrium)?

UNIT 6 Objectives—Students will be able to: • Explain the ways in which energy changes can occur. • Define the concepts of enthalpy, entropy and free energy. • Identify what the mathematical signs on each of the thermodynamics quantities indicate. • Use Hess’ law of heat summation to calculate the overall heat change for a reaction. • List the laws of thermodynamics and understand their application to everyday life. • Employ thermodynamic data to calculate the enthalpy, entropy, or free energy of a given chemical reaction. • Describe how to express the rate of a chemical reaction. • Identify at least four factors that influence the rate of reaction. • Calculate the order of reaction for a reactant, the specific rate law for a chemical reaction, and its associated rate

constant, with units. • Describe how the collision model is an effective description of for simple chemical processes. • Qualitatively discuss industrial applications of the rate of reaction. • Define chemical equilibrium. • Write out the expression for the equilibrium constant for a reaction. • Solve for the equilibrium constant, if given the equilibrium state for a reaction. • Perform calculations involving the equilibrium constant, including RICE problems, the reaction quotient, and molar

solubility problems. • Predict which way a chemical reaction not at equilibrium must shift in order to attain equilibrium according to

LeChatelier’s principle. • Calculate the Ksp and molar solubility for a sparingly soluble salt.

Topic/Content Skills Assessment Resources Instructional Methods Tech Infusion NJCCCS Topic 1: Energy and Homework Textbook Lecture Smartboard PS1.A thermodynamics Lab work Glassware Discussion online searches PS1.B

• Review the Lab reports Stockroom Small group MacBooks PS2.A transfer of Quizzes Instructor Hands-‐on Vernier probes PS2.B energy Tests created lab activities CBL software PS2.C

• Define enthalpy assessments PS3.B • Hess’ law of heat summation PS3.D

• Stoichiometric calculations using enthalpy ETS1.C • Entropy and free energy ETS2.A • The three laws of thermodynamics, and calculations using ΔH, ΔS and ΔG ETS2.B

Topic 2: Rate of reaction, aka chemical kinetics

• Factors that affect the rate of reaction, including o Nature of the reactants o Temperature o Concentration of the reactants o Presence of a catalyst o Surface area

• Determining the rate of reaction from given experimental data • Describing rate of reaction in terms of the collision theory • Reaction diagrams and energy calculations

Topic 3: Introduction to equilibrium

• Definition of equilibrium and the Law of Mass Action • Types of equilibrium constants and simple calculations of them • RICE problems to solve for the equilibrium constant or the equilibrium state • LeChatelier’s Principle and its application in everyday/industrial processes • Calculate the molar solubility and Ksp for sparingly soluble salts

Differentiated Learning Activities: Students are taught the methods of a rapid recrystallization of sugar in the formation of rock candy. They can then perform this experiment at home if they wish to see science working in real life in a very tasty way. Sustainability: Over the course of several chapters in this unit we address the formation of ammonia, NH3. Ammonia is a very useful chemical that has numerous applications. We go through the process known as the Haber process, which was created by a German in the early 20th century. The students analyze his procedural setup; the Haber process is a clear union of chemistry and engineering. Finally, we discuss ways that the production of ammonia can be optimized, creating a more efficient chemical process with less waste material.

Unit 7: Acids, Bases and Salts Essential Question: What are the ways that chemists define acids and bases, and how can one rank the relative acidity or basicity of a system? UNIT 7 Objectives—Students will be able to:

• Define an acid and base according to Arrhenius, Bronsted-‐Lowry, and Lewis. • Predict the products of an acid/base reaction. • Identify the conjugate acid or conjugate base of a chemical. • Discuss water’s critical role in the behavior of acids and bases, and write out the auto-‐ionization reaction of water. • Classify a substance by whether it is strong or weak, an acid, a base or a salt. • Calculate the pH of a strong acid or base system. • Use equilibrium to calculate the pH of a weak acid or base system. • Describe how a buffer solution works, and be able to calculate the pH of a buffer solution. • Determine the amount of acid or base needed to neutralize the other either by using the equation MaVa = MbVb or by

stoichiometry. • Discuss the role that indicators have in an acid/base reaction. • Titrate an unknown acid solution to its endpoint to determine the acid’s molarity in a lab practical.

Topic/Content Skills Assessment Resources Instructional Methods Tech Infusion NJCCCS Topic 1: Acids, bases Homework Textbook Lecture Smartboard PS1.A and salts Lab work Glassware Discussion online searches PS1.B

• Historical Lab reports Stockroom Small group MacBooks PS2.B definitions of Quizzes Instructor Hands-‐on Vernier probes PS3.D acids and bases Tests created lab activities CBL software ETS2.A Lab practical assessments

o Arrhenius o Bronsted-‐Lowry o Lewis

• Acid/base strength

• Conjugate acids and bases • The auto-‐ionization of water • The pH scale

o Strong acids and bases o Weak acids and bases

Topic 2: Reactions of acids and bases

• Buffer solutions and their pH values • The function and use of indicators • Neutralization reactions • Acid-‐base titrations

Alternative Assessment: During the acid-‐base chapter, we do another lab practical. This one is much simpler than the gas practical, since that one required a great deal of measurement and conversion. The acid-‐base practical is a titration, which uses a highly specialized piece of equipment called a buret. The students love this experiment, and they love the fact that it makes for a very easy test grade. Ethical Decision Making/Character Education: We discuss the effects of a too high or too low pH in various areas, including in natural lakes and rivers and backyard pools. We then discuss methods of regulating the pH so that it doesn’t go to extremes by the use of buffer solutions. Natural lakes and rivers can then support wildlife, and pools remain clean and fun places in which to swim. Unit 8: Electrochemistry Essential Question: How can we describe the chemical reactions that either produce a flow of electrons (such as in a battery) or use an applied voltage to cause chemical action (such as in electrolytic processes)?

UNIT 8 Objectives—Students will be able to: • Define and calculate the oxidation state of an element. • Define oxidation and reduction in a chemical process. • Identify when oxidation and reduction occur in a reaction. • Balance an oxidation-‐reduction reaction (redox reaction). • Perform stoichiometric calculations involving redox reactions. • Calculate the cell potential (voltage) of a given chemical reaction. • List examples of redox reactions in the everyday world. • Describe how common batteries work, specifically the lead storage battery. • Describe important electrolytic processes and their industrial application, specifically the production of aluminum and

its economic and historical impact.

Topic/Content Skills Assessment Resources Instructional Methods Tech Infusion NJCCCS Topic 1: Oxidation Homework Textbook Lecture Smartboard PS1.A and reduction Lab work Glassware Discussion online searches PS1.B

• Oxidation states Lab reports Stockroom Small group MacBooks PS2.B • Oxidizing agents Quizzes Instructor Hands-‐on Vernier probes PS3.A • Reducing agents Tests created lab activities CBL software PS3.B • Oxidation/reduction reactions assessments PS3.D • Balancing redox reactions PS4.C

ETS2.A Topic 2: Electrochemistry ETS2.B

• Definition of the anode and cathode • Difference between voltaic and electrolytic cells • Standard reduction potentials for half-‐cells • Determination of the overall cell potential • Spontaneity of an electrochemical process • Common examples of voltaic cells, such as batteries • Common examples of electrolytic cells, including the Hall-‐Heroult process and the Downs cell • Electrolysis of water

Differentiated Learning Activities: Students get to create their own batteries in this unit. This appeals to the students’ sense of ingenuity as they compete with each other, using different chemical reagents and methods, in order to create the battery with the highest voltage. Sustainability: This unit naturally lends itself to a discussion of the rechargeable battery—its pros and cons. Students tend to find that although a rechargeable battery does have a higher initial cost, its long-‐term savings to both the wallet and the environment make up for that drawback. We also discuss common rechargeable batteries, including the car lead-‐storage battery and the students’ smartphone batteries. Unit 9: Chemistry in Our World Essential Question: The previous units have dealt with the general methods, theories and processes of chemistry. What are some biological and nuclear applications of chemistry and chemical processes to the 21st century world? Objectives—Students will be able to:

• Explain why carbon is the fundamental element of life and why it tends to form four covalent bonds. • Identify and draw structures of simple alkanes, alkenes and alkynes. • Name simple alkanes, alkenes, alkynes and cyclic structures. • Define isomerism and provide examples using simple organic molecules. • Identify hydrocarbons that are used as fuels in the modern era, as well as alternatives to fossil fuels. • Identify how substitution into alkanes alters the nomenclature and properties of the compounds. • Describe the properties of various substituted hydrocarbons, including ethers, alcohols, carboxylic acid, amines and

others. • Describe the formation and uses of polymers. • Describe the basic compounds for life, including carbohydrates, lipids, proteins and nucleic acids. • Analyze the behavior of amino acids as an acid-‐base reaction.

• Describe the functions of a cell in terms of the chemical action, including photosynthesis, respiration, and the use of ATP synthase.

• Explore the relationship between unstable isotopes and radioactivity. • Select which radioactive decay would be most likely for a given unstable parent nuclide, using the belt of stability. • Solve various half-‐life problems, including radioactive dating. • Compare and contrast nuclear fission and fusion, discussing the pros and cons for each. • Describe the nature of a nuclear chain reaction. • Describe sources of radiation in everyday life, and methods of detection of radiation. • Describe practical uses of radioisotopes (medical treatment, food preservation, etc.).

Topic/Content Skills Assessment Resources Instructional Methods Tech Infusion NJCCCS Topic 1: Hydrocarbons Homework Textbook Lecture Smartboard PS1.A and organic chemistry Lab work Glassware Discussion online searches PS1.B

• The tetravalent Lab reports Stockroom Small group MacBooks PS1.C nature of carbon Quizzes Instructor Hands-‐on Vernier probes PS2.B

• Nomenclature Tests created lab activities CBL software PS2.C o Alkanes assessments PS3.A o Alkenes PS3.B o Alkynes PS3.C

• Isomerism PS3.D • Cyclic alkanes, structure and nomenclature PS4.B • Hydrocarbons as fuel ETS1.C

ETS2.A Topic 2: Substitution and functional groups ETS2.B

• Structure of substitutional groups, including o Alcohols o Ethers o Amines o Aldehydes o Ketones o Carboxylic acids o Esters o Amides o Halocarbon compounds

• Chemical properties of substitutional groups • Formation of different substitutional groups • Synthesis and use of polymers, including nylon and polyethylene

Topic 3: The chemistry of life

• Structure of fundamental molecules for life, including o Carbohydrates o Lipids o Proteins o Nucleic acids, including DNA and RNA

• Formation, function and synthesis of biological molecules • Nitrogenous base pairs • Gene mutations and DNA technology • Metabolic processes, including respiration, photosynthesis and ATP production

Topic 4: Nuclear chemistry

• Isotopic instability and nuclear radioactivity • The belt of stability • Recap of natural nuclear emissions, including α, β and γ • Fission and fusion as alternative fuels • Pros and cons of nuclear power, including energy output, radioactive byproducts, etc. • Use of radioisotopes • Half-‐life and its use in radioactive dating of materials

21st Century Skills and Ethical Decision Making/Character Education: This unit is particularly suited to discussing 21st century skills and applications. Examples include the use of DNA technology to identify criminals, a technology that was essentially unknown in courtrooms forty years ago. Also, while fossil fuels are cheap and easy to use, they are not limitless. Thus, nuclear power and technology will become more and more prominent in the 21st century, especially in regions that do not have ready access to other sources of alternative fuel. Since the eastern part of the United States is not very mountainous, hydroelectric power will not supply the local needs. Plants like Indian Point address the concerns of energy usage, and more fusion plants are likely to come as the technology becomes more and more available. These topics invariably produce interesting and lively conversation on bioethics and the future of nuclear power.

College Preparatory Chemistry Topic Outline Course...

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