BVHS Chemistry
Teachers:
Mark Stadem B.S., M.S.T.
Room 125
mark.stadem@k12.sd.us
Steve Boint B.A., B.S., M.Div., M.A
Room 127
steve.boint@k12.sd.us
Text:
Modern Chemistry by Holt, Rinehart, and Winston
Brief Summary:
Chemistry examines the structure of atoms and molecules, paying special attention to how atoms join together to form molecules. The mechanism of this process is uncovered both through lecture and laboratory experiment.
Outline and Minimum South Dakota Standards Covered
Semester 1
Prep for Chemistry: Chapter 1-2. Students will learn the principles of safe
laboratory and classroom behavior. The metric system, dimensional
analysis, physical vs chemical properties, the nature of chemicals, and
the nature of chemistry will be discussed.
PSS 1, 2, 18 STESS 1, 2, 3 NOS 1, 2, 3, 5, 6, 7, 15
Structure of the Atom: Chapter 3-4. Students will learn the different models of
the atom: both historical and current. Focus will be on the structure of electron orbitals. Isotopes, moles, and molar mass will also be emphasized.
PSS 3, 7,12,16 NOS 1, 2, 3,4,6,7
Periodic Trends and Properties: Chapter 5. Students will develop the ability to
predict chemical trends and properties from the periodic table. Focus will be upon predicting ionic charge, electronegativity, electron affinity, first ionization energy, and atomic/ionic size.
PSS 4, 5, 6, 7 NOS 3, 5, 6
Chemical Bonding: Chapter 6. Students will focus upon ionization, ionic
bonding, covalent bonding, sp hybrid orbitals, sigma and pi bonding, drawing or orbital notation and Lewis diagrams. Energy concerns during the different types of bonding will be emphasized.
PSS 4, 5, 6, 10, 20 NOS 3
Chemical Names and Formulas for Binary Compounds: Chapter 7. Students will
develop the ability to correctly name binary chemicals whose formulas they have seen. They will also develop the ability to write formulas for binary chemicals based upon the chemical's name.
PSS 8, 10, 16, 17, 20
Semester 2
Chemical Names and Formulas: Chapter 7. Students will, for all
non-hydrocarbons, develop the ability to correctly name chemicals whose formulas they have seen. They will also develop the ability to write formulas for chemicals based upon the chemical's name.
PSS 4, 8, 10, 16, 17, 20
Chemical Equations and Reactions: Chapter 8. Students will develop the ability
to complete and balance comp, decomp, single replacement, double replacement, and complete combustion of a hydrocarbon reactions.
PSS 4, 5, 17, 20
Stoichiometry: Chapter 9. Students will learn to predict the amount of product
which will result from specific amounts of reactants.
PSS 4, 6, 8, 10, 12, 17, 20
Gases: Chapter 10-12. Students will learn the properties of gases, the ideal gas
model, kinetic molecular theory, Boyle's Law, Gay-Lussac's Law, Charles Law, the Combined Gas Law, and the Ideal Gas Law. They will become able to work stoichiometry problems that have to do with gases.
PSS 1, 8, 16,18,19
Liquids, Solids, and Solutions: Chapter 13-15. Students will become able to
differentiate between solids, liquids, and solutions based upon their chemical properties. Students will be able to predict the effect of polar or non-polar solvents upon polar or non-polar solutes.
PSS 1, 2, 6, 8, 10,15,16, 18
Equilibrium: Chapter 19. Students will be able to use LeChatelier's Principle to
predict the effects of disturbing a system in equilibrium.
PSS 8, 11, 14, 20
Labs: Students will develop familiarity with the tools of chemical analysis. Methods of
problem-solving in the lab will be explored.
PSS 2, 4, 6, 8, 9, 11, 12, 13, 14, 15, 16, 17, 19, 20
NOS 3, 4, 5, 6, 8, 10, 11, 12, 13, 14, 15
Discussion of Current Topics in Science: Students will become familiar with all sides
of current political and cultural debates regarding the role of science or its discoveries. Special emphasis will be paid to science topics which are currently in the news.
STESS 1, 2, 3, 5, 7, 13, 14
NOS 1, 2, 3, 4, 5, 6, 7
State Standards
NATURE OF SCIENCE STANDARDS [NOS]: STUDENTS WILL:
1--analyze how societal, cultural, and personal beliefs influence scientists’ investigations and interpretations.
2--analyze evidence that supports or refutes past or current scientific theories, hypotheses, and/or explanations about a specific topic.
3--analyze how new discoveries may either modify existing theories or result in establishing a new paradigm.
4--compare different scientific explanations for the same observations about natural phenomena.
5--explain how observation and evidence are essential for reaching a conclusion.
6--analyze how new knowledge and methods emerge from investigations and from public communication among scientists.
7--differentiate among facts, predictions, theory, and law/principles in scientific investigations.
8--apply basic science process skills. (example: observing, classifying, measuring, communicating, predicting, inferring)
9--identify questions and concepts to guide the development of hypotheses and of scientific investigations including the analysis of primary sources of information.
10--select and use appropriate instruments to extend observations and measurements.
11--manipulate multiple variables with repeated trials.
12--apply appropriate mathematical techniques in evaluating experimental data.
13--formulate and revise scientific explanations and models.
14--use written, oral, and technological communication skills to explain scientific phenomena and concepts.
15--use safe and effective laboratory techniques.
PHYSICAL SCIENCE STANDARDS [PSS]. STUDENTS WILL:
1--relate macroscopic and microscopic characteristics of the four states of matter.
2--differentiate between physical and chemical properties used to describe matter.
3--trace the changing model of the atom. (example: the Bohr to the wave-mechanical model)
4--use the periodic table to determine reactivity, to write formulas, to identify types of compounds formed, and to determine valence and oxidation number.
5--analyze how placement of elements on the periodic table is a function of atomic structure.
6--explain characteristics of atoms and of relationships that exist among them.
7--compare characteristics of isotopes of the same element.
8--analyze different types of stoichiometric relationships.
9--differentiate between acids and bases.
10--compare the roles of electrons in covalent, ionic, and metallic bonding.
11--describe factors that affect reaction rates including temperature, concentration, surface area, and catalysts.
12--apply calorimetry to investigate heat of reaction.
13--analyze the properties and interactions of acids, bases, and salts.
14--describe factors that affect solubility and rate of solution. (example: nature of solute and solvent, temperature, agitation, surface area, pressure of gases)
15--analyze energy transfer as matter changes from one form to another.
16--analyze physical and chemical processes involving atoms, molecules, and ions that result in endothermic and exothermic changes.
17--explain how molar quantities are changed based upon the intended chemical reaction.
18--analyze how phases of matter are explained by kinetic theory and by forces of attraction between particles.
19--apply the kinetic molecular theory to solve quantitative problems involving pressure, volume, and temperature in ideal gases.
20--use models to make predictions about chemical bonds, chemical reactivity, and polarity of molecules.
21--demonstrate the relationships between force and motion in Newton’s laws.
22--solve graphically and analytically vector problems related to force.
23--relate gravitational or centripetal force to projectile or uniform circular motion.
24--apply quantitative relationships among mass, velocity, force, and momentum.
25--apply the quantitative relationships among force, distance, work, time, and power to solve problems or to describe situations.
26--explain how extremely large and extremely small quantities and very rapidly moving objects are not necessarily described by the same laws that Newtonian physics describe.
27--explain the sources of intramolecular and intermolecular forces in matter.
28--calculate the force on a charged particle at rest and/or in motion.
29--determine if an object is in equilibrium and distinguish among stable, neutral and unstable equilibria.
30--describe mathematically the relationships among potential energy, kinetic energy, and work.
31--describe how energy can be transferred and transformed to produce useful work and to calculate the efficiency of selected systems.
32--explain methods of heat transfer. (example: conduction, radiation, convection)
33--relate conservation of matter and energy to the flow of energy through food webs.
34--describe the use of isotopic dating in determining the age of fossils.
35--interpret wave phenomena using models of transverse and longitudinal waves.
36--analyze the different frequencies and wavelengths in the electromagnetic spectrum.
37--investigate how light behaves in the fundamental processes of reflection, refraction, and image formation. (example: manipulate prisms, mirrors, lenses)
38--use single and multiple slits and diffraction gratings to demonstrate the wave properties of light.
SCIENCE, TECHNOLOGY, ENVIRONMENT, AND SOCIETY STANDARDS [STESS]. STUDENTS WILL:
1--analyze the impact of scientific investigations and findings on human society. (example: issues surrounding genetic engineering)
2--explain how progress in science and technology can be affected by social issues and by challenges.
3--explain the relationships between the maintenance and progress of society and of scientific advancement.
4--describe and explain scientific factors that affect population size and growth. (example: birth and death rates, medical services, social services, quality of environment, disease, education)
5--evaluate the scientific accuracy of information relevant to a specific issue regarding local, national, and/or global agricultural practices that affect the environment.
6--evaluate the impact of products made of natural materials or synthetic materials, or of a combination of the two.
7--describe immediate and long-term consequences of potential solutions for technological-related issues. (example: natural catastrophes, interactions of populations, resources and environment, health, disease)
8--evaluate factors that serve as potential constraints on technological design and use. (example: ethics, ecology, manufacturing processes, operation, maintenance, replacement, disposal, liability)
9--understand technological design. (example: identify appropriate problems for technological design, design a solution or product, implement a proposed design, evaluate technological designs or products, communicate the process of technological design)
10--predict and evaluate how the characteristics of materials influence product design.
11--analyze the benefits, limitations, cost, and consequences involved in using, conserving, or recycling resources.
12--explain how people control the outputs and impacts of our expanding technological activities in the areas of communication, construction, manufacturing, power and transportation, energy sources, health technology, and biotechnology.
13--compare and contrast the positive and negative consequences of technology. (example: nuclear power for generating electricity)
14--describe possible consequences of reducing or of eliminating some of Earth’s natural resources.
Semester Test
The semester test is a review of the topics covered in the semester. It is multiple choice. Students must be able to not only answer questions about concepts or specific memorized facts, but must also be able to work story problems of the type covered during the semester. Since the test covers the whole semester, student tests, papers, and/or notes from the semester's assignments will serve as study guides.
Policies
Late assignments
5% will be deducted from an assignment for each day it is past due
Extra-credit
Is not offered.
Grading
Semester grades, as per district policy, are determined based upon 40% for each
quarter and 20% for the semester test. If the student is exempt from the semester test, the grade is determined based on 50% for each quarter.
Letter grades are assigned as per the district-wide scale.
Tests are 65% of a quarter's grade.
Daily Work is 35% of a quarter's grade.
Behavior
must be in line with posted behavioral and safety guidelines. These include:
no touching lab equipment or chemicals except during labs
no horseplay
no food or drink in the lab room
Cheating is behavior defined as cheating in the student handbook. The
penalties for cheating will, at a maximum, be those specified in the student handbook
Attendance
Student opportunities for making up late work from days missed is governed by
district policy.
Supplies Needed
Pen
Notebook
#2 pencil
Scientific calculator
Closed-toe shoes (for lab)
Glasses to replace contact lenses (for lab)