Honors Chemistry
Plans
and Assignments
Wednesday 4 September 2002 – Day 1
Introduction to Honors Chemistry
Objective: Set objectives
and expectations for Honors Chemistry.
Introduce students to ChemH website.
Class:
Explore website. Define the elements and symbols to know.
Introduce ions and explain dates.
Assessment: Students use and explore website according
to teacher directions.
Assignment: Study elements and ions. Web-ready
students by Monday 9 Sept 02.
Thursday 5 September 2002 – Day 2 – Lab/Activity Period
Developing Problem Solving Method – for Honors Chem
Objective: Develop and utilize
method for problem solving, including unit analysis.
Class:
Groups solve problems, noting the process for arriving at answers. Problem
Solving – Set 1. Class uses solved problems to develop a “standard”
method for problem solving to be used in ChemH. Define and utilize
the unit analysis.
Assessment: Check group work. Question and assess
group and class discussion.
Assignment: Problem Solving – Set 2
Thursday 5 September 2002 – Day 2
Metric System and Conversions with Units
Objective: Define metric
system and its base units and prefixes. Convert between various units, in
both metric and English systems. Must use unit analysis.
Class:
Notes: Unit Conversions. Students try samples problems.
Assessment: Question and assess group and class
discussion. Check as students work on sample problems. Questions
for final class activity.
Assignment: Assignment: Multi-Step Unit
Conversions. Evaluation on this material on Wednesday 11 September
2002.
Friday 6 September 2002 – Day 3
Introduction to Matter, Atoms, and Ions
Objective: Define, identify,
discuss, and compare/contrast: matter, element, mixture, compound, chemical
and physical properties, chemical and physical changes, heterogeneous and
homogeneous, atom, and ion. Classify items according to the above categories.
Class:
Notes: Atoms and Ions. Go through listing of words.
Determine the extent of previous knowledge. Develop and formalize definitions
of terms through questions and discussion. Using definitions, student
groups classify items according to the categories. Group discussion
to check answers.
Assessment: Question during class discussion.
Check during group activity. Questions for final class activity.
Assignment: Assignment: Chemical/Physical Properties
& Changes and Assignment: Elements, Mixtures, and Compounds.
Make sure you are web-ready for Monday’s (and all subsequent) class.
Evaluation on this material on Monday 23 September 2002.
Monday 9 September 2002 – Day 4
Ions and the Periodic Table
Introduction to Scientific Notation
Objective: Find and formalize
pattern for monatomic ions and the periodic table. What is it and why
and when to use scientific notation and what are its parts. Writing
numbers in scientific notation and the reverse.
Class: Notes:
Scientific Notation. How may a calculator be used? How
may a number in scientific notation be entered into a scientific calculator?
Student groups – sample problems.
Assessment: Check sample problems – both work process
and answers.
Assignment: Assignment: Scientific Notation
Monday 9 September 2002 – Day 4 – Lab/Activity Period
Lab: Three-Cube Investigation
Objective: Use the developed
problem solving method to determine the appearance of an unseen object.
Class:
Lab: Three-Cube Investigation. Part I – Class investigation
of Cubes 1 and 2. Part II – Student group investigation of Cube 3.
Assessment: Assess and lead the class portion of
the investigation. Assess and question during the group work.
Lab reports will be checked and graded.
Assignment: Lab reports – as described in the lab.
Due Friday 13 September 2002.
Tuesday 10 September 2002 – Day 5
Laws of Exponents
Calculations with Scientific Notation (without scientific calculators)
Objective: Define and use
laws of exponents. Perform calculations with numbers in scientific notation
– but without a scientific calculator. (How do these calculations relate
to the laws of exponents?)
Class:
Notes: Calculations with Scientific Notation. Develop
rules based on laws of exponents. Student groups – sample problems and
verify answers.
Assessment: Assess student groups’ work and answers.
Assignment: Assignment: Calculations with Scientific
Notation. Evaluation on this material: Wednesday 18 September
2002.
Wednesday 11 September 2002 – Day 1
Evaluation – Unit Conversions and Unit Analysis
Introduction to Significant Figures
Objective: What is a significant
figure? Why and when are they used? Counting versus measuring.
Recognition and determining the number of significant figures in a measurement.
Class:
Unit Conversion Evaluation – first portion of class. Notes: Significant
Figures. Discuss, compare/contrast, and demonstrate counting
versus measuring. Measuring activity with four-sided rulers. Examples
of recognizing significant figures and determining the number of significant
figures in a given measurement. Student/groups start homework and then
verify answers.
Assessment: Evaluation: Unit Conversions will be
checked and graded. Questions to check for understanding during class
discussion. Assess student/group work on practice problems.
Assignment: Assignment: Significant Figures.
Evaluation on this material on Monday 23 September 2002.
Thursday 12 September 2002 – Day 2
Single Operations with Significant Figures
Objective: Perform single-operation
calculations and carry the correct number of significant figures in the answer.
Develop, formalize, and utilize the rules for rounding the answer of a single-operation
calculation to the correct number of significant figures. Contrast
the rules for addition/subtraction to multiplication/division.
Class: Notes:
Mathematical Operations and Significant Figures. Identify the
uncertainty in various measurements. Use these measurements and calculations
and ascertain where all the uncertainty. Determine what the final answer
should be, with only one digit of uncertainty. Examine the difference
between addition/subtraction and multiplication/division. After several
calculations, formalize a rule for each situation. Student/group tries
various sample problems and answers are verified.
Assessment: Question during class discussion.
Assess student/group work on sample problems.
Assignment: Assignment: Mathematical Operations and
Significant Figures – 1.
Thursday 12 September 2002 – Day 2 – Lab/Activity Period
Lab/Activity: The Periodic Table
Objective: Gain familiarity
with the periodic table. Define and locate group/family, period, various
elements, alkali metals, alkaline earth metals, halogens, noble gases, metals,
nonmetals, metalloids, stair-step line, actinide series, lanthanide series.
Explain how periodic table is arranged and how and why it was developed.
Class:
Pass out text books. Lab Activity – The Periodic Table.
Student groups work to complete Part II of the lab activity. The remaining
sections will be completed individually, as an at-home assignment.
Assessment: Assess group work during the lab period
through questions. Labs will be collected, assessed, and graded.
Assignment: Complete Lab Activity – The Periodic
Table. Due Wednesday 18 September 2002.
Friday 13 September 2002 – Day 2
Multiple Mathematical Operations with Significant Figures
Objective: Develop, formalize,
and utilize rules for carrying correct significant figures in the answer
to multiple-operation mathematical computations.
Class:
Notes: Multiple Mathematical Operations and Significant Figures.
As a class, rules are developed for determining the correct rounding of an
answer of a multiple operation computation. Students then use the rules
in sample problems. The rules for exact numbers and averages are also
developed and utilized.
Assessment: Assess the group discussion as it progress
and lead it in the best direction. Question and assess student group
work on sample problems.
Assignment: Assignment: Mathematical Operations and
Significant Figures
Tuesday 17 September 2002 – Day 4
More Ions on the Periodic Table
Introduction to Density
Objective: Gain familiarity
with the grouping of the ions and the relationship to the charge of a monatomic
ion and its position on the periodic table. Define and discuss density.
Solve basic problems using density as a physical property, including volume
by displacement.
Class:
Find a pattern for the monatomic ions and the periodic table. Notes:
Density. Define and discuss density as a physical property.
Differentiate between density and mass. Derive a formula and units for
density. Student groups work on basic sample problems.
Assessment: Verify answers to the student group
sample problems. Question to check for understanding during class discussion
and during group problem work.
Assignment: Assignment: Density
Tuesday 17 September 2002 – Day 4 – Lab/Activity Period
Accuracy & Precision and Calculations of Error and Deviation
Objective: Define and explain
accuracy and precision and differentiate between them. Calculate absolute
and relative error. Calculate absolute and relative deviation.
Class:
Notes: Precision and Accuracy. Define precision and accuracy
and give examples of both, neither, and one but not the other. Define
error and deviation. Derive the equations based on the definitions.
As a class, work through sample calculations of calculating absolute and relative
error and absolute and relative deviation.
Assessment: Question to check for understanding during
class discussion. Question as students begin to work through homework
calculations. Lab will be done to check these calculations in a hands-on
experience.
Assignment: Assignment: Precision and Accuracy
Wednesday 18 September 2002 – Day 5
Evaluation – Scientific Notation Calculations without Scientific Calculators
Density Problems and Density Demonstration
Objective: Explain a density
column. Explain why an objects floats on a given liquid, or sits within
the liquid. Identify a substance based on given information, including
density.
Class:
Evaluation: Scientific Notation Calculations. Demonstration
of density of various substances. Student groups work on more involved
problems involving density.
Assessment: Evaluation on scientific notation calculations
will be checked, assessed, and graded. Question student groups as they
work through density problems.
Assignment: Assignment: Density – 2
Thursday 19 September 2002 – Day 1
Day of General Wrap-Ups and Common Significant Figure Errors
Discussion of Accuracy and Precision Lab
Introduction to the concept of the Chemical Compound
Objective: Discuss and explain
the common errors in significant figure calculations. Introduce the
concept of a chemical compound and the difference between a chemical compound
and a mixture. Time permitting, Law of Definite Proportion will be introduced.
Class:
Student groups discuss and solve several sample problems that contain points
where common errors are made. Brief overview of the precision and accuracy
lab is given to students. Lab procedure is given to students.
Show students water and sugar, then mix the two. Discuss the difference
between the starting substances and the result. Formalize a definition
of a compound and differentiate between a compound, an element, and a mixture.
Assessment: Check student answers to solved problems.
Check as groups work on problem solving. Question to check for understanding
during class discussion.
Assignment: Read lab procedure and create a lab
data table.
Friday 20 September 2002 – Day 2
Nomenclature of Ionic Compounds – Types I and II
Objective: Explain how to
recognize an ionic compound. State basic rules for naming ionic compounds,
types I and II. Given a formula, supply the correct name, and vice
versa. Explain what the Roman numeral in the name of a compound refers
to and when it is used.
Class:
Notes: Ionic Compounds – Types I and II. Use notes to lead
through a class discussion and develop a set of rules for naming ionic compounds
and for writing formulas of ionic compounds. Then, students write names
and for formulas for a set of sample compounds. Answers are then checked
with neighbor and verified.
Assessment: Question to check for understanding during
class discussion. Assess students’ work on sample set of compounds.
Assignment: Assignment: Ionic Compounds – Types I
and II
Friday 20 September 2002 – Day 2 – Lab/Activity Period
Lab: Measurement
Objective: Calculate error
and deviation of a series of measurements made by students. Calculate
the density of water and the error in the density.
Class:
Student pairs complete Lab: Measurement.
Assessment: Assess students’ lab work and data.
Lab reports will be collected, assessed, and graded.
Assignment: Lab: Measurement – report
– due Friday 27 September 2002. Study for evaluation on Monday.
Topics: significant figure recognition, scientific notation, matter, atoms,
and ions.
Monday 23 September 2002 – Day 3
Evaluation: Significant Figure Recognition, Scientific Notation, Matter,
Atoms, and Ions
Introduce Lab: Thickness of Aluminum Foil
Objective: Develop a procedure
for determining the thickness of a piece of aluminum foil.
Class:
Students complete the evaluation on the following topics: recognition of significant
figures, scientific notation, matter, ions, and atoms. Discuss the
lab and lead discussion to develop a procedure for determining the thickness
of a single piece of aluminum foil.
Assessment: Evaluation will be assess and graded.
Question to check for understanding during development of lab procedure.
Assignment: Create a lab data table for the lab
tomorrow.
Tuesday 24 September 2002 – Day 4
Nomenclature of Ionic Compounds – Type III
Nomenclature of Acids
Objective: State basic rules
for naming a type III ionic compound. Given a formula of a type III
ionic compound, write the correct name for the compound, and vice versa.
Given an acid, write the correct formula, and vice versa. Explain the
rules for naming acids and their relationship to the acid’s ionic name.
Class:
Notes: Ionic Compounds – Type III. Use notes to lead through
a class discussion and develop a set of rules for naming ionic compounds and
for writing formulas of ionic compounds, type III. Notes: Acid
Nomenclature. Use notes to lead through discussion and develop
a set of rules for naming acids. Discuss how the naming of acids relates
to the ionic name of the acidic compound. Then, students write names
and for formulas for a set of sample compounds. Answers are then checked
with neighbor and verified.
Assessment: Question to check for understanding during
class discussion. Assess students’ work on sample set of compounds.
Assignment: Assignment: Ionic Compounds – Type III
Tuesday 24 September 2002 – Day 4 – Lab/Activity Period
Lab: Thickness of Aluminum Foil
Objective: Determine the
thickness of various brands of aluminum foil. Calculate the cost of
a specified volume of aluminum foil and determine the best value, in terms
of cost.
Class:
Student pairs complete the lab activity as specified in the procedure.
Assessment: Assess students’ lab work and data. Lab
reports will be collected, assessed, and graded.
Assignment: Complete lab report for Lab: Thickness
of Aluminum Foil. Due Monday 30 September 2002.
Tuesday 25 September 2002 – Day 5
Nomenclature of Binary Molecular Compounds
Diatomic Molecules
Objective: Differentiate
between ionic and molecular compounds. Differentiate between molecules
and formula units. Develop rules for naming binary molecular compounds.
List the elements that exist as diatomic molecules.
Class:
Notes: Binary Molecular Compounds. Define molecular compound.
Use notes to lead discussion and develop rules to name binary ionic compounds.
Differentiate between ionic and molecular compounds and between molecules
and formula units. Define diatomic molecule. List the elements
that exist as diatomic molecules and come up with a method to use the periodic
table to remember them. Then, students write names and formulas for
a set of sample compounds. Answers are verified with neighbor.
Assessment: Question to check for understanding during
class discussion. Check students as they work on sample compounds.
Assignment: Assignment: Binary Molecular Compounds
Thursday 26 September 2002 – Day 1
Introduction to Chemical Reactions
Balancing Chemical Equations
Objective: Identify indicators
of a chemical reaction. Differentiate between a chemical reaction and
a chemical equation. Define Law of Conservation of Mass. Use
Law of Conservation of Mass to balance a chemical statement, creating a chemical
equation. Balance chemical “equations.”
Class:
Notes: Introduction to Chemical Reactions. Demonstrate:
magnesium in hydrochloric acid and baking soda in vinegar. Lead through
discussion: what is happening, how do we know something is happening, how
do we know it is a chemical reaction? Differentiate between a chemical
reaction and a chemical equation. Differentiate between a chemical equation
and a chemical statement. Define Law of Conservation of Mass and use
it to balance a chemical statement. Students balance sample equations
and verify answers with neighbor.
Assessment: Question to check for understanding during
discussion. Check students’ work as they work on sample problems.
Assignment: Assignment: Balancing Equations – 1.
Study for ION Quiz tomorrow.
Friday 27 September 2002 – Day 2
Evaluation: Ions
Write and Balance Chemical Equations
Objective: Convert written compound
names to formulas and then balance the statement. Utilize diatomic
molecules in the written and balanced chemical equation.
Class:
Complete ION Evaluation. Assignment: Balancing Chemical Equations
– with writing – 3. Upon completion of the evaluation, students
complete 1-5 on the assignment and verify answers with neighbor who is also
finished with evaluation. Discuss and develop the procedure that will
be used for going from written words/names to formulas and then to balanced
equations. Students then begin working on 6 – 15 on the assignment.
Assessment: Evaluations will be assessed and graded.
Question to check for understanding during class discussion. Check
students as they work on the class assignment.
Assignment: Complete the assignment from above.
Friday 27 September 2002 – Day 2 – Lab/Activity Period
Lab: Density of Metal Shot – Part I
Objective: Determine the
density of various metals and use density to determine the identity of the
metal.
Class:
Student pairs complete the lab activity as outlined in Lab: Density
of Metal Shot.
Assessment: Assess students’ lab work and data.
Reports will be collected, assessed, and graded.
Assignment: Start write-up of lab.
Monday 30 September 2002 – Day 3
Classifying Reactions and Introduction to Predicting Products
Objective: Explain the purpose
of classifying reactions. Explain the procedure by which equations
may be classified. Classify reactions as synthesis, decomposition, single
replacement, or double displacement.
Class:
Notes: Classifying Reactions. Use notes to lead through discussion on
why and how to classify reactions. Act out the various types of reactions.
Students classify a set of sample equations and verify answers with neighbor.
Assessment: Question to check for understanding during
class discussion. Check as students work on sample set of problems.
Assignment: Assignment: Classifying Reactions and
Balancing Equations
Tuesday 1 October 2002 – Day 4
Predicting Products Basics and
Combustion Reactions
Objective: XXX
Class:
XXX
Assessment: XXX
Assignment: XXX
Tuesday 1 October 2002 – Day 4 – Lab Period
Lab: Density of Metal Shot – Part II
Objective: Determine the density
of various metals and use density to determine the identity of the metal.
Class:
Student pairs complete the lab activity as outlined in Lab: Density
of Metal Shot.
Assessment: Assess students’ lab work and data.
Reports will be collected, assessed, and graded.
Assignment: Lab write-up is due on Tuesday 8 October
2002.
Wednesday 2 October 2002 – Day 5
Predicting Products and Combustion Reactions
Objective: XXX
Class:
XXX
Assessment: XXX
Assignment: XXX
Thursday 3 October 2002 – Day 1
Aqueous Reactions and Solubility Rules
Objective: XXX
Class:
XXX
Assessment: XXX
Assignment: XXX
Friday 4 October 2002 – Day 2
Evaluation – Chapter 2: Chemical Compounds
Objective: See objectives for chapter 2 lessons.
Class: Students
complete evaluation on chapter 2 material.
Assessment: Evaluations will be checked and graded.
Assignment: No formal assignment.
Friday 4 October 2002 – Day 2 – Lab Period
Predicting Products Endothermic and exothermic Reactions and “Specials”
Objective: XXX
Class:
XXX
Assessment: Question to check for understanding as students
complete the example problems. Homework will be checked.
Assignment: Assignment: Predicting Products and Balancing
Equations – 2; evens
Monday 7 October 2002 – Day 3
Practice with Reactions, Equations, and Compounds
Objective: Write correct chemical compounds
to use in writing and balancing equations. Balance chemical statements.
Predict products of given reactants. Write and balance correct chemical
equations.
Class: Student
pairs complete Writing, Predicting, and Balancing Equations. Check
results with neighboring pair.
Assessment: Question to check for understanding as student
pairs work on completion of assignment. Check student answers.
Assignment: Complete any remaining problems from the whole
worksheet.
Tuesday 8 October 2002 – Day 4
Recap – Chapter 3
Objective: Integrate objectives from
all of chapter 3. Observe various demonstrated reactions, record
observations, classify the reaction, predict products, and balance the equation
that symbolizes the reaction. Write correct equations for various sets
of reactants.
Class:
Demonstrate various reactions and have students record observations, classify,
predict products, and balance. Complete Extra, Extra, Extra – More
Reactions.
Assessment: Collect student work on demonstrations.
Extra, Extra, Extra will be collected and checked.
Assignment: Study for test on Thursday. Complete
the worksheet Extra, Extra, Extra.
Tuesday 8 October 2002 – Day 4 – Lab Period
Lab: Basic Chemical Reactions
Objective: Perform basic lab procedures
and combine various reactants. Record observations, predict products,
classify reactions, and complete the lab-related questions.
Class: Student
pairs complete the lab activity Basic Chemical Reactions. Students
start the write-up of the lab activity.
Assessment: Assess students’ lab work. Question
individuals as they work through the lab procedure.
Assignment: Lab write-up is due Friday 11 October 2002.
Wednesday 9 October 2002 – Day 5
Introduction to the Mole
Objective: Define mole. Define Avogadro’s number,
state Avogadro’s number, and explain how it is related to the mole.
Define amu and explain the relationship between amu of an atom and the mass
of a mole.
Class: Students complete the activity
Introduction to the Mole. As a class, discuss what the results of the activity
indicate. Formalize the definition of a mole. What is the significance
of the mole? Differentiate between the definition of a mole and the
number associated with the mole. Define Avogadro’s number. Explain
the mole as a counting unit. If you know how much “one” weighs and
you know how much a “bunch” weighs, then how many in that “bunch”?
Assessment: Question individual students as they complete
the activity. Question individuals during the discussion.
Assignment: Study for the test tomorrow.
Thursday 10 October 2002 – Day 1
Evaluation: Chapter 3 – Chemical Reactions
Objective: See objectives for the chapter 3 lessons.
Class: Students complete the evaluation
on chapter 3 material.
Assessment: Evaluations will be collected, corrected, and
graded.
Assignment: No formal assignment. Lab from Tuesday
8 October 2002 is due tomorrow.
Friday 11 October 2002 – Day 2
Mole Calculations – Part I
Objective: Calculate a number of atoms of an element (and
molecules of a compound) given the number of moles of a sample, using unit
analysis. Calculate the number of moles of a sample given the number
of atoms of an element or molecules of a compound, using unit analysis.
Illustrate how the mole is the heart of chemical calculations. State
the molar mass of an element and explain/demonstrate where to locate the
molar mass. Calculate (and explain how the answer is arrived at) the
molar mass of a compound. Calculate the number of moles of a sample
given its mass. Calculate the mass of a sample given the number of
moles.
Class: Notes: Mole Calculations – I.
Use notes to lead through class discussion. Formalize the definition
of a mole. What is Avogadro’s number? Differentiate between “How
many in a mole?” and “How much does a mole weigh?” Formalize a method
to solve problems involving the mole. Use the class developed method
(unit analysis) to work through sample calculations involving atoms/molecules
and moles. Use unit analysis to work through sample calculations involving
moles and mass. Students try several sample problems and check answers
with neighbors.
Assessment: Question individuals as they work through the
problems and during the development of the problems solving method.
Check students’ progress as they work through sample problems.
Assignment: Assignment: Mole Calculations – I
Friday 11 October 2002 – Day 2 – Lab Period
Intense Unit Analysis Problems
Objective: Determine the information required to solve
a complex problem. Use unit analysis to solve various problems.
Cite sources of information.
Class: Student pairs determine what
type of information is needed to solve various problems. They develop
a plan of attack to solve these complex problems. Then they use the
computer and the internet to locate necessary information and determine the
answers requested.
Assessment: Circulate as students work on problems and
questions to check for understanding. Check that the plan developed
to solve the problems is workable and check the process and progress.
Assignment: Complete the problem set. Due Thursday
17 October 2002.
Monday 14 October 2002 – No School – Staff Professional Development
Tuesday 15 October 2002 – No School – Staff Professional Development
Wednesday 16 October 2002 – Day 3
Mole Calculations – Part II
Objective: Calculate the mass of a sample given the number
of atoms/molecules, using unit analysis; the reverse calculation will also
be done. Given a sample of a compound, calculate the atoms of a specific
element in the sample, using unit analysis. Use multiple-steps to calculate
using moles, with moles at the heart of the calculations.
Class: Notes: Mole Calculations – II.
Use notes to lead through class discussion and development of the problems
solving method for these multiple-step problems. Formalize the method
to solve mole problems using unit analysis. Sketch the problem line
with the mole at the center. Explain how all these problems extend
from how much does it weigh and how many are in a mole problems from Part
I of the notes. Work through sample problems, having students formalize
the problem-solving process. Student try some sample problems and check
answers with their neighbors.
Assessment: Circulate as students work on sample problems
and check work. Short pop-quiz on material on Friday.
Assignment: Assignmnet: Mole Calculations – II
Thursday 17 October 2002 – Day 4
Percent Composition by Mass and
Introduction to Empirical Formulas
Objective: Define percent. Define percent composition
by mass. Calculate the percent composition, by mass, of a given element
in a compound. Calculate the percent compound of an element in an unknown
compound using “experimental data.” Define empirical formula.
Explain what an empirical signifies. Relate empirical formula to percent
composition and explain the “opposite relationship” between them and their
problem solving processes.
Class: What is a percent? A compound
is a whole thing made of elements as its parts. What is the percent
composition of a given element in a compound? How do you find the percent
of a given element that makes up a compound? Work through sample problems
of finding the percent composition by mass of an element. Discuss why
percent composition is usually with respect to mass (or volume of a gas)
by not by individual particles. Students try sample problems and check
answers with neighbors. Empirical formula – what is it and what does
it mean? Define empirical formula versus molecular formula. Percent
composition – takes a compound and defines its parts. Empirical formula
takes the smallest ration of parts and defines a compound as that ratio of
elements.
Assessment: Check with individual students as they work
on sample calculations. Check assignment.
Assignment: Assignment: Percent Composition.
Thursday 17 October 2002 – Day 4 – Lab Period
Lab: Mole Concept Investigation
Objective: Relate moles to everyday objects through calculations,
observations, and explanations.
Class: Student pairs complete the lab
activity Lab: Mole Concept Investigation.
Assessment: Circulate as students work on the lab.
Lab write-up will be collected and graded.
Assignment: Lab due Friday 25 October 2002.
Friday 18 October 2002 – Day 5
Introduction to Empirical and Molecular Formulas and
Determining Empirical Formulas
Objective: Calculate the empirical formula of a given compound
given absolute data. Calculate the empirical formula of a given compound
given relative or experimental data. State the relationship between
empirical and molecular formulas. State the method by which the empirical
formula is calculated. State the fractions that will be commonly encountered
in this problem-solving process and manipulate the ratio to eliminate the
fraction’s denominator.
Class: Use Notes: Empirical and Molecular
Formulas to lead through class. Define empirical formula. Illustrate
the difference between and empirical formula and molecular formula.
Develop method for finding the empirical formula given the percent composition
of a substance or the relative masses of elements in a compound. Discuss
the SMMRF process for determining the smallest whole number ratio of elements
in a compound. What happens when you have a fraction? The common
fractions that will be encountered will be: 1/4, 1/3, 1/2, 2/3, and
3/4. How do you eliminate the denominator when these fractions occur?
You will need to multiply by a number that will cancel all the denominators.
If you multiply the fraction by a number, you must also multiply all the
other number by that same number. Students work through a sample problem
and check their answer/work with neighbors.
Assessment: Circulate as students work on sample problem
and begin homework. Check students’ work. Question individuals
during class lesson. Homework will be checked.
Assignment: Assignment: Empirical and Molecular Formulas
– 1; questions 1, 2, 4, and 5
Monday 21 October 2002 – Day 1
More Empirical and Molecular Formulas
Objective: Differentiate between empirical and molecular
formulas. Calculate the molecular formula of a compound.
Class: Go through homework answers.
Discuss key errors that tend to be made in these problems – oxygen is 16.00
g because it’s not diatomic when it is part of a compound. Explain
the difference between empirical and molecular formulas. Explain how
many molecular formulas may have the same empirical formulas – especially
when organic compounds are involved. Discuss the relationship between
empirical and molecular formulas. Develop a method for determining
the molecular formula of a compound. Students work through sample problems.
Assessment: Question to check for understanding during
the class lesson. Circulate as students work on sample problems and
begin homework. Check students’ work. Homework will be checked.
Assignment: Assignment: Empirical and Molecular Formulas
– 2; questions 1 – 5
Tuesday 22 October 2002 – Day 2
Molarity
Objective: Define concentration, qualitative, quantitative,
and molarity. Differentiate between concentration as a qualitative
versus a quantitative description. Develop a formula for molarity and
the unit of molarity. Solve various problems with the concentration
of a solution involving molarity. List the steps to correctly make
a solution of a given molarity.
Class: Use Notes: Molarity to lead through
class lesson. What does concentration mean? Define quantitative
and qualitative and give examples of quantities that are qual or quant.
Concentration as a qualitative expression – not very helpful to a scientist.
Develop a quantitative expression of concentration = molarity – the moles
of a solute in a given volume of solution (in liters). How do you make
a 1 molar solution? Show a volumetric flask. Demonstrate how
to make a 1 molar solution. Discuss the difference between adding 1
L of water to the solute and adding enough water to make 1 L of solution.
Develop a “formula” for molarity. Given a quantity in moles, use it.
Given a quantity in grams, convert it to moles. Given a volume it liters,
use it. Given a quantity in milliliters, convert it to liters.
Work through several sample problems. Have students work through several
sample problems and check answers with neighbors.
Assessment: Circulate as students work on sample problems
and begin homework. Check students’ work. Question to check for
understanding during class lesson. Homework will be checked.
Assignment: Assignment: Molarity Calculations; questions
1, 2, 4, 5, 7
Tuesday 22 October 2002 – Day 2 – Lab Period
Lab: Chapter – Wrap-Up and Summary of Chapter 4
Objective: Using a model sample to simulate molecules,
calculate moles and grams of specific elements. Calculate moles and
grams of the compound. Calculate percent composition by mass of each
element in the compound. Calculate empirical and molecular formulas.
Class: Each student is supplied with
a model sample of a “made-up” molecule. Students then work through
the calculations requested on the lab sheet. Students then switch samples/compounds
and repeat the requested calculations on the second compound sample.
Assessment: Circulate as students work on sample.
Question individuals as they complete the calculations to check for understanding.
Labs will be collected and graded.
Assignment: Lab activity due tomorrow – Wednesday 23 October
2002.
Wednesday 23 October 2002 – Day 3
Lab: Mole Day Activity
Objective: Mass various “mole” objects. Determine
the mass of carbohydrates or water in a given “mole” object. Calculate
the calories/energy in a given “mole” object. Calculate the calories/energy
of a mole of dextrose. Given the fat/energy for a “mole” object, determine
the calories/energy of a mole of dextrose.
Class: Lab: Mole Day Activity.
Students work with “mole” objects to complete the requested calculations
in the lab activity.
Assessment: Question individuals as they work to check
for understanding. Labs will be collected, checked, and graded.
Assignment: Lab activity due tomorrow – Thursday 24 October
2002.
Thursday 24 October 2002 – Day 4
Hydrates
Objective: Define hydrate and anhydrous salt. Explain
how a hydrated salt is formed. Name hydrated salts and write formulas
for hydrated salts. Determine the percentage of water in a given hydrated
salt. Determine the empirical formula of an unknown hydrated salt.
Class: Use Notes: Hydrates to lead through
class discussion. What does hydrate sound like it relates to?
Water. Hydrate – a slat with loosely attached water molecules.
How does a hydrated salt form? Through evaporation of the water in
a solution and some of the water molecules remain behind, but they are not
bonded to salt. Examples of naming hydrates – using the dot and the
prefix to indicate the number of water molecules attached. Examples
of writing formulas from the names. Determine the percentage of water
in a hydrate. Determine the empirical formula of an unknown hydrate.
The substances are salt and water. Determine the mass before and after
heating. Determine the moles of the substances. Calculate the
ratio. Write the formula of a hydrate.
Assessment: Question to check for understanding during
the class discussion. This information will assessed in the associated
lab activity.
Assignment: No formal assignment. Student for chapter
4 test tomorrow.
Thursday 24 October 2002 – Day 4 – Lab Period
Lab: Empirical Formula of a Hydrate
Objective: Determine the empirical formula of an unknown
hydrate.
Class: Students complete Lab: Empirical
Formula of a Hydrate.
Assessment: Circulate and check students’ lab performance.
Question to check for understanding as students work through the lab.
Labs will be collected, checked, and graded.
Assignment: Lab due Thursday 31 October 2002.
Friday 25 October 2002 – Day 5
Evaluation – Chapter 4
Objective: See objectives for chapter 4.
Class: Students complete the evaluation
of chapter 4.
Assessment: Evaluation will be graded.
Assignment: No formal assignment. (Should be working
on hydrate lab.)
Monday 28 October 2002 – Day 1
Introduction to Stoichiometry
Objective: Calculate the number of moles or grams of any
reactant or any product from the number of moles of a reactant or product
in a chemical reaction. Define stoichiometry, mole ratio, and conversion
ratio. Determine all mole ration of a given equation and explain when
to use them.
Class: Use Notes: Introduction to Stoichiometry
to lead through class lesson. What do the coefficients in a balanced
chemical equation signify? They tell how many molecules of reactants
produce how many molecules of products. But molecules are too small
to be of much use in a science lab. We need to use a more manageable
quantity for our purposes – a mole. So, what we thought of as counting
the number of atoms and molecules is actually counting the numbers of moles.
From a balanced chemical equation, we are able to determine a mole ratio
that will help determine the quantity of a given substance from a quantity
of another given substance. Draw a diagram showing all the various
relationships. How do I get from substance A to substance B?
Mole ratio. And, what quantity does my substance have to be in to use
a mole ratio? Moles! Work through several sample problems.
Have students work through several sample problems and check answers with
neighbors.
Assessment: Question to check for understanding during
the class lesson. Circulate as students work on sample problems and
begin homework and check the work. Homework will be checked.
Assignment: Assignment: Stoichiometric Calculations – 1
Tuesday 29 October 2002 – Day 2
Stoichiometry Using Various Quantities
Objective: Calculate a quantity of substance B from a given
quantity of substance A, using molecules, atoms of an element in a
compound, density, and percentages. Determine how much of any reactant
or product is involved in a chemical reaction given any quantity of any other
reactant or product, regardless of the unit used.
Class: Check answers to homework.
Reiterate the questions: How do you get from substance A to substance B and
what quantity does a substance have to be in to use a mole ratio? Use
Notes: Stoichiometric Calculations Using Various Quantities to lead through
class lesson. Use the line diagram of problem solving and expand it
to work through sample problems using various units. Explain how to
get these various quantities into the mole so they may be used. Students
work through sample problems and check answers with neighbors.
Assessment: Circulate as students work on sample problems
and begin homework and check students’ work. Question to check for
understanding during class lesson. Homework will be checked.
Quiz on basic stoichiometric calculations on Friday.
Assignment: Assignment: Stoichiometric Calculations – 2
Tuesday 29 October 2002 – Day 2 – Lab Period
Computer Applets and Stoichiometric Calculations
Objective: Calculate various quantities of products or
reactants from a given quantity of a product or reactant. Observe various
reaction simulations on a molecular level on the computer and answer questions
about them.
Class: Practice problems on stoichiometry.
Student pairs go to specified websites and observe various reaction simulations
on a molecular level and answer questions about the reaction.
Assessment: Circulate as students work on the stoichiometry
questions and the computer questions.
Assignment: Complete requested calculations and questions.
Wednesday 30 October 2002 – Day 3
Introduction to Limiting Reactant Problems
Objective: Determine the reactant that limits the reaction
given starting quantities of both both reactants in the reaction. Explain
the significance of determining the limiting reactant. Calculate the
quantity of excess reactant. Determine the quantity of product(s) formed.
Class: Use Notes: Limiting Reactant
Problems to lead through class lesson. Go through an oral example of
making Big Macs using a set quantity of ingredients. Discuss the analogy
of the creation of a recipe and the use of ratios of a balanced chemical
equation. What is the limiting reactant? What reactant is in
excess? How do you determine this with a chemical equation? Firstly,
everything must be put into moles. Create a have/need chart to determine
the limiting reactant and the excess reactant. Work through sample
problems.
Assessment: Question to check for understanding after each
step in the problem-solving process. Assignment will be checked.
Assignment: Assignment: Limiting Reactant Problems – 1
Thursday 31 October 2002 – Day 4
More Limiting Reactant Problems
Objective: See objectives from yesterday’s lesson.
Also, calculate the limiting reactant given various starting reactant units.
Class: Students put answers from yesterday’s
homework on the board and various students explain each step of the process.
Start a sample problem using units other than grams and moles. Stress
that it is still the same problem-solving process. The priority is
to get the reactant quantities to moles using whatever conversions
are necessary. Have students complete the sample problem
and check answers to various stages with neighbors. Students start
homework, time permitting.
Assessment: Question students during the assignment-checking
portion. Question students to check for understanding during the problem-solving
portion. Assignment will be checked.
Assignment: Assignment: Limiting Reactant Problems – 2.
Study for mass-mass problem quiz tomorrow.
Thursday 31 October 2002 – Day 4 – Lab Period
Lab: Limiting Reactants with Models
Objective: Calculate the limiting reactant. Calculate
the excess reactant and how much excess remains. Calculate the quantity
of product produced. Perform the requested calculations.
Class: Students obtain a model sample
representing a set of elements. Determine how much of each reactant
is present. Determine which substance is the limiting reactant.
Determine which reactant is in excess and by how much. Determine which
quantities are used to calculate the product produced. Students complete
Lab: Limiting Reactants with Models.
Assessment: Circulate as students work through lab activity.
Question to check for understanding. Labs will be collected, checked,
and graded.
Assignment: Lab due tomorrow – Friday 1 November 2002.
Friday 1 November 2002 – Day 5
Evaluation – Basic Stoichiometric Problems and
The Mole Inquiry Project
Objective: Utilize the web and various resources to find
necessary information to determine the answer to an inquiry project problem
related to the size of a mole. Determine what information is required
to answer the inquiry problem. Solve and write-up the solution to the
assigned inquiry problem.
Class: Students complete the evaluation
of basic stoichiometry problems. Students are assigned two mole inquiry
problems. Students start research on their topic or start to outline
the plan of attack to solve their inquiry problem.
Assessment: Evaluation will be graded. Check with
students to ascertain the progress on the mole inquiry project. Projects
will be collected, checked, and graded.
Assignment: Mole Inquiry Project – due Wednesday 6 November
2002.
Monday 4 November 2002 – Day 1
Theoretical and Percent Yield
Objective: Differentiate between actual and theoretical
yield. Define percent yield. List reasons why a reaction would
not produce the theoretical quantity of product predicted. Calculate
the percent yield of various reactions. Express the quantity of product
obtained from a reaction as a percentage of what the reaction is theoretically
capable of producing.
Class: Use Notes: Theoretical and Percent
Yield to lead through class lesson. Explain that what we have been
calculating I the theoretical yield. If the world were perfect, that
is how much product would be produced. But we do not live in a perfect
world. So a reaction generally does not produce a theoretically perfect
quantity of product. It usually produces less product that expected
and never produce more than the theoretically amount. Why does less
product get produced than we calculate as theoretically perfect???
Define actual yield ad explain that this is determined experimentally for
each reaction in various sets of reaction conditions. Theoretical yield
is the actual amount versus the theoretical amount expressed as a percentage.
Work through several sample problems. Students check their work with
neighbors.
Assessment: Question to check for understanding during
the discussion portion. Check students’ work as they complete sample
problems and begin their homework. Assignment will be checked.
Assignment: Assignment: Theoretical and Percent Yield
Tuesday 5 November 2002 – Day 2
Chapter 5 Wrap-Up Activity
Objective: Solve various requested multiple-step problems
relating to stoichiometry and all of chap 5.
Class: Students work on Recap: Chapter
5 – Stoichiometry – Putting It All Together and check answers with neighbors.
Correct final answers will be supplied so students may determine if they
are correct.
Assessment: Circulate as students work on assignment and
question to check for understanding. This material will be checked
on the test tomorrow.
Assignment: Complete the assignment for tomorrow and study
for test tomorrow.
Tuesday 5 November 2002 – Day 2 – Lab Period
Analysis of Potassium Chlorate
Objective: Determine the mass of oxygen in a given sample
of potassium chlorate. Determine the percentage, by mass, of oxygen
in potassium chlorate. Determine the percent error of theoretical and
experimental calculations.
Class: Students complete Lab: Decomposition
of Potassium Chlorate.
Assessment: Circulate as students work on lab and check
lab performance. Question students to check for understanding as they
work through the lab. Lab will be collected, checked, and graded.
Assignment: Lab due on Tuesday 12 November 2002.
Wednesday 6 November 2002 – Day 3
Evaluation – Chapter 5 – Stoichiometry
Objective: See chapter 5 objectives.
Class: Students compete the evaluation
of chapter 5 material.
Assessment: Evaluation wills be collected, checked, and
graded.
Assignment: No formal assignment.
End of Marking Period 1