College Prep Chemistry
Instructor: Karrie Ware
Room: C-17
Office Hours: Before school, lunch, after school by appointment.
Drop-in Tues. after school
Phone: (510) 657-3600 ext 37052
Email: kware@fremont.k12.ca.us
School
Vision
The
mission of our school is the development of the mind, character, and physical
well being of our students through the creation of an environment fostering
academic excellence, maturity, responsibility and mutual respect. All students
are expected to demonstrate effective reading, writing, listening, speaking and
computational skills. In addition, students will possess the ability to solve a
variety of problems in a collaborative environment, become effective
communicators and critical thinkers and problem-solvers.
Science
Requirements
Graduation
UC
CSU
20 Units
20 Units
20 Units
(30 Recommended)
Life Science
(10)
Must be in 2 of these 3
Must be a lab science in
Physical Science (10) disciplines: Bio, Chem,
or
Phys. Sci, Bio, Chem, or
Physics
Physics
Four-year
colleges (UC and CSU) require a minimum of C or better to meet specific requirements.
Chemistry
QCIP 11-12 a-g 10 units/year
Prerequisite:
Successful completion of Algebra 1 with at least a grade of C or higher and
Biology with a grade of ³C² or higher. This course is a college preparatory lab
course, which focuses on the study of inorganic chemistry: composition and
structure, chemical reactions, and quantitative analysis. Investigative skills
are developed through lab activities. There will be a lab donation requested
per student.
School-wide Test Dates
First Semester Finals
Jan 30-Feb 1, 2008
Jan 30 - Periods 1, 2
Jan 31 - Periods 3,
4
Feb 1 - Periods 5, 6
Second Semester Finals
June 16-18, 2008
Jun 16 - Periods 1, 2
Jun 17 - Periods 3,
4
Jun 18 - Periods 5, 6
STAR - CAT 6 Testing: April 28 - May 9, 2008
AP Testing: May 5-9 and May 12-16, 2008
College Prep Chemistry
K. Ware
Testing schedule
In order to provide the
student with the best possible opportunity to succeed, the following testing
schedule has been established and will be followed in this class.
Monday: All
subject areas may administer tests. Wednesday & Friday: Tests may be given in Home Economics, Industrial
Arts, Social Science, Science, Health and
Fine Arts. Tuesday & Thursday: Tests may be given in Math, English, Foreign
Language, PE and Computer Science. The testing schedule does not prohibit an
instructor from giving a quiz on any day during the course of the school
week.
Exam/Assignment Make-up Policy
By district policy, I will allow students to make up
exams and assignments missed during excused absences and field trips. In most
cases, exams will be made up during class time. Students with a one-day
excused absence on the day of an exam will make up that exam immediately upon
return to school. Failure to do
so will result in a zero on that exam. The
number of days absent before an exam or assignment will count towards an
extension for the make-up exam or assignment. Following district policy, I will
not provide make-up exams or assignments for unexcused absences, truancies or
suspensions.
It is the
studentıs responsibility find out what they missed while they were absent.
Students need to see me as soon as they get back to find out what
exam/assignment they missed. Ignorance is not an excuse!
Late Work
No credit is given to late homework in this class.
Projects may be turned in late for partial credit at my discretion and will be
dealt with on an individual basis. You should talk to me before the project becomes late.
Homework
Homework is rarely collected. Instead, it is stamped
if itıs complete and reasonably accurate. Incomplete assignments will not be stamped (no half
stamps either). Every student has the ability to get 100% credit for homework.
Anything less than that means you did not do the assignment.
Homework stamps are collected on a ³stamp sheet²
which will be turned in after each test. Students are responsible for bringing
the stamp sheet to class with their homework. No stamp sheet = no stamp for
homework! Each stamp is worth 2 points.
Grading
100 - 90.0% A 89 - 80.0% B 79 - 70.0% C 69 - 60.0% D 59% and below F
Cheating
My professional judgment will determine whether
cheating has occurred. Students are reminded not to give me cause to consider
their actions violative.
To avoid inadvertent dishonesty the following list,
which is not intended to be all-inclusive, delineates a variety of methods of
cheating:
1. Letting someone
else see oneıs own or anotherıs paper during an examination, test, or quiz.
2. Looking at someone
elseıs paper during an examination, test, or quiz.
3. Talking with
another student during an examination, test, or quiz.
4. Copying work
assigned to be done independently, or allowing someone else to copy oneıs own
or anotherıs assignment. Donıt grab someone elseıs paper and copy their answers
when I come around to stamp homework. Thatıs cheating.
5. Giving test
information to other students in other periods of the same teacher/same course.
6. Submitting
individual projects not wholly oneıs own.
7. Fabricating or
altering laboratory data
Consequences
Consequences for
cheating are severe. They are school-wide and cumulative for all the years you
attend Mission San Jose High School.
First Offense:
1.
Student receives
zero for the assignment.
2.
Teacher notifies parent
and administrator.
3.
Saturday school is
assigned.
4.
Counseling is provided
for student to find acceptable ways to meet course obligations.
Second Offense: (in
any class)
1.
Student receives
zero for the assignment.
2.
Teacher notifies parent
and administrator.
3.
Student receives
a grade of ³F² for the grading period.
4.
Saturday school is
assigned.
5.
Counseling is provided
for student to find acceptable ways to meet course obligations.
Third Offense: (in
any class)
1.
Student receives
zero for assignment.
2.
Teacher notifies parent
and administrator.
3.
Possible SST/placement
consequences
4.
If in the same class for
all three (3) offenses, student dropped from class
with a grade of ³F² and possible suspension
for up to five (5) days. Suspension
and cause are reported to colleges in the school report.
5.
Counseling is provided
for student to find acceptable ways to meet course obligations.
California Science
Standards Chemistry
Atomic and
Molecular Structure
1. The periodic table displays
the elements in increasing atomic number and shows how periodicity of the
physical and chemical properties of the elements relates to atomic structure.
As a basis for understanding this concept:
a. Students know how to relate the position of an element in the
periodic table to its atomic number and atomic mass.
b. Students know how to use the periodic table to identify metals,
semimetals, nonmetals, and halogens.
c. Students know how to use the periodic table to identify alkali
metals, alkaline earth metals and transition metals, trends in ionization
energy, electronegativity, and the relative sizes of ions and atoms.
d. Students know how to use the periodic table to determine the number
of electrons available for bonding.
e. Students know the nucleus of the atom is much smaller than the atom
yet contains most of its mass.
f. * Students know how to use the periodic table to identify the
lanthanide, actinide, and transactinide elements and know that the transuranium
elements were synthesized and identified in laboratory experiments through the
use of nuclear accelerators.
g. * Students know how to relate the position of an element in the
periodic table to its quantum electron configuration and to its reactivity with
other elements in the table.
h. * Students know the experimental basis for Thomson's discovery of the
electron, Rutherford's nuclear atom, Millikan's oil drop experiment, and
Einstein's explanation of the photoelectric effect.
i. * Students know the experimental basis for the development of the
quantum theory of atomic structure and the historical importance of the Bohr
model of the atom.
j.
* Students know that spectral lines are the result of transitions of electrons
between energy levels and that these lines correspond to photons with a
frequency related to the energy spacing between levels by using Planck's
relationship (E = hv).
Chemical Bonds
2. Biological, chemical, and
physical properties of matter result from the ability of atoms to form bonds
from electrostatic forces between electrons and protons and between atoms and
molecules. As a basis for understanding this concept:
a. Students know atoms combine to form molecules by sharing electrons to
form covalent or metallic bonds or by exchanging electrons to form ionic bonds.
b. Students know chemical bonds between atoms in molecules such as H2,
CH4, NH3, H2 CCH2, N2,
Cl2, and many large biological molecules are covalent.
c. Students know salt crystals, such as NaCl, are repeating patterns of
positive and negative ions held together by electrostatic attraction.
d. Students know the atoms and molecules in liquids move in a random
pattern relative to one another because the intermolecular forces are too weak
to hold the atoms or molecules in a solid form.
e. Students know how to draw Lewis dot structures.
f. * Students know how to predict the shape of simple molecules and
their polarity from Lewis dot structures.
g. * Students know how electronegativity and ionization energy relate to
bond formation.
h. * Students know how to identify solids and liquids held together by
van der Waals forces or hydrogen bonding and relate these forces to volatility
and boiling/ melting point temperatures.
Conservation
of Matter and Stoichiometry
3. The conservation of atoms
in chemical reactions leads to the principle of conservation of matter and the
ability to calculate the mass of products and reactants. As a basis for understanding
this concept:
a. Students know how to describe chemical reactions by writing balanced
equations.
b. Students know the quantity one mole is set by defining one mole of
carbon 12 atoms to have a mass of exactly 12 grams.
c. Students know one mole equals 6.02x1023particles (atoms or
molecules).
d. Students know how to determine the molar mass of a molecule from its
chemical formula and a table of atomic masses and how to convert the mass of a
molecular substance to moles, number of particles, or volume of gas at standard
temperature and pressure.
e. Students know how to calculate the masses of reactants and products
in a chemical reaction from the mass of one of the reactants or products and
the relevant atomic masses.
f. * Students know how to calculate percent yield in a chemical
reaction.
g. * Students know how to identify reactions that involve oxidation and
reduction and how to balance oxidation-reduction reactions.
Gases and
Their Properties
4. The kinetic molecular
theory describes the motion of atoms and molecules and explains the properties
of gases. As a basis for understanding this concept:
a. Students know the random motion of molecules and their collisions
with a surface create the observable pressure on that surface.
b. Students know the random motion of molecules explains the diffusion
of gases.
c. Students know how to apply the gas laws to relations between the
pressure, temperature, and volume of any amount of an ideal gas or any mixture
of ideal gases.
d. Students know the values and meanings of standard temperature and
pressure (STP).
e. Students know how to convert between the Celsius and Kelvin
temperature scales.
f. Students know there is no temperature lower than 0 Kelvin.
g. * Students know the kinetic theory of gases relates the absolute
temperature of a gas to the average kinetic energy of its molecules or atoms.
h. * Students know how to solve problems by using the ideal gas law in
the form PV = nRT.
i. * Students know how to apply Dalton's law of partial pressures to
describe the composition of gases and Graham's law to predict diffusion of
gases.
Acids and
Bases
5. Acids, bases, and salts are
three classes of compounds that form ions in water solutions. As a basis for
understanding this concept:
a. Students know the observable properties of acids, bases, and salt
solutions.
b. Students know acids are hydrogen-ion-donating and bases are
hydrogen-ion-accepting substances.
c. Students know strong acids and bases fully dissociate and weak acids
and bases partially dissociate.
d. Students know how to use the pH scale to characterize acid and base
solutions.
e. * Students know the Arrhenius, Brĝnsted-Lowry, and Lewis acid-base
definitions.
f. * Students know how to calculate pH from the hydrogen-ion
concentration.
g. * Students know buffers stabilize pH in acid-base reactions.
Solutions
6. Solutions are homogeneous
mixtures of two or more substances. As a basis for understanding this concept:
a. Students know the definitions of solute and solvent.
b. Students know how to describe the dissolving process at the molecular
level by using the concept of random molecular motion.
c. Students know temperature, pressure, and surface area affect the
dissolving process.
d. Students know how to calculate the concentration of a solute in terms
of grams per liter, molarity, parts per million, and percent composition.
e. * Students know the relationship between the molality of a solute in
a solution and the solution's depressed freezing point or elevated boiling
point.
f. * Students know how molecules in a solution are separated or purified
by the methods of chromatography and distillation.
Chemical
Thermodynamics
7. Energy is exchanged or
transformed in all chemical reactions and physical changes of matter. As a
basis for understanding this concept:
a. Students know how to describe temperature and heat flow in terms of
the motion of molecules (or atoms).
b. Students know chemical processes can either release (exothermic) or
absorb (endothermic) thermal energy.
c. Students know energy is released
when a material condenses or freezes and is absorbed when a material evaporates
or melts.
d. Students know how to solve problems involving heat flow and
temperature changes, using known values of specific heat and latent heat of
phase change.
e. * Students know how to apply Hess's law to calculate enthalpy change
in a reaction.
f. * Students know how to use the Gibbs free energy equation to
determine whether a reaction would be spontaneous.
Reaction Rates
8. Chemical reaction rates
depend on factors that influence the frequency of collision of reactant
molecules. As a basis for understanding this concept:
a. Students know the rate of reaction is the decrease in concentration
of reactants or the increase in concentration of products with time.
b. Students know how reaction rates depend on such factors as
concentration, temperature, and pressure.
c. Students know the role a catalyst plays in increasing the reaction
rate.
d. * Students know the definition and role of activation energy in a
chemical reaction.
Chemical
Equilibrium
9. Chemical equilibrium is a
dynamic process at the molecular level. As a basis for understanding this
concept:
a. Students know how to use Le Chatelier's principle to predict the
effect of changes in concentration, temperature, and pressure.
b. Students know equilibrium is established when forward and reverse
reaction rates are equal.
c. * Students know how to write and calculate an equilibrium constant
expression for a reaction.
Organic
Chemistry and Biochemistry
10. The bonding characteristics of
carbon allow the formation of many different organic molecules of varied sizes,
shapes, and chemical properties and provide the biochemical basis of life. As a
basis for understanding this concept:
b. Students know large molecules (polymers), such as proteins, nucleic
acids, and starch, are formed by repetitive combinations of simple subunits.
c. Students know the
bonding characteristics of carbon that result in the formation of a large
variety of structures ranging from simple hydrocarbons to complex polymers and
biological molecules.
d. Students know amino acids are the building blocks of proteins.
e. * Students know the system for naming the ten simplest linear
hydrocarbons and isomers that contain single bonds, simple hydrocarbons with
double and triple bonds, and simple molecules that contain a benzene ring.
f. * Students know how to identify
the functional groups that form the basis of alcohols, ketones, ethers, amines,
esters, aldehydes, and organic acids.
g. * Students know the R-group structure of amino acids and know how
they combine to form the polypeptide backbone structure of proteins.
Nuclear
Processes
11. Nuclear processes are those in
which an atomic nucleus changes, including radioactive decay of naturally
occurring and human-made isotopes, nuclear fission, and nuclear fusion. As a basis
for understanding this concept:
a. Students know protons and neutrons in the nucleus are held together
by nuclear forces that overcome the electromagnetic repulsion between the
protons.
b. Students know the energy release per gram of material is much larger
in nuclear fusion or fission reactions than in chemical reactions. The change
in mass (calculated by E = mc2 ) is small but significant in nuclear
reactions.
c. Students know some naturally occurring isotopes of elements are
radioactive, as are isotopes formed in nuclear reactions.
d. Students know the three most common forms of radioactive decay
(alpha, beta, and gamma) and know how the nucleus changes in each type of
decay.
e. Students know alpha, beta, and gamma radiation produce different
amounts and kinds of damage in matter and have different penetrations.
f. * Students know how to calculate the amount of a radioactive
substance remaining after an integral number of half-lives have passed.
g. * Students know protons and
neutrons have substructures and consist of particles called quarks.