Laurel Springs School Chemistry Syllabus

CHEMISTRY-LAB

2013

Chemistry-LAB
Welcome to the Laurel Springs School Chemistry course! This course is designed to give you a thorough understanding of the fundamental principles and methods of the study of chemistry. Chemistry offers answers to many questions about why the world works the way it does. Have you ever wondered why leaves are green, why some metals rust and others do not, or how a baking soda & vinegar volcano works? If so, this is the course for you!
For this course, you will be using the Prentice Hall, "Chemistry," 2008, ISBN
9780132013048 text.
Course Prerequisites: Are you ready for this course? Chemistry is a demanding course and you should be prepared to spend a fair amount of time on each lesson and lab. Additional course
prerequisites are that you have completed Algebra 1 with an A or a B
AND Biology w/Lab
Course Design:
This course is divided into thirty-six weeks. Each week has a number of readings, questions, labs and other assignments. When you have finished eighteen weeks you will receive credit for one semester of work; thirty-six weeks equals one year of required science credits.
Each assignment is divided into clearly defined tasks. These tasks include:
Reading - You will be asked to read the required course material. You may find taking notes to be helpful.
Exercises - You will be asked to complete various questions related to the course material. Complete these practice problems as you read to make sure you have a solid understanding of the material before you move on to the next section. To receive full credit for your work, you must show all of your calculations.
Teachers will not give credit for problems that do not show calculations and you may be asked to redo problems and/or lessons if you do not show your work.

Work Submission: All graded work for this course must be uploaded to your teacher in your online classroom at the end of each lesson. You can scan your work and upload it or do your work in a word processing program and upload it. There are directions for doing so at the end of each lesson in the LMS.

Chemistry with Lab

Prentice Hall Chemistry, 2007 CA edition
CK-101 lab kit from Hands On Labs

Milestone Assignments:
Lessons 6, 12, 18, 24, 30 and 36 have been designated as Milestone Assignments.
These lessons will require you to synthesize what you have learned and present that understanding to your teacher in the assigned format. Please save all of your graded
Milestone Assignments, for future assessment purposes.
Lessons with Milestone Assignments in them are indicated by this graphic:

Term Paper:
You will complete a research term paper during the second semester. This term paper will be due Week 36. The final draft of your term paper should be 5-7 pages long, typed in 12-point Times New Roman (or similar font; this syllabus is written in 12-point
Garamond font), unless otherwise permitted by your teacher. Term papers must include a bibliography with at least three references. Diagrams, pictures, and chemical formulae that support your research topic are encouraged!
Please refer to the Appendix of this syllabus for instructions on how to write a research paper. Your teacher will use these guidelines when reviewing and grading your paper. If you’re not sure about how to approach the term paper, please contact your teacher for more information.
Your teacher may also accept proposals for term projects (e.g. a film/video or other research project) instead of a written paper. If you would like to do a term project, please contact your teacher to discuss in more detail.

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Laboratory Exercises for Chemistry:
The Lab Kit for use with this course is the ChemKit-101 (CK-101), available
from:
Hands on Labs, Inc.
3203 W Hampden Avenue
Sheridan, CO 80110 www.labpaq.com (Follow this link and click the “Chemistry Kits” button. From here, you can make your purchase directly online.)
This kit comes with a lab manual, which explains each experiment, contains analysis questions, and which presents important safety rules and precautions. Remember: you are responsible for obtaining and using this kit in a responsible manner.
Expectations for this Laboratory Course
Lab exercises are a very important part of this Chemistry course. As a lab science, you should expect to spend at least 20 hours per semester conducting lab projects.
Because each lab is specifically aligned to specific course material, you are required to do the labs in the order noted on the syllabus, unless you work out another arrangement with your teacher. In this way, you will benefit the most from doing the labs, and your teacher will know that you are pacing yourself well.
The lab kit includes many of the supplies you will need, but you are still expected to provide some common household items. Generally, these can be obtained from your local grocery, hardware store, or pharmacy. If you have any trouble securing these supplies, please contact your teacher.

Lab Reports
Please write up the observations, lab questions and conclusions from each lab using the Lab Report Form that you can download in your online class.

Chemistry – LAB

Course Description

This course offers a study of Chemistry for students pursuing a technical career or college entrance. Our course is extremely thorough. Main topics include Phases, Atomic and Molecular Models, Polarity, Solutions, Ionic Bonding,
Stoichiometry, Acids and Bases, Le Chatelier’s Principle, The Mole, Nuclear Reactions, Periodic Table, Isomers,
Molecular Orbitals, Chemical Reactions, Energy and Change, Osmosis, Entropy, Reaction Rates, and more.

Course length Two semesters

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Chemistry, Prentice Hall: text Syllabus CK-­‐101 Lab Kit (ordered by student separately)

Prerequisites Algebra 1 and Biology With Lab

Format Text-­‐based

Course Status NCAA Approved

Course Objectives

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Identify five traditional areas of study in chemistry
Relate pure chemistry to applied chemistry
Identify reasons to study chemistry
Identify some areas affected by chemistry research
Describe some examples of research in chemistry
Distinguish between macroscopic and microscopic
Describe how Lavoisier transformed chemistry
Identify three steps in the scientific method
Explain why collaboration and communication are important in science
Identify two general steps in problem solving
Describe three steps for solving numeric problems
Describe two steps for solving conceptual problems
Identify properties of matter as extensive or intensive
Define physical property
Differentiate among three states of matter
Describe a physical change
Categorize a sample of matter as a substance or a mixture
Distinguish between homogenous and heterogeneous samples of matter
Describe two ways that components of mixtures can be separated
Explain the difference between an element and a compound
Distinguish between a substance and a mixture
Identify the chemical symbols of elements
Describe what happens during a chemical change

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Identify four possible clues that a chemical change has taken place
Apply the law of conservation of mass to chemical reactions
Convert measurement to scientific notation
Distinguish among accuracy, precision and error of measurement
Determine the number of significant figures in a measurement and in a calculated answer
List SI units of measurement and common SI prefixes
Distinguish between the mass and weight of an object
Convert between the Celsius and Kelvin temperature scale
Construct conversion factors from equivalent measurements
Apply the technique of dimensional analysis to a variety of conversion problems
Solve problems by breaking the solution into steps
Convert complex units, using dimensional analysis
Calculate the density of material from experimental data
Describe how density varies with temperature
Describe Democritus’ ideas about atoms
Dalton’s Atomic Theory
Identify the special instruments necessary to observe individual atoms
Identify three types of subatomic particles
Describe the structure of atoms according to the Rutherford atomic model
Explain what makes elements and isotopes different from each other
Calculate the number of neutrons in an atom
Calculate the atomic mass of an element
Identify the inadequacies in the Rutherford atomic model
Identify the new proposal in the Bohr model of the atom
Describe the energies and positions of electrons according to the quantum mechanical model
Describe how the shapes of orbitals related to different sub-levels differ
Describe how to write the electron configuration for an atom
Explain why the actual electron configuration for some elements differ from those predicted by the aufbau principle Describe the relationship between the wavelength and the frequency of light
Identify the source of the atomic emissions spectrum
Explain how the frequencies of emitted light are related to changes in electron energies
Distinguish between quantum mechanics and classical mechanics
Explain how elements are organized in a periodic table
Compare early and modern periodic tables
Identify three broad classes of elements
Describe information in a periodic table
Classify elements based on electron configuration
Distinguish representative elements and transition metals
Describe trends among the elements for atomic size
Explain how ions form
Describe periodic trends for first ionization energy, ionic size, and electronegativity
Determine the number of valence electrons in an atom of a representative element
Explain how the octet rule applies to atoms of metallic and nonmetallic elements
Describe how cations form
Explain how anions form

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Explain the electric charge of an ionic compound
Describe three properties of ionic compounds
Model the valence electrons of metal atoms
Describe the arrangement of atoms in a metal
Explain the importance of alloys
Distinguish between the melting points and boiling points of molecular compounds and ionic compounds
Describe the information a molecular formula provides
Describe how electrons are formed to form covalent bonds and identify exceptions to the octet rule
Demonstrate how electron dot structures represent shared electrons
Describe how atoms form double or triple covalent bonds
Distinguish between a covalent bond and a coordinate covalent bond and describe how the strength of a covalent bond is related to its bond dissociation energy
Describe how oxygen atoms are bounded in ozone
Describe the relationship between atomic and molecular orbitals
Describe how the VSEPR theory helps predict the shapes of molecules
Identify the ways in which orbital hybridization is useful in describing molecules
Describe how electronegativity values determine the distribution of charge in a polar molecule
Describe what happens to polar molecules when they are placed between oppositely charged metal plates
Evaluate the strength of inter-molecular attractions compared with the strength of ionic and covalent bonds
Identify the reason why network solids have high melting point
Identify the charges of monatomic ions by using the periodic table, and name the ions
Define a polyatomic ion and write the names and formulas of the most common polyatomic ions
Identify the two common endings for the names of most polyatomic ions
Apply the rules for naming and writing formulas for binary ionic compounds
Apply the rules for naming and writing formulas for compounds with polyatomic areas
Interpret the prefixes in the names of molecular compounds in terms of their chemical formulas
Apply the rules for naming and writing formulas for binary molecular compounds
Apply three rules for naming acids
Apply the rules in reverse to write formulas of acids
Apply the rules for naming bases
Define the laws of definite proportions and multiple proportions
Apply the rules for naming chemical compounds by using a flow chart
Apply the rules for writing the formulas of chemical compounds by using a flow chart
Describe methods of measuring the amount of something
Avogadro’s number as it relates to a mole of substance
Distinguish between the atomic mass of an element and its molar mass
Describe how the mass of the mole of a compound is calculated
Describe how to convert the mass of a substance to the number of moles of a substance and moles to mass
Identify the volume of a quantity of gas at STP
Describe how to calculate the percent by mass of an element in a compound
Interpret an empirical formula
Distinguish between empirical and molecular formulas
Describe how to write a word equation
Describe how to write a skeleton equation
Describe the steps for writing a balanced chemical equation
Describe the five general types of reaction

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Predict the products of the five general types of reactions
Describe the information found in a net ionic equation
Predict the formation of a precipitate in a double replacement reaction
Explain how balanced equations apply to both chemistry and everyday life
Interpret balanced chemical equations in terms of moles, representative particles, mass, and gas volume at
STP
Identify the quantities that are always conserved in chemical reactions
Construct mole ratios from balanced chemical equations and apply these ratios in stoichiometric calculations Calculate stoichiometric quantities from balanced chemical equations using units of moles, mass representative particles, and volumes of gas at STP
Identify and use the limiting reagent in a reaction to calculate the maximum amount of product(s) produced and the amount of excess reagent that remains unreacted
Calculate theoretical yield, actual yield, or percent yield given appropriate information
Describe the assumptions of the kinetic theory as it applies to gases
Interpret gas pressure in terms of kinetic theory
Define the relationship between Kelvin temperature and average kinetic energy
Identify factors that that determine physical properties of a liquid
Define evaporation in terms of kinetic energy
Describe the equilibrium between a liquid and its vapor
Identify the conditions at which boiling occurs
Evaluate how the way particles are organized explains the properties of solids
Identify the factors that determine the shape of a crystal
Explain how allotropes of an element are different
Identify the conditions necessary for sublimation
Describe how equilibrium conditions are represented in a phase diagram
Explain why gases are easier to compress than solids or liquids are
Describe the three factors that affect gas pressure
Describe the relationship among the temperature, pressure, and volume of gas
Use the combined gas law to solve problems
Compute the value of an unknown using the ideal gas law
Compare and contrast real and ideal gases
Relate the total pressure of a mixture of gases to the partial pressures of the component gases
Explain how the molar mass of a gas effects the rate at which the gas diffuses and effuses
Explain the high surface tension and low vapor pressure of water in terms of the structure of the water molecule and hydrogen bonding
Describe the structure of ice
Distinguish between a solvent and a solute
Describe what happens in the solution process
Explain why all ionic compounds are electrolytes
Demonstrate how the formula for a hydrate is written
Distinguish between a suspension and a solution
Identify the distinguishing characteristics of a colloid
Identify the factors that determine the rate at which a solute dissolves
Identify the units usually used to express the solubility of a solute
Identify the factors that determine the mass of solute that will dissolve in a given mass of solute

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Solve problems involving the molarity of a solution
Describe the effect of dilution on the total moles of solute in solution
Define percent by volume and percent by mass solutions
Identify three colligative properties of solutions
Explain why the vapor pressure, freezing point, and boiling point of a solution differ from those properties of the pure solvent
Solve problems related to molality and mole fraction of a solution
Describe how freezing point depression and boiling point elevation are related to molality
Explain how energy, heat and work are related
Classify processes as either exothermic or endothermic
Identify the units used to measure heat transfer
Distinguish between heat capacity and specific heat
Describe how calorimeters are used to measure heat flow
Construct thermochemical equations
Solve for enthalpy changes in chemical reactions by using heats of reaction
Classify the enthalpy change that occurs when a substance melts, freezes, condenses, boils, or dissolves
Solve for the enthalpy change that occurs when a substance melts, freezes, boils, condenses, or dissolves
State Hess’s law of heat summation and describe how it is used in chemistry
Solve for enthalpy changes by using Hess’ law or standard heats of formation
Describe how to express the rate of a chemical reaction
Identify four factors that influence the rate of a chemical reaction
Describe how the amounts of reactants and products change in a chemical system at equilibrium
Identify three stresses that can change the equilibrium position of a chemical system
Explain what the value of Keq indicates about position of equilibrium
Describe the relationship between the solubility product constant and the solubility of a compound
Predict whether precipitation will occur when two salt solutions are mixed
Identify two characteristics of spontaneous reactions
Describe the role of entropy in chemical reactions
Identify two factors that determine the spontaneity of a reaction
Define Gibbs free energy change
Describe the general relationship between the value of the specific constant K, and the speed of a chemical reaction Interpret the hills and valleys in a reaction progress curve
Define the properties of acids and bases
Compare and contrast acids and bases as defined by the theories of Arrhenius, Bronsted-Lowry, and Lewis
Describe how [H+] and [OH] are related in aqueous solutions
Classify a solution as neutral, acidic, or basic given the hydrogen-ion or hydroxide-ion concentration
Convert hydrogen-ion concentrations into pH values and hydroxide-ion concentrations into pH values
Describe the purpose of an acid-base pH indicator
Define strong acids and weak acids
Describe how an acid’s strength is related to the value of its acids dissociation constant
Calculate an acid dissociation constant (Ka) from concentration and pH measurements
Order acids by strength according to their base dissociation content (Ka)
Order bases by strength according to their base dissociation content (Ka)
Define the products of an acid-base reaction
Explain how acid-base titration is used to calculate the concentration of an acid or a base

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Explain the concept of equivalence in neutralization reactions
Describe the relationship between equivalence point and the end point of a titration
Describe when a solution of salt is acidic or basic
Demonstrate with equations how buffers resist changes in pH
Describe oxidation and reduction in terms of the loss or gain of oxygen and the loss or gain of electrons
State the characteristics of a redox reaction and identify the oxidizing agent and reducing agent
Describe what happens to iron when it corrodes
Determine the oxidation number of an atom of any element in a pure substance
Define oxidation and reduction in terms of a change in oxidation number and identify atoms being oxidized and reduced in redox reactions
Describe how oxidation numbers are used to identify redox reactions
Balance a redox equation using the oxidation number-change method
Balance a redox equation by breaking the equation in to oxidation and reduction half-reactions, and then using the half-reaction method
Interpret an activity series and identify the elements that are most easily oxidized and those that are least easily oxidized
Name the types of reactions involved in electro chemical processes
Describe how a voltaic cell produces electrical energy
Describe current technologies that use electrochemical processes to produce energy
Identify what causes the electrical potential of an electrochemical cell
Define the standard hydrogen electrode
Describe how the standard reduction potential of a half-cell is determined
Interpret the meaning the meaning of the sign of the standard cell potential
Distinguish between electrolytic and voltaic sounds
Identify the products of the electrolysis of water
Describe chemical changes that take place during the electrolysis of brine
Name three ways that electrolysis is used in metal processing
Describe the relationship between the number of valence electrons and bonding in carbon
Define and describe alkanes
Relate the polarity of hydrocarbons to their solubility
Describe the difference between unsaturated and saturated hydrocarbons
Distinguish between the structures of alkenes and alkynes
Explain why structural isomers have different properties
Describe the conditions under which geometric isomers are possible
Identify optical isomers
Identify cyclic ring structures
Describe bonding in benzene
Identify 3 important fossil fuels and describe their origins
Describe the composition of natural gas, petroleum, and coal
Describe what happens when petroleum is refined
Explain how organic compounds are classified
Identify halocarbons and the IUPAC rules for naming the halocarbons
Describe how halocarbons can be prepared
Identify how alcohols are classified and named
Predict how the solubility of an alcohol varies with the length of its carbon chain
Name the reactions of alkenes that may be used to introduce functional groups

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Construct the general structure of an ether and describe how ethers are named
Identify the structure of a carbonyl group as found in aldehydes and ketones
Construct the general formula for carboxylic acids and explain how they are named
Describe an ester
Explain how dehydrogenation is an oxidation reaction
Describe how addition polymers are formed
Describe how condensation polymers are formed
Identify the two major cell types that occur in nature
Describe the chemical changes that occur during photosynthesis
Describe how two simple sugars can be linked
Identify where glucose is found in nature
Diagram the structure of an amino acid
Describe how peptide bonds form and identify what determines the properties of peptides and proteins
Describe how enzymes affect biochemical reactions
Identify the physical property that distinguishes lipids from other biological molecules Describe the structure of a lipid bilayer
Identify the functions of DNA and RNA
Describe how information is sorted in genetic material and how it can mutate
Describe how DNA fingerprinting and recombinant DNA technology are used
Describe the function of ATP in cells
Distinguishing between catabolism and anabolism
Describe how nitrogen becomes available for organisms to use in synthesis
Explain how an unstable nucleus releases
energy
Describe the three main types of nuclear radiation
Describe the type of decay a radioisotopes undergoes
Solve problems that involve half life
Identify the two ways transmutation can occur
Describe what happens in a nuclear chain reaction
Explain the role of water in the storage of spent fuel rods
Distinguish fission reactions from fusion reactions
Identify three devices that are used to defect radiation
Describe how radioisotopes are used in medicine

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Course Outline

Semester 1
Lesson 1: Introduction to Chemistry
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Chemistry Overview
Thinking Like a Scientist
Problem Solving in Chemistry
Order lab kit

Lesson 2: Matter & Change
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Properties of Matter
Mixtures
Elements & Compounds
Chemical Reactions
Lab: Read introduction and sign and send safety sheet

Lesson 3: Scientific Measurement I
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Measurements and Their Uncertainty
The International System of Units
Lab 1: Laboratory Techniques & Measurements

Lesson 4: Scientific Measurement II
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Conversion Problems
Density
Lab 2: Separation of a Mixture of Solids

Lesson 5: Atomic Structure
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Defining the Atom
Structure of the Nuclear Atom
Distinguishing Among Atoms
Calculating Atomic Mass

Lesson 6: Electrons in Atoms
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Models of the Atom
Electron Arrangement in Atoms
Physics and the Quantum Mechanical Model
Milestone Assignment

Lesson 7: The Periodic Table
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Organizing the Elements
Classifying the Elements
Periodic Trends
Introduction to Ions

Lesson 8: Ionic and Metallic Bonding
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Ions
Ionic Bonds and Ionic Compounds
Lab: Ionic Reactions

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Lesson 9: Ionic and Metallic Bonding II
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Bonding in Metals

Lesson 10: Covalent Bonding I
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Molecular Compounds
The Nature of Covalent Bonding

Lesson 11: Covalent Bonding II
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Bonding Theories
VSEPR
Polar Bonds and Molecules

Lesson 12: Chemical Names and Formulas I
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Naming Ions
Naming and Writing Formulas for Ionic Compounds
Milestone Assignment

Lesson 13: Chemical Names and Formulas II
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Naming and Writing Formulas for Molecular Compounds
Naming and Writing Formulas for Acids and Bases
Lab 15: Qualitative Anion Tests

Lesson 14: Chemical Names and Formulas III & Chemical Quantities I
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The Laws Governing Formulas and Names
Atomic Mass vs. Molar Mass
The Mole: A Measurement of Matter

Lesson 15: Chemical Quantities II
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Mole-Mass and Mole-Volume Relationships
Percent Composition and Chemical Formulas
Interpreting Formulae
Lab 11: Chromatography of Food Dyes

Lesson 16: Chemical Reactions I
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Describing Chemical Reactions
Types of Chemical Reactions
Lab 4: Physical and Chemical Properties

Lesson 17: Chemical Reactions II & Stoichiometry I
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Reactions in Aqueous Solution
The Arithmetic of Equations

Lesson 18: Stoichiometry II
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Chemical Calculations
Limiting Reagent and Percent Yield
Lab 6: Stoichiometry of a Precipitation Reaction
Midterm Exam (Lessons 1-18)

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Lesson 19: States of Matter
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The Nature of Gases
The Nature of Liquids
The Nature of Solids
Sublimation
Changes of State
Lab: Read Pages 4-47. Sign and send safety sheet*

Lesson 20: The Behavior of Gases
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Properties of Gases
The Gas laws
Ideal Gases
Gases: Mixtures and Movements
Lab 3: Properties of Gases
Semester Test / Milestone Assignment

Lesson 21: Water and Aqueous Systems
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Water and Its Properties
Homogeneous Aqueous Systems
Heterogeneous Aqueous Systems

Lesson 22: Solutions I
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Properties of Solutions
Concentrations of Solutions
Colligative Properties of Solutions
Lab 8: Colligative Properties and Osmotic Pressure

Lesson 23: Solutions II & Thermochemistry I
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Calculations Involving Colligative Properties
The Flow of Energy – Heat and Work
Measuring and Expressing Enthalpy Changes

Lesson 24: Thermochemistry II
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Heat in Changes of States
Calculating Heats of Reactions
Lab 7: Caloric Content of Food
Milestone Assignment

Lesson 25: Reaction Rates and Equilibrium I
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Rates of Reaction
Reversible Reactions and Equilibrium
Solubility Equilibrium

Lesson 26: Reaction Rates and Equilibrium II & Acids, Bases and Salts I
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Entropy and Free Energy
The Progress of Chemical Reactions
Lab 9: Le Chatelier 's Principle
Acid-Base Theories

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Lesson 27: Acids, Bases and Salts II
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Hydrogen Ions and Acidity
Strengths of Acids and Bases
Neutralization Reactions
Lab 12: Titration for Acetic Acid in Vinegar

Lesson 28: Acids, Bases and Salts III & Oxidation-Reduction Reactions
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Salts in Solution
The Meaning of Oxidation and Reduction
Oxidation Numbers
Balancing Redox Numbers
Lab 14: Oxidation-Reduction Activity

Lesson 29: Electrochemistry
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Electrochemical Cells
Half-Cells and Cell Potentials
Electrolyte Cells

Lesson 30: Hydrocarbon Compounds I
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Hydrocarbons
Unsaturated Hydrocarbons
Milestone Assignment

Lesson 31: Hydrocarbon Compounds II
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Isomers
Hydrocarbon Rings
C) Hydrocarbons from Earth’s Crust

Lesson 32: Functional Groups
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Introduction to Functional Groups
Alcohols and Ethers
Carbonyl Compounds
Polymerization

Lesson 33: The Chemistry of Life I
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A Strategy for Life
Carbohydrates

Lesson 34: The Chemistry of Life II
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Amino Acids and Their Polymers
Lipids
Non-Graded Capstone Assessment

Lesson 35: The Chemistry of Life III
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Nucleic Acids
Metabolism

Lesson 36: Nuclear Chemistry
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Nuclear Reaction
Nuclear Transformations

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Fission and Fusion of Atomic Nuclei
Radiation in Your Life
Turn in Term Paper
Final Exam (Lessons 19-36)(PROCTORED)

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Extra Credit

Lab 10: Beer 's Law & Colorimetry

The following table lists the lessons in which you will be doing lab exercises.
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Lesson 18
Lesson 19
Lesson 20
Lesson 21
Lesson 22
Lesson 23
Lesson 24
Lesson 25
Lesson 26
Lesson 27
Lesson 28
Lessons 29-36

Order Lab Kit
Sign and send safety sheet
Lab 1: Laboratory Techniques & Measurements
Lab 2: Separation of a Mixture of Solids
Lab Free Week
Lab Free Week
Lab Free Week
Lab Free Week
Lab Free Week
Lab Free Week
Lab Free Week
Lab Free Week
Lab 15: Qualitative Anion Tests
Lab Free Week
Lab 11: Chromatography of Food Dyes
Lab 4: Physical and Chemical Properties
Lab 5: Ionic Reactions
Lab 6: Stoichiometry of a Precipitation Reactions
FIRST SEMESTER EXAM
Sign and send safety sheet*
Lab 3: Properties of Gases
Lab Free Week
Lab 8: Colligative Properties and Osmotic
Pressure
Lab Free Week
Lab 7: Caloric Content of Food
Lab Free Week
Lab 9: Le Chatelier 's Principle
Lab 12: Titration for Acetic Acid in Vinegar
Lab 14: Oxidation-Reduction Activity Series
Lab Free Weeks
SECOND SEMESTER EXAM

17

Orientation to Coursework
This may be your first encounter with a "distance learning” course, or with submitting work at a distance. There are a few things you should know about submitting work before you begin.
Language Mechanics:
Even though you may be working in a course other than English, your teacher has a few expectations of how you are to submit your answers.
Some questions ask for a one-word answer, but in most cases you will want to use complete sentences. Furthermore, please make your best effort to use the very best
English you can. This will help your teacher coach you for future success. Think of your answer as a communication to your teacher, similar to a written letter, where you are showing that you understand the material. See The Writing Format Guide below for more information.
You may not copy reading passages or websites to answer the questions. You need to read the information, and then once you understand it, write it in your own words. Look at the rubrics posted in the first lesson of every course to find out how your assignments will be graded.
Plagiarism and Paraphrasing:
For longer questions or projects you will want to be aware of plagiarism, which means passing off someone else’s work as your own, intentionally or by accident.
Plagiarism is:
 Using another student’s work
 Copying from the internet, a book or some other published text
 Or just not doing a very good job of Paraphrasing.
In many cases it is fine to use someone else’s words. Maybe they said it so perfectly you feel that it would diminish the idea if you changed it. In this case you may quote the source. Just remember to give credit and you will not get into trouble! Paraphrasing and quoting are very important skills; doing them well will increase your chances of becoming a good writer and succeeding on tests too! Citing sources is also important to know for your academic career. These web pages have good information about how to avoid plagiarizing:
Paraphrasing http://owl.english.purdue.edu/owl/resource/619/01/ and
Quoting http://owl.english.purdue.edu/owl/resource/563/01/
If you have any questions about these guidelines for submitting work, please discuss them with your teacher.

18

Science
Your assignments in this course will be evaluated based on the following rubric.
Study the Skills for Mastery and the achievement level columns. Ask your teacher if you have questions about it.
Skills for Mastery
Attention to
Assignment
(Did you do what was asked?)

Exemplary 56
Each aspect of the assignment is addressed. Effective communication and organization
(Is your work understandable?) Ideas are organized and presented with clarity. Writing follows the rules of
English.

Independent
Thought
(Does your work show evidence of personal reflection?)

Student 's reflection shows synthesis of knowledge gained and personal conclusions.
Pertinent and complete supporting details demonstrate an integration of ideas.
Work is based upon specific and accurate information. Use of Supporting
Details (Do you make your topic clear by having enough specific details about it?)
Accessing
information
(Is your work based on course materials and resources?)

Achieved 3-4
Most aspects of the assignment are addressed. Ideas are mostly clear and understandabl
e. Most of the rules of
English are followed. There is evidence of original thought and reflection. Developing 12
Some aspects of the assignment are addressed, but many are missing. It is difficult to follow ideas.
Many rules of
English are broken, distracting the reader. Comment

The work does not reflect any personal interpretation.

The supporting details are generally complete.

The supporting details are only minimally effective. Most work is based upon specific and accurate information.

Work is not based upon specific and/or accurate information.

19

Use of Accurate
Scientific
Terminology (Do you use key words from the text to explain concepts expressed in the reading?) Comments:

The use of accurate scientific terminology enhances the response. The use of accurate scientific terminology strengthens the response.

The use of accurate scientific terminology may be present in the response. Semest er Exams:
Both
semest ers of this course culminate in review exams. These exams give you a chance to reflect on all you will have learned in the previous 18 lessons of the course. You can study the lessons as much as you 'd like before beginning the exam, but, once you begin, you may not access any lessons in the course until you submit your exam to your teacher. These will be
"closed book" exams. Please take the exams on your own, without assistance from any other person or outside resources.
Proctoring for final exam is required:
It is recommended that you have a proctor for your 1st semester exam BUT required that you find a test proctor for your FINAL exam. A proctor is a person who is present during testing to ensure that the tester has a good environment and does not cheat. A qualified Proctor should be a certified professional or any adult who can fulfill the duties with integrity. A Proctor may be a certified teacher, counselor, librarian, school administrator, attorney, clergy person, military officer, notary or US Embassy official or any other professional who is not a family member. A proctor CANNOT be a relative of the student. If you have additional questions regarding proctoring, please visit our
Student Services office here: http://laurelsprings.adobeconnect.com/studentservices/
Find an appropriate testing location:
The student must test in a quiet space, relatively free from distractions. The site may include no printed or electronic testing aids. The best testing sites include: K-12 school classrooms, libraries, counseling centers, professional offices, US Embassies, Colleges or Universities. If there is any doubt as to the appropriateness of the testing site, please contact our Student Services office here: http://laurelsprings.adobeconnect.com/studentservices/ 20

First Semester
Lessons 1-18

21

Week 1
Chapter 1 – Introduction to Chemistry
Welcome to Chemistry! This week is your best opportunity to refresh your old skills and learn some new techniques for studying and understanding chemistry.
Objectives:
In Week 1, you will:
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Identify five traditional areas of study in chemistry
Relate pure chemistry to applied chemistry
Identify reasons to study chemistry
Identify some areas affected by chemistry research
Describe some examples of research in chemistry
Distinguish between macroscopic and microscopic
Describe how Lavoisier transformed chemistry
Identify three steps in the scientific method
Explain why collaboration and communication are important in science
Identify two general steps in problem solving
Describe three steps for solving numeric problems
Describe two steps for solving conceptual problems

Reading: Read pages 7 – 33
Exercises:
-

Do Section Assessment on page 11 (#’s 1-5)
Do Section Assessment on page 17 (#’s 8-14)
Do Section Assessment on page 25 (#’s 16-19)
Do Section Assessment on page 32 (#’s 30-33)
Do Practice Problems on page 30
Do Assessment questions on pages 34-36 (#’s 34, 36, 42, 45, 49, 50,
57, 61)

Laboratory Assignment:
-

Make sure you have ordered your lab kit from Hands on Labs
Ordering instructions can be found at the beginning of this syllabus.

CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM

22

Week 2
Chapter 2 – Matter and Change
Sections 2.1-2.4
Now it’s time to dive in to the course! Chemistry is about the material world around us, so it is logical to start at the beginning and discuss matter itself and the various ways in which a chemist considers matter. Since you will be getting into some specific concepts of chemistry this week, this is a good week to determine whether using a notebook will help you. You may want to consult your teacher about this.
Objectives:
In Week 2, you will:

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









Identify properties of matter as extensive or intensive
Define physical property
Differentiate among three states of matter
Describe a physical change
Categorize a sample of matter as a substance or a mixture
Distinguish between homogenous and heterogeneous samples of matter Describe two ways that components of mixtures can be separated
Explain the difference between an element and a compound
Distinguish between a substance and a mixture
Identify the chemical symbols of elements
Describe what happens during a chemical change
Identify four possible clues that a chemical change has taken place
Apply the law of conservation of mass to chemical reactions

Reading: Read pages 39 – 57
Exercises:
-

Do Section Assessment on page 42 (#’s 1-4)
Read the Conceptual Problem 2.1 on page 46
Do Practice Problem #10 on page 46
Do Section Assessment on page 47 (#’s 11-16)
Read Conceptual Problem 2.2 on page 51
Do Section Assessment on page 52 (#’s 20-23)
Do Section Assessment on page 55 (#’s 28-30)
Do Assessment questions on pages 58-60 (#’s 35, 37, 41, 44, 45, 48,
49, 52, 53)

23

Laboratory Assignment:
-

Start checking the Contents Sheet to be sure you have gotten everything in your kit that is supposed to be there.
Look through the first pages of the Lab Manual and do the following: o Read the Basic Safety Instructions o Read the Micro–Scale Safety Reinforcement o Sign the Safety Agreement and send both pages to your teacher CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM

24

Week 3
Chapter 3 – Scientific Measurement
Sections (3.1 – 3.2)
One of the most important aspects of any science is the notion of measurement. Since the empirical sciences require accurately measuring the results of controlled experiments, it is crucial for you to understand how scientists and chemists understand and use measurement.
Objectives:
In Week 3, you will:
 Convert measurement to scientific notation
 Distinguish among accuracy, precision and error of measurement
 Determine the number of significant figures in a measurement and in a calculated answer
 List SI units of measurement and common SI prefixes
 Distinguish between the mass and weight of an object
 Convert between the Celsius and Kelvin temperature scales

Reading: Read pages 63-79
Exercises:
-

Read the Conceptual Problem 3.1 on page 68
Do Practice Problems #2 on page 68
Do Practice Problems #3 on page 69
Do Practice Problems #6 on page 70
Do Practice Problems #7 on page 71
Do Section Assessment on page 72 (#’s 9-12)
Do Practice Problems #16 & #17 on page 78
Do Section Assessment on page 79 (#’s 18-21)

Laboratory Assignment:
-

Do Lab #1 Laboratory Techniques and Measurements Lab
Prepare your lab report

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AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM

25

Week 4
Chapter 3 – Scientific Measurement
Section (3.3 – 3.4)
Scientific measurement is so important that you have another lesson on it!
Objectives:
In Week 4, you will:
 Construct conversion factors from equivalent measurements
 Apply the technique of dimensional analysis to a variety of conversion problems  Solve problems by breaking the solution into steps
 Convert complex units, using dimensional analysis
 Calculate the density of material from experimental data
 Describe how density varies with temperature
Reading: Read pages 80 – 95
Exercises:
-

Do Practice Problems on pages 82-86 (#’s 28-33)
Do Section Assessment on page 87 (#’s 38-41)
Do Practice Problems on pages 91-92 (#’s 46-49)
Do Section Assessment on page 93 (#’s 50 -52)
Do Assessment questions on pages 96-98 (#’s 57-77 odd, 78, 82)

Laboratory Assignment:
-

Do Lab #2, Separation of a Mixture of Solids
Prepare your lab report

CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM
.

26

Week 5
Chapter 4 – Atomic Structure
This week brings you to the heart of much of modern science: the structure of the atom.
Development of the atomic theory is a fascinating lesson in history, but we’re going to stick to what scientists have already discovered. Atomic theories are still developing, however, which is one of the fascinating things about chemistry. As scientists learn new things and make increasingly accurate instruments, they are constantly discovering new aspects to their theories that they had never thought of. Perhaps you will be such a scientist! Objectives:
In Week 5, you will:
Describe Democritus’ ideas about atoms
Dalton’s Atomic Theory
Identify the special instruments necessary to observe individual atoms
Identify three types of subatomic particles
Describe the structure of atoms according to the Rutherford atomic model  Explain what makes elements and isotopes different from each other
 Calculate the number of neutrons in an atom
 Calculate the atomic mass of an element
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




Reading: Read pages 101 – 121
Exercises:
-

Do Section Assessment on page 103 (#’s 1-4)
Do Section Assessment on page 109 (#’s 8-10 and 12)
Read the Conceptual Problem 4.1 on page 111
Do Practice Problems on pages 111-117 (#’s 15a-b, 16a-b, 17a-b, 18,
20, 23)
Read the Conceptual Problem 4.2 on page 113
Do Section Assessment on page 119 (#’s 25-29)
Do Assessment questions on pages 122-124 (#’s 34, 37, 39, 44, 45,
46, 47, 49, 55, 58, 61, 78, 82-84)

LAB FREE WEEK
CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM

27

Week 6
Chapter 5 – Electrons in the Atom
The electron is of special importance to us, since electrons determine many of the relationships and realities that are of interest in chemistry.
Objectives:
In Week 6, you will:
 Identify the inadequacies in the Rutherford atomic model
 Identify the new proposal in the Bohr model of the atom
 Describe the energies and positions of electrons according to the quantum mechanical model
 Describe how the shapes of orbitals related to different sub-levels differ
 Describe how to write the electron configuration for an atom
 Explain why the actual electron configuration for some elements differ from those predicted by the aufbau principle
 Describe the relationship between the wavelength and the frequency of light  Identify the source of the atomic emissions spectrum
 Explain how the frequencies of emitted light are related to changes in electron energies
 Distinguish between quantum mechanics and classical mechanics

Reading: Read pages 127 – 148
Exercises:
-

Do Section Assessment on page 132 (#’s 1-4) and (#’s 5, 7a-b)
Read the Conceptual Problem 5.1 on page 135
Do Section Assessment on page 136 (#’s 10-12)
Do Practice Problems on page 140 (#‘s 14-15)
Do Section Assessment on page 146 (16-18, 21)
Do Assessment questions on pages 149 – 151 (#’s 22, 24, 26, 31, 33,
38a, 40, 42, 44, 47, 52a-b, 54, 57, 65, 74, 77-93 odd)

LAB FREE WEEK

28

Milestone Assignment:
This week contains your first milestone assignment. As you may recall from the course introduction, milestone assignments occur throughout this course at 6-week intervals.
Each assignment is designed to encourage a synthetic process in which you bring together the pieces that you have studied over the last 6 lessons. Each of the Milestone
Assignments in this course is a writing assignment; you are welcome, however, to discuss alternative assignment options with your teacher!
Chemistry Journal Entry 1
Take some time to think about these first six lessons, in particular, why they might be the first lessons in the course. Is there a way in which the ideas and methods are fundamental to the entire study of Chemistry? How so? Think also about the three fundamental aspects of chemistry – hypothesis, experimentation and theory – and compare and contrast. Write a 2-3 paragraph short essay and submit it to your teacher.

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29

Week 7
Chapter 6 – The Periodic Table
Did you know that the periodic table can be used to predict the properties of elements that have not been discovered? Have you done any of this prediction yourself in any of your prior classes? If so, tell your teacher about it – he or she would love to know! This lesson focuses on the periodic table and its importance for understanding why things interact in the way they do and for predicting how things will interact.
Objectives:
In Week 7, you will:
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






Explain how elements are organized in a periodic table
Compare early and modern periodic tables
Identify three broad classes of elements
Describe information in a periodic table
Classify elements based on electron configuration
Distinguish representative elements and transition metals
Describe trends among the elements for atomic size
Explain how ions form
Describe periodic trends for first ionization energy, ionic size, and electronegativity Reading: Read pages 155 – 180
Exercises:
-

Do Section Assessment on page 160 (#’s 1-5)
Read the Conceptual Problem 6.1 on page 167
Do Practice Problems on page 167 (#’s 8-9)
Do Section Assessment on page 167 (#‘s 10-11, 13)
Do Section Assessment on page 178 (#’s 16-18)
Do Assessment questions on pages 181-184 (#’s 24, 27, 29, 31, 33,
35, 37, 40, 43, 47, 51, 54, 60, 62, 68, 72, 74, 79, 85, 86)

LAB FREE WEEK
CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM

30

Week 8
Chapter 7 – Ionic and Metallic Bonding
Sections (7.1 – 7.2)
What are cations? What are anions? How about ionic compounds? It’s time to learn more about ionic and metallic bonding, so this lesson will give you the answers to these questions! Objectives:
In Week 8, you will:
 Determine the number of valence electrons in an atom of a representative element
 Explain how the octet rule applies to atoms of metallic and nonmetallic elements  Describe how cations form
 Explain how anions form
 Explain the electric charge of an ionic compound
 Describe three properties of ionic compounds
Reading: Read pages 187 – 199
Exercises:
-

Read the Conceptual Problem 7.1 on page 193
Do Practice Problems on page 193 (#’s 1-2)
Do Section Assessment on page 193 (#’s 3-8)
Read the Conceptual Problem 7.2 on page 196
Do Practice Problems on page 196 (#’s 12-13)
Do Section Assessment on page 199 (#’s 14-19)
Do Assessment questions on page 207 (#’s 30, 33, 37, 38, 41, 43, 45,
47)

LAB FREE WEEK
CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM

31

Week 9
Section 7.3
Even though there is a lab this week, the assignments are a little lighter than usual.
You can use this opportunity to organize your notes from the last 8 lessons, peek ahead at lab assignments coming up, or explore the StudentEXPRESS Interactive CD.
You may also take this week to give your teacher feedback on how the course is going for you! Your teacher is authorized to make some adjustments to the course to personalize it to better fit your needs or your learning style. Don’t be shy – tell your teacher if you feel that you could use more focus on one area.
Objectives:
In Week 9, you will:
 Model the valence electrons of metal atoms
 Describe the arrangement of atoms in a metal
 Explain the importance of alloys
Reading: Read pages 201 – 206
Exercises:
-

Do Section Assessment on page 203 (#’s 23-27)
Do Assessment questions on pages 207 – 210 (#’s 49 – 63 odd, 67,
68, 71, 73, 75, 77, 80, 82, 90, 92, 96, 97, 101, 103)

LAB FREE WEEK
CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM

32

Week 10
Chapter 8 – Covalent Bonding
Sections 8.1 – 8.2
Objectives:
In Week 10, you will:
 Distinguish between the melting points and boiling points of molecular compounds and ionic compounds
 Describe the information a molecular formula provides
 Describe how electrons are formed to form covalent bonds and identify exceptions to the octet rule
 Demonstrate how electron dot structures represent shared electrons
 Describe how atoms form double or triple covalent bonds
 Distinguish between a covalent bond and a coordinate covalent bond and describe how the strength of a covalent bond is related to its bond dissociation energy
 Describe how oxygen atoms are bounded in ozone
Reading: Read pages 213 – 229
Exercises:
-

Do Section Assessment on page 216 (#’s 1-4)
Read the Conceptual Problem 8.1 on page 220
Do Practice Problems on page 220 (#’s 7-8)
Read the Conceptual Problem 8.2 on page 225
Do Practice Problems on page 225 (#’s 9-12)
Do Section Assessment on page 229 (#’s 13-17)
Do Assessment questions on page 247 (#’s 39-51 odd)

LAB FREE WEEK
CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

33

Week 11
Sections 8.3 – 8.4
We are continuing to study covalent bonding this week. Please work closely with your teacher if you are having trouble understanding any concepts. In this lesson, you will learn, among other things, all about the VSEPR theory and electronegativity.
Objectives:
In Week 11, you will:
 Describe the relationship between atomic and molecular orbitals
 Describe how the VSEPR theory helps predict the shapes of molecules
 Identify the ways in which orbital hybridization is useful in describing molecules  Describe how electronegativity values determine the distribution of charge in a polar molecule
 Describe what happens to polar molecules when they are placed between oppositely charged metal plates
 Evaluate the strength of inter-molecular attractions compared with the strength of ionic and covalent bonds
 Identify the reason why network solids have high melting points

Reading: Read pages 230 – 246

Exercises:
-

Do Section Assessment on page 236 (#’s 23-27)
Read the Conceptual Problem 8.3 on page 239
Do Practice Problems on page 239 (#’s 30-31)
Do Section Assessment on page 244 (#’s 32-37)
Do Assessment questions on pages 247-250 (#’s 53-70 odd, 71, 72,
74, 75, 79, 84, 89, 90, 97, 99)

LAB FREE WEEK
CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

34

Week 12
Chapter 9 – Chemical Names and Formulas
Sections 9.1 – 9.2
Naming chemicals and identifying the rules governing the transcription of chemical formulae are very important functions of the chemist. Imagine if chemists around the world didn’t have a universally accepted “language” for their science – very little progress would be made! It would be like mathematicians trying to compare their theories while all speaking different languages. In fact, the rules for writing chemical formula are almost a science in itself, since a chemical formula has its own language and arithmetic.
Objectives:
In Week 12, you will:
 Identify the charges of monatomic ions by using the periodic table, and name the ions
 Define a polyatomic ion and write the names and formulas of the most common polyatomic ions
 Identify the two common endings for the names of most polyatomic ions  Apply the rules for naming and writing formulas for binary ionic compounds  Apply the rules for naming and writing formulas for compounds with polyatomic areas

Reading: Read pages 253 – 266

Exercises:
-

Read the Conceptual Problem 9.1 on page 256
Do Practice Problems on page 256 (#’s 1-2)
Do Section Assessment on page 258 (#’s 3, 6, 8, 9)
Read the Conceptual Problem 9.2 on page 263
Do Practice Problems on page 263 (#’s 10-11)
Read the Conceptual Problem 9.3 on page 265
Do Practice Problems on page 265 (#’s 12-13)
Do Section Assessment on page 266 (#’s 14-16)
Do Assessment questions on page 281 (#’s 43-53 odd)

LAB FREE WEEK

35

Milestone Assignment:
Chemistry Journal Entry 2
Start this journal entry by thinking about the following example:
Suppose that you have no knowledge whatsoever of buildings and architecture – you’ve never even seen a building before. Someone approaches you and challenges you to learn all about buildings and report back to them with what you learned. They also tell you that you can choose between one of two study methods.
In Method 1, you start by watching the building from afar, seeing how it is used and what its general structure is. You then begin to get closer and more particular, examining systems such as the electrical system and sprinkler system, walls and floors.
Your last step is to examine the nails, screws and other elements of the building.
Method 2 is the precise opposite: you start inside the building, by looking at the electrical outlets and the individual walls, and then going from room to room, and finally leaving the building and looking at it from a distance.
Which method do you think is closest to your study thus far of Chemistry? What are the pros and cons to proceeding one way rather than another? Write 3-4 paragraphs and submit the short essay to your teacher. Have fun!

CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

36

Week 13
Sections 9.3 – 9.4
In this lesson, we continue our study of chemical names & formulae.
Objectives:
In Week 13, you will:
 Interpret the prefixes in the names of molecular compounds in terms of their chemical formulas
 Apply the rules for naming and writing formulas for binary molecular compounds  Apply three rules for naming acids
 Apply the rules in reverse to write formulas of acids
 Apply the rules for naming bases

Reading:
-

Read pages 268 – 273

-

Do Section Assessment on page 270 (#’s 20-25)
Do Section Assessment on page 273 (#’s 26-30)
Do Assessment questions on page 281-283 (#’s 54-64 even, 87, 91,
92, 97, 100, 103)

Exercises:

Laboratory Assignment:
-

Do Lab #15 Qualitative Anion Tests
Prepare your lab report

CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

37

Week 14
Sections 9.5 – 10.1
Chapter 10 – Chemical Quantities
Chemical quantities are very important things – depending on whether you are working with H2O or H2O2, you might end up with clean clothes or bleached clothes! You’ll learn why in this lesson.
Objectives:
In Week 14, you will:
 Define the laws of definite proportions and multiple proportions
 Apply the rules for naming chemical compounds by using a flow chart
 Apply the rules for writing the formulas of chemical compounds by using a flow chart
 Describe methods of measuring the amount of something
 Avogadro’s number as it relates to a mole of substance
 Distinguish between the atomic mass of an element and its molar mass  Describe how the mass of the mole of a compound is calculated
Reading:
-

Read pages 274 – 279 & 287 – 296

-

Do Practice Problems on page 275 (#34)
Do Section Assessment on page 279 (#’s 35-40)
Do Assessment questions on pages 281-284 (#’s 62-74 even, 77, 80,
81, 84)
Do Practice Problems on page 289 (#’s 1)
Do Practice Problems on page 291 (#’s 3-4)
Do Practice Problems on page 292 (#6)
Do Practice Problems on page 296 (#7)
Do Section Assessment on page 296 (#’s 9-11)
Do Assessment questions on page 315 (#’s 48-56 even)

Exercises:

-

LAB FREE WEEK
CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

38

Week 15
Sections 10.2 – 10.3
Objectives:
In Week 15, you will:
 Describe how to convert the mass of a substance to the number of moles of a substance and moles to mass
 Identify the volume of a quantity of gas at STP
 Describe how to calculate the percent by mass of an element in a compound  Interpret an empirical formula
 Distinguish between empirical and molecular formulas
Reading: Read pages 297 – 314
Exercises:
-

Do Practice Problems on pages 298-302 (#’s 16-19)
Do Section Assessment on page 303 (#’s 24-25) and (#’s 27, 29)
Do Practice Problems on pages 306-307 (#’s 33-34)
Do Practice Problems on page 310 (#37)
Do Practice Problems on page 312 (#39)
Do Section Assessment on page 312 (#’s 40-41)
Do Assessment questions on pages 315-318 (#’s 58-82 even, 83, 85,
87, 88, 89, 94, 98, 101, 104, 111)

Laboratory Assignment:
-

Do Lab #11, Chromatography of Food Dyes
Prepare your lab report

CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

39

Week 16
Chapter 11 – Chemical Reactions
Sections 11.1 – 11.2
Chemical reactions are what most people probably think of when they think of chemistry, and in a way, they are right: one of the major purposes of chemistry is to know what will happen if a select group of things are put together in a specific way.
Chemical reactions are all around us, every day: in photosynthesis, in baking bread, in washing your clothes, even in your own body! Let’s dive right in.
Objectives:
In Week 16, you will:






Describe how to write a word equation
Describe how to write a skeleton equation
Describe the steps for writing a balanced chemical equation
Describe the five general types of reaction
Predict the products of the five general types of reactions

Reading: Read pages 321 – 341
Exercises:
-

Read the Conceptual Problem 11.1 on page 324
Do Practice Problems on page 324 (#’s 1-2)
Read the Conceptual Problem 11.2 on page 327
Do Practice Problems on page 327 (#’s 3-4)
Do Practice Problems on page 328 (#’s 5-6)
Do Section Assessment on page 329 (#’s 7-12)
Read the Conceptual Problem 11.5 on page 332
Do Practice Problems on pages 332-337 (#’s 17-19)
Do Section Assessment on page 339 (#’s 22-27)
Do Assessment questions on page 347 (#’s 37-43 odd)

Laboratory Assignment:
-

Do Lab #4,Physical and Chemical Properties
Prepare your lab report

CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

40

Week 17
Sections 11.3 – 12.1
Chapter 12 – Stoichiometry
Have you ever wondered how limestone caverns are formed? Well, you won’t have to wonder any more after you learn about aqueous chemical reactions! You will also be introduced to stoichiometry, which is concerned with calculating the amount of chemical substances involved in chemical reactions. Since the semester is nearing an end,, be sure to ask your teacher any questions you have about the material thus far.
Objectives:
 Describe the information found in a net ionic equation
 Predict the formation of a precipitate in a double replacement reaction
 Explain how balanced equations apply to both chemistry and everyday life  Interpret balanced chemical equations in terms of moles, representative particles, mass, and gas volume at STP
 Identify the quantities that are always conserved in chemical reactions
Reading: Read pages 342 – 346 and 352 – 358
Exercises:
-

Read the Conceptual Problem 11.9 on page 343
Do Practice Problems on page 343 (#’s 28-29)
Do Section Assessment on page 344 (#’s 30-32)
Do Assessment questions on pages 347-350 (#’s 53-65 odd, 68, 71,
76, 78, 80, 82)
Do Practice Problems on page 355 (#’s 1)
Read the Conceptual Problem 12.1 on page 358
Do Practice Problems on page 358 (#’s 3-4)
Do Section Assessment on page 358 (#’s 5-8)

Laboratory Assignment:
-

Do Lab #5, Ionic Reactions
Prepare your lab report

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AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

41

Week 18
Sections 12.2 – 12.3
Welcome to the final week of the first semester! There is a lot to accomplish this week, so be sure to budget your time in advance. Look over the key concepts you have learned thus far and note of anything that isn’t very clear to you. You should discuss those things with your teacher – but also tell your teacher what has really fascinated you so far in Chemistry. See you next semester!
Objectives:
In Week 18, you will:
 Construct mole ratios from balanced chemical equations and apply these ratios in stoichiometric calculations
 Calculate stoichiometric quantities from balanced chemical equations using units of moles, mass representative particles, and volumes of gas at STP
 Identify and use the limiting reagent in a reaction to calculate the maximum amount of product(s) produced and the amount of excess reagent that remains unreacted
 Calculate theoretical yield, actual yield, or percent yield given appropriate information
Reading: Read pages 359 – 378
Exercises:
-

Do Practice Problems on pages 360-366 (#’s 11-18)
Do Section Assessment on page 366 (#’s 21& 22)
Do Practice Problems on pages 370-375 (#’s 25-29, 31)
Do Section Assessment on page 375 (#’s 33-35)
DO YOUR MIDTERM EXAM

Laboratory Assignment:
-

Do Lab #6 Stoichiometry of a Precipitation Reaction
Prepare your lab report

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AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

42

First Semester Exam
Congratulations on completing your first semester of Chemistry w/Lab. Before Moving on to the second semester, it is time to take your first semester exam. The exam will be an overall review of the key skills, concepts, and ideas you have been studying. You are required to take the exam on your own, without assistance from any other person or any outside resources. Once you have completed all lessons in this semester, you will have access to your exam. Even if you do not remember all the facts from the previous lessons, you should be able to work with the “big ideas” of the semester. Do your best!
We highly recommend this exam be proctored. Please keep in mind that your final
(second semester) exam MUST be proctored.

All assigned work must be submitted AND graded before you will be given access to the exam.
If there are other websites open or you attempt to open another website while your exam is open, your exam will automatically close, and we do not allow retries. Your test grade
The upcoming mid-term exam is a mandatory part of your course that cannot be skipped. You must earn a minimum score of 70% in order to pass the exam. Failing to take the test will result in a grade of incomplete in the course.

43

Second Semester
Lessons 19-36

44

Week 19
Chapter 13 – States of Matter
Welcome to the second semester! If you are a student only taking the second semester of this course, please review the first few pages of this syllabus, which provide an introduction to the course materials, expectations and lab information.
We’ll start this semester by again taking a look at matter, but this time we will do so from the point of view of its states. Matter is around us in all of its states: air in the atmosphere, ice in your ice cube tray, and cement in the sidewalk. A chemist, of course, needs to know more than just where it is and what it looks like. So do you, and that’s what this lesson is all about.
Objectives:
In Week 19 you will:
 Describe the assumptions of the kinetic theory as it applies to gases
 Interpret gas pressure in terms of kinetic theory
 Define the relationship between Kelvin temperature and average kinetic energy
 Identify factors that that determine physical properties of a liquid
 Define evaporation in terms of kinetic energy
 Describe the equilibrium between a liquid and its vapor
 Identify the conditions at which boiling occurs
 Evaluate how the way particles are organized explains the properties of solids
 Identify the factors that determine the shape of a crystal
 Explain how allotropes of an element are different
 Identify the conditions necessary for sublimation
 Describe how equilibrium conditions are represented in a phase diagram Reading: Read pages 385 – 406
Exercises:
-

Do Practice Problems on page 387 (#’s 1-2)
Do Section Assessment on page 389 (#’s 3-7)
Do Section Assessment on page 395 (#’s 8-12)
Do Section Assessment on page 399 (#’s 15-18)
Do Section Assessment on page 404 (#’s 21-25 odd)
Do Assessment questions on pages 407-410 (#’s 26, 28, 33, 36, 39,
43, 45, 47, 49, 50, 55, 59, 60-75 odd)

CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

45

Week 20
Chapter 14 – The Behavior of Gases
This lesson will give you a closer look at one particular state of matter: gas. Gases are fascinating because on the one hand their properties are generally easy to determine and measure, but on the other hand they are fluid, flexible and nearly always in a state of change. Think about how amazing it is that matter (something you ordinarily think of as being fixed in size), when it is in the form of gas, is compressible and re-shapable.
How does that alter your concept of what it really means to be matter?
Objectives:
In Week 20 you will:
 Explain why gases are easier to compress than solids or liquids are
 Describe the three factors that affect gas pressure
 Describe the relationship among the temperature, pressure, and volume of gas
 Use the combined gas law to solve problems
 Compute the value of an unknown using the ideal gas law
 Compare and contrast real and ideal gases
 Relate the total pressure of a mixture of gases to the partial pressures of the component gases
 Explain how the molar mass of a gas effects the rate at which the gas diffuses and effuses
Reading: Read pages 413 – 438
Exercises:
-

Do Section Assessment on page 417 (#’s 1-6)
Do Practice Problems on pages 419-424 (#’s 7-12)
Do Section Assessment on page 425 (#’s 15-18)
Do Practice Problems on page 427 (#’s 23-24)
Do Section Assessment on page 429 (#’s 25-27)
Do Practice Problems on page 434 (#’s 31-32)
Do Section Assessment on page 436 (33-35)
Do Assessment questions on pages 439-442 (#’s 40-82 even, 83, 87,
89, 92, 98d, 100, 105)

46

Laboratory Assignment:
-

Do Lab #3,Properties of Gases
Prepare your lab report

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AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

47

Week 21
Chapter 15 – Water and Aqueous Solutions
Can you imagine anything more familiar than water? It is all around us: in oceans and lakes, in food and drink, even in our own bodies. Moreover, water is a vital part of many people’s careers: irrigation specialists, surfers, fishers, landscape architects, weathermen and women, and marine biologists all study and use water in their daily jobs. Without water, the world would be a different place; in fact, a lot of it wouldn’t even exist! Objectives:
In Week 21 you will:
 Explain the high surface tension and low vapor pressure of water in terms of the structure of the water molecule and hydrogen bonding
 Describe the structure of ice
 Distinguish between a solvent and a solute
 Describe what happens in the solution process
 Explain why all ionic compounds are electrolytes
 Demonstrate how the formula for a hydrate is written
 Distinguish between a suspension and a solution
 Identify the distinguishing characteristics of a colloid
Reading: Read pages 445 – 464
Exercises:
-

Do Section Assessment on page 449 (#’s1-5)
Do Practice Problems on page 456 (#’s 6-7)
Do Section Assessment on page 457 (#’s 8-15)
Do Section Assessment on page 462 (#’s 16-21)
Do Assessment questions on pages 465-468 (#’s 23, 26, 28, 32, 34,
36, 42, 47, 49, 54, 56-74 even, 76, 78, 83-91 odd)

LAB FREE WEEK
CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

48

Week 22
Chapter 16 – Solutions
Sections 16.1 – 16.3
This week’s subject is solutions – but not solutions to problems! Instead, you will be looking at chemical solutions.
Objectives:
In Week 22 you will:
 Identify the factors that determine the rate at which a solute dissolves
 Identify the units usually used to express the solubility of a solute
 Identify the factors that determine the mass of solute that will dissolve in a given mass of solute
 Solve problems involving the molarity of a solution
 Describe the effect of dilution on the total moles of solute in solution
 Define percent by volume and percent by mass solutions
 Identify three colligative properties of solutions
 Explain why the vapor pressure, freezing point, and boiling point of a solution differ from those properties of the pure solvent
Reading: Read pages 471 – 490
Exercises:
-

Do Practice Problems on page 477 (#’s 1-2)
Do Section Assessment on page 477 (#’s 3-7 odd)
Do Practice Problems on pages 481-485 (#’s 8-13)
Do Section Assessment on page 486 (#’s 16-23)
Do Section Assessment on page 490 (#’s 24-27)
Do Assessment questions on page 499 (#’s 42-54 even)

Laboratory Assignment:
-

Do Lab #8, Colligative Properties of Osmotic Pressure
Prepare your lab report

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AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

49

Week 23
Sections 16.4 – 17.2
Chapter 17 – Thermochemistry
After finishing up your work with solutions, you’ll be diving into Thermochemistry (well, metaphorically speaking). Thermochemistry is essentially the study of energy changes that occur during chemical reactions and changes of state. That sounds pretty general, and so it is: thermochemistry touches on nearly every aspect of chemistry. Its real-life application also cannot be underestimated: architects need to think about the specific heats of building materials, firefighters need to understand flammability and dieticians need to think about body energy.
Objectives:
In Week 23 you will:
 Solve problems related to molality and mole fraction of a solution
 Describe how freezing point depression and boiling point elevation are related to molality
 Explain how energy, heat and work are related
 Classify processes as either exothermic or endothermic
 Identify the units used to measure heat transfer
 Distinguish between heat capacity and specific heat
 Describe how calorimeters are used to measure heat flow
 Construct thermochemical equations
 Solve for enthalpy changes in chemical reactions by using heats of reaction Reading: Read pages 491 – 498 & 505 – 519
Exercise:
-

Do Practice Problems on pages 492-496 (#’s 29-36 odd)
Do Section Assessment on page 496 (#’s 37-41)
Do Assessment questions on pages 499-502 (#’s 62-88 even)
Do Practice Problems on page 507 (#’s 1-2)
Do Practice Problems on page 510 (#’s 3-4)
Do Section Assessment on page 510 (#’s 5-11)
Do Practice Problems on page 513 (#’s 12)
Do Practice Problems on page 516 (#’s 14)
Do Section Assessment on page 517 (#’s 16-20)
Do Assessment questions on page 535 (#’s 39-53 odd)

LAB FREE WEEK
CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

50

Week 24
Sections 17.3 – 17.4
This week is a little lighter on your textbook material because you have a lab assigned and a milestone assignment due. Pace yourself this week so that you leave enough time to complete all of your assignments. Good luck, and have fun!
Objectives:
In Week 24 you will:
 Classify the enthalpy change that occurs when a substance melts, freezes, condenses, boils, or dissolves
 Solve for the enthalpy change that occurs when a substance melts, freezes, boils, condenses, or dissolves
 State Hess’s law of heat summation and describe how it is used in chemistry  Solve for enthalpy changes by using Hess’ law or standard heats of formation Reading: Read pages 520 – 534
Exercises:
-

Do Practice Problems on page 521 (#’s 21-22)
Do Practice Problems on page 524 (#’s 23-24)
Do Practice Problems on page 526 (#’s 25-26)
Do Section Assessment on page 526 (#’s 27-31odd)
Do Practice Problems on page 531 (#’s 32-33)
Do Section Assessment on page 532 (#’s 34-37)
Do Assessment questions on pages 535-538 (#’s 55, 56, 59, 62, 65,
69, 70, 72, 76, 79, 81, 85, 90, 95, 96, 98)

Laboratory Assignment:
-

Do Lab #7, Caloric Content of Food
Prepare your lab report

51

Milestone Assignment:
Chemistry Journal Entry 4
Welcome back to your Chemistry Journal! Please write a well-composed, proofread, 34 paragraph essay on the following topic:
How are the states of matter related to one another, taking into consideration your study of Thermochemistry in the last two lessons and your study of atomic theory and the Periodic Table in last semester?
You may draw on the labs, the interactive exercises, and any other outside research or experiences that may be relevant.

CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

52

Week 25
Chapter 18 – Reaction Rates and Equilibrium
Sections 18.1 – 18.3
In this week, our study will focus on the rates of chemical reactions and the concept of chemical equilibrium. Have you ever developed your own film, or seen a darkroom?
Photographic development is all about controlling chemical reaction rates and calculating at what precise point you want to achieve equilibrium. Also, please take this opportunity to tell your teacher if you are having trouble with any particular area, or if there is something you particularly enjoyed and would like to take a second look at.
Objectives:
In Week 25 you will:
 Describe how to express the rate of a chemical reaction
 Identify four factors that influence the rate of a chemical reaction
 Describe how the amounts of reactants and products change in a chemical system at equilibrium
 Identify three stresses that can change the equilibrium position of a chemical system
 Explain what the value of Keq indicates about position of equilibrium
 Describe the relationship between the solubility product constant and the solubility of a compound
 Predict whether precipitation will occur when two salt solutions are mixed Reading: Read pages 541 – 565
Exercises:
-

Do Section Assessment on page 547 (#’s 1-5)
Read the Conceptual Problem 18.1 on page 555
Do Practice Problems on page 555-558 (#’s 6-8)
Do Section Assessment on page 559 (#’s 11-15)
Do Practice Problems on pages 562-564 (#’s 17-18)
Do Section Assessment on page 565 (#’s 21-28)
Do Assessment questions on page 581 and 584 (#’s 44, 46, 49, 51,
52, 53, 55, 90ace, 91, 92abc, 95, 96, 98, 99)

53

Term Paper:
Start thinking about an area of chemistry that you want to learn more about. Look through your textbook at the chapter introductions, pictures, Careers in Chemistry, and
Technology and Society sections. You can also do an Internet search for “chemistry in the news” or “chemistry current events” or go to www.sciencenews.org.
You will soon be writing a research paper or completing another approved project as described in the introduction to this course.
LAB FREE WEEK

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54

Week 26
Sections 18.4 – 19.1
Chapter 19 – Acids, Bases, and Salts
In addition to finishing the section on reactions and equilibrium, this week will introduce you to acids, bases and salts. You’ll learn about these things from a chemist’s standpoint, and you’ll also be doing a lab. Acids surround us as common cleaning agents: muriatic acid is used to clean swimming pools and lye is an acid-based drain cleaner. You’re probably starting to notice that this chemistry course has a lot of real-world applications. Well, that’s because chemistry really does surround us!
Objectives:
In Week 26 you will:
Identify two characteristics of spontaneous reactions
Describe the role of entropy in chemical reactions
Identify two factors that determine the spontaneity of a reaction
Define Gibbs free energy change
Describe the general relationship between the value of the specific constant K, and the speed of a chemical reaction
 Interpret the hills and valleys in a reaction progress curve
 Define the properties of acids and bases
 Compare and contrast acids and bases as defined by the theories of
Arrhenius, Bronsted-Lowry, and Lewis






Reading: Read pages 566 – 580 & 587 – 593
Exercises:
-

Do Section Assessment on page 573 (#’s 29-35)
Do Practice Problems on page 577 (#’s 36-37)
Do Section Assessment on page 579 (#’s 38-42)
Do Assessment questions on pages 581-584 (#’s 57, 60, 64, 65, 68,
69, 70, 75, 78, 81, 83, 85, 100, 102, 107, 108, 110)
Do Practice Problems on page 593 (#’s 1-2)
Do Section Assessment on page 593 (#’s 3-8)

Laboratory Assignment:
-

Do Lab #9,Le Chatelier 's Principle
Prepare your lab report

55

Term Paper:
This week you will need to decide on a topic for your term paper. You may find a topic by reading the newspaper, looking at books in the library, surfing the Internet, and many other ways. If you need help on narrowing down a topic, your teacher can be a great resource too! Once you decide on a topic, check with your teacher to make sure it is suitable. Your teacher may also accept proposals for term projects (e.g. a film/video or other research project) instead of a written paper. If you would like to do a term project, please contact your teacher to discuss in more detail.
You will also want to review the paper writing process (see Appendix at the end of this syllabus). Your term paper will be due Week 36 and the final draft of your term paper should be 5-7 pages long, typed in 12-point Times New Roman (or similar) font, unless otherwise permitted by your teacher. Term papers must include a bibliography with at least three references. Diagrams, pictures and chemical formulae that support your research topic are encouraged!
The rubric, which will be used to assess your term paper can be found on the following page. You will want to refer to this often as you work on your paper.

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56

Week 27
Sections 19.2 – 19.4
We’re going to finish our study of acids, bases and salts this week. This week also has a lab, so be sure to schedule time in this week to complete the lab and lab report.
Objectives:
In Week 27 you will:
 Describe how [H+] and [OH] are related in aqueous solutions
 Classify a solution as neutral, acidic, or basic given the hydrogen-ion or hydroxide-ion concentration
 Convert hydrogen-ion concentrations into pH values and hydroxide-ion concentrations into pH values
 Describe the purpose of an acid-base pH indicator
 Define strong acids and weak acids
 Describe how an acid’s strength is related to the value of its acids dissociation constant
 Calculate an acid dissociation constant (Ka) from concentration and pH measurements  Order acids by strength according to their base dissociation content
(Ka)
 Order bases by strength according to their base dissociation content
(Ka)
 Define the products of an acid-base reaction
 Explain how acid-base titration is used to calculate the concentration of an acid or a base
 Explain the concept of equivalence in neutralization reactions
 Describe the relationship between equivalence point and the end point of a titration
Reading: Read pages 594 – 617
Exercises:
-

Do Practice Problems on pages 596-601 (#’s 9-14)
Do Section Assessment on page 604 (#’s 17-21)
Do Practice Problems on page 610 (#’s 22-23)
Do Section Assessment on page 611 (#’s 24-29)
Do Practice Problems on pages 614-616 (#’s 30-33)
Do Section Assessment on page 616 (#’s 34-37a)
Do Assessment questions on page 625 (#’s 44-56 even)

57

Laboratory Assignment:
-

Do Lab #12, Titration for Acetic Acid in Vinegar
Prepare your lab report

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AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

58

Week 28
Section 19.5 – 20
Chapter 20 – Oxidation-Reduction Reactions
Did you know that the blood in your veins is actually blue? Well, it’s not bright blue, but it’s not at all the same bright red color that it is when you bleed. Why does blood turn red when you bleed, and why is it red in your arteries? Well, blood has iron in it, and when iron meets oxygen it turns red. That’s why blood in your arteries – which is carrying oxygen to your body – is red, and why it turns red when you bleed. The process by which iron turns red is called oxidation!
Objectives:
In Week 28 you will:
 Describe when a solution of salt is acidic or basic
 Demonstrate with equations how buffers resist changes in pH
 Describe oxidation and reduction in terms of the loss or gain of oxygen and the loss or gain of electrons
 State the characteristics of a redox reaction and identify the oxidizing agent and reducing agent
 Describe what happens to iron when it corrodes
 Determine the oxidation number of an atom of any element in a pure substance  Define oxidation and reduction in terms of a change in oxidation number and identify atoms being oxidized and reduced in redox reactions  Describe how oxidation numbers are used to identify redox reactions
 Balance a redox equation using the oxidation number-change method
 Balance a redox equation by breaking the equation in to oxidation and reduction half-reactions, and then using the half-reaction method

Reading: Read pages 618 – 624 & pages 631 – 656

Exercises:
-

Read the Conceptual Problem 19.2 on page 622
Do Practice Problems on page 622 (#’s 38-39)
Do Section Assessment on page 622 (#’s 40-43)
Do Assessment questions on pages 625-628 (#’s 66-70 even) & (#’s
71-91 odd)
Do Practice Problems on page 634 (#’s 1-2)

59

-

Do Section Assessment on page 638 (#’s 3-7)
Do Practice Problems on page 641 (#10)
Do Practice Problems on page 643 (#12)
Do Section Assessment on page 643 (#’s 13-16)
Do Practice Problems on page 647 (#17)
Do Practice Problems on page 649 (#’s 19)
Do Practice Problems on page 652 (#21)
Do Section Assessment on page 654 (#’s 22-23)
Do Assessment questions on page 660 (#’s 71-80 even)

Laboratory Assignment:
-

Do Lab #14, Oxidation-Reduction Activity Series
Prepare your lab report

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AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

60

Week 29
Chapter 21 – Electrochemistry
This week will introduce you to electrochemistry. Electrochemistry began to emerge after the electrical understanding began to develop, which wasn’t really until the 16th century. It’s surprising to think that as little as 500 years ago, not only were electrochemical procedures not performed, they weren’t even known about as possibilities! Let’s begin our study of this facet of chemistry.
Objectives:
In Week 29 you will:
 Interpret an activity series and identify the elements that are most easily oxidized and those that are least easily oxidized
 Name the types of reactions involved in electro chemical processes
 Describe how a voltaic cell produces electrical energy
 Describe current technologies that use electrochemical processes to produce energy
 Identify what causes the electrical potential of an electrochemical cell
 Define the standard hydrogen electrode
 Describe how the standard reduction potential of a half-cell is determined  Interpret the meaning the meaning of the sign of the standard cell potential  Distinguish between electrolytic and voltaic sounds
 Identify the products of the electrolysis of water
 Describe chemical changes that take place during the electrolysis of brine  Name three ways that electrolysis is used in metal processing

Reading: Read pages 663 – 686
Exercises:
-

Do Section Assessment on page 670 (#’s 1-8)
Read the Conceptual Problem 21.1 on page 675
Do Practice Problems on page 675 (#’s 9-10)
Do Practice Problems on pages 676-677 (#’s 11-14)
Do Section Assessment on page 677 (#’s 15-17)
Do Section Assessment on page 683 (#’s 20-25)
Do Assessment questions on pages 687-690 (#’s 26- 48 even, 51, 52,
55, 57, 58, 64, 66, 68, 71, 74, 83, 85, 86, 89)

61

LAB FREE WEEK
CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

62

Week 30
Chapter 22 – Hydrocarbon Compounds
Sections 22.1 – 22.2
In this lesson, we begin our study on hydrocarbon compounds. As you will learn, mixtures of hydrocarbon compounds form what is generally known as petroleum, which is extracted and refined in various forms to become gasoline, petroleum jelly, even some types of candle wax! We begin our study with the fundamentals of hydrocarbons.
Objectives:
In Week 30 you will:
 Describe the relationship between the number of valence electrons and bonding in carbon
 Define and describe alkanes
 Relate the polarity of hydrocarbons to their solubility
 Describe the difference between unsaturated and saturated hydrocarbons  Distinguish between the structures of alkenes and alkynes

Reading: Read pages 693 – 703

Exercises:
-

Read the Conceptual Problem 22.1 on page 697
Do Practice Problems on page 697 (#’s 1-2)
Read the Conceptual Problem 22.2 on page 699
Do Practice Problems on page 699 (#’s 3)
Do Section Assessment on page 701 (#’s 7-12)
Do Section Assessment on page 703 (#’s 13-17)
Do Assessment questions on page 719 (#’s 38, 43)

LAB FREE WEEK

63

Milestone Assignment:

Chemistry Journal Entry 5
Consider the last 6 lessons. Choose 2 things (concepts, observations, facts – you get to pick!) that you found particular fascinating or exciting, and write a 3-4 paragraph short essay about each of them. Try to see how they might be tied together or otherwise related, and explain that relation to your teacher in the entry.

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AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

64

Week 31
Chapter 22 – Hydrocarbon Compounds
Sections 22.3-22.5
This week you will learn in a more particular fashion how hydrocarbon compounds can be refined and used.
Objectives:
In Week 31 you will:









Explain why structural isomers have different properties
Describe the conditions under which geometric isomers are possible
Identify optical isomers
Identify cyclic ring structures
Describe bonding in benzene
Identify 3 important fossil fuels and describe their origins
Describe the composition of natural gas, petroleum, and coal
Describe what happens when petroleum is refined

Reading: Read pages 704-718
Exercises:
-

Do Practice Problems on page 706 (#’s 18-19)
Do Section Assessment on page 707 (#’s 20-25)
Do Section Assessment on page 711 (#26-29)
Do Section Assessment on page 715 (#’s 30-36)
Do Assessment questions on pages 719-722 (#’s 44, 47, 48, 49, 53,
55, 56, 60, 63, 64, 65, 73, 76, 79-82, 88, 92)

Term Paper:
Begin research on your term paper. Remember to use reliable sources and to take extensive notes. Refer to the Appendix for the Term Paper format and guidelines and remember to ask your teacher if you have any questions along the way!
LAB FREE WEEK

CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

65

Week 32
Chapter 23 – Functional Groups
Sections 23.1-23.4
Now we will study what are called “functional groups”. Basically, functional groups are ways of dividing organic compounds based on how they function (hence the name!).
This is useful because it allows for easy assessment of what a substance’s properties will be and how it will react with other substances.
Objectives:
In Week 32 you will:
 Explain how organic compounds are classified
 Identify halocarbons and the IUPAC rules for naming the halocarbons
 Describe how halocarbons can be prepared
 Identify how alcohols are classified and named
 Predict how the solubility of an alcohol varies with the length of its carbon chain
 Name the reactions of alkenes that may be used to introduce functional groups
 Construct the general structure of an ether and describe how ethers are named
 Identify the structure of a carbonyl group as found in aldehydes and ketones  Construct the general formula for carboxylic acids and explain how they are named
 Describe an ester
 Explain how dehydrogenation is an oxidation reaction
 Describe how addition polymers are formed
 Describe how condensation polymers are formed
Reading: Read Pages 725-756
Exercises:
-

Do Section Assessment on page 729 ( #s 1-6)
Do Section Assessment on page 736 ( #’s 7-12)
Do Section Assessment on page 746 ( #’s 13-18)
Do Section Assessment on page 752 (#’s 19-25)
Do Assessment questions on pages 757-760 (#’s 26, 28, 34, 37, 38-50 even, 59, 61, 66-70, 74)

Term Paper:
Continue to organize your notes. Remember that your teacher expects your term paper to be in your own words. If you feel the need to quote one of your resources verbatim, be sure to use footnotes after the quote to properly cite your reference. 

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LAB FREE WEEK

CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

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Week 33
Chapter 24 – The Chemistry of Life
Sections 24.1-24.2
Chemistry and organic life are intimately connected. Throughout this course, you have encountered many examples of chemical principles present in organisms, but this week it’s time to focus on it exclusively. We’ll start considering the structure of cells generally, and then look, from a chemical perspective, at one the most fundamental substances of organic life: sugar!
Objectives:
In Week 33 you will:





Identify the two major cell types that occur in nature
Describe the chemical changes that occur during photosynthesis
Describe how two simple sugars can be linked
Identify where glucose is found in nature

Reading: Read pages 763-768
Exercises:
-

Do Section Assessment on page 765 ( #’s 1-7)
Do Section Assessment on page 768 ( #’s 8-14)
Do Assessment on page 793 and 796 ( #’s 38, 42, 45, 115, 116, 120,
121, 124)

Term Paper:
Continue to gather information and begin organizing your paper by creating an outline.
Helpful tips on creating outlines can be found in the Appendix of this syllabus. You will need to submit your outline for your teacher’s review next week.
EXTRA CREDIT: Laboratory Assignment:
-

Do Lab #10, Beer 's Law & Colorimetry
Prepare your lab report

CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

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Week 34
Chapter 24 – The Chemistry of Life
Sections 24.3-24.4
This lesson will be a more in-depth study of the relation between chemistry and organic life, so keep on track, budget your time and let your teacher know if you are having difficulty with anything.
Objectives:
In Week 34 you will:
 Diagram the structure of an amino acid
 Describe how peptide bonds form and identify what determines the properties of peptides and proteins
 Describe how enzymes affect biochemical reactions
 Identify the physical property that distinguishes lipids from other biological molecules
 Describe the structure of a lipid bilayer
Reading: Read pages 769-777
Exercises:
-

Do Section Assessment on page 773 ( #’s 15-20)
Do Section Assessment on page 777 ( #’s 21-25)
Do Assessment questions on page 793 ( #’s 51, 53, 55, 59)

Term Paper:
By now you should have collected a lot of information for your term paper. It is time to begin sharing your ideas with others by submitting your outline. Please send your outline to your teacher this week. You will find that he/she will give you helpful feedback and may even be able to share a few ideas with you to help make your term paper a success. Your term paper is due two lessons from now. After talking with your teacher, please begin writing your first draft, which you will want to submit to your teacher next week.
LAB FREE WEEK
CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

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Week 35
Chapter 24 – The Chemistry of Life
Sections 24.5-24.6
It’s time for one last look at the chemistry of life. We’ll get into the topics of DNA and
RNA, but we’ll be considering it from a chemist’s perspective instead of a geneticist’s or biologist’s perspective. If you have taken biology, this lesson will greatly enhance your understanding of what is going on, genetically, in an organism. If you haven’t taken biology, that’s okay! Jusrt pay close attention, because it is fascinating material.
Objectives:
In Week 35 you will:







Identify the functions of DNA and RNA
Describe how information is sorted in genetic material and how it can mutate
Describe how DNA fingerprinting and recombinant DNA technology are used
Describe the function of ATP in cells
Distinguishing between catabolism and anabolism
Describe how nitrogen becomes available for organisms to use in synthesis

Reading: Read pages 778-792
Exercises:
-

Do Section Assessment on page 785 ( #’s 26-31)
Do Section Assessment on page 790 ( #’s 32-36)
Do Assessment questions on pages 793-796 ( #’s 63, 66, 71, 77, 79,
81, 82, 87, 91, 93, 94, 99, 102, 104)

Term Paper:
Finish writing your first draft of your term paper, review it for errors and send it to your teacher for feedback. This is a very important step in the writing process and all students should take advantage of this opportunity to improve upon your work. Make sure your draft is in the correct format (as found in the Appendix) and proofread your paper for spelling and grammatical errors before sending it to your teacher. It is not your teacher’s responsibility to check for these types of mistakes. Your teacher will give you feedback on the overall content and presentation of the paper and will give you ideas for improvement. Happy writing!
LAB FREE WEEK
CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

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Week 36
Chapter 25 – Nuclear Chemistry
Sections 25.1-25.4
You’ve finished (well, you will be after this lesson)! After a dedicated study of the subject of chemistry, you’ve made it to the final lesson – congratulations! Take this week to evaluate what you liked and what you found difficult about this course, and share these thoughts with your teacher. This is your opportunity to make a difference for future students! Enjoy your last week of Chemistry, and good luck!
Objectives:
In Week 36 you will:











Explain how an unstable nucleus releases energy
Describe the three main types of nuclear radiation
Describe the type of decay a radioisotopes undergoes
Solve problems that involve half life
Identify the two ways transmutation can occur
Describe what happens in a nuclear chain reaction
Explain the role of water in the storage of spent fuel rods
Distinguish fission reactions from fusion reactions
Identify three devices that are used to defect radiation
Describe how radioisotopes are used in medicine

Reading: Read pages 799-820
Exercises:
-

Do Section Assessment on page 802 ( #’s 1-3)
Do Practice Problems on page 806 ( #’s 7-8)
Do Section Assessment on page 808 ( #’s 9-12)
Do Section Assessment on page 813 ( #’s 15-17)
Do Section Assessment on page 819 ( #’s 21 & 22)
Complete your Term Paper which is your final Milestone Assignment

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Milestone Assignment:
Term Paper/Term Project
This week marks the last week of the course and the last week to work on your term paper: hooray! You have already written and submitted an outline along with a rough draft to your teacher, so all of the hard work is already done. Now you should incorporate your teacher’s feedback and polish your paper before sending it off for its final review.
The final draft of your term paper should be 5-7 pages and typed in 12-point Times New
Roman font, unless otherwise permitted by your teacher. Term papers must include a bibliography with at least three references. Please refer to the Appendix at the end of this syllabus for formatting requirements for your bibliography.
The grading rubric found on the following page gives an outline of what constitutes an
“A” paper. Please review the guidelines so that you understand the criteria and so that you can submit your best work. Please tear out the rubric and include it with your term paper if you send your work to your teacher via mail. If you send the paper to your teacher electronically, you will want to record your grade on this rubric for your records.
You may discuss your final draft with your teacher before submitting it.
If you have, with your teacher’s consent, decided to submit a different type of research project, please make sure you understand your teacher’s specific requirements and expectations before submission.
Term Paper Checklist:
 Proofread for writing, spelling, and grammar
 Check citations in the text against the bibliography
 Make sure references in the bibliography section are complete
 Check formatting
 Look over Rubric to make sure you know your expectations
In order to figure out your percentage on the term paper, divide the number of points you receive by the total number of possible points (24). Example 20/24 = 83%
CREATE A SINGLE DOCUMENT OR MULTIPLE DOCUMENTS FOR THIS LESSON
AND UPLOAD THEM TO YOUR TEACHER IN YOUR ONLINE CLASSROOM.

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Proctoring for this exam is required:
Congratulations on completing your Chemistry w/Lab course! Please arrange a time to meet with your proctor to gain access to your final exam. The exam gives you a chance to reflect on all you have learned in the past 18 lessons. You can study the lessons as much as you 'd like before beginning the exam, but please be aware that, once you begin, you may not access any lessons in the course until you submit your exam. This will be a "closed book" exam. Please take the exam on your own, without assistance from any other person or outside resources. Please write your answers in complete sentences using correct language mechanics.
Your test grade
The upcoming final exam is a mandatory part of your course that cannot be skipped.
You must earn a minimum score of 70% in order to pass the exam. Failing to take the test will result in a grade of incomplete in the course.
Find an appropriate testing location:
The student must test in a quiet space, relatively free from distractions. The site may include no printed or electronic testing aids. The best testing sites include: K-12 school classrooms, libraries, counseling centers, professional offices, US Embassies, Military
Bases, Colleges or Universities. If there is any doubt as to the appropriateness of the testing site, please contact our family support center here: http://laurelsprings.adobeconnect.com/studentservices/ CONGRATULATIONS!
YOU HAVE COMPLETED CHEMISTRY W/LAB! WE HOPE YOU HAVE ENJOYED
THIS COURSE.

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APPENDIX:
How to Write a Research Paper
In this course, you are asked to write a research paper. A scientific research paper may be different from term papers you’ve written for English or social studies courses, although many of the elements are the same. This handout will help guide you through the process of selecting your thesis, researching what is known on your topic, organizing your material and writing a convincing paper that is well supported with evidence. The term paper is expected to be a fair amount of work. Your syllabus will give you plenty of warning, so please plan ahead. Your teacher is expecting a paper that shows thought and critical thinking, not just copies of what you found on the Internet or in a magazine. Here are some overall guidelines to keep in mind.
The paper must be:
1. On some aspect of one of the topics we’re studying in this course. Follow your interests! Is there something you always wanted to know about?? Do you have a favorite chapter and you want to explore a topic in more depth? Listen to the news or read the newspaper or a science magazine. Is there a current event that you would like to research? Contact your teacher for ideas, too.
2. Drawn from at least three sources. At least one of these must be a resource other than the Internet. Your other sources must be books, magazines or journal articles. 3. Include a Works Cited page in standard MLA format. (Don’t worry, we provide a guide below.)
4. Page requirements are included in your syllabus. Papers should be singlespaced, typed in 12-point Times New Roman (or similar font). If you don’t have access to a computer, neatly PRINT your paper in blue or black ink.
5. Plagiarism-free! We take the issue of plagiarism very seriously at Laurel
Springs. Be aware that plagiarism isn’t limited to lifting quotes verbatim; it extends to passing an idea off as your own, too. Give credit where credit is due.
Please see below for suggestions on how to avoid plagiarism.

Brainstorming
Different people use different methods to spark the writing process, but brainstorming is an approach that works for many. Get yourself a spiral-bound notebook and open it to a clean page. Next, flip through your text, a science magazine and/or the newspaper and see what catches your eye. Every time you pause to examine something, jot it down in the notebook. Talk with your friends and family, too. Take a break, then go back and

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look at your list. Believe it or not, these chicken scratches are a gold mine of potential topics. Now, narrow the list to a field of no more than three subjects. If you want, submit this list to your instructor. He or she can help you decide which topic will be the most fruitful. When you’ve decided upon a topic, you need to think about what, exactly, you want to know. Go back to your notebook and write down questions as they come to you. These questions can in many cases develop into the outline for your paper.
Develop your Thesis Statement
In scientific research papers, the author is generally trying to explain or prove a point of some kind. The evidence (s)he provides to prove the point is based on research on work others have done in the past and on his/her own studies.
In this research paper we would like you to present an argument or an explanation of some issue in your topic. Your paper should not be rambling inventory of all research ever done on your topic, but something specific that you think your reader should know.
This is called a thesis.
The Department of English at the University of Victoria offers this guidance on developing a thesis statement:
All essays that involve the development of an argument require a thesis: the point you are arguing. While the topic is your subject, the thesis defines your position on that subject. Your essay will take a position and will provide convincing evidence to support that view. It is important to develop a working thesis early because it will help direct your thoughts and research; of course your thesis may change as your reading and writing progresses and you begin to incorporate new information.
Once you have chosen your topic, you can begin to formulate your thesis by thinking closely about it, doing some exploratory reading, or drawing from lectures or conversations with classmates and friends. One way to develop a thesis is to ask yourself questions about the topic and to focus on a central issue or problem which the topic raises. Your answer to this question will be your thesis. [Copyright, the Department of English, University of Victoria, 1995]

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Gathering Materials
Begin with a trip to your local library. Most libraries are equipped with searchable databases of their holdings. Search parameters vary, but a keyword search will almost always return good results.
Don’t limit yourself to books alone; many libraries have collections of academic journals, too, and they are invaluable resources. If you’re stuck, you can always consult the reference librarian. He or she should be able to point you in the right direction.
Another great research tool is the World Wide Web. Be aware, however, that not all the information on the web is of good quality. Use your best judgment. Sites supported by universities and museums are generally trustworthy, but on personal homepages always look for works-cited. When possible, cross-reference. During the writing process, it’s often easier to work with hard copies. For this reason we recommend printing out your web pages. Failing that, bookmark the page. You’ll have to provide the
URL for your Works Cited, so it’s good to have this information handy.
Always evaluate your sources for bias. Is this article/book/web site trying to prove a point? Are they trying to sell a particular product? Have they neglected important information because it contradicts their position? Would you get a different message if you looked elsewhere? Especially on the Internet, anyone can create a website. That doesn’t mean the information is accurate. Be critical!
Research
Now that you have your sources, it’s time to delve into them. Take notes as you read, keeping them all in one spot. You can use your spiral notebook again, or note cards if you prefer. Just make sure that for every note, you record for yourself the source from which it came. This will also help in creation of your Works Cited page.
Outline and Synthesis
Re-read your notes and refer to the list of questions you prepared. What patterns are emerging? What new questions have they raised? Do your sources agree with one another, or do different sources offer conflicting information?
At this point, it’s often useful to prepare a short summary. Paraphrase what you know— explain it to yourself (or to your grandmother or 4th grade brother/sister). This is the time to choose a final thesis statement.
Now, build an outline. Dr. W. E. Magnusson suggests that scientists and students learn to “write backwards.” Here’s his suggestion:

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1. Write the conclusions of the paper. This is your “bottom line” or what you want the reader to understand. Each conclusion should be summarized in less than 2 lines. 2. Write the evidence that supports the conclusions (i.e. the body of evidence collected from researched sources). Don’t include information that doesn’t support the conclusions. It will only confuse your reader.
3. Write the discussion which presents additional information that modifies, extends, confirms or contradicts the conclusions. It’s important to note if your topic is controversial and if others hold opinions that differ from your conclusions. Think
Critically.
4. Write the introduction which will have the information necessary to present the questions (thesis) to which the conclusions are the answers.
[Adapted from: Magnusson, W. E. 1995. How to write backwards. Ecological Society of
America Bulletin 77:88.]
Writing “backwards” can help you streamline your paper, helping to assure that your presentation is clear, concise and to the point.
Writing: The First Draft
Each paragraph in a research paper should serve a specific purpose, elucidating specific points. Follow your plan and get the bulk of information down first. You can fine tune later. For now, we just want each paragraph to do its most important job: imparting information.
The flow of your paper should generally follow this format:
1. Introduction (including thesis statement and brief background). This is a good place to include why you chose this topic and why the reader should bother reading your paper;
2. Supporting paragraphs (evidence to support your thesis);
3. Discussion (see #3) above;
4. Conclusions. In your outline, the conclusions were limited to two lines each. Now that you’re writing, you can expand on your conclusions. Be sure to tie them back to your thesis statement and summarize for your writer why it was important for them to read your paper and understand the point you were trying to make.

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So, now the hard facts are down. Re-read what you’ve got, and see if it makes sense. Is the information presented in a logical fashion? Are your thoughts coherent?
Is your thesis adequately supported? Don’t be discouraged, and don’t be afraid to revise. Editing
Editing is an essential part of the writing process. Make sure your work is free of spelling errors, sentence fragments and other grammar mistakes. Spell and Grammar checks are nifty features, but they can’t always catch usage problems. That’s where other humans are helpful! Have at least one other person read your paper before you turn it in. Your syllabus will ask you to send a draft to your teacher. You can send it sooner, if you want to.

Quoting your Resources
Sometimes in your research someone else has made a perfect point to support your thesis and you want to use it. Other times, someone has explained something in the perfect way, and you want to use his/her writing rather than make it up on your own.
That’s fine, as long as your quote your resource. The source of your material will be listed in your Works Cited section, but in the written text, you need to indicate that what you wrote is someone else’s work.
The following was drawn from Purdue University’s Online Writing Lab. We owe them our gratitude. Their full reference is found below.
Quotations
When you directly quote the works of others in your paper, you will format quotations differently depending on whether they are long or short quotations.
Here are some basic guidelines for incorporating quotations into your paper.
Short Quotations
To indicate short quotations (fewer than four typed lines of prose or three lines of verse) in your text, enclose the quotation within double quotation marks and incorporate it into your text. Provide the author and specific page citation [in parentheses] in the text, and include a complete reference in the works-cited list.
Punctuation marks such as periods, commas, and semicolons should appear after the parenthetical citation. Question marks and exclamation points should appear within the quotation marks if they are a part of the quoted passage but after the parenthetical citation if they are a part of your text.

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For example:
According to some, dreams express "profound aspects of personality"
(Foulkes 184), though others disagree.
According to Foulkes 's study, dreams may express "profound aspects of personality" (184).
Is it possible that dreams may express "profound aspects of personality"
(Foulkes 184)?
Cullen concludes, "Of all the things that happened there/ That 's all I remember" (11-12).
Long Quotations
Place quotations longer than four typed lines in a free-standing block of typewritten lines, and omit quotation marks. Start the quotation on a new line, indented one inch from the left margin, and maintain double-spacing. Your parenthetical citation should come after the closing punctuation mark. When quoting verse, maintain original line breaks. (You should maintain doublespacing throughout your essay.)
For example:
Nelly Dean treats Heathcliff poorly and dehumanizes him throughout her narration: They entirely refused to have it in bed with them, or even in their room, and I had no more sense, so, I put it on the landing of the stairs, hoping it would be gone on the morrow. By chance, or else attracted by hearing his voice, it crept to Mr. Earnshaw 's door, and there he found it on quitting his chamber. Inquiries were made as to how it got there; I was obliged to confess, and in recompense

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for my cowardice and inhumanity was sent out of the house. (Brontë 78)
In her poem "Sources," Adrienne Rich explores the roles of women in shaping their world:
The faithful drudging child the child at the oak desk whose penmanship, hard work, style will win her prizes becomes the woman with a mission, not to win prizes but to change the laws of history. (23)

[This page is located at http://owl.english.purdue.edu/handouts/print/research/r_mla.html Copyright ©1995-2002 by OWL at Purdue University and Purdue University. All rights reserved. Use of this site, including printing and distributing our handouts, constitutes acceptance of our terms and conditions of fair use, available at http://owl.english.purdue.edu/lab/fairuse.html. To contact OWL, please visit our contact information page at http://owl.english.purdue.edu/lab/contact.html to find the right person to call or email.]
Works Cited/Bibliography

Finally, your term paper will have a Works Cited or Bibliography section. Your teacher will not accept your paper without this section.
The Purdue University’s Online Writing Lab offers this guidance:

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“Modern Language Association (MLA) format provides writers with a system for crossreferencing their sources--from their parenthetical references to their works cited page.
This cross-referencing system allows readers to locate the publication information of source material. This is of great value for researchers who may want to locate your sources for their own research projects. The proper use of MLA style also shows the credibility of writers; such writers show accountability to their source material. Most importantly, the use of MLA style can protect writers from accusations of plagiarism--the purposeful or accidental use of source material by other writers without giving appropriate credit.”
Basic Rules
· Authors ' names are inverted (last name first); if a work has more than one author, invert only the first author 's name, follow it with a comma, then continue listing the rest of the authors. If you have cited more than one work by a particular author, order them alphabetically by title, and use three hyphens in place of the author 's name for every entry after the first. When an author appears both as the sole author of a text and as the first author of a group, list solo-author entries first.
· If no author is given for a particular work, alphabetize by the title of the piece and use a shortened version of the title for parenthetical citations.
· The first line of each entry in your list should be flush left. Subsequent lines should be indented one-half inch. This is known as a hanging indent.
· All references should be double-spaced.
· Capitalize each word in the titles of articles, books, etc. This rule does not apply to articles, short prepositions, or conjunctions unless one is the first word of the title or subtitle.
· Underline or italicize titles of books, journals, magazines, newspapers, and films.
· Use quotation marks around the titles of articles in journals, magazines, and newspapers. Also use quotation marks for the titles of short stories, book chapters, poems, and songs.
· List page numbers efficiently, when needed. If you refer to a journal article that appeared on pages 225 through 250, list the page numbers on your Works
Cited page as 225-50.

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Specifics
Book
Author(s). Title of Book. Place of Publication: Publisher, Year of Publication.

Book with one author
Henley, Patricia. The Hummingbird House. Denver: MacMurray, 1999.

Two books by the same author
(After the first listing of the author 's name, use three hyphens and a period for the author 's name. List books alphabetically.)
Palmer, William J. Dickens and New Historicism. New York: St. Martin 's, 1997.
---. The Films of the Eighties: A Social History. Carbondale: Southern
Illinois UP, 1993.

Book with more than one author
Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring.
Boston: Allyn, 2000.
If there are more than three authors, you may list only the first author followed by the phrase et al. (the abbreviation for the Latin phrase "and others") in place of the other authors ' names, or you may list all the authors in the order in which their names appear on the title page.

Book with a corporate author
American Allergy Association. Allergies in Children. New York: Random, 1998.

Book or article with no author named
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Encyclopedia of Indiana. New York: Somerset, 1993.
"Cigarette Sales Fall 30% as California Tax Rises." New York Times, 14
Sept.
1999, A.17
For parenthetical citations of sources with no author named, use a shortened version of the title instead of an author 's name. Use quotation marks and underlining as appropriate. For example, parenthetical citations of the two sources above would appear as follows: (Encyclopedia 235) and ("Cigarette"
A17).

Anthology or collection
Peterson, Nancy J., ed. Toni Morrison: Critical and Theoretical Approaches.
Baltimore: Johns Hopkins UP, 1997.
A part of a book (such as an essay in a collection)
Author(s). "Title of Article." Title of Collection. Ed. Editor 's
Name(s). Place of Publication: Publisher, Year. Pages.

Essay in a collection
Harris, Muriel. "Talk to Me: Engaging Reluctant Writers."
A Tutor 's Guide: Helping Writers One to One. Ed. Ben Rafoth.
Portsmouth, NH: Heinemann, 2000. 24-34.

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Article from a reference book
"Jamaica." Encyclopedia Britannica. 1999 ed.
An article in a periodical (such as a newspaper or magazine)
Author(s). "Title of Article." Title of Source Day Month Year: pages. When citing the date, list day before month; use a three-letter abbreviation of the month (e.g. Jan., Mar., Aug.). If there is more than one edition available for that date (as in an early and late edition of a newspaper), identify the edition following the date (e.g. 17 May 1987, late ed.).

Magazine or newspaper article
Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71.
Trembacki, Paul. "Brees Hopes to Win Heisman for Team." Purdue Exponent
5 Dec. 2000: 20.

An article in a scholarly journal
Author(s). "Title of Article." Title of Journal Vol (Year): pages.
"Vol" indicates the volume number of the journal. If the journal uses continuous pagination throughout a particular volume, only volume and year are needed,
e.g. Modern Fiction Studies 40 (1998): 251-81. If each issue of the journal begins on page 1, however, you must also provide the issue number following the volume, e.g. Mosaic 19.3 (1986): 33-49.

Essay in a journal with continuous pagination
Allen, Emily. "Staging Identity: Frances Burney 's Allegory of Genre."
Eighteenth-Century Studies 31 (1998): 433-51.

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Essay in a journal that pages each issue separately
Duvall, John N. "The (Super)Marketplace of Images: Television as
Unmediated Mediation in DeLillo 's White Noise." Arizona Quarterly
50.3 (1994): 127-53.

Web site example
Felluga, Dino. Undergraduate Guide to Literary Theory. 17 Dec. 1999. Purdue
University.
15 Nov. 2000 <http://omni.cc.purdue.edu%7Efelluga/theory2.html>.
[From: 16 Jan. 2003
<http://owl.english.purdue.edu/handouts/research/r_mla.html#Works-Cited >.]

Writing: The Final Draft
Once you’ve read all of the comments of your reviewers (including your teacher), read through the paper yourself to see if it makes sense and to check that you’ve properly cited all of your sources. NOW you are ready to write your final draft. Don’t worry that it takes so long. Most researches write many drafts before they reach this stage!

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How to Avoid Plagiarism
As you embark on your educational journey with Laurel Springs, it is important that you understand the expectations your teachers will have regarding the originality of your work. Laurel Springs has a policy on how to handle issues of plagiarism. This policy is stated in your Student Handbook and on our web site. Before we penalize any student for submitting non-original work we want to be sure that all students understand not only what plagiarism is, but how you may correctly take someone else 's information and synthesize it into a personalized learning experience. For it is only by putting things into our own words that we can truly "own" knowledge.
First, let 's look at a definition of plagiarism. plagiarism n 1: a piece of writing that has been copied from someone else and is presented as being your own work 2: the act of plagiarizing; taking someone 's words or ideas as if they were your own
Once you understand how to take the words and thoughts of others and make them your own, you will be able to avoid the mistake of plagiarizing and save yourself the trouble of redoing assignments. Please read over the plagiarism policy so you understand the consequences of offering work that is not your own.
The activity below is designed to give you the experience of converting published knowledge into your own understanding. It is our sincere hope that, in the process of making the knowledge of others your own, you will profit from and enjoy your time at
Laurel Springs.
Article to read:
Open Clusters
An Open Cluster is a group of tens to hundreds of bright young stars, usually less than
10,000 light years away; relatively close within our galaxy. Because of this, they are sometimes called Galactic Clusters.
Open clusters are often found near and within large clouds of hydrogen and dust from which they coalesced, and the intense ultraviolet radiation from the energetic stars forms emission nebulae in the remaining gas. The Orion Nebula is a good example of

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an emission nebula with an embedded open star cluster. The energy output from the young stars forming the Trapezium at the heart of the nebula has blown away the obscuring gas, and the ultraviolet light makes the surrounding gas clouds fluoresce.
What you need to do to make it your own
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Look up words you do not fully understand, in this case: coalesced, nebulae, embedded, Trapezium, obscuring, fluoresce. Do not use these words unless you know what they mean. And do not use the author 's words. Instead, reword, according to your new understanding. Use simpler words in place of the vocabulary words, whenever possible; or explain the meaning of the vocabulary words in your write-up. •

Reorganize the original thoughts. Take what stands out in your mind and make it the subject. In this way, you are telling your teacher what you have gotten from the passage, not what the passage says (your teacher already knows that).

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Include any questions, speculations, comments or predictions in your re-write. Do some critical thinking to demonstrate your grasp of the material.

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Write like you talk, leaving out the slang. If you are not an astronomer or astrophysicist, don 't pretend to talk like one; your teacher will know the words you use are not your own. True learning means "owning" the knowledge, and that means recreating what you read in your own words.

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When you use someone 's ideas, give the writer credit; when you use someone 's words, give credit and use quotation marks.

Example of an acceptable use of this information (please read):
From the article about Open Clusters, published in the Astronomical Unit of the Santa
Barbara Museum of Natural History, I learned that Open Clusters are groups of stars within our own galaxy (the Milky Way). I think it is interesting to contemplate the fact that, while stars look so static to us star-gazers here on Earth, they are really dynamic masses of pulsating energy.
Because Open Clusters are relatively young stars, they are still surrounded by the clouds of the hydrogen and dust from which they were made. The stars have coalesced, or grown together, from this hydrogen and dust, and the cloud of gasses and dust they live in is called a nebula. In the center of this nebula the stars give off the most energy and form a kind of irregular, four-sided energy field that radiates light and energy and blows the gasses away. The stars radiate fluorescent light to the surrounding hydrogen and dust clouds, and that 's the whiteness we see from Earth that identifies the group of stars as an Open Cluster.

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Now It 's Your Turn
1. Read the following continued passage about Open Clusters. You will be asked to write in response to a few of the main points.
Article to read:
As the stars fuse their hydrogen fuel to produce energy, they age at different rates, depending on their initial mass. More massive stars burn their fuel faster because of the higher pressures and temperatures at their cores. As a consequence, massive stars live fast and die young, at ages of millions of years. Compare this with the hydrogen-burning lifetime of the Sun, which will be about 10 billion years. Enjoy the views while they last!
The Pleiades of the winter sky are a well-known open cluster. In Japan, this cluster is called "Subaru," and you will see these stars represented in the badges on cars of that make. The stars in the badge are connected with lines because Subaru means necklace in Japanese. The Greek story is that the Pleiades were seven sisters who were turned into doves and few up into the sky and became the star cluster.
Writing assignment:
2. Write two short paragraphs in which you
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explain what factors determine the life span of a star. Give an idea of the relative life span of our own Sun.

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explain how star clusters fit into the mythologies of different cultures.

(If you use the words "mass" or "fuse" be sure you clarify their meanings in your paragraph!) 89