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It’s pHun.
It’s a Gas. It’s Chemistry!
I.
Course description
Chemistry is all around us.
It’s in the food we eat, the air we breathe, the homes in which we live. Chemistry
is in us! This course will take scholars on a journey from atoms to acids,
from enthalpy to electrolysis, from ions to indicators, and from the nature of
gases to the gases in nature. Each topic evolves rapidly from fundamental to
theoretical, but throughout the course a special emphasis will be placed upon
the link between chemistry and the real world. Scholars enrolled in this course
should be prepared to experience chemistry through challenging, exciting, and
fun activities designed to show the underlying edict of chemistry – Chemistry
is everywhere!
II.
Instructor
Nancy A. Fischer
- Bachelor of Science in
Education - Southeast Missouri State University
- Certification in Chemistry,
Biology, and Mathematics
- Valle Catholic High School
– Ste. Genevieve, MO
- email: sodiumfluoride@hotmail.com
- Missouri Scholars Academy
Faculty – 1999-2000
III.
Rationale for inclusion in a program for gifted students
The
activities in this course are designed to embolden the chemistry neophyte and
invigorate the chemistry expert. Because the activities developed for this
major are non-conventional activities, students who have already completed a
general chemistry course will explore new topics and new approaches to familiar
topics and will discover the correlation between traditional chemistry concepts
and a wide range of real-life situations. Chemistry novices will gain valuable
knowledge and experiences that should enable them to move confidently into a
traditional general chemistry course.
IV. Major
topics covered
A.
Matter and Energy
- atoms and molecules
- density
- specific heat
- conductivity
- polarity
- enthalpy of reaction
B.
Gases
- Boyle’s law
- Charles’ law
- ideal gas law
- vapor pressure
- gaseous pollutants
C.
Acids and Bases
- pH scale
- indicators
- titrations
- consumer applications
- industrial applications
V.
Pre-requisite knowledge
Scholars
enrolling in this course should have a solid math background; a firm grasp of
algebra is necessary to perform the mathematical analysis of lab results in
this course. In addition, students must be flexible in their view of science
and must be willing to cast aside any misconceptions they have when faced with
evidence that does not support their original ideas.
VI.
Learning objectives
Students will be able to
. . .
- use the scientific
method when investigating natural phenomenon.
- determine the densities
of various liquids and calculate the relative amounts of two of the liquids
that must be combined to produces a solution having the same density as the
third liquid.
- determine the density
and specific heats of unknown metal samples and use this information to identify
these metal samples.
- construct a simple
conductivity tester using a film canister, LEDs, and resistors and use the
device to determine the conductivity of solutions.
- remove the zinc coating
on two types of galvanized nails by reacting them with hydrochloric acid and
determine the thickness of the zinc coating on the nails
- relate polarity to
the behavior of substances being separated by chromatography.
- determine the relative
reactivity of quicklime and compare the heat released in the reaction to that
predicted from the enthalpy of reaction.
- use thermochemistry
concepts to determine the percentage of acetone in fingernail polish remover.
- use CBLs to collect
data and develop Charles’ law.
- construct a PVC cannon
and use it to develop Boyle’s law.
- determine the chemical
make-up of different brands of chalk based on density and reaction with dilute
hydrochloric acid.
- determine the molar
mass of the gas found within Bic® lighters.
- determine the percentage
by mass of water in popcorn and calculate the pressure within the kernels
just prior to popping.
- access the AIRSData
website to determine air quality in various counties within the state
- use the energy harnessed
within a 9-volt battery to electrolyze water and collect and test the resulting
gases.
- serially dilute HCl
and NaOH and develop a pH colorimeter.
- use a pH colorimeter
to determine the pH of common household substances.
- determine the effectiveness
of antacids for neutralizing stomach acid.
- determine the percentage
of acetic acid in vinegar samples and the mass of vitamin C in fruit juice
samples and compare these values to those listed on the labels.
- standardize a sodium
hydroxide solution and use this solution to determine the percentage purity
of an impure citric acid sample.
VII. Primary source
materials
- Chang, R. Chemistry.
McGraw-Hill, 1998
- Fischer, Nancy. VHS
Laboratory Manual. Valle High School, 1996
VIII. Supplementary
source materials
- LeMay, Beall, Robblee,
Brower. Chemistry. Prentice Hall, 2000.
- Holmquist, Randall, Volz.
Chemistry with CBL. Vernier Software, 1998
- Various materials obtained
from workshops and from other high school and college chemistry texts and
laboratory manuals.
IX. Computing
and the Internet
Students will access the
Internet periodically to find supplemental information and will use the Internet
extensively for two of the activities within this major (one dealing with nuclear
energy and the other with air quality within the state of Missouri).
X.
Typical classroom strategies
A typical day in this academic
major would be as follows:
- 5 minutes Quick demonstration,
discrepant event, or probing question to act as an opener for the day’s activities.
This accomplishes two objectives: it awakens the students and it primes them
for the material to follow.
- 15 - 20 minutes Background
information for the first activity in the form of discussion/lecture (minimal)
or cooperative group learning. Time would also be spent relating this activity
to previous ones so that scholars are able to get the “big picture.”
- 5 minutes Pre-lab information
regarding location of materials and special safety precautions.
- 30 minutes Students conduct
a laboratory investigation.
- 20 - 30 minutes Analysis
of lab results and discussion of how data from this activity correlates with
other activities or information.
- 10 minutes Introduction
of a student project or background information and pre-lab for the second
activity. “Less time is needed to introduce the second activity since it
covers the same or a closely related concept as in the first activity.)
- 30 - 40 minutes Students
work on a project or a second lab activity.
- 20 - 30 minutes Sharing
of student projects or analysis of lab results and wrap-up.
It
is obvious that activities are the cornerstone of this academic major. Lecture
is minimized and, when utilized, would take the form of a discussion with as
much information as possible being provided by the students with the teacher
simply organizing the information so the topic at hand is approached in a logical
fashion. Students will often work in cooperative groups but care would be taken
that all students become involved and that the groupings change often.