Honors Chemistry Course Syllabus 2013/2014

Course:
Credits:
Instructor:

Honors Chemistry
1 Science Credit (Two .5 credit semesters)
Benjamin D. Pfeiffer
BS, Life Science; Chemistry Minor Carnegie Mellon University, 1997
Ohio Teaching License; Life Science & Chemistry Lourdes College, 2001
M.Ed Secondary Administration & Supervision
Bowling Green State University, 2008
Phone:
419-693-0665 ext. 2276
419-836-9580 home
419-205-1370 cell
Email:
bpfeiffer@oregoncs.org
Help Hours: 7:30am 7:55am Monday Friday, though I am often here before and after
those times. Just let me know.
Text:
Zumdahl/Zumdahl (2010).
Chemistry (8th ed). Brooks Cole. Belmont, CA:
Cengage Learning. ISBN - 10: 0-547-16817-9
Support website: www.cengagebrain.com/shop/index.html (register as a user)

Introduction:
Welcome to Honors Chemistry! I am looking forward to working with each of you as we begin
to explore the fascinating and dynamic world of chemistry. Honors Chemistry is an intensive,
lab based course that serves as the preparatory class for AP Chemistry while at the same time
providing the introductory knowledge and skills necessary for students to effectively move on
to post secondary chemistry course work. Please know that I am dedicated to supporting you as
young adult learners and will take every opportunity to foster, scaffold, and challenge each of
you in your coursework. I look forward to guiding your intellectual discovery of chemistry and
helping to instill in you the pride that is garnered through taking on academic challenges as well
as the satisfaction found in a job well done.

Expectations:
1.
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3.
4.

Be prepared for each class by completing any reading, homework, or lab assignments.
Bring all class materials each day.
Come to class with an open mind and a positive attitude.
Conduct yourself as respectful, young adult learners. You will be treated as such.
Academic honesty is a priority. Collaboration and group work is encouraged and
expected but each student must produce their own work unless otherwise specified.
Copying the work of other students is unacceptable and unworthy of the association with
Honor Students. Such copied work will receive little or no credit.

5.

6.
7.

8.
9.
10.
11.

12.

Ask questions!! I will make every effort to ensure your full understanding of all
concepts and applications but you must be a participant in your own education. Learning
is not a spectator sport.
Be responsible for your own actions, learning, and prior knowledge that is expected for
this course. You will be held responsible for cumulative material throughout the year.
Create and neatly maintain the required notebook. It will be a valuable resource
throughout the year. Notebook grades will appear online and will be taken two to three
times per quarter. The scores are out of 10 points according to the following deductions.
1-3 points for sloppy organization (loose or misfiled papers and overall messiness)
2 points for each missing folder
1 point for each folder that is falling out
2 points for each missing notes or vocabulary spiral
1 point for poorly kept or sloppy notes spiral
Be neat!! Points will be deducted for sloppy work and evidence of last minute
preparation.
Adhere to any and all safety/lab contract regulations. There is no greater priority in this
class than your own personal safety. Take ownership of that and act accordingly!
Follow any and all school rules described in the Clay High School Student Handbook
Code of Conduct. These will be enforced and include dress code and attendance.
The Science Lounge area is intended as a place for students to work collaboratively both
before and after school. It is a privilege to have such a place to work. Treat it
respectfully. When the tardy bell rings, students are to be headed to their assigned seat
in the classroom.
SMILE and HAVE FUN!!! Chemistry is an engaging and amazing subject. Enjoy it!

Basic Core Course Concepts: (more material may be covered depending on class pace)
Standards & Targets Honors Chemistry
I. UNDERSTANDING CHEMISTRY AS INQUIRY
(Note: Some of the process standards in this section are similar to those found in Biology and Physics.)
A. Foundations
1. Scientific Inquiry
a. Identify and clarify research questions and design experiments

1.

I can describe and use the steps of the scientific method.

b. Design experiments with controlled variables and appropriate numbers of trials

1.
2.

I can describe and use the steps of the scientific method.

I can develop a controlled experiment.

c. Collect, organize, and analyze data accurately and use appropriate techniques and devices

I can demonstrate proper laboratory techniques

d. Interpret results and draw conclusions, revising hypotheses as necessary and/or formulating additional questions or
explanations

e. Write and speak effectively to present and explain scientific results, using appropriate terminology and graphics

1.
2.
3.

I can describe some examples of research in chemistry.

I can explain why collaboration and communication are important in science.
I can explain why graphs are often used to display experimental data.

f. Safely use laboratory equipment and techniques when conducting scientific investigations

1.

I can identify and list the basic safety rules that must be followed when working in the lab.

g. Routinely make predictions and estimations

2. Mathematics and Measurement in Science
a. Distinguish between precision and accuracy with respect to experimental data

1.

I can explain the differences between accuracy and precision.

b. Use appropriate SI units for length, mass, time, temperature, quantity of matter, area, volume, and density;
describe the relationships among SI unit prefixes; recognize commonly used non-SI units.
1.
I can list the common metric prefixes and demonstrate how metric prefixes can be used to
change units using dimensional analysis.

c. Use the correct number of significant figures in reporting measurements and the results of calculations.
1.
I can determine the number of significant figures in a measurement and in a calculated answer.
d. Use appropriate statistical methods to represent the results of investigations.
1. I can create and interpret data tables
2.
I can measure the percent error of an experiment based on the actual vs. theoretical results
e. Express numbers in scientific notation when appropriate.
1. I can express numbers in scientific notation when appropriate.
f. Solve for unknown quantities by manipulating variables.
1.
I can solve for unknown quantities by manipulating variables.
g. Use graphical, mathematical, and/or statistical models to express patterns and relationships inferred from sets
of scientific data.
1.
I can apply information presented in data tables and develop graphical representations to convey
the data.
2.

I can explain why graphs are often used to display experimental data
3. Science in Practice

a. Explain and apply criteria that scientists use to evaluate the validity of scientific claims and theories
1. I can evaluate scientific claims and theories using specific criteria.
b. Explain why experimental replication and peer review are essential to eliminate as much error and bias as possible in scientific
claims

1. I can explain why replication and review are essential to eliminate problems with scientific claims.
c. Explain the criteria that explanations must meet to be considered scientific (e.g., be consistent with experimental/observational
evidence about nature, be open to critique and modification, use ethical reporting methods and procedures)
1. I can explain the difference between scientific thinking and non-scientific thinking.

d. Explain why all scientific knowledge is subject to change as new evidence becomes available to the scientific community
1. I can explain the roll technology plays in the development of scientific knowledge.

e. Use a variety of appropriate sources (e.g., Internet, scientific journals) to retrieve relevant information; cite references properly
f. Identify and analyze the advantages and disadvantages of widespread use of and reliance on technology
g. Compare the scientific definitions of fact, law, and theory, and give examples of each in chemistry
1. I can compare and contrast scientific law and theories and give examples of each.

II Exploring the physical world

A. Introduction to Chemistry

1. Mass, Volume, and Density

a. Explain why mass is used as a quantity of matter and differentiate between mass and weight
1. I can distinguish between the mass and weight of an object.
b. Explain density qualitatively and solve density problems by applying an understanding of the concept of density
1. I can calculate the density of a material from experimental data.
2. Elements, Atomic Mass, and Nomenclature
a. Use the IUPAC symbols of the most commonly referenced elements
1. I can identify the chemical symbols of elements and name elements given their symbols.
b. Compare the characteristics of elements, compounds, and mixtures
1 . I can categorize a sample of matter as a substance or a mixture.
2. I can distinguish between homogeneous and heterogeneous samples of matter
3. I can describe two ways that components of mixtures can be separated.
4. I can explain the difference between an element and a compound.
c. Compare characteristics of isotopes of the same element
1. I can explain how isotopes of various elements differ from one another
2. I can calculate the number of neutrons in an atom
3. I can calculate the average atomic mass of an element using fractional abundance.

B. Properties of Matter and Gases

1. Phases of Matter, Phase Changes, and Physical Changes
a. Compare the definition of matter and energy and the laws of conservation of matter and energy
1. I can distinguish between mass and weight of an object.
2. I can apply the law of conservation of mass and energy to chemical equations.
b. Describe how matter is classified by state of matter and by composition.
1. I can identify properties of matter as extensive or intensive.
2. I can differentiate among the three states of matter.
c. Describe the phase and energy changes associated with boiling/condensing, melting/freezing, sublimation, and crystallization
(deposition).
1. I can define the states of matter in terms of the kinetic theory of matter.
2. I can identify the conditions necessary for sublimation.

d. Explain the difference between chemical and physical changes and demonstrate how these changes can be used to separate
mixtures and compounds into their components
1. I can distinguish between a physical and chemical changes based on the evidence presented.
2. I can separate mixtures using various physical properties of that mixture

e. Define chemical and physical properties and compare them by providing examples
1. I can define physical and chemical properties and list several physical and chemical properties of a substance.
2. The Nature of Gases
a. Define gas pressure and the various pressure units (e.g., torr, kilopascals, mm Hg, atmospheres)
1. I can define gas pressure and convert to different pressure units using dimensional analysis.
b. Describe the use and operation of mercury barometers and manometers to find atmospheric pressure or relative gas pressures
1. I can explain the use of barometers and manometers.
2. I can predict weather using barometers and manometers.
c. Define the gas laws given by Boyle, Charles, Gay-Lussac, and Dalton and solve problems based on these laws.
1. I can describe the relationships among the temperature, pressure, and volume of a gas.
2. I can use the combined gas laws to solve problems.
d. Predict boiling point changes based on changes in atmospheric pressure
1. I can describe the equilibrium between a liquid and its vapor.
2. I can identify the conditions at which boiling occurs.
e. Explain the basis for gaseous diffusion and effusion
1. I can explain how the molar mass of a gas affects the rate at which the gas diffuses and effuses.
f. Describe Avogadros hypothesis and use it to solve stoichiometric problems.
1, I can identify the volume of a quantity of gas at STP.
3. Ideal Gas Law
a. Explain the difference between an ideal and real gas, the assumptions made about an ideal gas, and what conditions favor ideal
behavior for a real gas.
1. I can compare and contrast real and ideal gases.
b. Apply the mathematical relationships that exist among the volume, temperature, pressure, and number of particles in an ideal gas
1. I can compute the value of an unknown using the ideal gas law.
c. Compute gas density when given molar mass, temperature, and pressure.
1. I can calculate the density of a gas using the ideal gas law.
d. Apply the ideal gas law to determine the molar mass of a volatile compound.
1. I can calculate the molar mass of a compound using the ideal gas law.
e. Solve gas stoichiometry problems at standard and nonstandard conditions
1. I can solve gas stoichiometic problems using both standard and nonstandard conditions.

III Discovering the language of Chemistry

A. Formulas and Equations
1. Empirical Formulas, Molecular Formulas, and Percentage Composition
a. Distinguish between chemical symbols, empirical formulas, molecular formulas, and structural formulas
1. I can write empirical, molecular, and structural formulas.

b. Interpret the information conveyed by chemical formulas for numbers of atoms of each element represented
1. I can describe the information a molecular formula provides.
c. Use the names, formulas, and charges of commonly referenced polyatomic ions
1. I can define a polyatomic ion and write the names and formulas of the most common ions.
d. Provide the inter-conversion of molecular formulas, structural formulas, and names, including common binary and ternary acids
1. I can apply the rules for naming and writing formulas for binary and polyatomic compound.
2. I can interpret the prefixes in the names of molecular compounds in terms of the chemical formulas.
3. I can apply the rules for naming and writing formulas for binary molecular compounds
4. I can name and write formulas for common acids and bases.

e. Calculate the percent composition of a substance, given its formula or masses of each component element in a sample
1. I can calculate percent composition of a substance using the periodic table, the chemical formula and or the masses of the
elements present in the compound.
f. Determine the empirical formulas and molecular formulas of compounds, given percent composition data or mass composition data
1. I can determine the empirical and molecular formulas when given data such as percent or mass composition.
g. Determine percent composition experimentally and derive empirical formulas from the data (e.g., for hydrates)
1. I can calculate the empirical formula of a substance given the correct experimental data.
2. Mole Concept, Molar Mass, Gram Formula Mass, and Molecular Mass
a. Explain the meaning of mole and Avogadros number
1. I can define Avogadros number as it relates to a mole of a substance.
b. Interconvert between mass, moles, and number of particles
1. I can describe how to convert the mass of a substance to the number of moles of a substance and moles to mass.
2. I can define Avogadros number as it relates to a mole of a substance
c. Distinguish between formula mass, empirical mass, molecular mass, gram molecular mass, and gram formula mass
1. I can distinguish between the atomic mass of an element and its molar mass.
2. I can describe how the mass of a mole of a compound is calculated.
3. Chemical Equations and Stoichiometry
a. Explain how conservation laws form the basis for balancing chemical reactions and know what quantities are conserved in physical,
chemical, and nuclear changes
1. I can apply the law of conservation of mass to chemical reactions
b. Write and balance chemical equations, given the names of reactants and products.
1. I can describe how to write a word equation.
2. I can write a skeleton equation
3. I can write balanced chemical equations.

c. Describe what is represented, on a molecular and molar level, by chemical equations

1. I can interpret balanced chemical equations in terms of moles, representative particles, mass and gas volume at STP.
d. Use the appropriate symbols for state (i.e., solid, liquid, gaseous, aqueous) and reaction direction when writing chemical equations.
1. I can write complete balanced equations using the appropriate symbols for the various states of matter found in the reaction.
e. Classify chemical reactions as being synthesis, decomposition, single replacement, or double replacement reactions
1. I can classify chemical reactions based on their reactants and products.

f. Predict the products of synthesis, combustion, and decomposition reactions and write balanced equations for these reactions
1. I can predict the products of a reaction and write balanced equations using those predictions.
g. Predict products of single replacement reactions, using the activity series, and write balanced equations for these reactions
1. I can use the activity series of metals to predict whether or not a single replacement reaction will proceed and write balanced
equations based on those predictions.
h. Predict the products of double replacement reactions, using solubility charts to identify precipitates, and write balanced equations for
these reactions
1. I can predict the formation of a precipitate ( using solubility rules) in a double replacement reaction and then write a balanced
equation using the correct symbols.
i. Use chemical equations to perform basic mole-mole, mass-mass, and mass-mole computations for chemical reactions.
1. I can construct mole rations from balanced chemical equations and applu these rations in stoichiometric calculations.
2. I can calculate stoichiometric quantities from balanced equations using units of moles, mass, representative particles and volumes
of gases at STP.
j. Identify limiting reagents and use this information when solving reaction stoichiometry problems
1. I can identify and use the limiting reagent in a reaction to calculate the maximum amount of products produced and the amount of
excess reagent that remains unreacted.
k. Compute theoretical yield, actual (experimental) yield, and percent yield

1. I can calculate theoretical yield, actual yield, or percent yield given the appropriate information.
l. Calculate percent error and analyze experimental errors that affect percent error
1. I can distinguish and calculate the accuracy, precision, and error of a measurement in an experiment.
m. Write ionic equations, identifying spectator ions and the net ionic equation
1. I can describe the information found in a net ionic equation.
2. I can define and identify spectator ions in an ionic equation and write net ionic equations.

IV Building models of matter

A. Microscopic Nature of Matter
1. Structure of Liquids and Solids
a. Describe differences between solids, liquids, and gases at the atomic and molecular levels
1. I can identify factors that determine physical properties of a liquid
2. I can evaluate hoe the way particles or organized explains the properties of solids.
3. I can describe the assumptions of the kinetic theory as it applies to gases.
b. Describe and perform common separation techniques (e.g., filtration, distillation, chromatography)
1. I can describe common ways so separate mixtures.
2. I can perform common separation techniques such as filtration, distillation and chromatography in a laboratory setting.
2. Kinetic Molecular Theory of Gases
a. Use the kinetic molecular theory to explain the states and properties (i.e., microscopic and macroscopic) of matter and phase
changes
1. I can describe the assumptions of the kinetic theory as it applies to solids, liquids and gases.
2. I can apply the ideas of the kinetic theory to phase changes.
b. Explain the basis and importance of the absolute temperature scale and convert between the Kelvin and Celsius scales
1. I can define the relationship between Kelvin temperature and average kinetic energy.
2. I can convert between the Celsius and Kelvin temperature scales.
. Use the kinetic-molecular theory as a basis for explaining gas pressure, Avogadros hypothesis, and Boyles/Charless laws
1. I can interpret gas pressure in terms of the kinetic theory
2. I can describe the three factors that affect gas pressure.
3. I can describe the relationships among the temperature, pressure and volume of a gas

B Atomic structure and Chemical Bonding

1. Atomic Theory (Dalton), Atomic Structure, and Quantum Theory
a. Describe the importance of models for the study of atomic structure
1. I can describe why it is important to use models when studying atomic structure.
b. Describe the crucial contributions of scientists and the critical experiments that led to the development of the modern atomic model
1. I can describe Democritus ideas about the atom.
2. I explain Daltons atomic theory.
3. I can describe the structure of atoms according to the Rutherford atomic model.
c. Describe characteristics of a wave, such as wavelength, frequency, energy, and speed
1. I can describe the relationship between the wavelength and frequency of light.
2. I can explain how the frequencies of emitted light are related to changes in electron energies.
d. Describe the role of probability in orbital theory
1. I can describe the energies and positions of electrons according to the quantum mechanical model
e. Describe atomic orbitals (s, p, d, f) and their basic shapes
1. I can describe how the shapes of orbitals related to different sub levels differ.
f. Apply Hunds rule and the Aufbau process to specify the electron configurations of the elements
1. I can write electron configurations for atoms.
2. I can explain why the actual electron configuration for some elements differ from those predicted by the Aufbau Principle.
2. Periodic Table and Periodicity

a. Describe the historical development of the modern periodic table, including work by Mendeleev and then Moseley
1. I can compare early and modern periodic tables
b. Describe and explain the organization of elements into periods and groups in the periodic table
1. I can explain how elements are organized on the periodic table.
c. Use the periodic table to determine the atomic number; atomic mass; mass number; and number of protons, electrons, and neutrons
in isotopes of elements
1. I can use the periodic table to determine various properties of an atom.
d. Calculate the weighted average atomic mass of an element from isotopic abundance, given the atomic mass of each contributor
1. I can calculate average atomic mass of an element using fractional abundance.
e. Identify regions (e.g., groups, families, series) of the periodic table and describe the chemical characteristics of each
1. I can identify three broad classes of elements.
2. I can explain how elements are organized on the periodic table
f. Compare the periodic properties of the elements (e.g., metal/nonmetal/metalloid behavior, electrical/heat conductivity,
electronegativity and electron affinity, ionization energy, atomic/covalent/ionic radius) and how they relate to position in the periodic
table
1. I can describe trends among the elements for atomic size.
2. I can describe periodic trends for first ionization energy, ionic size and electronegativity.
g. Use the periodic table to predict and explain the valence electron configurations of the elements, to identify members of configuration
families, and to predict the common valences of the elements
1. I can classify elements based on electron configuration.
3. Intermolecular Forces and Types of Bonds
a. Describe the characteristics of ionic and covalent bonding
1. I can describe properties of ionic compounds.
2. I can describe properties of covalent compounds.
b. Explain ionic stability, recognize typical ionic configurations, and predict ionic configurations for elements (e.g., electron
configurations, Lewis dot models)
1. I can draw Lewis dot models for compounds based on their electron configuration.
2. I can explain how the octet rule applies to atoms of metallic and nonmetallic elements
c. Describe the nature of the chemical bond with respect to valence electrons in bonding atoms
1. I can model the valence electrons of all atoms.
d. Explain how ionic and covalent compounds differ
1. I can describe how an ionic bond is formed, how a covalent bond is formed and be able to explain their differences.
e. Describe the unique features of bonding in carbon compounds
1. I can explain the unique features of bonding in carbon compounds and explain why there is such a vast array of carbon
compounds.
f. Compare the different types of intermolecular forces (e.g., van der Waals, dispersion)
1. I can rank in order from strongest to weakest the various intermolecular forces and explain their origins.
g. Explain and provide examples for dipole moments, bond polarity, and hydrogen bonding
1. I can explain and provide models of compounds that exhibit dipole moments, bond polarity and hydrogen bonding.
h. Describe the unique physical and chemical properties of water resulting from hydrogen bonding
I can explain the unique properties of water based on the structure of water molecules
i. Explain the relationship between evaporation, vapor pressure, molecular kinetic energy, and boiling point for a single pure substance
1. I can explain the relationship between boiling point and atmospheric pressure.
2. I can define evaporation, vapor pressure and explain how they are related to kinetic energy.
j. Explain the relationship between intermolecular forces, boiling points, and vapor pressure when comparing differences in the
properties of pure substances
1. I can explain the relationship between intermolecular forces, boiling point and vapor pressure when comparing pure substances
k. Classify solids as ionic, molecular, metallic, or network
1. I can classify solids as ionic, molecular , metallic or network based on their composition.

4. Orbital Theory Applied to Bonding

a. Use Lewis dot diagrams to represent bonding in ionic and covalent compounds
1, I can draw Lewis dot diagram for ionic and covalent compounds.
b. Draw Lewis structures for molecules and polyatomic ions, including those that must be represented by a set of resonance structures
1. I can draw Lewis structures for molecules and polyatomic ions including those that may have resonance structures.
c. Use VSEPR theory to explain geometries of molecules and polyatomic ions
1. I can use the VSEPR theory to explain the molecular geometry of small molecules.

d. Describe how orbital hybridization models relate to molecular geometry

1. I can describe orbital hybridization as it relates to the shape of molecules

e. Describe the molecular orbital models for double bonds, triple bonds, and delocalized pi electrons
1. I can draw models for compounds that contain double, and triple bonds.
f. Describe the relationship between molecular polarity and bond polarity
1. I can draw models that show the relationship between polar bonds and polar molecules

V. Integrating the Macroscopic, Microscopic and Symbolic worlds

A. Solutions
1. Types of Solutions, Concentration, and Solubility
a. Define solution, solute, and solvent
1. I can define solutions, solute and solvent.
b. Compare properties of suspensions, colloids, and true solutions
1. I can describe and identify suspensions, colloids and true solutions based on their physical properties
c. Define the terms saturated, unsaturated, supersaturated, dilute, and concentrated as they pertain to solutions
1. I can define and use correctly the terms saturated, unsaturated, supersaturated, dilute, and concentrated.
d. Give examples of solid, liquid, or gas medium solutions
1. I can give an example of solid, liquid or gas medium solutions
e. Define and calculate the molarity of a solution
1. I can write the equation for the molarity of the solutions
2. I can calculate the molarity of a solution
f. Define and calculate the percent composition of a solution
1. I can define the percent composition of the compound
2. I can calculate the percent composition from mass data
3. I can calculate the percent composition from an chemical formula
g. Describe the preparation and properties of solutions
1. I can write a procedure for the preparation of solution of a specified molarity
h. Solve stoichiometry calculations based on reactions involving aqueous solutions
1. I can predict and calculate the quantity of a product made using stoichiometic proportions.
i. Describe the relationship between temperature or pressure and the solubility of gases in liquids
1. I can explain how solubility of gases changes with changing temperature and pressure.
j. Describe the relationship between solvent character and solute character and explain miscibility
1. I can describe a solute and solvent.
k. Apply the general rules of solubility to aqueous salt solutions
1. I can predict the formation of a precipitate based on the general solubility rules.
l. Describe the factors affecting the solubility of a solute in a given solvent and its rate of solution
1. I can explain how temperature, surface area and agitation effect the rate of solubility
2. Colligative Properties

a. Describe qualitatively the effect of adding solute on freezing point, boiling point, and vapor pressure of a solvent
1. I can describe the depression of the freezing point of solvent from adding solute
2. I can describe the elevation of the boiling point of a solvent when a solute is added
3. I can describe the change in vapor pressure of a solvent when a solute is added
b. Define molality and mole fraction
1. I can define molality
2. I can define mole fraction
c. Calculate changes in the boiling point and freezing point when nonvolatile, nonelectrolyte solutes are added to solvents
1. I can define the relationship between mole fraction of a nonvolatile solute and changes in freezing
point or boiling point
2. I can calculate the change in freezing point or boiling point when a nonvolatile solute is added

B. Kinetics, Equilibrium, and Thermodynamics

1. Chemical Equilibrium and Factors Affecting Reaction Rates; Le Chteliers Principle
a. Explain the collision theory of reactions
1. I can explain the collision theory of reactions
Analyze factors (e.g., temperature, nature of reactants) affecting reaction rates in relation to the kinetic theory
1. I can analyzing factor s affecting reaction rates in relation to the kinetic theory
c. Relate reaction mechanism, rate-determining step, activated complex, heat of reaction, and activation energy to reaction kinetics
1. I can define reaction mechanism
2. I can define and identify a rate-determining step in a reaction
3. I can define activated complex
4. I can define a heat of reaction
5. I can define activation energy
6. I can relate reaction mechanism, rate-determining step, activated complex, heat of reaction and activation energy to reaction
kinetics
d. Interpret potential energy diagrams for chemical reactions
1. I can identify the activation energy and enthalpies from a potential energy diagram
2. I can determine if a reaction is exothermic or endothermic from a potential energy diagram
e. Describe the conditions that define equilibrium systems on a dynamic molecular level and on a static macroscopic scale
1. I can define the conditions that define equilibrium systems on a dynamic molecular level and on a static macroscopic scale
f. Apply Le Chteliers principle to explain a variety of changes in physical and chemical equilibria
1. I can define Le Chatliers principle
2. I can explain the change in an equilibrium reaction that results from a variation in conditions based on Le Chaltiers principle
g. Define Ksp and manipulate Ksp to predict solubility
1. I can define Ksp
2. I can predict solubility based on Ksp values
h. Explain the law of concentration (mass) action and write equilibrium law expressions for chemical equilibria
1. I can explain the lass of mass action
1. I can write an equilibrium expression given a balanced chemical formula
i. Determine solubility product constants from solubilities (and vice versa) for a given solubility equilibrium
system
1. I can determine solubility product constants from solubilities (and vice versa) for a given solubility equilibrium
2. Mechanism, Rate-Determining Step, Activation Energy, and Catalysts
a. Relate the rate of a chemical reaction to the appearance of products and the disappearance of reactants
1. I can relate the rate of a chemical reaction to the appearance of products and the disappearance of reactants
b. Describe the meaning of reaction mechanism and rate-determining step
1. I can describe the meaning of reaction mechanism
2. I can describe the meaning of rate-determining step
c. Relate collision theory to the factors that affect the rate of reaction
1. I can relate collision theory to the factors that affect the rate of reation

d. Describe the meaning of activation energy and activated complex

(done earlier)
e. Interpret and label a plot of energy versus reaction coordinate
1. I can label an interpret a plot of energy versus reaction coordinate
f. Explain the effects of catalysts on reaction rates (e.g., mechanism, activation energy/activated complex)
1. I can define a catalyst
2. I can explain how the catalyst acts as a reaction mechanism
3. I can explain how the catalyst lowers the activation energy in a chemical reaction
3. Chemical Processes and Heat; Calorimetry
a. Explain the law of conservation of energy in chemical reactions
1. I can explain the law of conservation of energy in chemical reactions
b. Describe the concept of heat, and explain the difference between heat energy and temperature
1. I can describe the concept of heat
2. I can explain the difference between heat, energy and temperature
c. Explain physical and chemical changes as endothermic or exothermic energy changes
1. I can define an endothermic or exothermic energy change
2. I can identify a physical or chemical change as endothermic or exothermic
d. Solve heat capacity and heat transfer problems involving specific heat, heat of fusion, and heat of vaporization
1. I can solve heat capacity and heat transfer problems involving specific heat, heat of fusion and heat of vaporization
e. Calculate the heat of reaction for a given chemical reaction when given calorimetric data
1. I can calculate the heat of reaction for a given chemical reaction from calorimetric data
4. Enthalpy and Entropy
a. Define enthalpy and explain how changes in enthalpy determine whether a reaction is endothermic or exothermic
1. I can define enthalpy
2. I can identify a reaction as endothermic or exothermic from changes in enthalpy
b. Compute Hrxn from Hf values and explain why the Hf values for elements are zero
1. I can compute Hrxn from Hf values and explain why the Hf values for elements are zero
c. Explain and apply, mathematically, the relationship between Hrxn (forward) and Hrxn (reverse)
1. I can explain and apply, mathematically, the relationship between Hrxn (forward) and Hrxn (reverse)

d. Define entropy and explain the role of entropy in chemical and physical changes, and explain the changes that favor increases
in entropy
1. I can define entropy
2. I can explain the role of entropy in chemical and physical changes in chemical and physical changes
3. I can identify changes that favor increase in entropy
C. Salts Acids and Bases
1. Acid/Base Theories
a. Describe the nature and interactions of acids and bases
1. I can describe the nature and interactions of acids and bases
b. Describe the hydronium ion and the concept of amphoterism
1. I can describe the hydronium ion
2. I can describe the concept of amphoterism
c. Describe Arrhenius and Brnsted-Lowry acids and bases; identify conjugate acids and bases in reactions
1. I can describe Arrhenius and Bronsted-Lowry acids and bases
2. I can identify conjugate acids and bases in reactions
d. Relate solvent interaction to the formation of acidic and basic solutions
1. I can relate solvent interaction to the formation of acidic and basic solutions

e. Define the water constant, Kw, and the pH scale

1. I can define the water constant
2. I can define the pH scale in terms of hydronium and hydroxide concentrations
f. Describe characteristics of strong and weak acids and bases, and identify common examples of both
1. I can describe the characteristics of strong acids and bases
2. I can describe the characteristics of weak acids and bases
3. I can identify examples of both strong and weak acids and bases
2. Acid/Base Constants and pH; Titration; Buffers
a. Write and balance a simple equation for a neutralization reaction
1. I can write and balance a simple equation for a neutralization reaction
b. Calculate hydrogen ion concentration, hydroxide ion concentration, pH, and pOH for acidic or basic solutions
1. I can calculate hydrogen ion concentration, hydroxide ion concentration, pH, and pOH for acidic or basic solutions
c. Explain how the acid-base indicators work
1. I can explain how acid-base indicators work
d. Define percent ionization, Ka, and Kb and explain how they relate to acid/base strength
1. I can define percent ionization
2. I can define Ka and Kb
3. I can explain how Ka and Kb relate to acid/base strength
e. Conduct a titration experiment in order to determine the concentration of an acid or base solution
1. I can determine acid or base concentration from a titration experiment
f. Qualitatively understand the behavior of a buffer and explain why buffer solutions maintain pH upon dilution
1. I can define a buffer as solution of a weak acid and base
2. I can explain when buffer solutions maintain a near constant pH
D. REDOX Reactions and Electrochemistry
a. Define REDOX reaction, oxidation, reduction, oxidizing agent, and reducing agent
1. I can define a redox reaction
2. I can define oxidation
3. I can define reduction
4. I can define oxidizing agent
5. I can define reducing agent
b. Assign oxidation numbers (states) to reaction species; identify the species oxidized and reduced, and the oxidizing agent and
reducing agent, in a REDOX reaction
1. I can assign oxidation numbers to reaction states
2. I can identify the species that is either oxidized or reduced and the oxidizing agent and the reducing agent in a REDOX reaction
c. Balance REDOX equations by the ion-electron and half-reaction methods
1. I can balance REDOX equations by the ion-electron method
2. I can balance REDOX equations by the half-reaction methods
d. Diagram and explain the operation of a voltaic cell
1. I can diagram and explain the operation of a voltaic cell

e. Determine the net voltage obtained when standard half-cells are paired to form a voltaic cell, and use this voltage to predict reaction
spontaneity
1. I can determine the net voltage obtained when standard half-cells are paired to form a voltaic cell
2. I can use this voltage to predict reaction spontaneity
E. Nuclear Chemistry
a. Describe alpha, beta, and gamma decay, half-life, and fission and fusion
1. I can describe nuclear decay
2. I can explain the difference between alpha, beta and gamma particles
3. I can calculate half life of carbon-14
b. Write appropriate equations for nuclear decay reactions, using particle balance; describe how the nucleus changes during these

reactions and compare the resulting radiation with regard to penetrating ability
1. I can write balance nuclear equations.

Absence Policy:
Students that miss class for an excused absence will have the same number of days to turn in an
assignment as they were absent. For instance: If a student is excused absent on Monday,
Tuesday, and returned on Wednesday, they missed two days. They have Wednesday and
Thursday to makeup the assignment(s) and that work is due on Friday. For lab days that are
missed, the student is expected to obtain the lab data from their lab partner and complete any
assignments accordingly. Excused absences from labs will not affect the students lab
participation grade. Tests and quizzes are announced well in advance so if a student is absent
prior to a test or quiz, they are still expected to take the test or quiz on the assigned date or on
the day they return, not the next day. If you miss a test or quiz for any reason, you are
expected to make it up the day you return. In the case of an extended absence (more than two
days) or extenuating circumstances, other arrangements may be made. Excused absences are
defined in the Student Handbook.

Homework Policy:
Homework is due on the announced date when it is collected in class. Any work turned in late
the same day will be marked 25% off . Any homework turned in late the next day will be
marked 50% off. Late work will not be accepted more than one day past due unless prior
arrangements have been made or an excused absence is involved. For the third incomplete or
missing assignment in any category for the quarter, students will move to 1st Violation in
the Code of Conduct. Subsequent incomplete or missing assignments for the quarter will
proceed down the violation hierarchy.

Academic Integrity Policy:

Any student found cheating on a test or quiz, not turning in their own original work, copying
homework, or plagiarizing the authorship of any work will receive no credit for that particular
test, quiz, or assignment. This includes copying or plagiarizing online material. Appropriate
paraphrasing and citations are expected when appropriate. Second violations will result in the
above and also move to consequences from the 1st Violation in the Code of Conduct.

Course Alignment to Ohio Graduation Test Outcomes:

The course outcomes and alignments to the Ohio Graduation Test standards are available upon
request. OGT material will supplement the course of study beginning in the second semester to
assist in preparing sophomore students for the March Ohio Graduation Test.

Honors Chemistry Grading Scale

And Percentage Breakdown
100 92.5
92.4 84.5
84.4 74.5
74.4 66.5
66.4 0

A
B
C
D
F

Tests & Quizzes

Lab Work
Homework
Notebook

65% of quarter grade

15%
15%
5%

Science Literacy
Science literacy shall be incorporated into the course through research of professional and
academic publications/articles. Literacy grades shall be incorporated into the Homework
category. Additionally, in the first quarter, we will begin to read The Sweetness at the Bottom
of the Pie by Alan Bradley so as to incorporate fictional works involving chemistry into the
curriculum. Students will be responsible for researching the various chemistry subjects that
arise in the book. As such, any written source of the book is acceptable and the use of personal
technology is encouraged!

Course Notebook
Each student is required to maintain an organized Chemistry Notebook. The Notebook
should consist of a three ring binder (2 or larger usually works best), three Trapper style
folders with pre-punched holes, and two three hole punched, spiral bound subject notebooks.
The three folders will keep and organize all homework, tests/quizzes, and lab assignments as
well as multiple handouts. The spiral notebooks will be used for class notes and the second for
homework problems. Students should also have red, blue, and black pens to correlate class
notes to their notebooks since notes are color coded. The notebook serves as an authentic
documentation of class progress, an organizational tool, informational resource, and exam study
guide, if maintained properly. Parents or guardians, at any time, should be able to request the
notebook from their student and check their progress by reviewing graded assignments, class
notes, neatness, and organization. I have a limited amount of these materials (binders,
notebooks & folders) from previous years if a financial situation dictates they are needed.

Lab Notebook
Each student is required to keep and maintain their own Lab Notebook. This will be provided
to the student at no cost. For each lab the student must complete a Pre-Lab which will consist
of, but not limited to, lab purpose, objectives, lab safety considerations, lab procedures (books
or handouts are not allowed in lab), required materials, and data tables. The Pre-Lab must be
turned in before the student is admitted to the lab. During and before the lab all documentation,
results, observations, hypothesis, etc. must be recorded NEATLY in the lab notebook. The
carbon paper will be collected and the original will serve as the student reference so colored pen
use is encouraged. Pre-labs are graded according to neatness and comprehensive completeness.
The grading rubric for lab notebooks is as follows:
___ / 3

Neatness (neat writing, straight lines, easily readable (appropriate spacing))

___ / 3

All components of the Pre-Lab are included (-1 point for each missing section)

___ / 3

The Data Table is neat, appropriate, and specific for the lab at hand (a box labeled
Observations is not an acceptable data table)

___/ 1

All appropriate identification boxes and labels are filled in on each page of the PreLab

___ / 10

Total (Multiplied by two for a total /20)

Goggles
Lab safety is a priority in Honors Chemistry. The proper use of approved goggles is a
requirement during every lab activity. Protective Visorgogs may be purchased in class for
$5.00 and will then become the property and responsibility of the student. These then may be
used in later courses such as AP Chemistry or AP Biology. As an alternative, rental
Visorgogs may be used by the student during lab activities at no cost. These goggles have been
previously used and left by students of prior years. The cleaning and sanitation of these goggles
is the responsibility of the student. It is recommended that students purchase their own goggles
but this free alternative is available. Goggles brought from home must be approved by the
instructor and must be CHEMICAL Lab eye protection. Construction, grinding, household, or
any non-chemical use goggles are not acceptable.

Recycled Paper
In the interest of cost effectiveness and environmental stewardship, I oftentimes copy
documents onto previously used, one-sided paper. It is certainly not a slight against students,
just simply responsible use of district and environmental resources.

Return the slip below- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

I have read the Honors Chemistry Course Syllabus and understand the educational, safety, and
behavioral requirements contained therein.

______________________________
Signature of Student

Date______________

______________________________
Signature of Parent or Guardian

Date______________

Parent or Guardian email contact ______________________________