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Course Syllabus
Course Number/Name: 560/Chemistry Level 1 Section #: Lab
Course Room #: Pelham High School, Room 22
Term: Fall 2013
Faculty Name: Mr. Robert Moore
Email address: rmoore@pelhamsd.org
Office: Pelham High School
Office Hours: 9:15 AM – 10:45 AM 2:30 PM – 3:30 PM, or by appointment
Phone Ext: 603-635-2115 cell: 770-3961
Required TEXTBOOK(s):
Chemistry, Raymond Chang, McGraw-Hill International,10th edition, 2010
ISBN 978-007-127220-9
World of Chemistry, Zumdahl, Zumdahl, and DeCoste, McDougal Little, 1st
edition, 2002, ISBN 0-618-13496-4
Laboratory Experiments for World of Chemistry, Zumdahl, Zumdahl, and
DeCoste, McDougal Little, 1st edition, 2002, ISBN 0-618-07227-6
Flinn Laboratory Manual for AP Chemistry Experiments
Laboratory procedures including some from the above laboratory manuals,
others from outside sources.
COURSE PREREQUISITES: Algebra 2, Physical/Earth Science
COURSE DESCRIPTION: This course teaches the nature of matter, matter’s chemical
and physical properties, chemical bonding, chemical reactions and equilibrium,
chemical quantities and solutions, acids, bases, and buffers, and oxidation-reduction
chemistry. The objective of the course is to build on the student’s existing knowledge
of chemistry, to explore chemistry as it applies to examples in and out of the
classroom, and to integrate chemical principles with other areas of science including
physics, biology, environmental science, biochemistry, and chemistry in society.. A
scientific calculator is required for this course. The calculator should have an
exponent key (EE or EXP) and a log key (LOG). The math prerequisite for this
course is Algebra 2 (or taken concurrently with this course).
COURSE OBJECTIVES (The objectives for the LAB COMPONENT of Chemistry
Level 1 are the same as those of the LECTURE):
1) Students explain the safe practice of handling chemicals, identification of laboratory
glassware; identify the precision of glassware, and the safe disposal of chemical wastes.

recognize safety and disposal information of a chemical on a Material Safety
Data Sheet (MSDS) in terms of hazards, personal protective equipment, and the
safety features in the lab used to control the hazards.
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
compare the precision of volumetric glassware and understand the limitations of
laboratory measurements; calculate the property of an unknown substance using
laboratory measurement and appropriate significant digits.
2) Students predict the properties of chemical elements and compounds with knowledge
from the Periodic Table, prepared reference tables, and laboratory measurement.identify
the differences between heterogeneous and homogeneous mixtures, solutions, alloys, and changes
of state.


use the chemical nomenclature system to identify the names of Type 1, Type II, and
Type III compounds.
predict the formation of a solid in a chemical reaction; predict the solubility of
of salt using the solubility rules and a solubility chart.

use the electromagnetic spectrum to understand the emission spectra of elements; use
emission spectra to understand the wave-mechanical model of atomic theory.
 use and apply physical and chemical properties of the elements to understand their
position on the Periodic Table.
 predict the properties of untested elements in terms of their atomic size, nuclear
force, ionization energy, electron configuration, and their activity with other
substances (for example: oxygen, the Halogens, and water).
3) Students identify the bonding ability of elements to form compounds, and identify the
intermolecular forces (IMF) that govern their behavior.

draw Lewis structures of molecules according to Lewis rules; identify examples of
molecules that are exceptions to the rules.
 assemble simple molecules and identify their geometry; determine bond polarity and
molecular polarity using an electronegativity table.
 test the solubility of simple alcohol molecules and determine opportunities for dipoledipole interactions between solute and solvent.
 determine the boiling point of four organic compounds and after ranking their order,
use intermolecular force (IMF) theory to explain their order.
 based on the polarity of solutes and solvents, discuss why some compounds travel
further than others in a chromatography experiment.
 predict the orbital hybridization of compounds using orbital hybridization theory
4) Students use graphs, charts, and experimental data to determine the rate at which
chemical reactions occur.

plot potential energy diagrams and determine: ΔH, Ea, A.C., and the effect of a
catalyst and an inhibitor on the rate of a reaction.
 predict the shift of a chemical equilibrium system when an external stress is placed
on the system according to LeChatelier’s principle.
 discuss how the factors of temperature, surface area, gas pressure, and concentration
affect the rate of reaction according to the collision theory.
5) Students use mathematical strategies, the Periodic Table, and reference values to predict
measurable quantities in chemical reactions.



convert quantities of chemicals from grams to moles to particles to liters of a gas
using stoichiometric relationships.
solve problems of gases with respect to volume, pressure, temperature, and moles of
a gas using appropriate gas laws.
determine the molar volume of a gas using Avogadro’s Law, Dalton’s Law of Partial
Pressure, and the Combined Gas Law.
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6) Students use the concepts of equilibrium, stoichiometry, and solution chemistry to
understand acid-base relationships.


compare the definition of acids and bases according to Lewis, and Bronsted-Lowry
models.
use conjugate acid-base pairing to identify the strength of acids and bases and
correlate this understanding with acid and base dissociation constants, Ka and Kb.


calculate pH problems using logarithmic and anti-logarithmic formulas.
prepare a standard acid solution and titrate an unknown base solution to determine its
molarity.
 prepare a chemical buffer system and test the buffer to measure its effectiveness.
 conduct an acid rain investigation to determine the ability of a simulated lake water
to resist a change in pH.
 determine the Ka value of 6 weak acids and rank the acids ability in order of
increasing strength.
7) Students use the concepts of electronegativity and oxidation numbers to predict
oxidation-reduction reactions.



identify the oxidation numbers of elements and elements in a compound according to
redox rules.
balance redox reactions according to the half-reaction method.
assemble an electrochemical cell and identify the anode, cathode, electrolyte and
direction of electron flow; measure the voltage generated by an electrochemical cell
(lemon battery).
WEEKLY READINGS/LAB ASSIGNMENTS/EXAM SCHEDULE
Week 1
Read pp. 10-31 in the Text.
Week 2
Read/review pp. 59-64. Follow
Example 2.5 on p.61, and complete
Practice Exercise on the top of p.
62. Follow Examples 2.6, 2.7, 2.8
and complete the Practice
Exercises on p. 62, 63, and 64.
Read/review pp. 122-128. Follow
Example 4.1 on p. 126 and do the
Practice Exercise.
Week 3
.
Week 4
Read/review pp. 122-134; Read pp.
42-58; Read ahead pp. 275-292.
Week 5
Read/review pp. 122-124 and pp.
147-149
Week 6
Read pp. 276-302 (Chang)
MSDS Activity; Mixture Activity,
data, results, responses in lab
journal; Periodic Table quiz (first
20 elements)
Significant Digits Activity;
Precipitate Experiment,
observations, responses to
questions in lab journal.
Electric Solutions (p. 79, Zumdahl),
data, responses to questions in lab
journal; AP Experiment Reactions in Aqueous Solutions:
Metathesis Reactions and Net Ionic
Equations (Part A and B), pre-lab
and post-lab in lab journal
Emission Spectrum of Elements
Activity (H2, O2, N2, He, Ne, Ar);
Colored Flames Mini-Lab, colors,
identification of unknown metals in
lab journal; Quiz on Atomic
Structure, Solubility, Net-Ionic
Equations.
Rutherford Gold-Foil Experiment
– Virtual Chemistry; Periodic
Table of the Elements Lab
(Chemistry Concepts and
Applications, pp. 100-101), Part 1
and Part 2, data, responses in lab
journal.
Atomic Size Activity – prepare a
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Week 7
Read/review pp. 297-310 – Chapter
7 (Chang)
Week 8
Read pp. 323-341, Read/review pp.
366-374 (Chang)
Week 9
Read pp. 374-380 (Chang); also
Read pp. 409-427 (Chang); Read
pp. 359-365, and pp. 371-381
(Zumdahl)
Week 10
Read/review pp. 462-473 (Chang);
also Read pp. 442-453 (Zumdahl)
Week 11
Read sections 14.1 and 14.2 on pp.
616-626 (you can skip page 620) in
Chang; Read pp. 537-554
(Zumdahl)
Read/review pp. 80-103, also
Read/review pp. 99-109 in Chapter
3 (Chang); and read pp. 258-264
(Zumdahl)
Week 12
Week 13
Read pp. 175-187, and pp. 188-201
(Chang); also read pp. 399-415
(Zumdahl)
Week 14
Read/review pp. 188-201 (Chang);
read 415-425 (Zumdahl)
Week 15
Read pp. 659-677 (Chang)
Week 16
Read/review pp. 659-677 (Chang)
Week 17
Read pp. 136-145 (Chang)
Week 18
Review Course Objectives
wall poster that displays atomic
size trends.
AP Experiment – An Activity
Series, pre-lab and post-lab in lab
journal; Quiz on Electron
Configuration and Orbital
Diagrams
Molecular Models Activity –
Molecular Models Software, Lewis
Structure, Molecular Shapes;
Periodic Table – Blue Book Exam
Miscibility of Alcohols, data,
responses in lab journal; Boiling
Point Experiment, data, error
analysis in lab journal; Quiz on
Bonding, Molecular Geometry
Chromatography of Plant
Pigments, chromatograms,
conclusions in lab journal; Blue
Book Exam – Molecules and IMF’s
Reaction Rate Activity, data, plot
of reaction time and molarity on
Excel, responses in lab journal;
Equilibrium Shift Activity
AP Experiment - Equilibrium and
LeChâtelier’s Principle, pre-lab
and post-lab, observations,
summary of each mini-lab in lab
journal; Quiz on Reaction Rates,
Equilibrium, and the Equilbrium
Constant, K
Formula for a Hydrate Experiment
(Zumdahl), data, calculations,
error analysis in lab journal; Quiz
on Moles and Mole Ratio
A Question About a Limiting
Reactant Activity; Stoichiometry –
Lab Practicum.
Bagging the Gas – Mini-Lab
(Chemistry Concepts and
Applications, p. 420), calculations,
responses in lab journal;
Determination of the Avogadro
Constant, calculations, error
analysis in lab journal. Quiz on
Pressure and the Gas Laws
pH Vernier probe activity to
measure the pH of a weak acid;
Preparation of a Primary Standard
(KHP) and 0.10 M NaOH
Titration of an Unknown Base to
Determine its Molarity Using a
Primary Standard, data, error
analysis in lab journal; Quiz on
Acids and Bases, pH, Ka
If time, Buffer Experiment, or AP
Experiment – Determination of the
Dissociation Constant of a Weak
Acid, Ka, pre-lab and post-lab in
lab journal; Comprehensive Final
Exam
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GRADING POLICY:
Assessment Activities and Grading
100% of grade: Summative Assessments
Lab Reports (non-AP)
AP Lab Reports
Grading Scale
97-100 points……………..
93-96……………………...
90-92……………………...
87-89……………………...
83-85……………………...
80-82……………………...
77-79……………………...
73-75……………………...
70-72………………………
69-65………………………
<65………………………...
A+
A
AB+
B
BC+
C
CD
F
Requirements and Expectations for Class
1. Students are expected to bring to class: textbook, laboratory notebook, pencil or pen, and
when requested a scientific calculator with an EE key and a LOG key.
2. Students are expected to make up work in a timely fashion.
3. Homework assignments, lab reports, pre-labs and post-labs are due on the assigned date.
4. Students are expected to show respect and responsibility during class time.
5. Attendance is very important. The student will be at a distinct disadvantage when a
topic is missed – it will be his or her responsibility to make up missed class work.
6. Homework is very important to understanding chemistry concepts. AP Lab Experiments will
require preparing a pre-lab in your journal to identify disposal and safety consideration.
The procedure for the lab experiments should be pre-read and recorded in your journal in your
own words. It is essential that students complete the pre-lab to obtain an understanding of
logistics and safety aspects of the experiment.
7. Make-up for missed experiments can be completed at a time pre-arranged between student and
instructor.
Expectations for Students Absent from Class
Students are advised that absence does not excuse them from meeting course
requirements. All written assignments are to be submitted the day they are due.
 If an emergency arises, and a student must be absent from class, the student is
requested to send an e-mail before class begins with attached assignments that are
due that day.
 A student may e-mail assignments (if absent) by midnight the day of class without
having a letter grade deducted from that assignment. In addition, the student must
provide the instructor with a hard copy of the assignment at the next class. The
instructor is not responsible for printing out student assignments.
 If a student missed a class and has late work, the student assumes the
responsibility to make arrangements with the instructor when and where the
makeup work will take place.
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
If a student knows of an upcoming absence, the student must conference with the
instructor (before the absence) for work that will be assigned.
Note on laboratory investigations – AP Experiments:
All labs listed, activities and experiments, are conducted by students - usually in lab
groups of three. The AP laboratory experiments are borrowed largely from the Flinn
Manual for AP Chemistry Experiments. Each experiment introduces at least one new
concept (usually more than one) and it’s the student’s goal through the investigation to
grasp the concept(s) after collecting the data and writing a post-lab to the investigation.
Students are required to keep a separate laboratory journal. Before the experiment is
conducted, students are asked to do a pre-lab - this involves reading over a copy of the
laboratory procedure and rewriting the procedure in their laboratory journal in their own
words. The pre-lab includes the title of the lab, date, objective or objectives, materials,
chemicals and equipment, safety and disposal considerations, and the students own
interpretation of the laboratory procedure in a step-by-step approach so that the student
will be able to conduct the experiment successfully without the original copy of the lab
procedure. The pre-lab should also include room for data collection and/or expected
observations. For example, if the experiment involves conducting a titration, then the
student should have a prepared data table in their journal to collect the titration data.
After the investigation is complete, students are asked to analyze their data. I will either
prepare instructions for analysis of data, or ask the students to follow the discussion
questions as outlined in the original procedure. To complete the post-lab, the student
analyzes the data according to guided questions provided, carries out necessary math
calculations, calculates a percent error if the experiment involves a quantitative analysis,
and identifies at a minimum three sources of error. The student is also asked to conclude
the post-lab with five new ideas the student can take away from the lab – the new
ideas/applications should be a reflection of the objective(s) of the lab. The completed AP
Experiments (as noted in the WEEKLY READINGS/LAB ASSIGNMENTS/EXAM SCHEDULE above)
are worth 25 points. Non-AP Experiments are worth 10 points.
AP Experiments
Rubric for Post-lab Write-ups (AP Labs)
The following grading scheme for post-lab write-ups will be used for evaluation.
4 The lab write-up includes a completed pre-lab Title, Objective(s), Materials,
student’s interpretation of the Laboratory Procedure, room for observations or
a data table, safety and disposal considerations. The post-lab includes an
analysis section (section that evaluates the observations or data collected), the
observations and/or data are interpreted correctly and thoroughly tying the objective(s)
to the results of the experiment. Equations or chemical formulas are used to help
with explanations during evaluation. When necessary, mathematical calculations
are shown to interpret results. When the investigation is a quantitative analysis,
a percent error is completed, is accurate, and a minimum of 3 sources of error are
identified. Conclusions are drawn from the evaluations section (5 new ideas that the
student learned) that demonstrate the student has a good understanding of the
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objective(s) of the lab and can now apply them.
Note: Since post-labs are worth 25 points, the actual score of the post-lab will be weighed
on thoroughness and accuracy. A score of a 4 can actually lead to a possible point score
of 25-22 depending on attention to detail of the sections mentioned in the explanation
above.
3 The lab write-up should include a completed pre-lab Title, Objective(s), Materials,
student’s interpretation of the Laboratory Procedure, room for observations or
a data table, safety and disposal considerations. One or more of these sections may
have been left out. The post-lab includes an analysis section (section that evaluates the
observations or data), the observation and data are interpreted but the understanding
may be correct in some cases but vague or incorrect in others. One or more
of the opportunities for evaluation may have been only mentioned or left out. The
student attempts to tie the objective(s) during the evaluation of results. Equations or
chemical formulas are used in part to help with explanations during evaluation. When
necessary, mathematical calculations are shown to interpret results. When the
investigation is a quantitative analysis, a percent error is completed, but may not be
accurate, and less than 3 sources of error are identified. Conclusions are drawn from
the evaluations section (5 new ideas that the student learned) that demonstrate the
student has a good understanding of the objective(s) of the lab but one or more
conclusions is not clear, or is not tied in with the objective(s).
Note: Since post-labs are worth 25 points, the actual score of the post-lab will be weighed
on thoroughness and accuracy. A score of a 3 can actually lead to a possible point score
of 21-18 depending on attention to detail of the sections mentioned in the explanation
above.
2 The lab write-up does not include a completed pre-lab Title, Objective(s), Materials,
student’s interpretation of the Laboratory Procedure, room for observations or
a data table, safety and disposal considerations, or includes only part of these sections.
The pre-lab has no mention of safety and disposal considerations. The post-lab
includes an analysis section (section that evaluates the observations or data), the
observations and data are interpreted but the understanding is not correct or consistent
as one idea is discussed after the next. One or more of the opportunities for evaluation
may have been only mentioned or left out. The student through their discussion does
not have a clear idea of the objective(s) of the laboratory procedure. Equations or
chemical formulas are used in part to help with explanations during evaluation, but one
or more have been left out. When necessary, mathematical calculations are shown to
interpret results but the math or interpretation is not correct. When the investigation is
a quantitative analysis, a percent error is completed, but is not accurate, and less than 3
sources of error are identified. Conclusions are drawn from the evaluations section (5
new ideas that the student learned) that demonstrate the student has a good
understanding of the objective of the lab but two or more conclusions are not clear, or
are not tied with the objective(s).
Note: Since post-labs are worth 25 points, the actual score of the post-lab will be weighed
on thoroughness and accuracy. A score of a 2 can actually lead to a possible point score
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of 17-14 depending on attention to detail of the sections mentioned in the explanation
above.
Long-term assignments are assignments of more than five days in duration. Failure to
hand in work by the last acceptable due date will result in a grade reduction of 10% per
day.
ATTENDANCE POLICY:
Copyright Policy: Southern New Hampshire University abides by the provisions of United
States Copyright Act (Title 17 of the United States Code). Any person who infringes the
copyright law is liable. The Copyright Policy can be secured from the Library Director and is
accessible (under Guides/Tutorials) on the Shapiro Library web pages.
Academic Honesty Policy: Southern New Hampshire University requires all students to
adhere to high standards of integrity in their academic work. Activities such as plagiarism and
cheating are not condoned by the university. Students involved in such activities are subject to
serious disciplinary action. Plagiarism is defined as the use, whether by paraphrase or direct
quotation, of the published or unpublished work of another without full and clear
acknowledgment. Cheating includes the giving or receiving of unauthorized assistance on
quizzes, examinations or written assignments from any source not approved by the instructor.
*For a full definition of academic dishonesty please refer to the undergraduate catalog,
graduate catalog or CE bulletin.
As you sign below, you have been informed of the requirements for Chemistry Level
1. Mr. Moore may be reached at PHS from 9:15-10:45 AM Monday through Friday
and after 2:30 PM at 635-2115 or rmoore@pelhamsd.org.
Signature of Parent/Guardian____________________________
Date___________
Signature of Student___________________________________
Date___________