Honors Chemistry
Teacher: G. Pinckney
School: Early College
Textbook: Modern Chemistry
The Honors Chemistry course is an in depth Physical Science course that is designed to
be taught in high school at the 11 grade level. This course will cover several scientific
concepts that will greatly impact Honors Chemistry students because of the heavy
demands of the content (thorough reading of the chemistry textbook) and lab skills
(thorough understanding of laboratory concepts). This course presents the comprehension
of the content and the advancement of conceptual lab skills are vital to be successful in
this course.
COURSE DESCRIPTION:
An overview of chemistry that includes scientific methods, chemical theory, the structure
and periodicity of elements, classification of matter, types of bonding, gas laws, and other
chemical concepts related to changes in matter.. Students conduct experiments in Honors
Chemistry by using standard investigative techniques and critical thinking. This course is
appropriate for students that are preparing for an introductory Chemistry course in
college.
COURSE OBJECTIVES:
This course provides the foundation for all other upper level Chemistry courses. It is
crucial that students not only learn concepts, but begin to synthesize and understand them
as well. Upon completion of this course, students will be able to: analyze the nature of
matter and its classification; relate how the Law of Conservation of Matter is used to
determine chemical composition in compounds and chemical reactions; use the modern
atomic theory to explain the characteristics of atoms; use the organization of the Periodic
Table to predict properties of element; understand that the rate at which a chemical
reaction occur can be affected by changing concentration, temperature, or pressure and
the addition of a catalyst; understand the effects motion of atoms and molecules in
chemical and physical processes; characterize the properties that describe solutions and
the nature of acids and bases; use basic scientific instruments and techniques,
demonstrate a proficiency in solving scientific problems; examine the limitations of the
scientific method; assess data and research using statistical analysis; and improve written
and oral communication skills.
PHILOSPHY:
Honors Chemistry is an extremely demanding course that requires hard work and
diligence. The course is designed to offer high school students a stringent curriculum in
chemical concepts that will enable them to be successful at the college level. These
concepts are connected to the essential question of what is matter? This question is
posed to students so that they develop their insights on the composition and structure of
matter; properties of matter; the processes that matter can undergo; how matter is
classified; and to develop critical thinking skills that are necessary for all facets in
society. At the end of the course, students should have a keen understanding of chemistry
related issues that could impact their lives.
INSTRUCTIONAL CONTENT:
Honors Chemistry is taught to sophomores at Savannah Early College on a block
schedule. This course is offered in the master schedule during the fall and spring
semesters. Students attend class five days out of the week (Monday-Friday) for 'ninety
minutes. The classroom has an equipped laboratory and at least 25% of the content is
taught through hands on laboratory activities. A cumulative project is implemented in
each major unit to gauge student understanding of concepts. Students in the Honors
Chemistry course will also be encouraged to attend senior seminars given by seniors at
Savannah State University. This will allow the students to be able to watch college level
students introduce chemistry concepts that the high school students have encountered in
Honors Chemistry. This should demonstrate to the Honors Chemistry students how
college level students should introduce material, present, and answer questions pertaining
to chemistry.
Instructional Resources:
Text: Modern Chemistry Holt, Rinehart, and Winston
Internet resources: provides supplement to the text and the site provides animation,
investigations, audio-visual sources, and additional resources
Journals and Periodicals: Supplied through Savannah State University Library system.
The Honors Chemistry students are able to access Savannah State University's library
computers for additional research for chemistry. In addition, students are able to access
Savannah High School library for additional research opportunities
Topics and Timelines:
A theme approach is used to promote a sense of connectedness throughout Honors
Chemistry.
1st Quarter
Focus Content Standards
SC1. Students will analyze the nature of matter and its classifications.
SC1a. Relate the role of nuclear fusion in producing essentially all elements heavier than
hydrogen.
SC1b. Identify substances based on chemical and physical properties
SC2. Students will relate how the Law of Conservation of Matter is used to determine
chemical composition in compounds and chemical reactions.
SC2c. Apply concepts of the mole and Avogadro’s number to conceptualize and calculate
mass, moles and molecules relationships,
SC3. Students will use the modern atomic theory to explain the characteristics of atoms.
SC3a. Discriminate between the relative size, charge, and position of protons, neutrons,
and electrons in the atom.
SC3c. Explain the relationship of the proton number to the element’s identity.
2nd Quarter
Focus Content Standards
SC2. Students will relate how the Law of Conservation of Matter is used to determine
chemical composition in compounds and chemical reactions.
SC2c. Apply concepts of the mole and Avogadro’s number to conceptualize and
calculate mass, moles and molecules relationships.
SC3. Students will use the modern atomic theory explain the characteristics of atoms.
SC3b. Use the orbital configuration of neutral atoms to explain its effect on the atom’s
chemical properties.
SC3d. Explain the relationship of isotopes to the relative abundance of atoms of a
particular element.
SC3f. Relate light emission and the movement of electrons to element identification.
SC4.Students will use the organization of the Periodic Table to predict properties of
elements.
SC4a. Use the Periodic Table to predict periodic trends including atomic radii, ionic radii,
ionization energy, and electronegativity of various elements.
SC4b. Compare and contrast trends in the chemical and physical properties of elements
and their placement on the Periodic Table
3rd Quarter
Focus Content Standards
SC1. Students will analyze the nature of matter and its classifications.
SC1b. Identify substances based on chemical and physical properties
SC1c. Predict formulas for stable ionic compounds (binary and tertiary) based on balance
of charges.
SC1d. Use IUPAC nomenclature for both chemical names and formulas:
• Ionic compounds (Binary and tertiary)
• Covalent compounds (Binary and tertiary)
• Acidic compounds (Binary and tertiary)
SC2. Students will relate how the Law of Conservation of Matter is used to determine
chemical composition in compounds and chemical reactions.
SC2a Identify and balance the following types of chemical equations:
• Synthesis
• Decomposition
• Single Replacement
• Double Replacement
• Combustion
SC2b. Experimentally determines indicators of a chemical reaction: specifically
precipitation, gas evolution, water production, and changes in energy to the system.
SC2c. Apply concepts of the mole and Avogadro’s number to conceptualize and calculate
•Empirical/molecular formulas,
•Mass, moles and molecules relationships
SC2d. Identify and solve different types of stoichiometry problems, specifically relating
mass to moles and mass to mass.
SC3. Students will use the modern atomic theory to explain the characteristics of atoms.
SC3e. Compare and contrast types of chemical bonds (i.e. ionic, covalent).
SC7. Students will characterize the properties that describe solutions and the nature of
acids and bases.
SC7b. Compare, contrast, and evaluate the nature of acids and bases:
4th Quarter
Focus Content Standards
SC6. Students will understand the effects motion of atoms and molecules in chemical and
physical processes.
a. Compare and contrast atomic/molecular motion in solids, liquids, gases, and plasmas.
b. Collect data and calculate the amount of heat given off or taken in by chemical or
physical processes.
c. Analyze (both conceptually and quantitatively) the flow of energy during change of
state (phase).
SC7. Students will characterize the properties that describe solutions and the nature of
acids and bases.
a. Explain the process of dissolving in terms of solute/solvent interactions:
• Observe factors that effect the rate at which a solute dissolves in a specific solvent,
• Relate molality to colligative properties.
b. Compare, contrast, and evaluate the nature of acids and bases:
• Strong vs. weak acids/bases in terms of percent dissociation
• Bronsted-Lowery
• pH
SC2. Students will relate how the Law of Conservation of Matter is used to determine
chemical composition in compounds and chemical reactions.
c. Apply concepts of the mole and Avogadro’s number to conceptualize and calculate
molar volumes of gases.
Course Requirements
1.) Students are expected to turn in all assigned homework the day it is due. Late
assignments will lose 30%. Students who are absent, and are excused, will be given five
days to make up missing assignments without any penalties. It is the student’s
responsibility to get the assignments. It is also the student’s responsibility to seek
assistance if he/she does not understand the assignment. Although, students who attend
school but miss class due to an athletic event or an unexcused absence will not be given
extra time to turn in homework. The student is responsible for stopping by the classroom
and dropping the work into the appropriate homework box before leaving school
2.) Students are expected to complete and or proofread all laboratory assignments. Lab
papers are always due by 11:59 pm on the due date.
3.) All notes, assignments, and test must have the student's first and last name, date, and
class section. Papers that are without a label will be thrown away.
Grading/
Evaluation
Criteria:
Daily grades (class work, lab, and homework)
Test
40%
60
100%
Class Rules:
1.) Be on time. If you are not in your seat when the tardy bell rings you are late
2.) Be Prepared. All students will bring the appropriate materials to class each day. This
includes text, notebook, pencil, calculator, homework, etc. If a student must leave class to
retrieve materials, the student will receive a tardy.
3.) Rudeness, name-calling, etc. will not be tolerated.
4.) Respect the property of others, their opinions and their right to be an individual.
Consequences:
(1.) Warning, Student conference
2.) Phone call to parent
3.) Referral
In the event of severe infraction student will be referred for administrative discipline
immediately.
Preparing Laboratory Reports
A laboratory report is a written record of an investigation. Such a report is an integral
part of any laboratory experiment. The names and brief descriptions of the sections of
laboratory report are given below
Purpose: The purpose is a brief statement of the goals to be achieved by conducting the
experiment. This statement is always given at the beginning of the experiment
Procedure: The procedure is a step by step description of the activities to be done in
order to gather the information needed to achieve the purpose of the experiment. In your
lab reports you will summarize the most important steps.
Observations and Data: This section is a running account of what takes place during
the course of an investigation. All of your observations, qualitative and quantitative,
must be recorded in this section at the time the observation is made. Entries in the
final two sections of the lab report will be based on the information recorded here. Thus
it is vital that this information be complete, well organized, accurate, and properly
labeled.
Calculations: In many cases the raw data collected during the course of an experiment
must be processed before valid conclusions can be reached. Processing data can include
making mathematical calculations. The results of these calculations then are used as a
basis on which to draw conclusions.
Conclusions and Questions: Basically, this section is where you answer the question:
“Was the purpose of this experiment achieved?” In answering this question, you must
provide evidence to support your answer.
Laboratory Safety Rules
All students are expected to comply with the following safety guidelines while working
in the laboratory at all times.
1. The laboratory is to be used for serious work only. Fooling around in the lab will not
be permitted.
2. Perform only authorized and approved experiments.
3. Study your lab assignment BEFORE you come to the lab. Read through the
procedures BEFORE you begin an experiment. Follow all directions and review with me
the safety precautions needed to conduct the experiment safely before you begin. Only
materials and equipment authorized by me should be used.
4. Safety goggles must be worn in the lab when you are instructed to do so. You may
lose points or be expelled from the lab if you are not wearing safety goggles.
5. Everyone should be alert and proceed with caution at all times in the lab. Take care
not to bump another student, and remain at your lab station while in the lab. An
unattended experiment can result in an accident.
6. Know the location and use of the following lab safety equipment: (a) fire blanket (b)
fire extinguisher (c) eye wash and (d) first aid kit.
7. Report any accident, injury, or incorrect procedure to your teacher at once.
8. If you spill acid or any other corrosive chemical on yourself, wash it off immediately
with a large amount of cold water.
9. Never taste any chemical substance.
10. Never eat or drink any foods in the laboratory.
11. Handle chemicals carefully. Check labels of the containers before removing content.
Follow specific directions given to dispose of used and unused chemicals.
12. Always add acid to water never water to acid during an experiment.
13. Keep combustible materials away from open flames and Bunsen burners. NEVER
REACH OVER A BUNSEN BURNER!
14. When heating a substance in a test tube, aim the mouth of the test tube away from
yourself and other students.
15. Your apparel should be appropriate for lab work. Long hanging necklace, heavy
jewelry, and excessive and bulky clothing should not be worn in the lab. Long hair
should be tied back.
16. Only lab handouts and notebooks are permitted in the lab. Books, purses, and such
items should be placed in your desk.
17. Extreme caution should be exercised when using a Bunsen burner. Keep your head
and clothing away from the flame and turn off the burner when it is not in use. Gas
burners should only be lighted by sparkers in accordance with my instructions. Before
leaving the lab, check to see that all gas valves and hot plates are turned off.
18. Work areas and apparatus should be kept clean and tidy. At the conclusion of each
lab experiment, always clean and wipe dry all apparatus and tables.
19. Examine equipment for malfunctions or cracks before beginning experiments. If a
student is found responsible for damaged laboratory materials he/she will be responsible
for replacing the damaged materials
20. Everyone should recognize and heed all safety symbols and cautions incorporated in
the procedures of the laboratory experiment.
21. Use caution and proper equipment to handle hot glassware. Hot glass looks just like
cool glass.
22. Place broken glass and solid substances in designed containers. Keep insoluble
waste materials out of the sink.
**All students will practice safe lab techniques at all times or lose points and/or be
removed from the lab. Expulsion from the lab will result in the grade of zero. To make up
a zero that resulted from an expulsion, a parent must accompany the student to make up
the lab.**
Student: I have read Mrs. Pinckney’s classroom and laboratory discipline plan and the
syllabus for Chemistry. I understand it and I will honor it.
Name (print) ______________________________
Signature ______________________________ Date ________________
Parents: My child has discussed the classroom and laboratory discipline plan with me and
I will support it.
Name (print) ______________________________
Signature _______________________________ Date ________________
Parent Phone# Cell _________________________ Home _______________________
Parent email ___________________________________________________________