PHILOSOPHY/RATIONALE
The philosophy of the chemistry program is to develop scientifically literate individuals who will
understand basic chemical processes and be able to apply what they have learned to explain the
world around them. Students will realize the important role chemistry will play in their personal
and professional lives.
Students who have successfully completed their study of chemistry will have a greater awareness
of the chemical principles affecting the materials and objects around them. The students will be
able to recognize the usefulness and limitations of technological advances. They will be better
prepared to participate in community decision-making, for they will have practiced evaluating
the merits of technical arguments.
Chemistry is a full year course, intended for students in Grade 10 or 11. It is a college
preparatory course, preparing students for college-level studies of science in general and
chemistry in particular. Students will be able to hypothesize intellectually, select the appropriate
technologies for inquiry, collect data, reason logically, analyze critically, organize information,
think creatively to solve problems, and formulate new questions about the chemical world.
Students enrolled in chemistry will have the opportunity to develop inquiry and analysis skills to
help prepare them for future scientific endeavors. In addition to the chemistry content, applicable
topics in Earth Science will be integrated throughout the courses.
Chemistry in the Community, the basis for the Chemistry course, contains traditional chemistry
topics (atoms, elements and molecules, reactions, stoichiometry, solutions and solubility,
behavior of gases, thermodynamics, kinetics, acids and bases, etc.) organized around
environmental, technical, and societal issues. The text presents the content in a spiraling
progression. There are four core contextual scenarios (Water, Earth, Fuel, and Air), and three
additional scenarios which can be completed as time permits (Industry, Nuclear Chemistry, and
Food). Each of these seven scenarios comprises a unit of study, complete with multiple
imbedded laboratories, decision-making activities, opportunities for practicing modeling and
calculating, and a culminating presentation, paper, or event.
Students studying chemistry in either course will learn to communicate their understanding of
basic chemical principles, effectively participate in both group and independent activities, work
safely in the laboratory, and apply successful study habits. The activities implemented will
emphasize such skills as working cooperatively to achieve a goal, selecting the appropriate tools
and technology to accomplish a set task, collecting, representing, and interpreting data, making
inferences and forming conclusions. Students will strive to become more scientifically literate to
ensure their future success in our technology driven world. Upon completion of chemistry,
students will be able to communicate scientific ideas through oral presentations, written work,
applicable computer software, lab reports, homework, and participation in class discussions.
Five (5) credits are given for students who successfully complete Chemistry. The New Jersey
State Standards have been integrated throughout the curriculum, and students will demonstrate
competency in the New Jersey Core Curriculum Content Standards by achieving a passing grade
on the Science HSPA.
Berkeley Heights Public Schools
1
COURSE PROFICIENCIES
COURSE OBJECTIVES
1. To promote an understanding of the scientific process and to practice those thinking
processes needed to logically solve scientific problems. (5.1/A, B)
2. To promote an understanding of the chemical principles which govern the world around
them. (5.6/A, B)
3. To apply chemical principles in order to solve technological problems. (5.4/A, B, C)
4. To develop an understanding of the social partnership that exists between science, industry,
and society from both an historical and current perspective. (5.2/A, B)
5. To develop student decision-making skills, interests, and viewpoints with respect to
scientific and technical information, thereby promoting good citizenship. (5.2/A)
6. To apply mathematical skills (numerical operations, geometry and measurement, and
algebra) to physically observable phenomena, and to express physically observable
phenomena in mathematical terms. (5.3/A, B, C)
7. To practice critically analyzing scientific data by constructing tables and graphs and
evaluating the precision and accuracy of those data. (5.3/D)
8. To explore the structure of atoms, molecules, pure substances, and mixtures. (5.6/A)
9. To promote an understanding of why the substances and mixtures surrounding us have
different properties. (5.6/A)
10. To develop an appreciation for chemical reactions: what it means in terms of the
arrangements of atoms, how we use reactions to make materials and useful energy, and how
we control the rate and extent of reactions. (5.6/A, B)
11. To relate core concepts of physics to chemical systems: conservation and conversion of
energy, the nature of electromagnetic energy, and electrical repulsion and attraction. (5.7/A,
B)
12. To further students’ understanding of key life science substances and processes: proteins,
DNA, fats, and carbohydrates; photosynthesis, respiration, and energy storage and
conversion. (5.5/A)
Berkeley Heights Public Schools
2
COURSE PROFICIENCIES (continued)
13. To connect chemical processes and concepts to processes and concepts explored in earth
science: formation of elements (life cycles of stars and planets), convection (plate tectonics
and currents within the hydrosphere and atmosphere), movement of chemical elements in
geochemical cycles (the nitrogen and carbon cycles), and the effects of temperature and
pressure on solids, liquids, and gases (weather and climate). (5.8/A, B, C; 5.9/B)
14. To enhance the students’ understanding of the effects of human activity on the earth’s
atmosphere, hydrosphere, and ecosystems, and distinguish those changes from the changes
due to naturally occurring processes. (5.10/A, B)
15. To build an appreciation for the value of safe techniques in working with instruments and
chemicals in the laboratory, and to relate those techniques to those appropriate for use
outside the laboratory. (5.1/C; 9.2/F)
16. To enhance students’ technological literacy by obtaining information through the Internet,
and by using spreadsheets, data processing, word processing, and presentation software.
(8.1/A, B)
17. To increase awareness of careers which rely on a knowledge of chemistry. (9.1/A)
18. To practice critical thinking skills, both as individuals and in groups, in solving problems
and making decisions. (9.2/A)
Berkeley Heights Public Schools
3
STUDENT PROFICIENCIES
The student will be able to:
1. Participate in chemistry as an investigative process, using the scientific method to explore
chemical questions. (5.1/A1-4, B/1-2)
2. Access and interpret Material Safety Data Sheets in order to plan how to handle
chemicals safely. (5.1/C1)
3. Work individually, and in groups, to critically analyze technical data and make databased recommendations and decisions. (5.1/A1; 5.3/D1; 9.2/A1-2, C1-2)
4. Elaborate on key technical and scientific breakthroughs which have altered our society.
(5.2/A1, B1,2)
5. Express physically observable phenomena in mathematical terms. (5.3/C1)
6. Collect quantitative measurements in the laboratory, express the values and their
reliability in SI units, and derive other values from there. (5.3/A1, B1, C1, D1)
7. Organize data in tables and graphs and analyze the data for both accuracy and precision.
(5.3/D1)
8. Assess the impact of introducing a new technology in terms of alternative solutions,
costs, tradeoffs, risks, benefits, and environmental impact. (5.4/B1)
9. Classify elements, compounds, mixtures, and solutions according to their physical
properties. (5.6/A7)
10. Purify an aqueous mixture, and compare the chosen method to alternate methods.
(5.4/B1)
11. Name and construct models of atoms, elements, ionic compounds, covalent molecules,
mixtures, and solutions. (5.6A/1-4,6,7)
12. Quantitatively evaluate solutions and classify them as saturated, unsaturated, or supersaturated. (5.3/C1)
13. Interpret information contained in a periodic table, and predict properties and reactivity
of elements from that information. (5.6/A5)
14. Explain how the elements on earth were created. (5.9/B1,2)
Berkeley Heights Public Schools
4
STUDENT PROFICIENCIES (continued)
15. Correlate physical properties and chemical reactivity with the arrangements of electrons,
particularly the valence electrons, of a substance. (5.6/A3,8)
16. Use Lewis diagrams and molecular models to describe and predict patterns and behavior
of ionic, polar, and non-polar molecules. (5.6/A4)
17. Relate the unique properties of water (high surface tension, boiling point, etc.) to its
molecular structure. (5.6/A6)
18. Express a chemical reaction in terms of a balanced chemical equation. (5.6/8B4)
19. Apply the mole concept to calculate the expected yield of a reaction. (5.6/8B3)
20. Measure the amount of energy transferred during a reaction, and explain how the energy
generated or consumed is indicative of a change in the energy of the chemical bonds.
(5.6/B2)
21. Quantitatively predict how changes in pressure, temperature, and volume will affect
gaseous states of matter. (5.3/C1, 5.6/A6)
22. State the postulates of the kinetic molecular theory of gases and evaluate the behavior of
ideal gases according to those postulates. (5.6/A6)
23. Classify substances as acids or bases and relate the pH of a solution to the acid or base’s
strength and concentration. (5.6/A6)
24. Order types of electromagnetic radiation according to their energies, frequencies, and
wavelengths. (5.7/B4)
25. Predict the impact of temperature, pressure, concentration, surface area, and catalysts on
the rate of a chemical reaction. (5.6/B1)
26. Contrast equilibrium reactions with reactions which go to completion, and predict the
effects of stressing an equilibrium system according to Le Chatelier’s Principle. (5.6/A6)
27. Evaluate technical solutions for their effect on the earth’s atmosphere, hydrosphere, and
ecosystems. (5.8/A1, B1, C2; 5.10/A1, B1-2)
28. Effectively use the Internet, spreadsheets, data processing, word processing, and
presentation software to gather, analyze, and present information. (8.1/B3,9,11-12)
Berkeley Heights Public Schools
5
STUDENT PROFICIENCIES (continued)
29. Judge personal interest in a career which involves chemistry, and plan an effective route
to achieving a career in chemistry if there is interest. (9.1/A1-3)
Berkeley Heights Public Schools
6
METHODS OF EVALUATION
1. Class activities.
2. Participation in discussions.
3. Homework.
4. Oral, written, and computer presentations.
5. Laboratory reports.
6. Tests and quizzes.
7. Midterm and final exams.
8. Demonstrated proficiency with applicable and available computer hardware and software.
Berkeley Heights Public Schools
7
SCOPE AND SEQUENCE
COURSE OUTLINE/STUDENT OBJECTIVES
Chemistry in the Community (Regular Chemistry)
The student will be able to:
NJ Core
Strands &
Curriculum
Indicators
Standards/
Grades
5.1/10-12
A1-4
B1,2
C1
5.2/10-12
B1-3
5.3/10-12
A1
B1
C1
D1
5.4/10-12
A1
B1
C1
5.6/10-12
A1-8
5.7/10-12
A4
5.8/10-12
A1
5.9/10-12
B1
C1
8.1/10-12
A3
B9,11,12
8.2/10-12
A1
B1-3
C1-3
9.1/10-12
A2
B1,5
9.210-12
A1-4
C1
F1,4,5
Berkeley Heights Public Schools
Course Outline/Student Objectives
I.
Materials: Structure And Uses
A. Elements and Their Properties: Why We Use What We Do
1. Distinguish between chemical and physical properties
and changes
2. Classify elements as metals, nonmetals, or metalloids
based on observed properties
3. Identify elements and predict their physical and
chemical properties using the periodic table
4. Relate the Origin of Elements with the Life Cycle and
Size of Stars
5. Calculate the mass number for an isotope and the
average mass for an element based on the number of
protons and neutrons
6. Correlate chemical and physical properties of an element
with the number and arrangement of electrons in its
atoms
B. Implications of Atomic Structure: Earth’s Mineral
Resources
1. Describe Earth’s atmosphere, hydrosphere, and
lithosphere
2. Compare availability, refining, and processing of active
metals to less active metals
3. Define oxidation and reduction in terms of electron
transfer
4. Represent oxidation and reduction processes using
chemical equations and electron dot structures
5. Interpret an Electron Configuration (supplement text in
order to meet NJ standards)
6. Describe methods for separating metals from their ores
C. Stoichiometry: Conserving Matter
1. Write balanced chemical equations
2. Relate balanced chemical equations to the Law of
Conservation of Matter
3. Define a mole
4. Calculate the molar mass of a compound
8
I.
5.1/10-12
5.2/10-12
5.3/10-12
5.4/10-12
5.8/10-12
5.10/10-12
8.1/10-12
9.1/10-12
9.2/10-12
A1-4
B1,2
C1
A1
A1
B1
C1
D1
A1
B1
A1
C1,2
B2
A3
B9,11,12
A2
B1,5
A1-4
C1
F1,4,5
Berkeley Heights Public Schools
Materials: Structure And Uses (continued)
5. Calculate the quantities of reactants needed, or products
possible, for a particular chemical reaction
6. Calculate percent composition by mass
7. Contrast renewable with nonrenewable resources
8. Identify methods of conserving Earth’s resources
D. Modifying Properties Using Chemical Reactions:
Designing for Desired Properties
1. Summarize differences between allotropes in terms of
bonding
2. Illustrate differences between alloys and their
constituent elements
3. Describe how to change the electrical conductivity of a
material
4. Compare methods for surface treatment of materials
E. Culminating Activity: Choosing the Design for a New
Coin
1. Design a new coin
2. Argue for its merits
3. Critique the relative merits of the proposed coins
4. Reach consensus on the new design
II. Water: Exploring Solutions
A. Setting the Stage for an Authentic Problem Solving
Activity: Sources and Uses of Water
1. Identify mixtures as opposed to pure substances
2. Employ methods of separating mixtures
3. Employ methods of testing the purity of substances
4. Distinguish between direct and indirect uses of natural
resources
5. Discuss the function and operation of the hydrologic
cycle
6. Identify the main reservoirs of water on Earth
7. Report measurements in SI units and interpret the
reliability of those measurements
8. Construct tables and graphs in order to analyze collected
data
9. Explain the proper use of chemicals and laboratory and
safety equipment available
B. What is a Solution?: Looking at Water and Its
Contaminants
1. Define and identify examples of physical properties
2. Classify samples of matter in terms of elements,
compounds, and mixtures
3. Interpret and create models that represent elements,
compounds, and mixtures
9
5.1/10-12
5.2/10-12
A1-4
B1,2
C1
A1
B2
Berkeley Heights Public Schools
II. Water: Exploring Solutions (continued)
4. Recognize, describe, explain, and distinguish among
chemical symbols, formulas, and equations
5. Recognize and distinguish characteristics of the basic
subatomic particles
6. Describe what constitutes an ion and determine the
charge of an ion based on the number of protons and
electrons
7. Write the formula and name of an ionic compound
C. Quantitative Analysis of Solutions: Investigating the Cause
of the Fish Kill
1. Define the terms insoluble, unsaturated, saturated, and
supersaturated
2. Quantitatively describe solutions
3. Use the concept of polarity to predict the solubility of
substances in water
4. Classify solutions as acidic, basic, or neutral based on
pH
5. Describe the effect of intermolecular forces on a
molecular substance’s solubility in water
6. Interpret and explain solubility curves
7. Describe the effect of temperature and external pressure
on the solubility of gases
8. Abstract from Concepts of Temperature, Pressure, and
Density to the Phenomenon of Convection Currents, and
use the Concepts of Convection Currents to Explain
Plate Tectonics and Ocean and Air Currents
(Supplement Text)
D. Comparing Potential Answers to the Problem: Water
Purification and Treatment
1. Compare natural and municipal water purification
2. Describe the problems associated with hard-water ions
and the processes for softening hard water
3. Assess the risks and benefits of chlorination
E. Culminating Activity: Town Meeting
1. Supply evidence, debate the cause(s), assess the effect(s)
2. Defend a position and decide on responsibility
3. Suggest solutions to the problem, considering pros and
cons, costs, and benefits
4. Reach consensus on a plan of action
5. Express an opinion on the plan of action
III. Petroleum: Making And Breaking Bonds
A. Hydrocarbons as Fuel and Material: What is Petroleum?
1. Describe the chemical makeup of petroleum
2. Give two examples of primary uses of petroleum
3. Explain distillation
10
5.3/10-12
5.4/10-12
5.5/10-12
5.6/12-12
5.7/10-12
5.10/12-12
8.1/12-12
8.2/10-12
9.1/10-12
9.2/10-12
A1
B1
C1
D1
A1
B1
A1-3
A4,6,7
B1,2
B2,3
B1,2
A3
B9,11,12
A1
B2
C2,3
A2
B1,5
A1-4
C1
F1,4,5
Berkeley Heights Public Schools
III. Petroleum: Making And Breaking Bonds (continued)
4. Model the electrons in covalent bonding
5. Write formulas for alkanes
6. Draw isomers of hydrocarbons
7. Predict boiling points of hydrocarbons and explain the
intermolecular forces determining those boiling points
B. Conversion of Chemical Energy to Useful Energy:
Petroleum as an Energy Source
1. Contrast and give examples of kinetic and potential
energy
2. Identify the energy to make and break bonds with the
exothermicity and endothermicity of a reaction
3. Draw and interpret potential energy diagrams for
endothermic and exothermic reactions
4. Express and give examples of the Law of Conservation
of Energy
5. Use specific heat capacities and experimental data to
calculate molar heats of combustion
6. Include energy values in balanced heats of combustion
for hydrocarbons
7. Describe how catalysts are used in cracking large
hydrocarbon molecules
8. Identify methods to increase a fuel’s octane rating
C. Conversion of Raw Materials to Useful Products:
Petroleum as a Building Material Source
1. Differentiate between monomers and polymers
2. Explain how physical properties of polymers are
affected by molecular structure
3. Compare saturated to unsaturated polymers
4. Identify functional groups of organic compounds
5. Correlate functional groups with the physical properties
they impart
6. Contrast aromatic and aliphatic ring compounds
7. Identify polymerization reactions as addition or
condensation reactions
D. Energy Conversion: Energy Alternatives to Petroleum
1. Describe major sources of energy available
2. Evaluate potential alternative sources of fuel
3. Evaluate biodiesel as an alternative fuel
4. Describe engines for alternative fuel vehicles
E. Culminating Activity: Producing an Advertisement for an
Alternative Fuel Vehicle
1. Investigate and advocate the merits of a vehicle type,
including relative cost for production, operation and
maintenance, and environmental impact
11
5.1/10-12
5.2/10-12
5.3/10-12
5.4/10-12
5.6/10-12
5.7/10-12
5.8/10-12
5.10/10-12
8.1/10-12
8.2/10-12
9.1/10-12
9.2/10-12
A1-4
B1,2
C1
A1
B2
A1
B1
C1
D1
A1
B1
C1
A6-8
B1
B2,4
A1
B1
C2,3
A1
B1,2
A3
B9,11,12
A1
A2
B1,5
A1-4
C1
F1,4,5
Berkeley Heights Public Schools
III. Petroleum: Making And Breaking Bonds (continued)
2. Probe the feasibility and merits of others’ alternative
fuel vehicles
3. Reach consensus and recommend a particular alternative
fuel vehicle
IV. Air: Chemistry And The Atmosphere
A. Gas Laws: Gases in the Atmosphere
1. Identify the major components of the troposphere
2. Relate altitude changes to pressure changes
3. Convert pressure measurements in a variety of units
4. Apply the relationship between pressure and volume
5. Apply the relationship between temperature and volume
6. Apply the relationship between pressure and
temperature
7. Explain the postulates of kinetic molecular theory
8. Apply the relationship between moles and volume to
stoichiometric problems
9. Use the ideal gas law to calculate volumes, pressures,
moles, and temperatures
B. Energy and Gases: Radiation and Climate
1. Put the major types of electromagnetic radiation in order
of their energy, frequency, and wavelength
2. Interpret ground vs. excited state electron configurations
in terms of the absorption of light (supplement text in
order to meet NJ Standards)
3. Describe how solar radiation interacts with Earth’s
atmosphere
4. Use specific heat capacities to calculate the amount of
thermal energy transferred
5. Map the sources and sinks for carbon dioxide in the
carbon cycle
6. Recognize greenhouse gases: types, sources, and effects
C. Solubility and Reactivity of Gases: Acids in the
Atmosphere
1. Write chemical equations showing the production of
acids by the dissolution of gases in water
2. Describe the characteristics of acids and bases
3. Contrast strong acids and bases with weak acids and
bases, and concentrated solutions with dilute solutions
4. Interconvert pH values with hydronium and hydroxide
ion concentrations, and compare for acidic and basic
solutions
5. Describe the effects of acidic precipitation on natural
systems
6. Model the behavior of buffered systems
12
IV. Air: Chemistry And The Atmosphere (continued)
D. Chemical Reactions Affecting Air: Sources, Effects, and
Solutions for Air Pollution
1. Distinguish between primary and secondary air
pollutants
2. Identify the components of photochemical smog
3. Compare strategies for reducing air pollution
4. Discuss the role of CFCs in ozone depletion
E. Culminating Activity: Newspaper Article on a New Bus
Idling Policy
1. Identify the emissions produced during bus idling
2. Elaborate on the pros and cons of a no-idling policy
3. Reach consensus and recommend a realistic, balanced
school bus-idling policy
Note: The New Jersey Core Curriculum Content Standards can be accessed at www.state.nj.us
Berkeley Heights Public Schools
13
RESOURCES/ACTIVITES GUIDE
Chemistry (Chemistry in the Community)
The first four units of Chemistry in the Community comprise what is referred to as the “Core
Four”, intended to be covered in order. However, there are advantages to covering them in order
2, 1, 3, 4. The content of Unit 2 (Materials: Structure and Uses) will have a more familiar feel of
the chemistry learned in the Physical Science course many students have taken in the previous
year. In addition, the culminating activity of designing and advocating for a new coin lends itself
to a structure with which many students will already be familiar. Some concepts ordinarily
reintroduced in Unit 2 will have to be presented for the first time if this order is adopted, but the
students will have had a chance to coordinate as a group and become accustomed to the contextbased curriculum prior to commencing Unit I. Other districts have found that this makes for a
very successful Unit I.
Many districts teach only the “Core Four”, while some work with all seven. The prior
preparation of the student population obviously has an impact on what can be achieved. Most
teachers and students using Chemistry in the Community feel comfortable with four to six units.
Given the background of Chemistry students at Governor Livingston, and the fact that Units 5, 6,
and 7 can be taken in any order, the following order is suggested: Units 2, 1, 3, 4, 5, 7, followed
by whatever portion of six can be covered, given the particular class and year’s calendar. Unit 5,
Industry, ties together and reinforces many of the concepts from the core four. In addition, the
discussion of equilibrium and kinetics is important background material for a student continuing
onto a college level chemistry course. Thus, it is the recommended unit after the core four. Unit
7’s focus on food allows for reinforcement of key biochemical concepts and important life-style
decisions, so it is recommended as the next unit. Finally, Unit six, with its focus on medical and
energy uses of nuclear reactions, provides for an excellent discussion of pros and cons of a topic
of long-term national importance. It is unlikely that the entire unit could be incorporated every
year, but by omitting some of the activities, the basic concepts and the critical discussions could
be addressed most years.
Laboratory activities are imbedded in the text of Chemistry in the Community. These activities
are referenced in the text both preceding and following them, so major deviations and omissions
from the imbedded labs are generally not recommended. Below is a list of the recommended labs
and some recommended alterations. Those in bold are imbedded in the Chemistry in the
Community text, while the others are recommended additions.
Unit 2. Materials: Structure and Uses
Lab Activity
Title/Description
Lab 1
Safety orientation and quiz
Lab 2
Measurements – Density
Lab 3
Disrobing a Penny - Melt out zinc
from inside of penny
Lab 4
Metal or Non-Metal
Berkeley Heights Public Schools
Notes/Suggestions
Teacher-generated
Teacher-generated
Teacher-generated
Some materials can be omitted to shorten lab
14
RESOURCES/ACTIVITES GUIDE (continued)
Lab 5
Periodic Trends
Lab 6
Lab 7
Converting Copper
Metal Reactivities
Lab 8
Lab 9
Per cent composition
Retrieving Copper
Lab 10
Lab 11
Striking it Rich
Copper Plating
Lab 12
Putting it All Together – Design a
Coin
Straw and well-plate activity with atomic
properties
Time permitting, or as demonstration
Teacher generated Single Replacement
Reactions is comparable
Sugar in bubble gum
Can be done with copper solution if
“Converting Copper” lab was omitted.
Solutions will need to sit overnight to
generate sufficient copper metal
Same as “Copper to Silver to Gold” lab
Plate on iron and nickel – observe
differences between spontaneous and nonspontaneous
N/A
Unit 1. Water: Exploring Solutions
Lab Activity
Title/Description
Lab 1
Foul Water
Lab 2
Surface Tension of Water
Lab 3
Lab 4
Water Testing
Solubility and Solubility Curves
Lab 5
Supersaturation
Lab 6
Lab 7
Solvents
Water Softening
Lab 8
Putting it All Together – Town
Council Meeting to Determine
Cause of Fish Kill
Berkeley Heights Public Schools
Notes
Replace garlic oil with tuna fish oil
Teacher generated - mesh jar, drops on
parafilm
N/A
Replace with teacher generated potassium
nitrate lab
Teacher generated demo or lab activity with
sodium acetate
N/A
Can be done as demonstration – numerous
transfers would take students a long time to
complete
N/A
15
RESOURCES/ACTIVITES GUIDE (continued)
Unit 3. Petroleum: Breaking and Making Bonds
Lab Activity
Lab 1
Title/Description
Separation by Distillation
Lab 2
Lab 3
Lab 4
Modeling Alkanes
Alkanes Revisited
Combustion
Lab 5
The Builders
Lab 6
Condensation
Lab 7
Biodiesel Fuel
Lab 8
Putting it All Together – Town
Meeting to Choose Vehicle for
Fleet
Notes/Suggestions
If class sets of equipment are not available,
do as demonstration. Cherry Coke or lemon
extract with ethanol are good solutions to
distill
Ball and stick models should be available
Ball and stick models should be available
Add larger can for chimney for more
accurate results
Ball, stick and spring models should be
available
Methyl salicylate (oil of wintergreen) and
pentyl methanoate (banana oil) are reliable.
Octyl methanoate (orange) is less reliable.
Mixtures require a long time to separate –
recommend conducting over 3 class periods
N/A
Unit 4. Air: Chemistry and the Atmosphere
Lab Activity
Title/Description
Lab 1
Properties of Gases
Lab 2
Exploring Temperature/Volume
Relationships
Lab 3
Lab 4
Exploring Pressure/Volume
Relationships
Electromagnetic Spectrum
Lab 5
Electromagnetic Spectrum revisited
Lab 6
Specific Heat Capacity
Berkeley Heights Public Schools
Notes/Suggestions
Set up in stations for efficiency.
Additional/substitute demos/activities:
balloon inflating into flask, balloon in
vacuum, egg into and out of juice jar
Tape thermometer to towel for greater
success. Alternate activity: 0 and 100oC air
in flask
Teacher generated demonstration with
vacuum pump
Teacher generated demonstration with
slinkies
Teacher generated demonstration with
diffraction glasses
Larger amounts of metal will yield more
accurate results (two rather than one
aluminum bar). This activity would also be
appropriate for inclusion in Unit 3, prior to
combustion lab
16
RESOURCES/ACTIVITES GUIDE (continued)
Lab 7
Lab 8
Carbon Dioxide Levels
Making Acid Rain
Lab 9
Lab 10
Buffers
Putting it All Together –
Recommendation to School
District for Bus-Idling Policy
Berkeley Heights Public Schools
N/A
Inquire about sulfur allergies prior to
commencing lab. Skip effect on fruit – there
is no discernable effect
N/A
N/A
17
SUGGESTED AUDIO VISUAL/COMPUTER AIDS
General Aids:
www.markrosengarten.com
Chemistry songs.
Carl Sagan’s Cosmos series on the origins of the universe and elements or equivalent.
www.eepybird.com
Entertaining science-based videos and information.
Various video clips available by searching videos on Google. G4-Brainiac is the source for
many entertaining explorations of science.
Chemistry (Chemistry In The Community):
ChemCom VHS Video Tape, 0-7167-4659-X
Video supplement containing sample experiments and demonstrating necessary techniques
and setups for every lab activity in the ChemCom textbook.
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SUGGESTED MATERIALS
General Resources For Chemistry Teachers And Students:
www.chemfiesta.com
Source of worksheets for additional practice.
www.chemistry.org
Website for the American Chemical Society.
www.nsta.org/listserver
National list server for science teachers.
www.collegeboard.com
Information on SAT II Chemistry exam expectations.
Flinn Chemical and Biological Catalog Reference Manual, Flinn Scientific, Inc.
Safety information for chemicals.
Bilash II, Borislaw. A Demo a Day, Volumes 1-3. Flinn Scientific, Inc., 1998.
Short demonstrations organized by chemical and physical concepts.
Orna, Mary Virginia, ed. Sourcebook, ChemSource, Inc., 1994.
Activities and references organized by chemical concept.
Chemistry (Chemistry In The Community) Materials
Resources for Students
American Chemical Society. Chemistry in the Community. 5th ed. W. H. Freeman and
Company, 2006.
ChemCom 5e Student CD-ROM.
Interactive molecular exercises, lab videos, and animations.
WH Freeman Website
www.whfreeman.com\chemcom
Resources for Teacher
Teacher’s Edition:
American Chemical Society. Chemistry in the Community. 5th ed. W. H. Freeman and
Company, 2006.
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SUGGESTED MATERIALS (continued)
Chemistry in the Community 5e Teachers Resource Binder, W. H. Freeman and Company:
 Lab Handouts
 Reading Guides
 Supplemental Practice Worksheets
 Cooperative Learning Worksheets
 Review Worksheets
 Test Bank
 Overhead Transparencies
WH Freeman Website:
www.whfreeman.com\chemcom
www.lapeer.org/chemcom
Teacher submitted worksheets, labs, and lab revisions that go along with ChemCom.
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