Course+Syllabus+and+Standards

**ADVANCED TOPICS: COURSE OUTLINE**

**A. Quantum Mechanics: Physics of Atomic Structure and Bonding** **1. Light** >> **a) Wave behavior** >> b) Relationship between wavelength and frequency >> c) Max Planck/Quantized nature of light (energy) >> d) E = h//v// >> e) Einstein - Photoelectric Effect **2. Atomic Structure** **a) Review of early models:** >>> **• Thomson** >>> • Rutherford **b) Niels Bohr/Model of the hydrogen atom** >>> **• DeBroglie** >>> • Heisenberg **d) Quantum Mechanical Model of the Atom** >>> **• Schrodinger**  >>> **e) Electron configurations** **3. Bonding** 
 * c) Problems with Bohr’s hydrogen model/Arrangement of electrons in multi-electron atoms**
 * f) Periodic Properties**

**a) Purpose**
 * b) Ionic Bonding**

>>> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**• formula writing** >>> • important polyatomics >>> • physical properties <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**c) Covalent** >>> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**• Lewis structures of atoms** >>> • Lewis structures of molecules >>> • Geometry <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**d) Polarity** >>> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**• hydrocarbons** >>> • naming >>> • physical properties <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**f) Functional Groups** >>> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**• purpose** >>> • categories <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**4. Intermolecular Forces**
 * e) Organic Chemistry**

<span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">a) Physical properties of molecular substances >> >> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">• changes of state - evaporation vs. boiling, vapor pressure >> • calorimetry

<span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">b) London c) Dipole d) Hydrogen <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">

<span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;"> e) Impact of intermolecular bonding on physical properties f) Solutions >> >> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">• physical properties >> • colligative properties

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">B. Molecular Genetics: DNA, Genes, and Proteins

<span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">1. Deoxyribonucleic Acid <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**a) Review of Mendel** <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;"> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;"> >>> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**• sex linked traits** >>> • linkage groups >>> • non-Mendelian inheritance patterns <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**f) Levene** >>> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**• Protein Structure: enough detail so a comparison to Levene’s idea of DNA structure can be made** >>> • Characterization of DNA <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;"> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**g) Historical investigation into DNA as genetic material** <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**i. Griffith’s transforming principle** >>>> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**• viruses** >>>> • radioactivity >>>> iv. Watson-Crick <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**h) In-depth look at structure** <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**2. Role of DNA in Cell Function** >> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**a) Organization of DNA - genes** >> b) Relationship between DNA and Protein >> c) Mutations <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**3. Genetic Engineering**
 * b) Meischer**
 * c) Review of Mitosis**
 * d) Review of Meiosis**
 * e) Thomas Hunt Morgan**
 * ii. Avery’s chemical identification of transforming principle**
 * iii. Hershey-Chase**

<span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">tools of the trade <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**C. Chemical Change: Kinetics, Equilibrium, Acids and Bases** <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**1. Chemical Kinetics** <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**a) Meaning of reaction rate - qualitative and quantitative examinations** >>> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**• change in concentration vs time** >>> • rate constant >>> • order <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**c) Experimental determinations of order**
 * b) Quantitative expressions for rate**
 * d) Factors that influence reactions rate**

<span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">2. Equilibrium <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**a) Physical basis for reversible reactions** >>> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**• Effect of concentration changes** >>> • Effect of temperature changes >>> • Effect of pressure changes <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**d) More Sophisticated Problem Solving** <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**3. Acid/Base Chemistry** <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**a) Water equilibrium** >>> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**• Physical properties** >>> • Chemical definition >>> • pH <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**c) Strong acids/strong bases** >>> <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**• Equilibrium** <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif;">**e) Reactions between acids and bases**
 * b) Simple quantitative expressions for equilibrium**
 * c) Le Chatelier’s Principle**
 * b) Definition of acids and bases**
 * d) Weak acids/weak bases**

>> >> ** Advanced Topics in Lab Science (11th grade) ** >> >> >> a. Light >> ·  Understand the wave nature of light, specifically the relationships between wavelength, frequency, speed, and energy >> · Be able to solve quantitative problems relating wavelength, frequency, speed, and energy >> · Understand the changes in thought concerning the structure of energy developed by Planck. >> · Be able to apply Planck’s equation, E = h n, to solve problems. >> b. Atomic Structure >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l33 level1 lfo5; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be familiar with early work done to establish structure of the model >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l33 level1 lfo5; tab-stops: list 1.25in; text-indent: -0.25in;"> · Understand and be able to articulate problems with the Rutherford model of the atom >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l3 level2 lfo4; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to describe Bohr’s model of the atom and explain how he incorporated “quantum theory” into this model. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l3 level2 lfo4; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to work quantitatively with Bohr’s model of the hydrogen atom, applying ideas of the wave nature of light to determine specific electron transitions >> · Be able to articulate de Broglie’s novel ideas concerning the nature of matter >> · Recognize the problems with Bohr’s model >> · Be able to describe the “wave-mechanical” model of the atom developed by Schrodinger and Heisenberg. >> · Be able to describe practically (1s22s22p6...) the arrangement of electrons in atoms >> · Be able to fill out an orbital filling diagram for atoms on the periodic table, this involves knowing the “order of filling >> · Apply the ideas of atomic structure to the organization of elements on the periodic table >> · Be able to explain trends in atomic physical properties in light of the arrangement of electrons in atoms >> <span style="display: block; margin: 0in 0in 0pt 0.75in; mso-list: l26 level1 lfo6; tab-stops: list .75in; text-indent: -0.25in;"> c. Bonding >> · Be able to articulate the purpose of forming a chemical bond in terms of atomic structure >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l32 level2 lfo7; tab-stops: list 1.25in; text-indent: -0.25in;"> · Recognize and describe the difference between ionic and covalent bonding. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l32 level2 lfo7; tab-stops: list 1.25in; text-indent: -0.25in;"> · Understand the impact of electronegativity on the type of bond that exists between atoms. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l32 level2 lfo7; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to use electronegativity to identify a bond as being ionic, polar covalent, or nonpolar covalent. >> i. Covalent Bonding >> - Be able to write Lewis structures for individual atoms >> - Understand the octet rule, being able to relate it to atomic structure >> - Be able to write Lewis structures of molecules. >> ii Ionic bonding >> <span style="display: block; margin: 0in 0in 0pt 135pt; mso-list: l26 level3 lfo6; tab-stops: list 135.0pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Be familiar charges on monoatomic and polyatomic ions, be able to write formulas for a variety of ionic compounds. >> <span style="display: block; margin: 0in 0in 0pt 135pt; mso-list: l26 level3 lfo6; tab-stops: list 135.0pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Recognize that ionic compounds are not composed of molecules and be able to articulate the impact his has on physical and chemical properties of these compounds >> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">iii. Molecular Shape and Geometry >> <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">- Be able to predict the geometry and shape of various molecules based on their Lewis structures. >> - Recognize the polarity of a molecule by examining its Lewis structure. >> >> >> d. Intermolecular Forces >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l29 level1 lfo8; tab-stops: list 1.25in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Based on the chemical nature of a molecule, be able to describe the type of intermolecular interaction the molecule would be expected to display. >> · Understand and be able to articulate the conditions that lead to the formation of London Forces >> · Recognize which types of molecules display dipole-dipole forces and understand how the force is formed >> · Be able to distinguish hydrogen bonds from generalized dipole-dipole forces >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l12 level1 lfo9; tab-stops: list 1.25in; text-indent: -0.25in;"> · Recognize the fundamental differences in properties, macroscopic and microscopic, of the three distinct states of matter. >> · Understand in detail the processes of evaporation, boiling, and vapor pressure equilibrium >> · Be able to explain what happens on the molecular level during evaporation and vaporization >> · Be able to apply the properties of intermolecular forces to explain trends in vapor pressure, boiling point, melting point and rates of evaporation >> e. Functional Groups >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l29 level1 lfo8; tab-stops: list 1.25in; text-indent: -0.25in;"> · Understand the role of functional groups in influencing the physical properties of a specific organic molecule. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l29 level1 lfo8; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be familiar with major categories of functional groups, recognizing which atoms are involved with the different types of these groups. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l29 level1 lfo8; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to give an appropriate example of a molecule that contains each type of functional groups. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l29 level1 lfo8; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to describe the characteristics and biological role of the various types of biomolecules: carbohydrates, lipids, and proteins. >> >> 2. Molecular Genetics >> >> <span style="display: block; margin: 0in 0in 0pt 0.75in; mso-list: l2 level1 lfo19; tab-stops: list .75in; text-indent: -0.25in;"> a. Mendel as the father of Modern Genetics >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l31 level1 lfo20; tab-stops: list 1.25in; text-indent: -0.25in;"> · Recognize and understand the critical elements of Mendel’s experimental approach >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l31 level1 lfo20; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to articulate Mendel’s Laws of Inheritance >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l31 level1 lfo20; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to apply Mendel’s Laws to solve problems involving both monohybrid and dihybrid crosses >> <span style="display: block; margin: 0in 0in 0pt 0.75in; mso-list: l2 level1 lfo19; tab-stops: list .75in; text-indent: -0.25in;"> b. Physical Evidence for Mendel’s Laws >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l6 level1 lfo21; tab-stops: list 1.25in; text-indent: -0.25in;"> · Understand and be able to explain the event of meiosis >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l6 level1 lfo21; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to explain how the events of meiosis provide physical evidence for Mendel’s Laws >> <span style="display: block; margin: 0in 0in 0pt 0.75in; mso-list: l2 level1 lfo19; tab-stops: list .75in; text-indent: -0.25in;"> c. Non-Mendelian Inheritance Patterns >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l19 level1 lfo22; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be familiar with the work of Thomas Hunt Morgan and understand how the results of his experiments established the chromosome as the cellular location of Mendel’s heritable factors >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l19 level1 lfo22; tab-stops: list 1.25in; text-indent: -0.25in;"> · Understand the idea of linkage, both sex-linked characteristics and autsomally linked traits >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l19 level1 lfo22; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to solve genetics problems involving non-Mendelian patterns: sex-linked, co-dominant, and incomplete dominance >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l19 level1 lfo22; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to evaluate data for linkage patterns and use recombination frequencies to map traits to chromosomes >> <span style="display: block; margin: 0in 0in 0pt 0.75in; mso-list: l2 level1 lfo19; tab-stops: list .75in; text-indent: -0.25in;"> d. Historical investigation into DNA as genetic material >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l14 level1 lfo24; tab-stops: list 1.25in; text-indent: -0.25in;"> · Understand the chemical evidence that resulted in supporting protein as the most likely molecule to carry hereditary information >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l18 level1 lfo25; tab-stops: list 1.5in; text-indent: -0.25in;"> - Be familiar with protein structure >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l18 level1 lfo25; tab-stops: list 1.5in; text-indent: -0.25in;"> - Understand the three distinct levels of protein structure >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l18 level1 lfo25; tab-stops: list 1.5in; text-indent: -0.25in;"> - Be able to describe the chemical components of a nucleotide >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l18 level1 lfo25; tab-stops: list 1.5in; text-indent: -0.25in;"> - Recognize how nucleotides are linked together to form nucleic acids >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l30 level1 lfo10; tab-stops: list 1.25in; text-indent: -0.25in;"> · Recognize Griffith’s Transforming Experiment as the first step in identifying DNA as genetic material >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l7 level1 lfo23; tab-stops: list 1.5in; text-indent: -0.25in;"> - Be able to summarize the steps of Griffith’s Transforming experiment. >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l7 level1 lfo23; tab-stops: list 1.5in; text-indent: -0.25in;"> - Understand the conclusion of this experiment. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l11 level1 lfo11; tab-stops: list 1.25in; text-indent: -0.25in;"> · Understand and be able to explain Avery’s experimental approach to chemically identifying of Griffith’s transforming principle >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l28 level1 lfo12; tab-stops: list 1.5in; text-indent: -0.25in;"> - Be familiar with the enzymatic and chemical analyses that were done on the “transforming principle” isolated by Avery. >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l28 level1 lfo12; tab-stops: list 1.5in; text-indent: -0.25in;"> - Understand how those enzymes that inactivate the “transforming principle” work relative to the DNA structure you are now familiar with. >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l28 level1 lfo12; tab-stops: list 1.5in; text-indent: -0.25in;"> - Be able to explain why many scientists in the community were skeptical of Avery’s conclusions. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l17 level1 lfo13; tab-stops: list 1.25in; text-indent: -0.25in;"> · Recognize the importance of the Hershey-Chase experiment in definitively establishing DNA as genetic material >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l10 level1 lfo14; tab-stops: list 1.5in; text-indent: -0.25in;"> - Be familiar with the steps of this experiment. >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l10 level1 lfo14; tab-stops: list 1.5in; text-indent: -0.25in;"> - Understand the role radioactive isotopes played in this experiment. >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l10 level1 lfo14; tab-stops: list 1.5in; text-indent: -0.25in;"> - Be able to explain the conclusion to this experiment. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l21 level3 lfo17; tab-stops: list 1.25in; text-indent: -0.25in;"> · Develop and in-depth understanding of the process used by Watson and Crick to establish a model for the structure of DNA >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l27 level1 lfo16; tab-stops: list 1.5in; text-indent: -0.25in;"> - Understand the role x-ray crystallography played in deducing the three dimensional structure of the DNA <span style="font-family: 'Book Antiqua','serif';">. >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l8 level1 lfo15; tab-stops: list 1.5in; text-indent: -0.25in;"> - Understand the essential features of the Watson-Crick model for DNA structure. >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l23 level1 lfo18; tab-stops: list 1.5in; text-indent: -0.25in;"> - Be able to explain how the Watson-Crick model for DNA addresses the necessary criteria for genetic material. >> e. Understand and apply the Watson-Crick model of DNA structure to the Law’s of inheritance established by Mendel >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l16 level1 lfo26; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to identify and explain where the required variation comes from. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l16 level1 lfo26; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to explain how different forms of the same gene (alleles) can arise. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l16 level1 lfo26; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to explain how the DNA molecule can reproduce, thus passing genetic information on to subsequent generations. >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l5 level1 lfo27; tab-stops: list 1.5in; text-indent: -0.25in;"> - Be familiar with the steps in the Meselson-Stahl experiment that deduced the mode by which DNA replicates. >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l5 level1 lfo27; tab-stops: list 1.5in; text-indent: -0.25in;"> - Be able to trace the replication process throught at least 2 generations. >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l5 level1 lfo27; tab-stops: list 1.5in; text-indent: -0.25in;"> - Recognize that the mode of replication is semi-conservative. >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l5 level1 lfo27; tab-stops: list 1.5in; text-indent: -0.25in;"> - Understand which bonds, in the parent molecule, are broken during replication, and what bonds must be created in the daughter strand as it is synthesized. >> f. Understand and be to explain the role of DNA in Cell Function >> · Be able to articulate current models for the organization of genetic information >> · Understand and explain the relationship between DNA and protein, and be able to relate this back to ideas of genotype and phenotype >> >> 3. Chemical Change >> >> <span style="display: block; margin: 0in 0in 0pt 0.75in; mso-list: l9 level1 lfo2; tab-stops: .75in; text-indent: -0.25in;"> a. chemical kinetics >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l22 level1 lfo33; tab-stops: list 1.25in; text-indent: -0.25in;"> · Understand that kinetics is the study of the rate at which chemical reactions take place. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l22 level1 lfo33; tab-stops: list 1.25in; text-indent: -0.25in;"> · Recognize that rate can be determined by monitoring either the change in concentration of reactant or product over time (change in concentration/change in time) >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l22 level1 lfo33; tab-stops: list 1.25in; text-indent: -0.25in;"> · Understand that the stoichiometry of the balanced equation can give you information about the rate at which the reactant is consumed compared to the product. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l22 level1 lfo33; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to write a rate equation for any reaction. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l22 level1 lfo33; tab-stops: list 1.25in; text-indent: -0.25in;"> · Recognize that this equation describes the rate at which the reaction occurs in terms of the amount of react used at the beginning of the time period. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l22 level1 lfo33; tab-stops: list 1.25in; text-indent: -0.25in;"> · Understand that the rate equation indicates how the rate of the reaction changes when the concentration of the reactant(s) is altered. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l22 level1 lfo33; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to determine the order of the reaction with respect to the various reactants from data provided as well as experimentally. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l22 level1 lfo33; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be familiar with those factors that have direct impact on the rate at which reactions occur: concentration, activation energy, temperature, the presence or absence of a catalyst. >> b. chemical equilibrium >> <span style="display: block; margin: 0in 0in 0pt 81pt; mso-list: l24 level1 lfo28; tab-stops: list 81.0pt; text-indent: -9pt;"> · Recognize that chemical reactions rarely occur to completion. >> <span style="display: block; margin: 0in 0in 0pt 81pt; mso-list: l24 level1 lfo28; tab-stops: list 81.0pt; text-indent: -9pt;"> · Understand that chemical equilibrium is reached when the rate of the forward reaction equals the rate of the reverse reaction. >> <span style="display: block; margin: 0in 0in 0pt 81pt; mso-list: l24 level1 lfo28; tab-stops: list 81.0pt; text-indent: -9pt;"> · Recognize that chemical equilibrium is a dynamic process. >> <span style="display: block; margin: 0in 0in 0pt 81pt; mso-list: l24 level1 lfo28; tab-stops: list 81.0pt; text-indent: -9pt;"> · Understand that environmental changes, such a temperature and concentration, can disturb the equilibrium. >> <span style="display: block; margin: 0in 0in 0pt 81pt; mso-list: l24 level1 lfo28; tab-stops: list 81.0pt; text-indent: -9pt;"> · Understand and be able to clearly state Le Chatelier’s Principle >> <span style="display: block; margin: 0in 0in 0pt 81pt; mso-list: l24 level1 lfo28; tab-stops: list 81.0pt; text-indent: -9pt;"> · Be able to apply and predict in which direction a system will shift in order to restore itself to equilibrium. >> <span style="display: block; margin: 0in 0in 0pt 81pt; mso-list: l24 level1 lfo28; tab-stops: list 81.0pt; text-indent: -9pt;"> · Have a qualitative understanding of what the equilibrium constant describes about the extent to which a reaction proceeds in the forward direction >> <span style="display: block; margin: 0in 0in 0pt 81pt; mso-list: l24 level1 lfo28; tab-stops: list 81.0pt; text-indent: -9pt;"> · Be able to work quantitatively with the reactions and the equilibrium expression. This would include: >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l4 level1 lfo29; tab-stops: list 1.5in; text-indent: -0.25in;"> - Being able to calculate equilibrium constants from data provided >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l4 level1 lfo29; tab-stops: list 1.5in; text-indent: -0.25in;"> - Being able to determien unknown concentrations with use of a reaction table, the equilibrium constant, and the quadratic equation >> c. Acid/Base Chemistry >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l15 level1 lfo30; tab-stops: list 1.25in; text-indent: -0.25in;"> · Develop a thorough understanding of the equilibrium involving water >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l15 level1 lfo30; tab-stops: list 1.25in; text-indent: -0.25in;"> · Understand the physical and chemical characteristics associated with substances classified as acids and those classified as bases >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l15 level1 lfo30; tab-stops: list 1.25in; text-indent: -0.25in;"> · Acquisition of a solid recognition of which acids are strong and which are weak, which bases are strong and which are weak is required. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l15 level1 lfo30; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to write equations for the formation of an acidic and basic solution >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l15 level1 lfo30; tab-stops: list 1.25in; text-indent: -0.25in;"> · Recognize that the work with acids and bases is an application of the ideas concerning chemical equilibrium. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l15 level1 lfo30; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to write appropriate expressions for Ka and Kb >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l15 level1 lfo30; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to apply problem-solving skills for general equilibrium problems to acid/base problems. This involves: >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l13 level1 lfo31; tab-stops: list 1.5in; text-indent: -0.25in;"> - calculating acid/base dissociation constants >> <span style="display: block; margin: 0in 0in 0pt 1.5in; mso-list: l13 level1 lfo31; tab-stops: list 1.5in; text-indent: -0.25in;"> - using the equilibrium expression to determine the concentration of H+ and OH- in the solution at equilibrium. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l25 level1 lfo32; tab-stops: list 1.25in; text-indent: -0.25in;"> · Understand the concept of pH and be able to calculate the pH for [H+] either provided or calculated. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l15 level1 lfo30; tab-stops: list 1.25in; text-indent: -0.25in;"> · Be able to write equations to describe the reactions between acids and bases >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-list: l15 level1 lfo30; tab-stops: list 1.25in; text-indent: -0.25in;"> · Understand how to use balanced equations in acid/base titration problems. >> >> >> >> __ Skills Emphasized __ >> >> ** 1. Note taking ** >> >> a. lecture notes >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-layout-grid-align: none; mso-list: l0 level1 lfo34; punctuation-wrap: simple; text-indent: -0.25in; vertical-align: baseline;"> · students are responsible for material presented during the lecture period, regardless of whether the ideas are addressed in assigned reading. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-layout-grid-align: none; mso-list: l0 level1 lfo34; punctuation-wrap: simple; text-indent: -0.25in; vertical-align: baseline;"> · students are responsible for assigned reading material not discussed in class. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-layout-grid-align: none; mso-list: l0 level1 lfo34; punctuation-wrap: simple; text-indent: -0.25in; vertical-align: baseline;"> · collating lecture and reading material into a usable model will be emphasized. >> b. lab notes >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-layout-grid-align: none; mso-list: l0 level1 lfo34; punctuation-wrap: simple; text-indent: -0.25in; vertical-align: baseline;"> · Pre-lab preparation, recording of data, and post-lab analysis is expected on a routine basis. >> >> ** 2. Data Recording ** >> >> a continued use of significant figures when recording experimental data is expected. >> b. students will be encouraged to create their own data tables, rather than following a template outlined in a lab manual >> c. digital and analytical equipment will be used to make measurements when appropriate. >> >> ** 3. Data Analysis ** >> >> a continued use and mastery of dimensional analysis to solve single and multi-step conversion problems will be made. >> b continued use of graphing techniques, including calculation and use of slope, interpolation, extrapolation and use of non-linear functions will be made. >> c continued use of algebraic equations to solve for unknown values will be made. This includes introduction to and use of the quadratic equation. >> d use of significant figures will be emphasized when determining calculated results. >> e.introduction to and use of logarithms, base 10 and natural logs, will be made to solve problems. >> >> ** 4. Experimental Design ** >> >> · develop a thorough and practical understanding of the characteristics of a properly designed experiment >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-layout-grid-align: none; mso-list: l0 level1 lfo34; punctuation-wrap: simple; text-indent: -0.25in; vertical-align: baseline;"> · recognize the difference between qualitative and quantitative observations. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-layout-grid-align: none; mso-list: l0 level1 lfo34; punctuation-wrap: simple; text-indent: -0.25in; vertical-align: baseline;"> · use the initial observations made to construct testable hypotheses for a stated problem. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-layout-grid-align: none; mso-list: l0 level1 lfo34; punctuation-wrap: simple; text-indent: -0.25in; vertical-align: baseline;"> · recognize all potential variables in an experiment. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-layout-grid-align: none; mso-list: l0 level1 lfo34; punctuation-wrap: simple; text-indent: -0.25in; vertical-align: baseline;"> · design original experimental procedures that test the hypothesis and all variables in a controlled situation. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-layout-grid-align: none; mso-list: l0 level1 lfo34; punctuation-wrap: simple; text-indent: -0.25in; vertical-align: baseline;"> · employ the data analysis techniques described above to evaluate the results of their experiment. Using these techniques they should be able to verify or refute the hypothesis. >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-layout-grid-align: none; mso-list: l0 level1 lfo34; punctuation-wrap: simple; text-indent: -0.25in; vertical-align: baseline;"> · redesign their hypothesis and procedure to obtain something that can be supported by the data. >> ** 5. Technology ** >> <span style="display: block; margin: 0in 0in 0pt 0.75in; mso-layout-grid-align: none; mso-list: l20 level1 lfo35; punctuation-wrap: simple; tab-stops: .75in; text-indent: -0.25in; vertical-align: baseline;"> a. further use of probeware for data collection >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-layout-grid-align: none; mso-list: l0 level1 lfo34; punctuation-wrap: simple; text-indent: -0.25in; vertical-align: baseline;"> · pH probes >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-layout-grid-align: none; mso-list: l0 level1 lfo34; punctuation-wrap: simple; text-indent: -0.25in; vertical-align: baseline;"> · colorimeters >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-layout-grid-align: none; mso-list: l0 level1 lfo34; punctuation-wrap: simple; text-indent: -0.25in; vertical-align: baseline;"> · pressure sensors >> <span style="display: block; margin: 0in 0in 0pt 1.25in; mso-layout-grid-align: none; mso-list: l0 level1 lfo34; punctuation-wrap: simple; text-indent: -0.25in; vertical-align: baseline;"> · temperature probes >> b. continued use of spreadsheet, word processing, and presentation software >> >> >>
 * 1)  Physics and Chemistry of Atomic Structure and Bonding