a curriculum guide grades 10 11 -...

•

•

A CURRICULUM GUIDE

GRADES 10 & 11

DEPARTMENT OF EDUCATION AND YOUTH

/

Y. ('.'{, , ;~!. \ . '. ' •. '.. , .;. ,\ · .

: •• ! 1,· -, : :., , ' 't

C H E M I S T R Y

For Grades Ten and Eleven

A Curr iculum Guide

DIVISION OF INSTRUCTION

'

De par tme nt of Education

St. John's

Newfoundland

Se pte mber 1971

TABLE OF CONTENTS

Introduction . .

Objectives of Chemistry Teaching . .

Course Outline Grade X .

Experiment lis t Grade X

Co u r se Outline Grade XI

Experiment List Grade XI . .

CHEMISTRY - Special Program .

. .

2

1

3

. 4

13

14

31

GENERAL OBJECTIVES FOR CHEMISTRY

1. To develop an understanding of the nature of '' Scientific" endeavour.

2. To develop attitudes of mind which are inherent in scientific processes. These include such qualities as intellectual honesty, suspension of judgement, and testing ideas against reality.

3. To provide practice for the development of mental and manipulative skills associated with science in general and chemistry in particular .

4. To provide knowledge of the basic information and theories 1n the field of chemistry.

5. To develop understanding of the sources and nature of chemical knowledge.

6. To d e velop an understanding of the development of f ield of chemistry, and its contribution to human society.

2

INTRODUCTION

The Chemistry Sub-Committee last year recommended t he introduction of a new course based on CHEM Study. Since this r e quired some teacher preparation, it was proposed to introduce the new program gradually, and revis the existing program for the present year. This curriculum guide presents the course outlines for the present program as revised and is effective from September, 1971.

The list of suggested experiments has been changed to provide a more drect relationship with the basic topics of the course, and to provide experiments that can be more than illustration of text-book content. Laboratory exercises can be used to introduce topics, to reinforce teaching or to give insight into the processes of science. Particu l ar e mphasis should be laid on the latter in student laboratory work, f or the first two purposes can often be achieved e ffect ively with demonstrations.

The Summer Seminar at Memorial University was arranged to provide a sound background for teachers who wish to introduce the program CHEMISTRY: EXPERIMENTS AND PRINCIPLES. It is hoped to continue the seminars over the next few summers, so that the program based on MODERN CHEMISTRY can be di s continued.

Schools planning to institute the new program in September 1972 are urged to contact the Division of Instruction e arly in the New Year.

Teachers in a position to do so should consider the possibili t y of equipping the chemistry laboratory for semimicro procedures. This " small-scale " set-up has a numbe r of advantages for the busy teacher over the large-scale equipment and should be considered by anyone establishing a n e w laboratory.

3

CHEMISTRY

GRADE X

Text: Modern Chemistry by Dull, Metcalfe and Williams

NOTE

Chapter 19 Solutions and Crystallization will be included in Grade XI for this year 1971-72 only, after which the course as outlined in the Programme of Studies will be followed. To allow sufficient time for this inclusion, Chapter 38 "Natural Radioactivity " will not be required this year.

Chapter

l

2

3

4

5

6

ll

12

13

19

21

Experiments

Content

Chemistry: A Science of Matter and Energy (Stress idea of uncertainty and the use of models)

The Composition of Matter

Matter and Its Changes (Introduce the mole concept)

Atomic Theory and Atomic Structure (Omit Section 13, 14, 15 and 16. Only as necessary for simple bonding and formulas. Reserve a more thorough and modern treatment until Grade XI)

The Periodic Law

Molecules and Valence (Includes Section 4 of Chapter 4 at the end

Chemical Composition

Equations and Energy of Reactions (Omit Part 2, except for "Activity Series ''. ionic equations)

Weight Relations 1n Chemical Reactions

Solutions and Crystallization (Omit Section 12)

Acids, Bases and Salts

Introduce

(Omit Part 3 and modern definitions of acid and base . Reserve a more thorough treatment until Grade XI. Sulfuric Acid and Nitric Acid from Chapters 28 and 30 may be used as examples ).

(i) Schools offering Chemistry are required to provide a laboratory program which allows pupils to perform experiments in addition to observing demonstration by the teacher. (ii) Each

3 a

stude n t is expected to keep a notebook of informal r eports of e xpe riments performed. (iii) The experiment lists have be en modified to allow closer integration with the develop-ment of topics in the classroom. It is suggested that the teacher should include these in the laboratory program; however teachers should not limit the laboratory work to the experiments listed. Students should complete a minimum of fifteen e xperiments during the year, in addition to suitable demonstrations by the teacher and necessary drills in laboratory p rocedures and techniques .

4

EXPERIMENTS GRADE X

The f ollowing outline of experiments is intended as a guide to t eachers and not

as a substitut e for the more detailed instructions of a laboratory manual . Teachers

who ar e not familiar with particular experiments should check all details from the

appropria te student and teachers' manual as follows:

Mctc~ lfe, Williams a nd Castka

"Laboratory Experiments in Chemistry" Holt, Rinehart and Winston, 1970

edi tion (abbreviated M, W & C Manual in this guide)

and Schaff, Niedfeldt and Brawders

"Semimi c r o Experiments for the Chern Study Program"

1966 edi tion (abbreviated S, N & B Manual herein)

D. C. Heath and Company ,

5

1. Lah Techniques, Metric Measurement and Chemical Arithmetic

A. Laboratory Techniques

Before proceeding to the other experiments listed all pupils should be instructed in, and have experience with, at least the follow-ing laboratory techniques. Naturally, it is not expected that they would all be performed in one laboratory session, but there are obvious advantages of introducing these techniques early and reviewing each one separately as they are required later on.

(a) Proper use of safety equipment and a check-list for prevention of accidents.

(b) Use of the Bunsen Burner.

( c ) Pouring a liquid from a reagent bottle.

(d) Boiling and filtering liquids.

(e) Removing powdered chemicals f rom containers.

(f) Manipulating glass tubing.

(g) Measuring volumes accurately use of graduated cylinders and pipettes.

(h) Heating test tubes, beakers, flasks and crucibles.

(i) Collecting gases heavier and lighter than air.

B. Metric Measurement and Chemical Arithmetic

Timing

Introduce as early as possible and emphasize ideas of units, significant figures, and uncertainity values throughout the year.

Apparatus and Materials

Metric rules, balance, graduated cylinder, pipette, burette, dropper, metal objects, test tube.

Suggested Activities

Measure the dimensions of the cover of the chemistry te•t using a metric ruler.

Find the area of the text cover, expressed in proper units, significant figures or uncertainity values.

Find the volume and weight of a large test tube.

Find the density of a substance.

Find the volume and weight of one drop of water in microliters and micrograms respectively.

6

2. Investiga t i on of a Burning Candl e Scientific Observation and Descri p t ion

Timing

Before discussing Chapter 1


Candle mounted on cardboard , matches , metric rulers, pair of tongs , l arge (1000 ml) beaker or jar.


Make a list of all obs ervations while the candle burns.

List the condit i ons imposed by the surroundings in the laboratory that may have affected the observations recorded .

List any questions that come to mind and suggest experiments that might be tried to answer some of them.

Follow-up

After class discussion and comparison of observations and questions, distinguish between (i) and observation and an interpretation and (ii) a quan~tative and qualitative observation.

Other Questions to Think About

What is a candle?

How does it burn?

What does burning really mean?

What kinds of changes are taking place?

Other Exerc ises

1\

Inv e rt a jar over the burning candle, observe and try to explain t he result.

Hold different materials (sulfur, lead, tin foil, aluminum foil, and copper wire) to f i nd how "hot" the candle flame is .

For further information, see Experiments #1 and #5 of S, N & B Manual.

3. Separating the Components of a Mixture and a Compound

Timing

Chapter 2


Balance, bar magnet, beaker (250 ml), Bunsen Burner, test tube, funnel, graduated cylinder, test tubes (one Pyrex), iron filings, powdered sulfur, filter paper, dilute HCl, carbon disulfide, potassium chlorate, sand, a nd salt.

7

:? .. U.BJLE'~sted Activities

Separate sulfur and iron from sulfur-iron filings mixture; then heat the mixture to form a compound according to procedure suggested in Metcalfe, Williams and Castka, "Laboratory Experiments in Chemistry" (Experiment /13).

Alternatively, for a sand-salt mixture, separate by dissolving the salt, evaporate to recover and then calculate the % composition. Decompose the potassium chlorate by heating and calculate % composition and the relative number of moles of components.

4. The Boiling (Melting) Temperature of a Pure Substance and a Compound

A. The Melting Temperature

Timing

Chapter 3

Apparatus and Materials (per pair or group)

15 grams of paradichorobe~zene in a large test tube, 2 thermometers, 1 ring stand, ring, wire gauze and clamp, a burner, and a 400 ml beaker.


Observe andrecord time-temperature data for paradichlorobezene as it is warmed and heated, measuring its melting (freezing) point and plot the graph for its warming and cooling curve.

Alternatively, find the molar heat of melting of water by melting 5 or 6 ice cubes in a styrofoam cup containing a measured amount of water. Note the change in temperature and the change in mass of water and calculate the heat of melting.

Similarly, find the molar heat of condensation of water by condensing steam into a measured amount of water.

B. The Boiling Temperature of Liquids

Timing ·

Chapter 3


Ammonium nitrate (or other suitable salt), a thermometer, 250 ml beaker, burner, ring stand, ring, clamp, and wire gauze.


Heat the water, at 90°C record the temperature at timed intervals, and then plot the data in a time-temperature graph. Then add to the hot water about three

8

spoonfuls of the salt and repeat, recording data immediately .

Comment on the boiling temperatures of the water and t he solution.

5. The Formation of a Compound

Timing

Chapter 3

~pparatus a nd Materials

(The Zr.tpirical Formula of Copper Sulphide)

Porcelain c rucible, clay triangle, copper turnings or thin copper wire, sulfur, burner, ring stand, ring, balance (weigh to nearest 0.01 gr am), crucible, tongs.

Suggest ed Activities

Heat the copp er and sulfur in the crucible to form copper sulphide , burning off excess sulfur. Measure the masses of Cu and S used and the mass of the copper sulphide formed . Calculate the percentage by weight of C and S and determine the cor rec t formula for copper sulphide.

6. Weighing Molecules and Atoms The Mole

(Counting atoms by weight using the chemis ts' dozen - the mole)

Timing

Chap ter 3 or Chap t er 6


Small glass vials or simi l a r containers, balance, samples of elements ( copper, zinc and lead or whatever is available) , sampl es of compounds (BaCl2 , K2Cr04, K2Cr207 or whatever is available), periodic table.


Make up known a nd unknown samples of the elements and compounds in vials . The student is provided wi th a vial of copper, for example , containing a known number of Cu atoms. By weighing the sample and an empty vial (all vials weigh the same) he finds the weight of one copper atom, a dozen, a million and the weight of 6 x 1023

at oms, a mole. From this value , the fraction of a mole in the known sample can be found and the numb er of atoms in the unknown sample of Cu is then determined. The same procedure is repeated for the other e lements and for the compounds similar numb ers of molecules· are determined.

7.

9

F'ormula of a Hydrate

Timing

Chapter 11

AEEaratus and Materials

Burner, crucible and cover, crucible tongs, triangle, ring stand and ring, balance, 5 grams of a hydrate per student or pair, desiccator (optional). Suitable hydrates are harium chloride, the sulfates of magnesium, copper, zinc, calcium or manganese.


The hydrate is heated in the crucible until all the water is driven off. From the molar m~ss of the anhydrous salt (given by the teacher, but the name of the salt is withheld), the moles of water per one mole of salt are calculated. From this, the percentage of water in the hydrate and the empirical formula of the hydrate can be determined.

N.B .

The experiment is a good one for reinforcing ideas of the mole concept .

Care should be taken to ensure that the hydrate is not decomposed by overheating.

While cooling, the crucible could be placed in a simple desiccator made by mounting a clay triangle in a peanut jar with an anhydrous salt covering the bottom. Replace lid securely .

8. Balancing Eq uat ions by Experiment

:Timing

Chapter 12

AEEaratus and Materials

1 beaker (100 ml or 250 ml), glass stirring rod, wash bottle, ring stand, ring, wire gauze, clamp , burner, drying oven, test tube, and graduated cylinder.


(a) Iron-Copper Sulfate Reaction

Iron filings are added to an excess of copper sulfate in solution. From the mass of iron used and mass of copper produced, the quanitative mole relation between iron and copper is determined.

(b) Copper-Silver Nitrate Reaction

Copper wire is reacted with silver nitrate to obtain silver crystals and cupric nitrate. The change of mass of the copper wire and mass of the silver produced y ields the mole relation for the reaction.

1 0

(c) Lead Nitrate-Potassium Chromate Reaction

Exactly 0 . 0050 mole of each is dissolved in 25 ml o f distilled water and t h e solutions are mixed. Recover the precipitate that f orms, dry and weigh it . Evaporate the filtrate, dry the residue and weigh. Determine the frac tion of a mole of each of the products formed and use this to write a balanced equation with whole number coefficients.

N.B.

As a substitute for a commercial drying oven, a heat lamp may be mounted directly over the sample to be dried. Also, a number of incandescent lamps plac ed in a wooden box lined with aluminum foil also provides a good substitute .

9. A Solubility Curve

Timing

Chapter 19


Balance, beaker (400 ml), burner, pipette (10 ml), ring stand, ring , Pyrex test tubes, thermometer, wire gauze, suitable salt such as ammonium chloride, potassium nitrate.


A series of weighed samples of the salt (3 , 4, 5, 6 and 7 grams for ammonium chloride or 18, 16, 12 8 , 6, 4 grams for potassium nitrate) are added to a measured volume of water (10 ml) in test tubes and heated. Allow to coo l and record for each sample the temperature at which crystallization occurs. Plot these points on a temperature-solubility (g/100 g of water) graph and smoothly connect them to form the solubility curve.

Repeat f or other salts and compare solubility curves .

Follow-up Exercise

Place a small crystal of iodine in each of three small test tubes . Add to the three tubes water, carbon tetrachloride and ethanol r espectively to a dep th of one inch. Stopper and shake and try to account for the observa t i ons made .

10. Acids, Bases, and Neutralization

Timing

Chapter 21

ll

A. Properties of an Acid and a Base

Directions:

Take a dilute aqueous solution of an acid (solution X) and a base (solution Y) a nd perform the following tests, recording observations.

Feel Effect on ~agnesium metal

(i) (ii)

(iii) (iv)

(v)

Effect on sodium hydrogen carbonate Reaction to litmus paper Reaction to phenolphthalein indicator

Comment on the identity of solution X andY.

B. Reactions of Metals with Acids

Directions:

In small test tubes, observe and compare the reactions of dilute and concentrated sulfuric acid a nd the reactions of dilute and concentrated hydrochloric acid with

(i) a folded square of aluminum foil ( ii) a strip of magnesium ribbon

(iii) a strip of copper foil (iv) a piece of iron

(v) a piece of zinc

t esting each one with a burning splint after 2 minut es .

Of the five metals, which react with acids and in what order i n terms of rate of reaction?

C. Neutralization

Directions:

Prepare solutions of l.OM HCl and l.OM Na2C03 . Place 25 ml of l.OM Na2C03 i n a 100 ml beaker and add two dropsof phenolphthalein indicator .

Add l.OM HCl solution from a burret or graduated cylinder to the contents of the beaker and record the volume of acid used to neutralize .

Then add as much again of the acid and note any reac tions .

Find how many moles of dissolved Na2C03 were used and how moles of dissolved HCl were required. Write equat i ons for any reactions involved.

Repeat usin g 25 ml of NaOH instead of Na2 co3

1 2

11. Reactions of Metals

Timing

This experiment could include reactions taken from different parts of the course, but particularly Chapters 12, 13 and 21.


Depends on the reactions to he studied but students will need test tubes, droppers, burner, ring stand, ring, wire gauze, beakers, wood splint, phenolph t halein , different metals such as magnesium, iron, copper, aluminum, lead, and zinc.

CAUTION: For active metals such as sodium, potassium and calcium the reactions should be performed as demonstrations using only small samples .

For comparison purposes, reactions of such non-metals as phosphorus (demonstrated), sulfur, and carbon could be i ncluded where appropriate.


Select from numerous examples such as

(i) Reaction of metals with oxygen (air).

(ii) Reaction of metals with water.

(iii) Reaction of metals with acids and others to illustrate

(a) the mole concept.

(b) weight relations in chemical reactions.

(c) different activities of metals.

(d) some of the clues one looks for in deciding whether a chemical reaction has occurred (precipitate, formation of a gas, color change, heat absorbed or evolved).

Text:

Chapter

9

14

15

19

20

21

22

23

4

5

24

26

29

38

18

1 3

CHEMISTRY

GRADE XI

Modern Chemistry by Dull, Metcalfe and Williams

Content

The Gas Laws -

Molecular Composition of Gases

Volume Relations in Chemical Reactions-

Solution and Crystallization (1971 only)

Theory and Ionization

Acids, Base and Salts (Include Part 3 - Standard Solutions)

Equilibrium (Include Part 2 of Chapter 12 and Solution Equilibrium from Chapter 19)

Oxidation-Reduction Reactions(Sections 1, 2, 3 and 4 only)

Atomic Theory and Atomic Structure

(A more modern view of atomic structure; introduce idea of orbitals)

The Periodic Law

Sodium (Relate to the Periodic Table)

The Halogen Family -

The Atmosphere (Section 3 only)

Natural Radioactivity (after 1971)

Hydrocarbons

14

Experiments Grade XI

This brief outline of specific experiments is not intended as a substitute for the more detailed instructions of a laboratory manual. Teachers who are not familiar with particular experiments should check all details from the recommended student and teachers' lab manuals.

Metcalfe, Williams and Castka

"Laboratory Experiments in Chemistry" - Holt, Rinehart

and Winston, 1970 edition

(Abbreviated M, W & C manual)

and Schaff, Niedfeldt and Brawders

"Semimicro Experiments for the Chern Study Program"

D. C. Heath and Company (1966 edition)

(Abbreviated S, N & B manual herein)

15 1. The Behavior o f Gase s

A. The Gas Laws

Timing: Chapter 9

Apparatus and Mater ials: As described in Experiment #12

M, W & C us ing a capillary tube for the P-V relationship

a nd the Charles' Law tube assembly for the V-T relationship.

Suggested Act i vities

As in Experiment #12 (M, W & C)

As an alternative for investigating the P-V relationship,

a large , plastic hypodermic syringe with the point seal ed

i n a rubber stopper may be used. The syringe is clamped

into position with the rubber stopper resting on the base

of the stand. Student text books are one by one balanced

on the plunger to vary the pressure and volume readings

are take n from the scale on the syringe . The plots of 1

Pvs V and Pv s V are obtained as usual.

N. B. Hospitals usually discard these syringes after use

so that a supply should be available locally .

B. The Weight of Equal Volumes of Gases

Relative Molecular Weights (The "baggie" experiment )

Ti ming: Chapter 14

Appa r atus and Materi als: One-hole rubber s topper , p lasti c

bags, medicine dropper, balance (weigh . t o nearest 0 .01 g ram)

sources of di fferent gases such as oxygen, carbon dioxide,

helium, nitr oge n , and compressed air.

1 6

Suggested Activities:

Gather the mout h of the plastic bag around the rubber

stopper and hold into place with an elastic band . Pu sh

the tapered e nd of the glass dropper into the hole o f

the stopper a nd fill with a sample gas to determine its

weight at room p r essure. Repeat for the othe rs and then

find the vol ume by squeezing compressed air from it into

a large glass jar inverted into water (displa c e ment method).

Compar e the weights, taking into account the effect of

buoyancy and establish a scale of relative molecular

weights.

N.B. I nstead of commercial gas cylinders, auto inner

tubes filled with gases obtained locally from garages,

hospitals, industrial plants, etc. will serve the same

purpose.

2. Determination of the Molar Volume of a Gas

Timing: Chapter 14

Apparatus and Materials:

17

Balance, 400 ml beaker, burner, buret clamp, 500 ml. flask,

glass and rubber tubing, graduated cylinder, rubber stoppers,

test tube, and thermometer.

Manganese dioxide and potassium chlorate


As in Experiment #15 of M, W and C manual by generating

oxygen from a weighed quantity of potass ium chlorate and

measuring the volume of oxygen produced by water displacement

at room T and P and then correcting to standar d conditions.

~-----------------------------------------------------------------------------------------------,

3. The Reaction of a Metal with Hydrochloric Acid

{A weight-volume problem)

Timing: Chapter 15


1 8

Balance, quart jar, 50 ml. eudiometer, graduated cylinder,

ring stand and thermometer.

Magnesium ribbon, concentrated hydrochloric acid

Su9gested Activities:

As in Experiment #14 (M, W & C) except that the mass of

a piece of magnesium ribbon {untarnished) can be found

by measuring the length of a piece with a given mass/length

ratio, the ribbon being very uniform. The molar volume

of hydrogen gas at room conditions can thus be obtained

from the volume of gas formed as the metal reacts with

HCl in the eudiometer.

19

4 . Solutions: Solubility and Conductivity

Timing: Chapter 20


Conductivity apparatus, 400 ml. beaker, wide-mouth

bottles, two evaporating dishes, ring, ring stand,

wire gauze, graduated cylinder, and test tube.

An assortment of electrolytes and non-electrolytes

for testing conductivity, and appropriate substances

to illustrate the selectivity of soluents including

benzene, carbon tetrachloride, ethanol, glycerol,

and solid iodine.


Select from Experiments #20, f22, and #24 of M, W & C

manual to demonstrate the ideas suggested in the above

title.

20

5. Determining Concentrati ons Using Indicators and Titrations

Timing: Chapter 21, Par t 3

Apparatus and Ma teria ls:

Two beaker s (150 ml .) , 2 burets, double buret clamp,

Erlenmeyer f lask, 50 ml. graduated cylinder, ring stand,

thermometer, wash bottle.

Solutions of hydrochloric acid and sodium hydroxide,

p henolphthale in.

Suggested Act i v ities :

Have s t udents prep a r e a standard solution (acid) of known

concen tration and proceed as described in Experiment #30,

Parts 1 and 2 , of M, W & C manual

6. A. Reaction Between Ions in Aqueous Solutions

(Solubility of Salts)

Timing: Chapter 21, Part 4


21

Dropper bottles, piece of plastic film such as Saran

wrap (or a glass plate) about 6 x 8 inches.

Sets of solutions and reagents in dropper bottles

(See S, N & B manual, Experiment #12, for suggestions)

Su9gested Activities

The different solutions of the set are mixed on the

scale of a large drop, two at a time, on the plastic

sheet until all the possible combinations of one set

have been tried. From the ions present, the student

deduces which of the possible ion combinations are

responsible for the precipitates and he then writes

the net ionic equation for the reaction. In this

way, he obtains some idea of the relative solubilities

of different salts.

N.B.

Students will find it helpful to orderly arrange all

the combinations in a table and mark the plastic sheet

into a grid that corresponds to the table.

B . A Follow-Up Experiment (optional)

Separation of Lead (II), Silver, Mercury (I) Ions

Interested students can see how solubility information

and a scheme of analysis may be of more practical use

by doing Experiment #56 (M, W & C manual). Here students

22

devise a method by which they can analyze an unknown

+ 2+ solution and determine the presence of Ag , Hg2

and

b2+ .

P 1ons.

23

7. A. Exothermic and Endothermic Reactions

Timing: Before Chapter 22. Reference Chapter 12 , Pa r t 2

This is a short experiment that provides a suitable

introduction for the one that follows (7.B)


250 ml beakers , 250 ml Erlenmeyer flask, thermometer,

HCl solution (6 M), NaOH soluti~D (6 M), ammonium nitrate)

Suggested Activities :

Take equal q uantities of the acid and base (75 ml) and place

them in separate beakers, recording their temperature .

Then, add the base solution to the acid and record the

highest temperature reached.

Place about 100 ml of tap water in a 250 ml Erlenmeyer

flask and record the temperature. Add a spoonful of

ammonium nitrate and swirl to dissolve. Record the highest

temperature reached. Comment on the heat effects in both

cases. Was a thermometer necessary to detect any changes?

Are these changes evidence of chemical reaction?

B. Heat of Combustion of a Candle

Timing: Same as 7.A


A small can for a calorimeter (6 to 10 o z. pop, soup or

juice can), a large can for a chimney (approx . 40 oz. such

as a large juice can) , candle mounted on a lid, 6 mm glass

rod, 2 or 3 ice cubes, ring stand, ring and thermometer

2 4


Students heat a measured quanti t y of water in the

small can with the candle and, k nowing the grams of

wax burned, and the change in temperature of the water,

they are able to calculate the heat of combustion per

gram of wax. Comments on the sources of error would

be in order.

N.B.

Large styrofoam picnic chests make excellent storage

containers for ice cubes that are brought from home.

8. The Heat of Acid - Base Reactions

Timing: With reference to Chapter 12, Part 2


25

Styrofoam cup {8 oz.), 1 beaker {250 ml), a thermometer ,

balance, solutions of hydrochloric acid and sodium

hydroxide, and, for the optional part, sclid sodium

hydroxide pellets.


Proceed as outlined in Experiment #30, Part 3 of

M,W & C manuals for the determination of the heat of

neutralization.

As an optional experiment, students ~ay determine the

heat of reaction for solid sodium hydroxide dissolving

in water and for solid sodium hydroxide reacting with

the HCl solution. A combination of these results with

the heat of neutralization above could then be used to

illustrate the additivity of heats of reaction.

And/or, the heat of reaction for the combustion of

magnesium may be determined.

9. Study of Reaction Rates

Timing: Chapter 22

26

For Apparatus, Materials, and Suggested Activities

refer to Experiment #38 (M, W & C manual)

or Experiment #15 & 16 (S, N & B manual)

27

10. Chemical Equilibrium

Timing: Chapter 22

For Apparatus , Materials and Suggested Activiti es

refer t o Experiment #39 (M , W & C)

As an optional experiment , better students might

attempt Experiment #17 (S, N & B manual) , if material s

are available.

•

28

11. A. An Investigation of Some Oxidation - Reduction Reactions

Timing: Chapter 23

For Apparatus, Materials and Suggested Activities

refer to Experiment #43 (M, W & C manual)

B. Follow-up Experiment (Optional)

The experiment on the corrosion of iron (# S, N & B

manual) shows some practical implications of a t ypical

oxidation -reduction reaction .

29

12. A. The Laborator y Preparation and Properties of a Halogen

Timing: Chapter 26

Note : The preparation and property study of iodine is

preferred over that of chlorine. In either case, th~

instructo r should perform or closely supervise the

preparation part. CAUTION: Solid iodine and its

vapor will cause burns and stains on skin or clothing.

Its vapor is poisonous and even small quantities will

irritate the mucous membrances if inhaled. Avoid

unnecessary contact .

For Apparatus, Materials and Suggested Activities

refer to Experiment #65 (Iodine)

or to Experiment #64 (Chlorine}

B. Follow- Up Experiment (Optional) •

Pe rform a series of tests that will identify the halide

- -ions F , Cl , Br and I .

(See Experiment #66 (M, W, & C manual)

N.B. If an electrolysis cell is available (U-tube ,

graphite electrodes, 6 or 12 volt source ), then these

free halogen gases can be more safely prepared by the

elec trolysis of such salts as NaCl, NaBr and Nai solutions.

•

30

13. The Laboratory Preparation and Properties of Hydrogen Chloride

Timin~: Chapter 26

~aratus a n d Materials:

Balance , 250 ml beaker, burner, clamp, Florence Flask

(250 ml), funnel tube, glass tubing, graduated cylinder,

iron ring, rubber stoppers, test tubes, and wire gauze.

Ammonium hydroxide, copper turnings, iron filings, litmus

papers, magnesium ribbon, nitric acid, sodium chloride,

splints , sulfuric acid, mossy zinc, silver nitrate.


Prepare hydrogen chloride by treating the halide salt

(NaCl ) with concentrated sulfuric acid, collect as a

gas and in aqueous solution, and perform the usual

tests for checking its physical and chemical properties .

•

31

CHEMISTRY - SPECIAL PROGRAM

This course may only be offered in schools approved for the purpose by the Division of Instruction. Teachers of the cour3e are required to have attended the Summer Institute for Chemistry Teachers offered by Memorial University, or some similar course dealing with CHEM STUDY and the modern approaches to science teaching . School boards are required to provide adequate laboratory facilities and materials for the program.

THE COURSE OF STUDY

Text: 1. CHEMISTRY: EXPERIMENTS AND PRINCIPLES by O'Connor et al (Heath)

2. STUDENT LABORATORY MANUAL

Teachers editions of both texts are supplied to teachers of the course.

GRADE TEN

Chapter 1 - 10 inclusive in the text

Experiments 1 - 25 in the laboratory manual

GRADE ELEVEN

Chapters 11 - 18 inclusive in the text

Experiments 24 - 42 in the laboratory manual

For both grades, teachers may select from the list of experiments those that they consider most suitable; 15 experiments is considered the minimum for a years work.

1 ,

•

a curriculum guide grades 10 11 -...

Documents