0GettinG to Know Chemistry in the Community

ii
UNIT 0
0
Unit
Getting to Know
Chemistry in the
Community
LEARNING GOALS
Because Unit 0 is much shorter, goals are provided for the
entire unit. In the remainder of the text, goals are provided for
each section. Goals for each section are designed to highlight
important skills and concepts that students should master
while studying the section. Content and activities within the
section are designed to support these goals. Goals also provide
a map for possible assessments. Mention to students that they
will see goals at the start of each section and that goals are
another feature that can help them to organize and monitor
their own learning.
1.Define chemistry and recognize its presence all around you.
2.Develop a concept of community.
3.Understand the roles and responsibilities required when
working in a group.
4.Know and apply safety guidelines in the laboratory and be
able to recognize safety concerns in an investigation.
5.Begin to become familiar with the structure of investigations
within ChemCom.
6.Identify characteristics and expectations of features within
ChemCom.
7.Begin to use tools and strategies to assess your learning in
chemistry.
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 2
Using the Concept Check
Effectively
The Concept Check feature, new to this edition, should be used
mainly as a formative assessment tool (by you and by students).
Answers to Concept Check questions provide indicators of
students’ conceptual understanding as it is being developed.
Students’ responses to Concept Check questions should help
inform you about “what to do next.” If it is clear that many
students have not developed the level of conceptual understanding required by that point, you may decide to review the
concepts a little more.
For those questions based on concepts students have already
encountered in ChemCom, the Teacher’s Edition will specify
which sections provide most of the instruction. If the question
is “looking forward” to concepts yet to be developed in
ChemCom, the Teacher’s Edition will alert you to that as well.
Please keep in mind that ChemCom takes a spiral approach
to developing concepts. This Teacher’s Edition will help you
see how key concepts are developed throughout the curriculum. Concepts are developed to the point they need to be to
help students address the unit context. Students will not be
asked to learn everything about a concept at the time it is introduced, because it is likely they will revisit and learn more in a
later unit. Therefore, avoid trying to teach everything students
will need to know about a concept when it is first introduced.
This Teacher’s Edition will also give suggestions for using
Concept Checks, and specific strategies will be highlighted as
warranted. For instance, you will find suggestions for using
classroom response systems (clicker technology) with Concept
Checks 3 and 4 in Unit 1 (Section B). Concept mapping is a
suggested strategy for using Concept Check 5 in Unit 1
(Section C).
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iii
Day
1
What Learners Do
Learning
Goal(s) Section A
Answer CC 1 questions
A.1 Read section and discuss
A.2 MD Answer Part I questions in groups
HW: A.2 Part II
1
2
Section B
CQ Chalk Talk and debrief
Report out on homework
HW: Read C.1
3
Assessing
the Learning
Supporting
the Instruction
Supporting the
Learning for All
Journal answers, quality
of discussion, and group
participation
TE CC feature provides
answers, guidance, and
some interpretation
2
3
4
Discussion participation
TE CQ suggests protocol
for Chalk Talk
Section C
C.2 DS Answer questions in pairs
C.3 IM Prelab (see TE notes)
4
5
7
Safety contract, quiz,
answers to DS questions;
make sure that school
policy is addressed
TRM Safety contract, IM
handout
4
C.3 IM Investigation
HW: Complete Investigation questions
5
7
Laboratory performance
TRM IM handout
5
Section D
Answer CC 2 questions
D.1 Participate in class discussion of Figure 0.5
D.2 DS Answer questions in groups and
report out
HW: Complete Putting It All Together
6
7
Journal answers, quality
of discussion, and group
participation
3
UNIT 0
Unit Planning Guide
7
TE “Using the Figures”
feature provides ideas
and structure for ways to
elicit student thinking from
figures.
CC  Concept Check; CQ  ChemQuandary; DS  Developing Skills; IE  Interpreting Evidence; IM  Investigating Matter;
MC  Making Claims; MM  Modeling Matter; RG  Reading Guide; RI  Reflecting on the Investigation;
SS  Section Summary Questions; TRM  Teacher Resource Materials
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 3
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iv
UNIT 0
Supply List
Investigation
Density of solids and
liquids
Unit and
Section
Chemical
Amount
Needed for
Class of 24
Special Instructions
Quantity
graduated cylinder, 10 mL
12
0.C.3
distilled water
0.C.3
vegetable oil
120 mL
balance, 0.1 g
4
0.C.3
Karo syrup, light
120 mL
beaker, 250 mL
12
0.C.3
glycerin
120 mL
ruler
12
0.C.3
honey
120 mL
0.C.3
dishwashing
liquid
120 mL
0.C.3
mineral oil
120 mL
0.C.3
lamp oil
120 mL
0.C.3
metal samples
4 sets
Specific gravity metal sets
generally include aluminum,
brass, copper and steel.
(Some have lead in place of
copper.)
0.C.3
wood samples
12
Choices include balsa,
bamboo, cork, ebony, oak,
or pine.
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 4
Only some of the liquids are
needed
Equipment for
Class of 24
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1
Grid Guide
Because textbooks are static, the Book
Companion Web site will be regularly
updated with revised Multimedia Guides
and new media. The media available
include laboratory videos, computer
animations, calculation tools, online
quizzes, and online interactive diagrams.
Other supplemental materials may be
found on the Teacher’s Resource CD and
are indicated in the planning guides for
each unit.
UNIT 0
Because there are so many opportunities
for online interactive learning in conjunction with Chemistry in the Community, Sixth Edition, we will begin each
Unit with a Multimedia Guide to outline
the types of electronic media available
as companions to the text. The media
may be accessed through the Chemistry
in the Community Book Companion Web
site, or through the Teacher’s Resource
Materials.
Unit 0 MULTIMEDIA GUIDE
Media
Technology Note
Location
Density Calculator
Applet
C.3 Density of Solids and Liquids
Page 11
Link to Chalk Talk description
Web site
ChemQuandary: Visions of Community
Page 7
Please visit www.whfreeman.com/chemcom6e for the latest media updates.
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 1
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2
Unit Introduction
UNIT 0
Unit 0 introduces students to the philosophy and organization of Chemistry
in the Community, as well as the study
of chemistry. It is appropriate for the
first several days of school, even if class
rosters have not stabilized or attendance
is poor. Students who miss portions of
Unit 0 may be assigned to read and complete them on their own or simply join
the class in progress. Students should, at
least, read Section C.1 before performing
any investigations in the laboratory.
The purpose of the activities in this
unit is to start thinking about chemistry—and how it applies to their lives—
as they prepare to begin this new course.
In Sections A and B, students build
on their existing ideas about chemistry
and community and the connections
between them. They preview the scenarios within the text and consider how
knowledge of chemistry can inform their
everyday and lifelong choices. The first
opportunity to link ChemCom to their
everyday lives also occurs in Unit 0, as
students interview family members and
friends about the role of chemistry in
their lives.
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 2
JC>I
0
GETTING TO
KNOW
CHEMISTRY
IN THE
COMMUNITY
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3
UNIT 0
What is chemistry?
SECTION A
The Central Science (page 4)
How do chemists
investigate?
SECTION C
Inquiry and Investigation
(page 8)
What is community?
SECTION B
Living Within Communities
(page 7)
How is ChemCom
designed to help you learn
and apply chemistry?
SECTION D
Learning and Applying
Chemistry (page 15)
?
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 3
You are about to begin the study of chemistry, which
may change the way you look at the world around
you, including the products and resources you use,
the food you eat, and the air you breathe. What is
chemistry? How is it important in your life and in
your community?
Turn the page to begin your exploration of
Chemistry in the Community.
Section C contains an initial investigation designed to introduce the components of ChemCom investigations and
allow students to learn about safety and
basic laboratory skills.
Section D invites students to explore the
features of ChemCom and how they support learning. This explicit instruction
in textbook features helps students to
monitor their own learning and use the
text more effectively.
Unit 0 concludes with a brief Putting It
All Together. In this first culminating
activity, students combine what they
learned in Unit 0 to write a letter welcoming themselves to chemistry. This
will allow each student to set goals and
show what they have learned, as well as
provide an avenue for you to learn more
about each student as you begin the
course.
2/20/12 3:12:20 PM
4
SECTION A
Goals
Goals for Unit 0 are threefold: to develop
ideas about chemistry and community;
to begin to learn skills that will support
learning chemistry; and to understand
and effectively use the structure of
ChemCom. You may decide to discuss
goals to preview Unit 0.
P
concept check 1
The book’s first Concept Check is an
opportunity to introduce and emphasize
writing practices you plan to implement in your classroom throughout the
course. Since students encounter many
sets of requirements during the first
weeks of school, you may wish to reinforce your specific writing expectations
throughout Unit 0 and into Unit 1.
The first Concept Check asks students
to articulate why they are taking this
course and what they think “chemistry”
is. Every student has valid initial ideas
that relate to each of these Concept
Check questions. Most students have
likely taken a physical-science course
and will bring that prior knowledge to
bear. They will use a variety of technical
and nontechnical language.
A note of caution: Students who
use technical language may have a
stronger background in science, or they
may be using words they have encountered without knowing their meaning.
Throughout the course, it is important
to ask students, “What do you mean by
? Can you give me an example?” as
a way to gauge their understanding.
Implementation
Suggestions
Write these four questions on the board,
and as students enter the classroom,
instruct them to write their answers in
a journal or on a piece of paper to be
turned in to you. Emphasize that there
are no “right or wrong” answers; you
should also be explicit about what you
expect from their writing. Are two-word
answers acceptable? Do you expect
complete, grammatically correct sentences? Should the question be copied
or restated within the answer?
Once students have had enough time
to answer each question, collect their
responses. Let students know what you
will do with their responses. Some
suggestions:
• Read through student responses and
choose to discuss some of them (anonymously) the following day.
• Section A.1 uses images to solicit
student thinking about these same ideas,
and the text suggests that students talk
to each other in small groups about the
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 4
4
Unit 0 Getting to Know Chemistry in the Community
SECTION
A
THE CENTRAL SCIENCE
What is chemistry?
GOALS
Goals highlight important skills and concepts that you should master
while studying each section of the text. (In other units, you will find
goals for each section. The goals here are for all of Unit 0.) Content and
activities within each section support and lead to the section goals.
Goals can also help you to organize and monitor your learning as you
progress through the course.
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Concept Checks will help you draw out knowledge you already
have about a topic. You may be asked to refer to topics that you
studied in previous courses or in previous units. At least one
question in each Concept Check will ask about something you
have not yet studied in this course, but about which you may
have some initial ideas.
1. What motivated you to study chemistry?
2. What topics did you expect to study when you enrolled in
this course?
3. How do you use chemistry in your daily life?
4. How would you define chemistry?
questions presented. If you plan to do
this, let students know that the individual thinking they just did will help them
contribute to these discussions.
• Retain students’ initial responses to
these questions for now. Return them
to students at the end of Unit 0 or later
in the course and ask them to evaluate
their initial thinking and to modify their
answers to match their current thinking.
This provides an explicit opportunity
for students to reflect on their experiences and what they have learned and to
realize that their responses are becoming
more sophisticated and informed. Engaging students in reflecting on past work
and thinking provides them with concrete opportunities to develop their own
self-monitoring skills (metacognition).
Possible Responses
1.Expect a variety of answers, ranging
from an innate interest in chemistry
or science to a requirement for
graduation or getting into college. At
this point, it is useful for you to know
each student’s individual motivation
in order to target instruction, includ-
2/20/12 3:12:26 PM
5
5
A.1 WHAT IN THE WORLD IS
CHEMISTRY?
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PREVIEW THE ISSUES AND RELATED CHEMISTRY YOU WILL
ADDRESSINTHISCOURSE
Figure 0.1 How do
these seemingly unrelated
images—canyons, fabric,
bacteria, people—relate
to the study of chemistry?
3.Expect a variety of answers, including
“I don’t know.” If students don’t have
a strong concept of what chemistry is,
it will be difficult for them to specify
how it might be used in their daily
lives. However, most students should
be able to give two or three examples,
which may be framed within the
following contexts: cooking, cleaning,
burning gasoline or other fuels,
cleaning contact lenses, medicine,
drinking sports drinks or energy
drinks, eating or nutrition, or bathing
or washing hair.
4.Again, responses will vary. Encourage
students to write at least two or three
well-constructed sentences to address
this question even if they think that
they cannot yet define chemistry.
This section highlights the idea that
chemistry accounts for everything in
the natural and human-created world.
Chemical reactions are mentioned,
and chemistry is defined as the study
of matter and its changes. There is no
need to define these terms in more
detail at this point.
SECTION A
UNIT 0
SECTION A The Central Science
A.1 What in the World Is
Chemistry?
Using the Figures
a
Figure 0.1 Students are asked to
consider the montage of photos in
Figure 0.1. You might ask students
to write down some of their own impressions before sharing their ideas
with a partner or small group. You
could also use this activity as a way
for students to meet one another,
perhaps by introducing themselves
to the person next to them before
sharing their notes about the photos.
To stay within planning-guide recommendations, try to keep whole-class
discussion of the photos and their
connection to chemistry fairly short.
ing using and developing examples
that will be of interest to students.
2.Expect a variety of answers. This is a
question that may be influenced by a
student’s previous science course
experiences. Students may mention
topics such as the periodic table, how
chemicals react, what chemicals are,
atoms, molecules, or calculations.
Implementation suggestion: Pick a
particular topic that shows up in
many students’ responses (perhaps
“atoms” or “periodic table”). Use the
Teacher’s Edition to trace where these
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 5
ideas will be developed, then discuss
this briefly with students. This allows
you to see how one important topic is
developed according to the “spiral
approach” within ChemCom, and it
also communicates to students that
you are reading and reacting to their
Concept Check responses.
2/20/12 3:12:30 PM
6
SECTION A
A.2 Why Study
MD Chemistry?
6
Unit 0 Getting to Know Chemistry in the Community
MAKING DECISIONS
This initial Making Decisions activity
asks students to consider the benefits
of knowing chemistry in their own
lives and then to extend this question
to their friends, families, or community
members. Encourage students to talk to
as diverse a sample of people as possible in completing Part II. For instance,
students should talk to a grandparent
or other community elder whenever
possible. Support for discussing student answers to Part II is included on
the next page in the annotations to the
ChemQuandary.
A.2 WHY STUDY CHEMISTRY?
Making Decisions activities give you experience with real-life decisionmaking strategies—many related to the unit challenge. Each Making Decisions activity asks you to gather and analyze data, then propose a solution,
ask further questions, or make a supported claim.
Part I:
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MAKEALISTOFYOURANSWERS
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Answers
Student and community answers will
vary, but may resemble the following.
1.Physician or nurse: must understand
biochemistry and how medications
work.
Hairdresser: must understand how
hair treatments and products affect
human hair.
Mechanic: should understand how
lubricants and fuels work as well as
which materials are compatible.
Architect or contractor: should
understand the composition of
building materials and which
materials are compatible.
Chef: should understand the chemistry of foods and food additives.
2.Having an understanding of chemistry
would help you know whether the
byproducts of incineration were
harmful, whether the air or water
quality would be impacted, how
transportation of garbage would affect
your community, and what alternatives were available for garbage
disposal.
3.Examples of chemistry’s usefulness
to consumers would likely fall into
the following categories: cooking,
cleaning (self, hair, household,
clothing, contact lenses, and so on),
cosmetics, burning gasoline and other
fuels, medicine and pharmaceuticals,
drinking sports drinks and other
artificial beverages, and eating or
nutrition. ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 6
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2/20/12 3:12:31 PM
7
SECTION B Living Within Communities
B
LIVING WITHIN
COMMUNITIES
What is community?
CHEMQUANDARY
VISIONS OF COMMUNITY
4HE TERM community PROBABLY BRINGS SOME IMAGES
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A ChemQuandary is a puzzling, chemistry-related question or situation
designed to stimulate your thinking. A ChemQuandary often results in
more questions than answers and rarely has a single “correct” answer.
This activity is based upon the
chalk-talk protocol, modified from
the National School Reform Faculty
(http://www.nsrfharmony.org/protocol/
doc/chalk_talk.pdf).
Materials Chalk and chalkboard,
whiteboard and markers, or chart paper
and markers
SECTION B
UNIT 0
SECTION
7
Instructions In the chalk talk, you
will serve only as a facilitator. You will
give a brief explanation of the student
expectations and the time limit. To
stay within planning-guide constraints,
a time limit of 20–25 minutes is
appropriate.
Tell the students that you will be
doing a chalk talk as a brainstorming
activity. This will be conducted in complete silence. Anyone may add ideas as
they please. They can connect to another
person’s ideas by drawing a connecting
line. They can show disagreement with
an idea by drawing a connecting line
and crossing through it.
Write the question “What is community?” on the board and then give
students the markers, or leave the markers by the questions and hand out a few
markers to students to get started.
There are several ways to act as
facilitator.
1.Stand back and observe without
adding any comments or ideas to the
board.
2.Circle ideas as a way of soliciting
more information.
3.Write questions about comments
students have made.
How you act will influence the outcome.
(This is not a caution, merely a
commentary.)
Once the allotted time is up, lead a
short class discussion about the role and
definition of community for this course.
CHEMQUANDARY
Visions of Community
This ChemQuandary differs somewhat
from those in later units in that it explores students’ definition of a concept.
A typical ChemQuandary will tackle
puzzling questions, apparent contradictions, or unusual situations.
You may choose to introduce this
activity after students complete Making
Decisions A.2 and report to the class
on their homework answers. This strategy will help students tie chemistry in
Section A to community in Section B.
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 7
You might say, for example, “You went
to your ‘communities’ to gather answers
to Making Decisions A.2. What were
those communities and how did the
responses differ among and within
communities?”
Then let students know that they will
engage in a silent activity to define what
the term community means in the context of this course. During the activity,
no one may talk at all, but anyone may
add to the “discussion.”
2/20/12 3:12:33 PM
8
SECTION C
C.1 Investigating Safely
Section C provides an introduction to
investigation and inquiry in chemistry.
This section presents ChemCom’s safety
icons and lists nineteen rules of laboratory conduct. To ensure that students
read and understand these rules, they
should complete Developing Skills
C.2 on page 10. Also, an assessment of
students’ understanding of safety rules
and proper laboratory behavior is an
important component of a comprehensive laboratory safety program. Another
component of a good safety program is
a safety contract signed by students and
their parents or guardians and retained
at the school throughout the academic
year. A sample safety contract is provided on the TRM.
Emphasize the importance of safety,
including always properly wearing
safety goggles while in the chemistry
laboratory. Point out, or ask students to
find, the location of safety equipment
in your classroom or laboratory, including a safety shower, eye wash, and fire
extinguishers. Stress that the first step to
take in the event of a laboratory accident or incident—no matter how minor
it seems—is to inform the teacher. You
may also choose to discuss disposal
procedures for your school or district, or
simply let students know that laboratory
waste (except water) is not to be disposed of in sinks.
8
Unit 0 Getting to Know Chemistry in the Community
SECTION
C
How do chemists investigate?
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ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 8
INQUIRY AND
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YOUSHOULDENCOUNTERNOSAFETYPROBLEMSINTHELABORATORY#HEMICALSENSE
ISJUSTANEXTENSIONOFCOMMONSENSE3ENSIBLELABORATORYCONDUCTWILLNOT
HAPPENBYMEMORIZINGALISTOFRULESANYMORETHANAPERFECTSCOREONAWRITTENDRIVERSTESTENSURESANEXCELLENTDRIVINGRECORD4HETRUEhDRIVERSTESTv
OFCHEMICALSENSEISYOURACTUALCONDUCTINTHELABORATORY
4HEFOLLOWINGSAFETYPOINTERSAPPLYTOALLLABORATORYACTIVITY&ORYOURPERSONALSAFETYANDTHATOFYOURCLASSMATESMAKEADHERENCETOTHESEGUIDELINES
SECOND NATURE IN THE LABORATORY 9OUR TEACHER WILL POINT OUT ANY SPECIAL
SAFETYGUIDELINESTHATAPPLYTOEACHINVESTIGATION4WOSAFETYICONSAPPEARIN
YOURTEXTBOOK4HEYAPPEARATTHEBEGINNINGOFTHELABORATORYPROCEDUREBUT
APPLYTOTHEENTIREINVESTIGATION
7HENYOUSEETHEGOGGLEICONYOUSHOULDPUTONYOURPROTECTIVEGOGGLESAND
CONTINUETOWEARTHEMUNTILYOUARECOMPLETELYFINISHEDINTHELABORATORY
4HE CAUTION ICON MEANS THERE ARE SUBSTANCES OR PROCEDURES REQUIRING
SPECIALCARE3EEYOURTEACHERFORSPECIFICINFORMATIONONTHESECAUTIONS
2/20/12 3:12:35 PM
9
9
SECTION C
UNIT 0
SECTION C Inquiry and Investigation
Rules of Laboratory Conduct
1. $OLABORATORYWORKONLYWHENYOURTEACHERISPRESENT5NAUTHORIZED
ORUNSUPERVISEDLABORATORYEXPERIMENTATIONISNOTALLOWED
2. 9OURCONCERNFORSAFETYSHOULDBEGINEVENBEFORETHEFIRSTLABORATORY
INVESTIGATION"EFORESTARTINGANYLABORATORYWORKALWAYSREADAND
THINKABOUTTHEDETAILSOFYOURINVESTIGATION
3. +NOWTHELOCATIONANDPROCEDURESFORUSEOFALL
SAFETYEQUIPMENTINYOURLABORATORY
4HESESHOULDINCLUDETHESAFETY
SHOWEREYEWASHFIRSTAIDKITFIRE
EXTINGUISHERFIREBLANKETEXITSAND
EVACUATIONROUTESANDEMERGENCY
WARNINGSYSTEM
5. #LEARYOURBENCHTOPOFALLUNNECESSARYMATERIAL
SUCHASBOOKSANDCLOTHINGBEFORESTARTINGYOURWORK
a
4. 7EARALABORATORYCOATORAPRONAND
IMPACTSPLASHPROOFGOGGLESFORALL
LABORATORYWORK7EARCLOSEDSHOES
RATHERTHANSANDALSOROPENTOED
SHOESPREFERABLYCONSTRUCTEDOFLEATHER
ORSIMILARWATERIMPERVIOUSMATERIALS
ANDTIEBACKLOOSEHAIR3HORTSORSHORT
SKIRTSMUSTNOTBEWORN3EE&IGURE
Using the Figures
Figure 0.2 Question 3 in
Developing Skills C.2 (page 11)
asks students to identify specific
safety rules illustrated in this image.
An alternative to asking students
to submit individual written answers
is to engage in a class discussion.
Figure 0.2 These students are
wearing appropriate clothing for
laboratory work. Note that the lab
bench is clear of miscellaneous clutter.
6. #HECKCHEMISTRYLABELSTWICETOENSURETHATYOUHAVETHE
CORRECTSUBSTANCEANDTHECORRECTSOLUTIONCONCENTRATION
3OMECHEMICALFORMULASANDNAMESDIFFERBYONLYALETTERORA
NUMBER
7. 9OUMAYBEASKEDTOTRANSFERSOMECHEMICALSUBSTANCESFROMA
SUPPLYBOTTLEORJARTOYOUROWNCONTAINER$ONOTRETURNANYEXCESS
MATERIALTOITSORIGINALCONTAINERUNLESSAUTHORIZEDBYYOURTEACHER
ASYOUMAYCONTAMINATETHESUPPLYBOTTLE
8. !VOIDUNNECESSARYMOVEMENTANDTALKINTHELABORATORY
9. .EVERTASTEANYLABORATORYMATERIALS$ONOTBRINGGUMFOODOR
DRINKSINTOTHELABORATORY$ONOTPUTFINGERSPENSORPENCILSINYOUR
MOUTHWHILEINTHELABORATORY
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 9
2/20/12 3:12:37 PM
10
10
SECTION C
Unit 0 Getting to Know Chemistry in the Community
10. )FYOUAREINSTRUCTEDTOSMELLSOMETHINGDOSOBYFANNINGSOMEOFTHE
VAPORTOWARDYOURNOSE$ONOTPLACEYOURNOSENEARTHEOPENINGOF
THECONTAINER9OURTEACHERWILLSHOWYOUTHECORRECTTECHNIQUE
11. .EVERLOOKDIRECTLYDOWNINTOATESTTUBEVIEWTHECONTENTSFROMTHE
SIDE.EVERPOINTTHEOPENENDOFATESTTUBETOWARDYOURSELFORYOUR
NEIGHBOR.EVERDIRECTLYHEATATESTTUBEINA"UNSENBURNERFLAME
12. !NYLABORATORYACCIDENTHOWEVERSMALLSHOULDBEREPORTED
IMMEDIATELYTOYOURTEACHER
13. )NCASEOFACHEMICALSPILLONYOURSKINORCLOTHINGRINSETHEAFFECTED
AREAWITHPLENTYOFWATER)FYOUREYESAREAFFECTEDRINSEWITHWATER
IMMEDIATELYANDCONTINUEFORATLEASTTOMINUTES0ROFESSIONAL
ASSISTANCEMUSTBEOBTAINED
14. -INORSKINBURNSSHOULDBEPLACEDUNDERCOLDRUNNINGWATER
15. 7HENDISCARDINGORDISPOSINGOFUSEDMATERIALSCAREFULLYFOLLOWALL
PROVIDEDINSTRUCTIONS7ASTECHEMICALSUBSTANCESUSUALLYARENOT
PERMITTEDINTHESEWERSYSTEM
16. 2ETURNEQUIPMENTSUPPLIESAPRONSANDPROTECTIVEGOGGLESTOTHEIR
DESIGNATEDLOCATIONS
17. "EFORELEAVINGTHELABORATORYMAKESURETHATGASLINESANDWATER
FAUCETSARESHUTOFF
18. 7ASHYOURHANDSBEFORELEAVINGTHELABORATORY
19. )FYOUAREUNCERTAINORCONFUSEDABOUTPROPERSAFETYPROCEDURESASK
YOURTEACHERFORCLARIFICATION)FINDOUBTASK
C.2 Safety in the
DS Laboratory and
Everyday Life
Answers
1.Answers will vary, but may resemble
the following.
Rule 2: When planning a long road
trip, you must service your car and
think about your route before you
begin driving to prevent potential
problems.
Rule 3: Flight attendants always give
a safety briefing that includes pointing
out emergency exits and describing
how to use the oxygen masks, how to
hook your seat belt, and what to do in
case of a water landing.
Rule 4: While inline skating, many
people wear helmets and knee- and
elbow-pads.
Rule 5: Most chefs will tell you that it
is important to clear all surfaces
before beginning to cook.
Rule 6: It is easy to mix up baking
powder and baking soda, which
results in an inedible biscuit.
Rule 7: “Double dipping” (re-dipping
a chip you have put in your mouth) is
discouraged when sharing chip dip
with others. No one wants your germs
or the debris from broken chips to
contaminate the rest of the dip.
Rule 8: Horsing around in the art
studio can create havoc and you could
ruin someone else’s masterpiece.
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 10
DEVELOPING SKILLS
C.2 SAFETY IN THE LABORATORY
AND EVERYDAY LIFE
Developing Skills activities reinforce the skills, concepts, and processes
discussed and demonstrated in the preceding section. Each question has a
specific answer or set of answers. Developing Skills activities usually begin
with a sample question to model expected responses.
)F YOU UNDERSTAND THE REASONS BEHIND THEM THE SAFETY RULES LISTED IN
3ECTION#WILLBEEASYTOREMEMBERANDTOFOLLOW4OBECOMEMOREFAMILIAR
WITHTHESAFETYRULESCOMPLETETHEFOLLOWINGACTIVITIES
Rule 9: While antifreeze is brightly
colored and sweet-tasting, it is toxic
and should never be tasted.
Rule 10: There are correct techniques
for smelling everything from coffee
and perfume to wine. Directly sniffing
condiments such as horseradish,
vinegar, or hot mustard can be an
unpleasant experience.
2.Answers will vary, but may resemble
the following.
Rule 11: Contents could be superheated and splatter into your face or
the face of a classmate.
Rule 12: A small chemical spill on
the skin could become a more serious
problem if not treated properly.
Rule 13: The surface of the eyes is
very delicate and could be seriously
damaged.
Rule 14: Skin that is not immediately
cooled by running water could swell
and be more seriously burned
2/20/12 3:12:38 PM
11
11
SECTION C
UNIT 0
SECTION C Inquiry and Investigation
Sample Problem: Identify a rule similar to Safety Rule #1
that applies in everyday life.
)NMOST53STATESINEXPERIENCEDDRIVERSMUSTHAVEALICENSED
ADULTDRIVERINTHEVEHICLEWITHTHEMWHILETHEYARELEARNINGTO
DRIVE4HISISSIMILARTOREQUIRINGANEXPERIENCEDADULTSCIENTIST
INTHELABORATORYWHILELEARNINGTOINVESTIGATE
1. &OR3AFETY2ULESnIDENTIFYASIMILARRULEORPRECAUTIONTHAT
APPLIESINEVERYDAYLIFEˆFOREXAMPLEINCOOKINGREPAIRINGORDRIVING
ACARORPLAYINGASPORT
2. &OR3AFETY2ULESnBRIEFLYDESCRIBEPOSSIBLEHARMFUL
CONSEQUENCESIFTHERULEISNOTFOLLOWED
3. ,OOKAGAINAT&IGURE7HICHSAFETYRULESAREILLUSTRATEDIN
THEIMAGE
INVESTIGATING MATTER
C.3 Density of Solids
C.3 DENSITY OF SOLIDS AND LIQUIDS
Asking Questions
Scientific investigations usually begin with a question to be answered through
data gathering and experimentation. Sometimes this question will be provided, while other times you will be asked to develop the question with your
laboratory partners or classmates.
9OURTEACHERWILLDEMONSTRATETHEBEHAVIOROFSEVERALSOLIDSANDLIQUIDSWITH
WATER 9OUR GOAL FOR THIS INITIAL INVESTIGATION IS TO BE ABLE TO DETERMINE IN
ADVANCEˆTOPREDICTˆWHETHERSOLIDSANDLIQUIDSWILLFLOATORSINKWHENPLACED
ATOPWATER4HEQUESTIONFORTHISINVESTIGATIONCOULDBEPHRASEDAS(OWCAN)
PREDICTWHETHERASOLIDORLIQUIDWILLSINKORFLOATWHEN)ADDITTOWATER
IM and Liquids
In this investigation, students will calculate the density of a variety of materials and determine the effect of density
on sinking and floating behavior. This
will be the students’ first experience in
the chemistry laboratory, so it is important to set expectations for acceptable
behavior, productive discussion, and
proper clean-up. It is also important to
demonstrate using and reading balances
and graduated cylinders with accuracy
and precision.
Preparing to Investigate
Before you begin experiments, it is important to clearly outline a procedure
for gathering evidence that includes identifying the data to be collected and
the steps to be followed. In some cases, a complete or partial procedure will
be included in the investigation, but many times you will devise all or part of
the procedure with your laboratory partners or classmates
Whether the procedure is provided or devised, you will need to study it
completely before beginning. You will also need to create a system—usually a
data table—for recording the observations and measurements you will make
during the investigation.
Rule 15: Many municipalities have
limited capacities for removing
harmful materials from the sewage
system. Some chemicals can damage
the bacterial balance in waste-water
treatment facilities, which may be
costly to repair or affect water quality.
Rule 16: If materials are not properly
replaced, they may be broken or
misplaced.
Rule 17: Running water is wasteful,
but open gas lines can result in gas
leakage and the potential for fire or
explosion.
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 11
Rule 18: You may have small
amounts of dangerous chemicals on
your hands. These chemicals could
cause sickness or injury if ingested or
transferred to your eyes or nose.
Rule 19: Confusion can lead to
accidents and injury.
3.Rules 4 and 5 are illustrated in
Figure 0.2.
2/20/12 3:12:40 PM
12
SECTION C
Time 50 minutes
Materials (for 24 students working
12
in pairs)
• 12 10-mL graduated cylinders
• 12 250-mL beakers
• 12 rulers
• 4 balances
• 120 mL of 2 liquid samples, such as:
° dishwashing liquid
° glycerin
° honey
° lamp oil
° light mineral oil (or baby oil)
° light Karo syrup
° vegetable oil
• 24 solid samples (right rectangular
prisms with no dimension larger than
4 cm), such as:
° Metals: Aluminum, brass, copper,
iron (steel), lead, nickel, or zinc
° Woods: Balsa, bamboo, cork, ebony,
oak, or pine (Note: Ebony is more difficult to find, but has a density that is
greater than water, so it will sink.)
"EFOREYOUBEGINREADGathering EvidenceTOLEARNWHATYOUWILLNEEDTO
DOANDNOTESAFETYPRECAUTIONSGathering EvidenceALSOPROVIDESGUIDANCE
ABOUTWHENYOUSHOULDCOLLECTANDRECORDDATA#ONSTRUCTADATATABLEAPPROPRIATEFORRECORDINGTHEDATAYOUWILLCOLLECT)NYOURDATATABLECREATESIX
COLUMNSONECOLUMNWILLBEUSEDTOLISTTHESOLIDSANDLIQUIDSTESTEDAND
THEOTHERCOLUMNSWILLBEUSEDTORECORDEACHRESULTFORDIMENSIONSVOLUME
MASSDENSITYANDSINKINGFLOATINGBEHAVIOR
Making Predictions
In some investigations, you will predict what you think will happen as you
gather evidence. These predictions should be based on your prior experience
and will not be evaluated for correctness, but you may be asked to reflect
upon them after the investigation.
3INCEYOUHAVESOMEEXPERIENCEWITHTHEBEHAVIOROFSOLIDSANDLIQUIDS
INWATERFROMEVERYDAYOBSERVATIONSANDPRIORSCIENCECOURSESMAKEAPREDICTIONABOUTTHEDIFFERENCESINPROPERTIESTHATYOUEXPECTTOFINDBETWEEN
MATERIALSTHATFLOATINWATERANDTHOSETHATSINK7RITETHISPREDICTIONONTHE
PAGECONTAININGYOURDATATABLE
Gathering Evidence
Gathering Evidence is the core of the investigation. It contains directions,
steps, or guidance for collecting data and observations.
Part I: Investigating Liquids
1. "EFOREYOUBEGINPUTONYOURGOGGLESANDWEARTHEMPROPERLY
THROUGHOUTTHEINVESTIGATION
Safety
2. #OLLECTINDIVIDUALSAMPLESOFSOLIDSANDLIQUIDSASINSTRUCTEDBYYOUR
TEACHER
Generally, the suggested materials are
safe. This is the first experience in the
chemistry lab, so it is important to set
and enforce the rules of appropriate
clothing, goggle wear, and behavior.
Follow local guidelines for disposal of
liquids.
3. 2ECORDTHENAMEOFEACHSAMPLEINYOURDATATABLE,ABELANOTHER
ROWOFYOURDATATABLEhWATERv
4. &INDTHEMASSOFACLEANDRYM,GRADUATEDCYLINDERTOTHE
NEARESTG2ECORDTHEMASSINYOURDATATABLE
5. $ISPENSETOM,OF
YOURFIRSTLIQUIDSAMPLE
INTOTHEGRADUATED
CYLINDERWHOSEMASS
YOUJUSTMEASURED
Pre-Lab Discussion
Before the investigation begins, do the
following:
a.Discuss the role of planning in a
successful investigation.
b.Emphasize the critical role of investigations in learning and reinforcing
content.
c.Demonstrate the behavior of solids
and liquids in water as described in
Asking Questions on page 11.
d.Lead a preliminary discussion about
how to ask questions. Students will
learn much more about asking
questions in Units 1 and 2, so limit
this discussion to what students will
do for this investigation.
e.Help students develop a data table.
f. Point out to students that they will be
expected to read the lab and make a
prediction as part of their preparation
for the investigation (homework).
(Some possible student answers for
predictions include: Flat things will
float and irregular things will sink or
heavy things will sink and light things
will float.)
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 12
Unit 0 Getting to Know Chemistry in the Community
6. &INDTHEMASSOFTHE
GRADUATEDCYLINDER
CONTAININGTHELIQUID
SAMPLE
7. -EASUREANDRECORDTHE
VOLUMEOFTHELIQUID
SAMPLETOTHENEAREST
M,3EE&IGURE
g.Emphasize safety! Whatever assessment you use to evaluate safety must
be signed, along with the student/
parent safety contract, and kept by the
teacher. This will be a legal acknowledgment that the student understands
and agrees to abide by the safety rules.
Lab Tips
Specific gravity sets could be borrowed
from physics teachers. They generally
have aluminum, brass, copper, and steel,
although some sets substitute lead for
steel. Other suppliers have density sets
that include a variety of plastics and
100
100
90
90
80
Meniscus
70
60
50
40
30
20
10
0
Figure 0.3 To find the volume
of liquid
inCommunity
a
Heikkenen/Chemistry
in the
ID#111.Heik 105/H002
graduated cylinder, read
the revised
scale10/4/99,
at the
bottom 11/23/99,
HRS 8/26/99
10/28/99,11/14/99,
1/12/00, 1/27/00
of the curved part of the liquid12/16/99,
(meniscus).
wood and metal samples. Wood samples
can often be obtained from a woodworking company as part of their waste,
and employees will often cut them into
small rectangular shapes as a courtesy.
Once the solid samples are obtained,
they can be reused from year to year.
Ebony is difficult to find, but it has a
density greater than water, so it will
sink in water. Cylindrical solid samples
may be used, but students will have to
calculate volume using the formula for
volume of a cylinder, r2h.
2/20/12 3:12:44 PM
13
13
Answers
Analyzing Evidence
8. 0LACE^M,WATERINTOAM,BEAKER
9. #AREFULLYPOURTHECONTENTSOFTHEGRADUATEDCYLINDER
ATOPTHEWATERINTHEBEAKER3EE&IGURE
10. .OTEWHETHERTHELIQUIDFLOATSORSINKS
THENDISPOSEOFTHECONTENTSOFTHE
BEAKERASDIRECTEDBYYOURTEACHER
11. 2EPEAT3TEPSnFOREACHREMAINING
LIQUIDSAMPLETHENREPEAT3TEPSn
FORWATER
1.(Mass of the sample and graduated
cylinder) – Mass of graduated cylinder
 Mass of sample
2.Volume of sample = l . w . h (right
rectangular prism) or .  . r2 . h
(cylinder)
(Note: 1 cubic centimeter (cm3) 
1 mL)
3.Density  mass/volume
Expected Results
Part II: Investigating Solids
Some common liquids and their respective densities include:
12. &INDTHEMASSOFTHEFIRSTSOLIDSAMPLE
TOTHENEARESTG2ECORDTHEMASSIN
YOURDATATABLE
13. -EASURETHEDIMENSIONSˆHEIGHT
LENGTHANDWIDTHˆOFTHESOLIDSAMPLE
INCENTIMETERS
14. 0LACE^M,WATERINTOAM,
BEAKER
15. 'ENTLYPLACETHESOLIDSAMPLEATOPTHE
WATERINTHEBEAKER
16. .OTEWHETHERTHESOLIDFLOATSORSINKS
THENREMOVETHESOLIDFROMTHEBEAKER
ANDDRYOFFANYEXCESSWATER
I]ZhnbWda¹sºbZVch
¹Veegdm^bViZanºdg¹VWdji#º
SECTION C
UNIT 0
SECTION C Inquiry and Investigation
Figure 0.4 Pouring a liquid onto water.
17. 2EPEAT3TEPSnFOREACHREMAINING
SOLIDSAMPLE
18. 2ETURNTHESOLIDSAMPLESANDCLEANANDREPLACEALLEQUIPMENTAS
DIRECTEDBYYOURTEACHER
Material
Density (g/mL)
Honey
1.37
Karo syrup, light
1.32
Glycerin
1.26
Dishwashing liquid
(ultra or concentrated)
1.05
Water
1.00
Oil, corn
0.91
Alcohol, rubbing
0.87
Oil, light mineral (or baby)
0.82
Oil, lamp
0.80
19. 7ASHYOURHANDSTHOROUGHLYBEFORELEAVINGTHELABORATORY
Analyzing Evidence
The evidence gathered in some investigations requires further processing
before it is useful in answering questions. Guidance is often provided to
facilitate calculations and other analysis.
2ECALLTHATTHEFORMULAFORDENSITYISMASSDIVIDEDBYVOLUME
1. #ALCULATETHEMASSOFEACHLIQUIDSAMPLEINCLUDINGWATER2ECORDTHE
ANSWERINYOURDATATABLE
2. #ALCULATETHEVOLUMEOFEACHSOLIDSAMPLEBYMULTIPLYINGWIDTHBY
LENGTHBYHEIGHTFOREACHSAMPLE2ECORDTHEANSWERINYOURDATA
TABLE"ESURETOINCLUDEUNITS
3. #ALCULATETHEDENSITYOFEACHSAMPLE2ECORDTHEANSWERINYOURDATA
TABLE"ESURETOINCLUDEUNITS
One method of completing this
investigation would be to ask each pair
of students to evaluate one liquid and
one solid and combine their results with
another pair of students, who evaluated
a second liquid and second solid,
thereby saving some time.
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 13
Some common solids and their
respective densities include:
Material
Aluminum
Brass
Copper
Iron
Lead
Nickel
Zinc
Density (g/mL)
2.70
8.40
7.10
7.80
11.30
8.80
6.90
Common Woods
Balsa
Bamboo
Cork
Ebony
Oak
Pine
Density (g/mL)
0.12
0.33
0.25
1.20
0.85
0.45
2/20/12 3:12:48 PM
14
SECTION C
Answers
14
Unit 0 Getting to Know Chemistry in the Community
Interpreting Evidence
1.Answers will vary but should have
some logical pattern like “Most metals
have a density greater than 1.00 g/
mL” or “The density of solids is
generally greater than the density of
liquids.”
Making Claims
2.Answers should refer to the need to
know an object’s density to predict
whether it will sink or float.
3.All materials that have a density
greater than 1.0 g/mL (the density of
water) will sink and vice versa.
4.Olive oil’s density is less than that of
vinegar.
Reflecting on the Investigation
5.a.Answers should accurately reflect
students’ predictions and results.
b.The explanation should include a
reasonable justification that
matches students’ results.
6.It will still sink. Cutting an object
in half does not change its density.
7.Answer should indicate that solid
samples denser than rubbing alcohol
will sink, so the densities of the solids
and rubbing alcohol would need to be
measured or known.
8.Answer should indicate that one
would need to calculate the density
of the object using the formula for the
volume of a sphere, 4/3  . r3. Since it
is difficult to measure the radius of a
spherical object, students might
indicate that they would calculate by
measuring the distance around the
widest part of the sphere or find the
volume using liquid displacement.
(Note: The Interpreting Evidence, Making Claims, and Reflecting on the
Investigation sections contain the results of your investigation and the conclusions you draw about the results. The questions in these sections are
numbered sequentially to indicate that answers build on each other as you
think about what you observed in the investigation.)
Interpreting Evidence
The next step after analyzing evidence is to ask, “What does the evidence
mean?” Answering this question allows you to propose explanations for scientific phenomena. Questions within this section are designed to help you
think about implications of the evidence and connect it to the purpose of the
investigation.
1. 7HATPATTERNSDOYOUNOTICEINTHEDATA
Making Claims
Once data have been analyzed and interpreted, an answer to the initial question can be proposed. This answer often comes in the form of a scientific
claim. Such claims must be supported by evidence from the investigation.
2. 7HATCLAIMCANYOUMAKEABOUTWHETHERASOLIDORLIQUIDWILLSINKOR
FLOATWHENYOUADDITTOWATERNote:-AKESURETHATYOURCLAIMCAN
PREDICTSINKINGORFLOATINGINWATER
3. 7HATEVIDENCEFROMTHEINVESTIGATIONSUPPORTSYOURANSWERTO
1UESTION
4. )FASAMPLEOFOLIVEOILFLOATSATOPASAMPLEOFVINEGARWHATCANYOU
CONCLUDEABOUTTHEIRRELATIVEDENSITIES
Reflecting on the Investigation
The final task in most investigations is to reflect on what was done, think
about how your understanding has developed, and apply what was determined to other situations.
5. #ONSIDERTHEPREDICTIONTHATYOUMADEBEFORETHEINVESTIGATION
A (OWDOESYOURANSWERTO1UESTIONCOMPARETOYOURPREDICTION
B )FYOURPREDICTIONWASACCURATEEXPLAINWHYYOUWEREABLETO
MAKEANACCURATEPREDICTION)FYOURPREDICTIONWASNOTACCURATE
DESCRIBEWHATYOUWERETHINKINGWHENYOUMADETHEPREDICTION
6. #ONSIDERASOLIDOBJECTTHATSINKSINWATER)FYOUCUTTHEOBJECTIN
HALFWILLITNOWSINKORFLOAT(OWDOYOUKNOW
7. (OWCOULDYOUPREDICTTHESINKINGFLOATINGBEHAVIOROFASOLID
SAMPLEINISOPROPYLRUBBINGALCOHOL
8. (OWCOULDYOUPREDICTTHESINKINGFLOATINGBEHAVIOROFASPHERICAL
OBJECT
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 14
2/20/12 3:12:50 PM
15
SECTION
D
LEARNING AND
APPLYING CHEMISTRY
How is ChemCom designed to help
you learn and apply chemistry?
9OURENTIRELIFEHASBEENAJOURNEYINLEARNINGANDAPPLYINGNEWKNOWLEDGE
ANDSKILLS)FYOUREFLECTONHOWYOUHAVELEARNEDYOUWILLLIKELYIDENTIFY
SEVERAL PEOPLE TOOLS RESOURCES AND STRATEGIES THAT HELPED YOU INCLUDING
SKILLEDTEACHERSPARENTSBOOKS)NTERNETARTICLESHANDSONACTIVITIESDEBATES
GROUPDISCUSSIONSWRITINGANDEXPLORINGIDEASANDOBJECTS4HROUGHITALL
THOUGHyouARETHEMOSTIMPORTANTPARTOFTHELEARNINGPROCESS7HENYOU
AREMOTIVATEDTOLEARNSOMETHINGYOUFEELPRIDEINYOUREFFORTSBECAUSEYOU
KNOWTHATYOUOWNTHATKNOWLEDGEˆITISYOURSTOUSEFOREVER
9OUALREADYKNOWSOMECHEMISTRYWHETHERITISFROMTAKINGAPREVIOUS
SCIENCE COURSE OR FROM YOUR LIFE EXPERIENCES TO THIS POINT 4HE ChemCom
TEXTBOOKISANIMPORTANTTOOLBUTNOTYOURONLYTOOLFORLEARNINGMORECHEMISTRY )T HAS BEEN DESIGNED WITH YOU IN MINDˆYOUR MOTIVATIONS INTERESTS
POSSIBLE IDEAS YOU ALREADY HAVE ABOUT CHEMISTRY AND ACTIVITIES THAT WILL
ENGAGEYOUANDHELPYOUBEGINTHINKINGMORELIKEACHEMIST)NTHISSECTION
YOUWILLLEARNMOREABOUTHOWSPECIFICFEATURESWITHINChemComARESTRUCTUREDTOHELPYOURLEARNING
P
Ua`UWbfUZWU]$
1. Why is it important to study chemistry?
2. What is the purpose of laboratory investigations?
3. Reflect on your past learning experiences. Describe three
activities or strategies that seem to really help you learn.
4. Describe how you use textbooks to help you learn.
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 15
15
P concept check 2
The first two questions in this Concept
Check are designed to encourage students to reflect on what they have just
learned through reading, discussing, and
investigating. The last two questions ask
students to express their current knowledge about their own strategies for learning before engaging in activities in
Section D that will formally introduce
them to how ChemCom is designed
to help them learn. Thus, the first few
questions “look back” and the last
few questions “look ahead.” This is how
most Concept Checks throughout the
text are designed.
SECTION D
UNIT 0
SECTION D Learning and Applying Chemistry
Possible Responses
1.(Concepts developed in Sections A
and B.) By now, students have discussed and thought about why it is
important to study chemistry. Although they still have the rest of the
year to learn more chemistry and to
more fully develop their understanding of chemistry’s importance, they
should be able to connect their answer
here to some of the societal contexts
and personal reasons explored in
Concept Check 1, Making Decisions
A.1, and the ChemQuandary in
Section B. One important theme is that
studying chemistry allows students to
make better-informed decisions that
affect their own lives as well as those
in their community.
2.(Concepts developed in Section C.) The
purpose of laboratory investigations is
to collect data systematically to allow
you to make claims that answer a
scientific question.
3.(Looking ahead; student answers
will be based on their own previous
experiences.) Responses will vary.
Use this as an opportunity to discuss
students’ concept of “learning” and
why they think particular strategies
help them.
4.(Looking ahead; student answers
will be based on their own previous
experiences.) Responses will vary.
Encourage students to identify specific
strategies if they can.
2/20/12 3:12:52 PM
16
SECTION D
D.1 Learning Activities in
a ChemCom Unit
16
Unit 0 Getting to Know Chemistry in the Community
D.1 LEARNING ACTIVITIES IN A
CHEMCOM UNIT
This brief section is anchored by
Figure 0.5, addressed in Using the Figures below. Spend some time exploring
Figure 0.5 and what it means to look at
complex, information-rich figures. Doing
so will prepare students for Developing
Skills D.2.
a Using the Figures
Figure 0.5 Discuss with students
how to view and use figures and
how they can use information in
figures to help their own learning.
All numbered figures in ChemCom
are called out in a similar manner
within the text, so when students
see a figure reference, they should
either pause to look at the figure
or note to come back to it when
they get to a good stopping place.
Questions that students should
ask when they look at figures are:
What is this? What relationships
are being depicted? How does this
relate to what I’m reading? If there
are more than two ways of showing what’s going on (for instance, a
photo of a chemical reaction occurring, along with a chemical reaction
and a particulate-level representation), how do those representations
relate to each other? What questions do I still have about what this
figure is trying to convey, and what
do I need to do or know to answer
those questions?
Developing Skills D.2 provides
an explicit opportunity to connect
to this figure in Question 1e on
page 17 and Questions 2d and 4
on page 18. Question 4 focuses on
analogies.
Figure 0.5 A club sandwich
analogy for the structure of a
ChemCom unit.
9OU HAVE ALREADY ENCOUNTERED SEVERAL OF THE MAIN TITLED FEATURES IN
ChemCom)N3ECTION!YOUCOMPLETEDA-AKING$ECISIONSACTIVITY)N3ECTION#YOUCOMPLETEDA$EVELOPING 3KILLS ACTIVITY WHICH REQUIRED YOU TO
APPLYYOURKNOWLEDGEOFLABORATORYSAFETY)N3ECTION#YOUALSOPERFORMED
AN )NVESTIGATING -ATTER LABORATORY ACTIVITY !LONG THE WAY YOU COMPLETED
TWO#ONCEPT#HECKSANDA#HEM1UANDARY
&IGUREUSESAhCLUBSANDWICHvANALOGYTOILLUSTRATETHEOVERALLSTRUCTUREOFEACHChemCom UNIT%XAMINETHEFIGUREANDTHENREFERBACKTOITAS
YOUEXAMINEAChemComUNITIN$EVELOPING3KILLS$
The bread: %ACH ChemCom UNIT IS
FRAMED AND DRIVEN BY chemistryrelated issues or problemsEMBEDDED
WITHINCOMMUNITYREGIONALNATIONAL
ORGLOBALSETTINGS4HEUNITBEGINSBY
FRAMING THE ISSUE THE ISSUE IS REVISITED THROUGHOUT THE UNIT AND THE
ISSUE IS THE BASIS FOR hPUTTING IT ALL
TOGETHERvATTHEEND
The meat, cheese, and veggies:2EGULAR FEATURES THAT APPEAR THROUGHOUT
THEUNITDeveloping SkillsACTIVITIES
GIVEYOUPRACTICEAPPLYINGCHEMISTRY
IDEAS AND PROBLEMSOLVING SKILLS
Investigating Matter ACTIVITIES PROVIDE OPPORTUNITIES TO INTERACT WITH
MATTER AND TO DEVELOP YOUR INQUIRY
SKILLS Modeling Matter ACTIVITIES
MAKE ABSTRACT CHEMICAL IDEAS EASIER
TOGRASPANDREQUIREYOUTOINTERPRET
AND DRAW VISUAL REPRESENTATIONS OF
MATTER Making Decisions ACTIVITIES
GIVE YOU EXPERIENCE WITH REALLIFE
DECISIONMAKING STRATEGIESˆMANY
RELATEDTOTHEUNITSORGANIZINGTHEME
4HIS MAY MAKE THEM MORE LIKE THE
hBREADv IN THE MIDDLE OF THE UNIT
Section Summary QUESTIONS APPEAR
AT THE END OF EACH SECTION AND HELP
YOU TO REVIEW CONNECT AND EXTEND
WHATYOUHAVELEARNED
D.2 Exploring the
DS Structure of a
ChemCom Unit
The final Developing Skills section
challenges students to think about the
features of the ChemCom text. Review
the Sample Problem with students, then
create six groups and assign each group
to a ChemCom unit, beginning with
Unit 2. Students should then answer
the questions within their groups and
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 16
The condiments: Goals, Concept Check
QUESTIONSChemistry at WorkFEATURESAND
ChemQuandary PUZZLES APPEAR LESS OFTEN
THOUGH VERY REGULARLY THROUGHOUT THE TEXT
AND HELP HOLD THE ACTIVITIES AND CONCEPTS
TOGETHERˆANDMAKETHESANDWICHTASTIER
prepare to share their answers with
the class. This is a good opportunity to
practice using roles within cooperative
learning. For instance, in a group of four,
one student could be responsible for
locating items within the text, another
could be the scribe (writing answers to
questions), another the reporter (verbally
sharing results with the class), and the
fourth could be in charge of reading the
questions and keeping the group on task.
2/20/12 3:12:54 PM
17
17
DEVELOPING SKILLS
D.2 EXPLORING THE STRUCTURE OF
A CHEMCOM UNIT
4HE FOLLOWING QUESTIONS WILL HELP YOU BECOME MORE FAMILIAR WITH THE
ChemComTEXT4HEFIRSTQUESTIONADDRESSESTHECHEMISTRYRELATEDCHALLENGES
THATDRIVEEACHUNITWHEREASTHEREMAININGQUESTIONSREQUIREYOUTOFIND
DESCRIBEANDUSEVARIOUSTEXTBOOKFEATURESWITHINChemCom
Sample Problem: What is the challenge that you will address
in Unit 1? What key chemistry ideas will you need to learn more
about to complete this challenge? What is the final product that
you will be expected to create to demonstrate your knowledge of
chemistry and your solution to the problem?
4OADDRESSTHESEQUESTIONSLOOKATTHEOPENINGPAGEOF5NITTHE
-AKING$ECISIONSACTIVITIESATTHEENDOFEACHSECTIONANDTHE
0UTTING)T!LL4OGETHERATTHEENDOFTHEUNIT
4HEOPENING7EBPAGEIDENTIFIESTHE5NITCHALLENGEˆTODECIDE
WHETHERADOLLARCOINIShGREENERvTHANADOLLARBILLANDEXAMINE
THEMANYISSUESAFFECTINGUSEOFTHEDOLLARCOIN7ITHYOURCLASS
IDENTIFYANDDISCUSSSOMEOFTHEKEYCHEMISTRYIDEASTHATYOUWILL
ENCOUNTERWHILEADDRESSINGTHISCHALLENGEANDTHEFINALPRODUCT
THATYOUWILLCREATE
9OUR TEACHER WILL DIVIDE YOUR CLASS INTO SIX GROUPS %ACH GROUP WILL BE
ASSIGNEDAUNIT
1. ,OOKATTHEOPENINGPAGEOFYOURUNITTHE-AKING$ECISIONS
ACTIVITIESATTHEENDOFEACHSECTIONANDTHE0UTTING)T!LL4OGETHERAT
THEENDOFYOURUNITTHENANSWERTHEFOLLOWINGQUESTIONS
A 7HATISTHECHALLENGETHATYOUWILLADDRESSORPROBLEMYOUWILL
SOLVEINTHEUNIT
B 7HATARETHEKEYCHEMISTRYIDEASTHATYOUWILLNEEDTOLEARNMORE
ABOUTTOCOMPLETETHECHALLENGE
C (OWMIGHTYOURSOLUTIONTOTHECHALLENGEORPROBLEMIMPACTYOUR
LIFEORTHELIVESOFPEOPLEAROUNDYOU
D 7HATISTHEFINALPRODUCTTHATYOUWILLBEEXPECTEDTOCREATETO
DEMONSTRATEYOURKNOWLEDGEOFCHEMISTRYANDYOURSOLUTIONTO
THEPROBLEM
E 2EFERBACKTO&IGURE$ESCRIBEHOWTHECHALLENGEANDITS
COMPONENTSAREREPRESENTEDBYTHEBREADINTHECLUBSANDWICH
IMAGE
Answers
Answers will vary, but may resemble the
following.
1.a. Unit 2: Designing an investigation
to evaluate an air-quality claim.
Unit 3: Creating an advertisement
for an alternative energy vehicle.
Unit 4: Determining the cause of
the fish kill.
Unit 5: Deciding which company
should develop a factory in town.
Unit 6: Informing senior citizens
about radiation.
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 17
Unit 7: Carbohydrates, fats,
proteins, vitamins, minerals,
limiting reactants.
c.Unit 2: Students will be able to
evaluate claims about data collected
related to environmental problems
and, therefore, will make better
decisions.
Unit 3: Students or their friends or
families may choose alternative fuel
vehicles, which could lead the
United States to decrease use of
foreign oil and limit CO2 emissions.
Unit 4: Students will be better able
to use data to make claims and
formulate arguments. Students will
be familiar with many of the
activities that affect water quality
and make more informed decisions
about their own water uses and
those in their community.
Unit 5: Students will understand
the benefits and burdens of chemical industry and be able to make
better decisions.
Unit 6: Friends and relatives may
be more informed about uses and
safety of nuclear chemistry and be
able to make better decisions.
Unit 7: Students may change their
attitudes and habits regarding snack
foods.
d.Unit 2: A letter to concerned
parties and a scientific poster.
Unit 3: A technical brief and a car
commercial.
Unit 4: Participation in a town
meeting.
Unit 5: A letter to the editor.
Unit 6: A pamphlet and an oral
presentation designed for senior
citizens.
Unit 7: A report to the PTSA.
e.The bread surrounds the sandwich
contents and is distributed throughout the sandwich as well, much as
the challenge starts and ends the
unit and appears (often in the final
Making Decisions activity) within
each section.
SECTION D
UNIT 0
SECTION D Learning and Applying Chemistry
Unit 7: Making recommendations
for nutritious vending-machine food.
b.Unit 2: Experimental design, gas
laws, atmospheric composition,
stoichiometry.
Unit 3: Petroleum composition and
use, chemical bonding.
Unit 4: Water characteristics, water
quality, solutions and solubility.
Unit 5: Electrochemistry, nitrogenfixation, equilibrium.
Unit 6: Nuclear structure, types of
radioactive decay, balancing nuclear
reactions.
2/20/12 3:12:56 PM
18
SECTION D
2.a.Answers will vary, but may
resemble the following.
i. Developing Skills: Activities to
practice important chemistry
calculations or other skills.
ii. Investigating Matter: Laboratory
activities to explore chemistry
concepts and learn about
“doing” science.
iii. Modeling Matter: Drawing and
modeling activities to visualize
atoms and molecules.
iv. Making Decisions: Questions
that require applying chemistry
to issues or problems.
b.Answers will vary, but may
resemble the following: Investigating Matter activities will help me to
connect ideas to actual matter and
think like a scientist.
c.Answers will vary, but may
resemble the following: Modeling
Matter activities will help me to
understand particles that I cannot
see by representing these particles
in other ways.
d.All of these activities are represented by edible parts of the
sandwich. The sandwich parts
make it appealing and healthful, as
the activities make the unit interesting and effective.
3.a.Students may say that they could
review the goals regularly to see
which goals they have addressed
and which goals remain to be
addressed.
b.Students may indicate that they
could use the list to make sure that
they understand each goal.
c.Students should recognize that
Section Summary questions are
organized around statements that
relate to the goals and that Concept
Checks assess their understanding
of goals before and after studying
the ideas.
d.Students may note that all of these
features (i) lead up to the unit
project and address important unit
concepts and (ii) allow them to
check their progress and learn how
chemistry is relevant to their lives.
4.a.Students may describe an analogy
as something familiar that represents something more complex.
b.Analogies help us to relate a new
idea to something we already know,
making it easier to understand.
c.No analogy corresponds perfectly,
so parts of an analogy may not
reflect the original exactly.
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 18
18
Unit 0
Getting to Know Chemistry in the Community
2. 3OMEMAJORFEATURESWITHINChemComARE$EVELOPING3KILLS
)NVESTIGATING-ATTER-ODELING-ATTERAND-AKING$ECISIONS,OOKAT
THESEACTIVITIESWITHINYOURASSIGNEDUNITANDANSWERTHEFOLLOWING
QUESTIONS
A (
OWDOESEACHOFTHEFOLLOWINGACTIVITIESHELPYOUCOMPLETE
THEUNITCHALLENGE
I $EVELOPING3KILLS
II )NVESTIGATING-ATTER
III -ODELING-ATTER
IV -AKING$ECISIONS
B 7HATDOYOUTHINKISTHEPRIMARYPURPOSEOFTHE)NVESTIGATING
-ATTERFEATURE
C (OWCOULD-ODELING-ATTERHELPYOUUNDERSTANDNEWCHEMISTRY
IDEAS
D 7HATROLEDOTHESEACTIVITIESPLAYINTHECLUBSANDWICHANALOGY
%XPLAINTHISINYOUROWNWORDS
3. 4HEBEGINNINGOFEACHSECTIONLISTSGOALSFORCONCEPTSANDSKILLSYOU
SHOULDDEVELOPWITHINTHATSECTION%XAMINEATLEASTONEOFTHESE
LISTSINYOURUNITNote: 9OUARENOTEXPECTEDTOKNOWANDBEABLETO
DOEVERYTHINGINTHISLISTBEFOREBEGINNINGTHESECTION
A (OWCOULDYOUUSETHEGOALSTOHELPMONITORYOURLEARNINGWHILE
YOUAREWORKINGTHROUGHASECTION
B (OWCOULDYOUUSETHEGOALSTOCHECKYOURUNDERSTANDINGONCE
YOUVECOMPLETEDASECTION
C (OWARE#ONCEPT#HECKSAND3ECTION3UMMARYQUESTIONSRELATED
TOSECTIONGOALS
D (OWARE'OALS#ONCEPT#HECKS#HEM1UANDARIES#HEMISTRYAT
7ORKFEATURESAND3ECTION3UMMARYQUESTIONS
I IMPORTANTTOTHESTRUCTUREOFAChemComUNIT
II IMPORTANTTOYOURLEARNING
4. &IGUREUSESANANALOGYTOILLUSTRATETHESTRUCTUREOFAChemCom
UNIT9OUWILLENCOUNTERSEVERALANALOGIESINOTHERFIGURESANDIN
-ODELING-ATTERSECTIONS
A 7HATISYOURDEFINITIONOFANANALOGY
B (OWAREANALOGIESUSEFULWHENLEARNINGANEWIDEA
C (OWCANANALOGIESBECONFUSINGORINCOMPLETE
D 3UGGESTADIFFERENTANALOGYFORTHESTRUCTUREOFAChemComUNIT
$ESCRIBEYOURANALOGY
d.Student answers will vary, but
could include a layer cake; or ice
cream with many ingredients mixed
in; or a song with identifiable
segments, some of which are
repeated.
2/20/12 3:12:58 PM
19
19
WELCOME TO CHEMISTRY
A Putting It All Together activity concludes each of the seven units in
#HEM#OM. In these culminating activities, you will sum up, review, and
apply knowledge gained through your study of the unit. In each case, you
will produce a performance and a product to communicate and defend a
position on a science-related community issue.
A LETTER TO YOURSELF
4HROUGH THIS INTRODUCTORY UNIT YOU HAVE HAD THE OPPORTUNITY TO CONSIDER
WHATITMEANSTOBEENROLLEDINACHEMISTRYCOURSEUSINGTHEChemCom TEXTBOOK2EFLECTUPONTHEACTIVITIESINTHISUNITTHENCOMPOSEALETTERTOYOURSELF WELCOMING YOU TO THIS COURSE "E SURE THAT YOUR LETTER ADDRESSES THE
FOLLOWINGQUESTIONS
s 7HATDOEShSUCCESSvMEANFORYOUINTHISCOURSE
s 7HATWILLYOUDOINORDERTOBESUCCESSFULINCHEMISTRY
s (OWWILLYOUKNOWWHETHERYOUARESUCCESSFULINCHEMISTRY
s (OWWILLYOUCONTRIBUTETOTHEOVERALLSUCCESSOFYOURCLASSROOM
COMMUNITY
s (OWISYOURSUCCESSIMPORTANTFORTHEWELLBEINGOFTHELARGER
COMMUNITYASYOUHAVEDEFINEDITINTHISUNIT
This introductory Putting It All Together
(PIAT) differs from later PIATs in that it
is not introduced or addressed earlier in
the Unit. It shares with later PIATs the
goal of bringing together the ideas in the
unit to connect to a real-life situation.
Here, the situation is one of immediate
concern to students: How will I succeed
in chemistry?
Students are asked to consider what
success means for them and for their
communities and to communicate, in
a letter to themselves, how this will be
achieved. These letters should be kept
confidential, so that students may feel
free to share their hopes and fears for the
course. Their answers may be helpful to
you as you plan for upcoming units.
You may decide to develop a simple
rubric for this letter, or just to clarify
your expectations for students’ writing
before they begin. In either case, be sure
to let students know how they will be
evaluated and what key characteristics
should be part of the letter.
PIAT
UNIT 0
EJII>C<>I6AAID<:I=:G
Putting It All
Together
9OURLETTERISACONFIDENTIALCOMMUNICATIONBETWEENYOUANDYOURTEACHER)T
WILL BE EVALUATED FOR THOUGHTFULNESS AND THE DEGREE TO WHICH YOU ADDRESS
EACHQUESTIONWITHTHEKNOWLEDGEYOUHAVEGAINEDINTHISUNIT9OURANSWERS
MAYDIFFERFROMTHOSEOFYOURCLASSMATES
'OODLUCKANDWELCOMETOCHEMISTRY
ACS_ATE_CHEM_UNIT_0_0ii_019_ FINAL.indd 19
2/20/12 3:13:02 PM