c(5 Chemistry Concepts Curriculum Donna Bogner Hutchinson Senior High School, 13th and Severance, Hutchinson, KS 67501 High school chemistry textbooks reflect "what the average, uninspired tradition-bound teacher will buy," according to Roher Yager, NSTA President. After teaching high school chemistry for fifteen years, the writer decided that there had to be a better way, but it had to be done with the textbooks that we had adopted, since there was no money to adopt new ones.. . and the newer editions did not offer that much improvement over the old ones. They still reflected the original "scriptures" that said that "high school chemistry shall begin with measurement and significant digits," even though this can he a sure-fire method to discourage even the most highly motivated student. One of the "commandments" must have required students to survive the odor of hydrogen sulfide hefore thev were allowed to e x ~ l o r ethe wonder of atomic ~~-~~~ structure.~kndwho decided t6at all beginning chemistry students must "reinvent the wheels of alchemy?" Analysis of students' needs, based on inventories of learning styles, student answers to pretest questions (such as asking for a written description of their mental images of the word "atom"), and post-test feedback, led the writer to develop an eight-module chemistry curriculum that encourages students to envision chemistry as a science based on general related concepts rather than a discipline composed of segmented, isolated topics. This sequence, which is based on concepts progressing in an order strikingly different from most textbooks, has been classroom tested and revised for five years. Although the program synthesizes the Chemical Bond and Chem-Study approaches, it can be used with any textbook currently adopted. Module objectives, worksheets, laboratory experiences, and module tests have been developed for both honors and general chemistry classes. The ACS-NSTA Examination in High School Chemistry is used as the final test. All concepts in Form 1981R are included as objectives in this curriculum. The module tests include laboratory experience~,essay questions, and multiple choice questions which require high level cognitive skillsanalysis, evaluation, and application. They are designed to be open-hook examinations that result in the desired wide spread of grades. "What's Burning?" (Module 1) introduces the first semester's uroeram. This module exnands the student's oh--servational and generalization techniques to include the differences between nhvsical . . . . and chemical changes - by . studying the types of energy changes occurring in a burning candle. "We're Off and Running. . . at Almost the Speed of Light" (Module 2) develops v&a images and understanding of atomic structure. Students then "Make Order out of Chaos" (Module 3) by combining the concepts of periodicity, molecular structure, and characteristics of solids. "Chemical Shorthand-and Wizardry" (Module 4) incorporates equation writine and balancing with recognition of the four basic types o i r q u a t i m i ufid prediction of prducts. ."l'here's Kg.S~f;h 'l'hinr a Free Lunch" t\Iwl~de5 ) hegins the second semester's work. This module introduces significant dieits, conversion factors, and the concept of the mile as appliid to stoichiometry and quantitative laboratory experiences. "The Hot Air Unitn-better known as the gas laws. and~"How and thermo. -Far - and ~ How Fast?"-kinetics dynamics, are the next two modules. "Equilihrium-Don't Lose Yours Now" concludes the work of the second semester. This last module treats solution-solute, phase-phase, product-reactant, and acid-base reactions as applications of the
.
-
~~~~
574
Journal of Chemical Education
Chemistry Concepts Curriculum Table of Contents I. what's Burning? A. Observations. interpretations, and Generalizations B Physical and Chemical Changes c Characteristics of Solids. Gases. Liquids D. Kinetic and Potential Energy Changes E. Model Systems F. Communication Skills, Wrinen, and Graphic ii. We're Off and Running . . . At Almost the Speed of Light A. Characteristics of stable sub-atomic particles B. ~atter-energycharacteristics of the electron C. Quantum Mechanics Theory of hydrogen atomic structure and its application to other elements 0. Electron configurations, orbital notations. electron dot notations E. ionization Energy ill. Making Order Out of Chaos A. Chemical Bonding and Stability of Chemicai Families 1) Orbital Configuratioin, valence electrons and bonding orbitals 2) Eiectronegativity 3) Directionality of bonds and shape of molecular orbitals 4) Combining power 8. Chemical Bondinq and Trends of Chemical Characteristics of Chemicai Famiiies C. Chemicai Bonding and Trends of Physical Characteristics of Chemicai Famiiies 1) Types of solids, inter- and intrblanice point anractive forces 2) Electron mobility and metallic band theory IV. Chemical Shorthand-and Wizardry A. Chemical Formulas of Binary and Tertiary Compounds B. Nomenclature of Binary and Teniary Compounds C. Predicting Products and Writing Balanced Equations 1) Direct Combination Reactions 2) Simple Decomposition Reactions 3) Single Replacement Reactions 4) Double Replacement and ionic Reactions V. There's No Such Thing as a Free Lunch A. Quantitative Laboratory Experiences 1) Measurement and significant digits 2) Computation of significant digits, uncertainties, and Conversion factors B. Stoichiometry 1) Appiication of moie definitions to balanced equations 2) Application of significant digits and conversion factors to balanced equations 3) Application of moie definitions to solution processes Vi. The Hot Air Unit A. Characteristics of an ideal Gas related to real oases B Tne qualfat re an0 qmnf l a l w resu 1s ct cnang ng fne temperature press.re, or vo .me of an enclose0 gas C App! catm oi gas la*$ano vapor prpss.re to sfo.cnoomelr c problems D. Diffusion of gases Vii. HOWFar and How Fast? A. Factors that affect Rates of Reactions B. Reaction mechanisms, activated complexes. and r a t e determining steps C. Exothermic and endothermic reactions D. Heat of activation, heat of reaction. and effect of catalysts Viii. Equiiibrium-Don't Lase Y p r s Now! A. Criteria for dynamic equilibrium B. Equilibrium constant expressions C. Qualitative and quantitative applications of the equilibrium Orincioie lo 7 ~7~ 1) Soiution-solute equilibria 2) Phase-phaseequilibria 3) Product-reactant equilibria 4) Acid-base (H+-OH-) equilibria ~
~~~~
~
equilibrium principle. See the table for more detailed contents of the curriculum. This curriculum has fully prepared students for college chemistry courses without discouraging the student who will terminate hislher science education with the completion of high school. The module format, with only eight major tests, has fostered a cooperative, rather than a competitive, learning environment for the students. Responses to students' evaluation of the curriculum have included "I feel like I'm learning for me-not the teacher;" "I am now looking for all the possibilities of correct answer-not just the right answer;" and "I want a complete answer. I'm not satisfied with getting by." Essay question topics, included in the student syllabus,
make excellent small group discussion subjects and offer a method of evaluating students' organization and verbal skills. There are also frustrations, but as one student put it, "Frustration without discouragement." Sources of frustration include the absence of memory work and the students' lack of previous experience in answering multiple concept questions and application of concepts to specific examples. Once these skills are developed, the students can enjoy the experience of "sciencing" rather than studying about science. Free copies of module 1objectives, assignments, laboratory experiences, and the module test may he obtained upon request.
Volume 60 Number 7
July 1983
575
