Chemistry II Honors: Description
COURSE
:SHS 2003360 Chemistry II Honors (1 credit)
COURSE DESCRIPTION
:This is a second level chemistry course including a brief review of inorganic chemistry followed by a survey of organic chemistry and biochemistry. Students who major in biology, chemistry, engineering, medical field or dental field, are required to take organic chemistry and strongly urged or required to take biochemistry in college. Most students find these courses to be very challenging. Chemistry I* Honors and Chemistry II* Honors will provide competitive preparation for the first three years of college chemistry in these majors.
Chemistry II Map(SHS)
Aug-----Safety, Matter
Sept----Matter, Symbols, Conservation of Mass & Energy, Measurement & Metrics, Density, Atomic Structure
Oct------Nomenclature, Energy, Compounds, Reaction Rates, Bonding, Equilibrium, Solubility, Polarity, Oxidation/Reduction, Molecular Shape, Kinetic Theory, Mole Concept, Gas Laws, Equations
Nov-----Water, Solutions & Concentrations, Osmosis, Acids, Bases & Salts, Nuclear Chemistry, Hydrocarbons
Dec-----Halocarbons, Alcohols
Jan-----Ethers, Aldehydes, Ketones
Feb-----Carboxylic Acids, Esters, Amines, Amides & Nitriles
March--Carbohydrates, Lipids
April----Amino Acids, Proteins, Enzymes & Antibodies
May----Nucleic Acids, The Central Dogma, Cellular Respiration, Photosynthesis
INSTRUCTOR
:
OFFICE HOURS
:8th period unless posted otherwise posted on the upper right hand corner of the board at the front of the classroom.
PREREQUISITES
:A or B in Chemistry 1 or Chemistry 1 Honors; science department chair approval. Must have completed or be currently enrolled in Algebra II or higher math.
TEXTBOOK
:Principles and Applications of Inorganic, Organic & Biological Chemistry; Caret, Denniston and Topping; second edition; Brown Publishers; 1997
REQUIRED MATERIALS:
A calculator is not required but will make your workload easier. Shoes that completely cover the foot. If you have long hair a hair tie is required.
GRADING
:CLASS WORK/LABORATORY
Computer delivered instruction is graded by computer and teacher.
Laboratory write-ups are a significant part of the grade
Homework assignments are heavily weighted in the grade average both for quality of work and progress on the work.
Organization, cleanliness, and neatness of equipment and work station.
Participation and attitude.
TESTS and QUIZZES
Open book quizzes after each chapter.
Comprehensive Exams at end of each semester.
Quizzes and tests may be taken up to 4 times. They must wait 24 hrs. between takes and only the last score counts.
Grading scale: A 94-100 B 85-93 C 75-84 D 65-74 F 0-64
SUCCESS:
The night after a chapter test read the next chapter. The following night do half of the assigned homework. Complete the homework the next night. You will be checked to see that you follow this procedure. Many students try not to read the book. It is very important that you read the whole chapter. If you follow this procedure material that is presented in class and lab activities will reinforce and expand what you learn in class. You will be able to ask questions. Thorough prelab preparation is imperative as the questions the instructor asks in the oral follow-up are chosen to make sure you completely understand the lab.
Procedures That Help Students Become Successful:
Classroom Management
-
Well-ordered Environment + Positive Academic Expectations = Effective Classroom-Time on task. 50 minutes of chemistry every day with a calendar for emphasis.
-Computers keep records of all activity.
-All rules and procedures are practiced. In the fall even getting safety glasses and aprons is practiced.
-All rules and procedures are enforced with lenient penalties.
-Environment is predictable from day to day.
-The environment is task oriented.
-The room is always ready to begin work.
-Students begin work when they enter the room.
-Computers allow students to get grades at any time.
High Expectations
-Success is attitude.
-All students are expected to master all activities.
-Randomized computer test banks allow students to retake tests.
Last score counts.
Must wait 24 hrs. between retakes.
Must correct all missed answers.
-Students tend to learn as much as their teacher expects.
-Students have been guided through the steps for success many times.
-Students can become better learners through practice.
Cooperative Learning
-Research indicates that cooperative learning leads to higher achievement for all students. No research states otherwise.
-Most groups of three have all the intellectual skills needed to solve complex problems.
-Teaching is a wonderful way to learn.
-Provides students with high support.
-Meaningful job assignments provide structure.
-Hold individuals accountable for the work of the team.
Integrated Curriculum
-No disciplines operate without knowledge and skills from another discipline.
-Chemists must communicate.
-Chemists alter the social fabric of our society through their work.
-Chemists use math.
-Chemistry is influenced by and influences human experience and this classroom tries to put chemistry in the context of human experience.
ATTENDANCE:
Be in class every day it is physically possible. SHS requires any absences to be excused. Makeup work for labs and quizzes must be made up at the instructor's earliest convenience for unavoidable absences. Work that is not made up does adversely impact your grade. Chronic absentees will be placed in their own coop team to avoid holding back others. Work for excused absences can be made up after school. Students are allowed 2 tardies per quarter before a penalty is incurred. A detention is assigned for each additional tardy. Detentions are served in room 731 from 1:45 to 2:00.
CHEATING and PLAGIARISM
:In accordance with department discipline policy. I encourage working together on labs and homework but blatant copying is cheating. Tests and quizzes are to be your own effort. Cheating carries heavy penalties.
SCHEDULE
:Calendars will be provided to help you schedule your time. How you use your time is up to you. If, however, you have not completed the work before the quiz the incomplete work will count against your grade.
MAKEUP WORK
:Work can be made up after school for excused absences. Lab work must be made up within 24 hrs. for each day of absence.
GENERAL CLASSROOM RULES
:1) Do not interfere with my teaching.
2) Do not interfere with anyone’s learning.
3) Do not endanger yourself or others.
4) Do not treat others or their property with disrespect.
SAFETY
:Safety is of the utmost importance. The lab is a very safe place if good common sense is used. The following laboratory safety rules must be followed. Note that they are applications of the four general classroom rules.
1) Safety glasses must be worn during ALL experiments.
2) A lab apron or smock must be worn to protect skin and clothes.
3) NO eating, drinking, or gum chewing in laboratory.
4) Wash hands thoroughly before leaving lab.
5) Keep your work area neat and clean. No books, clothes, or purses on tables. Clean and put away glassware and equipment as you finish using it. Clean up spills and breakage immediately. Sponge off counters before leaving lab.
6) Always listen carefully to instructions and use all precautions given during prelab discussions.
7) Know the location and use of
a. fire extinguisher
b. face wash
c. safety shower
d. fire blanket
e. sodium bicarbonate solution (for acid spills)
f. acetic acid (for caustic spills)
8) Horseplay will not be tolerated.
9) Report all accidents to the teacher.
10) Always leave the lab clean and neat at the end of the period.
11) Closed top shoes must be worn.
12) If you have long hair a hair tie must be worn when working with fire.
LAB TEAMS
:You will be assigned to a team of three students for each quarter. Your class work grade is a team grade. Make sure you encourage each other.
Major concepts/content.
The purpose of this course is to provide a rigorous study of the nomenclature, composition, properties, and changes associated with carbon containing matter.
The content should includes:
- review of major concepts from Chemistry 1 Honors
- the nature of carbon
- hydrocarbons
- halogens
- alcohols and alkoxides
- ethers
- sulfur containing compounds
- aldehydes and ketones
- carboxylic acids, anhydrides and esters
- amines, amides, and nitriles
- carbohydrates
- lipids and steroids
- proteins
- enzymes
- nucleic acids
- the central dogma
- the chemistry of photosynthesis and respiration
- glucose catabolism
Intended outcomes:
After successfully completing this course, the student will:
1. Use the scientific method to solve problems, employ metric measurements, and demonstrate safe and effective use of laboratory instruments.
2. Demonstrate proficiency for the major topics covered in first year chemistry.
3. Summarize the physical and chemical properties of carbon.
4. Name and draw structures of hydrocarbons and their geometric isomers and predict their major reactions.
5. Name and draw structures of the following classes of organic compounds, their functional groups and isomers. Explain how they are formed, discuss their physical properties and be able to predict their major reactions. They should include halogens, alcohols, alkoxides, ethers, sulfur compounds, aldehydes, ketones, carboxylic acids, anhydrides, esters, amines, amides and nitriles.
6. Name and draw the structures of the major carbohydrates, discuss their stereochemistry and predict their synthesis and hydrolysis products.
7. Name and draw the structures of simple lipids and steroids. Relate their structure and properties to their functions in living systems.
8. Describe how amino acids through peptide bonds form proteins. Describe the levels of protein structure.
9. Explain the active site of enzymes and relate it to the factors that effect them.
10. Draw the structure of a nucleotide and discuss the chemistry of the double helix.
11. Explain the chemistry of the central dogma--replication, transcription and translation.
12. Describe the role of ATP in cellular respiration and its phosphorylation through the oxidation of NADH and FADH2 via the electron transport chain.
13. Describe glycolysis and citric acid cycle and relate them to living organisms.
Special Note:
Laboratory investigations of selected topics in the content, which also include the use of scientific method, measurement, laboratory apparatus, and safety procedures, are an integral part of this course.
Course/Student Performance Standards:
After successfully completing this course, the student will be able to:
- Draw electron dot structures of simple alkanes to illustrate that carbon forms four covalent bonds.
- Recognize structural, condensed, and molecular formulas of the continuous-chain hydrocarbons containing up to ten carbon atoms.
- Given the structural formula of an alkane, name it according to IUPAC rules.
- Given the IUPAC name of an alkane, draw its structural formula.
- Name and draw structural isomers of hydrocarbons.
- Name and draw structural formulas of cycloalkanes.
- Tell whether a hydrocarbon is saturated or unsaturated.
- Identify cis and trans geometric isomers.
- Describe the bonding, chemical properties, and structure of benzene.
- Name and draw structures of simple aromatic compounds.
- Define a functional group.
- Name and draw structures of simple halocarbons.
- Contrast an addition reaction of an alkene to a substitution reaction with benzene.
- Name and draw structures of alcohols, glycols and phenols.
- Identify an alcohol as being primary, secondary, or tertiary.
- Identify the uses of some common alcohols and illustrate the synthesis of alcohols by addition and displacement reactions.
- Explain the behavior of alcohols and phenols as weak acids.
- Name and draw structures of ethers and illustrate the synthesis of an ether from a halocarbon and an alkoxide ion.
- Relate trends in boiling point and solubility to the molecular structures of hydrocarbons, halocarbons, alcohols, and ethers.
- Identify names, structures, and uses of some common thiols, thioethers, and disulfides.
- Define a polyfunctional molecule and recognize the functional groups on given polyfunctional molecule.
- Describe how an addition polymer forms.
- Name and draw structures of simple aldehydes and ketones.
- Describe the carbon-oxygen bond of the carbonyl group of aldehydes and ketones.
- Explain how intermolecular interactions of the carbonyl group affect the boiling point and water solubility of aldehydes and ketones.
- Relate the energy content of a molecule to its degree of oxidation or reduction.
- Describe the processes of oxidation and reduction in organic chemistry in terms of the loss or gain of oxygen, hydrogen, or electrons.
- Write structures for the products (if any) of the oxidation of primary, secondary, and tertiary alcohols.
- In the laboratory explore the results of Tollens' or Benedict's test on an aldehyde, a ketone, and an alpha-hydroxy ketone.
- Illustrate with equations the formation of a hydrate, a hemiacetal and an acetal, and a hemiketal and a ketal.
- State the names and uses of some important aldehydes and ketones.
- Name and draw structures of common carboxylic acids and organic acid salts.
- Relate the structure of the carboxyl group to the relatively high melting and boiling points, as well as the water solubility, of carboxylic acids.
- Explain the acidity of carboxylic acids in terms of Ka values, resonance stabilization, and R groups with different electronegativities.
- Describe, on a molecular scale, the action of soaps and detergents and explain the effects of hard water on each.
- Name and draw structures of the various forms of phosphoric acid and phosphate esters.
- Describe a phosphoryl group and write an equation showing a phosphorylation reaction.
- Name and draw the structures of simple aliphatic and aromatic amines.
- Classify an amine as primary, secondary, or tertiary.
- Name and draw structures of common aliphatic and aromatic heterocyclic amines.
- Show, with equations, how amines act as weak bases.
- Name and draw the structure of a quaternary ammonium salt.
- Name and draw structures of simple amides.
- Write equations for the preparation of amides from ammonium salts and carboxylic acid derivatives.
- Predict the products of the hydrolysis of an amides.
- Define these terms: analgesic, antihistamine, antipyretic, decongestant, hallucinogen, hypnotic, opiate, sedative.
- Recognize compounds of biochemical significance, including catecholamines, alkaloids, and barbiturates.
- Describe the process that forms condensation polymers.
- Classify a carbohydrate as a monosaccharide, disaccharide, or poly saccharide; as a triose, tetrose, pentose, or hexose; as an aldose or a ketose. Give names and structures.
- Use the terms asymmetric carbon and stereoisomer to explain what is meant by the handedness of a molecule.
- Interpret two-dimensional Fischer projection formulas of sugars as three-dimensional structures.
- State whether a sugar is in the D or L form by looking at its Fischer projection formula.
- Draw Haworth projections for the common simple sugars.
- Classify simple sugars as an alpha or beta anomer; as a pyranose or a furanose; and as a hemiacetal or a hemiketal.
- Explain the interconversion of closed-chain forms of sugars.
- Describe the formation of glycosidic bonds and the products of their hydrolysis.
- List the structure, sources, and uses of these polysaccharides: starch, amylose, amylopectin, glycogen, and cellulose.
- Draw the structures and list the sources and uses of these disaccharides: maltose, cellobiose, sucrose, and lactose.
- Predict, on the basis of molecular structure, whether a carbohydrate is reducing or non reducing.
- Characterize these lipids by source, structure, and use: waxes, triglycerides, fats, and oils.
- Describe the production of soap by saponification.
- Recognize the general structures of these three types of lipid molecules: phosphoglycerides, shpingomyelins, and glycolipids.
- Sketch sections of the liposomal bilayer in water, labeling the polar end of the lipid molecules.
- Explain the relationship between the degree of unsaturation in phospholipid molecules and membrane flexibility.
- Use the fluid mosaic model to describe the movement of lipid molecules in membranes.
- Draw the fundamental chemical structure of all steroid molecules.
- State the source and at least one function of each of these steroids or classes of steroids (most of which are hormones): cholesterol, cortisone, prednisone, aldosterone, androgens, estrogens, testosterone, progesterone, and digitoxin.
- Classify the 20 common amino acids according to their side-chain structures.
- Describe the formation of zwitterions and their effect on the properties of amino acids.
- Contrast the physiologic action of the peptides oxytocin and vasopressin and that of bradykinin and boguskinin.
- List at least four functions of proteins.
- Distinguish between simple and conjugated proteins and between fibrous and globular proteins.
- Describe the forces that help determine the chain conformation of proteins and distinguish between fibrous and globular proteins.
- State three ways to denature proteins.
- Describe the bonding and structure in these two peptide chain conformations: alpha helix and beta pleated sheet.
- Discuss the mechanism of oxygen transport by hemoglobin.
- State three properties of enzymes which show that they are catalysts.
- Use the lock and key model to explain binding and specificity in enzyme action.
- Describe the functions of coenzymes.
- Discuss the importance of assaying enzyme activity in the diagnosis of disease.
- Interpret, on a molecular scale, changes in enzyme activity which occur as a result of changing pH and changing temperature.
- Explain how induction and degradation can control enzyme concentrations in a cell.
- Compare the control mechanisms of competitive inhibition and enzyme modulation, and discuss the action of antibiotics as enzyme inhibitors.
- Define an allosteric enzyme and a pacemaker enzyme.
- Describe the action of a peptidase on a zymogen to form an active enzyme.
- Describe at least two physiologic processes which rely upon activation of zymogens.
- Show the similarities between antigen-antibody and substrate-enzyme interactions.
- Give the names and one-letter symbols for the five major nitrogen bases found in nucleic acids.
- State two differences between the molecular composition of DNA and RNA.
- Name and draw structures of nucleosides and nucleotides, and describe the bonding that joins nucleotides together in nucleic acids.
- Discuss the significance of A = T and G = C as it relates to the formation of the double-helical structure of DNA.
- Outline the processes of replication and transcription.
- Outline, with the aid of sketches, the steps of protein synthesis, indicating the function of tRNA, mRNA, ribosomes, and enzymes.
- Write the anticodon for a given codon and write the amino acid sequence of a peptide given the DNA or RNA base sequence.
- Show how the addition, deletion, or substitution of a nucleotide can result in a gene mutation.
- State the relationship between a gene mutation and a molecular disease, using sickle cell anemia as an example.
- Describe how recombinant DNA technology may someday be used to cure a molecular disease.
- Differentiate among metabolism, catabolism, and anabolism.
- Briefly describe what happens in photosynthesis and the energy and carbon cycle.
- Name the energy-transmitting molecule in nature and list its hydrolysis products.
- Explain why ATP could not be a very high-energy compound and still fulfill its role in cellular energetics.
- Outline the production of ATP in aerobic cells, showing the relationship between oxidation reactions, formation of reducing power, cellular respiration, and oxidative phosphorylation.