Chemistry is the newest of the big three: physics, biology and chemistry and owes a great deal of its history to the attention to detail that gave birth to physics. I define chemistry as the giving, taking and sharing of electrons. This exchange of electrons usually results in a release of energy, lots of energy. We will be studying the basics of chemistry and performing the sorts of experiments done in a regular school class/lab. Students will be expected to do work outside of the class, pay attention to detail, keep an extensive journal of experiments and observations and think outside the test tube.
Independent thinkers are encouraged to apply themselves to learning about the basic building blocks of the universe and applying that knowledge to, among other things, making ice cream.
Developed for ages 12 & up. Younger students may apply to register for this series and may be accepted if they meet ability criteria. Student must be mature, able to focus, work safely as a team and be able to work at an independent level for reading, writing and math. FRC Member Fee: *$35 per class Nonmember Fee: *$70 per class
If your student is younger than age 12 and would like to take this course, please contact us at FRC@frc.info and we will send you an abilities test that we require younger students to pass before completing a registration.
*Monthly billing is available - additional $5 per month transaction fees apply.
CAUTION: Students who misbehave in class, and or do not follow instructions or follow safe working procedures will be asked to leave the class without a refund.
East Windsor, CT
Mondays 12:30pm - 2:30pm, September 21, 2009 - June 14, 2010
9/21, 10/19, 11/16, 12/14, 1/11, 2/8, 3/15, 4/26, 5/24, 6/14
Snow Dates: 1/25, 2/22, 5/17
Charlton, MA
Tuesdays 12:30pm - 2:30pm, September 22, 2009 - June 15, 2010
ALL CLASSES CANCELED
Danvers, MA
Wednesdays 12:30pm - 2:30pm, September 23, 2009 - June 16, 2010
9/23, 10/21, 11/18, 12/16, 1/13, 2/10, 3/17, 4/28, 5/26, 6/16
Snow Dates: 1/27, 5/19
Middleborough, MA
Thursdays 12:30pm - 2:30pm, September 24, 2009 - June 17, 2010
9/24, 10/22, 11/19, 12/17, 1/14, 2/11, 3/18, 4/29, 5/27, 6/17
Snow Dates: 2/25, 5/20
Derry, NH
Marion Gerrish Community Center: 39 West Broadway, Derry, NH
Fridays 12:30pm - 2:30pm, September 25, 2009 - June 18, 2010
ALL CLASSES CANCELED
If your student is younger than age 12 and would like to take this course, please contact us at FRC@frc.info and we will send you an abilities test that we require younger students to pass before completing a registration.
Book to be purchased by parent prior to class.
Illustrated Guide to Home Chemistry Experiments
by Robert Thompson
Click on the book image to see Table of Contents
Prerequisites:
This will be an ongoing class, lasting ten months, taught at a high school level or higher. It is critical that all students attending this class have a level of maturity and independent thinking that will allow them to perform laboratory work safely and perform work (homework) without being pushed. Each class is dependant on information and learning from previous classes. These classes are all linked together. Missing or ignoring one class will cause problems later.
The class will be taught using the book mentioned above. You will need this textbook to complete this class. You will also need a journal/notebook. This can be a composition book, a three ring binder or some other book of a similar nature. The textbook asks for a book with NONREMOVABLE pages for reasons that are made clear in the textbook. I do not require that but I agree with the textbook as to why it requires such a notebook.
There are prerequisite assignments that need to be completed BEFORE the beginning of the class. Please read this assignment sheet and do as well as you can.
Students should have at least a mathematical ability up to a basic understanding of algebra. You can, if you are motivated, take a basic algebra course while taking this chemistry course. I have included a ‘math sheet’ that has the sorts of mathematics a course of this level requires.
We will be working with chemicals that can, if not handled and used properly, be hazardous. Immature and dangerous behavior in the laboratory will be ground for IMMEDIATE dismissal from the class (without refund). There are very few accidents in a chemical laboratory; there are, instead, eventualities. If you fail to follow basic safety procedures, engage in distracting or disruptive behavior, injury, or worse, is an eventuality. Please take the prerequisite work on safety VERY seriously. I do.
Keep this in mind. It will never be my intent to create, foster or alter opinions of my students other than to present them scientifically verifiable facts. If I present any opinions of my own they will NEVER be presented as anything other than an opinion and dissent and discussion will be encouraged. You need not agree with me. Agreement with me does not affect your grade. My hope is that my students will form their own opinions. Also, there will be subjects discussed that some might find distasteful. Please keep in mind basic manners and proper behavior.
Assignments: To be completed PRIOR to each class.
September
Topic: Differential solubility & Re-crystallization
Prior to Class: Read Chapter 6
Questions to be answered: (before during or after the class)
- What are mixtures, solutions and solutes?
- How are chemical and physical properties different?
- How can this basic knowledge of solutions help us to determine chemical principles?
- What happens when things don’t mix?
- Are there things that shouldn’t be mixed?
- What is periodicity? Who is Dmitri Ivanovich Mendeleev?
Laboratory Exercise: 6.1, 6.3, 6.5
Students will learn about the how chemicals can be mixed and unmixed and what this process means to basic chemistry. During the laboratory exercise students will also learn about basic techniques and equipment of chemistry by using them.
Monthly Project:
- Students should begin this month by making certain they have answered the ten questions provided in the ‘Before you do this class’ section (separate sheet) and keep up dating it. Do not throw out or permanently erase old answers. In this way you can chart your progress.
- Special attention should be paid to (http://en.wikipedia.org/wiki/Phlogiston) the Phlogiston Theory. The formulation of this theory and the eventual proof that it was incorrect is an excellent introduction into the basics of the scientific method. By special attention, students should be conversant with it and understand why it is an important milestone in the subject of chemistry.
- Students will be given opportunities to perform experiments at home and this will be encouraged. Chemistry isn’t all about dangerous explosives and poisonous gases. Chemistry is often as simple as making Mayonnaise. That’s right. Make some mayonnaise and see how that is related to this month’s topic.
- I mean it, make some mayonnaise. Then pickle something. Seriously … I am not kidding …
- At the end of each laboratory in the text there are questions to be answered. Answer them. Research those points or topics you are not familiar with. Bring questions to your teacher via the internet or to class.
- We will begin studying the Periodic Table and MSDS. On page 109 of the text there is a CAUTION which reads, in part, ‘Most solvents used in this laboratory are flammable.’ What does that mean? What does the MSDS have to say about the flammability of ‘solvents’? Well, find out!
- One of the topics we will be studying is chromatography. It is hoped that this will be an ongoing study and that you, young chemist, will be keeping good and copious notes about your endeavors. Notes? Yes, notes. You DO have a journal to keep track of your experiments, don’t you? You DID keep track of how you made your mayonnaise, didn’t you? DIDN’T YOU?
- There will be assignment sheets this month, as in all months, which will give the sorts of practice necessary to learn knew skills and keep them ‘fresh’.
October
Topic: Molar/Molal Solutions (solutions)
Prior to Class: Read Chapter 7
Questions to be answered:
- Why is the Periodic Table of Elements crucial to making solutions?
- Physics was very important to the birth of chemistry. Why would you think so?
- Why is it important to have accurate measurements of concentrations?
Laboratory Exercise: 7.1 – 7.5
Students will accurately measure chemicals then create solutions of those chemicals, properly labeled, to be used in further chemical explorations. Basic chemistry occurs in water. Students will learn the difference between ionic solutions, colloids and suspensions and how insoluble materials can be made soluble. Students will learn about how to handle potentially dangerous materials by handling them safely with the proper equipment. The term MSDS shall become second nature to the young chemists.
Monthly Project:
- Students should continue performing experiments at home. A good experiment that would go nicely with the ones we will be doing is to mix well measured amounts of corn starch with carefully measured amounts of water and see if there is any difference as the measured amounts change. I am NOT going to tell you what happens; find out yourself! And if you’re thinking ‘But what if I use baking soda or plain flour or something . . .’ then I like you’re thinking. Just clean up after yourself and take good notes. You ARE taking good notes, aren’t you?
- On page 127 of the text there is a CAUTION: Copper sulfate is moderately toxic by ingestion, inhalation, or skin contact. What does this mean? Consult your MSDS.
- What is the Mole? Is it a subterranean terror of tubers? A skin affliction? Or is it “… defined as the amount of substance of a system that contains as many "elemental entities" (e.g., atoms, molecules, ions, electrons) as there are atoms in 12 g of carbon-12.” http://en.wikipedia.org/wiki/Mole_(unit)
- Hmmm, why carbon-12, I wonder? And what is carbon – 12? What is that whole ‘12’ thingee? Is this some subtle discrimination against numbers other than ‘12’?
- Can you explain a cooking recipe where the EXACT measurement of something is CRUCIAL to the successful completion of the recipe? You can? Then do it and show us all! For instance, what would happen if you made chocolate chip cookies, or snickerdoodles for that matter, with baking powder . . . or used three or four cups of sucrose instead of 3/4ths of a cup of the sucrose? Hmmmmm . .
- There will be assignment sheets this month, as in all months, which will give the sorts of practice necessary to learn knew skills and keep them ‘fresh’.
November
Topic: Reactions
Prior to Class: Read Chapter 9
Questions to be answered:
- What is the difference between decomposition and composition reaction?
- What does a ‘balanced’ reaction mean? What if it’s unbalanced?
Laboratory Exercise: 9.1 – 9.4
Students will be combining chemicals and noting the results of their reactions to learn about chemical reactions. Students will also be learning how to name chemical components of reactions, the symbols used in chemical equations and how to balance the equations.
Monthly Project:
- On page 162 something called ‘Everyday Chemical Reactions’ are discussed. Examples are provided. Can you provide more examples? Maybe one or two more? Do so and elucidate. What does elucidate mean? Well, look it up! Use what you have learned in this section to be specific. Telling me that gasoline burns in your parent’s car is not even close to sufficient. This is a chemistry class and by the end of this month you should be able to rattle off equations like the one given below with barely a blink of your eye and a twitch of your nose:
CaCl2(aq) + 2AgNO3(aq) → Ca(NO3)2(aq) + 2AgCl(s)
- Is the equation provided above ‘balanced’? What does balancing mean? I can provide some drill sheets but I am certain you can do much better than that. For instance, this is the chemical reaction that results from burning paraffin wax:
C25H52 + O2 CO2 + H2O + Heat
- Is this ‘chemical equation’ balanced? Then balance it. And while you are at it; explain it.
- By now you have begun to name chemicals. You should begin to see some of the rules used to name compounds. There is something called IUPAChttp://www.chem.qmul.ac.uk/iupac/ - would be a good place to start on your journey in understanding this important abbrev. Or, if that is too much of read for you, then try http://www.shodor.org/UNChem/basic/nomen/index.html. There are many places that you can learn about nomenclature. For instance, what is Iron (III) oxide and why and how is it different from Iron (II) oxide?
- There will be assignment sheets this month, as in all months, which will give the sorts of practice necessary to learn knew skills and keep them ‘fresh’.
December
Topic: Reactions II
Prior to Class: Read Chapter 10
Questions to be answered:
- What are the types of chemical reactions?
- How does one balance a chemical reaction?
- What is a Redox reaction and what does it have to do with electrons?
Laboratory Exercise: 10.1 & 10.2
Let’s face it, chemical reactions are the reason people like chemistry. Sure, chemists like to study bond angles and thermodynamic subtleties, but seeing something burn and blow up is ‘cool’. We will try to avoid that here as we proceed further into the world of chemical reactions. By the end of this month, students should understand the difference between different types of chemical reactions.
Monthly Project:
- Cook something that involves a chemical reaction then use what you have learned to describe this ‘reaction’ as best you can. Use balanced equations, proper nomenclature, something called stoichiometry and MSDS. Yes, MSDS AGAIN.
- You are walking around on another planet. There are buildings and other signs of a very advanced race of intelligent life forms but no way to learn their language because everyone is gone. You walk into a classroom and you see a way to begin translating the language. How could a Periodic Table of Elements help you translate an unknown language? There is a story called ‘Omniligual’ by H. Beam Piper which deals with just this interesting story idea. Read it.
- There will be assignment sheets this month, as in all months, which will give the sorts of practice necessary to learn knew skills and keep them ‘fresh’.
- Have you been researching other chemistry sources? Doing experiments? Are you writing this all down in your chemistry journal?
January
Topic: pH (acids and bases)
Prior to Class: Read Chapter 11
Questions to be answered:
- What is an acid and what is a base and how are they related?
- Are there good pH’s and bad ones?
- What is a buffer and why is there an aspirin called Bufferin?
Laboratory Exercise: 11.1 – 11.4
Students will learn about acids and bases and what both have to do with pH and why there is no pOH and what happens when an OH meets an H. The chemistry of water is basic and important and we will learn about it here.
Monthly Project:
- Today’s project involves making cheese. To make cheese you need to curdle milk. To do that you need an acid. All of this is related to this month’s topic. Trust me. And have some cheese.
- It is easy to lie to people who do not understand the concepts one is lying about. Take pH, for instance. What does neutral pH mean? Are acids really bad for you? If neutral pH is good, is your blood neutral? If it was, what would happen to you? What does mucus have to do with all of this? Find a mass media presentation that incorrectly presents information about acids and bases and describe the error and how it needs to be corrected.
- Alkalosis and acidosis are two deadly serious conditions in the human body. Research them and use the information you learned during this month to explain your research. Research is more than ‘acidosis-baaad’. I will leave it up to you to show me you understand.
- You will note an interesting notation common to the end of most prescription drugs. It is –HCl. What does this mean? For instance, terazosin hydrochloride. What’s up with the hydrochloride part? Doesn’t ‘hydrate’ mean water?
- Here is some more information
chemical name and structural formula: (RS)-Piperazine, 1-(4-amino-6,7-dimethoxy-2-quinazolinyl)-4-[(tetra-hydro-2-furanyl)carbonyl]-, monohydrochloride, dihydrate.
- What can you tell me about this information?
A 1mg tablet contains these ingredients with the drug shown above: 1 mg tablet: corn starch, lactose, magnesium stearate, povidone and talc.
Can you explain their presence, what they are and what they might be used for? Can you write the chemical formulas for them?
Well then . . .
February
Topic: Kinetics
Prior to Class: Read Chapter 12
Questions to be answered:
- What is Kinetics? What is a catalyst?
Laboratory Exercise: 12
Students will understand that it is often the speed of a reaction that is important. A nail, rusting, is actually oxidizing in the same way a piece of paper burning is. It’s all about speed. Students will perform experiments to show how various factors affect the speed of chemical reactions and why this is important.
Monthly Project:
- Find and describe (then cook) a recipe where chemical reactions are speeded up using various chemical ‘tricks’, such as heat. Explain the cooking process using what you have learned here. Telling me that the heat makes the reaction thing go faster won’t cut the mustard. Neither will a dull knife…(hinthinthint)
- Demonstrate the use and importance of a catalyst. You can do it!
- CAUTION: Although the chemicals in this laboratory are not hazardous . . . What does this mean? Explain this ‘CAUTION’.
- There will be assignment sheets this month, as in all months, which will give the sorts of practice necessary to learn knew skills and keep them ‘fresh’.
March
Topic: Le Chatelier’s Principle
Prior to Class: Read Chapter 13
Questions to be answered:
- Who was Henry Louis Le Chatelier? Why was this principle named after him?
- What is equilibrium? What is kinetics?
- What are constants and what do they have to do with this?
- Do catalysts have anything to do with this principle or should they just go away?
Laboratory Exercise: 13
Students will learn about Le Chatelier’s Principle. Few reactions go in one direction only. There is something called equilibrium and he (or she) who can shift the might Equilibrium can change the world!
Monthly Project:
- Demonstrate, using a recipe, equilibrium in action. Explain how the recipe you chose does this feat. Get the hence to the kitchens!
- Research Henry Louis Chatelier.
- How are buffers, pH and Le Chatelier all related in one big happy family? Can you find another place where equilibria is tres important? Good. Now tell us about it.
- There will be assignment sheets this month, as in all months, which will give the sorts of practice necessary to learn knew skills and keep them ‘fresh’.
April
Topic: Gas
Prior to Class: Read Chapter 14
Questions to be answered:
- Why are gases different? Why do they have their own section?
- What do refrigerators have to do with all of this, anyway?
Laboratory Exercise: 14
Students will learn how mathematics rears its head into the hallowed halls of chemistry. The relationship between volume, pressure and temperature is easily seen and measured. Failure to understand this relationship has killed millions (though not during our class). This is applied chemistry at its finest.
Monthly Project:
- Headline: 121 Are Killed As Jet Crashes Outside Athens - A Cypriot passenger plane (Helios Flight 522) with 121 people on board crashed Sunday just north of the Greek capital, after being shadowed for 43 helpless minutes by fighters reporting that the co-pilot was slumped over the controls and that there was no sign of the pilot. The New York Times : Saturday, July 18, 2009
- What happened and why is this related to the Gas Laws?
- There is an entire organ devoted to this chapter. No, not just your brain. It is your lungs. Research your lungs and pay careful attention to the Gas Laws while you do it. Find out why, for instance, the job of an anesthesiologist isn’t always a gas. Discover why your lungs have the square footage of a tennis court. Or why does helium make you talk funny and can kill you, which isn’t funny, but is used in deep sea diving where no one talks funny unless they have a radio. Bad jokes at a hundred feet are still bad jokes.
- There will be assignment sheets this month, as in all months, which will give the sorts of practice necessary to learn knew skills and keep them ‘fresh’.
May
Topic: Thermochemistry
Prior to Class: Read Chapter 15
Questions to be answered:
- Why do chemical reactions produce or absorb heat?
Laboratory Exercise: 15
Students will observe the temperature changes that occur as chemical reactions proceed. This release or absorption of heat can be critically important.
Monthly Project:
- Find one disaster or discovery that occurred due to the loss or gain of heat energy during a chemical reaction.
- Make ice cream: completely and totally by hand. I mean use ice and the secret ingredient, salt, to freeze your ice cream mixture. You must only use hand power. No electricity, you opposed thumb sporting, tool user! In fact, make your own ice cream maker. Then, because I am really mean, eat the ice cream!
- Explain the chemistry behind a heat pack and a cold pack.
- There will be assignment sheets this month, as in all months, which will give the sorts of practice necessary to learn knew skills and keep them ‘fresh’.
June
Topic: Electrolysis of Water
Prior to Class: Read Chapter 16
Questions to be answered:
- What is electrochemistry?
Laboratory Exercise: 15
Students will combine electricity with water, collect and explosive gas, explode it and talk about what interesting experiments they have done all year, share recipes and eat some chemical reactions.
Monthly Project:
- We will create a journal that condenses all the efforts we have made during the ten months of this class and share some food.
- Discuss what special topics might be interesting now that the students have a basic understanding of chemistry.
