Chemistry for all
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Chemistry For All. 2011 KSTA Conference Lisa Devillez Marshall County High School. By Session Focus. Teachers that teach several levels of chemistry courses (physical science, chemistry, honors chemistry, AP Chemistry)

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Chemistry For All

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Chemistry For All

2011 KSTA Conference

Lisa Devillez

Marshall County High School


Session Focus

  • Teachers that teach several levels of chemistry courses (physical science, chemistry, honors chemistry, AP Chemistry)

  • Save time in lab prep by using the same prep for multiple courses

3 Key Chemistry Areas from Framework

  • PS1A Structure and Properties of Matter

    • How do particles combine to form the variety of substances one observes?

      Intermolecular Forces

3 Key Chemistry Areas from Framework

  • PS1B Chemical Reactions

    • How do substances combine or change to make new substances? How does one characterize and explain these reactions and make predictions about them?

      Reaction Rates

3 Key Chemistry Areas from Framework

  • PS3D Energy in Chemical Processes and Everyday Life

    • How do food and fuel provide energy? If energy is conserved, why do people say it is produced or used?




  • “Stand-alone” topics are easiest

    • (Kinetics & Thermochemistry)

  • Topics that rely on development of foundational knowledge require more planning

    • (Intermolecular Forces)



  • Same Basic Lab – Differentiate in data analysis (Kinetics)

  • Same Basic Lab – Differentiate in post lab activities (Thermochemistry)

  • Same basic lab – Differentiate in scaffolding and depth of questions (Intermolecular Forces)


Reaction of Sodium Bicarbonate and Citric Acid

Variety of ways to collect data (mass loss, water displacement) that are suitable for all levels. Same method used for all classes.

Non-AP courses: Focus on Collision Theory and factors affecting reaction rate (more inquiry, group whiteboard presentations of results)

AP: In addition to conceptual focus, use data to determine order of reaction and suggest a rate law (method of initial rates). Calculate activation energy


Soda Can Apparatus

All courses

Specific heat of water with candle (plot m ∆T vs. time, slope ~ 4.18 to lead into Q=ms ∆T)

Flaming Cheetos Lab: burn food (Cheetos and peanuts work well) use data to calculate fat content and compare to nutritional label

Energy of fuels lab: burn different fuels (spirits burners) and calculate energy content; draw conclusions comparing data with chemical structure


Soda Can Apparatus

AP follow-up

For each of the fuels:

- use data to calculate ∆Hrxn

- write combustion equation and use ∆Hf° to calculate ∆Hrxn to compare with experimental data

- JCE ethanol conversion problem

Intermolecular Forces

  • Lab Stations

  • Students make a variety of observations and explain them in terms of attractive forces between particles

  • All courses make same observations and are asked same general questions.

  • Non-AP courses receive some scaffolding at each station and are allowed more general responses.

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