Name:



Grade 10 Chemistry

Guide for students

2010 - 2011

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Name________________

Albert Einstein

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"Not everything that counts can be counted and not everything that can be counted counts."

(Sign hanging in Einstein's office at Princeton)

ISM Science Safety Rules

As part of the Grade 10 Chemistry course offered at ISM you will be working in the laboratories regularly. Many laboratory activities require the use of hazardous chemicals and materials. To ensure that work in laboratories is done in a safe environment, the following rules must be followed:  

1. You must follow all safety instructions stated by your teacher. This involves wearing safety glasses/goggles and lab coats. Sometimes additional safety requirements will be required. Long hair must be tied back and no open footwear is allowed.

2. You must only do the experiment/procedure that you have been instructed to do. Do not touch any other objects/equipment/chemicals.

3. Books, purses, backpacks, etc. must be stored in an area designated by your teacher.

4. Do not do the following in a laboratory EVER: eat food, drink beverages, chew gum or run.

5. Work areas and equipment should be kept clean and tidy at all times. Bring only materials specified by your instructor to the work area.

6. Dispose of all waste materials in an appropriate manner as designated by your teacher. This means do not pour anything down the sink unless you are told to by your teacher. Do not return chemicals to their original containers unless you are specifically instructed to do so.

7. Read chemical labels very carefully. Make sure that you have the correct substance in the correct concentration. Check the label twice before removing any of the contents. Follow the instructor’s safety instructions for handling hazardous materials.

8. Never take chemicals, supplies, specimens, or equipment out of the laboratory without the knowledge and consent of your teacher.

9. Never enter a laboratory without the supervision of a teacher.

10. Never point the open end of a test tube being heated at yourself or others.

11. Always protect the balances/scales when weighing chemicals.

12. If you spill material clean it up immediately.

13. Used glassware goes in the dirty glassware container located in each laboratory.

14. Know the locations of fire extinguisher, fire blanket, eyewash, safety shower, and first aid kit.

Accidents and Injuries

1. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to your teacher immediately.

2. Water spills on the floor need to be cleaned up immediately.

3. If a chemical should splash in your eye(s) or on your skin, immediately flush with running water from the eye wash/safety shower for at least 15 minutes. Notify your teacher immediately. You must also see the doctor.

4. Treat burns immediately by putting the burned area under cold water. You must also see the doctor.

How to Be Successful in Chemistry

Chemistry is a difficult science to master. It is more than just naming compounds and putting numbers into equations. The concepts learned at one level are integrated into and expanded upon in successive levels. Being successful in chemistry depends upon

- **A sound foundation in mathematics**

- Being able to transfer theoretical knowledge to practical applications

- Being able to reason and think through multi-step problems

Suggestions For How to Study For Chemistry

1. COMPLETE ALL HOMEWORK ASSIGNMENTS AS THEY ARE ASSIGNED

- this will allow you to stay on top of things and will also give you an idea of what topics you have the most difficulty with so you know where to focus your study time.

- this also means that when it comes to studying you only need to review the material rather than learn it for the first time!

2. KNOW HOW TO USE YOUR SCIENTIFIC CALCULATOR CORRECTLY

- know how to input scientific notation or take an inverse logarithm or use brackets when necessary.

3. START STUDYING AHEAD OF TIME

- You should plan your study schedule so that you finish studying well before the exam. The evening before the exam you should be able to relax

- Break study time up into manageable blocks

- Set goals for each time block – how much material, which concepts, which topics

4. WRITE OUT A LIST OF TOPICS COVERED IN THE UNIT

- You can find this in your notes and/or textbook

5. WRITE OUT THE MAIN POINTS COVERED IN EACH TOPIC

6. BRIEFLY EXPLAIN EACH POINT IN YOUR OWN WORDS AND/OR COMPLETE A COUPLE OF PROBLEMS BASED ON THAT POINT

- It is important that this is in your own words. Copying material doesn’t help your brain make the connections that it needs to make.

- Use point form, concept maps, colors – whatever helps YOU remember the information best

7. DEFINE ANY UNFAMILIAR TERMS

8. REDO OLD QUIZZES OR ASSIGNMENTS AND/OR COMPLETE ANY REVIEW ASSIGNMENTS

9. CHECK YOUR ANSWERS WITH YOUR NOTES, THE TEXTBOOK OR THE TEACHER

THE MOST COMMON REASONS THAT STUDENTS LOSE MARKS ON CHEMISTRY EXAMS

1. Carelessness - Students often race through an examination. The faster you try to finish, the more mistakes you will make. The following are the most common errors:

- Incorrect number of significant digits

- Incorrect or missing units both in the work and in the final answer.

- Work is not shown or is not shown legibly with appropriate symbols and subscripts. We read left to right or top to bottom! If you cannot follow one of these methods when writing your answer you must number your steps.

- Manipulating a formula or conversion factor incorrectly

2. Students misinterpret the question – Read the question carefully before you try to answer.

3. The student didn’t know the information needed (including how to use a calculator correctly)– There are many excuses given by high school students for why they do not know the information covered in a course. They all relate to how the student approaches the course (attitude) or the way a student tries to study the course material.

Useful Websites

1.

The official CIE website which contains: Past papers, revision tips, study checklists, exam advice, online competitions.

2.



From the RSC - good for resources including videos on industrial process

3.

4.

BBC Bitesize Revsion → general revision → tests

5.

Very good site; also has a question facility called "Ask an Expert"!

6.

Grade 10 Course Overview

The textbook is: IGCSE Chemistry by Jim Clark (ISBN 0435966898) published by Edexcel.

The course content comprises an introduction to the following topics:

|First Semester | |

| |Second Semester |

|Measurement |Quantitative Chemistry |

|Atomic Theory and States of Matter |Rates of Reactions |

|Structure and Bonding |Organic Chemistry |

|Periodicity |Acids and Bases |

|Qualitative Chemistry |Oxidation and Reduction |

Grading System

|Category |Factors in assessment |Examples of assessment|Weight |Descriptor |

|Knowledge |Recall |Quizzes, |25% |This category assesses the student’s ability to recall |

| | |Homework Practice | |facts, structures, names, definitions and other foundational|

| | |Questions | |information necessary for understanding and applying the |

| | | | |scientific principles of this course. |

|Application and |Problem solving |Tests, |25% |This category assesses the student’s ability to apply |

|Understanding |Design |Homework Practice | |knowledge, concepts, formulae and techniques in new |

| | |Questions | |contexts. Students will solve problems by building models, |

| | | | |designing experiments, graphing data, extracting evidence |

| | | | |from data, making calculations and drawing conclusions. |

|Trans-Disciplinary-Skills|Dispositions |Safety in a lab, |25% |This category assesses the student’s ability to: |

| |Communication |Posters, | |continually become more ethical, balanced, self-directed, |

| |Personal Skills |Presentations, | |responsible, caring, and creative by: a) setting goals; b) |

| |Manipulative skills |Manipulating equipment| |planning work; c) implementing work; d) reflecting upon |

| | |accurately. | |work; and e) modifying goals and strategies. |

| | | | |communicate understanding in multiple ways such as: drawing,|

| | | | |writing, speaking, dramatizing, animating, poster-making, |

| | | | |PowerPointing, PodCasting. |

| | | | |Use Laboratory equipment competently, accurately and safely.|

| | | | | |

| | | | |Works well as a member of a team. |

|Data collection, |Making tables, |Lab reports, |25% |This category assesses the student’s ability to: |

|processing and |processing the data, |Tests (data | |1) collect sufficient relevant raw data; |

|Presentation |using data to create |interpretation | |2) record appropriate quantitative and qualitative raw data,|

| |graphs, Analysis and |questions) | |including units and uncertainties where relevant; |

| |conclusion, design and | | |3) process quantitative raw data correctly; |

| |Evaluation | | |4) present processed data appropriately. |

Homework policy

All Assessments set by the Science Department are important for your learning, and as such we want you to do them and hand them in on time. We do accept that occasionally there may be legitimate reasons why you may need more time. As such we should like to advise the following:

• Requests for an extension made the day before the due date will usually be granted without penalty, subject to an acceptable reason. Your teacher will decide upon the length of the extension offered.

• Requests for an extension made on the due date will be granted, but a 10% penalty will be applied.

• Work submitted after the rest of the class has had their work marked and returned will receive feedback, but will not normally be graded, i.e. a zero will be entered into Powerschool for this activity

• If no request has been made for an extension, 10% penalty will be applied for each class the assignment is late

Materials Needed

• Binder with loose-leaf paper and 10 dividers

• Lab Notebook (A4 size that is glued or held together by a metal spiral)

• Pen, pencil, eraser, ruler, coloured markers/pens (for labelling or underlining)

• Scientific Calculator

Personal Laptops

You are welcome to use your own laptops in my class for research, accessing my blog for an assignment, etc; however, if I catch you on Facebook, checking your grades in Powerschool, or doing something not related to my class, you will lose the privilege of using your laptop for the remainder of that particular class. If I catch you doing this another time, you will lose the privilege of using your laptop for the remainder of the year.

Chemistry Experimental Programme

All students are required to complete a Chemistry experiment programme. This is structured to cover the scientific theory and techniques required by the syllabus. It is also designed to prepare students for the programmes of study at IB level. The laboratory work completed in year 10 counts for 20% of the final grade. Students complete two types of experimental reports: short answer and formally assessed experiments.

Formally assessed reports are marked on four possible skill areas:

1. Effort

2. Design (D) – Designing/planning the experiment

3. Data Collection and Processing (DCP) – Collecting data in tables and presenting it as graphs

4. Conclusion and Evaluation (CE) – Explaining and evaluating the results of your experiment

The following labs may be done this year:

• Flame Colours

• Halogen Reactivity

• Products of Combusting Fuels

• Acidity and pH

• Identifying Ions in Salts

• Rates of Reactions

Marking Rubric for pre-IB Chemistry Lab Reports

USE THE HEADERS IN THE ORDER SHOWN IN THIS RUBRIC

| |

|General / 4 |

| | |

| |EFFORT |

|C P N |Report submitted on time with name and date on top right corner of first page. |

|C P N |Included a descriptive title that included the dependent and independent variables |

|C P N |The different sections of the report are in the correct sequence. |

|C P N |Time and care has been taken to make the report tidy and attractive overall. |

| |

|Design / 12 |

| | |

| |DEFINING THE PROBLEM |

|C P N |Stated the dependent and independent variables and chemical name [ethanol; hexane; etc] in the research question |

|C P N |Phrased hypothesis: “IF (independent variable) THEN (dependent variable) BECAUSE..” [the hypothesis is often stated it in terms of a |

| |positive/negative relationship between variables] |

| | |

| |SELECTING VARIABLES |

|C P N |Stated clearly the independent variable |

|C P N |Stated clearly the dependent variable |

|C P N |Stated clearly EACH controlled variable (at least three) |

| | |

| |DEVELOPING A METHOD FOR COLLECTION OF DATA |

|C P N |Provided a complete list of all appropriate materials used (including concentrations of solutions, sizes of glassware, etc.) |

|C P N |Indicated the quantities of each material used with correct metric units |

|C P N |The step by step procedure was stated clearly; with scientific diagram of experimental set up if needed |

|C P N |Stated the measurements to be taken and the instruments with which to take them. |

|C P N |Stated clearly how EACH controlled variable was kept constant |

|C P N |Stated the number of data points collected for graphing and indicated them with correct units [e.g. 5, 10, 15, 20, 25, 30 oC] |

|C P N |Stated clearly how many times the experiment was repeated at each data point [three-five replications is enough] |

| |

|Data Collection and Processing / 12 |

| | |

| |RAW DATA |

|C P N |All raw quantitative and qualitative data (including initial appearance of reactants) recorded in a tidy, organized and properly |

| |titled table |

|C P N |Units and uncertainties for measurement are included and data has been recorded to a consistent number of decimal places |

| | |

| |PRESENTING PROCESSED DATA IN TABLE |

|C P N |Processed data are presented in tidy, organized and properly titled table |

|C P N |Columns have correct headings (independent variable to the left of the dependent variable). |

|C P N |Correct units stated in column headings. |

|C P N |All calculations are correct; example calculations are provided (e.g. average) |

|C P N |Processed data presented consistently to the correct level of precision |

| | |

| |GRAPH OF PROCESSED DATA |

|C P N |The graph has a proper title (with dependent and independent variables included) |

|C P N |Each axis is labelled properly with the correct units and variable (independent variable on x-axis; dependent variable on y-axis) |

|C P N |Each axis has an appropriate scale (i.e., the data are nicely spread using the full space available). |

|C P N |The graph is tidy; data points plotted with precision and accuracy [Bar graph for discontinuous data; line graph for continuous data] |

|C P N |A curve/line of best fit is drawn if appropriate (or not drawn if inappropriate). |

| |

|Conclusion and Evaluation / 8 |

| | |

| |CONCLUDING |

|C P N |The conclusion was stated clearly; it was valid and based on the data. |

|C P N |The conclusion was stated as either supporting or not supporting the hypothesis [e.g. The data supported the hypothesis that…] |

|C P N |The findings were explained on the basis of scientific knowledge (state textbook and internet references) |

| | |

| |EVALUATING AND IMPROVING THE INVESTIGATION |

|C P N |Explained if the experiment was repeated enough times |

|C P N |Explained if all the controlled variables were kept constant. |

|C P N |Lists procedural weaknesses and explains their significance |

|C P N |For each weakness, states a realistic and specific improvement |

|C P N |Explained if the precision and accuracy of measurements were acceptable. |

* C = Completely meets requirements (1 point); P = Partially meets requirements (1/2 point); N = Not at all (0 point)

[?] A table title is numbered and it contains the dependent and independent variables: e.g. Table 1: Volume of O2 released from potato puree solutions (250ml) at different temperatures (5, 10, 15, 20, 25, 30, 35 oC) following the addition of catalase and H2O2. Each column header contains the units in brackets: e.g. O2 released (ml/min). The units do not repeat in each row of a column. The uncertainty in the measurement must also be included; e.g. ± 0.5 oC

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