THEME I: STUDENTS WILL DEVELOP A MORE THOROUGH UNDERSTANDING OF CONCEPTS IMPORTANT IN GENERAL CHEMISTRY

COMPETENCY 1. Evaluate the impact of science and technology on society.

ENABLING OBJECTIVES
1-1. Assess a current, technological situation; listing underlying assumptions and consequences.
1-2. Evaluate the consequences of present courses of action.
1-3. Generate alternative actions to the present courses of action.
1-4. Select and explore specific problems and alternatives.
1-5. Evaluate specific solutions to problems and alternatives.

COMPETENCY 2. Demonstrate awareness, and proper use, of laboratory safety techniques.

ENABLING OBJECTIVES
2-1. Differentiate between safe and unsafe procedures, applications, and methods of disposal of chemicals.
2-2. Chose the appropriate safety equipment for specific laboratory situations.
2-3. Decide which safety and emergency procedures to follow in case of particular accidents including fires and hazardous material spills.
2-4. Demonstrate proper methods for carrying and moving chemicals and equipment.
2-5. Demonstrate the ability to understand and follow the safety codes on chemical containers.

COMPETENCY 3. Review the rules of chemical nomenclature for writing formulas and naming compounds

ENABLING OBJECTIVES
3-1. Identify basic differences between atoms, molecules, and ions and classify compounds as being ionic or molecular.
3-2. Write names of ionic and binary covalent compounds from their formulas using older system of prefixes and suffixes and the newer IUPAC system.
3-3. Use ion-charge method to write formulas for ionic compounds.
3-4. Write formulas for binary covalent compounds.

COMPETENCY 4. Utilize the Periodic Table to determine properties of an element, or a set of elements.

ENABLING OBJECTIVES
4-1. Describe the events leading to the modern day arrangement of the periodic table.
4-2. Describe periodic trends of the general characteristics of metals, nonmetals, and metalloids.
4-3. Experimentally determine an activity series of metals.

COMPETENCY 5. Review the categories of chemical reactions and write balanced equations for reactions.

ENABLING OBJECTIVES
5-1. Write and balance chemical equations when given reactants and products.
5-2. Classify those equations that come under the heading of synthesis, decomposition, replacement, and ionic reactions.
5-3. Predict the products of chemical reactions when given the reactants.
5-4. Define oxidation and reduction, and identify any species undergoing oxidation or reduction, and identify the oxidizing and reducing agents.
5-5. Use solubility rules to predict the formation of insoluble products, and the activity series to predict the occurrence of replacement reactions.
5-6. Simplify equations by writing net ionic equations.
5-7. Relate complete and incomplete combustion to oxidation.
5-8. Carry out examples of each kind of reaction, and write balanced equations for each.

COMPETENCY 6. Review the mole concept as related to calculations involving empirical and molecular formulas and to stoichiometry.

ENABLING OBJECTIVES
6-1. Convert numbers of atoms and molecules to masses by using the mole, and vice versa.
6-2. State the masses of atoms or molecules in terms of molar masses.
6-3. Calculate, and prepare solutions of known molarity.
6-4. Distinguish between empirical and molecular formulas.
6-5. Calculate percentage composition of a compound from its formula, and from experimental data.
6-6. Calculate empirical and molecular formulas from experimental data.
6-7. Calculate mass relationships based on balanced chemical equations.
6-8. Determine the limiting reactant, and the theoretical yield for chemical reactions.
6-9. Experimentally determine the mole ratio for a chemical reaction, and use it to determine the equation or the reaction.

COMPETENCY 7. Predict the spontaneity of reactions.

ENABLING OBJECTIVES
7-1. Define and calculate Delta H and Delta S for a reaction.
7-2. Use the Gibbs-Helmholtz equation to calculate the free energy change for a reaction.
7-3. Describe how the signs of H, S, and G relate to the spontaneity of a reaction.
7-4. Predict the spontaniety of reactions and test those predictions experimentally.

COMPETENCY 8. Describe gases in terms of the kinetic theory of gases, apply the gas laws and the Ideal Gas Equation to problems, and compare real gases to ideal gases.

ENABLING OBJECTIVES
8-1. Define pressure and relate to kinetic theory.
8-2. Describe the effect of temperature on pressure and volume of gases.
8-3. Apply mole-volume relationship of gases to gas-phase reactions.
8-4. Describe the relationship between pressure and volume of gases (Boyle's Law).
8-5. Combine Boyle's, Charles, and Avogadro's laws of gases into the ideal gas law.
8-6. Describe difussion of gases and relate to Graham's Law.
8-7. Describe mixtures of gases in terms of Dalton's Law of Partial Pressure.
8-8. Relate density of gases to molar volume and molar mass.
8-9. Describe the operation of mercury barometers.
8-10. Relate motion of molecules to the Boltzman distribution and temperature.
8-11. Compare the behavior of real gases to the ideal and relate to the van der Waals equation.
8-12. Experimentally determine the molar mass of a gas.

COMPETENCY 9. Characterize the properties of chemical systems that reach equilibrium in the gaseous phase.

ENABLING OBJECTIVES
9-1. Write the expression for K_c from the balanced equation for a reaction involving gases.
9-2. Calculate K_c from equilibrium concentrations of all species, or from original concentrations of all species and the equilibrium concentration of one species.
9-3. Predict the direction a chemical system will move to reach equilibrium when the value of K_c is known.
9-4. Predict the equilibrium concentration of one species when given those of all other species when the value of K_c is known.
9-5. Predict the equilibrium concentrations of all species when given their original concentrations and when the value of K_c is known.
9-6. Using LeChatelier's Principle, predict the effect of a change in the number of moles, volume, or temperature upon the position of an equilibrium.
9-7. Experimentally determine K_c for an equilibrium system.
9-8. Relate the standard free energy change for a reaction to the equilibrium constant.

COMPETENCY 10. Describe the properties of acids and bases.

ENABLING OBJECTIVES
10-1. Relate the acidic and basic properties of aqueous solutions to the dissociation of water.
10-2. Carry out calculations involving pH and pOH.
10-3. Compare strong and weak acids.
10-4. Compare strong and weak bases.
10-5. Predict acidity or basicity of salt solutions (cations and anions).
10-6. Write equations for reactions for reactions between strong acids-strong bases, strong acids-weak bases, and weak acids-strong bases.
10-7. Carry out acid-base titrations and write equations for the reactions.
10-8. Compare Arrhenius, Bronsted-Lowry, and Lewis theories of acids.

COMPETENCY 11. Apply properties of systems at equilibrium to dissociation of acids and bases.

ENABLING OBJECTIVES
11-1. Write the equilibrium expression for dissociation of weak acids and calculate K_a.
11-2. Calculate [H+] in solutions of weak acids when given K_a.
11-3. Calculate [H+] in buffered solutions.
11-4. Write the equilibrium expression for the dissociation of weak bases and calculate K_b.
11-5. Calculate [OH-] in solutions of weak bases when given K_a.
11-6. Relate K_a and K_b.
11-7. Experimentally determine K_a for a weak acid.

COMPETENCY 12. Describe the properties of solutions and carry out calculations related to these properties.

ENABLING OBJECTIVES
12-1. Compare unsaturated, saturated, and supersaturated solutions to equilibrium conditions.
12-2. Distinguish between electrolytes and nonelectrolytes.
12-3. Carry out calculations involving solution concentrations in mole fractions, molality, and/or molarity.
12-4. Describe the factors that affect the solubility of a solute in a particular solvent.
12-5. Determine the concentration of an unknown solution by using the Spec 20 and Beer's Law
12-6. Describe the colligative properties of solutions.
12-7. Experimentally determine the molar mass of an unknown solute by freezing point depression and boiling point elevation.

COMPETENCY 13. Identify and characterize the factors that affect reaction rate.

ENABLING OBJECTIVES
13-1. Determine the order of a reaction when given the initial rate as a function of concentration of a reaction.
13-2. Calculate, for a first order reaction, the concentration of a reactant after a given time when given the original concentration and the rate constant.
13-3. Calculate, for a first order reaction, the time required for the concentration to drop by a given amount when given the rate constant.
13-4. When given either the half-life or the rate constant for a first order reaction, claculate the other quantity.
13-5. Experimentally determine the order of a reaction.
13-6. Relate ozone depletion to CFCs and chlorine photochemistry.
13-7. Compare homogeneous with heterogeneous catalysts, and their affects on reaction rates.

COMPETENCY 14. Describe oxidation-reduction reactions.

ENABLING OBJECTIVES
14-1. Balance redox reactions by half-reaction method.
14-2. Experimentally carry out a redox titration.
14-3. Relate corrosion to oxidation-reduction and how it may be prevented.

COMPETENCY 15: Describe the principles of electrochemical reactions.

ENABLING OBJECTIVES
15-1. Compare voltaic with electrolytic cells.
15-2. Use the Nernst equation to calculate voltages of cells and half-cells.
15-3. Use standard reduction voltages to calculate voltages of cells or electrodes.
15-4. Experimentally determine cell/half-cell voltages of voltaic cells.
15-5. Experimentally determine the products of electrolytic cells.

THEME II: STUDENTS WILL LEARN THE BASICS OF THE TWO IMPORTANT ANALYTICAL TOOLS; SPECTROSCOPY AND CHROMATOGRAPHY, AND APPLY THIS KNOWLEDGE TO REAL WORLD SITUATIONS.

COMPETENCY 16: Describe the basic principles of spectroscopy

ENABLING OBJECTIVES
16-1. Describe the characteristics common to all spectroscopy.
16-2. Differentiate between the various kinds of spectroscopy and the types of analysis for which they are best suited.

COMPETENCY 17: Correlate the basics of spectroscopy to the operation of specific analytical instruments.

ENABLING OBJECTIVES
17-1. Obtain a spectral curve for a solution by using the Ultraviolet-Visible Spectrophotometer (UV-VIS).
17-2. Determine the concentration of an unknown solution by using the Spec 20 and Beer's Law.
17-3. Determine the presence or absence of certain kinds of covalent bonds in compounds using the Infrared Spectrophotometer (IR) and Fourier Transformed IR (FTIR).
17-4. Determine any detectable amounts of select metals in water samples using Atomic Absorption Spectrophotometer (AAS)

COMPETENCY 18: Apply the various spectroscopic methods to the analysis of complex situations.

ENABLING OBJECTIVES
18-1. Formulate a suitable protocol for the analysis of water or soil samples for nutrients, metals, and volatile organics.
18-2. Utilize the various spectroscopic instruments to carry out this analysis.

COMPETENCY 19: Describe the basic principles of chromatography.

ENABLING OBJECTIVES
19-1. Describe the characteristics common to all chromatography.
19-2. Differentiate between the various kinds of chromatography and the types of separation/analysis for which they are suited.

COMPETENCY 20: Apply various chromatographic methods to the analysis of selected mixtures.

ENABLING OBJECTIVES
20-1. Use column chromatography to separate colors in foods.
20-2. Use Thin-Layer chromatography to determine the identity of an unknown herbicide.
20-3. Use Gas Chromatography to determine the components in gasoline.
20-4. Use High Performance Liquid Chromatography to analyze a mixture of various over-the-counter drugs.
20-5. Use the Gas Chromatography-Mass Spectroscopy to determine the identity of components in water contaminated with volatile organics.

THEME III: STUDENTS WILL LEARN THE BASICS OF ORGANIC NOMENCLATURE, THE IDENTIFICATION OF FUNCTIONAL GROUPS, AND HOW THE STRUCTURE AND FUNCTION OF POLYMERS IS DEPENDENT ON THESE FUNCTIONAL GROUPS.

COMPETENCY 21: Differentiate between alaphatic and aromatic hydrocarbons and how they are named.

ENABLING OBJECTIVES
21-1. Apply IUPAC rules to the naming of alaphatic and aromatic hydrocarbons.
21-2. Draw Lewis structures of these compounds based on their names.

COMPETENCY 22: Differentiate between structural, functional and geometric isomers.

ENABLING OBJECTIVES
22-1. Apply IUPAC rules to the naming of structural, functional, geometric isomers.
22-2. Draw Lewis structures to illustrate the various kinds of isomers as well as the possible isomers of selected compounds.

COMPETENCY 23: Identify the functional groups, such as COOH, C=O, and OH, that produce substituted hydrocarbons.

ENABLING OBJECTIVES
23-1. Apply IUPAC rules to the naming of organic compounds that contain functional groups.
23-2. Draw Lewis structures to show the different classes of compounds, such as carboxylic acids, aldehydes and alcohols, that result from the presence of functional groups.
23-3. Experimentally determine the presence of selected functional groups.

COMPETENCY 24: Write the names and formulas of substituted hydrocarbons using IUPAC rules of nomenclature.

ENABLING OBJECTIVES
24-1. Determine the parent hydrocarbon, the presence of multiple bonds, and the identity of any functional groups and write the appropriate IUPAC name from looking at a structural formula.
24-2. Draw appropriate structural formulas from the IUPAC names of organic compounds that may contain multiple bonds and/or various functional groups.

COMPETENCY 25: Compare and contrast the different kinds of polymers.

ENABLING OBJECTIVES
25-1. Identify the major types of polymers.
25-2. Relate the chemical properties/structures of these polymers with their physical properties and to their everyday uses.
25-3. Experimentally determine chemical and physical properties of selected plastics.
25-4. Use spectroscopy (IR, FTIR, UV-VIS, and MS) to characterize selected polymers.