Supporting Research

• Research behind & supporting CYNTK (PPT file)
• Research behind & supporting CYNTK (PDF File)

Reviews of the Curriculum

Reviews of the Curriculum

Teacher Responses:

• Compared to this text, you do a better job tying various topics together,placing concepts where the fit logically, rather than scattered in traditional chapters.  The unifying theme for each chapter will help to keep students grounded as they study the material.  Labs are a healthy mix of inquiry and traditional.  As opposed to only writing a textbook, you are laying out an entire program that could be followed sequentially to give students a solid background in Chemistry.  I'm also particularly impressed by your awareness of student misconceptions, and your attempts to address these directly within the text, rather than leaving them for the teacher to (hopefully) address in class.
  • Jason Strniste, St. Thomas Aquinas High School, Dover, NH
• Finally...a textbook I can send my students home to read and expect they'll understand it!
• You have a great concept in organizing your text!  At first look at the contents list, it seems strange, and perhaps a lightweight text for depth. Upon seeing the matrix in "To the teacher", and skimming Chapter 4, I see you are covering the material very well,but in an innovative thematic approach.
  • Craig Pierson, PhD Chemistry (Penn State), MEd (MT State U); Billings Central Catholic High School, Billings, MT
• It looks great! I would say that it is an improvement - it makes chemistry seem more "real" to students.
  • Jeff Venables, Northwestern High School, Rock Hill, South Carolina
• There are several things that I like about the text. First, the readability. It is written so that students can understand the concepts. Another thing I like is that the labs are a part of the text. I also noticed that the chapters start with a story or activity that would be an interest grabber to get the students involved.  The thing I liked best was that chapters are not compartmentalized.  That is, if a concept is necessary to better the understanding of the concept, it is included. Not held off because it will be covered in another chapter.
  • Pat Hoffman, East High School
• I am excited and astonished!!!  I really like the way it is set up with inquiry labs, labs, review problems, etc embedded within the chapter. It looks absolutely wonderful
  • Paula Roberts, Hillsboro High School, Hillsboro, OR

Student Responses (from anonymous end of trial surveys)

• I feel that the chemistry book is very relevant and very resourceful in the class. It applies chemistry to life which helps to understand it much better. I feel it helped with my understanding in chemistry and my life.
• I was not very interested in chemistry, i almost didn’t take it, but I’m very glad i did. I want to pursue a career in chemistry. I really like that the concepts in the book were applied because it creates easy examples to remember and makes it feel more meaningful to learn about.
• This book explains chemistry in an interesting, fun way. It is easy to read and the labs let us experience and understand different topics better.
• This book is much better than the other chemistry books that we’ve used. Due to its understanding of how a student learns and what’s best to improve that. Also, the relevance of each chapter remains very relevant to out lives.
• This chemistry book has been so easy to understand! Normally, textbooks are very daunting, taking several pages to explain a concept, but this book was concise and "studentized."
• I really enjoyed the connections of science to my life, especially the Antacid chapter. I’ve never used antacid before, but the gas concepts discussed stayed in my mind whenever i went up to the mountains, or rode on an airplane. I loved designing my own labs, especially the speeding up a reaction lab.
• The chemistry textbook offers a great source of information and one of its unique difference from other textbooks is its straight forward and blunt explanations that anyone can comprehend. I love the textbook in many different reasons, but it’s greater than most average textbooks because the chemistry is applied into our daily lives. Also, the spiral effect throughout the course gives a more perspicuous understanding of chemistry.
• I thought that this book was a lot easier to understand and follow as compared to previous books I have used.  It seemed to help you understand the main points a lot better!
• Your book isn't confusing like other science books I've had.
• This book is wonderful--much better than other science books I've had.  I like being able to apply concepts to real-life situations! 
• It's about out life and in "our terms"
• This was the best science book I've ever used because it made the material click and fit into everyday life.

Overview of Curriculum

• Overview (Teacher's Edit. Preface)

Student Table of Contents

Chapter 1—Scientists’ Tools

Section 1.1—Doing science

Scientific processes

Variables and constants

Predictions and hypothesis

Writing procedures

Gathering data

Drawing conclusions

Section 1.2—Observations and Measurements

Taking Observations

Gathering data

Uncertainty in measurement

Lab 1.2--Measurements 

Section 1.3—Designing your own labs

            Lab 1.3 (student designed)--The most absorbent paper towel

Section 1.4—Converting units

Dimensional analysis

Metric conversions

Converting with multiple steps

Section 1.5—Significant digits

Performing calculations with significant digits

Section 1.6—Scientific Notation

Chapter 1 Summary

Chapter 1 Review

 

Chapter 2—Antacids

Introductory activity

Section 2.1—Types of matter

Classifying Pure substances

Classifying Mixtures

Section 2.2—Naming chemicals

Writing Ionic Compounds names

Writing Molecular compound names

Writing element names

Section 2.3—Writing chemical formulas

Writing ionic compound formulas

Writing Diatomic element formulas

Section 2.4—Defining, naming and writing acids and bases

Naming acids

Writing acid formulas

Writing and naming bases

Section 2.5: Characteristics of acids and bases, and the pH scale

Strength versus concentration of acids and bases

PH scale

Measuring pH

Lab 2.5--Acids and bases

Section 2.6—Chemical Equations

Parts of a chemical equation

Double replacement and neutralization reactions

Section 2.7—Balancing chemical reactions

            Lab 2.7--Mass during a chemical reaction

Law of conservation of mass/matter

Balancing chemical equations

Section 2.8—Speeding up a reaction

            Lab 2.8 (student designed)--Speeding up a reaction

Collision theory

Catalysts speed up reactions

Final Chapter 2 Project (Student designed)—Finding the most effective antacid

Chapter 2 Summary

Chapter 2 Review

 

Chapter 3—Airbags

Introductory activity

Section 3.1—States of Matter

Properties of three states of matter

Changes in state

Section 3.2—Properties of matter

Physical and chemical properties

Intensive and Extensive Properties

Section 3.3—Density

            Lab 3.3 (student designed)--Density

Section 3.4—Changes in matter

Physical changes

Chemical changes

Common misconceptions concerning changes

Lab 3.4--Chemical changes

Section 3.5—Gas behavior

Gases exert Pressure

Changes in the gases result in changes in the pressure

Kinetic Molecular Theory

Real versus Ideal gases

Section 3.6—Counting atoms and molecules

The mole

Atomic and molecular masses

Molecular mass is used to convert between moles and grams

Section 3.7—Gas Laws

            Lab 3.7--Gas Laws

Converting units of pressure

Avogadro’s gas law

Charles’ Gas Law

Boyles’ Gas Law

Combined gas Law

Ideal gas law

Choosing the appropriate law

Standard Temperature and Pressure

Final Chapter 3 Project—Evaluating methods of producing a gas

Chapter 3 Summary

Chapter 3 Review

 

Chapter 4—Light and color

Introductory activity

Section 4.1—Development of atomic theory

Dalton ’s Atomic Theory

Discovering the fundamental particles of the atom

Refining the atomic theory further

Modern atomic theory

Section 4.2—Atomic structure

Protons in the atom

Mass number and Neutrons in the atom

Charges on atoms and electrons

Isotopes—atoms of the same element can be different

Lab 4.2--Average atomic mass

Section 4.3—Electron structure

Electron levels, subshells and orbitals

Showing electron configurations

Section 4.4—Periodic table

            Lab 4.4 (student designed)--Table of elements

The modern periodic table

Electron configurations and the periodic table

Periodic table as a map for electron configurations

Section 4.5—Periodicity

            Lab 4.5--Graphing periodic trends

Periodicity—Atomic radius

Periodicity—Ionization energy

Periodicity—Electron affinity

Ion radius

Section 4.6—Light

Wave Properties

Energies and colors of visible light

Section 4.7—Light and matter

Light interaction with matter

Quantization of photons and absorption by electrons

Measuring light’s interaction with matter

Ways of producing light

Lab 4.7 (student designed)--Glow sticks and temperature

Final Chapter 4 Project—Writing project on “Glowing” things

Chapter 4 Summary

Chapter 4 Review

 

Chapter 5—Soap

Introductory activity

Section 5.1—Types of bonding

Bonding between metals and non-metals

Bonding between non-metals

Bonding between metals

Characteristics of different types of bonds

Melting and boiling points.

Solubility in water.

Conductivity of electricity

Lab 5.1 (student designed)--types of bonds

Section 5.2—Drawing molecules

Determining valence electrons

Placing the electrons around the symbol

Lewis Dot structures for ionic compounds

Balancing ion charges

Lewis Structures for Covalent compounds

Single bonds

Arranging atoms and forming bonds

Lone pairs

Double bonds

Triple bonds

Lewis structures that can be written more than one way

Lewis Dot structures for polyatomic ions

Exceptions to the octet rule

Section 5.3—How compounds arrange themselves in 3D

            Lab 5.3--Covalent Molecules in 3D

Geometry of Covalent bonding

Distortion of angles with lone pairs

Ionic compound structures

Section 5.4—Polarity of molecules

Electronegativity and the periodic table

Electronegativity and polarity of bonds

Polarity of bonds and polarity of molecules  

Section 5.5—Intermolecular forces

Intramolecular versus Intermolecular forces

London Dispersion Forces

Dipole-dipole interactions

Hydrogen bonding

Section 5.6—Effects of intermolecular forces on properties of compounds

Melting, Evaporating and boiling

Importance of water’s intermolecular forces to life

Viscosity

Solubility

Oil and water

Surface tension

How Soap’s affects solubility

Affect of soap on surface tension

Lab 5.6--Intermolecular forces

Final Chapter 5 Project—Making and evaluating soap

Chapter 5 Summary

Chapter 5 Review

 

Chapter 6—Sports Drinks

Introductory activity

Section 6.1—Solutions and electrolytes

How ionic compounds dissolve in water

Misconception about dissolving

Forming electrolytes in water

Clarification of terms

Lab 6.1 (student designed)--Solution saturation and temperature

Making a solution

Section 6.2—Concentrations of solutions

Percent concentration

Molarity concentration

Converting between %(W/V) and molarity

Concentration of electrolytes

Lab 6.2 (student designed)--Concentrations of solutions

Section 6.3—Acidity of solutions, pH

Calculating pH from concentration of hydronium

Strength of acids and pH

Solving for concentration of hydronium

Bases

Acids and bases are electrolytes

Autonization of water

Section 6.4—Solubility and precipitations

Precipitation reactions

Solubility of ionic compounds

Lab 6.4--Solubility and precipitations

Solubility rules

Section 6.5—Stoichiometry

Mole ratio in a balanced chemical reaction

Molecular mass and finding moles for stoichiometry

Molarity and finding moles for stoichiometry.

Combining molecular mass and molarity in stoichimetry problems

Stoichiometry with gases

Titrations

Lab 6.5A--Stoichiometry--titration

Lab 6.5B--Stoichiometry--gravimetric

Section 6.6—Limiting reactants

Limiting and excess reactants

Lab 6.6--Limiting reactants

Section 6.7—Properties of solutions

            Lab 6.7--Properties of solutions

Vapor pressure

Vapor pressure of a solution

Effects of electrolyte versus a non-electrolyte solutes

Boiling point of a solution

Freezing point of a solution

Final Chapter 6 Project—Creating a carbonated beverage with stoichiometry

Chapter 6 Summary

Chapter 6 Review

 

Chapter 7—Hot and Cold Packs

Introductory activity

Section 7.1—Endothermic and Exothermic

System versus surroundings

Endothermic processes

Exothermic processes

Section 7.2—Calorimetry and heat capacity

Heat, energy and enthalpy

Units for measuring energy

Heat capacity

Using heat capacity in calculations

Calorimetry

Lab 7.2--Calorimetry and heat capacity

Section 7.3—Changes in state

Temperature doesn’t change during change in state

Enthalpy changes during change in state

Melting and freezing

Boiling and condensation

Heating curves—adding energy to a substance

Heating curves—removing energy from a substance

Lab 7.3 (students designed)--Enthalpy changes during changes in state

Section 7.4—Enthalpy of chemical reaction

Enthalpy of formation

Enthalpy of reaction

Taking into account the number of moles of the compound in the reaction

Enthalpy and stoichiometry

Lab 7.4--Enthalpy of a chemical reaction

Section 7.5—Hess’s Law

Steps for completing a Hess’s Law problem

Final Chapter 7 Project—Making a hot or cold pack

Chapter 7 Summary

Chapter 7 Review

 

Chapter 8—Chemistry in Industry

Introductory activity

Section 8.1—Equilibrium

Reversible reactions

Establishing equilibrium

Dynamic Equilibrium

Determining if a system is at equilibrium

Section 8.2—Equilibrium constants

Writing equilibrium constant expressions

Not all reactants and products are included in the Equilibrium constant

expression

Aqueous solutions and gases

Pure solids

Pure liquids

Using equilibrium constant expressions in calculations

Meaning of an equilibrium constant

Equilibrium constants and temperature

Lab 8.2--Equilibrium constants

Section 8.3—Reaction quotients

Reaction quotient

Which way to go to get to equilibrium

Section 8.4—Le Chatelier’s Principle

Le Chatelier’s Principle

Effect of changing concentrations

Adding more reactant or products (increasing concentration)

Removing reactants or products (decreasing concentration)

Effect of changing in volume (changes in pressure)

Increasing the volume

Decreasing the volume

When changes in volume have no effect

Effect of changing temperature

In an endothermic reaction

In an exothermic reaction

When changes don’t disturb the equilibrium

Speeding up the time it takes to reach equilibrium

Lab 8.4--Le Chatelier's Principle

Section 8.5—Environmental concerns

Earth

Waste

Renewable and non-renewable resources

Water

Air

Ozone

Greenhouse gases and global warming

Your job

Final Chapter 8 Project (Student designed)—Determining if a reaction is endo or exothermic

Chapter 8 Summary

Chapter 8 Review

 

Chapter 9—Forensic chemistry

Introductory activity

Section 9.1—Analysis with solubility

What things will dissolve in water?

Dissolving a substance and equilibrium

Writing equations and equilibrium constant expression for dissolving a substance

Lab 9.1A--Finding Ksp for a compound

Determining if a substance will precipitate out      

Precipitation reactions

Using solubility information for analysis of a sample

Qualitative and quantitative analysis

Lab 9.1B--Analysis with solubility

Section 9.2—Analysis with chromatography

Paper chromatography

Thin Layer Chromatography

Liquid Chromatography

Gas chromatography

Lab 9.2--Analysis of marker ink with chromatography

Section 9.3—Analysis of a chemical formula

Percent composition

Empirical formulas

Molecular formulas

Lab 9.3A--Empirical formula

Hydrates

Hydrate formulas

Lab 9.3B (student designed)--hydrate formulas

Final Chapter 9 Project—Writing project on forensic science

Chapter 9 Summary

Chapter 9 Review

 

Chapter 10—Batteries

Introductory activity

Section 10.1—Oxidation and reduction

Defining reduction and oxidation

Reduction and Oxidation happen simultaneously

Determining Oxidation number

Identifying what’s being reduced or oxidized in a reaction

Oxidizing agent and reducing agent

Section 10.2—Redox reactions

Single replacement reactions

Lab 10.2--Developing an activity series

Activity series

Balance redox reactions

Writing half reactions

Balancing redox reactions in an acidic solution

Balancing redox reactions in a basic solution

Section 10.3—Electricity and redox reactions

Voltaic cells

Line notation

Lab 10.3 (student designed)--Making a battery

Calculating cell potential

Standard Reduction potentials

Cell potential

Standard reduction potential is an intensive property

Non-standard cells

Concentration cells

Electrolytic cells

Final Chapter 10 Project—Writing project on batteries

Chapter 10 Summary

Chapter 10 Review

 

Chapter 11—Polymers

Introductory activity

Section 11.1—Hydrocarbons

Alkanes

Alkenes

Alkynes

Alkene/Alkyne isomers

Section 11.2—Organic functional groups

Hydrocarbon side-branches

Haloalkanes

Alcohols

Ethers

Amines

Carbonyl containing compounds

Carboxylic acids

Aldehyde

Ketones

Anhydride

Aromatic compounds

Lab 11.5--Synthesis of an Organic Molecules

Section 11.3—Polymers

Thermoplastics versus thermoset plastics

Reactions forming polymers

Addition polymerization

Condensation Polymerization

Properties of polymers

Polymers in the body

Lab 11.3--Observing a polymer

Final Chapter 11 Project (Student designed)—Making the bounciest bouncy ball

Chapter 11 Summary

Chapter 11 Review

 

Chapter 12—Nuclear radiation

Introductory activity

Section 12.1—Nuclear radiation

Discovery of nuclear radioactivity

What is nuclear radioactivity?

Types of radioactive decay

Nuclear reactions and equations

Half-lives

Lab 12.1--Determining the half-life of an isotope

Section 12.2—Nuclear radiation—harmful and helpful

Effects of radiation on the body

Radiation causing cancer

Radioactive elements replacing other elements in the body

Radiation used for Healing

Nuclear Dating

Energy—fission versus fusion

Final Chapter 12 Project—Writing