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Requirements September 1991 until January 2005

1. Define chemistry and tell what chemicals are.

(a) Make a list of 10 chemicals found in your home and their use.
(b) Tell how chemicals in your home are safely stored and how to dispose of them safely.
(c) Tell the difference between a chemical reaction and a physical change.

2. Tell what analytic chemists do.

Do three of the following:

(a) Prepare an indicator from a plant leaf or bloom.  Show that it works when vinegar neutralizes a baking soda solution.
(b) Compare the strengths of 5 percent solutions of baking soda and borax by titrating each with vinegar.
(c) Test two different bits of food for starch and for protein.
(d) Compare the amounts of vitamin C in two kinds of fruit juice.
(e) Show that an ink or food color has two or more colors by using paper chromatography.

3. Define biochemistry.

(a) Write the simple equation for photosynthesis.  Explain what parts sunlight and chlorophyll play in it.  Give the names and symbols of the three parts of a 10-6-4 fertilizer.  Explain what each does for plants.  Draw from memory a sketch of the carbon dioxide-oxygen cycle.
(b) Explain what oxygen does in the body of an animal.  Describe how oxygen, carbon dioxide, and carbon monoxide are carried in the body.  Describe the chemical changes taking place when

- Vegetables cook
- Meat cooks
- Bread dough rises
- Bread bakes
- Bread is chewed

4. Define inorganic chemistry. Carry out an experiment to show three different ways of protecting iron or steel from rusting. Tell why aluminum doesn't rust the way iron does.  Do an experiment in which one metal makes another metal deposit from solution.  Explain what takes place in terms of the activity series of metals.

5. Define organic chemistry.

(a) What are organic chemicals?
(b) Name three organic chemicals.
(c) Tell the difference between polar and nonpolar.
(d) Show how polar and nonpolar substances do not mix.

6. Define physical chemistry.

(a) Construct a Cartesian diver.
(b) Explain why the medicine dropper sinks to the bottom when the sides are squeezed.

7. (a) Name two chemicals that cause air, water, or solid waste pollution near your home. Tell where these pollutants might have come from. Find one way to control one of these.  Do one test to show that air or water is polluted.

(b) Do one of the following:

(1) Write the formula for ozone.  Tell where it is found.  Tell how it is both a pollutant and also necessary for a healthy environment.
(2) Write the formula for carbon dioxide.  How can it cause the greenhouse effect?
(3) Write the formula for sulfur dioxide.  Explain what acid rain is.  What does pH measure?  Measure the pH of rain or a body of water near your home.  Tell how acid rain can be prevented.

8. Do one of the following:

(a) Visit a plant that makes chemical products or uses chemical processes.  Describe the processes used.  What, if any, pollutants are produced?  How are they handled?
(b) Visit a laboratory or place of business that uses chemicals.  Find out how and why the chemicals are used.
(c) Visit a county agent to learn how chemistry is meeting farm problems of soil fertility and crop pests.

9. Describe two different kinds of work done by chemists, chemical engineers, and chemical technicians.  Explain the differences in college courses for training each of these three kinds of people.

Requirements January 2005 until January 2006

1. Do EACH of the following activities:

(a) Describe three examples of safety equipment used in a chemistry laboratory and the reason each one is used.
(b) Describe what a material safety data sheet (MSDA) is and tell why it is used.
(c) Obtain an MSDS for both a paint and an insecticide. Compare and discuss the toxicity, disposal, and safe-handling sections for those two common household products.
(d) Discuss the safe storage of chemicals. How does the safe storage of chemicals apply to your home, your school, your community, and the environment?

2. Do EACH of the following activities:

(a) Predict what would happen if you placed an iron nail in a copper sulfate solution. Then, put an iron nail in a copper sulfate solution. Describe your observations and make a conclusion based on your observations. Compare your prediction and original conclusion with what actually happened. Write the formula for the reaction that you described.
(b) Describe how you would separate sand from water, table salt from water, oil from water, and gasoline from motor oil. Name the practical processes that require these kinds of seperations.
(c) Describe the difference between a chemical reaction and a physical change.

3. Construct a Cartesian diver. Describe its function in terms of how gasses in general behave under different pressures and different temperatures. Describe how the behavior of gases affects a backpacker at high altitudes and a scuba diver underwater.

4. Do EACH of the following activities:

(a) Cut a round onion into small chunks. Separate the onion chunks into three equal portions. Leave the first portion raw. Cook the second portion of onion chunks until the pieces are translucent. Cook the third portion until the onions are caramelized, or brown in color. Taste each type of onion. Describe the taste of raw onions verses partially cooked onion verses caramelized onion. Explain what happens to molecules in the onion during the cooking process.
(b) Describe the chemical similarities and differences between toothpaste and an abrasive household cleaner. Explain how the end use or purpose of a product affects its chemical formulation.
(c) In a clear container, mix a half-cup of water with a tablespoon of oil. Explain why the oil and water do not mix. Find a substance that will help the two combine, and add it to the mixture. Describe what happened, and explain how that substance worked to combine the oil and water.

5. List the four classical divisions of chemistry. Briefly describe each one, and tell how it applies to your everyday life.

6. Do EACH of the following activities:

(a) Name two goverement agencies that are responsible for tracking in the use of chemicals for commercial or industrial use. Pick one agency and briefly describe its responsibilities to the public and the environment.
(b) Define pollution. Explain the chemical effects of ozone, global warming, and acid rain. Pick a current environmental problem as an example. Briefly describe what people are doing to resolve this hazard and to increase understanding of the problem.
(c) Using reasons from chemistry, describe the effect on the environment of ONE of the following:

(1) THe production of aluminum cans or plastic milk cartons
(2) Sulfur from burning coal
(3) Used motor oil
(4) Newspaper

(d) Briefly describe the purpose of phosphates in fertilizer and in laundry detergent. Explain how the use of phosphates in fertilizers affects the environment. Also, explain why phosphates have been removed from laundry detergents.
(e) Visit a county farm agency or similar governmental agency and learn how chemistry is used to meet the needs of agriculture in your county.

7. Do ONE of the following activities:

(a) Visit a laboratory and talk to a practicing chemist. Ask what the chemist does and what training and education are needed to work as a chemist.
(b) Using resources found at the library and in periodicals, books, and the Internet (with your parent’s permission), learn about two different kinds of work done by chemist, chemical engineers, chemical technicians, or industrial chemist. For each of the four jobs, find out the education and training requirements.

Requirements January 2006 until January 2016

1. Do EACH of the following activities:

(a) Describe three examples of safety equipment used in a chemistry laboratory and the reason each one is used.
(b) Describe what a material safety data sheet (MSDA) is and tell why it is used.
(c) Obtain an MSDS for both a paint and an insecticide. Compare and discuss the toxicity, disposal, and safe-handling sections for those two common household products.
(d) Discuss the safe storage of chemicals. How does the safe storage of chemicals apply to your home, your school, your community, and the environment?

2. Do EACH of the following activities:

(a) Predict what would happen if you placed an iron nail in a copper sulfate solution. Then, put an iron nail in a copper sulfate solution. Describe your observations and make a conclusion based on your observations. Compare your prediction and original conclusion with what actually happened. Write the formula for the reaction that you described.
(b) Describe how you would separate sand from water, table salt from water, oil from water, and gasoline from motor oil. Name the practical processes that require these kinds of separations.
(c) Describe the difference between a chemical reaction and a physical change.

3. Construct a Cartesian diver. Describe its function in terms of how gasses in general behave under different pressures and different temperatures. Describe how the behavior of gases affects a backpacker at high altitudes and a scuba diver underwater.

4. Do EACH of the following activities:

(a) Cut a round onion into small chunks. Separate the onion chunks into three equal portions. Leave the first portion raw. Cook the second portion of onion chunks until the pieces are translucent. Cook the third portion until the onions are caramelized, or brown in color. Taste each type of onion. Describe the taste of raw onions verses partially cooked onion verses caramelized onion. Explain what happens to molecules in the onion during the cooking process.
(b) Describe the chemical similarities and differences between toothpaste and an abrasive household cleaner. Explain how the end use or purpose of a product affects its chemical formulation.
(c) In a clear container, mix a half-cup of water with a tablespoon of oil. Explain why the oil and water do not mix. Find a substance that will help the two combine, and add it to the mixture. Describe what happened, and explain how that substance worked to combine the oil and water.

5. List the four classical divisions of chemistry. Briefly describe each one, and tell how it applies to your everyday life.

6. Do EACH of the following activities:

(a) Name two government agencies that are responsible for tracking in the use of chemicals for commercial or industrial use. Pick one agency and briefly describe its responsibilities to the public and the environment.
(b) Define pollution. Explain the chemical effects of ozone, global warming, and acid rain. Pick a current environmental problem as an example. Briefly describe what people are doing to resolve this hazard and to increase understanding of the problem.
(c) Using reasons from chemistry, describe the effect on the environment of ONE of the following:

(1) The production of aluminum cans or plastic milk cartons
(2) Sulfur from burning coal
(3) Used motor oil
(4) Newspaper

(d) Briefly describe the purpose of phosphates in fertilizer and in laundry detergent. Explain how the use of phosphates in fertilizers affects the environment. Also, explain why phosphates have been removed from laundry detergents.

7. Do ONE of the following activities:

(a) Visit a laboratory and talk to a practicing chemist. Ask what the chemist does and what training and education are needed to work as a chemist.
(b) Using resources found at the library and in periodicals, books, and the Internet (with your parent’s permission), learn about two different kinds of work done by chemists, chemical engineers, chemical technicians, or industrial chemists. For each of the four jobs, find out the education and training requirements.
(c) Visit an industrial plant that makes chemical products or uses chemical processes and describe the processes used. What, if any, pollutants are produced and how are they handled.
(d) Visit a county farm agency or similar governmental agency and learn how chemistry is used to meet the needs of agriculture in your county.