noeo science NOEO Chemistry 3 Instructions
- June 9, 2024
- noeo science
Table of Contents
NOEO SCIENCE CHEMISTRY 3
INSTRUCTOR’S GUIDE
NOEO Chemistry 3
Created by Dr. Randy Pritchard
Noeo Science Packages
GRADES 1–3
Biology 1
Chemistry 1
Physics 1| GRADES 1–6
Biology 2
Chemistry 2
Physics 2| GRADES 7–8
Chemistry 3
Physics 3
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Published by Noeo Science
PO Box 8729, Moscow, Idaho 83843
800-488-2034 |
www.noeoscience.com
Email us at service@noeoscience.com
Randy Pritchard, Noeo Science Chemistry 3 Instructor’s Guide, 4th Edition
Copyright ©2022 by Noeo Science
First edition 2005. Second edition 2015. Third edition 2021. Fourth Edition
2022.
Cover design & illustration by Forrest Dickison
Interior design by Valerie Anne Bost
Printed in the United States of America. All rights reserved.
Scripture taken from the NEW AMERICAN STANDARD BIBLE®, Copyright © 1960, 1962,
1963, 1968, 1971, 1972, 1973, 1975, 1977, 1995 by The Lockman Foundation. Used
by permission.
All rights reserved. Unless otherwise noted, no part of this publication may
be reproduced, stored in a retrieval system, or transmitted in any form by any
means, electronic, mechanical, photocopy, recording, or otherwise, without
prior permission of the author, except as provided by USA copyright law.
INTRODUCTION
What Does Noeo Mean?
noeo | (no eh’ o) | verb
- To perceive with the mind, to understand, to have understanding.
- To think upon, heed, ponder, consider. (The New Testament Greek Lexicon)
- Train the brain.
ROMANS 1: 20
For since the creation of the world His invisible attributes, His eternal
power and divine nature, have been clearly seen, being understood through what
has been made, so that they are without excuse.
The Noeo Philosophy
The essence of science is simply observing and describing God’s creation. When
scientists make a new discovery, they are seeing another part of creation
revealed.
Romans 1: 20 tells us that His attributes, power, and divine nature are
clearly seen in what has been made. While some scientists deny that their
discoveries are evidence of God’s creation, there are many that do recognize
His attributes in all of creation. Our children should not be protected from
science because of some scientific theories that deny God. They should instead
be immersed in the sciences so that “His invisible attributes, His eternal
power and divine nature” will be clearly seen.
Introduction: Welcome to Noeo
Welcome to Noeo Science! Thank you for trusting us to provide you with quality
materials for teaching science at home. We understand that many homeschooling
parents do not have a science background and may feel a bit intimidated about
teaching science . . especially when it comes to the experiments! Our books
and experiments have been carefully selected to be of the highest quality
available, yet simple enough for even the most science-phobic teachers and
students. We intensely searched through library catalogs, websites, and
hundreds of books before deciding on what we believe are the “best-of-the-
best.” We hope that you will agree and we’re always open to your comments and
suggestions.
Our Instructor’s Guides provide a logical, focused progression through the
books and experiments. Each week you will find an overview of what your
student will learn as well as an answer key for the student lab manual reading
and experiment questions. Multiple sources of information are used to teach
each science topic. However, you won’t need to spend your time searching for
books or cross-checking indexes to make the curriculum flow. That work has
been done for you!
The Noeo Method
You will find that the Noeo Science curriculum is different from all the rest.
Each year of science will fill your child with wonder and excitement as they
build a strong foundational knowledge of science. They’ll be having so much
fun that the learning will come naturally for them . . . and painlessly for
you.
Noeo Science is variety-filled, with
a structure that is best described as a balance between the classical method
and the Charlotte Mason approach. We emphasize narration and summarization,
vocabulary development, observation, and the scientific method. We do not
promote rote memorization or tests, as we think that this approach is less
valuable for long-term retention. The following table illustrates these
characteristics:
| TEACHING METHOD | CORRESPONDING NOEO SCIENCE CURRICULUM QUALITIES |
|---|---|
| Classical | • Emphasizes vocabulary development, especially in the younger |
years.
• Develops critical thinking skills and logic through the use of the
scientific method.
• Incorporates the classical stages of learning, i.e., the Trivium (grammar,
logic, and rhetoric).
Charlotte Mason| • Provides the best books available (including “living
books”).
• Utilizes a child’s natural curiosity to acquire knowledge. “Studies serve
for delight”.
• Uses narration and notebooks rather than worksheets, tests, or repetitive
drills to evaluate learning.
We think it is important to learn science from a variety of sources, using a
variety of teaching techniques. Our curriculum does not use the traditional,
single textbook approach to science education. We think variety will encourage
more interest in science, particularly with younger students. All of the books
are carefully selected to allow children to discover the beauty, complexity,
orderliness, and wonder of God’s design. While some written work is expected,
many hands-on activities are included within the bright, colorful, and well-
written books. Living book biographies of many important scientists are
included to provide a practical perspective.
Occasionally, a book may introduce a particularly secular viewpoint. We view
these times as an opportunity for discussions and encourage you not to skip
over or “cover up” this information. We do ot provide “canned” answers for
these discussions, but encourage instructors to study the issues for
themselves and to pray for guidance and understanding in providing answers to
each student’s unique questions.
Just as creation is orderly and well organized, we think a good science
curriculum should follow an orderly design. Each year of the curriculum will
focus on biology, chemistry, or physics. Each of these three foundational
sciences is studied independently for an entire year rather than jumping
randomly from one subject to another without
reason. The study of biology, chemistry, and physics is then repeated at a
higher level and in more detail upon the completion of each three-year course
of study (e.g., biology in 1st and 4th grade, chemistry in 2nd and 5th grade,
etc.). Subjects that overlap multiple science disciplines, such as geology,
weather, and astronomy, are included at logical points within the three major
science studies.
For example, astronomy is studied in parallel with the study of gravity within
the physics curriculum.
NOEO COURSE| APPROXIMATE AGES| GRADE EQUIVALENT| CLASSICAL TRIVIUM
STAGE
---|---|---|---
Biology I
Chemistry I
Physics I| 5–8| 1–3| Early Grammar
Biology II
Chemistry II
Physics II| 9–12| 4–6| Late Grammar or
Early Logic
Chemistry III
Physics III| 12–15| 7–9| Late Logic or
Early Rhetoric
Our curriculum is designed on a 4-day per week schedule. If you would prefer to do science twice weekly, then simply complete the first two days of scheduled readings and assignments on your first day, and the last two days of reading and assignments on your second day. Alternatively, you may wish to do all of the reading on the first day and the assignments and experiments on the second day. The key is to understand what works best for you and your children and to adjust the schedule as necessary. The daily time necessary to complete the assignments will vary with individual student ability and will be based on the content being studied. We provide the following table as a guideline of the approximate time that you can expect to spend on daily assignments:
| 4-DAY SCHEDULE| 2-DAY SCHEDULE
---|---|---
Grades 1–3| 15–20 minutes| 30–40 minutes
Grades 4–6| 20–30 minutes| 40–60 minutes
Grades 7–9| 30–40 minutes| 60–80 minutes
Student Lab Manual
In the Student Lab Manual, your student will answer questions about key points
both from their reading and experiments. The experiment questions in
particular are centered around drawing results, making observations, asking
questions, and making connections–all things that will slowly introduce your
student to the scientific method and lab reports.
Younger students may need to “narrate” their descriptions and observations to
you or an older sibling. It’s completely up to you to determine the length and
amount of detail you expect from your student, but we do encourage you to
increase this expectation over time.
Instructor’s Guide
Schedules, answers keys, lists of books and home supplies–it’s all here.
Everything you need to make Noeo work for you is right here in the
Instructor’s Guide. A list of the supplied books is provided, so that you can
keep an eye on exactly which books you need for the course.
Lists of both home and included supplies are at the back of the book. The
materials list is organized by weeks; so, if an experiment calls for a carrot,
you won’t be stuck with a slowly decomposing root vegetable in your fridge
until you need it thirty weeks later.
Every week, you can refer to our provided schedule (flexible enough that you
could do it all in 1 day if you’ve got an enthusiastic scientist, or stretch
it out as much as you need), overview of the week’s subject matter, and
answers to both reading and experiment questions. If your student ends up
begging to do more, no need to worry you don’t work for your curriculum, Noeo
works for you.
Resource List
Books
- DK Eyewitness: Chemistry by Dr. Ann Newmark
- Exploring the World of Chemistry, by John Tiner
- Molecules: The Elements and the Architecture of Everything, by Theodore Gray
- Chemistry: Investigate the Matter That Makes Up Your World, by Carla Mooney
Experiment Kits
- Noeo Experiment Kit
- CHEM C2000—Thames & Kosmos (2016) English edition)
WARNING! The CHEM C2000 set contains chemicals that may be harmful if
misused. Read cautions on individual containers carefully. Not to be used by
children except under adult supervision.
NOTE: The Chem C2000 kit must be used under adult supervision. Please
read the cover, inside front cover, pages 1–15 and 123–124, and complete
experiments 1 and 2 in the Chem C2000 Experiment Manual prior to beginning any
other experiments contained in this kit.
WEEKLY READING & EXPERIMENTS
Week 1: Seven Ancient Metals
Schedule
| DAY 1| DAY 2| DAY 3| DAY 4
---|---|---|---|---
Exploring the World of
Chemistry| Chapter 1, Ancient Metals, pp. 4–10| Chapter 1 Questions,
p. 11| Chapter 2, The Money Metals, pp. 12–16| Chapter 2 Questions, p. 17
Overview
Chemistry is not just something that started a couple of centuries ago when
men began putting things in tubes and experimenting on them. The first act of
chemistry was whenever someone first baked something. Chemistry is simply the
study of the physical world and what it is made of.
Nowadays we know a lot more about the tiny things that make up our world, but
scientists have been playing with metals for thousands of years. As you go
through this year, you will learn about the science of chemistry and how
elements combine to make up our world.
Remember that science can refer to two things: 1) science is the process we
use to answer questions about the physical world we see around us (testing
with experiments), and 2) science is the body of knowledge other people
(scientists) have collected by using the scientific process (or scientific
method).
Reading Questions
DAY 1
- Where did ancient civilizations get their iron from? They got it from rocks falling from the sky (meteorites).
- What is the most useful and strongest form of iron? Steel is the most useful and strongest form of iron.
- How does tin protect food? A thin layer of tin is plated over a steel can; it is nontoxic and does not discolor food.
- What can we easily do with lead? We can easily work it into sheets and roll it into pipes.
DAY 2
- Use this space to answer the questions on p. 11 of Exploring the World of Chemistry. (12 questions)
DAY 3
- What is gold mixed with and why? Gold is mixed with copper to make it harder and longer-lasting.
- Why is the Statue of Liberty blue-green? The Statue of Liberty has a copper skin, and copper slowly turns green as it combines with sulfur compounds in the air.
- What is copper mostly used for today? Copper is used for electric wires.
- What instruments is mercury the main component of? Mercury is the main component of barometers, thermometers, and electric switches.
DAY 4
- Use this space to answer the questions on p. 17 of Exploring the World of Chemistry. (15 questions)
Week 2: The First Elements
Schedule
| DAY 1| DAY 2| DAY 3| DAY 4
---|---|---|---|---
Exploring the World of
Chemistry| Chapter 3, The
Search for Gold,
pp. 18–26| Chapter 1 Questions,
p. 27| Chapter 4, Gases
in the Air, pp. 28–34| Chapter 4
Questions,
p. 35
Overview
This week you get to learn about the discovery of the first element. We all
know that everything is made of atoms and molecules, but certain molecules
take specific shapes, and these are known as elements and they are the basic
tools of chemistry.
Reading Questions
DAY 1
- What were the two non-metallic elements of the ancient world? The two non-metallic elements were carbon and sulfur.
- What did alchemists think that all nature was made of? They believed that everything contained some of the four elements—earth, water, air, and fire.
- How did Robert Boyle define an element? A chemical element was a pure substance that could not be separated into simpler substances by chemical action.
- What new element did Robert Boyle discover, and what did it do? He discovered phosphorous which glowed in the dark and burst into flames when rubbed.
DAY 2
- Use this space to answer the questions on p. 27 of Exploring the World of Chemistry. (17 questions)
DAY 3
- What gas did Henry Cavendish discover? Henry Cavendish discovered hydrogen.
- What does oxygen make up? Oxygen makes up more than half of the earth’s crust, slightly more than one-fifth of the atmosphere, and two-thirds of the human body.
- What does nitrogen do in our atmosphere, and what does it make possible? Nitrogen helps control combustion and makes open flames possible.
- What are two important uses of nitrogen? Two important uses of nitrogen are in explosives and fertilizer.
DAY 4
- Use this space to answer the questions on p. 35 of Exploring the World of Chemistry. (16 questions)