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Course
Description
Chemistry
is a course that explores the properties of substances
and the changes that substances undergo. The student
will investigate the following:
-
Atomic Structure
-
Matter and Energy
-
Interactions of
Matter
-
Properties of
Solutions and Acids and Bases
Students should explore chemistry through inquiry,
hands-on laboratory investigations, individual studies,
and group activities. The students’ experiences in
chemistry should enable them to understand the role of
chemistry in their lives by investigating substances
that occur in nature, in living organisms, and those
that are created by humans. Their study should include
both qualitative and quantitative descriptions of matter
and the changes that matter undergo. Students should
practice the necessary precautions for performing safe
inquiries and activities and appreciate the risks and
benefits of producing and using chemical substances.
Standard Number:
1.0 Atomic Structure
Standard:
The student will investigate atomic structure and how
this determines the physical and chemical properties of
matter.
Learning Expectations:
The
student will
-
1.1 compare and
contrast various models of the atom as they emerged
historically, from the Greeks to the modern
electron-cloud model.
-
1.2 investigate the
basic organization of the modern periodic table,
including atomic number and atomic properties.
-
1.3 describe models
of the atom in terms of orbital, electron
configuration, orbital notation, quantum numbers,
and electron-dot structures.
-
1.4 investigate the
composition of the nucleus so as to explain isotopes
and nuclear reactions.
-
1.5 relate the
spectral lines of an atom’s emission spectrum to the
transition of electrons between different energy
levels within an atom.
Performance Indicators State:
As
documented through state assessment,
at
Level 1, the student is able to
-
categorize an
element as a metal, metalloid, nonmetal, or noble
gas based on its position in the periodic table.
-
identify an
element’s atomic number and name or symbol, given
the number of protons or electrons in a neutral atom
using a periodic table.
-
identify protons,
neutrons and electrons with regard to their relative
mass, relative charge, and location in an atom.
at
Level 2, the student is able to
-
identify the major
characteristics of various models of the atom:
Democritus, Thomson, Rutherford, Bohr, and the
modern quantum mechanical model.
-
determine the
number of protons, neutrons, and electrons in an
atom or ion, given the symbol of the atom or ion and
a periodic table.
-
compare s
and p orbitals in an energy level in terms of
general shape, energy and/or numbers of electrons
possible.
-
determine the Lewis
electron-dot structure or number of valence
electrons for an atom of any main group element (1,
2, 13-18), given its atomic number or its position
in the periodic table.
at
Level 3, the student is able to
-
describe the trends
present in the periodic table with respect to atomic
size, ionization energy, electron affinity or
electronegativity.
Performance Indicators Teacher:
As
documented through teacher observation,
at
Level 1, the student is able to
-
identify an isotope
when given the number of protons and neutrons.
-
draw Bohr models
for the first 18 elements.
at
Level 2, the student is able to
-
write the
arrangement of electrons by orbital notation,
electron configuration notation, and electron-dot
notation.
-
predict the charge
of an ion usually formed by the main-group elements
(1, 2, 13-18) using the periodic table.
-
organize atoms from
the main- group elements (1, 2, 13-18) based on
atomic radii.
-
support the
existence of the atom using the laws of definite
composition, conservation of matter, and multiple
proportion.
-
calculate the
average atomic mass of an element from the percent
distribution and masses of isotopes.
-
explain the
formation of anions and cations.
-
use the Bohr model
to draw an electron moving from its ground state to
an excited state, and/or represent the emission of
energy as it returns from an excited state to a
lower energy state.
-
recognize names of
famous scientists and identify their major
contributions: Neils Bohr, James Chadwick, John
Dalton, Max Planck, Ernest Rutherford, J.J. Thomson.
-
describe the
differences between the Bohr model of the atom and
the quantum mechanical (QM) electron-cloud model of
the atom.
-
calculate
wavelength, frequency or energy of a photon of
electromagnetic radiation, given the formula and
constants.
-
research careers
that relate to atomic structure, such as astronomy,
nuclear medical technician, research physicist,
chemist, etc.
at
Level 3,
the student is able to
-
compare s, p, d,
and f orbitals in an energy level in
terms of general shape, energy or number of
electrons possible.
-
determine quantum
numbers for elements given the electron
configuration.
-
explain in a
paragraph why some elements do not have the
predicted electron configuration; for example,
copper tends to have an electron configuration of [
Ar] 4s13d10 instead of [ Ar]
4s23d9.
-
justify the quark
combinations that make protons and neutrons, given
the charges of the up and down quarks.
-
write the nuclear
equation involving alpha or beta particles, given
the mass number of the parent isotope and complete
symbols for alpha or beta emissions.
Sample Task:
Flame
Test Demonstration
Material Needed:
-
glass petri dishes
or watch glasses
-
chloride compounds (CuCl2, SrCl2,
CaCl2, LiCl, etc.)
-
ethanol (ethyl
alcohol) or isopropanol (isopropyl alcohol)
Place
0.5 g of each salt in separate watch glasses or petri
dishes; add 20 mL of alcohol. Stir to distribute the
salt in the alcohol. Light and observe the
characteristic color of each metal’s spectrum. The
students may also look at the flame through a
spectroscope or diffraction grating.
Integration/Linkages:
physics, mathematics, graphing, radioactivity, nuclear
medicine, nuclear physics, imagination, problem-solving
skills, history, calculator and computer skills,
laboratory skills, scale and model, careers, culture,
visual arts, writing, and research
Standard Number:
2.0 Matter and Energy
Standard:
The student will investigate the characteristics of
matter and the interaction of matter and energy.
Learning Expectations:
The
student will
Performance Indicators State:
As
documented through state assessment,
at
Level 1, the student is able to
-
identify a pure
substance as element or compound, when given its
chemical name or formula.
-
distinguish among
elements, compounds, solutions, colloids, and
suspensions, given examples.
-
classify changes in
matter as physical or chemical, given examples or
scenarios.
-
classify properties
of matter as physical or chemical when given
examples or scenarios.
-
distinguish between
heat content and temperature when given a unit, a
definition, or an example.
at
Level 2, the student is able to
-
distinguish among
gases, liquids, and solids in terms of particle
spacing and relative movement, given a diagram or
scenario.
-
predict the effect
of changing one gas variable (volume, temperature,
or pressure) on another variable, given a scenario.
-
demonstrate an
understanding of the law of conservation of matter,
given experimental data.
-
categorize a
process as endothermic or exothermic, given an
example or scenario.
at
Level 3, the student is able to
-
demonstrate an
understanding of the law of conservation of energy
by equating heat loss and heat gain in an
interaction, given the formulas -q = q and q = mcD
t, and the specific heat.
Performance Indicators Teacher:
As
documented through teacher observation,
at
Level 1, the student is able to
-
estimate equivalent
Fahrenheit and Celsius temperatures and convert
between Celsius and Kelvin temperature scales.
-
measure the mass
and volume of solids and liquids using appropriate
equipment, methods, and units
-
determine the
density of solids and liquids.
-
read a thermometer
and determine the temperature accurately.
at
Level 2, the student is able to
-
distinguish between
accuracy and precision.
-
create data tables
and graphs from experimental data.
-
analyze data by
computing a percentage error.
-
record measurements
and results of calculations using the correct number
of significant figures.
-
characterize a
relationship between two variables as directly or
inversely proportional.
-
use conversion
factors, dimensional analysis, and ratio and
proportion to convert between quantities.
-
express large and
small numbers using scientific notation and perform
calculations in scientific notation.
-
practice
appropriate safety procedures when working in the
laboratory.
-
research careers
that relate to matter and energy such as, surveyor,
carpenter, structural engineer, HVAC technician,
pathologist, etc.
at
Level 3, the student is able to
-
identify an unknown
metal by determining its specific heat, using a
calorimeter.
Sample Task:
Bell,
Jerry. "Mystery Powders: An Inquiry Activity."
Chemistry in the National
Science Education Standards.
Chapter 5.
Students are given samples of seven white powders, each
of which is a common household substance, and five test
reagents. They are to develop a procedure to distinguish
among the powders based on their physical and chemical
properties, and to identify each powder when given a
chart of expected results. The seven white solids are
baking powder, baking soda, sugar, flour, sugar
substitute, washing soda, and calcium supplement. The
test reagents are water, phenolphthalein (or pH test
paper), vinegar, iodine solution and alcohol.
Integration/Linkages:
physical science, mathematics, problem solving skills,
environmental science, earth science, biology,
scientific inquiry skills, analysis and representation
of data, graphing skills
Standard Number:
3.0 Interactions of Matter
Standard:
The student will examine the interactions of matter.
Learning Expectations:
The
student will
-
3.1 investigate
chemical bonding.
-
3.2 analyze
chemical reactions.
-
3.3 apply the
mathematics of chemical formulas and equations.
Performance Indicators State:
As
documented through state assessment,
at
Level 1, the student is able to
-
distinguish between
a chemical symbol and a chemical formula, given
examples.
-
identify the
reactants and products in a chemical reaction, given
a balanced chemical equation.
-
explain the
differences among the composition, decomposition,
double replacement, and single replacement types of
chemical reactions, given a balanced equation.
-
determine the
number of atoms, formula units, or molecules of a
particular substance, given a balanced equation.
at
Level 2, the student is able to
-
distinguish between
ionic and covalent compounds, given binary formulas.
-
identify the
formula for a compound using a periodic table and a
list of common ions, given the name of the compound.
-
identify the name
of compounds and common acids (sulfuric acid, nitric
acid, hydrochloric acid, acetic acid, and phosphoric
acid), using a periodic table and a list of common
ions.
-
select a correctly
balanced chemical equation, when given examples.
-
recognize a
balanced chemical equation using appropriate
symbols, given a word equation.
-
convert between any
two of the following quantities of a substance:
-
mass
-
number of moles
-
number of
particles
-
molar volume
(at STP)
-
determine molar
ratios expressed in balanced chemical equations.
-
analyze percent
composition of the elements in a compound, given the
formula.
-
solve mass to mass
stoichiometry problems.
at
Level 3, the student is able to
-
identify and solve
different types of stoichiometry problems.
Performance Indicators Teacher:
As
documented through teacher observation,
at
Level 1, the student is able to
-
write a balanced
equation and identify the reactants and products.
at
Level 2, the student is able to
-
draw models of
atoms that are bonded ionically and covalently.
-
write the formulas
for compounds, given the names of compounds.
-
write the names of
compounds, given examples of chemical formulas using
the stock system.
-
write a balanced
chemical equation and classify as to type, given a
word description of a chemical reaction.
-
calculate and
measure the actual molar mass of a substance and
relate it to the number of particles.
-
predict the
products of a single or double replacement chemical
reaction, given an activity series and a solubility
chart.
-
research careers
that relate to interactions of matter, such as
pharmacist technician, industrial chemist, chemical
technician, chemical engineer, etc.
at
Level 3, the student is able to
-
draw shapes of
molecules and label bond angles, bond polarity, and
molecule polarity, given a formula.
-
predict amounts of
product given mole or mass amounts of reactants in
an experiment and compare actual yield to
theoretical yield.
-
use percentage
composition to determine the empirical or molecular
formula of an unknown substance.
Sample Task:
-
Using molecular
model kits, have students construct shapes of
various molecules.
-
Using marshmallows
or gumdrops and toothpicks, have students construct
elements and compounds involved in a balanced
chemical equation.
-
Direct students to
calculate the molar mass of a substance and measure
that amount into a sealable plastic bag to
demonstrate mole amounts.
-
Have students make
a model of the molar volume of a gas using balloons
or boxes.
Integration/Linkages:
physical science, mathematics, art skills, measurement
skills and tools, problem solving skills, scale and
model, biology, nutrition science, lifetime wellness,
geometry, cosmetology, and building trades
Standard Number:
4.0 Solutions and Acids/Bases
Standard:
The
student will investigate the characteristics of
solutions with particular attention to acids and bases.
Learning Expectations:
The
student will
-
4.1 investigate the
characteristics of solutions.
-
4.2 investigate the
characteristics of acids and bases.
Performance Indicators State:
As
documented through state assessment,
at
Level 1, the student is able to
-
classify substances
as acids or bases, given the formula.
at
Level 2, the student is able to
-
identify the solute
and solvent in a solid, liquid or gaseous solution,
given its composition.
-
classify a solution
as saturated, unsaturated, or supersaturated, given
the composition of the solution and a solubility
graph.
-
calculate the
concentration of a solution in terms of molarity or
mass percent, given mass of solute, and mass or
volume of solution.
-
classify a
substance as an acid or a base, given its properties
(e.g., color of litmus, color of phenolphthalein,
taste, pH and slippery or non-slippery).
at
Level 3, the student is able to
-
predict the
products of a neutralization reaction involving
inorganic acids and bases, given the reactants.
Performance Indicators Teacher:
As
documented through teacher observation,
at
Level 1, the student is able to
-
demonstrate the
factors (temperature, stirring, particle size and
concentration) that affect the rate at which a
solute dissolves.
-
determine the
acidity/basicity of substances by observing their
effect on various indicators.
at
Level 2, the student is able to
-
describe how to
prepare a dilute solution from a concentrated
solution of known molarity.
-
perform a
neutralization reaction.
-
research careers
that relate to solutions, such as cosmetologist,
environmental scientist, water quality control
technician, artist, etc.
at
Level 3, the student is able to
-
investigate
colligative properties, i.e. the effect on freezing
point and boiling point when a solute is added to a
solvent.
-
demonstrate
knowledge of neutralization reactions by performing
a titration.
-
calculate the
molality of solutions.
-
classify a solution
as neutral, acidic, or basic, and calculate the pH,
given the hydrogen ion concentration or hydroxide
ion concentration.
Sample Task:
Students will classify various household substances as
acid or base using various natural and synthetic
indicators.
Interactions/Linkages:
biology, physical science, mathematics, earth science,
ecology, measuring skills and tools, critical thinking
skills, problem solving skills, calculator and
computer-based skills, industry, research, writing,
communications, science and society, history, careers,
economics, natural resources, scale and model, food
science, engineering, cosmetology, and auto technology |
