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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 |
