| (a) General requirements. Students shall be awarded
one credit for successful completion of this course. Prerequisites:
one credit of high school science and Algebra I. Recommended prerequisite:
completion of or concurrent enrollment in a second year of mathematics.
This course is recommended for students in Grades 10-12.
(b) Introduction.
(1) Chemistry. In Chemistry, students conduct laboratory
and field investigations, use scientific practices during investigations,
and make informed decisions using critical thinking and scientific
problem solving. Students study a variety of topics that include characteristics
of matter, use of the Periodic Table, development of atomic theory,
chemical bonding, chemical stoichiometry, gas laws, solution chemistry,
acid-base chemistry, thermochemistry, and nuclear chemistry. Students
investigate how chemistry is an integral part of our daily lives.
By the end of Grade 12, students are expected to gain sufficient knowledge
of the scientific and engineering practices across the disciplines
of science to make informed decisions using critical thinking and
scientific problem solving.
(2) Nature of science. Science, as defined by the National
Academy of Sciences, is the "use of evidence to construct testable
explanations and predictions of natural phenomena, as well as the
knowledge generated through this process." This vast body of changing
and increasing knowledge is described by physical, mathematical, and
conceptual models. Students should know that some questions are outside
the realm of science because they deal with phenomena that are not
currently scientifically testable.
(3) Scientific hypotheses and theories. Students are
expected to know that:
(A) hypotheses are tentative and testable statements
that must be capable of being supported or not supported by observational
evidence. Hypotheses of durable explanatory power that have been tested
over a wide variety of conditions are incorporated into theories;
and
(B) scientific theories are based on natural and physical
phenomena and are capable of being tested by multiple independent
researchers. Unlike hypotheses, scientific theories are well established
and highly reliable explanations, but they may be subject to change
as new areas of science and new technologies are developed.
(4) Scientific inquiry. Scientific inquiry is the planned
and deliberate investigation of the natural world using scientific
and engineering practices. Scientific methods of investigation are
descriptive, comparative, or experimental. The method chosen should
be appropriate to the question being asked. Student learning for different
types of investigations includes descriptive investigations, which
involve collecting data and recording observations without making
comparisons; comparative investigations, which involve collecting
data with variables that are manipulated to compare results; and experimental
investigations, which involve processes similar to comparative investigations
but in which a control is identified.
(A) Scientific practices. Students should be able to
ask questions, plan and conduct investigations to answer questions,
and explain phenomena using appropriate tools and models.
(B) Engineering practices. Students should be able
to identify problems and design solutions using appropriate tools
and models.
(5) Science and social ethics. Scientific decision
making is a way of answering questions about the natural world involving
its own set of ethical standards about how the process of science
should be carried out. Students should be able to distinguish between
scientific decision-making methods (scientific methods) and ethical
and social decisions that involve science (the application of scientific
information).
(6) Science consists of recurring themes and making
connections between overarching concepts. Recurring themes include
systems, models, and patterns. All systems have basic properties that
can be described in space, time, energy, and matter. Change and constancy
occur in systems as patterns and can be observed, measured, and modeled.
These patterns help to make predictions that can be scientifically
tested, while models allow for boundary specification and provide
a tool for understanding the ideas presented. Students should analyze
a system in terms of its components and how these components relate
to each other, to the whole, and to the external environment.
(7) Statements containing the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Scientific and engineering practices. The student,
for at least 40% of instructional time, asks questions, identifies
problems, and plans and safely conducts classroom, laboratory, and
field investigations to answer questions, explain phenomena, or design
solutions using appropriate tools and models. The student is expected
to:
(A) ask questions and define problems based on observations
or information from text, phenomena, models, or investigations;
(B) apply scientific practices to plan and conduct
descriptive, comparative, and experimental investigations and use
engineering practices to design solutions to problems;
(C) use appropriate safety equipment and practices
during laboratory, classroom, and field investigations as outlined
in Texas Education Agency-approved safety standards;
(D) use appropriate tools such as Safety Data Sheets
(SDS), scientific or graphing calculators, computers and probes, electronic
balances, an adequate supply of consumable chemicals, and sufficient
scientific glassware such as beakers, Erlenmeyer flasks, pipettes,
graduated cylinders, volumetric flasks, and burettes;
(E) collect quantitative data using the International
System of Units (SI) and qualitative data as evidence;
(F) organize quantitative and qualitative data using
oral or written lab reports, labeled drawings, particle diagrams,
charts, tables, graphs, journals, summaries, or technology-based reports;
(G) develop and use models to represent phenomena,
systems, processes, or solutions to engineering problems; and
(H) distinguish between scientific hypotheses, theories,
and laws.
(2) Scientific and engineering practices. The student
analyzes and interprets data to derive meaning, identify features
and patterns, and discover relationships or correlations to develop
evidence-based arguments or evaluate designs. The student is expected
to:
(A) identify advantages and limitations of models such
as their size, scale, properties, and materials;
(B) analyze data by identifying significant statistical
features, patterns, sources of error, and limitations;
(C) use mathematical calculations to assess quantitative
relationships in data; and
(D) evaluate experimental and engineering designs.
(3) Scientific and engineering practices. The student
develops evidence-based explanations and communicates findings, conclusions,
and proposed solutions. The student is expected to:
(A) develop explanations and propose solutions supported
by data and models and consistent with scientific ideas, principles,
and theories;
(B) communicate explanations and solutions individually
and collaboratively in a variety of settings and formats; and
(C) engage respectfully in scientific argumentation
using applied scientific explanations and empirical evidence.
(4) Scientific and engineering practices. The student
knows the contributions of scientists and recognizes the importance
of scientific research and innovation on society. The student is expected
to:
(A) analyze, evaluate, and critique scientific explanations
and solutions by using empirical evidence, logical reasoning, and
experimental and observational testing, so as to encourage critical
thinking by the student;
(B) relate the impact of past and current research
on scientific thought and society, including research methodology,
cost-benefit analysis, and contributions of diverse scientists as
related to the content; and
(C) research and explore resources such as museums,
libraries, professional organizations, private companies, online platforms,
and mentors employed in a science, technology, engineering, and mathematics
(STEM) field in order to investigate STEM careers.
(5) Science concepts. The student understands the development
of the Periodic Table and applies its predictive power. The student
is expected to:
(A) explain the development of the Periodic Table over
time using evidence such as chemical and physical properties;
(B) predict the properties of elements in chemical
families, including alkali metals, alkaline earth metals, halogens,
noble gases, and transition metals, based on valence electrons patterns
using the Periodic Table; and
(C) analyze and interpret elemental data, including
atomic radius, atomic mass, electronegativity, ionization energy,
and reactivity to identify periodic trends.
(6) Science concepts. The student understands the development
of atomic theory and applies it to real-world phenomena. The student
is expected to:
(A) construct models using Dalton's Postulates, Thomson's
discovery of electron properties, Rutherford's nuclear atom, Bohr's
nuclear atom, and Heisenberg's Uncertainty Principle to show the development
of modern atomic theory over time;
(B) describe the structure of atoms and ions, including
the masses, electrical charges, and locations of protons and neutrons
in the nucleus and electrons in the electron cloud;
(C) investigate the mathematical relationship between
energy, frequency, and wavelength of light using the electromagnetic
spectrum and relate it to the quantization of energy in the emission
spectrum;
(D) calculate average atomic mass of an element using
isotopic composition; and
(E) construct models to express the arrangement of
electrons in atoms of representative elements using electron configurations
and Lewis dot structures.
(7) Science concepts. The student knows how atoms form
ionic, covalent, and metallic bonds. The student is expected to:
(A) construct an argument to support how periodic trends
such as electronegativity can predict bonding between elements;
(B) name and write the chemical formulas for ionic
and covalent compounds using International Union of Pure and Applied
Chemistry (IUPAC) nomenclature rules;
(C) classify and draw electron dot structures for molecules
with linear, bent, trigonal planar, trigonal pyramidal, and tetrahedral
molecular geometries as explained by Valence Shell Electron Pair Repulsion
(VSEPR) theory; and
(D) analyze the properties of ionic, covalent, and
metallic substances in terms of intramolecular and intermolecular
forces.
(8) Science concepts. The student understands how matter
is accounted for in chemical substances. The student is expected to:
(A) define mole and apply the concept of molar mass
to convert between moles and grams;
(B) calculate the number of atoms or molecules in a
sample of material using Avogadro's number;
(C) calculate percent composition of compounds; and
(D) differentiate between empirical and molecular formulas.
(9) Science concepts. The student understands how matter
is accounted for in chemical reactions. The student is expected to:
(A) interpret, write, and balance chemical equations,
including synthesis, decomposition, single replacement, double replacement,
and combustion reactions using the law of conservation of mass;
(B) differentiate among acid-base reactions, precipitation
reactions, and oxidation-reduction reactions;
(C) perform stoichiometric calculations, including
determination of mass relationships, gas volume relationships, and
percent yield; and
(D) describe the concept of limiting reactants in a
balanced chemical equation.
(10) Science concepts. The student understands the
principles of the kinetic molecular theory and ideal gas behavior.
The student is expected to:
(A) describe the postulates of the kinetic molecular
theory;
(B) describe and calculate the relationships among
volume, pressure, number of moles, and temperature for an ideal gas;
and
(C) define and apply Dalton's law of partial pressure.
(11) Science concepts. The student understands and
can apply the factors that influence the behavior of solutions. The
student is expected to:
(A) describe the unique role of water in solutions
in terms of polarity;
(B) distinguish among types of solutions, including
electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated
solutions;
(C) investigate how solid and gas solubilities are
influenced by temperature using solubility curves and how rates of
dissolution are influenced by temperature, agitation, and surface
area;
(D) investigate the general rules regarding solubility
and predict the solubility of the products of a double replacement
reaction;
(E) calculate the concentration of solutions in units
of molarity; and
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