| (a) General requirements. Students shall be awarded
one credit for successful completion of this course. Required prerequisites:
one unit of high school science and Algebra I. Suggested prerequisite:
completion of or concurrent enrollment in a second year of mathematics.
This course is recommended for students in Grade 10, 11, or 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
and chemical bonding, chemical stoichiometry, gas laws, solution chemistry,
thermochemistry, and nuclear chemistry. Students will investigate
how chemistry is an integral part of our daily lives.
(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 inquiry. Scientific inquiry is the planned
and deliberate investigation of the natural world. Scientific practices
of investigation can be experimental, descriptive, or comparative.
The method chosen should be appropriate to the question being asked.
(4) Science and social ethics. Scientific decision
making is a way of answering questions about the natural world. Students
should be able to distinguish between scientific decision-making methods
and ethical and social decisions that involve the application of scientific
information.
(5) Scientific systems. A system is a collection of
cycles, structures, and processes that interact. All systems have
basic properties that can be described in terms of 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. 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.
(6) 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 processes. The student, for at least
40% of instructional time, conducts laboratory and field investigations
using safe, environmentally appropriate, and ethical practices. The
student is expected to:
(A) demonstrate safe practices during laboratory and
field investigations, including the appropriate use of safety showers,
eyewash fountains, safety goggles or chemical splash goggles, as appropriate,
and fire extinguishers;
(B) know specific hazards of chemical substances such
as flammability, corrosiveness, and radioactivity as summarized on
the Safety Data Sheets (SDS); and
(C) demonstrate an understanding of the use and conservation
of resources and the proper disposal or recycling of materials.
(2) Scientific processes. The student uses scientific
practices to solve investigative questions. The student is expected
to:
(A) know the definition of science and understand that
it has limitations, as specified in subsection (b)(2) of this section;
(B) know that scientific 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;
(C) know that 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 may be subject
to change as new areas of science and new technologies are developed;
(D) distinguish between scientific hypotheses and scientific
theories;
(E) plan and implement investigative procedures, including
asking questions, formulating testable hypotheses, and selecting equipment
and technology, including 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;
(F) collect data and make measurements with accuracy
and precision;
(G) express and manipulate chemical quantities using
scientific conventions and mathematical procedures, including dimensional
analysis, scientific notation, and significant figures;
(H) organize, analyze, evaluate, make inferences, and
predict trends from data; and
(I) communicate valid conclusions supported by the
data through methods such as lab reports, labeled drawings, graphs,
journals, summaries, oral reports, and technology-based reports.
(3) Scientific processes. The student uses critical
thinking, scientific reasoning, and problem solving to make informed
decisions within and outside the classroom. The student is expected
to:
(A) analyze, evaluate, and critique scientific explanations
by using empirical evidence, logical reasoning, and experimental and
observational testing, so as to encourage critical thinking by the
student;
(B) communicate and apply scientific information extracted
from various sources such as current events, published journal articles,
and marketing materials;
(C) draw inferences based on data related to promotional
materials for products and services;
(D) evaluate the impact of research on scientific thought,
society, and the environment;
(E) describe the connection between chemistry and future
careers; and
(F) describe the history of chemistry and contributions
of scientists.
(4) Science concepts. The student knows the characteristics
of matter and can analyze the relationships between chemical and physical
changes and properties. The student is expected to:
(A) differentiate between physical and chemical changes
and properties;
(B) identify extensive properties such as mass and
volume and intensive properties such as density and melting point;
(C) compare solids, liquids, and gases in terms of
compressibility, structure, shape, and volume; and
(D) classify matter as pure substances or mixtures
through investigation of their properties.
(5) Science concepts. The student understands the historical
development of the Periodic Table and can apply its predictive power.
The student is expected to:
(A) explain the use of chemical and physical properties
in the historical development of the Periodic Table;
(B) identify and explain the properties of chemical
families, including alkali metals, alkaline earth metals, halogens,
noble gases, and transition metals, using the Periodic Table; and
(C) interpret periodic trends, including atomic radius,
electronegativity, and ionization energy, using the Periodic Table.
(6) Science concepts. The student knows and understands
the historical development of atomic theory. The student is expected
to:
(A) describe the experimental design and conclusions
used in the development of modern atomic theory, including Dalton's
Postulates, Thomson's discovery of electron properties, Rutherford's
nuclear atom, and Bohr's nuclear atom;
(B) describe the mathematical relationships between
energy, frequency, and wavelength of light using the electromagnetic
spectrum;
(C) calculate average atomic mass of an element using
isotopic composition; and
(D) express the arrangement of electrons in atoms of
representative elements using electron configurations and Lewis valence
electron dot structures.
(7) Science concepts. The student knows how atoms form
ionic, covalent, and metallic bonds. The student is expected to:
(A) name ionic compounds containing main group or transition
metals, covalent compounds, acids, and bases using International Union
of Pure and Applied Chemistry (IUPAC) nomenclature rules;
(B) write the chemical formulas of ionic compounds
containing representative elements, transition metals and common polyatomic
ions, covalent compounds, and acids and bases;
(C) construct electron dot formulas to illustrate ionic
and covalent bonds;
(D) describe metallic bonding and explain metallic
properties such as thermal and electrical conductivity, malleability,
and ductility; and
(E) classify molecular structure for molecules with
linear, trigonal planar, and tetrahedral electron pair geometries
as explained by Valence Shell Electron Pair Repulsion (VSEPR) theory.
(8) Science concepts. The student can quantify the
changes that occur during chemical reactions. The student is expected
to:
(A) define and use the concept of a mole;
(B) calculate the number of atoms or molecules in a
sample of material using Avogadro's number;
(C) calculate percent composition of compounds;
(D) differentiate between empirical and molecular formulas;
(E) write and balance chemical equations using the
law of conservation of mass;
(F) differentiate among double replacement reactions,
including acid-base reactions and precipitation reactions, and oxidation-reduction
reactions such as synthesis, decomposition, single replacement, and
combustion reactions;
(G) perform stoichiometric calculations, including
determination of mass and gas volume relationships between reactants
and products and percent yield; and
(H) describe the concept of limiting reactants in a
balanced chemical equation.
(9) Science concepts. The student understands the principles
of ideal gas behavior, kinetic molecular theory, and the conditions
that influence the behavior of gases. The student is expected to:
(A) describe and calculate the relations between volume,
pressure, number of moles, and temperature for an ideal gas as described
by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial
pressure, and the ideal gas law; and
(B) describe the postulates of kinetic molecular theory.
(10) 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) apply the general rules regarding solubility through
investigations with aqueous solutions;
(C) calculate the concentration of solutions in units
of molarity;
(D) calculate the dilutions of solutions using molarity;
(E) distinguish among types of solutions such as electrolytes
and nonelectrolytes; unsaturated, saturated, and supersaturated solutions;
and strong and weak acids and bases;
(F) investigate factors that influence solid and gas
solubilities and rates of dissolution such as temperature, agitation,
and surface area;
(G) define acids and bases and distinguish between
Arrhenius and Bronsted-Lowry definitions and predict products in acid-base
reactions that form water; and
(H) define pH and calculate the pH of a solution using
the hydrogen ion concentration.
(11) Science concepts. The student understands the
energy changes that occur in chemical reactions. The student is expected
to:
(A) describe energy and its forms, including kinetic,
potential, chemical, and thermal energies;
(B) describe the law of conservation of energy and
the processes of heat transfer in terms of calorimetry;
(C) classify reactions as exothermic or endothermic
and represent energy changes that occur in chemical reactions using
thermochemical equations or graphical analysis; and
(D) perform calculations involving heat, mass, temperature
change, and specific heat.
(12) Science concepts. The student understands the
basic processes of nuclear chemistry. The student is expected to:
(A) describe the characteristics of alpha, beta, and
gamma radioactive decay processes in terms of balanced nuclear equations;
and
(B) compare fission and fusion reactions.
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