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Chemistry
As a prerequisite to this course students will have completed Physical Science and Algebra 1.
Strands
1. Earth and Space Sciences
2. Life Sciences
3. Materials and their Properties
4. Physical Processes
5. Nature of Science
Strand 3 – Materials and their Properties.
Standard 8. Classifying materials
Students will:
8 – 1 Understand the difference between a pure substance, a homogenous mixture and a heterogeneous mixture. Know several
methods to separate the components of a mixture and the elements in a compound.
8 – 2 Know the structure of an atom (e.g. negative electrons occupy most of the space in the atom; neutrons and positive
protons make up the nucleus of the atom; protons and neutrons are almost two thousand times heavier than an electron; the
electric force between the nucleus and electrons holds the atom together).
8 – 3 Know that atoms may be bonded together into molecules or crystalline solids, and compounds are formed from
chemical bonds (ionic & covalent) between two or more different kinds of atoms.
8 – 4 Know that the number of electrons in an atom determines whether the atom is electrically neutral or an ion (i.e. electrically
neutral atoms contain equal numbers of protons and electrons; a positively charged atom has lost one or more electrons; a negatively
charged atom has gained one or more electrons), and write electron configurations for such atoms and ions.
8 – 5 Know how to write the chemical formula for a compound given its name or visa versa for both ionic and covalent
compounds. Know the names and formulas of some of the most common polyatomic ions.
8 – 6 Understand the complete mole concept and ways in which it can be used (e.g. molar mass vs. relative atomic mass, numbers
of particles vs. moles of particles, etc.).
8 – 7 Know that most elements have two or more isotopes (i.e. atoms that differ in the number of neutrons in the nucleus);
although the number of neutrons has little effect on how the atom interacts with others, it does affect the mass and stability of the
nucleus.
8 – 8 Know how to determine the average atomic mass given the relative atomic mass of the naturally occurring isotopes of an
element.
8 – 9 Know how to apply the mole concept to solve percent composition and empirical formula problems.
8 – 10 Understand that molecules’ geometric shapes are predicted by the bonding and configuration of electrons in the
constituent atoms of the molecule. Know how to determine a simple molecule’s geometric shape, given its chemical formula.
8 – 11 Know the variety of structures that may be formed from the bonding of carbon atoms (alkanes, alkenes, alcohols, etc) and
their roles in various chemical reactions.
8 – 12 Understand both the details and implications of both the Law of Definite Proportions and the Law of Multiple Proportions.
8 – 13 Know how to use Graham’s Law of Effusion and Diffusion to predict the diffusion rates of gases in the lab.
8 – 14 Understand that a solution consists of a solute or solutes dissolved in one of any number of solvents, that these solutes and
solvents can exist in various states and concentrations, and that the most common solvent is water. Have a spatial as well as
energetic understanding for the dissolution process.
8 – 15 Know how to calculate a solution’s molarity (moles/liter) and percent by mass and use these quantities in other
relevant calculations.
9. Changing Materials
Students will:
9 – 1 Know how the electron configuration of atoms governs the chemical properties of an element as atoms interact with one
another by transferring or sharing the outermost electrons.
9 – 2 Understands positioning of electrons in different sublevels and orbitals.
9 – 3 Know the five basic types of reactions: synthesis, decomposition, single replacement, double replacement, and combustion.
9 – 4 Know how to balance a chemical equation and understand the reason for doing so.
9 – 5 Know how to use a balanced chemical equation in stoichiometry problems to determine the mass and mole relationships
among the reactants and products, using a mole ratio as the primary conversion factor.
9 – 6 Know how to carry out limiting reactant stoichiometry problems as well as determine the percent yield of a particular
experimental procedure.
9 – 7 Know how to apply solution concentration, the gas laws and percent composition in order to carry out stoichiometrical
calculations in a variety of experimental situations.
9 – 8 Know that chemical reactions can take place at different rates and that reaction rates depend on a variety of factors that
influence the frequency of collision of reactant molecules (e.g. shape and surface area of the reacting species, temperature,
pressure, the presence or absence of a catalyst).
9 – 9 Understand the dynamic state of systems at equilibrium and how Le Chatelier’s Principle predicts the effects of various
stresses being placed on a closed system.
9 – 10 Know how the Kinetic Molecular Theory describes not only the solid, liquid and gaseous states, but also describes all the
phase changes between those states including: vaporization, condensation, sublimation, deposition, melting and freezing.
9 – 11 Understand that according to Collision Theory, reactants must collide with the correct orientation and the minimum
requisite Activation Energy in order for a chemical reaction to take place.
9 – 12 Know and understand the three fundamental acid/base theories: Arrhenius, Bronsted/Lowry, and Lewis. Know some of
the most common acids and bases and their uses.
9 – 13 Understand how pH is related to the molarity of the hydronium ion in an aqueous solution using logarithms.
9 – 14 Know how to do an acid/base titration using a standard solution to determine the concentration of an unknown solution.
10. Patterns of behavior
Students will:
10 – 1 Understand how elements are arranged in the periodic table, and how this arrangement shows repeating patterns among
elements with similar properties (e.g. numbers of protons, neutrons, and electrons; relation between atomic number and atomic
mass, ionization energies, electronegativies…).
10 – 2 Know that the physical and chemical properties of a compound are determined by its molecular structure (e.g. constituent
atoms, crystal or molecular geometry, type of bonding, etc) and the intermolecular forces between these molecules.
10 – 3 Understand the measures of temperature and pressure as well as the most commonly used units for these measures in
chemistry (Kelvin and degrees Celsius for temperature; Pascal and millimeters of mercury for pressure). Know how these are
used in the ideal gas law and how the ideal gas law can be used to derive the other gas laws (Boyle’s Law, Charles’ Law, Gay
Lussiac’s Law, Avogadro’s Law).
10 – 4 Understand how to determine the equilibrium vapor pressure of a gas as well as how this information applies to Dalton’s
Law of Partial Pressures. Know how to use Dalton’s Law of Partial Pressures to determine the amount of gas collected over
water.
10 – 5 Understand what a phase diagram and how to obtain relevant information about a substance from a phase diagram.
10 – 6 Know how radioactive isotopes can be used to estimate the age of materials that contain them because radioactive isotopes
undergo spontaneous nuclear reactions; the decay of any one nucleus cannot be predicted, but a large group of identical nuclei
decay at a predictable rate, which can be used to estimate the material's age.
10 – 7 Understand that bond length and bond energy are directly proportional.
11. The sources and properties of energy.
Students will:
11 – 1 Know that energy can be considered to be either kinetic energy (energy of motion) or potential energy (depends on relative
position).
11 – 2 Understand the relationship between heat and temperature (heat energy consists of the random motion and vibrations of
atoms, molecules, and ions; the higher the temperature, the greater the atomic or molecular motion).
11 – 3 Understand that atoms combine to form compounds in order to achieve a lower overall potential energy.
11 – 6 Understand that chemical reactions either release or consume energy. Know how to interpret and draw Reaction
Coordinate Diagrams to describe whether a reaction is endothermic, exothermic and/or catalyzed.
11 – 7 Understand that physical (phase and temperature) changes have an energetic component. This can be described by
measurements such as the Heat of Vaporization, the Heat of Fusion, and the Specific Heat of a substance.
11 – 8 Know how to use the Heat (or Enthalpy) of Formation of the substances involved in a chemical reaction to determine the
heat consumed or released by that reaction by applying Hess's Law.
11 – 9 Understand the concept of entropy (e.g. although the total energy of the universe remains constant, matter tends to become
steadily less ordered as various energy transfers occur).
11 – 10 Understand that a physical or chemical change’s Enthalpy and Entropy are combined to determine that process’ Gibb's
Free Energy, or “free energy”, to determine if the reaction will happen spontaneously.
11 – 11 Know the factors effecting reaction rate and understand that reactions can sometimes proceed in the forward and reverse
directions at the same time in the same reaction vessel in dynamic equilibrium.
11 – 12 Know that nuclear reactions convert a fraction of the mass of interacting particles into energy (fission involves the
splitting of a large nucleus into smaller pieces; fusion is the joining of two nuclei at extremely high temperature and pressure) and
release much greater amounts of energy than atomic interactions.
11 – 13 Understand that radioactive emissions come in three primary types: alpha, beta, and gamma emissions. Know the basic
properties of these three primary types of emissions.
12. Forces and motion.
Students will:
12 – 1 Know that electromagnetic forces exist within and between atoms (e.g. electric forces between oppositely charged
electrons and protons hold atoms and molecules together, and are involved in all chemical reactions; electric forces hold solid and
liquid materials together and act between objects when they are in contact.)
12 – 2 Know that materials that contain equal proportions of positive and negative charges are electrically neutral, but a very
small excess or deficit of negative charges in a material produces noticeable electric forces.
12 – 3 Know how the various intermolecular forces (dipole-dipole, ion-dipole, hydrogen bonding, London dispersion) are created
and how they determine the properties of a substance.
13. Electricity and Magnetism.
Students will:
13 – 1 Understand that electromagnetic radiation can be absorbed and released by atoms or molecules only in discrete amounts
called photons.
13 – 2 Understand that photons are packets of electromagnetic energy that carry a quantum of energy.
14. The structure and properties of Waves
Students will:
14 – 1 Understand that waves have properties (speed, wavelength, frequency) and that these properties are interrelated.
14 – 2 Understand that electrons have specific allowable frequencies associated with their energetic pattern of resonance as they
dwell in the electron cloud around an atom’s nucleus.
14 – 3 Know how the energy associated with individual atoms and molecules can be used to identify the substances they
comprise; each kind of atom or molecule can gain or lose energy only in particular discrete amounts, and thus can absorb and emit
electromagnetic radiation (e.g. light) only at wavelengths corresponding to these amounts. Understand that these are seen in a
substance’s “line emission spectrum”.
Strand 5: The Nature of Science
Standard 15: Ideas and Evidence in Science.
By the end of the course students will have an understanding of:
15 – 1 how the outcome of scientific research has implications for society at large.
Standard 16: Investigative Skills
Students will be able to:
PLANNING
16 – 1 use scientific knowledge and understanding to turn ideas into a form that can be investigated, and to decide on an
appropriate approach.
16 – 2 decide whether to use evidence from first hand experience or secondary sources.
16 – 3 carry out preliminary work and to make predictions, where appropriate.
16 – 5 decide the extent and range of data to be collected and the techniques, equipment and materials to use.
OBTAINING AND PRESENTING EVIDENCE
16 – 6 use a range of equipment and materials appropriately and take action to control risks to themselves and to others.
16 – 7 make observations and measurements (e.g., metric tools, scales, light gates, temperature probes, pH probes, etc.) to an
appropriate degree of precision.
16 – 8 make sufficient relevant observations and measurements to reduce error and obtain reliable evidence.
CONSIDERING EVIDENCE
16 – 10 use diagrams, tables, charts and graphs, including lines of best fit, to identify and describe patterns or relationships in
data. 16 – 11 use observations, measurements and other data to draw conclusions.
16 – 12 decide to what extent these conclusions support a prediction or enable further predictions to be made.
16 – 13 use their scientific knowledge and understanding to explain and interpret observations, measurements or other data
and conclusions.
EVALUATING
16 – 14 consider anomalies in observations or measurements and try to explain them.
16 – 15 consider whether the evidence is sufficient to support any conclusions or interpretations made.
16 – 16 suggest improvements to the methods used where appropriate.