Chemistry High School
The
chemistry high school standards address the following topics: Properties of Matter; Atomic Structure and Nuclear
Chemistry; Periodicity; Chemical Bonding; Chemical Reactions and Stoichiometry;
States of Matter, Kinetic Theory, and Thermochemistry;
Solutions, Rates of Reactions, and Equilibrium; and Acids, Bases and Reduction-Oxidation
Reactions.
At
the high school level, students learn about the properties of matter and how
these properties help to organize elements on the periodic table. Through
history, students develop a better understanding of the structure of the atom.
Students develop an understanding of chemical reactions including the
involvement of energy and sub-atomic particles to better understand the nature
of chemical changes. By learning about various chemical reactions, such as
oxidation-reduction, combustion, and decomposition, students learn about
chemical reactions that occur around us everyday. Students also gain a deeper
understanding of acids and bases, rates of reactions, and factors that affect
those rates. From calculating stoichiometry problems
and molar concentrations, students learn about proportionality and strengthen
their mathematical skills.
I. Content
Standards
1. Properties of Matter
Broad
Concept:
Physical and chemical properties reflect the nature of the interactions between
molecules or atoms and can be used to classify and describe
matter.
1.1 Identify and explain physical properties
(such as density, melting point, boiling point, conductivity, and malleability)
and chemical properties (such as the ability to form new substances).
Distinguish between chemical and physical changes.
1.2 Explain the difference between pure
substances (elements and compounds) and mixtures. Differentiate between heterogeneous and
homogeneous mixtures.
1.3 Describe the three normal states of matter (solid, liquid, gas) in terms of
energy, particle motion, and phase transitions.
2. Atomic Structure
and Nuclear Chemistry
Broad
Concept:
Atomic models are used to explain atoms and help
us understand the interaction of elements and compounds observed on a
macroscopic scale. Nuclear chemistry deals with radioactivity, nuclear
processes, and nuclear properties. Nuclear reactions produce tremendous amounts
of energy and the formation of the elements.
2.1
Recognize discoveries from
2.2
Describe
2.3 Interpret and apply the laws of conservation of mass, constant composition (definite proportions), and multiple proportions.
2.4 Write the electron configurations for the first twenty elements of the periodic table.
2.5 Identify the three main types of radioactive decay (alpha, beta, and gamma) and compare their properties (composition, mass, charge, and penetrating power).
2.6 Describe the process of radioactive decay by using nuclear equations and explain the concept of half-life for an isotope, for example, C-14 is a powerful tool in determining the age of objects.
2.7 Compare and contrast nuclear fission and nuclear fusion.
3. Periodicity
Broad Concept: Repeating (periodic) patterns of physical and chemical properties occur among elements that define families with similar properties. The periodic table displays this repeating pattern, which is related to an atom’s outermost electrons.
3.1 Explain the relationship of an element’s
position on the periodic table to its atomic number. Identify families (groups) and periods on
the periodic table.
3.2 Use the periodic table to identify the three
classes of elements: metals, nonmetals, and metalloids.
3.3 Relate the position of an element on the
periodic table to its electron configuration and compare its reactivity with
other elements in the table.
3.4 Identify trends on the periodic table
(ionization energy, electronegativity, and relative size of atoms and ions).
4. Chemical Bonding
Broad Concept: Atoms bond with each other by transferring or sharing valence electrons to form compounds.
4.1 Explain how atoms combine to form compounds
through both ionic and covalent bonding. Predict chemical
formulas based on the number of valence electrons.
4.2 Draw Lewis dot structures for simple
molecules and ionic compounds.
4.3 Use electronegativity to explain the difference between polar
and nonpolar covalent bonds.
4.4 Use valence-shell electron-pair repulsion
theory (VSEPR) to predict the electron geometry (linear, trigonal planar, and tetrahedral) of simple molecules.
4.5 Identify how hydrogen bonding in water
affects a variety of physical, chemical, and biological phenomena (such as,
surface tension, capillary action, density, and boiling
point).
4.6 Name and write the chemical formulas for
simple ionic and molecular compounds, including those that contain the
polyatomic ions: ammonium, carbonate, hydroxide, nitrate, phosphate, and
sulfate.
5. Chemical
Reactions and Stoichiometry
Broad
Concept:
In a chemical reaction, one or more reactants are transformed into one or more
new products. Chemical equations represent the reaction and must be balanced.
The conservation of atoms in a chemical reaction leads to the ability to
calculate the amount of products formed and reactants used (stoichiometry).
5.1 Balance chemical equations by applying the laws of conservation of mass and constant composition (definite proportions).
5.2 Classify chemical reactions as synthesis (combination), decomposition, single displacement, double displacement, and combustion.
5.3 Use the mole concept to determine the number of particles and the molar mass of elements and compounds.
5.4 Determine percent compositions, empirical formulas, and molecular formulas.
5.5 Calculate the mass-to-mass stoichiometry for a chemical reaction.
5.6 Calculate percent yield in a chemical reaction.
6. States of Matter,
Kinetic Molecular Theory, and Thermochemistry
Broad
Concept: Gas particles move independently of each other and are far apart. Their
behavior can be modeled by the kinetic molecular theory. In liquids and solids,
unlike gases, the particles are close to each other. The driving forces of
chemical reactions are energy and entropy.
The reorganization of atoms in chemical reactions results in the release or
absorption of heat energy.
6.1 Using the kinetic molecular theory, explain the behavior of gases and the relationship between pressure and volume (Boyle’s law), volume and temperature (Charles’s law), pressure and temperature (Gay-Lussac’s law), and the number of particles in a gas sample (Avogadro’s hypothesis). Use the combined gas law to determine changes in pressure, volume, and temperature.
6.2 Perform calculations using the ideal gas law. Understand the molar volume at 273K and 1 atmosphere (STP).
6.3 Using the kinetic molecular theory, describe and contrast the properties of gases, liquids, and solids. Explain, at the molecular level, the behavior of matter as it undergoes phase transitions.
6.4 Describe the law of conservation of energy. Explain the difference between an endothermic process and an exothermic process.
6.5 Recognize that there is a natural tendency for systems to move in a direction of disorder or randomness (entropy).
7. Solutions, Rates
of Reaction, and Equilibrium
Broad
Concept:
Solids, liquids, and gases dissolve to form solutions. Rates of reaction and
chemical equilibrium are dynamic processes that are significant in many systems
(biological, ecological, and geological).
7.1 Describe the process by which solutes dissolve in solvents.
7.2 Calculate concentration in terms of molarity. Use molarity to perform solution dilution and solution stoichiometry.
7.3 Identify and explain the factors that affect the rate of dissolving, such as, temperature, concentration, surface area, pressure, and mixing.
7.4 Compare and contrast qualitatively the properties of solutions and pure solvents (colligative properties such as boiling point and freezing point).
7.5 Identify the factors that affect the rate of a chemical reaction (temperature, mixing, concentration, particle size, surface area, and catalyst).
7.6 Predict the shift in equilibrium when the system is subjected to a stress (LeChatelier’s principle) and identify the factors that can cause a shift in equilibrium (concentration, pressure, volume, temperature).
8. Acids and Bases and Oxidation-Reduction
Reactions
Broad
Concept:
Acids and bases are important in numerous chemical processes that occur around
us, from industrial procedures to biological ones, from the laboratory to the
environment. Oxidation-reduction reactions occur when one substance transfers
electrons to another substance and constitutes a major class of chemical
reactions.
8.1 Define the Arrhenius theory of acids and bases in terms of the presence of hydronium and hydroxide ions in water and the Bronsted-Lowry theory of acids and bases in terms of proton donor and acceptor.
8.2 Relate hydrogen ion concentrations to the pH scale, and to acidic, basic, and neutral solutions. Compare and contrast the strength of various common acids and bases such as vinegar, baking soda, soap, and citrus juice.
8.3 Explain how a buffer works.
8.4 Describe oxidation and reduction reactions and give some every day examples, such as, fuel burning, corrosion. Assign oxidation numbers in a reaction.
II. Scientific
Inquiry Skills Standards
Scientific literacy can be
achieved by supporting students to inquire about chemical phenomena. Engaging
students in scientific inquiry allows them to develop conceptual understandings
and scientific skills that are necessary to be informed decision-makers. The
science curriculum should include substantial hands-on laboratory and field
experiences, as appropriate, for students to develop and use these skills in a
Chemistry course.
SIS1. Make observations, raise questions, and formulate
hypotheses.
Students will be able to:
q
Observe the world around
them from a scientific perspective.
q
Pose questions and form
hypotheses based on personal observations, scientific articles, experiments, and
knowledge.
q
Read, interpret, and examine
the credibility and validity of scientific claims in different sources of
information, such as scientific articles, advertisements, or media
stories.
SIS2. Design and conduct scientific
investigations.
Students will be able to:
q
Articulate and explain the
major concepts being investigated and the purpose of an
investigation.
q
Select required materials,
equipment, and conditions for conducting an experiment.
q
Identify independent and
dependent variables.
q
Write procedures that are
clear and replicable.
q
Employ appropriate methods
for accurately and consistently
o
making
observations;
o
making and recording
measurements at an appropriate level of precision and;
o
collecting data or evidence in an
organized way.
q Properly use instruments, equipment, and materials (such as scales, probeware, meter sticks, microscopes, computers, etc.) including: set-up, calibration (if required), technique, maintenance, and storage.
q
Follow safety guidelines.
SIS3. Analyze and interpret
results of scientific investigations.
Students will be able to:
q
Present relationships
between variables in appropriate forms.
o
Represent data and
relationships between variables in charts and graphs.
o
Use appropriate technology
(such as graphing software, etc.) and other tools.
q
Use mathematical operations
to analyze and interpret data results.
q
Identify reasons for
inconsistent results, such as sources of error or uncontrolled conditions, and
assess the reliability of data.
q
Use results of an experiment
to develop a conclusion to an investigation that addresses the initial questions
and supports or refutes the stated hypothesis.
q
State questions raised by an
experiment that may require further investigation.
SIS4. Communicate and apply
the results of scientific investigations.
Students will be able to:
q
Develop descriptions and
explanations of scientific concepts that an investigation focused on.
q
Review information, explain
statistical analysis, and summarize data collected and analyzed from an
investigation.
q
Explain diagrams and charts
that represent relationships of variables.
q
Construct a reasoned
argument and respond appropriately to critical comments and
questions.
q
Use language and vocabulary
appropriately, speak clearly and logically, and use appropriate technology (such
as presentation software, etc.) and other tools to present
findings.
q
Use and refine scientific
models that simulate physical processes or phenomena.
III. Mathematical
Skills
Students are expected to
know the content of the
ü
Construct and use tables and
graphs to interpret data sets.
ü
Solve simple algebraic
expressions.
ü
Perform basic statistical
procedures to analyze the center and spread of data.
ü
Measure with accuracy and
precision (length, volume, mass, temperature, time, etc.)
ü
Convert within a unit (such
as, centimeters to meters).
ü
Use common prefixes such as
milli-, centi-, and
kilo-.
ü
Use scientific notation,
where appropriate.
ü
Use ratio and proportion in
the solution of problems.
The following skills are not
detailed in the Mathematics Framework, but are necessary for a solid
understanding in this course:
ü
Determine the correct number
of significant figures.
ü
Determine percent error from
experimental and accepted values.
ü
Use appropriate
metric/standard international (SI) units of measurement for mass (kg); length
(m); and time (s).
ü
Use Celsius and Kelvin
scales.