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1 Credit

CHEMISTRY

-ICHIGAN-ERIT#URRICULUM

Course/Credit Requirements

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Michigan State Board o Education

Kathleen N. Straus, President

Bloomfeld Township

John C. Austin, Vice President

Ann Arbor

Carolyn L. Curtin, Secretary

Evart

Marianne Yared McGuire, Treasurer

Detroit

Nancy Danho, NASBE Delegate

East Lansing

Elizabeth W. Bauer

Birmingham

Reginald M. Turner

Detroit

Eileen Lappin Weiser

Ann Arbor

Governor Jennier M. GranholmEx Ofcio

Michael P. Flanagan, Chairman

Superintendent o Public Instruction

Ex Ofcio

Jeremy M. Hughes, Ph.D.

Deputy Superintendent/Chie Academic Ofcer

Dr. Yvonne Caamal Canul, Director

Ofce o School Improvement

MDE Sta

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MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 10.6

WelcomeThis guide was developed to assist teachers in successullyimplementing the Michigan Merit Curriculum. The identied contentexpectations and guidelines provide a useul ramework or designing

curriculum, assessments and relevant learning experiences or students.Through the collaborative eorts o Governor Jennier M. Granholm,the State Board o Education, and the State Legislature, these landmarkstate graduation requirements are being implemented to give Michiganstudents the knowledge and skills to succeed in the 21st Century anddrive Michigans economic success in the global economy. Workingtogether, teachers can explore varied pathways to help studentsdemonstrate prociency in meeting the content expectations and

guidelines. This guide should be used in conjunction with the HighSchool Content Expectations document or the discipline.

Curriculum Unit DesignOne o the ultimate goals o teaching is or students to acquire

transerable knowledge. To accomplish this, learning needs to

result in a deep understanding o content and mastery level o skills.

As educational designers, teachers must use both the art and the

science o teaching. In planning coherent, rigorous instructional unitso study, it is best to begin with the end in mind.

Engaging and eective units include

appropriate content expectations

students setting goals and monitoring own progress

a ocus on big ideas that have great transer value

ocus and essential questions that stimulate inquiry and connections identied valid and relevant skills and processes

purposeul real-world applications

relevant and worthy learning experiences

varied fexible instruction or diverse learners

research-based instructional strategies

explicit and systematic instruction

adequate teacher modeling and guided practice

substantial time to review or apply new knowledge

opportunities or revision o work based on eedback

student evaluation o the unit

culminating celebrations

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10.6 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS

RelevanceInstruction that is clearly relevant to todays rapidly changing world is atthe oreront o unit design. Content knowledge cannot by itsel lead allstudents to academic achievement. Classes and projects that sparkstudent interest and provide a rationale or why the content is worthlearning enable students to make connections between what they readand learn in school, their lives, and their utures. An engaging andeective curriculum provides opportunities or exploration and exposureto new ideas. Real-world learning experiences provide students withopportunities to transer and apply knowledge in new, diverse situations.

Student Assessment

The assessment process can be a powerul tool or learning whenstudents are actively involved in the process. Both assessment olearning and assessment orlearning are essential. Reliable ormative andsummative assessments provide teachers with inormation they needto make inormed instructional decisions that are more responsiveto students needs. Engagement empowers students totake ownership o their learning and builds condence over time.

Sound assessments:

align with learning goals

vary in type and ormat

use authentic perormance tasks

use criteria-scoring tools such as rubrics or exemplars

allow teachers and students to track growth over time

validate the acquisition o transerable knowledge

give insight into students thinking processes cause students to use higher level thinking skills

address guiding questions and identied skills and processes

provide inormative eedback or teachers and students

ask students to refect on their learning

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MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 10.6 3

Why Develop Content Standards and

Expectations or High School?To prepare Michigans students with the knowledge and skills tosucceed in the 21st Century, the State o Michigan has enacted

a rigorous new set o statewide graduation requirements thatare among the best in the nation. These requirements, called theMichigan Merit Curriculum, are the result o a collaborative eortbetween Governor Jennier M. Granholm, the State Board oEducation, and the State Legislature.

In preparation or the implementation o the new high schoolgraduation requirements, the Michigan Department o EducationsOce o School Improvement is leading the development o high

school content expectations. An Academic Work Group o scienceexperts chaired by nationally known scholars was commissionedto conduct a scholarly review and identiy content standards andexpectations. The Michigan Department o Education conducted anextensive eld review o the expectations by high school, university,and business and industry representatives.

The Michigan High School Science Content Expectations (Science HSCE)establish what every student is expected to know and be able to doby the end o high school and dene the expectations or high schoolscience credit in Earth Science, Biology, Physics, and Chemistry.

An OverviewIn developing these expectations, the Academic Work Group dependedheavily on the Science Framework or the 2009 National Assessment oEducational Progress (National Assessment Governing Board, 2006).

In particular, the group adapted the structure o the NAEP ramework,including Content Statements and Perormance Expectations. Theseexpectations align closely with the NAEP ramework, which is basedon Benchmarks or Science Literacy(AAAS Project 2061, 1993) and theNational Science Education Standards (National Research Council, 1996).

The Academic Work Group careully analyzed other documents,including the Michigan Curriculum Framework Science Benchmarks(2000 revision), the Standards or Success report Understanding

University Success, ACTs College Readiness Standards, College BoardsAP Biology, AP Physics, AP Chemistry, andAP Environmental ScienceCourse Descriptions, ACTs On Course or Success, South RegionalEducation Boards Getting Ready or College-Preparatory/HonorsScience: What Middle Grades Students Need to Know and Be Able to

Do, and standards documents rom other states.

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10.6 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS4

STANDARDS (and number o content statements in each standard)

B1 Inquiry, Reection, and

Social Implications (2)

B2 Organization and Development

o Living Systems (6)

B3 Interdependence o Living

Systems and the Environment (5)

B4 Genetics (4)

B5 Evolution and Biodiversity (3)

E1 Inquiry, Reection, and


E2 Earth Systems(4)

E3 Solid Earth (4)

E4 Fluid Earth (3)

E5 The Earth in Space and Time (4)

Earth Science Biology

STANDARDS (and number o content statements in each standard)

C1 Inquiry, Reection, and


C2 Forms o Energy (5)C3 Energy Transer and

Conservation (5)

C4 Properties o Matter(10)

C5 Changes in Matter(7)

P1 Inquiry, Reection, and


P2 Motion o Objects (3)P3 Forces and Motion (8)

P4 Forms o Energy and Energy

Transormations (12)

Physics Chemistry

Organization o the Standards

and ExpectationsIn the Science credit requirement documents, the expectationsare organized by standard under content statement headings. The

organization in no way implies an instructional sequence. Curriculumpersonnel and teachers are encouraged to organize these topics andexpectations in a manner that encourages connections betweenconcepts.

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Useul and Connected Knowledge or

All StudentsThis document denes expectations or Michigan High Schoolgraduates, organized by discipline: Earth Science, Biology, Physics,

and Chemistry. It denes useul andconnected knowledgeat our levels:

Prerequisite knowledgeUseul and connected knowledge that all students should bring as aprerequisite to high school science classes. Prerequisite expectationcodes include a p and an upper case letter (e.g., E3.p1A).Prerequisite content could be assessed through ormative and/orlarge scale assessments.

Essential knowledgeUseul and connected knowledge or all high school graduates,regardless o what courses they take in high school. Essentialexpectation codes include an upper case letter (e.g., E2.1A).Essential content knowledge and perormance expectations arerequired or graduation and are assessable on the Michigan MeritExam (MME) and on uture secondary credit assessments. Essential

knowledge can also be assessed with ormative assessments. Core knowledge

Useul and connected knowledge or all high school graduateswho have completed a discipline-specic course. In general coreknowledge includes content and expectations that students needto be prepared or more advanced study in that discipline. Corecontent statement codes include an x and core expectationcodes include a lower case letter (e.g., B2.2x Proteins; B2.2f)

to indicate that they are NOT assessable on existing large-scale assessments (MME, NAEP), but will be assessed on uturesecondary credit assessments. Core knowledge can also beassessed with ormative assessments.

Recommended knowledge

Useul and connected knowledge that is desirable as preparationor more advanced study in the discipline, but not required

or graduation credit. Content and expectations labeled asrecommended represent extensions o the core. Recommendedcontent statement codes include an r and an x; recommendedexpectations include an r and a lower case letter (e.g., P4.r9xNature of Light; P4.r9a). They will not be assessed on either theMME or secondary credit assessments.

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Useul and connected knowledge is contrasted withproceduraldisplaylearning to manipulate words and symbols without ullyunderstanding their meaning. When expectations are excessive,procedural display is the kind o learning that takes place. Teachersand students cover the content instead o uncovering useul andconnected knowledge.

Credit or high school Earth Science, Biology, Physics, and Chemistry willbe defned as meeting both essential and core subject area contentexpectations.

Assessment

Prerequisite Knowledge and Skills

Basic Science KnowledgeOrientation Towards Learning

Reading, Writing, Communication

Basic Mathematics Conventions, Probability, Statistics, Measurement

MME

F

ormativeAssessments

SecondaryCredit

Assessments

Course / High School Graduation Credit

(Essential and Core Knowledge and Skills)

ESSENTIALKnowledge and Skills




CORE

Knowledge and Skills

CORE


CORE


CORE


Earth Science Biology ChemistryPhysics

Preparing Students or Successul

Post-Secondary EngagementStudents who have useul and connected knowledge should be ableto apply knowledge in new situations; to solve problems by generatingnew ideas; to make connections among what they read and hearin class, the world around them, and the uture; and through their

work, to develop leadership qualities while still in high school. Inparticular, high school graduates with useul and connected knowledgeare able to engage in our key practices o science literacy.

NOTE: Basic mathematics and English language arts skills necessary or

meeting the high school science content expectations will be included in a

companion document.

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Practices o Science Literacy

Identiying Identiyingperormances generally have to do with stating

models, theories, and patterns inside the triangle in Figure 1.

Using

Usingperormances generally have to do with the downwardarrow in Figure 1using scientic models and patterns to

explain or describe specic observations.

Inquiry

Inquiryperormances generally have to do with the upwardarrow in Figure 1nding and explaining patterns in data.

Reection and Social Implications

Refecting and Social Implications perormances generallyhave to do with the gure as a whole (refecting) or the

downward arrow (technology as the application o models and

theories to practical problems).

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Identiying Science PrinciplesThis category ocuses on students abilities to recall, dene, relate,and represent basic science principles. The content statementsthemselves are oten closely related to one another conceptually.

Moreover, the science principles included in the content statementscan be represented in a variety o orms, such as words, pictures,graphs, tables, ormulas, and diagrams (AAAS, 1993; NRC, 1996).Identiying practices include describing, measuring, or classiyingobservations; stating or recognizing principles included in thecontent statements; connecting closely related content statements;and relating dierent representations o science knowledge.

Identiying Science Principles comprises theollowing general types o practices:

Describe, measure, or classiy observations (e.g., describe theposition and motion o objects, measure temperature, classiyrelationships between organisms as being predator/prey, parasite/host, producer/consumer).

State or recognize correct science principles (e.g., mass is

conserved when substances undergo changes o state; allorganisms are composed o cells; the atmosphere is a mixture onitrogen, oxygen, and trace gases that include water vapor).

Demonstrate relationships among closely related science principles(e.g., statements o Newtons three laws o motion, energytranser and the water cycle).

Demonstrate relationships among dierent representations o

principles (e.g., verbal, symbolic, diagrammatic) and data patterns(e.g., tables, equations, graphs).

Identiying Science Principles is integral to all o the other sciencepractices.

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Using Science PrinciplesScientic knowledge is useul or making sense o the naturalworld. Both scientists and inormed citizens can use patternsin observations and theoretical models to predict and explain

observations that they make now or that they will make in the uture.

Using Science Principles comprises the ollowing

general types o perormance expectations:

Explain observations o phenomena (using science principles romthe content statements).

Predict observations o phenomena (using science principles rom

the content statements, including quantitative predictions basedon science principles that speciy quantitative relationships amongvariables).

Suggest examples o observations that illustrate a science principle(e.g., identiy examples where the net orce on an object is zero;provide examples o observations explained by the movement otectonic plates; given partial DNA sequences o organisms, identiylikely sequences o close relatives).

Propose, analyze, and evaluate alternative explanations orpredictions.

The rst two categoriesIdentiying Science Principles andUsing Science Principlesboth require students to correctlystate or recognize the science principles contained in the contentstatements. A dierence between the categories is that Using SciencePrinciples ocuses on what makes science knowledge valuablethat

is, its useulness in making accurate predictions about phenomenaand in explaining observations o the natural world in coherentways (i.e., knowing why). Distinguishingbetween these twocategories draws attention to dierences in depth and richnesso individuals knowledge o the content statements. Assuminga continuum rom just knowing the acts to using scienceprinciples, there is considerable overlap at the boundaries. Theline between the Identiying and Using categories is not distinct.

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Scientic InquiryScientically literate graduates make observations about the natural world,identiy patterns in data, and propose explanations to account or thepatterns. Scientic inquiry involves the collection o relevant data, the

use o logical reasoning, and the application o imagination in devisinghypotheses to explain patterns in data. Scientic inquiry is a complex

and time-intensive process that is iterative rather than linear. Habits

o mindcuriosity, openness to new ideas, inormed skepticismare

part o scientic inquiry. This includes the ability to read or listen criticallyto assertions in the media, deciding what evidence to pay attention toand what to dismiss, and distinguishing careul arguments rom shoddyones. Thus, Scientic Inquiry depends on the practices described

aboveIdentiying Science Principles and Using Science Principles.

Scientic Inquiry comprises the ollowing general types o

perormance expectations:

Generate new questions that can be investigated in the laboratoryor eld.

Evaluate the uncertainties or validity o scientic conclusions using anunderstanding o sources o measurement error, the challenges ocontrolling variables, accuracy o data analysis, logic o argument, logic oexperimental design, and/or the dependence on underlying assumptions.

Conduct scientic investigations using appropriate tools andtechniques (e.g., selecting an instrument that measures the desiredquantitylength, volume, weight, time interval, temperaturewiththe appropriate level o precision).

Identiy patterns in data and relate them to theoretical models.

Describe a reason or a given conclusion using evidence rom aninvestigation.

Predict what would happen i the variables, methods, or timing o aninvestigation were changed.

Based on empirical evidence, explain and critique the reasoning usedto draw a scientic conclusion or explanation.

Design and conduct a systematic scientic investigation that tests a

hypothesis. Draw conclusions rom data presented in charts or tables.

Distinguish between scientic explanations that are regarded ascurrent scientic consensus and the emerging questions that activeresearchers investigate.

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Scientic inquiry is more complex than simply making, summarizing,and explaining observations, and it is more fexible than the rigid seto steps oten reerred to as the scientic method. The NationalStandards makes it clear that inquiry goes beyond science as a process

to include an understanding o the nature o science (p. 105).It is part o scientic inquiry to evaluate the results o scienticinvestigations, experiments, observations, theoretical models, and theexplanations proposed by other scientists. Evaluation includes reviewingthe experimental procedures, examining the evidence, identiying aultyreasoning, pointing out statements that go beyond the evidence, andsuggesting alternative explanations or the same observations (p. 171).

When students engage in Scientic Inquiry, they are drawing

on their understanding about the nature o science, including

the ollowing ideas (see Benchmarks or Science Literacy):

Arguments are fawed when act and opinion are intermingled or theconclusions do not ollow logically rom the evidence given.

A single example can never support the inerence that somethingis always true, but sometimes a single example can support theinerence that something is not always true.

I more than one variable changes at the same time in an experiment ,the outcome o the experiment may not be clearly attributable to anyone o the variables.

The way in which a sample is drawn aects how well it represents thepopulation o interest. The larger the sample, the smaller the errorin inerence to the population. But, large samples do not necessarily

guarantee representation, especially in the absence o randomsampling.

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Students can demonstrate their abilities to engage in ScienticInquiry in two ways: students can do the practices speciedabove, and students can critique examples o scientic inquiry. Indoing, practices can include analyzing data tables and decidingwhich conclusions are consistent with the data. Other practicesinvolve hands-on perormance and/or interactive computertasksor example, where students collect data and present theirresults or where students speciy experimental conditions oncomputer simulations and observe the outcomes. As to critiquing,students can identiy faws in a poorly designed investigation orsuggest changes in the design in order to produce more reliabledata. Students should also be able to critique print or electronic

mediaor example, items may ask students to suggest alternativeinterpretations o data described in a newspaper article.

Scientic Refection and Social

ImplicationsScientically literate people recognize the strengths and limitationso scientic knowledge, which will provide the perspective they

need to use the inormation to solve real-world problems. Studentsmust learn to decide who and what sources o inormation theycan trust. They need to learn to critique and justiy their ownideas and the ideas o others. Since knowledge comes rommany sources, students need to appreciate the historical originso modern science and the multitude o connections betweenscience and other disciplines. Students need to understand howscience and technology support one another and the political,

economic, and environmental consequences o scientic andtechnological progress. Finally, it is important that the ideas andcontributions o men and women rom all cultures be recognizedas having played a signicant role in scientic communities.

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Scientic Refection and Social Implications include the ollowinggeneral types o practices, all o which entail students usingscience knowledge to:

Critique whether or not specic questions can be answered throughscientic investigations.

Identiy and critique arguments about personal or societal issuesbased on scientic evidence.

Develop an understanding o a scientic concept by accessinginormation rom multiple sources. Evaluate the scientic accuracyand signicance o the inormation.

Evaluate scientic explanations in a peer review process or

discussion ormat. Evaluate the uture career and occupational prospects o science elds.

Critique solutions to problems, given criteria and scientic constraints.

Identiy scientic tradeos in design decisions and choose amongalternative solutions.

Describe the distinctions between scientic theories, laws,hypotheses, and observations.

Explain the progression o ideas and explanations that lead toscience theories that are part o the current scientic consensus orcore knowledge.

Apply science principles or scientic data to anticipate eects otechnological design decisions.

Analyze how science and society interact rom a historical, political,economic, or social perspective.

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Organization o the Expectations

The Science Expectations are organized into Disciplines, Standards,Content Statements, and specic Perormance Expectations.

DisciplinesEarth Science, Biology, Physics, and Chemistry

Organization o Each StandardEach standard includes three parts :

A standard statement that describes what students who havemastered that standard will be able to do.

Content statements that describe Prerequisite, Essential, Core, and

Recommended science content understanding or that standard. Perormance expectations that describe Prerequisite, Essential,

Core, and Recommended perormances or that standard.

NOTE: Boundary statements that clariy the standards and set limits or

expected perormances, technical vocabulary, and additional discipline-

specic inquiry and refection expectations will be included in a companion

document to be developed at a later date.

Standard StatementThe Standard Statement describes how students who meet that standardwill engage in Identiying, Using, Inquiry, or Refection or that topic.

Content StatementsContent statements describe the Prerequisite, Essential, Core, andRecommended knowledge associated with the standard.

Performance ExpectationsPerormance expectations are derived rom the intersection ocontent statements and practices.

Perormance expectations are written with particular verbs indicatingthe desired perormance expected o the student. The action verbsassociated with each practice are contextualized to generateperormance expectations. For example, when the conduct scientic

investigations is crossed with a states-o-matter content statement,this can generate a perormance expectation that employs a dierentaction verb, heats as a way to evaporate liquids.

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High School Content Expectation Codes

To allow or ease in reerencing expectations, each scienceexpectation is coded by discipline, standard, content statement, andperormance expectation. For example:

C: The discipline o Chemistry

C2: Standard 2 in the discipline o ChemistryC2.3: Content Statement 3 in Standard C2C2.3A: 1st expectation in the 3rd content statement

o Standard C2

Upper case letters indicate essential expectations required or allstudents.

Lower case letters indicate core expectations or course/credit.

C2.3A

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CHEMISTRY (C)

Properties of matter

All objects and substances in the natural world are composed o matter.

All matter has two undamental properties: matter takes up space, and

matter has intertia it changes motion only when under the infuence

o a non-zero net orce. Matter can be characterized in terms o its

physical and chemical properties. These properties can be explained

through the particulate model o matter, which describes the particles

as atoms or molecules that are continuously in motion. The extent o

the motion can be used to explain the physical properties associated

with the common states o matter, solid, liquid and gas, as well as the

changes o state. Whether or not a particular substance will exist as a

solid, liquid or a gas will depend on the orce due to particle motion in

comparison to the orce o attraction between particles. The attractive

orces between particles are explained by the detailed structure o

molecules and the atoms that compose them.

The structure o an atom in terms o its component protons, neutrons

and electrons provides the basis or a systematic description o the

building blocks o matter and their organization in the Periodic Table

o the Elements. The Periodic Table demonstrates the relationship

between the number o protons in an element, which is the dening

characteristic o each element, and the chemical and physical properties

o the elements. The Periodic Table also provides a structure or inquiry

into the characteristics o the elements, since the electronic structure

o atoms is refected in the arrangement o elements in the Periodic

Table. It is the electronic structure o atoms, especially the outermost

electrons, that explains the chemical properties o elements and the

breaking and making o bonds between atoms in a chemical reaction. An

understanding o the bonding between elements leads to the concept

o molecules as particles with specic combinations o atoms. When

a substance consists o only one type o molecule it is reerred to as a

compound, with each compound having unique chemical and physical pr

operties due to the detailed structure o its component molecules.

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Changes in matter

As a general principle, a great deal o understanding chemistry is in

dierentiating what Nobelist Roald Homann detly labeled as the

same and not the same. Chemistry is lled with comparisons that

all under this rubric. Isomerism, or instance, is built on this idea.Molecules have the same molecular ormula, but have completely

dierent properties (ethyl acetate and butyric acid). In photo- or

thermal isomerization reactions, what constitutes the starting material

and the product dierent on the basis o some observable property

because here, too, the molecular ormulas are the same. We create

alse dichotomies or the convenience o categorization (physical

properties versus chemical properties, ionic versus covalent bonding),yet when you dissolve blue cobalt chloride in water, and the solution

turns pick, it is hard to argue dissolving is a simple act o physical

change.

Are polymorphous crystalline orms that dierent? There are real

property dierences that we would traditionally include as chemical

changes (spectroscopic dierences, or instance). Is dissolving sodium

chloride in water and then evaporating the water to get it back thatdierent? Not really. Ionic networks or lattices are complex structures

with billions and billions o degenerate isomeric orms. Add a sample

o radio-labeled sodium chloride to a dierently-labeled sample;

crystallization accomplishes a cross-over experiment no matter how

you look at it.

Changes in matter then, are not simple binary classications, but

derived rom dening what is changing and the criteria by which thosechanges are judged, particularly those properties that are used to

make the decision about what sort o change has taken place. A useul

concept that helps sort through these relationships is material kind,

a term that us used when a substance is made up o a homogenous

aggregate o atomic or molecular species (macroscopic liquid water

is a material kind, and dierentiates it rom the matter molecular

water: HOH that comprises it). Solid water and liquid water aredierent material kinds, while the matter that makes them up is the

same.

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Forms of energy

From the chemical perspective it is critical that the student understand

the role o energy in the breaking and ormation o chemical bonds,

since bond breaking/making is the undamental process in a chemical

reaction. Potential energy is stored energy resulting rom theattraction between two objects. Students commonly only understand

gravitational potential energy. Just as the orce o gravity results in

potential energy changes as objects are moved relative to the earth,

there are changes in potential energy when any particles held by a

orce (gravitational, electrical, magnetic, strong) are moved relative to

each other. Chemical bonds are the result o a decrease in potential

energy rom the increased electrostatic attractions between atoms.Chemical bonds will not orm unless there is a decrease in potential

energy compared to the unbonded state. The strength o a chemical

bond is directly proportional to the energy released when the bond

orms rom the separated gaseous atoms (ions). Breaking a chemical

bond always requires energy to overcome the attractive orces

holding the particle (ions, atoms, molecules) together. At grade 8

the student should be able to describe physical changes (changeso state, dissolving) in terms o rearranging the atoms, molecules or

ions). At grade 12 the student should be able to describe chemical

changes in terms o bond making and bond breaking to demonstrate

a deeper understanding o the term chemical potential energy.

Energy transformations

The transer o energy and the conservation o energy are o greatexplanatory and predictive value. Let on their own all systems

will naturally move to a state o minimum energy and maximum

randomness. Application o these two driving orces coupled with

the conservation o matter and energy will allow students to explain

and predict most chemical phenomena. Students will understand the

tremendous energy released in nuclear reactions is a result o small

amounts o matter being converted to energy.

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Chemistry Content Statement Outline

STANDARD C1 Inquiry, Refection, and

Social ImplicationsC1.1 Scientic Inquiry

C1.2 Scientic Refection andSocial Implications

STANDARD C2 Forms o Energy

P2.p1 Potential Energy (prerequisite)

C2.1x Chemical Potential EnergyC2.2 Molecules in Motion

C2.2x Molecular Entropy

C2.3x Breaking Chemical Bonds

C2.4x Electron Movement

C2.5x Nuclear Stability

STANDARD C3 Energy Transer

and Conservation

P3.p1 Conservation o Energy (prerequisite)

C3.1x Hesss Law

P3.p2 Energy Transer (prerequisite)

C3.2x Enthalpy

C3.3 Heating Impacts

C3.3x Bond Energy

C3.4 Endothermic and Exothermic Reactions

C3.4x Enthalpy and Entropy

C3.5x Mass Deect

STANDARD C4 Properties o Matter

P4.p1 Kinetic Molecular Theory (prerequisite)

P4.p2 Elements, Compounds, and Mixtures

(prerequisite)

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STANDARD C4 Properties o Matter (cont.)

C4.1x Molecular and Empirical Formulae

C4.2 Nomenclature

C4.3 Properties o Substances

C4.3x Solids

C4.4x Molecular Polarity

C4.5x Ideal Gas Law

C4.6x Moles

C4.7x Solutions

C4.8 Atomic Structure

C4.8x Electron Conguration

C4.9 Periodic Table

C4.9x Electron Energy Levels

C4.10 Neutral Atoms, Ions, and Isotopes

C4.10x Average Atomic Mass

STANDARD C5 Changes in Matter

P5.p1 Conservation o Matter(prerequisite)

C5.r1x Rates o Reactions(recommended)

C5.2 Chemical Changes

C5.2x Balancing EquationsC5.3x EquilibriumC5.4 Phase Change/DiagramsC5.4x Changes o StateC5.5 Chemical Bonds TrendsC5.5x Chemical BondsC5.6x Reduction/Oxidation Reactions

C5.7 Acids and BasesC5.7x Brnsted-LowryC5.8 Carbon Chemistry

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STANDARD C1: INQUIRY, REFLECTION,

AND SOCIAL IMPLICATIONSStudents will understand the nature o science and demonstrate an ability topractice scientifc reasoning by applying it to the design, execution, and evaluationo scientifc investigations. Students will demonstrate their understanding thatscientifc knowledge is gathered through various orms o direct and indirectobservations and the testing o this inormation by methods including, but notlimited to, experimentation. They will be able to distinguish between typeso scientifc knowledge (e.g., hypotheses, laws, theories) and become awareo areas o active research in contrast to conclusions that are part o establishedscientifc consensus. They will use their scientifc knowledge to assess the costs,risks, and benefts o technological systems as they make personal choices andparticipate in public policy decisions. These insights will help them analyze the role

science plays in society, technology, and potential career opportunities.

C1.1 Scientifc Inquiry

Science is a way o understanding nature. Scientic research may

begin by generating new scientic questions that can be answeredthrough replicable scientic investigations that are logically developedand conducted systematically. Scientic conclusions and explanationsresult rom careul analysis o empirical evidence and the use ological reasoning. Some questions in science are addressed throughindirect rather than direct observation, evaluating the consistency onew evidence with results predicted by models o natural processes.Results rom investigations are communicated in reports that arescrutinized through a peer review process.

C1.1A Generate new questions that can be investigated in thelaboratory or eld.

C1.1B Evaluate the uncertainties or validity o scienticconclusions using an understanding o sources omeasurement error, the challenges o controlling variables,accuracy o data analysis, logic o argument, logic oexperimental design, and/or the dependence on

underlying assumptions.C1.1C Conduct scientic investigations using appropriate tools

and techniques (e.g., selecting an instrument that measuresthe desired quantitylength, volume, weight, time interval,temperaturewith the appropriate level o precision).

C1.1D Identiy patterns in data and relate them to theoretical models.

COntEnt ExPECtAtIOnS fOR CHEMIStRY

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C1.1E Describe a reason or a given conclusion using evidencerom an investigation.

C1.1f Predict what would happen i the variables, methods, ortiming o an investigation were changed.

C1.1g Based on empirical evidence, explain and critique thereasoning used to draw a scientic conclusion orexplanation.

C1.1h Design and conduct a systematic scientic investigationthat tests a hypothesis. Draw conclusions rom datapresented in charts or tables.

C1.1i Distinguish between scientic explanations that areregarded as current scientic consensus and the emerging

questions that active researchers investigate.

C1.2 Scientifc Reection and Social Implications

The integrity o the scientic process depends on scientists and citizens

understanding and respecting the Nature o Science. Openness to

new ideas, skepticism, and honesty are attributes required or good

scientiic practice. Scientists must use logical reasoning during

investigation design, analysis, conclusion, and communication. Science

can produce critical insights on societal problems rom a personal and

local scale to a global scale. Science both aids in the development o

technology and provides tools or assessing the costs, risks, and

benets o technological systems. Scientic conclusions and arguments

play a role in personal choice and public policy decisions. New

technology and scientic discoveries have had a major infuence in

shaping human history. Science and technology continue to oer

diverse and signicant career opportunities.

C1.2A Critique whether or not specic questions can beanswered through scientic investigations.

C1.2B Identiy and critique arguments about personal orsocietal issues based on scientic evidence.

C1.2C Develop an understanding o a scientic concept byaccessing inormation rom multiple sources. Evaluate thescientic accuracy and signicance o the inormation.

C1.2D Evaluate scientic explanations in a peer reviewprocess or discussion ormat.

C1.2E Evaluate the uture career and occupational prospectso science elds.

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C1.2f Critique solutions to problems, given criteria andscientic constraints.

C1.2g Identiy scientic tradeos in design decisions andchoose among alternative solutions.

C1.2h Describe the distinctions between scientic theories,laws, hypotheses, and observations.

C1.2i Explain the progression o ideas and explanations thatlead to science theories that are part o the currentscientic consensus or core knowledge.

C1.2j Apply science principles or scientic data to anticipateeects o technological design decisions.

C1.2k Analyze how science and society interact rom ahistorical, political, economic, or social perspective.

STANDARD C2: FORMS OF ENERGYStudents recognize the many orms o energy and understand that energy iscentral to predicting and explaining how and why chemical reactions occur.

The chemical topics o bonding, gas behavior, kinetics, enthalpy, entropy, reeenergy, and nuclear stability are addressed in this standard.

Chemistry students relate temperature to the average kinetic energy o themolecules and use the kinetic molecular theory to describe and explain thebehavior o gases and the rates o chemical reactions. They understandnuclear stability in terms o reaching a state o minimum potential energy.

P2.p1 Potential Energy (prerequisite)

Three orms o potential energy are gravitational, elastic, andchemical. Objects can have elastic potential energy due totheir compression or chemical potential energy due to thearrangement o the atoms. (prerequisite)

P2.p1A Describe energy changes associated with changes ostate in terms o the arrangement and order o theatoms (molecules) in each state. (prerequisite)

P2.p1B Use the positions and arrangements o atoms andmolecules in solid, liquid, and gas state to explain theneed or an input o energy or melting and boiling anda release o energy in condensation and reezing.(prerequisite)

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C2.1x Chemical Potential Energy

Potential energy is stored whenever work must be done tochange the distance between two objects. The attractionbetween the two objects may be gravitational, electrostatic,

magnetic, or strong orce. Chemical potential energy is theresult o electrostatic attractions between atoms.

C2.1a Explain the changes in potential energy (due toelectrostatic interactions) as a chemical bond ormsand use this to explain why bond breaking alwaysrequires energy.

C2.1b Describe energy changes associated with chemical

reactions in terms o bonds broken and ormed(including intermolecular orces).

C2.1c Compare qualitatively the energy changes associatedwith melting various types o solids in terms o thetypes o orces between the particles in the solid.

C2.2 Molecules in Motion

Molecules that compose matter are in constant motion(translational, rotational, vibrational). Energy may betranserred rom one object to another during collisionsbetween molecules.

C2.2A Describe conduction in terms o molecules bumpinginto each other to transer energy. Explain why thereis better conduction in solids and liquids than gases.

C2.2B Describe the various states o matter in terms o themotion and arrangement o the molecules (atoms)making up the substance.

C2.2x Molecular Entropy

As temperature increases, the average kinetic energy and theentropy o the molecules in a sample increases.

C2.2c Explain changes in pressure, volume, and temperatureor gases using the kinetic molecular model.

C2.2d Explain convection and the dierence in transer othermal energy or solids, liquids, and gases usingevidence that molecules are in constant motion.

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C2.2e Compare the entropy o solids, liquids, and gases.

C2.2f Compare the average kinetic energy o the moleculesin a metal object and a wood object at roomtemperature.

C2.3x Breaking Chemical Bonds

For molecules to react, they must collide with enough energy(activation energy) to break old chemical bonds beore theiratoms can be rearranged to orm new substances.

C2.3a Explain how the rate o a given chemical reaction isdependent on the temperature and the activation

energy.

C2.3b Draw and analyze a diagram to show the activationenergy or an exothermic reaction that is very slowat room temperature.

C2.4x Electron Movement

For each element, the arrangement o electrons surrounding the

nucleus is unique. These electrons are ound in dierent energylevels and can only move rom a lower energy level (closerto nucleus) to a higher energy level (arther rom nucleus) byabsorbing energy in discrete packets. The energy content o thepackets is directly proportional to the requency o the radiation.These electron transitions will produce unique absorption spectraor each element. When the electron returns rom an excited (highenergy state) to a lower energy state, energy is emitted in only

certain wavelengths o light, producing an emission spectra. C2.4a Describe energy changes in fame tests o common elements

in terms o the (characteristic) electron transitions.

C2.4b Contrast the mechanism o energy changes and theappearance o absorption and emission spectra.

C2.4c Explain why an atom can absorb only certainwavelengths o light.

C2.4d Compare various wavelengths o light (visible andnonvisible) in terms o requency and relative energy.

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C2.5x Nuclear Stability

Nuclear stability is related to a decrease in potential energywhen the nucleus orms rom protons and neutrons. I theneutron/proton ratio is unstable, the element will undergoradioactive decay. The rate o decay is characteristic o eachisotope; the time or hal the parent nuclei to decay is called thehal-lie. Comparison o the parent/daughter nuclei can be usedto determine the age o a sample. Heavier elements are ormedrom the usion o lighter elements in the stars.

C2.5a Determine the age o materials using the ratio ostable and unstable isotopes o a particular type.

C2.r5b Illustrate how elements can change in nuclear reactions

using balanced equations. (recommended)

C2.r5c Describe the potential energy changes as two protonsapproach each other. (recommended)

C2.r5d Describe how and where all the elements on earthwere ormed. (recommended)

STANDARD C3: ENERGY TRANSFER ANDCONSERVATIONStudents apply the First and Second Laws o Thermodynamics to explain andpredict most chemical phenomena.

Chemistry students use the term enthalpy to describe the transer oenergy between reactants and products in simple calorimetry experimentsperormed in class and will recognize Hesss Law as an application o the

conservation o energy.Students understand the tremendous energy released in nuclear reactions isa result o small amounts o matter being converted to energy.

P3.p1 Conservation o Energy (prerequisite)

When energy is transerred rom one system to another,the quantity o energy beore transer equals the quantity

o energy ater transer. (prerequisite) P3.p1A Explain that the amount o energy necessary to heat

a substance will be the same as the amount o energyreleased when the substance is cooled to the originaltemperature. (prerequisite)

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C3.1x Hesss Law

For chemical reactions where the state and amounts oreactants and products are known, the amount o energytranserred will be the same regardless o the chemical

pathway. This relationship is called Hesss law.C3.1a Calculate the H or a given reaction using

Hesss Law.

C3.1b Draw enthalpy diagrams or exothermic andendothermic reactions.

C3.1c Calculate the Hor a chemical reaction using simplecoee cup calorimetry.

C3.1d Calculate the amount o heat produced or a givenmass o reactant rom a balanced chemical equation.

P3.p2 Energy Transer(prerequisite)

Nuclear reactions take place in the sun. In plants, light romthe sun is transerred to oxygen and carbon compounds,which, in combination, have chemical potential energy(photosynthesis). (prerequisite)

P3.p2A Trace (or diagram) energy transers involving varioustypes o energy including nuclear, chemical, electrical,sound, and light. (prerequisite)

C3.2x Enthalpy

Chemical reactions involve breaking bonds in reactants(endothermic) and orming new bonds in the products(exothermic). The enthalpy change or a chemical reaction willdepend on the relative strengths o the bonds in the reactantsand products.

C3.2a Describe the energy changes in photosynthesis and inthe combustion o sugar in terms o bond breakingand bond making.

C3.2b Describe the relative strength o single, double, andtriple covalent bonds between nitrogen atoms.

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C3.3 Heating Impacts

Heating increases the kinetic (translational, rotational, andvibrational) energy o the atoms composing elements and themolecules or ions composing compounds. As the kinetic

(translational) energy o the atoms, molecules, or ions increases,the temperature o the matter increases. Heating a sample o acrystalline solid increases the kinetic (vibrational) energy o theatoms, molecules, or ions. When the kinetic (vibrational) energybecomes great enough, the crystalline structure breaks down,and the solid melts.

C3.3A Describe how heat is conducted in a solid.

C3.3B Describe melting on a molecular level.

C3.3x Bond Energy

Chemical bonds possess potential (vibrational and rotational)energy.

C3.3c Explain why it is necessary or a molecule to absorbenergy in order to break a chemical bond.

C3.4 Endothermic and Exothermic ReactionsChemical interactions either release energy to theenvironment (exothermic) or absorb energy rom theenvironment (endothermic).

C3.4A Use the terms endothermic and exothermic correctlyto describe chemical reactions in the laboratory.

C3.4B Explain why chemical reactions will either release or

absorb energy.

C3.4x Enthalpy and Entropy

All chemical reactions involve rearrangement o the atoms.In an exothermic reaction, the products have less energy thanthe reactants. There are two natural driving orces: (1) towardminimum energy (enthalpy) and (2) toward maximumdisorder (entropy).

C3.4c Write chemical equations including the heat term as apart o equation or using Hnotation.

C3.4d Draw enthalpy diagrams or reactants and products inendothermic and exothermic reactions.

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C3.4e Predict i a chemical reaction is spontaneous given theenthalpy (H) and entropy (S) changes or thereaction using Gibbs Free Energy,G = H- TS(Note: mathematical computation oG is notrequired.)

C3.4f Explain why some endothermic reactions arespontaneous at room temperature.

C3.4g Explain why gases are less soluble in warm water thancold water.

C3.5x Mass Deect

Nuclear reactions involve energy changes many times the

magnitude o chemical changes. In chemical reactions matter isconserved, but in nuclear reactions a small loss in mass (massdeect) will account or the tremendous release o energy. Theenergy released in nuclear reactions can be calculated romthe mass deect usingE= mc2.

C3.5a Explain why matter is not conserved in nuclearreactions.

STANDARD C4: PROPERTIES OF MATTERCompounds, elements, and mixtures are categories used to organize matter.Students organize materials into these categories based on their chemicaland physical behavior. Students understand the structure o the atom tomake predictions about the physical and chemical properties o variouselements and the types o compounds those elements will orm. Anunderstanding o the organization the Periodic Table in terms o the outerelectron confguration is one o the most important tools or the chemist andstudent to use in prediction and explanation o the structure and behavior oatoms.

P4.p1 Kinetic Molecular Theory (prerequisite)

Properties o solids, liquids, and gases are explained by amodel o matter that is composed o tiny particles in motion.

(prerequisite)

P4.p1A For a substance that can exist in all three phases,describe the relative motion o the particles in each othe phases. (prerequisite)

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P4.p1B For a substance that can exist in all three phases,make a drawing that shows the arrangement andrelative spacing o the particles in each o the phases.(prerequisite)

P4.p1C For a simple compound, present a drawing thatshows the number o particles in the system doesnot change as a result o a phase change. (prerequisite)

P4.p2 Elements, Compounds, and Mixtures (prerequisite)

Elements are a class o substances composed o a single kind

o atom. Compounds are composed o two or more dierent

elements chemically combined. Mixtures are composed o two ormore dierent elements and/or compounds physically combined.Each element and compound has physical and chemical properties,

such as boiling point, density, color, and conductivity, which areindependent o the amount o the sample. (prerequisite)

P4.p2A Distinguish between an element, compound, ormixture based on drawings or ormulae.(prerequisite)

P4.p2B Identiy a pure substance (element or compound)based on unique chemical and physical properties.(prerequisite)

P4.p2C Separate mixtures based on the dierences in physicalproperties o the individual components. (prerequisite)

P4.p2D Recognize that the properties o a compound dier

rom those o its individual elements. (prerequisite)

C4.1x Molecular and Empirical Formulae

Compounds have a xed percent elemental composition.For a compound, the empirical ormula can be calculatedrom the percent composition or the mass o each element. Todetermine the molecular ormula rom the empirical ormula, the

molar mass o the substance must also be known.

C4.1a Calculate the percent by weight o each element ina compound based on the compound ormula.

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C4.1b Calculate the empirical ormula o a compound basedon the percent by weight o each element in thecompound.

C4.1c Use the empirical ormula and molecular weight o

a compound to determine the molecular ormula.

C4.2 Nomenclature

All compounds have unique names that are determinedsystematically.

C4.2A Name simple binary compounds using their ormulae.

C4.2B Given the name, write the ormula o simple binarycompounds.

C4.2x Nomenclature

All molecular and ionic compounds have unique names that aredetermined systematically.

C4.2c Given a ormula, name the compound.

C4.2d Given the name, write the ormula o ionic andmolecular compounds.

C4.2e Given the ormula or a simple hydrocarbon, draw andname the isomers.

C4.3 Properties o Substances

Dierences in the physical and chemical properties o

substances are explained by the arrangement o the atoms,ions, or molecules o the substances and by the strength othe orces o attraction between the atoms, ions, or molecules.

C4.3A Recognize that substances that are solid at roomtemperature have stronger attractive orces thanliquids at room temperature, which have strongerattractive orces than gases at room temperature.

C4.3B Recognize that solids have a more ordered, regulararrangement o their particles than liquids andthat liquids are more ordered than gases.

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C4.3x Solids

Solids can be classied as metallic, ionic, covalent, or networkcovalent. These dierent types o solids have dierent propertiesthat depend on the particles and orces ound in the solid.

C4.3c Compare the relative strengths o orces betweenmolecules based on the melting point and boiling pointo the substances.

C4.3d Compare the strength o the orces o attraction betweenmolecules o dierent elements. (For example, at roomtemperature, chlorine is a gas and iodine is a solid.)

C4.3e Predict whether the orces o attraction in a solid areprimarily metallic, covalent, network covalent, or ionicbased upon the elements location on the periodic table.

C4.3f Identiy the elements necessary or hydrogen bonding(N, O, F).

C4.3g Given the structural ormula o a compound, indicate allthe intermolecular orces present (dispersion, dipolar,hydrogen bonding).

C4.3h Explain properties o various solids such as malleability,conductivity, and melting point in terms o the solidsstructure and bonding.

C4.3i Explain why ionic solids have higher melting points thancovalent solids. (For example, NaF has a melting point o995C while water has a melting point o 0 C.)

C4.4x Molecular Polarity

The orces between molecules depend on the net polarity othe molecule as determined by shape o the molecule and thepolarity o the bonds.

C4.4a Explain why at room temperature dierent compoundscan exist in dierent phases.

C4.4b Identiy i a molecule is polar or nonpolar given astructural ormula or the compound.

C4.5x Ideal Gas Law

The orces in gases are explained by the ideal gas law.

C4.5a Provide macroscopic examples, atomic and molecularexplanations, and mathematical representations (graphs andequations) or the pressure-volume relationship in gases.

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C4.5b Provide macroscopic examples, atomic and molecularexplanations, and mathematical representations(graphs and equations) or the pressure-temperaturerelationship in gases.

C4.5c Provide macroscopic examples, atomic and molecularexplanations, and mathematical representations (graphsand equations) or the temperature-volume relationship in

gases.

C4.6x Moles

The mole is the standard unit or counting atomic andmolecular particles in terms o common mass units.

C4.6a Calculate the number o moles o any compound orelement given the mass o the substance.

C4.6b Calculate the number o particles o any compound orelement given the mass o the substance.

C4.7x Solutions

The physical properties o a solution are determined by the

concentration o solute.

C4.7a Investigate the dierence in the boiling point orreezing point o pure water and a salt solution.

C4.7b Compare the density o pure water to that o a sugar

solution.

C4.8 Atomic Structure

Electrons, protons, and neutrons are parts o the atom and havemeasurable properties, including mass and, in the case oprotons and electrons, charge. The nuclei o atoms arecomposed o protons and neutrons. A kind o orce that is onlyevident at nuclear distances holds the particles o the nucleustogether against the electrical repulsion between the protons.

C4.8A Identiy the location, relative mass, and charge or

electrons, protons, and neutrons. C4.8B Describe the atom as mostly empty space with an

extremely small, dense nucleus consisting o theprotons and neutrons and an electron cloudsurrounding the nucleus.

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C4.8C Recognize that protons repel each other and that astrong orce needs to be present to keep the nucleusintact.

C4.8D Give the number o electrons and protons present

i the fuoride ion has a -1 charge.

C4.8x Electron Confguration

Electrons are arranged in main energy levels with sublevels thatspeciy particular shapes and geometry. Orbitals represent aregion o space in which an electron may be ound with a highlevel o probability. Each dened orbital can hold two electrons,each with a specic spin orientation. The specic assignment o an

electron to an orbital is determined by a set o 4 quantumnumbers. Each element and, thereore, each position in theperiodic table is dened by a unique set o quantum numbers.

C4.8e Write the complete electron conguration oelements in the rst our rows o the periodic table.

C4.8f Write kernel structures or main group elements.

C4.8g Predict oxidation states and bonding capacity or

main group elements using their electron structure. C4.8h Describe the shape and orientation os andp

orbitals.

C4.8i Describe the act that the electron location cannot beexactly determined at any given time.

C4.9 Periodic Table

In the periodic table, elements are arranged in order oincreasing number o protons (called the atomic number).Vertical groups in the periodic table (amilies) have similarphysical and chemical properties due to the same outerelectron structures.

C4.9A Identiy elements with similar chemical and physicalproperties using the periodic table.

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C4.9x Electron Energy Levels

The rows in the periodic table represent the main electronenergy levels o the atom. Within each main energy level aresublevels that represent an orbital shape and orientation.

C4.9b Identiy metals, non-metals, and metalloids using theperiodic table.

C4.9c Predict general trends in atomic radius, rst ionizationenergy, and electonegativity o the elements using theperiodic table.

C4.10 Neutral Atoms, Ions, and Isotopes

A neutral atom o any element will contain the same number oprotons and electrons. Ions are charged particles with an unequalnumber o protons and electrons. Isotopes are atoms o the sameelement with dierent numbers o neutrons and essentially thesame chemical and physical properties.

C4.10A List the number o protons, neutrons, and electrons orany given ion or isotope.

C4.10B Recognize that an element always contains the samenumber o protons.

C4.10x Average Atomic Mass

The atomic mass listed on the periodic table is an average mass orall the dierent isotopes that exist, taking into account the percentand mass o each dierent isotope.

C4.10c Calculate the average atomic mass o an element given thepercent abundance and mass o the individual isotopes.

C4.10d Predict which isotope will have the greatest abundancegiven the possible isotopes or an element and theaverage atomic mass in the periodic table.

C4.10e Write the symbol or an isotope, XZA

, whereZis theatomic number,A is the mass number, andXis the symbol

or the element.

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STANDARD C5: CHANGES IN MATTERStudents will analyze a chemical change phenomenon rom the point o viewo what is the same and what is not the same.

P5.p1 Conservation o Matter(prerequisite)

Changes o state are explained by a model o matter composedo tiny particles that are in motion. When substances undergochanges o state, neither atoms nor molecules themselves arechanged in structure. Mass is conserved when substances undergochanges o state. (prerequisite)

P5.p1A Draw a picture o the particles o an element orcompound as a solid, liquid, and gas. (prerequisite)

C5.r1x Rates o Reactions (recommended)

The rate o a chemical reaction will depend upon (1) concentrationo reacting species, (2) temperature o reaction, (3) pressure ireactants are gases, and (4) nature o the reactants. A model omatter composed o tiny particles that are in constant motion isused to explain rates o chemical reactions. (recommended)

C5.r1a Predict how the rate o a chemical reaction will beinfuenced by changes in concentration, temperature,and pressure. (recommended)

C5.r1b Explain how the rate o a reaction will depend onconcentration, temperature, pressure, and nature oreactant. (recommended)

C5.2 Chemical Changes

Chemical changes can occur when two substances, elements,or compounds interact and produce one or more dierentsubstances whose physical and chemical properties aredierent rom the interacting substances. When substancesundergo chemical change, the number o atoms in the

reactants is the same as the number o atoms in the

products. This can be shown through simple balancing o

chemical equations. Mass is conserved when substancesundergo chemical change. The total mass o the interacting

substances (reactants) is the same as the total mass o the

substances produced (products).

C5.2A Balance simple chemical equations applying theconservation o matter.

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C5.2B Distinguish between chemical and physical changes interms o the properties o the reactants and products.

C5.2C Draw pictures to distinguish the relationshipsbetween atoms in physical and chemical changes.

C5.2x Balancing Equations

A balanced chemical equation will allow one to predict theamount o product ormed.

C5.2d Calculate the mass o a particular compound ormedrom the masses o starting materials.

C5.2eIdentiy the limiting reagent when given the masseso more than one reactant.

C5.2f Predict volumes o product gases using initial volumeso gases at the same temperature and pressure.

C5.2g Calculate the number o atoms present in a givenmass o element.

C5.3x EquilibriumMost chemical reactions reach a state o dynamic equilibriumwhere the rates o the orward and reverse reactions are equal.

C5.3a Describe equilibrium shits in a chemical system causedby changing conditions (Le Chateliers Principle).

C5.3b Predict shits in a chemical system caused by changingconditions (Le Chateliers Principle).

C5.3c Predict the extent reactants are converted to productsusing the value o the equilibrium constant.

C5.4 Phase Change/Diagrams

Changes o state require a transer o energy. Water has unusuallyhigh-energy changes associated with its changes o state.

C5.4A Compare the energy required to raise thetemperature o one gram o aluminum and one gramo water the same number o degrees.

C5.4B Measure, plot, and interpret the graph o thetemperature versus time o an ice-water mixture,under slow heating, through melting and boiling.

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C5.4x Changes o State

All changes o state require energy. Changes in state that requireenergy involve breaking orces holding the particles together. Theamount o energy will depend on the type o orces.

C5.4c Explain why both the melting point and boilingpoints or water are signicantly higher than othersmall molecules o comparable mass (e.g., ammoniaand methane).

C5.4d Explain why reezing is an exothermic change o state.

C5.4e Compare the melting point o covalent compoundsbased on the strength o IMFs (intermolecular orces).

C5.5 Chemical Bonds Trends

An atoms electron conguration, particularly o theoutermost electrons, determines how the atom can interactwith other atoms. The interactions between atoms thathold them together in molecules or between oppositelycharged ions are called chemical bonds.

C5.5A Predict i the bonding between two atoms o dierentelements will be primarily ionic or covalent.

C5.4B Predict the ormula or binary compounds o maingroup elements.

C5.5x Chemical Bonds

Chemical bonds can be classied as ionic, covalent, and metallic.

The properties o a compound depend on the types o bondsholding the atoms together.

C5.5c Draw Lewis structures or simple compounds.

C5.5d Compare the relative melting point, electrical andthermal conductivity, and hardness or ionic, metallic,and covalent compounds.

C5.5e Relate the melting point, hardness, and electrical and

thermal conductivity o a substance to its structure.

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C5.6x Reduction/Oxidation Reactions

Chemical reactions are classied according to the undamentalmolecular or submolecular changes that occur. Reactions thatinvolve electron transer are known as oxidation/reduction(or redox).

C5.6a Balance hal-reactions and describe them as oxidationsor reductions.

C5.6b Predict single replacement reactions.

C5.6c Explain oxidation occurring when two dierent metalsare in contact.

C5.6d Calculate the voltage or spontaneous redox reactionsrom the standard reduction potentials.

C5.6e Identiy the reactions occurring at the anode andcathode in an electrochemical cell.

C5.7 Acids and Bases

Acids and bases are important classes o chemicals that are

recognized by easily observed properties in the laboratory.Acids and bases will neutralize each other. Acid ormulasusually begin with hydrogen, and base ormulas are a metalwith a hydroxide ion. As the pH decreases, a solutionbecomes more acidic. A dierence o one pH unit is aactor o 10 in hydrogen ion concentration.

C5.7A Recognize ormulas or common inorganic acids,carboxylic acids, and bases ormed rom amilies

I and II.

C5.7B Predict products o an acid-base neutralization.

C5.7C Describe tests that can be used to distinguish an acidrom a base.

C5.7D Classiy various solutions as acidic or basic, giventheir pH.

C5.7E Explain why lakes with limestone or calciumcarbonate experience less adverse eects rom acidrain than lakes with granite beds.

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C5.7x Brnsted-Lowry

Chemical reactions are classied according to the undamentalmolecular or submolecular changes that occur. Reactions thatinvolve proton transer are known as acid/base reactions.

C5.7f Write balanced chemical equations or reactionsbetween acids and bases and perorm calculationswith balanced equations.

C5.7g Calculate the pH rom the hydronium ion orhydroxide ion concentration.

C5.7h Explain why sulur oxides and nitrogen oxides

contribute to acid rain. C5.r7i Identiy the Brnsted-Lowry conjugate acid-base pairs

in an equation. (recommended)

C5.8 Carbon Chemistry

The chemistry o carbon is important. Carbon atoms can bond to

one another in chains, rings, and branching networks to orm a

variety o structures, including synthetic polymers, oils, and the largemolecules essential to lie.

C5.8A Draw structural ormulas or up to ten carbon chains o

simple hydrocarbons.

C5.8B Draw isomers or simple hydrocarbons.

C5.8C Recognize that proteins, starches, and other large biological

molecules are polymers.

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Michigan Department o Education

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CHEM_168212_7