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Organic Chemistry Distance Learning

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Organic Chemistry Distance Learning document sample

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									     This course has not been paced by nineweeks.


                                                                 Southwest Arkansas Instructional Alignment
                                                                                Chemistry
                  AR Department of Education
   SLE
                                                                         Objective                               Task Analysis                     Essential Vocabulary             Materials/Resources
  Number             CONTENT STANDARD/
                 Student Learning Expectations

The "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they
should be integrated with appropriate content at the discretion of the instructor throughout the year.
Strand: Atomic Theory
Standard 1: Students shall understand the historical development of the model of the atom.
AT.1.C.1   Summarize the discoveries of the subatomic      Students will be able to summarize        *Identify the location and properties of   atom                          Lab: Gold foil simulation (gold
           particles                                       Rutherford's gold foil, Chadwick's        protons, neutrons, and electrons.          proton                        ribbon with marbles0
           • Rutherford’s gold foil                        discovery, Thomson's cathode ray,         *Identify the subatomic particles with     neutron                       *Video: Millikan Oil Drop
           • Chadwick’s discovery of the neutron           and Millikan's Oil Drop.                  the experiment used to discover it.        electron                      *Student Research report:
           • Thomson’s cathode ray                                                                   *Students will summarize the               nucleus                       Chadwick's discovery
           • Millikan’s Oil Drop                                                                     discoveries of the subatomic particles.    alpha particle
                                                                                                                                                cathode ray tube


AT.1.C.2   Explain the historical events that led to the   Explain the historical contributions of   *Know that Democritus was the first        conservation of mass          *Timeline
           development of the current atomic theory        Democritus, Dalton, Rutherford, and       person that described the atom as the      Law of Multiple Proportions   *Construct models showing
                                                           Bohr leading to the development of the    smallest piece of matter.                  Bohr's Model                  evolution of atomic theory
                                                           current atomic theory.                    *Describe Dalton's theory of the atom.     electron cloud
                                                                                                     *Discuss Rutherford's nuclear model        Law of Definite Proportions
                                                                                                     of the atom.
                                                                                                     *Describe Bohr's (planetary model) of
                                                                                                     the atom.
                                                                                                     *Explain the current electron cloud
                                                                                                     model of the atom.
                                                                                                     *Explain the historical events that led
                                                                                                     to the development of the current
                                                                                                     atomic theory.




Standard 2: Student shall understand the structure of the atom.
AT.2.C.1   Analyze an atom’s particle position,            Analyze an atom’s particle position,      *Explain the relationship and location     positive charge               *Puzzles
           arrangement, and charge using:                  arrangement, and charge using:            of the protons, electrons, and             negative charge               *worksheets
           • proton                                        • proton                                  neutrons.                                  neutral charge
           • neutron                                       • neutron                                 *Identify the charges of protons,          protons
           • electron                                      • electron                                neutrons and electrons.                    neutrons
                                                                                                     *Analyze characteristics of the atoms      electrons
                                                                                                     subatomic particles.                       nucleus
                                                                                                                                                electron cloud




     rev 05-09                                                                                                                                                                            Page 1 of 34
     This course has not been paced by nineweeks.


                                                        Southwest Arkansas Instructional Alignment
                                                                       Chemistry
                  AR Department of Education
   SLE
                                                                Objective                             Task Analysis                   Essential Vocabulary         Materials/Resources
  Number             CONTENT STANDARD/
                 Student Learning Expectations
AT.2.C.2   Compare the magnitude and range of     Compare the distance and strength of *Identify the strength of nuclear forces gravitational forces         *Charts of the magnitude of forces
The "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they
        nuclear forces to magnetic forces and nuclear forces to magnetic and and the distance over which they act. magnetic forces (Asimov)
                                               content at the
should be integrated with appropriategravitational forces. discretion of the instructor throughout the year.
        gravitational forces                                                 *Identify the strength of magnetic    magnitude
                                                                                          forces and the distance over which       nuclear forces
                                                                                          they act.
                                                                                          *Identify the strength of the
                                                                                          gravitational forces and the distances
                                                                                          which they act.
                                                                                          *Compare nuclear, magnetic, and
                                                                                          gravitational force and range.


AT.2.C.3   Draw and explain nuclear symbols and   Be able to draw nuclear and hyphen      *Write elemental symbols.                isotope                   *worksheets
           hyphen notations for isotopes:         notations.                              *Calculate number of neutrons.           mass number               *periodic table
                                                  Explain what the notation means.        *Find atomic number from the periodic    atomic number
           • nuclear symbol:   A                                                          table.                                   nuclear symbol
                               Z   X                                                      *Find the average atomic mass from       hyphen notation
           Where Hyphen notation: X - A                                                   the periodic table.                      average atomic mass
                                                                                          *Determine what mass number means
           Where X = element symbol;                                                      (Protons + Neutrons).
           A = the mass number;                                                           *Show the nuclear symbol and/or
           Z = atomic number;                                                             hyphen notation for a given isotope.
           the number of neutrons = A-Z                                                   *Draw and explain isotopes using both
                                                                                          methods of isotope identification.


AT.2.C.4   Derive an average atomic mass          Explain the process of calculating      *Calculate the average atomic mass      average atomic mass        *calclators
                                                  average atomic mass.                    based on the percent abundance.         atomic mass                *worksheets
                                                  Explain the reasoning for calculating   *Recognize that element exist naturally periodic table             *periodic table
                                                  average atomic mass.                    as one or more isotopes.
                                                                                          *Relate the calculation to the atomic
                                                                                          mass on the periodic table.
                                                                                          *Derive the average atomic mass.




     rev 05-09                                                                                                                                                           Page 2 of 34
     This course has not been paced by nineweeks.


                                                          Southwest Arkansas Instructional Alignment
                                                                         Chemistry
                  AR Department of Education
   SLE
                                                                 Objective                            Task Analysis                      Essential Vocabulary        Materials/Resources
  Number             CONTENT STANDARD/
                 Student Learning Expectations
AT.2.C.5   Determine the arrangement of subatomic   Explain that the number of protons and *Demonstrate that the number of         ion                          *worksheets
The "Nature ofinScience" frameworks are essential components to the science education of all students. Additionally, they
        particles the ion(s) of an atom neutrons do not change in ions.   electrons does not change the atom  *periodic table
                                         content at the discretion of the instructor throughout the year.
should be integrated with appropriateExplain what cation and anions mean. elements identity.            anion
                                                                                          *Show an understanding of cations        cation
                                                                                          and anions by labeling ions as cations   electrons
                                                                                          or anions.                               protons
                                                                                          *Determine the arrangement of            neutrons
                                                                                          subatomic particles in ions.             periodic table




     rev 05-09                                                                                                                                                            Page 3 of 34
     This course has not been paced by nineweeks.


                                                                 Southwest Arkansas Instructional Alignment
                                                                                Chemistry
                  AR Department of Education
   SLE
                                                                         Objective                               Task Analysis                   Essential Vocabulary              Materials/Resources
  Number             CONTENT STANDARD/
                 Student Learning Expectations

The "Nature of Science" frameworks are essential of electrons in to the science education of all
Standard 3: Students shall understand how the arrangementcomponents atoms relates to the quantum model. students.                                                           Additionally, they
AT.3.C.1   Correlate emissions of visible light with the   Correlate emissions of visible light with *Understand that light exists as energy quantum                         *calculator
                                           content at electrons in energy packets called quanta.
should be integrated with appropriatethe arrangement ofthe discretion of the instructor throughout the year.
        arrangement of electrons in atoms:                                                       ground state                                                                *worksheets
           • quantum                                       levels of atoms.                          *Correlate the energy of visible light   excited state                  *text
           • c  v                                        Explain the relationship between the      released to energy level change in an    wavelength                     *spectroscopes
                                                           frequency and wavelength of light.        atom as electrons fall from higher to    frequency                      *Geissler Apparatus with
             Where v  frequency ;                                                                   lower energy levels.                     photon                         appropriate tubes
               wavelength                                                                          *Mathematically solve an equation of     emission spectrum              *color wheel
                                                                                                     wavelength and frequency using the                                      *Lab: Flame emission tests
                                                                                                     equation ____.
                                                                                                     *Correlate emissions of visible light
                                                                                                     with the arrangement of electrons in
                                                                                                     atoms.


AT.3.C.2   Apply the following rules or principles to      Apply the Aufbau Principle when           *State the Aufbau Principle, Hund's      Aufbau Principle               *worksheets
           model electron arrangement in atoms:            constructing an electron configuration    rule, and Pauli's Exclusion Principle.   Hund's rule                    *periodic table
           • Aufbau Principle (diagonal filling order)     using the diagonal filling order.         *Use the diagonal filling order to       Pauli's Exclusion Principle    *Diagonal Filling Order chart
           • Hund’s Rule                                   Apply Hund's rule when constructing       predict electron arrangement of an       orbital
           • Pauli’s Exclusion Principle                   an electron configuration.                atom.                                    suborbital
                                                           Apply Pauli's Exclusion Principle when    *Recognize that electrons fill           electron configuration
                                                           constructing an electron configuration.   suborbitals singly before pairing        energy level
                                                                                                     occurs.
                                                                                                     *Recognize that electrons occupying
                                                                                                     the same suborbital have opposite
                                                                                                     spins.
                                                                                                     *Apply appropriate rules to model
                                                                                                     electron arrangement in atoms.




     rev 05-09                                                                                                                                                                           Page 4 of 34
      This course has not been paced by nineweeks.


                                                             Southwest Arkansas Instructional Alignment
                                                                            Chemistry
                   AR Department of Education
   SLE
                                                                     Objective                            Task Analysis                   Essential Vocabulary           Materials/Resources
  Number              CONTENT STANDARD/
                  Student Learning Expectations
AT.3.C.3   Predict the placement of elements on the    Predict the placement of elements on   *When given an electron configuration metal                          *periodic table
        Periodic Table and their frameworks are essential components to the science education of all students. Additionally, they
The "Nature of Science"properties using     the Periodic Table using electron for an element, give its proper location nonmetal  *text
                                              content
should be integrated with appropriateconfiguration. at the discretion of the instructor throughoutgas year.
        electron configuration                                                on the periodic table.                   noble the *marker board/markers
                                                       Predict the properties of elements     *Predict whether an element is a        periodic table
                                                       using electron configuration.          metal, nonmetal, or noble gas based electron configuration
                                                                                              on its electron configuration.          s, p, d, f block
                                                                                              *Distinguish between the s, p, d, and f
                                                                                              blocks of the Periodic Table.
                                                                                              *Predict the placement of elements on
                                                                                              the Periodic Table and their properties
                                                                                              using electron configuration.



AT.3.C.4   Demonstrate electron placement in atoms     Illustrate electron placement using    *Complete a ground state electron        ground state                *periodic table
           using the following notations:              orbital notations.                     configuration for an element.            noble gas                   *text
           • orbital notations                         Illustrate electron placement using    *Draw the orbital notation for an        Lewis dot structure         *marker board/markers
           • electron configuration notation           electron configuration notation.       element using a method such as           orbital notation
           • Lewis electron dot structures             Illustrate electron placement using    orbital boxes and arrows.
                                                       Lewis electron dot structures.         *Draw a Lewis electron dot structure
                                                                                              for an element.
                                                                                              *Draw a noble gas configuration for an
                                                                                              element.
                                                                                              *Demonstrate electron placement in
                                                                                              atoms.


Strand: Periodicity
Standard 4: Students shall understand the significance of the Periodic Table and its historical development.
P.4.C.1    Compare and contrast the historical events Distinguish between the contributions   *Explain how Mendeleyev arranged         periodic table              periodic table
           leading to the evolution of the Periodic Table of Mendeleyev and Moseley in the    the elements on his periodic table.      atomic mass                 *text
                                                          arrangement of elements in the      *Explain how Moseley arranged the        atomic number               *marker board/markers
                                                          periodic table.                     elements on his periodic table.          elemental characteristics
                                                                                              *Differentiate between Mendeleyev
                                                                                              and Moseley's periodic tables.




      rev 05-09                                                                                                                                                                Page 5 of 34
      This course has not been paced by nineweeks.


                                                            Southwest Arkansas Instructional Alignment
                                                                           Chemistry
                   AR Department of Education
   SLE
                                                                    Objective                              Task Analysis                    Essential Vocabulary             Materials/Resources
  Number              CONTENT STANDARD/
                  Student Learning Expectations
P.4.C.2    Describe the arrangement of the Periodic   Relate filling orders to group (families) *Identify groups and periods.            groups (family)               periodic table
        Table of Science" frameworks areperiods.
The "Nature based on electron filling orders: and essential components to the science education of all students. Additionally, they
                                                                     *Label the different blocks on the periods        *text
        • Groups
should be integrated with appropriate content at the discretion of the instructor throughout the year.
                                                                     periodic table.                    periodic table *marker board/markers
           • Periods                                                                           *Recognize the order that electrons fill s, p, d orders
                                                                                               the orbitals (shells).                   orbitals (shells)
                                                                                               *Locate groups and periods and what
                                                                                               order they are filled by electrons.

P.4.C.3    Interpret periodic trends:                 Analyze the trends of the atomic         *Predict order of a group of elements     atomic radius                 periodic table
           • atomic radius                            radius, ionic radius, ionization energy, according to each of the periodic         ionic radius                  *text
           • ionic radius                             electron affinities, and                 trends.                                   inization energy              *marker board/markers
           • ionization energy                        electronegativities based on their                                                 electron affinities
           • electron affinities                      location on the periodic table.                                                    electronegativities
           • electronegativities

Standard 5: Students shall name and write formulas for binary and ternary compounds.
P.5.C.1    Write formulas for binary and ternary      Write formulas for binary and ternary    *Define ionic and molecular               binary compound               periodic table
           compounds:                                 ionic compounds using the IUPAC          compounds.                                ion ionic compound            *text
           • IUPAC system                             system.                                  *Define binary and ternary                molecular (covalent)          *marker board/markers
           • Greek prefixes                           Write formulas for binary molecular      compounds.                                compound
           • polyatomic ions                          (covalent) compounds.                    *Write formulas for binary ionic          IUPAC system
                                                                                               compounds.                                polyatomic ion
                                                                                               *Recognize and identify polyatomic        Greek prefix system
                                                                                               ions.                                     subscript
                                                                                               *Write formulas for ternary ionic         monatomic ion
                                                                                               compounds (compounds with                 stock system
                                                                                               polyatomic ions).                         ternary (tertiary) compound
                                                                                               *Use Greek prefixes to write formulas     cation
                                                                                               for molecular compounds.                  anion
                                                                                               *Write formulas for binary and ternary
                                                                                               compounds.




      rev 05-09                                                                                                                                                                    Page 6 of 34
      This course has not been paced by nineweeks.


                                                              Southwest Arkansas Instructional Alignment
                                                                             Chemistry
                   AR Department of Education
   SLE
                                                                      Objective                              Task Analysis                     Essential Vocabulary             Materials/Resources
  Number              CONTENT STANDARD/
                  Student Learning Expectations
P.5.C.2    Name binary and ternary compounds            Name binary and ternary ionic           *Write names for monatomic cations          binary compound
The "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they
                                     compounds using the IUPAC system. and anions.              ion ionic compound
                                      content at the discretion of names for binary ionic
should be integrated with appropriateName binary molecular compounds *Writethe instructor throughout the year.
                                                                                                molecular (covalent)
                                                        using Greek prefixes.                   compounds.                                  compound
                                                                                                *Write names for ternary ionic              IUPAC system
                                                                                                compounds.                                  polyatomic ion
                                                                                                *Know the Greek prefixes for the            Greek prefix system
                                                                                                numbers 1 - 10.                             subscript
                                                                                                *Write names for binary molecular           monatomic ion
                                                                                                compounds using Greek prefixes.             stock system
                                                                                                *Name binary and ternary compounds.         ternary (tertiary) compound
                                                                                                                                            cation
                                                                                                                                            anion


P.5.C.3    Predict the name and symbol for newly        Predict the name and symbol for newly *Learn the Roman prefixes for 0-9.    IUPAC system                          periodic table
           discovered elements using the IUPAC          discovered elements using the IUPAC *Given the name, write the symbol for Roman prefixes                          *text
           system                                       system.                               a newly discovered element using                                            *marker board/markers
                                                                                              Roman prefixes.
                                                                                              *Given the symbol, write the name for
                                                                                              a newly discovered elements (e.g.
                                                                                              element 115 is Uup - ununpentium).
                                                                                              *Predict the name and symbol for
                                                                                              newly discovered elements using the
                                                                                              IUPAC system.


Standard 6: Students shall explain the changes of matter using its physical and chemical properties.
P.6.C.1    Compare and contrast matter based on         Distinguish the categories of matter    *Identify a pure substance, solution,       heterogeneous mixture         *Tyndall Effect Demonstration
           uniformity of particles:                     based on uniformity.                    and heterogeneous mixture.                  solution                      *hands-on demonstrations of
           • pure substances                                                                    *Describe the differences between a         pure mixture                  different substances
           • solutions                                                                          pure substance, solution and                matter
           • heterogeneous mixtures                                                             heterogeneous mixtures bases on             colloids
                                                                                                uniformity of particles.                    suspensions
                                                                                                *Differentiate between colloids and
P.6.C.2    Distinguish between extensive and intensive Classify characteristics that would be   *Given a list of characteristics indicate   matter                        *text
           physical properties of matter               extensive or intensive physical          which are extensive or intensive.           extensive property            *Marker board/markers
                                                       properties.                              *Distinguish between a physical and         intensive property            *worksheets
                                                                                                chemical property.                          physical property
                                                                                                                                            chemical property




      rev 05-09                                                                                                                                                                      Page 7 of 34
      This course has not been paced by nineweeks.


                                                             Southwest Arkansas Instructional Alignment
                                                                            Chemistry
                   AR Department of Education
   SLE
                                                                      Objective                             Task Analysis                   Essential Vocabulary            Materials/Resources
  Number              CONTENT STANDARD/
                  Student Learning Expectations
P.6.C.3    Separate homogeneous mixtures using         Separate homogeneous mixtures            *Be able to separate a solution using    homogeneous                *Lab: Chromotography lab
The "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they
        physical processes:          using the physical process of chromatography.                     chromatography   *Calculator
                                      content at
should be integrated with appropriatechromatography. the discretion of the instructor throughout the year.
        chromatography                                             *Distinguish between a physical and physical process
                                                                                                chemical process of separation.
                                                                                                *Calculate Rf Values


P.6.C.4    Design experiments tracing the energy       Investigate the energy transfer          *Develop an experiment and predict       physical change            *Inquiry Based Lab
           involved in physical changes and chemical   involved in the physical and chemical    the path of energy flow.                 chemical change
           changes                                     change.                                                                           energy
P.6.C.5    Predict the chemical properties of          Anticipate how the electron              *Distinguish between active, inactive,   chemical properties        *periodic table
           substances based on their electron          configuration will affect the chemical   and inert elements.                      electron configuration     *text
           configuration:                              properties of substances.                *Classify elements according to their    active element             *Demo-Group I metal and water
           • active                                                                             electron configuration as active,        inactive element
           • inactive                                                                           inactive, or inert.                      inert element
           • inert                                                                              *Hypothesize the chemical properties
                                                                                                of substances based on their electron
                                                                                                configuration.


Standard 7: Students shall use atomic mass or experimental data to calculate relationships among elements and compounds.
P.7.C.1    Demonstrate an understanding of the Law of State and explain the Law of Multiple     *Define the Law of Multiple           Law of Multiple Proportions   *text
           Multiple Proportions                       Proportions.                              Proportions.
                                                                                                *Explain the relationship between the
                                                                                                masses of two elements and the
                                                                                                various formulas for their compounds.
                                                                                                *Demonstrate an understanding of the
                                                                                                Law of Multiple Proportions.




      rev 05-09                                                                                                                                                                  Page 8 of 34
      This course has not been paced by nineweeks.


                                                                Southwest Arkansas Instructional Alignment
                                                                               Chemistry
                   AR Department of Education
   SLE
                                                                         Objective                            Task Analysis                    Essential Vocabulary         Materials/Resources
  Number              CONTENT STANDARD/
                  Student Learning Expectations

Strand: Bonding
The "Nature of       Science" frameworks are essential components to the science education of all students. Additionally, they
should 8: Students shall understand the process of ionic bonding.
Standardbe integrated with appropriate content at the discretion of the instructor throughout the year.
B.8.C.1    Determine ion formation tendencies for         Classify the ion charge of main group   *Distinguish between the types of ions    periodic table            *text
           groups on the Periodic Table:                  elements based on their electron        based on their position on the periodic   main group elements       *periodic table
           • main group elements                          configuration in relation to the        table (stair step).                       transition elements       *Marker board/markers
           • transition elements                          arrangement of the periodic table.      *Show the correlation between the         ion                       *worksheets
                                                                                                  valence electrons and ion charge.         cation
                                                                                                  *Recognize that the ionic charge of       anion
                                                                                                  transition elements can not be            valence electrons
                                                                                                  determined by the position on the         ionic charge
                                                                                                  periodic table.

B.8.C.2    Derive formula units based on the charges of Derive formula units based on the         *Locate the charges for each ion.      ion                          *text
           ions                                         charges of ions.                          *Formulas for ionic compounds can be formula units                  *periodic table
                                                                                                  written by crossing charges ( x-                                    *Marker board/markers
                                                                                                  method).                                                            *worksheets
                                                                                                  *Recognize that formula units are used
                                                                                                  to distinguish ionic compounds from
                                                                                                  covalent compounds.


B.8.C.3    Use the electronegativity chart to predict the Use the electronegativity chart to      *Locate the electronegativity for each    electronegativity         *electronegativity chart
           bonding type of compounds:                     predict the bonding type of             element in a compound.                    ionic                     *text
           • ionic                                        compounds.                              *Obtain electronegativity difference      polar covalent            *Marker board/markers
           • polar covalent                                                                       *Classify the type of bonds produced      non-polar covalent        *worksheets
           • non-polar covalent                                                                   by electronegativity differences in       bonding
                                                                                                  bonded elements.
                                                                                                  *Recognize that a metal and a non-
                                                                                                  metal will produce an ionic bond.
                                                                                                  *Recognize that a non-metal and non-
                                                                                                  metal will produce a covalent bond.
                                                                                                  *Recognize that a metal and a metal
                                                                                                  will produce a covalent bond.




      rev 05-09                                                                                                                                                                   Page 9 of 34
      This course has not been paced by nineweeks.


                                                          Southwest Arkansas Instructional Alignment
                                                                         Chemistry
                   AR Department of Education
   SLE
                                                                  Objective                             Task Analysis                     Essential Vocabulary        Materials/Resources
  Number              CONTENT STANDARD/
                  Student Learning Expectations

Standard 9: Students shall understand the process of covalent bonding.
The "Nature of Science" frameworks are essential components                        to the science education of all students. Additionally, they
B.9.C.1 Draw Lewis structures to show valence Draw Lewis structures for covalent *Define lone pair, shared pair, Lewis structure   *text
                                               content at the discretion of the instructor throughout the year.
should be integrated with appropriatecompounds illustrating valence
        electrons for covalent bonding:                                          hybridization, and resonance.   valence electrons *Marker board/markers
           • lone pairs                             electrons that are lone pairs, shared   *Define valence electron.                 covalent bond              *worksheets
           • shared pairs                           pairs, hybridized, or resonance         *Draw the Lewis structure for a typical   lone pairs
           • hybridization                          structures.                             carbon atom.                              shared pairs
           • resonance                                                                      *Identify lone pair electrons in a        hybridization
                                                                                            covalent compound.                        resonance
                                                                                            *Identify shared pair electrons in a      electron dot structure
                                                                                            covalent compound.
                                                                                            *Draw Lewis structures that illustrate
                                                                                            resonance forms for a covalent
                                                                                            compound.
                                                                                            *Draw Lewis structures to show
                                                                                            valence electrons for covalent
                                                                                            bonding.


B.9.C.2    Determine the properties of covalent     Contrast the properties of covalent     *Define double and triple covalent        double bond                *molecular models
           compounds based upon double and triple   compounds based upon double and         bonds.                                    triple bond                *t-chart
           bonding                                  triple bonding.                         *List properties of bond length, bond     bond strength              *text
                                                                                            strength, and bond flexibility            bond length
                                                                                            associated with double and triple         bond flexibility
                                                                                            bonded compounds.
                                                                                            *Determine the properties of covalent
                                                                                            compounds based upon double and
                                                                                            triple bonding.




      rev 05-09                                                                                                                                                           Page 10 of 34
      This course has not been paced by nineweeks.


                                                          Southwest Arkansas Instructional Alignment
                                                                         Chemistry
                   AR Department of Education
   SLE
                                                                  Objective                              Task Analysis                   Essential Vocabulary              Materials/Resources
  Number              CONTENT STANDARD/
                  Student Learning Expectations
B.9.C.3    Predict the polarity and geometry of a   Predict the polarity and geometry of a   *Define VSEPR Model.                     VSEPR Model                  *text
        molecule Science" frameworks molecule based upon shared electron *Use the science predict the lone pair
The "Nature of based upon shared electron pairs are essential components to the VSEPR Model toeducation of all students. Additionally, they
                                                                                                                          *Marker board/markers
                                                 content electron discretion of the a covalent compound.
should be integrated with appropriatepairs and lone at thepairs using a geometry ofinstructor throughout the year.
        and lone electron pairs:                                                                         shared pair      *worksheets
           • VSEPR Model                            VSEPR Model.                             *Apply the VSEPR Model to predict       polarity                      *VESPR Table
                                                                                             the polarity of a covalent compound.    geometry                      *molecular models
                                                                                             *Explain the effect of lone pair
                                                                                             electrons on the geometry of a
                                                                                             covalent compound.
                                                                                             *Explain the effect of lone pair
                                                                                             electrons on the polarity of a covalent
                                                                                             compound.
                                                                                             *Predict the polarity and geometry of a
                                                                                             molecule based upon shared electron
                                                                                             pairs and lone electron pairs.


B.9.C.4    Identify the strengths and effects of    Identify the strengths and effects of    *Define intermolecular forces (van der   intermolecular forces (van   *Needle on Water Surface
           intermolecular forces (van der Waals):   intermolecular forces (van der Waals)    Waals), hydrogen bonding, dipole-        der Waals)                   Tension Demonstration
           • hydrogen bonding                       including hydrogen bonding, dipole-      dipole, dipole-induced dipole, and       hydrogen bonding             *Polarity Demonstraion: Balloon
           • dipole-dipole                          dipole, dipole-induced dipole, and       dispersion forces (London).              dipole-dipole                and the water stream
           • dipole-induced dipole                  dispersion forces (London).              *List the relative strengths of the      dipole-induced dipole        *Dispersion forces Demonstration-
           • dispersion forces (London)                                                      intermolecular forces.                   dispersion forces (London)   Student Sway Demo
                                                                                             *Explain the effects of intermolecular   polar bonding
                                                                                             forces on substances including DNA,      nonpolar bonding
                                                                                             proteins, and water.                     electronegativity
                                                                                             *Summarize the strengths and effects
                                                                                             of intermolecular forces (van der
                                                                                             Waals) including hydrogen bonding,
                                                                                             dipole-dipole, dipole-induced dipole,
                                                                                             and dispersion forces (London).




      rev 05-09                                                                                                                                                               Page 11 of 34
      This course has not been paced by nineweeks.


                                                          Southwest Arkansas Instructional Alignment
                                                                         Chemistry
                   AR Department of Education
   SLE
                                                                  Objective                            Task Analysis                     Essential Vocabulary            Materials/Resources
  Number              CONTENT STANDARD/
                  Student Learning Expectations

Standard 10: Students shall understand the process of metallic bonding.
The "Nature of Science" frameworks are essential components                               to the science education of all students. Additionally, they
B.10.C.1Explain the properties of metals due to Explain the metallic properties of heat *Define energy band.                metal          *text
                                                 content at the discretion of the instructor context of delocalized electrons
should be integrated with appropriateand electrical conductivity from
        delocalized electrons:                                                          *Define atomic orbital in the throughout the year.
           • molecular orbital model                delocalized electrons using the        the molecular orbital model.               molecular orbital model
                                                    molecular orbital model.               *Explain conduction bands from             energy band
                                                                                           molecular orbital models using             atomic orbitals
                                                                                           electrical and heat conductivity.



Standard 11: Students shall relate the physical properties as they relate to different types of bonding.
B.11.C.1   Distinguish between amorphous and        Distinguish between amorphous and      *Define amorphous and crystalline      amorphous solid                *text
           crystalline solids                       crystalline solids.                    solids.                                crystalline lattice
                                                                                           *Describe crystalline solids as having bond arrangement
                                                                                           an orderly, repeated bond
                                                                                           arrangement.
                                                                                           *Describe amorphous solids as having
                                                                                           a random bond arrangement.
                                                                                           *Distinguish between amorphous and
                                                                                           crystalline solids.


B.11.C.2   Compare and contrast the properties of   Compare and contrast the properties    *Define covalent network, covalent         covalent network solid     *text
           crystalline solids:                      of ionic, covalent network, covalent   molecular, and metallic solids.            covalent molecular solid   *Marker board/markers
           • ionic                                  molecular, and metallic solids.        *List the properties of ionic, covalent    ionic solid                *worksheets
           • covalent network                                                              network, covalent molecular, and           metallic solid             *Writing Assignment-Which kind
           • covalent molecular                                                            metallic solids including relative         conductivity               of Compound Would You Be?
           • metallic                                                                      melting points, electrical conductivity,   brittle
                                                                                           relative bond strength, malleability.      malleability
                                                                                           *Compare and contrast the properties       melting point
                                                                                           of ionic, covalent network, covalent       boiling point
                                                                                           molecular, and metallic solids.




      rev 05-09                                                                                                                                                             Page 12 of 34
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                                                               Southwest Arkansas Instructional Alignment
                                                                              Chemistry
                   AR Department of Education
   SLE
                                                                       Objective                            Task Analysis                   Essential Vocabulary             Materials/Resources
  Number              CONTENT STANDARD/
                  Student Learning Expectations

Strand: Stoichiometry
The "Nature of Science"             frameworks are essential components to the science education of all students. Additionally, they
should 12: Students shall understand the relationship between balanced of the instructor throughout the year.
Standardbe integrated with appropriate content at the discretion chemical equations and mole relationships.
S.12.C.1   Balance chemical equations when all           Balance equations using the law of     *Given a chemical equation use an        balance                       *text
           reactants and products are given              conservation of mass.                  atom inventory to determine if the       reactants                     *Marker board/markers
                                                                                                equation is balanced.                    products                      *worksheets
                                                                                                *Add coefficients if balancing is        coefficients                  *Internet: Interactive Balancing
                                                                                                needed.                                  atom inventory                Equation Site
                                                                                                *Balance all elements other than C, H,   Law of Conservation of Mass
                                                                                                and O.
                                                                                                *Last balance C then H and finally O.


S.12.C.2   Use balanced reaction equations to obtain     Show how a balanced equation is        *Recognize that the coefficients of a    balanced reaction             *text
           information about the amounts of reactants    used to signify the amounts of         balanced equation does signify the       reactants                     *Marker board/markers
           and products                                  reactants and products.                number of moles (mole ration) of         products                      *worksheets
                                                                                                reactants and products.                  mole ratio                    *calculators
                                                                                                *Convert from moles to mass and          mole
                                                                                                mass to moles.
                                                                                                *Demonstrate that the amounts of
                                                                                                reactants and products can be
                                                                                                determined from a balanced equation.


S.12.C.3   Distinguish between limiting reactants and    Compare and contrast the limiting and *Calculate the limiting and excess     limiting reactants               *text
           excess reactants in balanced reaction         excess reactants.                     reactants.                             excess reactants                 Chocolate Chip Cookie Lab
           equations                                                                           *Use calculation to distinguish        balanced equation                *Marker board/markers
                                                                                               between limiting and excess reactants.                                  *worksheets
                                                                                                                                                                       *calculators
S.12.C.4   Calculate stoichiometric quantities and use   Determine theoretical yield based on   *Recognize that all calculation are      stoichimetric quantities      *text
           these to determine theoretical yields         stoichiometric calculations.           based on a balance equation and          theoretical yield             *Marker board/markers
                                                                                                limiting reactant.                       actual yield                  *worksheets
                                                                                                *Recognize that theoretical yield will   limiting reactant             *calculators
                                                                                                always be more than actual yield.        mole ratio                    *Lab: Making NaCl from baking
                                                                                                *% yield = actual yield / theoretical    mole                          soda and HCl
                                                                                                yield X 100                              percent yield                 * Flinn Lab-Can You Make 2.00
                                                                                                                                                                       Grams...




      rev 05-09                                                                                                                                                                  Page 13 of 34
      This course has not been paced by nineweeks.


                                                         Southwest Arkansas Instructional Alignment
                                                                        Chemistry
                   AR Department of Education
   SLE
                                                                Objective                           Task Analysis                    Essential Vocabulary         Materials/Resources
  Number              CONTENT STANDARD/
                  Student Learning Expectations

The "Nature of Science" frameworks are concept and Avogadro’s number.
Standard 13: Students shall understand the moleessential components to the                   science education of all students. Additionally, they
S.13.C.1Apply the mole concept to calculate the Apply the mole concept to convert *Define Avogadro's number, molar Avogadro's Constant *text
                            with appropriatebetween the number of particles and mass,the mole.
should be integrated and the amount of
        number of particles                      content at the discretion of and instructor throughoutmass year.  molar the           *Marker board/markers
           substance:                              the amount of substance of a         *Calculate the molar mass of a            mole                      *worksheets
           Avogadro’s constant = 6.02 x 1023       compound or an element.              substance.                                formula unit              *calculators
                                                                                        *Convert between number of particles      atoms
                                                                                        (ions, atoms, molecules, formula units)   molecules
                                                                                        and moles using Avogadro's constant.      ions
                                                                                        *Convert between mass and moles
                                                                                        using molar mass.
                                                                                        *Convert between number of particles
                                                                                        and mass using Avogadro's constant
                                                                                        and molar mass.
                                                                                        *Apply the mole concept to calculate
                                                                                        the number of particles and the
                                                                                        amount of substance.




S.13.C.2   Determine the empirical and molecular   Determine empirical and molecular    *Define empirical and molecular           empirical formula         *text
           formulas using the molar concept:       formulas using molar mass, average   formula.                                  molecular formula         *Marker board/markers
           • molar mass                            atomic mass, molecular mass, and     *Define molecular mass, formula           molecular mass            *worksheets
           • average atomic mass                   formula mass.                        mass, and average atomic mass.            formula mass              *calculators
           • molecular mass                                                             *Calculate empirical formulas using       average atomic mass       *Lab-Emperical Formula - MgO
           • formula mass                                                               molar mass.                               molar mass
                                                                                        *Calculate molecular formulas using
                                                                                        molar mass, average atomic mass,
                                                                                        molecular mass, and formula mass.
                                                                                        *Determine the empirical and
                                                                                        molecular formulas using the molar
                                                                                        concept.




      rev 05-09                                                                                                                                                       Page 14 of 34
      This course has not been paced by nineweeks.


                                                             Southwest Arkansas Instructional Alignment
                                                                            Chemistry
                   AR Department of Education
   SLE
                                                                     Objective                              Task Analysis                      Essential Vocabulary        Materials/Resources
  Number              CONTENT STANDARD/
                  Student Learning Expectations

The "Nature of Science" frameworks are essential components to the reaction.
Standard 14: Students shall predict the product(s) based upon the type of chemical science                      education of all students. Additionally, they
S.14.C.1Given the products and reactants predict       Predict the products given the *Identify synthesis, decomposition, synthesis         *text
                                                        content at the
should be integrated with appropriatereactants for synthesis, discretion of the instructor throughout the year.
        products for the following types of reactions:                                single displacement, double         decomposition     *Electrolysis Demonstration-
           • synthesis                                 decomposition, single displacement, displacement and combustion                      aingle displacement       Hoffman Apparation
           • decomposition                             double displacement, and combustion reactions.                                       souble displacement       *Combustion Demonstration
           • single displacement                       reactions.                          *Predict the products given the                  combustion                *Woosh Bottle Demonstration
           • double displacement                                                           reactants for synthesis,                         products                  *Marker board/markers
           • combustion                                                                    decomposition, single displacement,              reactants                 *worksheets
                                                                                           double displacement, and combustion                                        *Lab:Single Replacement showing
                                                                                           reactions.                                                                 the activity series
                                                                                                                                                                      * Lab-Reaction Types


Standard 15: Students shall understand the composition of solutions, their formation and their strengths expressed in various units.
S.15.C.1   Distinguish between the terms solute,       Distinguish between the terms solute,   *Define solute, solvent, solution, and       solute                    *text
           solvent, solution and concentration         solvent, solution and concentration     concentration.                               solvent                   *Marker board/markers
                                                                                               *Identify the characteristics of a solute,   concentration             *worksheets
                                                                                               solvent, and solution.                       solution
                                                                                               *Explain concentration in terms of
                                                                                               number of particles per unit of volume.
                                                                                               *Distinguish between the terms solute,
                                                                                               solvent, solution and concentration.



S.15.C.2   Give examples for the nine solvent-solute   Give examples for the nine solvent-     *List the nine solvent-solute pairs (i.e.    solute                    *text
           pairs                                       solute pairs.                           gas solute/gas solvent, gas                  solvent                   *Marker board/markers
                                                                                               solute/liquid solvent, gas solute/solid      solid                     *worksheets
                                                                                               solvent).                                    liquid
                                                                                               *Give examples for the nine solvent-         gas
                                                                                               solute pairs.




      rev 05-09                                                                                                                                                                Page 15 of 34
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                                                                 Southwest Arkansas Instructional Alignment
                                                                                Chemistry
                   AR Department of Education
   SLE
                                                                         Objective                             Task Analysis                     Essential Vocabulary           Materials/Resources
  Number              CONTENT STANDARD/
                  Student Learning Expectations
S.15.C.3   Calculate the following concentration          Calculate molarity, molality, percent   *Define molarity, molality, percent         molarity                  *text
                                                   composition, and normality in terms of composition (by volume education of all
The "Nature of Science" frameworks are essential components to the scienceand by mass), molality students. Additionally, they
        expressions involving the amount of solute                                                                                       *Marker board/markers
                                                    content at the discretion ofnormality.
should be integrated with appropriateamount of solute and volume of
        and volume of solution:                                                           and the instructor throughout the year.
                                                                                                                         percent by mass *worksheets
           • molarity (M)                                 solution.                               *Identify equations for calculating         percent by volume         *calculators
           • molality (m)                                                                         molarity, molality, percent                 normality                 *Lab: percent water in a
           • percent composition                                                                  composition, and normality.                 solute                    compound
           • normality (N)                                                                        *Calculate molarity, molality, percent      solvent
                                                                                                  composition, and normality in terms of      solution
                                                                                                  amount of solute and volume of              molar mass
                                                                                                  solution.                                   equivalent

S.15.C.4   Given the quantity of a solution, determine    Given the quantity and concentration *Identify M1*V1= M2*V2 as the                molarity                    *text
           the quantity of another species in the         of a solution, determine the quantity or equation for determining changes in      concentration               *Marker board/markers
           reaction                                       concentration of the substance.          solution concentration.                  dilution                    *worksheets
                                                                                                   *Calculate dilution problems.                                        *calculators
                                                                                                   *Given the quantity and concentration
                                                                                                   of a solution, determine the quantity or
                                                                                                   concentration of the substance.


S.15.C.5   Define heat of solution                        Define heat of solution.                *Define heat (enthalpy) of solution.        heat of solution
                                                                                                                                              enthalpy
S.15.C.6   Identify the physical state for each substance Identify the physical state for each    *Specify (g) as gas, (s) as solid, (l) as   aqueous                   *text
           in a reaction equation                         substance in a reaction equation.       liquid, and (aq) as aqueous solution.                                 *Marker board/markers
                                                                                                  *Identify the physical state for each                                 *worksheets
                                                                                                  substance in a reaction equation.




      rev 05-09                                                                                                                                                                    Page 16 of 34
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                                                                 Southwest Arkansas Instructional Alignment
                                                                                Chemistry
                   AR Department of Education
  SLE
                                                                         Objective                              Task Analysis                     Essential Vocabulary            Materials/Resources
 Number               CONTENT STANDARD/
                  Student Learning Expectations

Strand: Gas LawsScience"
The "Nature of                        frameworks are essential components to the science education of all students. Additionally, they
should 16: Students shall understand the behavior of gas particles as it relates to the kinetic throughout
Standardbe integrated with appropriate content at the discretion of the instructortheory.             the year.
GL.16.C.1   Demonstrate the relationship of the kinetic    Use the kinetic molecular theory to      *List the assumptions of kinetic theory.   gas                          *Egg -in-the-bottle demonstation
            theory as it applies to gas particles:         describe molecular motion, elastic       *Describe how the kinetic theory           kinetic theory               *Air pressure demonstration using
            • molecular motion                             collisions, temperature, pressure, and   explains molecular motion, elastic         molecular motion             wet vac, trash bag, and student
            • elastic collisions                           ideal gas as applied to gas particles.   collisions, temperature, pressure, and     elastic collision            *Worksheets
            • temperature                                                                           ideal gas in relation to gas particles.    temperature                  *text
            • pressure                                                                              *Show how molecular motion, elastic        pressure
            • ideal gas                                                                             collisions, temperature, pressure, and     ideal gas
                                                                                                    ideal gas relates to gas particles.




GL.16.C.2   Calculate the effects of pressure,             Calculate the effects of pressure,       *Cite the ideal gas law. (PV = nRT)        pressure                     *text
            temperature, and volume on the number of       temperature, and volume on the           *Specify variables of the ideal gas law.   temperature                  *Marker board/markers
            moles of gas particles in chemical reactions   number of moles of gas particles using   *Solve problem using the ideal gas law     volume                       *worksheets
                                                           gas stoichiometry and ideal gas law.     and a stoichiometry conversion.            moles                        *calculators
                                                                                                    *Calculate the effects of pressure,        gas                          *Lab-Molar Gas Volume
                                                                                                    temperature, and volume on the             chemical reactions
                                                                                                    number of moles of gas particles in        Ideal Gas Law
                                                                                                    chemical reactions.                        standard molar volume of a
                                                                                                                                               gas




     rev 05-09                                                                                                                                                                        Page 17 of 34
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                                                                  Southwest Arkansas Instructional Alignment
                                                                                 Chemistry
                    AR Department of Education
  SLE
                                                                          Objective                          Task Analysis                      Essential Vocabulary             Materials/Resources
 Number                CONTENT STANDARD/
                   Student Learning Expectations

Standard 17: Students shall understand the relationship among temperature, pressure, volume and moles of gas.students.
The "Nature of Science" frameworks are essential components to the science education of all                                                                               Additionally, they
GL.17.C.1    Calculate the effects of pressure,             Calculate the effects of pressure,   *Define Avogadro's Law, Boyle's Law, Avogadro's Law                       *text
                                         content at the to gases
should be integrated with appropriatetemperature, and volumediscretion of the instructor throughout the year.
        temperature, and volume to gases                              Charles' Law, Combined Gas Law, Boyle's Law                                                          *Marker board/markers
                                                            using Avogadro's Law, Boyle's Law,   Dalton's Law of Partial Pressure,           Charles' Law                  *worksheets
                                                      n2
             Avogadro’s Law               V2  V1        Charles' Law, Combined Gas Law,         Graham's Law of Effusion, Gay-              Combined Gas Law              *calculators
                                                      n1 Dalton's Law of Partial Pressure,       Lussac Law, and Ideal Gas Law.              Dalton's Law of Partial       *Demo:
                                                       Graham's Law of Effusion, Gay-            *Identify each gas law with the             Pressure                      *Charles' law: liquid nitrogen in
             Boyle’s Law                   P V1 
                                            1
                                                       Lussac Law, and Ideal Gas Law.
                                                      PV2    2
                                                                                                 appropriate equation.                       Graham's Law of Effusion      balloon or marshmellow and
                                                                                                 *Convert between Celsius and Kelvin         Gay-Lussac's Law              microwave.
                                                                                                 temperatures using K = C+273.               Ideal Gas Law                 *Graham's law of effusion: rate of
             Charles’ Law                  V1  V                                                 *Given the variables and the                pressure                      effusion of conc. hydrochloric acid
                                               2                                                constants, determine the appropriate        effusion                      and ammonia
                                           T1  T2
                                                                                                 gas law equation.                           molar mass                    *Boyles law: syringe and
             Combined Law                                                                        *Calculate relative rates of effusion for   ideal gas constant            marshmellow or vaccum pump
                                            P V1  PV
                                             1
                                                  2 2                                           two gases given their molar masses          velocity                      and balloons
                                            T2     T1                                            using Graham's law.                         variable                      *Gas laws lab
             Dalton’s Law                                                                        *Calculate the effects of pressure,         constant
             of Partial Pressure     PTotal  P  P  P ...
                                               1   2   3                                         temperature, and volume to gases            volume
                                                                                                 using Avogadro's Law, Boyle's Law,          temperature
                                                                                                 Charles' Law, Combined Gas Law,             Kelvin temperature
             Graham’s Law                                                                        Dalton's Law of Partial Pressure,
             of Effusion                   v1         m2                                         Graham's Law of Effusion, Gay-
                                                                                                Lussac Law, and Ideal Gas Law.
                                           v2         m1
             Gay-Lussac
                                           P   P
                                            1
                                               2
                                           T1  T2
             Ideal Gas Law

                                           PV  nRT


Standard 18: Students shall apply the stoichiometric mass and volume relationships of gases in chemical reactions.
 GL.18.C.1   Calculate volume/mass relationships in         Solve volume/mass problems using     *Know molar gas volume                      mass/volume relationship      *text
             balanced chemical reaction equations           gas stoichiometry in balanced        *Solve problems using gas                   balanced chemical equation    *Marker board/markers
                                                            equations.                           stoichiometry conversions.                  conversions                   *worksheets
                                                                                                 *Calculate the effects of changing          stoichiometry                 *calculators
                                                                                                 volume and mass in balanced
                                                                                                 chemical equations.




     rev 05-09                                                                                                                                                                       Page 18 of 34
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                                                             Southwest Arkansas Instructional Alignment
                                                                            Chemistry
                   AR Department of Education
  SLE
                                                                    Objective                            Task Analysis                      Essential Vocabulary         Materials/Resources
 Number              CONTENT STANDARD/
                 Student Learning Expectations

The "Nature of Bases
Strand: Acids andScience"           frameworks are essential components to the science education of all students. Additionally, they
should 19: Students shall understand the historical development of the acid/base theories.
Standardbe integrated with appropriate content at the discretion of the instructor      throughout the year.
AB.19.C.1   Compare and contrast the following         Compare and contrast Arrhenius,       *Define acid and base.                      acid                      *T chart
            acid/base theories:                        Bronsted-Lowry, and Lewis acid/base   *Define Arrhenius Theory, Bronsted-         base                      *
            • Arrhenius Theory                         theories.                             Lowry Theory, and Lewis Theory for          Arrhenius Theory
            • Bronsted-Lowry Theory                                                          acids and bases.                            Bronsted-Lowry Theory
            • Lewis Theory                                                                   *Compare and contrast Arrhenius,            Lewis Theory
                                                                                             Bronsted-Lowry, and Lewis acid/base
                                                                                             theories.


Standard 20: Students shall apply rules of nomenclature to acids, bases and salts.
AB.20.C.1   Name and write formulas for acids, bases   Write formulas and name binary and    *Restate the difference between binary      formulas                  *text
            and salts:                                 ternary acids and bases.              and ternary acids.                          acids                     *Marker board/markers
            • binary acids                             Write formulas and name salts and     *Write and name the chemical formula        bases                     *worksheets
            • ternary acids                            other ionic compounds.                for binary and ternary acids and bases.     salts
            • ionic compounds                                                                *Write and name the chemical formula        binary acids
                                                                                             for ionic compounds.                        ternary acids
                                                                                             *Write and name the chemical formula        ionic compounds
                                                                                             for salts.


Standard 21: Students shall understand the general properties of acids, bases and salts.
AB.21.C.1   Compare and contrast acid and base         Compare and contrast acid and base    *List the properties of acids (including    acid                      *Venn diagrams
            properties                                 properties.                           sour taste, corrosive, pH less than 7,      base                      *Video: World of Chemistry
                                                                                             produces hydrogen ions in solution).        pH                        Series: "Active Proton" with
                                                                                             *List the properties of bases (including    caustic                   viewing guide *text
                                                                                             bitter taste, caustic, feels slippery, pH   corrosive                 *
                                                                                             greater than 7, produces hydroxide          hydroxide ion
                                                                                             ions in solution).
                                                                                             *Identify common acids and bases.
                                                                                             *Compare and contrast acid and base
                                                                                             properties.




     rev 05-09                                                                                                                                                                Page 19 of 34
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                                                                 Southwest Arkansas Instructional Alignment
                                                                                Chemistry
                   AR Department of Education
  SLE
                                                                         Objective                              Task Analysis                      Essential Vocabulary          Materials/Resources
 Number               CONTENT STANDARD/
                  Student Learning Expectations
AB.21.C.2   Describe the role that dissociation plays in   Describe the role that dissociation      *Define dissociation.                       dissociation              text
                                                                                        *Define weak acids and education of all
The "Nature of Science" frameworks are essential components to the scienceweak bases. weak acid students. Additionally, they
        the determination of strong and weak acids plays in the determination of strong
        or integrated with appropriate content at the discretion of the instructor throughout the year.
should be bases                                    and weak acids or bases.             *Define strong acids and strong bases. weak base
                                                                                                    *Describe the role that dissociation        strong acid
                                                                                                    plays in the determination of strong        strong base
                                                                                                    and weak acids or bases.



AB.21.C.2   Use acid-base equilibrium constants to         Use acid-base equilibrium constants to   *Define equilibrium constant, ionization    equilibrium constant      *text
            develop and explain:                           develop and explain ionization           constant, percent of ionization, and        ionization constant       *Marker board/markers
            • ionization constants                         constants, percent of ionization, and    common ion effect.                          percent of ionization     *worksheets
            • percent of ionization                        common ion effect.                       *Explain the relationship between Ka,       common ion effect         *calculators
            • common ion effect                                                                     Kb, and Kw.                                 ionization
                                                                                                    *Calculate percent ionization using Ka      Ka
                                                                                                    or Kb and concentration.                    Kb
                                                                                                    *Explain common ion effect in terms of      Kw
                                                                                                    acid/base equilibria and salts.             salt
                                                                                                    *Use acid-base equilibrium constants
                                                                                                    to develop and explain ionization
                                                                                                    constants, percent of ionization, and
                                                                                                    common ion effect.


AB.21.C.3   Explain the role of the pH scale as applied to Explain the role of the pH scale as      *Define pH.                                 pH                         *pH probes
            acids and bases                                applied to acids and bases.              *Explain pH scale in terms logarithms       acid                      *pH test papers, litmus paper
                                                                                                    and powers of 10.                           base                      *worksheets
                                                                                                    *Describe the pH scale.                     neutral                   *calculators
                                                                                                    *Identify the location of acid, base, and   logarithm
                                                                                                    neutral on the pH scale.
                                                                                                    *Explain the role of the pH scale as
                                                                                                    applied to acids and bases.




     rev 05-09                                                                                                                                                                      Page 20 of 34
     This course has not been paced by nineweeks.


                                                               Southwest Arkansas Instructional Alignment
                                                                              Chemistry
                   AR Department of Education
  SLE
                                                                        Objective                          Task Analysis                    Essential Vocabulary         Materials/Resources
 Number               CONTENT STANDARD/
                  Student Learning Expectations

The "Nature of Science" frameworks understanding components to the science
Standard 22: Students shall demonstrate an are essential of titration as a laboratory tool.                    education of all students. Additionally, they
        Perform a titration to solve for the
AB.22.C.1                                     Perform a titration to solve for the *Record initial and final readings. titration           *Lab: Titration neutralization
                              with appropriateconcentration of anthe discretion of the instructor titration. concentrationyear.
should be integrated acid or base
        concentration of an                    content at acid or base.            *Recognize the end point of throughout the              *pH probes
                                                                                              *Identify mole ratios.                    acid                       *pH test papers, litmus paper
                                                                                              *Solve for molarity (molarity =           base                       *worksheets
                                                                                              moles/liters).                            indicators                 *calculators
                                                                                              *Calculate the concentration of acids     equilibrium point
                                                                                              or bases using titration.                 standard solution
                                                                                                                                        molarity
                                                                                                                                        end point

AB.22.C.2   Use indicators in neutralization reactions   Use indicators in neutralization     *Specify the indicators pH.               neutralization             *Lab:; Rainbow reaction (Flinn)
                                                         reactions.                           *Record the initial pH.                   indicators                 *Lab: Titration neutralization
                                                                                              *Identify the end point of indicator.     pH                         *pH probes
                                                                                              *Apply indicators in neutralization       end point                  *phenolphthalein indicator
                                                                                              reactions.
AB.22.C.3   Investigate the role of buffers              Investigate the role of buffers.     *Define buffer.                            buffers                   *
                                                                                              *Compare a buffer titration to a non
                                                                                              buffered titration.
                                                                                              *Examine the role of buffers in titration.


Strand: Kinetics and Energistics
Standard 23: Students shall understand enthalpy, entropy, and free energy and their relationship to chemical reactions.
KE.23.C.1   Define enthalpy and entropy and explain the Define enthalpy and entropy.          *Define enthalpy and entropy.             enthalpy                   *Lab: Baggie ammonium
            relationship to exothermic and endothermic Explain the relationship of enthalpy   *Define exothermic and endothermic        entropy                    chloride in for endothermic,
            reactions:                                  and entropy to exothermic and         reactions.                                exothermic reaction
                                                                                                                                               ∆                   sodium acetate in water for
                                                        endothermic reactions.                *Explain the relationship of enthalpy     endothermic reaction       exothermic.                       *
            •      H  U  exothermic reaction                                               and entropy to exothermic and             delta ( )                  worksheet
                                                                                              endothermic reactions.
            •
                  H  U  endothermi c reaction




     rev 05-09                                                                                                                                                               Page 21 of 34
     This course has not been paced by nineweeks.


                                                                Southwest Arkansas Instructional Alignment
                                                                               Chemistry
                   AR Department of Education
  SLE
                                                                        Objective                             Task Analysis                   Essential Vocabulary         Materials/Resources
 Number               CONTENT STANDARD/
                  Student Learning Expectations
KE.23.C.2   Define free energy in terms of enthalpy and   Define free energy in terms of          *Define free energy.                     (Gibb's) free energy
The "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they
        entropy:                     temperature, enthalpy, and entropy. *Define free energy in terms of  enthalpy
                                                                         temperature, enthalpy, and throughout
should be integrated with appropriate content at the discretion of the instructorentropy. entropythe year.
            •       G  H  TS
            •       G  0  spontaneou s reaction
            •
                    S  0  increase in disorder
            •
                    S  0  decrease in disorder
KE.23.C.3   Calculate entropy, enthalpy, and free energy Calculate entropy, enthalpy, and free *Define standard states for entropy,        entropy
            changes in chemical reactions:               energy changes in chemical reactions. enthalpy, and free energy.                  enthalpy
                                                                                               *Use tables and charts to determine         (Gibb's) free energy
            •    H 0   H 0  products  H 0 reactants
                        rxn           f                  f
                                                                                               entropy, enthalpy, and free energy          standard state
                                                                                               values for products and reactants in a
            •                                                                                  chemical equation.
                 Grxn   G f  products  G f reactants
                       0              0                  0
                                                                                               *Calculate entropy, enthalpy, and free
            •                                                                                  energy changes in chemical reactions.
                  S 0   S 0products  S 0
                      rxn                        reactants




KE.23.C.4   Define specific heat capacity and its         Define specific heat capacity and its   *Define specific heat capacity.          specific heat             *calculation worksheets
            relationship to calorimetric measurements:    relationship to calorimetric            *Define calorimetry.                     calorimetry               *Lab: Specific heat of Metals
                                                          measurements.                           *Relate specific heat capacity to        Joule
                q  mT C p                                                                     calorimetric measurements.               calorie
                                                                                                  *Define specific heat capacity and its
                                                                                                  relationship to calorimetric
                                                                                                  measurements.




     rev 05-09                                                                                                                                                                 Page 22 of 34
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                                                                  Southwest Arkansas Instructional Alignment
                                                                                 Chemistry
                   AR Department of Education
   SLE
                                                                          Objective                               Task Analysis                      Essential Vocabulary         Materials/Resources
  Number              CONTENT STANDARD/
                  Student Learning Expectations
KE.23.C.5   Determine the heat of formation and the heat Determine the heat of formation and         *Define heat (enthalpy) of formation         enthalpy
                                                  the heat of reaction components to the science education of all students. Additionally, they
The "Nature of Science" frameworks are essentialusing enthalpy
        of reaction using enthalpy values and the                               and heat (enthalpy) of reaction. heat (enthalpy) of formation
should be integrated with appropriatevalues.
        Law of Conservation of Energy                                           *Know that instructor throughout the year.
                                                    content at the discretion of the the enthalpy of free        heat (enthalpy) of reaction
                                                                                                     elements in their standard state is
                                                                                                     zero.
                                                                                                     *Use tables to determine enthalpy
                                                                                                     values reactants and products.
                                                                                                     *Determine the heat of formation and
                                                                                                     the heat of reaction using enthalpy
                                                                                                     values.


KE.23.C.6   Explain the role of activation energy and       Explain the role of activation energy    *Define activation energy and                activation energy         use color-turning balls to demo
            collision theory in chemical reactions          and collision theory in chemical         activated complex.                           activated complex         collision theory
                                                            reactions.                               *Explain the collision theory for            potential energy
                                                                                                     chemical reactions.                          collision theory
                                                                                                     *Relate activation energy and
                                                                                                     activated complex to a potential
                                                                                                     energy diagram.
                                                                                                     *Explain the role of activation energy
                                                                                                     and collision theory in chemical
                                                                                                     reactions.


Strand: Equilibrium
Standard 24: Students shall understand the factors that affect reaction rate and their relationship to quantitative chemical equilibrium.
E.24.C.1    List and explain the factors which affect the   Explain the affects that reversible      *Identify the factors that affect the rate   chemical equilibrium      Lab: calalyzed production of
            rate of a reaction and the relationship of      reactions, reaction rate, nature of      of a reaction moving toward                  reversible reactions      oxygen using hydrogen peroxide
            these factors to chemical equilibrium:          reactants, concentration, temperature,   equilibrium.                                 reaction rate
            • reversible reactions                          and catalysis on the reaction rates of   *Explain how each of the factors affect      nature of reactants
            • reaction rate                                 chemical equilibrium.                    the rate of reaction moving toward           concentration
            • nature of reactants                                                                    equilibrium.                                 temperature
            • concentration                                                                                                                       catalysis
            • temperature
            • catalysis




      rev 05-09                                                                                                                                                                       Page 23 of 34
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                                                                Southwest Arkansas Instructional Alignment
                                                                               Chemistry
                   AR Department of Education
   SLE
                                                                        Objective                             Task Analysis                     Essential Vocabulary   Materials/Resources
  Number              CONTENT STANDARD/
                  Student Learning Expectations
E.24.C.2    Solve problems developing an equilibrium      Solve problems developing an            *Define the equilibrium constant.          equilibrium
        constant Science" frameworks equilibrium constant components to the science education of all students. Additionally, they
The "Nature ofor the concentration of a reactant or are essential or the             *Solve problem from a balanced concentration
                                                     content at reactant or product. reaction using the equilibrium
should be integrated with appropriateconcentration of a the discretion of the instructor throughout the year.
        product:                                                                                                    reactants
                                                                                                  constant equation.                         products
            •     mA  nB  sP  rQ

            •     K eq 
                           P s Q r
                           Am B n
E.24.C.3    Explain the relationship of LeChatelier’s     Explain the relationship of             *Define LeChatelier's Principle.           LeChatelier's Principle
            Principle to equilibrium systems:             LeChatelier's Principle to changes in   *Describe the affect that temperature,     equilibrium
            • temperature                                 temperature, pressure, and              pressure and concentration have on         temperature
            • pressure                                    concentration on systems at             systems at equilibrium.                    pressure
            • concentration                               equilibrium.                                                                       concentration


E.24.C.4    Describe the application of equilibrium and   Describe how the Haber process          *Summarize the Haber Process.              equilibrium
            kinetic concepts to the Haber Process:        applies the equilibrium and kinetic     *Express the Haber Process equation.       concentration
            • high concentration of hydrogen and          concepts of LeChatelier's Principle.    *Explain the effect in product formation   Haber process
            nitrogen                                                                              of changes in pressure and                 temperature control
            • removal of ammonia                                                                  temperature to the equilibrium.            catalyst
            • precise temperature control                                                         *Explain the addition or removal of
            • use of a contact catalyst                                                           reactants or products to the
            • high pressure                                                                       equilibrium.
                                                                                                  *Recognize the effect of catalyst on
                                                                                                  the equilibrium.
                                                                                                  *Express the effect of liquification on
                                                                                                  the removal of ammonia.



Strand: Oxidation-Reduction Reactions
Standard 25: Students shall understand oxidation-reduction reactions to develop skills in balancing redox equations.
ORR.25.C.1 Identify substances that are oxidized and      Identify substances that are oxidized   *Define oxidation and reduction.           oxidation
           substances that are reduced in a chemical      and substances that are reduced in a    *Compare oxidation numbers                 reduction
           reaction                                       chemical reaction.                      (charges) on the reactants and the         oxidation numbers
                                                                                                  products.
                                                                                                  *Identify substances that are oxidized
                                                                                                  and substances that are reduced in a
                                                                                                  chemical reaction.




      rev 05-09                                                                                                                                                           Page 24 of 34
      This course has not been paced by nineweeks.


                                                                Southwest Arkansas Instructional Alignment
                                                                               Chemistry
                    AR Department of Education
   SLE
                                                                        Objective                            Task Analysis                  Essential Vocabulary        Materials/Resources
  Number               CONTENT STANDARD/
                   Student Learning Expectations
ORR.25.C.2 Complete and balance redox reactions:       Complete and balance redox reactions *Define redox reaction.                  redox reaction
The "Nature of Science" frameworks are essential components to the science education of all students.
           • assign oxidation numbers                  by assigning oxidation numbers,       *Define oxidizing agent and reducing oxidizing agent                  Additionally, they
           • identify the oxidizing agent and reducing   content at the discretion of the instructor throughout the year.
should be integrated with appropriateidentifying the oxidizing agent and                     agent.                                  reducing agent
           agent                                       reducing agent, and writing net ionic *Define oxidation number.               net ionic equation
           • write net ionic equations                 equations.                            *Define net ionic equations.            half-reaction
                                                                                             *Assign oxidation numbers to
                                                                                             elements in a chemical reaction.
                                                                                             *Identify the oxidizing agent and
                                                                                             reducing agent.
                                                                                             *Write an oxidation half-reaction and a
                                                                                             reduction half-reaction.
                                                                                             *Combine half-reaction equations into
                                                                                             a net ionic equation.
                                                                                             *Complete and balance redox
                                                                                             reactions by assigning oxidation
                                                                                             numbers, identifying the oxidizing
                                                                                             agent and reducing agent, and writing
                                                                                             net ionic equations.



Standard 26: Students shall explain the role of oxidation-reduction reactions in the production of electricity in a voltaic cell.
ORR.26.C.1 Write equations for the reactions occurring at Write equations for the reactions     *Define oxidation and reduction          cathode
           the cathode and anode in electrolytic          occurring at the cathode and anode in reactions.                               anode
           conduction                                     electrolytic conduction.              *Identify the transfer of electrons in   electrolytic conduction
                                                                                                reactions.                               half reactions
                                                                                                *Write equations for the reactions       oxidation (OIL)
                                                                                                occurring at the cathode and anode in    reduction (RIG)
                                                                                                electrolytic conduction.

ORR.26.C.2 Build a voltaic cell and measure cell          Construct a voltaic cell and measure   *Define half-cells.                     voltaic cell
           potential:                                     the cell potential.                    *Define salt bridge.                    potential
           • half-cells                                                                          *Assemble the anode and cathode         half-cell
           • salt bridge                                                                         based on the metal activity series.     salt bridge
                                                                                                 *Determine which salt bridge to use.    metal activity series.
                                                                                                 *Measure the cell potential.




      rev 05-09                                                                                                                                                            Page 25 of 34
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                                                                  Southwest Arkansas Instructional Alignment
                                                                                 Chemistry
                     AR Department of Education
   SLE
                                                                          Objective                             Task Analysis                   Essential Vocabulary         Materials/Resources
  Number               CONTENT STANDARD/
                   Student Learning Expectations
ORR.26.C.3 Explain the process of obtaining electricity  Explain the process of obtaining          *Define Voltic cell.                      electricity
The "Natureaof Science" frameworks are essential components to the science education of all students.
           from chemical voltaic cell:                   electricity from a chemical voltaic cell. *Describe the electron flow through a chemical voltic cell          Additionally, they
           • line notation : anode (oxidation) ║ cathode                                           voltic the
should be integrated with appropriate content at the discretion of cell. instructor throughout (An Ox)                                       anode the year.
           (reduction)                                                                             *Explain the line notation.               oxidation
                                                                                                   *Explain the process of obtaining         cathode (Red Cat)
                                                                                                   electricity from a chemical voltaic cell. reduction


ORR.26.C.4 Calculate electric potential of a cell using    Calculate electric potential of a cell   *Define electric potential.            electric potential
           redox potentials and predict product            using redox potentials and predict       *Define redox potential.               redox potential
                                                           product.                                 *Solve problem using cell potential    cell potential
                                                                                                    equation and predict product. E (cell)
                                                                                                    = E (cathode) - E (anode)

ORR.26.C.5 Use redox potentials to predict electrolysis    Use redox potentials to predict          *Identify redox potential.               redox potentials
           products and the electric potential of a cell   electrolysis products and the electric   *Identify electrolytic products.         electrolysis
                                                           potential of a cell.                     *Use redox potentials to predict
                                                                                                    electrolysis products and the electric
                                                                                                    potential of a cell.

Strand: Organic Chemistry
Standard 27: Students shall differentiate between aliphatic, cyclic, and aromatic hydrocarbons.
OC.27.C.1     Examine the bonding and structural           Examine the bonding and structural       *Define organic compound.                organic compound           *worksheets
              differences of organic compounds:            differences of alkanes, alkenes,         *Define alkane, alkene, and alkyne.      alkane                     *molecular models
                                                           alkynes, aromatic and cyclic             *Define aromatic and cyclic              alkene
              • alkanes      Cn H 2n 2                    hydrocarbons.                            hydrocarbon.                             alkyne
                                                                                                    *Describe the bonds in alkanes,          aromatic hydrocarbon
              • alkenes       Cn H 2n                                                               alkenes, alkynes, aromatic and cyclic    cyclic hydrocarbon
                                                                                                    hydrocarbons.
              • alkynes                                                                             *Describe the structure of alkanes,
                              Cn H 2 n2                                                            alkenes, alkynes, aromatic and cyclic
              • aromatic hydrocarbons                                                               hydrocarbons.
                                                                                                    *Examine the bonding and structural
              • cyclic hydrocarbons                                                                 differences of alkanes, alkenes,
                                                                                                    alkynes, aromatic and cyclic
                                                                                                    hydrocarbons.




      rev 05-09                                                                                                                                                                  Page 26 of 34
     This course has not been paced by nineweeks.


                                                                Southwest Arkansas Instructional Alignment
                                                                               Chemistry
                   AR Department of Education
  SLE
                                                                        Objective                              Task Analysis                 Essential Vocabulary          Materials/Resources
 Number               CONTENT STANDARD/
                  Student Learning Expectations
OC.27.C.2   Differentiate between the role and            Contrast the role and importance of      *Define aliphatic hydrocarbon.         aliphatic hydrocarbon     text
        importance of aliphatic, cyclic, and aromatic aliphatic, cyclic, and components to the sciencealiphatic,
The "Nature of Science" frameworks are essential aromatic                                                             cyclic all students. Additionally, they
                                                                                      *Enumerate the roles of education of hydrocarbon
                                                       content                        cyclic, and instructor throughout the year.
should be integrated with appropriatehydrocarbons. at the discretion of the aromatic hydrocarbons.
        hydrocarbons                                                                                                  aromatic hydrocarbon
                                                                                                   *Enumerate the importance of
                                                                                                   aliphatic, cyclic, and aromatic
                                                                                                   hydrocarbons.
                                                                                                   *Contrast the role and importance of
                                                                                                   aliphatic, cyclic, and aromatic
                                                                                                   hydrocarbons.


OC.27.C.3   Compare and contrast isomers                  Compare and contrast structural and      *Define isomer.                        isomer                    *worksheets
                                                          geometric isomers.                       *Define structural isomer.             structural isomer         *molecular modeling kits
                                                                                                   *Define cis- and trans-geometric       geometric isomer
                                                                                                   isomers.                               cis isomer
                                                                                                   *Compare and contrast structural and   trans isomer
                                                                                                   geometric isomers.



OC.28.C.1   Describe the functional groups in organic     Describe the functional groups in        *Define functional groups in organic   organic                    *Worksheets
            chemistry:                                    organic chemistry.                       chemistry.                             haloydrocarbons           *Lab: Ester production
            • halohydrocarbons                                                                     *Identify functional groups.           alcohol
            • alcohols                                                                                                                    ether
            • ethers                                                                                                                      aldehydes
            • aldehydes                                                                                                                   ketones
            • ketones                                                                                                                     carboxylic acids
            • carboxylic acids                                                                                                            esters
            • esters                                                                                                                      amines
            • amines                                                                                                                      amides
            • amides                                                                                                                      amino acids
            • amino acids                                                                                                                 nitro compounds
            • nitro compounds

OC.28.C.2   Name and write formulas for aliphatic, cyclic, Name and write formulas for aliphatic   *Define aliphatic, cyclic, and aromatic aliphatic                worksheets
            and aromatic hydrocarbons                      hydrocarbons.                           hydrocarbons.                           cyclic
                                                           Name and write formulas for cyclic      *Name and write formulas for aliphatic, aromatic hydrocarbon
                                                           hydrocarbons.                           cyclic, and aromatic hydrocarbons.
                                                           Name and write formulas for aromatic
                                                           hydrocarbons.




     rev 05-09                                                                                                                                                                Page 27 of 34
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                                                                Southwest Arkansas Instructional Alignment
                                                                               Chemistry
                   AR Department of Education
  SLE
                                                                         Objective                           Task Analysis                   Essential Vocabulary          Materials/Resources
 Number               CONTENT STANDARD/
                  Student Learning Expectations

The "Nature of Science" frameworks understanding components to the science in living and non-living systems.
Standard 29: Students shall demonstrate an are essential of the role of organic compounds education of all students. Additionally,                                                     they
OC.29.C.1   Differentiate among the biochemical           Differentiate among the biochemical    *Define biochemistry.                    biochemistry
                                                      content at the discretion of the instructor throughout
should be integrated with appropriatefunctions of proteins, carbohydrates, *Define protein, carbohydrates, lipids, protein the year.
        functions of proteins, carbohydrates, lipids,
            and nucleic acids                             lipids, and nucleic acids.             nucleic acid.                            carbohydrate
                                                                                                 *List the biochemical functions of       lipid
                                                                                                 proteins, carbohydrates, lipids, and     nucleic acid
                                                                                                 nucleic acids.                           enzyme
                                                                                                 *Differentiate among the biochemical     DNA
                                                                                                 functions of proteins, carbohydrates,    RNA
                                                                                                 lipids, and nucleic acids.               fats


OC.29.C.2   Describe the manufacture of polymers          Describe the manufacture of polymers   *Define polymer.                         polymer                   *Lab: PVA slime (crosslinking)
            derived from organic compounds:               derived from organic compounds         *Define polymerization and cross-        polymerization            *leggos to show polymerization
            • polymerization                              through the processes of               linking.                                 cross-linking             *text for true reaction products
            • crosslinking                                polymerization and cross-linking.      *Describe the manufacture of
                                                                                                 polymers derived from organic
                                                                                                 compounds through the processes of
                                                                                                 polymerization and cross-linking.


Strand: Nuclear Chemistry
Standard 30: Students shall understand the process transformations of nuclear radiation.
NC.30.C.1   Describe the following radiation emissions:   Describe alpha, beta, gamma, and       *Define alpha, beta, gamma, and          radiation emissions       *Geiger counter demonstrations
            • alpha particles                             positronic radiation.                  positron radiation.                      alpha particles           using alpha, beta, gamma
            • beta particles                                                                     *Identify alpha, beta, gamma, and        beta particles            emissions. (Demo kit from Flinn)
            • gamma rays                                                                         positron radiation.                      gamma rays                *textbook
            • positron particles                                                                                                          positron particles


NC.30.C.2   Write and balance nuclear reactions           Write nuclear reactions.               *Define a nuclear reaction.              nuclear reactions         *White boards/ markers
                                                          Balance nuclear reactions.             *Identify the symbols for the types of   alpha particles           *Worksheets
                                                                                                 radiation.                               beta particles
                                                                                                 *Write an isotope notation.              gamma rays
                                                                                                 *Write and balance nuclear reactions.    atomic number
                                                                                                                                          mass number
                                                                                                                                          isotope notation
NC.30.C.3   Compare and contrast fission and fusion       Compare fission and fusion.            *Define fission and fusion.              fission                   Text
                                                          Contrast fission and fusion.           *Compare and contrast fission and        fusion
                                                                                                 fusion.




     rev 05-09                                                                                                                                                                Page 28 of 34
     This course has not been paced by nineweeks.


                                                              Southwest Arkansas Instructional Alignment
                                                                             Chemistry
                   AR Department of Education
  SLE
                                                                       Objective                                Task Analysis                       Essential Vocabulary         Materials/Resources
 Number               CONTENT STANDARD/
                  Student Learning Expectations
NC.30.C.4   Apply the concept of half life to nuclear   Demonstrate the concept of half life as *Define nuclear decay.                          half life                  *Lab :"Simulation of Nuclear
                                     it relates to nuclear components to the life.
The "Nature of Science" frameworks are essentialdecay.
        decay                                                       *Define half science education of all students. Additionally, they
                                                                                                         nuclear decay Decay" *Text book problems
should be integrated with appropriate content at the discretion of the instructor throughout the year.
                                                                    *Determine the age of an object when
                                                                                                   given the needed half life information.


Standard 31: Students shall understand the current and historical ramifications of nuclear energy.
NC.31.C.1   Construct models of instruments used to     Construct models of instruments used *Define radioactivity and nuclear                  radioactivity              *pictures of instruments used in
            study, control, and utilize radioactive     to study, control, and utilize radioactive process.                                     nuclear process            nuclear chemistry included in text
            materials and nuclear processes             materials and nuclear processes.           *List instruments used to study              Geiger Mueller Counter     materials, internet,
                                                                                                   radioactivity and nuclear processes          scintillation counter      *field trips to university for
                                                                                                   (fission and fusion).                        film badges                demonstrtions.
                                                                                                   *List instruments used to control            nuclear power plant        *united streaming
                                                                                                   radioactivity and nuclear processes          radioactive tracers
                                                                                                   (fission and fusion).                        fission
                                                                                                   *List instruments which utilize              fusion
                                                                                                   radioactivity and nuclear processes          nuclear radiation
                                                                                                   (fission and fusion).
                                                                                                   *Construct models of instruments used
                                                                                                   to study, control, and utilize radioactive
                                                                                                   materials and nuclear processes.



NC.31.C.2   Research the role of nuclear reactions in   Research the role of nuclear reactions     *Define transmutation.                       transmutation              *drawings
            society:                                    in society including transmutation,        *Describe the role of transmutation          Manhattan Project          *internet materials (schaums)
            • transmutation                             nuclear power plants, and the              reactions in society.                        nuclear power plant        includes worksheets
            • nuclear power plants                      Manhattan Project.                         *Describe the role of nuclear power                                     *united streaming segments
            • Manhattan Project                                                                    plants in society.
                                                                                                   *Describe the role of the Manhattan
                                                                                                   Project in society.
                                                                                                   *Summarize the role of nuclear
                                                                                                   reactions in society including
                                                                                                   transmutation, nuclear power plants,
                                                                                                   and the Manhattan Project.




     rev 05-09                                                                                                                                                                       Page 29 of 34
     This course has not been paced by nineweeks.


                                                                  Southwest Arkansas Instructional Alignment
                                                                                 Chemistry
                   AR Department of Education
  SLE
                                                                           Objective                               Task Analysis                  Essential Vocabulary          Materials/Resources
 Number               CONTENT STANDARD/
                  Student Learning Expectations

The "Nature of Science
Strand: Natureof Science"              frameworks are essential components to the science education of all students. Additionally, they
should 32: Students shall demonstrate an content at the discretion way of knowing.
Standardbe integrated with appropriateunderstanding that science is aof the instructor     throughout the year.
NS.32.C.1   Explain why science is limited to natural       Explain why science is limited to          *Recognize that science can only      science                     current events
            explanations of how the world works             natural explanations of how the world      evaluate the natural world as opposed natural world
                                                            works.                                     to moral and religious issues.

NS.32.C.2   Compare and contrast hypotheses, theories, Compare hypotheses, theories, and               *Define hypothesis, theories, and laws. hypothesis                text
            and laws                                   laws.                                           *Differentiate between hypothesis,      theories                  T-charts to make comparisons
                                                       Contrast hypotheses, theories, and              theories and laws.                      laws
                                                       laws.
NS.32.C.3   Compare and contrast the criteria for the       Compare the criteria for the formation     *Define scientific theory.             scientific theory          text
            formation of scientific theory and scientific   of scientific theory and scientific law.   *Define scientific law.                scientific law             T-charts to make comparisons
            law                                             Contrast the criteria for the formation    *Compare and contrast the criteria for
                                                            of scientific theory and scientific law.   the formation of scientific theory and
                                                                                                       scientific law.


NS.32.C.4   Distinguish between a scientific theory and     Compare and contrast the use of the        *Compare the use of the word theory     scientific theory
            the term “theory” used in general               word theory from a scientific point of     from a scientific point of view and a   scientific hypothesis
            conversation                                    view and a general conversation.           general conversation.
                                                                                                       *Contrast the use of the word theory
                                                                                                       from a scientific point of view and a
                                                                                                       general conversation.

NS.32.C.5   Summarize the guidelines of science:         Identify the steps of the scientific          Recognize the steps to the scientific   observations              text
            • explanations are based on observations,    method.                                       method to include but not limited to:   evidence
            evidence, and testing                                                                      • explanations are based on             testing
            • hypotheses must be testable                                                              observations, evidence, and testing     hypotheses
            • understandings and/or conclusions may                                                    • hypotheses must be testable           testable
            change with additional empirical data                                                      • understandings and/or conclusions     empirical data
            • scientific knowledge must have peer review                                               may change with additional empirical    scientific method
            and verification before acceptance                                                         data                                    conclusion
                                                                                                       • scientific knowledge must have peer
                                                                                                       review and verification before
                                                                                                       acceptance




     rev 05-09                                                                                                                                                                     Page 30 of 34
     This course has not been paced by nineweeks.


                                                               Southwest Arkansas Instructional Alignment
                                                                              Chemistry
                   AR Department of Education
  SLE
                                                                        Objective                           Task Analysis                 Essential Vocabulary         Materials/Resources
 Number               CONTENT STANDARD/
                  Student Learning Expectations

Standard 33: Students shall design and safely conduct a scientific inquiry.
The "Nature of Science" frameworks are essential components                        to the science education of all students. Additionally, they
        Develop and explain the appropriate
NS.33.C.1                                   Develop and explain the appropriate *Identify scientific experiment, control, scientific experiment lab notebook/report
                                             content at the variables           dependent instructor throughout
should be integrated with appropriateprocedure, controls, and discretion of the variable, and independent control the year.
        procedure, controls, and variables
            (dependent and independent) in scientific    (dependent and independent) in         variable.                              independent variable
            experimentation                              scientific experimentation.            *Discuss appropriate and inappropriate dependent variable
                                                                                                experimental procedures.
                                                                                                *Design a valid scientific experiment
                                                                                                including controls and variables.



NS.33.C.2   Research and apply appropriate safety        Research and apply appropriate safety *Research general laboratory safety     safety                    *Arkansas Safety Lab Guide
            precautions (refer to Arkansas Safety Lab    precautions when designing and/or     procedures.                                                       *Flinn Catalogue
            Guide) when designing and/or conducting      conducting scientific investigations. *List appropriate safety procedures for                           *goggles
            scientific investigations                                                          a selected experiment.                                            *aprons
                                                                                               *Practice appropriate safety                                      *gloves
                                                                                               precautions when designing and/or                                 *safety shield
                                                                                               conducting scientific investigations.                             *safety quiz


NS.33.C.3   Identify sources of bias that could affect   Identify sources of bias that could    *Define bias.                          bias
            experimental outcome                         affect experimental outcome.           *Explore personal and external
                                                                                                sources of bias that could affect
                                                                                                experimental outcome.
                                                                                                *
NS.33.C.4   Gather and analyze data using appropriate    Gather and analyze data using          *Define data and statistics.           data                      calculators
            summary statistics                           appropriate summary statistics.        *Gather experimental data.             statistics
                                                                                                *Calculate percent error or percent    analyze
                                                                                                yield                                  percent yield
                                                                                                *Analyze data using appropriate        percent error
                                                                                                summary statistics.


NS.33.C.5   Formulate valid conclusions without bias     Formulate valid conclusions without    *Define conclusion.                    conclusion                lab notebook/report
                                                         bias.                                  *Identify sources of bias that could   bias
                                                                                                affect the conclusion.
                                                                                                *Analyze experimental data.
                                                                                                *Formulate valid conclusions without
                                                                                                bias.




     rev 05-09                                                                                                                                                             Page 31 of 34
     This course has not been paced by nineweeks.


                                                                  Southwest Arkansas Instructional Alignment
                                                                                 Chemistry
                   AR Department of Education
  SLE
                                                                           Objective                               Task Analysis                   Essential Vocabulary         Materials/Resources
 Number               CONTENT STANDARD/
                  Student Learning Expectations
NS.33.C.6   Communicate experimental results using          Communicate experimental results           *Organize data.                          experimental results      *charts,
The "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they
        appropriate reports, figures, and tables using appropriate reports, figures, and *Arrange data in appropriate report, *graphs,
should be integrated with appropriatetables.      content at the discretion of the instructor throughout the year.
                                                                                         figure and/or tables                 *lab notebook/report
                                                                                                       *Explain data relationships

Standard 34: Students shall demonstrate an understanding of current theories in chemistry.
NS.34.C.1   Recognize that theories are scientific          Discuss the requirements for theory        *Define empirical data, verification,    theories                  timeline of atomic theory
            explanations that require empirical data,       development.                               and peer review.                         empirical data
            verification, and peer review                                                              *Explain why empirical data,             verification
                                                                                                       verification, and peer review are        peer review
                                                                                                       necessary for theory development.


NS.34.C.2   Understand that scientific theories may be      Recognize that modern scientific           *Identify a specific theory              scientific theories       timeline of atomic theory
            modified or expanded based on additional        theories may be modified or expanded       *Examine the assumptions                 empirical data
            empirical data, verification, and peer review   based on new information.                  *Recognize significant developments      verification
                                                            Recognize that revised scientific          that challenge the assumptions           peer review
                                                            theories are subject to verification and   *Explain the part the empirical data
                                                            peer review.                               plays in the revision of the theory
                                                                                                       *Understand that the revision must be
                                                                                                       verifed by peers.


NS.34.C.3   Research current events and topics in           Research current events and topics in *locate scientific research materials in internet                       library materials
            chemistry                                       chemistry.                            library                                                                 computer and internet
                                                                                                  *Search web for computer knowledge
                                                                                                  *Interview experts (email, personal,
                                                                                                  etc)


Standard 35: Students shall use mathematics, science equipment, and technology as tools to communicate and solve problems in chemistry.

NS.35.C.1   Collect and analyze scientific data using       Collect and analyze scientific data        *Collect scientific data.                scientific data           calculators
            appropriate mathematical calculations,          using appropriate mathematical             *Calculate using significant figures     analyze                   lab glassware
            figures, and tables                             calculations, figures, and tables.         *Evaluate data for accuracy and          significant figures       probes
                                                                                                       precision                                accuracy                  worksheets for significant figures
                                                                                                       *Record scientific data using            precision
                                                                                                       appropriate tables.
                                                                                                       *Analyze scientific data using
                                                                                                       appropriate mathematical calculations,




     rev 05-09                                                                                                                                                                       Page 32 of 34
     This course has not been paced by nineweeks.


                                                               Southwest Arkansas Instructional Alignment
                                                                              Chemistry
                   AR Department of Education
  SLE
                                                                       Objective                            Task Analysis                   Essential Vocabulary          Materials/Resources
 Number              CONTENT STANDARD/
                 Student Learning Expectations
NS.35.C.2   Use appropriate equipment and technology     Use appropriate equipment and          *Use calculator with exponential and     technology                calculators
                                      technology as tools components to the science education of all students. Additionally, they
The "Nature of Science" frameworks are essentialfor solving
        as tools for solving problems                              log functions                                lab glassware
                                        content                    *Use the instructor to hands-
should be integrated with appropriateproblems. at the discretion of lab equipment specific throughout the year. probes
                                                                                                on labs

NS.35.C.3   Utilize technology to communicate research   Utilize technology to communicate      *Use hand held calculators and probes technology                   powerpoints
            findings                                     research findings.                     *Construct data representations such
                                                                                                as graphs and tables
                                                                                                *Create a powerpoint presentation


Standard 36: Students shall describe the connections between pure and applied science.
NS.36.C.1   Compare and contrast chemistry concepts in Compare and contrast chemistry           *Define pure science and applied         pure science              text
            pure science and applied science           concepts in pure science and applied     science.                                 applied science
                                                       science.                                 *List the concepts of pure science.
                                                                                                *List the concepts of applied science.
                                                                                                *Compare and contrast chemistry
                                                                                                concepts in pure science and applied
                                                                                                science.


NS.36.C.2   Discuss why scientists should work within    Explain why scientists should work     *Define scientific ethics.               ethics
            ethical parameters                           within ethical parameters.             *Explain why scientists should work      bias
                                                                                                within ethical parameters.
NS.36.C.3   Evaluate long-range plans concerning         Evaluate long-range plans concerning   *Define resource and by-product.         resource                  Materials on greenhouse effects.
            resource use and by-product disposal for     resource use and by-product disposal   *Research and list possible long-range   by-product                Graphs depecting nuclear decay.
            environmental, economic, and political       for environmental, economic, and       plans for resource use.                  environmental impact      Green chemistry material
            impact                                       political impact.                      *Research and list possible long-range   economic impact           Newspaper articles
                                                                                                plans for byproduct disposal including   political impact          MSDS sheets
                                                                                                the environmental, economic, and
                                                                                                political impacts.
                                                                                                *Evaluate long-range plans concerning
                                                                                                resource use and byproduct disposal
                                                                                                for environmental, economic, and
                                                                                                political impacts.




     rev 05-09                                                                                                                                                               Page 33 of 34
     This course has not been paced by nineweeks.


                                                                 Southwest Arkansas Instructional Alignment
                                                                                Chemistry
                   AR Department of Education
  SLE
                                                                         Objective                                Task Analysis                    Essential Vocabulary         Materials/Resources
 Number               CONTENT STANDARD/
                  Student Learning Expectations
NS.36.C.4   Explain how the cyclical relationship between Explain how the cyclical relationship       *Define technology.                       technology                *Use graphing calulators, hand
        science and technology frameworks between science and technology
The "Nature of Science"results in reciprocal are essential components to the science education of all students. Additionally, they
                                                                           *Define scientific research.        scientific research held probes, or calculators
                                               content at the discretion of the instructor throughout the year.
should be integrated with appropriateresults in reciprocal advancements in *Explain how scientific research is
        advancements in science and technology                                                                 data analysis       *pictures of advance technology
                                                          science and technology.                     changed into practical technology.                                  ie hubble telescope; healthcare
                                                                                                      *Explain how technology allows for                                  imaging
                                                                                                      better accumulation and analysis of
                                                                                                      data.
                                                                                                       *Explain that present technology helps
                                                                                                      us to develop more advanced
                                                                                                      technology through scientific research.


Standard 37: Students shall describe various careers in chemistry and the training required for the selected career.
NS.37.C.1   Research and evaluate science careers         Research and evaluate science               *Research science careers.                career                    *Research Project: computers,
            using the following criteria:                 careers using the following criteria        *List the educational requirements,                                 ACS career pamphlets, display
            • educational requirements                    including educational requirements,         salary, availability of jobs, and working                           materials
            • salary                                      salary, availability of jobs, and working   conditions.                                                         *Prepared Charts from
            • availability of jobs                        conditions.                                 *Evaluate science careers using the                                 universities
            • working conditions                                                                      following criteria including educational
                                                                                                      requirements, salary, availability of
                                                                                                      jobs, and working conditions.




     rev 05-09                                                                                                                                                                      Page 34 of 34

								
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