Rules in Writing Chemical Formula by kdu88896

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									     This course has not been paced by nineweeks.


                                                           Arch Ford/Northwest 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
           particles                                        Rutherford's gold foil, Chadwick's        protons, neutrons, and electrons.          proton
           • Rutherford’s gold foil                         discovery, Thomson's cathode ray,         *Identify the subatomic particles with     neutron
           • Chadwick’s discovery of the neutron            and Millikan's Oil Drop.                  the experiment used to discover it.        electron
           • Thomson’s cathode ray                                                                    *Students will summarize the               nucleus
           • 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
           development of the current atomic theory         Democritus, Dalton, Rutherford, and       person that described the atom as the      Law of Multiple Proportions
                                                            Bohr leading to the development of        smallest piece of matter.                  Bohr's Model
                                                            the 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
           arrangement, and charge using:                   arrangement, and charge using:            of the protons, electrons, and             negative charge
           • 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.


                                                  Arch Ford/Northwest 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
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
                                               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
           hyphen notations for isotopes:          notations.                              *Calculate number of neutrons.           mass number
                                                   Explain what the notation means.        *Find atomic number from the             atomic number
                               A
           • nuclear symbol:       X                                                       periodic table.                          nuclear symbol
                               Z
                                                                                           *Find the average atomic mass from       hyphen notation
           Where Hyphen notation: X - A                                                    the periodic table.                      average atomic mass
                                                                                           *Determine what mass number
           Where X = element symbol;                                                       means (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
                                                   average atomic mass.                    based on the percent abundance.          atomic mass
                                                   Explain the reasoning for calculating   *Recognize that element exist            periodic table
                                                   average atomic mass.                    naturally 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.


                                                    Arch Ford/Northwest 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   *Demonstrate that the number of          ion
                                        and essential components to the science education of all students. Additionally, they
The "Nature ofinScience" frameworks areneutrons do not change in ions. electrons does not change the
        particles the ion(s) of an atom                                                              atom
                                         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.


                                                           Arch Ford/Northwest 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     *Understand that light exists as         quantum
                                           content at the discretion of the instructor throughout the year.
should be integrated with appropriatewith the arrangement of electrons in energy packets called quanta.
        arrangement of electrons in atoms:                                                              ground state
           • quantum                                        energy levels of atoms.                  *Correlate the energy of visible light   excited state
           • c  v                                         Explain the relationship between the     released to energy level change in an    wavelength
                                                            frequency and wavelength of light.       atom as electrons fall from higher to    frequency
             Where v  frequency ;                                                                   lower energy levels.                     photon
               wavelength                                                                          *Mathematically solve an equation of     emission spectrum
                                                                                                     wavelength and frequency using the
                                                                                                     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
           model electron arrangement in atoms:             constructing an electron configuration   rule, and Pauli's Exclusion Principle.   Hund's rule
           • Aufbau Principle (diagonal filling order)      using the diagonal filling order.        *Use the diagonal filling order to       Pauli's Exclusion Principle
           • 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        *Recognize that electrons fill           electron configuration
                                                            when constructing an electron            suborbitals singly before pairing        energy level
                                                            configuration.                           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.


                                                      Arch Ford/Northwest 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 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
                                              content
should be integrated with appropriateconfiguration. at the discretion of the instructor throughoutgas year.
        electron configuration                                                on the periodic table.                   noble the
                                                       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
           using the following notations:              orbital notations.                     configuration for an element.            noble gas
           • orbital notations                         Illustrate electron placement using    *Draw the orbital notation for an        Lewis dot structure
           • 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
           leading to the evolution of the Periodic Table of Mendeleyev and Moseley in the    the elements on his periodic table.      atomic mass
                                                          arrangement of elements in the      *Explain how Moseley arranged the        atomic number
                                                          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.


                                                      Arch Ford/Northwest 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)
        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
        • Groups
should be integrated with appropriate content at the discretion of the instructor throughout the year.
                                                                     periodic table.                    periodic table
           • 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
           • atomic radius                             radius, ionic radius, ionization energy, according to each of the periodic         ionic radius
           • ionic radius                              electron affinities, and                 trends.                                   inization energy
           • 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
           compounds:                                  ionic compounds using the IUPAC          compounds.                                ion ionic compound
           • IUPAC system                              system.                                  *Define binary and ternary                molecular (covalent)
           • 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.


                                                      Arch Ford/Northwest 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         *Learn the Roman prefixes for 0-9.    IUPAC system
           discovered elements using the IUPAC          newly discovered elements using the     *Given the name, write the symbol for Roman prefixes
           system                                       IUPAC system.                           a newly discovered element using
                                                                                                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
           uniformity of particles:                     based on uniformity.                    and heterogeneous mixture.                  solution
           • pure substances                                                                    *Describe the differences between a         pure mixture
           • solutions                                                                          pure substance, solution and                matter
           • heterogeneous mixtures                                                             heterogeneous mixtures bases on
                                                                                                uniformity of particles.

P.6.C.2    Distinguish between extensive and intensive Classify characteristics that would be   *Given a list of characteristics indicate   matter
           physical properties of matter               extensive or intensive physical          which are extensive or intensive.           extensive property
                                                       properties.                              *Distinguish between a physical and         intensive property
                                                                                                chemical property.                          physical property
                                                                                                                                            chemical property




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


                                                       Arch Ford/Northwest 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
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
                                      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.

P.6.C.4    Design experiments tracing the energy        Investigate the energy transfer          *Develop an experiment and predict       physical change
           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
           substances based on their electron           configuration will affect the chemical   and inert elements.                      electron configuration
           configuration:                               properties of substances.                *Classify elements according to their    active element
           • 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
           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.


                                                        Arch Ford/Northwest 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
           groups on the Periodic Table:                  elements based on their electron        based on their position on the periodic   main group elements
           • main group elements                          configuration in relation to the        table (stair step).                       transition elements
           • transition elements                          arrangement of the periodic table.      *Show the correlation between the         ion
                                                                                                  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      Derive formula units based on the       *Recognize that formula units are         ion
           of ions                                        charges of ions.                        used to distinguish ionic compounds       formula units
                                                                                                  from covalent compounds.
                                                                                                  *Formulas for ionic compounds can
                                                                                                  be written by crossing charges ( x-
                                                                                                  method).


B.8.C.3    Use the electronegativity chart to predict the Use the electronegativity chart to      *Classify the type of bonds produced      electronegativity
           bonding type of compounds:                     predict the bonding type of             by electronegativity differences in       ionic
           • ionic                                        compounds.                              bonded elements.                          polar covalent
           • polar covalent                                                                       *Recognize that a metal and a non-        non-polar covalent
           • non-polar covalent                                                                   metal will produce an ionic bond.         bonding
                                                                                                  *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.


                                                    Arch Ford/Northwest 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
                                               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
           • lone pairs                              electrons that are lone pairs, shared   *Define valence electron.                 covalent bond
           • 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
           compounds based upon double and triple    compounds based upon double and         bonds.                                    triple bond
           bonding                                   triple bonding.                         *List properties of bond length, bond     bond strength
                                                                                             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.


                                                    Arch Ford/Northwest 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
        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
                                                 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
           • VSEPR Model                             VSEPR Model.                             *Apply the VSEPR Model to predict         polarity
                                                                                              the polarity of a covalent compound.      geometry
                                                                                              *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
           intermolecular forces (van der Waals):    intermolecular forces (van der Waals)    Waals), hydrogen bonding, dipole-         der Waals)
           • hydrogen bonding                        including hydrogen bonding, dipole-      dipole, dipole-induced dipole, and        hydrogen bonding
           • dipole-dipole                           dipole, dipole-induced dipole, and       dispersion forces (London).               dipole-dipole
           • dipole-induced dipole                   dispersion forces (London).              *List the relative strengths of the       dipole-induced dipole
           • dispersion forces (London)                                                       intermolecular forces.                    dispersion forces (London)
                                                                                              *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.


                                                    Arch Ford/Northwest 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
                                                 content at the discretion of the instructor throughout theelectrons
should be integrated with appropriateand electrical conductivity from
        delocalized electrons:                                                          *Define atomic orbital.  delocalized year.
           • molecular orbital model                 delocalized electrons using the        *Explain conduction bands from             molecular orbital model
                                                     molecular orbital model.               molecular orbital models using             energy band
                                                                                            electrical and heat conductivity.          atomic orbitals
                                                                                            *Explain how electrons can be
                                                                                            promoted in molecular orbital model.


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
           crystalline solids                        crystalline solids.                    solids.                                    crystalline solid
                                                                                            *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
           crystalline solids:                       of ionic, covalent network, covalent   molecular, and metallic solids.            covalent molecular solid
           • ionic                                   molecular, and metallic solids.        *List the properties of ionic, covalent    ionic solid
           • covalent network                                                               network, covalent molecular, and           metallic solid
           • covalent molecular                                                             metallic solids including relative         conductivity
           • 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
      This course has not been paced by nineweeks.


                                                         Arch Ford/Northwest 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
           reactants and products are given               conservation of mass.                  atom inventory to determine if the       reactants
                                                                                                 equation is balanced.                    products
                                                                                                 *Add coefficients if balancing is        coefficients
                                                                                                 needed.                                  atom inventory
                                                                                                 *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
           information about the amounts of reactants     used to signify the amounts of         balanced equation does signify the       reactants
           and products                                   reactants and products.                number of moles (mole ration) of         products
                                                                                                 reactants and products.                  mole ratio
                                                                                                 *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
           excess reactants in balanced reaction          excess reactants.                     reactants.                             excess reactants
           equations                                                                            *Use calculation to distinguish        balanced equation
                                                                                                between limiting and excess reactants.

S.12.C.4   Calculate stoichiometric quantities and use    Determine theoretical yield based on   *Recognize that all calculation are      stoichimetric quantities
           these to determine theoretical yields          stoichiometric calculations.           based on a balance equation and          theoretical yield
                                                                                                 limiting reactant.                       actual yield
                                                                                                 *Recognize that theoretical yield will   limiting reactant
                                                                                                 always be more than actual yield.        mole ratio
                                                                                                 *% yield = actual yield / theoretical    mole
                                                                                                 yield X 100                              percent yield




      rev 05-09                                                                                                                                                            Page 13 of 34
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                                                   Arch Ford/Northwest 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
                            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
           substance:                               the amount of substance of a         *Calculate the molar mass of a         mole
           Avogadro’s constant = 6.02 x 1023        compound or an element.              substance.                             formula unit
                                                                                         *Convert between number of particles   atoms
                                                                                         (ions, atoms, molecules, formula       molecules
                                                                                         units) and moles using Avogadro's      ions
                                                                                         constant.
                                                                                         *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
           formulas using the molar concept:        formulas using molar mass, average   formula.                               molecular formula
           • molar mass                             atomic mass, molecular mass, and     *Define molecular mass, formula        molecular mass
           • average atomic mass                    formula mass.                        mass, and average atomic mass.         formula mass
           • molecular mass                                                              *Calculate empirical formulas using    average atomic mass
           • 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
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                                                       Arch Ford/Northwest 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
                                                        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
           • synthesis                                  decomposition, single displacement, displacement and combustion                     aingle displacement
           • decomposition                              double displacement, and combustion reactions.                                      souble displacement
           • single displacement                        reactions.                          *Predict the products given the                 combustion
           • double displacement                                                            reactants for synthesis,                        products
           • combustion                                                                     decomposition, single displacement,             reactants
                                                                                            double displacement, and combustion
                                                                                            reactions.




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
           solvent, solution and concentration          solvent, solution and concentration     concentration.                              solvent
                                                                                                *Identify the characteristics of a          concentration
                                                                                                solute, 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
           pairs                                        solute pairs.                           gas solute/gas solvent, gas                 solvent
                                                                                                solute/liquid solvent, gas solute/solid     solid
                                                                                                solvent).                                   liquid
                                                                                                *Give examples for the nine solvent-        gas
                                                                                                solute pairs.




      rev 05-09                                                                                                                                                          Page 15 of 34
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                                                         Arch Ford/Northwest 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
                                                   composition, and normality in terms of composition (by volume education of all students. Additionally, they
The "Nature of Science" frameworks are essential components to the scienceand by
        expressions involving the amount of solute                                                                       molality
                                                    content at the discretion of the instructor throughout the year.
should be integrated with appropriateamount of solute and volume of
        and volume of solution:                                                           mass), and normality.          percent by mass
           • molarity (M)                                 solution.                               *Identify equations for calculating         percent by volume
           • molality (m)                                                                         molarity, molality, percent                 normality
           • percent composition                                                                  composition, and normality.                 solute
           • 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
           the quantity of another species in the         of a solution, determine the quantity   equation for determining changes in         concentration
           reaction                                       or concentration of the substance.      solution concentration.                     dilution
                                                                                                  *Calculate dilution problems.
                                                                                                  *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           Identify the physical state for each    *Specify (g) as gas, (s) as solid, (l) as   aqueous
           substance in a reaction equation               substance in a reaction equation.       liquid, and (aq) as aqueous solution.
                                                                                                  *Identify the physical state for each
                                                                                                  substance in a reaction equation.




      rev 05-09                                                                                                                                                            Page 16 of 34
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                                                           Arch Ford/Northwest 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
            theory as it applies to gas particles:          describe molecular motion, elastic       *Describe how the kinetic theory           kinetic theory
            • molecular motion                              collisions, temperature, pressure, and   explains molecular motion, elastic         molecular motion
            • elastic collisions                            ideal gas as applied to gas particles.   collisions, temperature, pressure, and     elastic collision
            • temperature                                                                            ideal gas in relation to gas particles.    temperature
            • 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
            temperature, and volume on the number of        temperature, and volume on the           *Specify variables of the ideal gas law.   temperature
            moles of gas particles in chemical reactions    number of moles of gas particles         *Solve problem using the ideal gas         volume
                                                            using gas stoichiometry and ideal gas    law and a stoichiometry conversion.        moles
                                                            law.                                     *Calculate the effects of pressure,        gas
                                                                                                     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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                                                              Arch Ford/Northwest 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
                                         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
                                                               using Avogadro's Law, Boyle's Law,   Dalton's Law of Partial Pressure,       Charles' Law
                                                n2
             Avogadro’s Law           V2  V1                  Charles' Law, Combined Gas Law,      Graham's Law of Effusion, Gay-          Combined Gas Law
                                                n1             Dalton's Law of Partial Pressure,    Lussac Law, and Ideal Gas Law.          Dalton's Law of Partial
                                                               Graham's Law of Effusion, Gay-       *Identify each gas law with the         Pressure
             Boyle’s Law               PV1  P2V2
                                        1
                                                               Lussac Law, and Ideal Gas Law.       appropriate equation.                   Graham's Law of Effusion
                                                                                                    *Convert between Celsius and Kelvin     Gay-Lussac's Law
                                                                                                    temperatures using K = C+273.           Ideal Gas Law
             Charles’ Law              V1 V2                                                        *Given the variables and the            pressure
                                                                                                   constants, determine the appropriate    effusion
                                       T1 T2
                                                                                                    gas law equation.                       molar mass
             Combined Law                                                                           *Calculate relative rates of effusion   ideal gas constant
                                       P V1 P2V2
                                        1
                                                                                                   for two gases given their molar         velocity
                                       T2    T1                                                     masses using Graham's law.              variable
             Dalton’s Law                                                                           *Calculate the effects of pressure,     constant
             of Partial Pressure   PTotal  P  P2  P3 ...
                                             1                                                      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     *Solve problems using gas               mass/volume relationship
             balanced chemical reaction equations              gas stoichiometry in balanced        stoichiometry conversions.              balanced chemical equation
                                                               equations.                           *Calculate the effects of changing      conversions
                                                                                                    volume and mass in balanced             stoichiometry
                                                                                                    chemical equations.




     rev 05-09                                                                                                                                                                   Page 18 of 34
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                                                       Arch Ford/Northwest 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
            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             formulas
            and salts:                                  ternary acids and bases.              binary and ternary acids.                   acids
            • binary acids                              Write formulas and name salts and     *Write and name the chemical                bases
            • ternary acids                             other ionic compounds.                formula for binary and ternary acids        salts
            • ionic compounds                                                                 and bases.                                  binary acids
                                                                                              *Write and name the chemical                ternary acids
                                                                                              formula for ionic compounds.                ionic compounds
                                                                                              *Write and name the chemical
                                                                                              formula 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
            properties                                  properties.                           sour taste, corrosive, pH less than 7,      base
                                                                                              produces hydrogen ions in solution).        pH
                                                                                              *List the properties of bases (including    caustic
                                                                                              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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                                                           Arch Ford/Northwest 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
                                                                                        *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     *Define equilibrium constant,            equilibrium constant
            develop and explain:                            to develop and explain ionization       ionization constant, percent of          ionization constant
            • ionization constants                          constants, percent of ionization, and   ionization, and common ion effect.       percent of ionization
            • percent of ionization                         common ion effect.                      *Explain the relationship between Ka,    common ion effect
            • common ion effect                                                                     Kb, and Kw.                              ionization
                                                                                                    *Calculate percent ionization using Ka   Ka
                                                                                                    or Kb and concentration.                 Kb
                                                                                                    *Explain common ion effect in terms      Kw
                                                                                                    of 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     Explain the role of the pH scale as     *Define pH.                              pH
            to acids and bases                              applied to acids and bases.             *Explain pH scale in terms logarithms    acid
                                                                                                    and powers of 10.                        base
                                                                                                    *Describe the pH scale.                  neutral
                                                                                                    *Identify the location of acid, base,    logarithm
                                                                                                    and 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.


                                                         Arch Ford/Northwest 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
                              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
                                                                                              *Identify mole ratios.                    acid
                                                                                              *Solve for molarity (molarity =           base
                                                                                              moles/liters).                            indicators
                                                                                              *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
                                                          reactions.                          *Record the initial pH.                   indicators
                                                                                              *Identify the end point of indicator.     pH
                                                                                              *Apply indicators in neutralization       end point
                                                                                              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
            relationship to exothermic and endothermic Explain the relationship of enthalpy   *Define exothermic and endothermic        entropy
            reactions:                                  and entropy to exothermic and         reactions.                                exothermic reaction
                                                        endothermic reactions.                *Explain the relationship of enthalpy     endothermic reaction
            • H  U  exothermic reaction                                                    and entropy to exothermic and             delta (∆)
                                                                                              endothermic reactions.
            •
                H  U  endothermi c reaction




     rev 05-09                                                                                                                                                        Page 21 of 34
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                                                               Arch Ford/Northwest 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                                       entropy, enthalpy, and free energy           standard state
                 rxn        f                 f
                                                                                                    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 0rxn  S 0products  S 0reactants


KE.23.C.4   Define specific heat capacity and its               Define specific heat capacity and its   *Define specific heat capacity.          specific heat
            relationship to calorimetric measurements:          relationship to calorimetric            *Define calorimetry.                     calorimetry
                                                                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
      This course has not been paced by nineweeks.


                                                            Arch Ford/Northwest 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          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 "Natureofof Science" frameworks are essentialusing enthalpy
        heat reaction using enthalpy values and                               and heat (enthalpy) of reaction. heat (enthalpy) of formation
        the Law of Conservation of appropriate content at the discretion of the the enthalpy of free
should be integrated with Energy                values.                       *Know that instructor throughout the year.
                                                                                                               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
            collision theory in chemical reactions           and collision theory in chemical         activated complex.                           activated complex
                                                             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
            rate of a reaction and the relationship of       reactions, reaction rate, nature of      of a reaction moving toward                  reversible reactions
            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             nature of reactants
            • reaction rate                                  chemical equilibrium.                    affect the rate of reaction moving           concentration
            • nature of reactants                                                                     toward equilibrium.                          temperature
            • concentration                                                                                                                        catalysis
            • temperature
            • catalysis




      rev 05-09                                                                                                                                                                 Page 23 of 34
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                                                          Arch Ford/Northwest 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 are essential or the                  *Solve problem from a balanced concentration
        or integrated with appropriate content of a the discretion of the instructor throughout the year.
should be product:                               concentration at reactant or product. reaction using the equilibrium 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            Haber process
            nitrogen                                                                               formation 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
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                                                         Arch Ford/Northwest 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            *Define redox reaction.                 redox reaction
The "Nature of Science" frameworks are essential components to the science education of all students.
           • assign oxidation numbers                  reactions by assigning oxidation      *Define oxidizing agent and reducing oxidizing agent                  Additionally, they
           • identify the oxidizing agent and reducing   content at the oxidizing
should be integrated with appropriatenumbers, identifying the discretion of the instructor throughout the year.
                                                                                             agent.                                  reducing agent
           agent                                       agent and reducing agent, and writing *Define oxidation number.               net ionic equation
           • write net ionic equations                 net ionic 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    Write equations for the reactions     *Define oxidation and reduction          cathode
           at 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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                                                           Arch Ford/Northwest 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) ║                                                  voltic the
should be integrated with appropriate content at the discretion of cell. instructor throughout (An Ox)                                      anode the year.
           cathode (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
              differences of organic compounds:             differences of alkanes, alkenes,         *Define alkane, alkene, and alkyne.      alkane
                                                            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
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                                                        Arch Ford/Northwest 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
        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
                                                         geometric isomers.                      *Define structural isomer.                structural isomer
                                                                                                 *Define cis- and trans-geometric          geometric isomer
                                                                                                 isomers.                                  cis isomer
                                                                                                 *Compare and contrast structural and      trans isomer
                                                                                                 geometric isomers.


Standard 28: Students shall know and describe the functional groups in organic chemistry.
OC.28.C.1   Describe the functional groups in organic    Describe the functional groups in       *Define functional groups in organic      organic
            chemistry:                                   organic chemistry.                      chemistry.                                haloydrocarbons
            • 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,       Name and write formulas for aliphatic   *Define aliphatic, cyclic, and aromatic   aliphatic
            cyclic, and aromatic hydrocarbons            hydrocarbons.                           hydrocarbons.                             cyclic
                                                         Name and write formulas for cyclic      *Name and write formulas for              aromatic hydrocarbon
                                                         hydrocarbons.                           aliphatic, cyclic, and aromatic
                                                         Name and write formulas for aromatic    hydrocarbons.
                                                         hydrocarbons.




     rev 05-09                                                                                                                                                          Page 27 of 34
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                                                          Arch Ford/Northwest 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
            derived from organic compounds:                derived from organic compounds         *Define polymerization and cross-        polymerization
            • polymerization                               through the processes of               linking.                                 cross-linking
            • 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
            • alpha particles                              positronic radiation.                  positron radiation.                      alpha particles
            • beta particles                                                                      *Identify alpha, beta, gamma, and        beta particles
            • gamma rays                                                                          positron radiation.                      gamma rays
            • positron particles                                                                                                           positron particles


NC.30.C.2   Write and balance nuclear reactions            Write nuclear reactions.               *Define a nuclear reaction.              nuclear reactions
                                                           Balance nuclear reactions.             *Identify the symbols for the types of   alpha particles
                                                                                                  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
                                                           Contrast fission and fusion.           *Compare and contrast fission and        fusion
                                                                                                  fusion.




     rev 05-09                                                                                                                                                          Page 28 of 34
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                                                        Arch Ford/Northwest 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     *Define nuclear decay.                    half life
                                     as it essential components to the life.
The "Nature of Science" frameworks arerelates to nuclear decay.
        decay                                                   *Define half science education of all students. Additionally, they
                                                                                                     nuclear decay
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
            study, control, and utilize radioactive      to study, control, and utilize           process.                                  nuclear process
            materials and nuclear processes              radioactive materials and nuclear        *List instruments used to study           Geiger Mueller Counter
                                                         processes.                               radioactivity and nuclear processes       scintillation counter
                                                                                                  (fission and fusion).                     film badges
                                                                                                  *List instruments used to control         nuclear power plant
                                                                                                  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
            society:                                     in society including transmutation,      *Describe the role of transmutation       Manhattan Project
            • transmutation                              nuclear power plants, and the            reactions in society.                     nuclear power plant
            • nuclear power plants                       Manhattan Project.                       *Describe the role of nuclear power
            • 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
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                                                            Arch Ford/Northwest 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
            explanations of how the world works              natural explanations of how the world      evaluate the natural world.             natural world
                                                             works.
NS.32.C.2   Compare and contrast hypotheses, theories, Compare hypotheses, theories, and                *Define hypothesis, theories, and laws. hypothesis
            and laws                                   laws.                                            *Differentiate between hypothesis,      theories
                                                       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
            formation of scientific theory and scientific    of scientific theory and scientific law.   *Define scientific law.                scientific law
            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
            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
            • 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                                                       may change with additional empirical    scientific method
            review and verification before acceptance                                                   data                                    conclusion
                                                                                                        • scientific knowledge must have peer
                                                                                                        review and verification before
                                                                                                        acceptance




     rev 05-09                                                                                                                                                               Page 30 of 34
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                                                         Arch Ford/Northwest 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 *Define scientific experiment, control, scientific experiment
                                             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                 dependent variable
                                                                                                inappropriate experimental
                                                                                                procedures.
                                                                                                *Design a valid scientific experiment.
                                                                                                *Specify appropriate controls and
                                                                                                variables.
                                                                                                *Develop and explain the appropriate
                                                                                                procedure, controls, and variables
                                                                                                (dependent and independent) in
                                                                                                scientific experimentation.




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


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.          *Identify 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
            summary statistics                            appropriate summary statistics.       *Gather experimental data.               statistics
                                                                                                *Organize experimental data into         analyze
                                                                                                appropriate summaries (chart, table,
                                                                                                graph).
                                                                                                *Analyze data using appropriate
                                                                                                summary statistics.




     rev 05-09                                                                                                                                                         Page 31 of 34
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                                                            Arch Ford/Northwest 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.5   Formulate valid conclusions without bias         Formulate valid conclusions without        *Define conclusion.                     conclusion
                                                               *Identify sources of bias education of all students. Additionally, they
The "Nature of Science" frameworks are essential components to the sciencethat could
                                     bias.
should be integrated with appropriate content at the discretion of the instructor throughout the year.
                                                               affect the conclusion.
                                                                                                        *Analyze experimental data.
                                                                                                        *Formulate valid conclusions without
                                                                                                        bias.

NS.33.C.6   Communicate experimental results using           Communicate experimental results        *Communicate experimental results       experimental results
            appropriate reports, figures, and tables         using appropriate reports, figures, and using appropriate reports, figures, and
                                                             tables.                                 tables.

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
            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           *Understand that scientific theories    scientific theories
            modified or expanded based on additional         theories may be modified or expanded       may be modified or expanded based       empirical data
            empirical data, verification, and peer review    based on new information.                  on additional empirical data,           verification
                                                             Recognize that revised scientific          verification, and peer review.          peer review
                                                             theories are subject to verification and
                                                             peer review.


NS.34.C.3   Research current events and topics in            Research current events and topics in *Research current events and topics
            chemistry                                        chemistry.                            in chemistry.
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
            appropriate mathematical calculations,           using appropriate mathematical             *Record scientific data using           analyze
            figures, and tables                              calculations, figures, and tables.         appropriate tables.
                                                                                                        *Analyze scientific data using
                                                                                                        appropriate mathematical
                                                                                                        calculations, and figures.

NS.35.C.2   Use appropriate equipment and technology         Use appropriate equipment and              *Use appropriate equipment and          technology
            as tools for solving problems                    technology as tools for solving            technology as tools for solving
                                                             problems.                                  problems.




     rev 05-09                                                                                                                                                               Page 32 of 34
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                                                         Arch Ford/Northwest 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.3   Utilize technology to communicate research    Utilize technology to communicate      *Utilize technology to communicate       technology
The "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they
        findings                     research findings.        research findings.
should be integrated with appropriate content at the discretion of the instructor throughout the year.
Standard 36: Students shall describe the connections between pure and applied science.
NS.36.C.1   Compare and contrast chemistry concepts       Compare and contrast chemistry         *Define pure science and applied         pure science
            in 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
                                                                                                 within ethical parameters.
NS.36.C.3   Evaluate long-range plans concerning          Evaluate long-range plans concerning   *Define resource and by-product.         resource
            resource use and by-product disposal for      resource use and by-product disposal   *Research and list possible long-        by-product
            environmental, economic, and political        for environmental, economic, and       range plans for resource use.            environmental impact
            impact                                        political impact.                      *Research and list possible long-        economic impact
                                                                                                 range plans for byproduct disposal       political impact
                                                                                                 including 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
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                                                    Arch Ford/Northwest 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    Explain how the cyclical relationship       *Define technology.                      technology
        between Science" frameworks between science and technology
The "Nature ofscience and technology results in are essential components to the science education of all students. Additionally, they
                                                                           *Define scientific research.        scientific research
                                                 content at the discretion of the instructor throughout the year.
should be integrated with appropriateresults in reciprocal advancements in *Explain how scientific research is
        reciprocal advancements in science and                                                                 data analysis
            technology                               science and technology.                     changed into practical technology.
                                                                                                 *Explain how technology allows for
                                                                                                 better accumulation and analysis of
                                                                                                 data.
                                                                                                 *Explain how the cyclical relationship
                                                                                                 between science and technology
                                                                                                 results in reciprocal advancements in
                                                                                                 science and technology.




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
            using the following criteria:            careers using the following criteria        *List the educational requirements,
            • educational requirements               including educational requirements,         salary, availability of jobs, and working
            • salary                                 salary, availability of jobs, and working   conditions.
            • availability of jobs                   conditions.                                 *Evaluate science careers using the
            • 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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