Chemistry Core

The Chemistry Core provides the basis for students to address consumer, health, safety, environmental, technological, societal, and scientific issues on a daily basis. Its content defines the fundamental knowledge and skills necessary for students to develop an understanding of the most basic chemistry concepts associated with structure, form, change, availability, and use of matter and energy.

The Chemistry Core content standards are appropriate for high school students and comprise the basic content to be incorporated into all first-year chemistry courses. Emphasis is placed on the Physical Science domain, but many possible connections to the Earth and Space Science domain as well as to the Life Science domain should be made. The core is not intended to serve as the entire curriculum of any course. Teachers are encouraged to expand the chemistry curriculum beyond the minimum content of this core. Chemistry courses developed from the Chemistry Core will vary in the amount and kind of experimentation, technical applications, and instrumentation, and will also vary in the level of difficulty and abstractness. The scientific process and application skills located on page 10 of this document should be incorporated into as many course standards as possible. All chemistry courses developed from this core should be laboratory-based and should encourage critical thinking and the use of basic chemical concepts and scientific strategies by students as they learn to make intelligent decisions and solve practical problems.

Technology is important to the Chemistry Core and is used for measuring, probing, and analyzing matter and energy. Chemistry-related technology includes probeware and devices such as spectroscopes that can be interfaced with computer- or calculator-based programs in order for data to be acquired directly during investigations both within and beyond the school laboratory. It is also essential that students place theories and discoveries of significant persons into a historical perspective. Students should use clear and accurate language, keep accurate records, make reports, present oral and written projects, and participate in discussions regarding the results and conclusions of scientific investigations. Safe field and laboratory investigations should be used in instruction to the maximum extent possible to illustrate scientific concepts and principles and to support inquiry-based instruction. The recommended prerequisite mathematics course for the Chemistry Core is Algebra I. The Physical Science Core is recommended for students who have not mastered the physical science curriculum in the middle school grades.

The Cherokee County Schools Course of Study: Chemistry Curriculum Guide was developed to help teachers correlate the content of the state approved textbook with the Alabama Course of Study. By using the Curriculum Guide, each teacher ensures that the minimum content required by the Alabama State Department of Education is taught to the students of Cherokee County. A Course Timeline at the end of the Curriculum Guide serves as a sample timeline that teachers may use to plan their instructional time in order to meet at Course of Study Objectives. In addition, at least one resource is listed for each Course of Study Objective that may be of benefit for the teacher and/or students.

Alabama Course of Study: Science	Timeline	Textbook Holt Chemistry	Additional Resources / Activities
CHEMISTRY Students will: Differentiate among pure substances, mixtures, and extensive properties of matter. Distinguishing between intensive and extensive properties of matter. Contrasting properties of metals, nonmetals, and metalloids. Distinguishing between homogeneous and heterogeneous forms of matter.	Days 1 – 5 Days 46 – 50 Days 17 – 21 Days 1 – 5 Days 61 – 66	Chapter 1, 4, 10, 13 p. 10 – 11, 339 p. 124 – 126, 128 – 131 p. 26, 27, 454 – 456	Physical and Chemical Changes http://www.quia.com/tq/303980.html Matter http://antoine.frostburg.edu/chem/senese/101/matter/index.shtml
Describe the structure of carbon chains, branched chains, and rings.	Days 85 – 88	Chapter 19 p. 680 – 682, 684 – 685, 686 – 694	Carbon Types and Properties http://www.lbl.gov/MicroWorlds/MaterialWorld/index.html
Use the periodic table to identify periodic trends, including atomic radii, ionization energy, electronegativity, and energy levels. a. Utilizing electron configurations, Lewis dot structures, and orbital notations to write chemical formulas. b. Calculating the number of protons, neutrons, and electrons in an isotope. c. Utilizing benchmark discoveries to describe the historical development of atomic structure, including photoelectric effect, absorption, and emission spectra of elements. · Example: Thompson’s cathode ray, Rutherford’s gold foil, Millikan’s oil drop, and Bohr’s bright line spectra experiments.	Days 17 – 21 Days 10 – 16 Days 22 – 31 Days 10 – 16 Days 32 – 36 Days 10 – 16	Chapter 3, 4, 5, 6, 7, 18 p. 132 – 141 p. 96 – 99, 122, 124, 158 – 159, 160 – 165, 199 – 206 p. 88 – 89, 234 – 235 p. 79 – 80, 81, 90 – 91, 92, 93 – 94, 144 – 145, 642	Interactive Periodic Table - http://periodic.lanl.gov/default.htm Element Games - http://education.jlab.org/itselemental/ Periodic Table Bingo http://education.jlab.org/beamsactivity/6thgrade/elementbingo/index.html
Describe solubility in terms of energy changes associated with the solution process. Using solubility curves to interpret saturation levels. Explaining the conductivity of electrolytic solutions. Describing acids and bases in terms of strength, concentration, pH, and neutralization reactions. Describing factors that affect the rate of solution. Solving problems involving molarity, including solution preparation and dilution.	Days 61 – 66 Days 61 – 66 Days 61 – 66 Days 72 – 76 Days 61 – 66 Days 61 – 66	Chapter 13 & 15 p. 474 – 477 p. 478 – 481 p. 532 – 534, 539 – 547, 548 – 556, 557 – 564 p. 471 – 473 p. 460, 462 – 467	Conductivity Apparatus http://chemed.chem.purdue.edu/demos/main_pages/2.3.html
Use the kinetic theory to explain states of matter, phase changes, solubility, and chemical reactions. · Example: water at 25 degrees Celsius remains in the liquid state because of the strong attraction between water molecules while kinetic energy allows the sliding of molecules past one another.	Days 46 – 66 Days 77 – 79	Chapter 10, 11, 12, 13, 16 p. 340, 345 – 347, 349, 350, 379 – 380, 381 – 383, 400 – 401, 421, 422, 426, 437, 439, 472, 584, 590 – 592	Movies of various chemical compounds as they change physical states http://micro.magnet.fsu.edu/moviegallery/chemicalcrystals.html
Solve stoichiometric problems involving relationships among the number of particles, moles, and masses of reactants and products in a chemical reaction. Predicting ionic and covalent bond types and products given known reactants. Assigning oxidation numbers for individual atoms of monatomic and polyatomic ions. Identifying the nomenclature of ionic compounds, binary compounds, and acids. Classifying chemical reactions as composition, decomposition, single replacement, or double replacement. Determining empirical or molecular formulas for a compound using percent composition data.	Days 42 – 45 Days 22 – 31 Days 37 – 41 Days 22 – 26 Days 22 – 31 Days 72 – 76 Days 37 – 41 Days 37 – 41	Chapter 5, 6, 8, 9, 15, 17 p. 166 – 170, 176 – 180, 190 – 191, 196 – 198, 199 – 207, 275 – 283 p. 606 – 608 p. 176 – 180, 206 – 207, 530 – 532 p. 275 – 285 p. 246 – 248	Atomic, Molecular, and Formula Masses http://www.carlton.paschools.pa.sk.ca/chemical/Molemass/default.htm
7. Explain behavior of ideal gases in terms of pressure, volume, temperature, and number of particles using Charles’s law, Boyle’s law, Gay-Lussac’s law, the combined gas law, and the ideal gas law.	Days 56 – 60	Chapter 12 p. 416 – 422, 423 – 432, 433 – 442	Gas Laws http://antoine.frostburg.edu/chem/senese/101/gases/index.shtml
Distinguish among endothermic and exothermic physical and chemical changes. · Examples: endothermic physical – phase change from ice to water, endothermic chemical – reaction between citric acid solution and baking soda, exothermic physical – phase change from water vapor to water, exothermic chemical – formation of water from combustion of hydrogen and oxygen. a. Calculating temperature change by using specific heat. b. Using Le Chatelier’s principle to explain changes in physical and chemical equilibrium.	Days 1 – 5 Days 1 – 9 Days 46 – 50 Days 67 – 76	Chapter 2, 10, 14, 15 p. 40 – 41 p. 45, 60 – 61, 343, 352 p. 512 – 516, 517, 518, 561 – 562	Thermodynamic Equilibrium Animation http://jersey.uoregon.edu/vlab/Thermodynamics/index.html
Distinguish between chemical and nuclear reactions. Identifying atomic and subatomic particles, including mesons, quarks, tachyons, and baryons. Calculating the half-life of selective radioactive isotopes. Identifying types of radiation and their properties. Contrasting fission and fusion. Describing carbon-14 decay as a dating method.	Days 80 – 84 Days 10 – 16 Days 80 – 84 Days 80 – 84 Days 80 – 84 Days 80 – 84 Days 80 – 84	Chapter 3, 18 p. 79 – 83, 643, 648 p. 658 – 662 p. 648 – 651 p. 654 – 656 p. 658 – 662	ABC’s of Nuclear Science http://www.lbl.gov/abc/

Course Timeline

Day	Textbook Chapter: Holt Chemistry	Alabama Course of Study Objective(s)
1 – 5	Chapter 1 & 2.1	1, 1c, 8, 8a
6 – 9	Chapter 2.2 & 2.3	8a
10 – 16	Chapter 3	3a – 3c, 9a
17 – 21	Chapter 4	1b, 3, 3a, 3c
22 – 26	Chapter 5 & 17.1	3a, 6a –6c
27 – 31	Chapter 6	3a, 6a, 6c
32 – 36	Chapter 7	3b,
37 – 41	Chapter 8	6a, 6d, 6e
42 – 45	Chapter 9	6
46 – 50	Chapter 10	1a, 5, 8a
51 – 55	Chapter 11	5
56 – 60	Chapter 12	5, 7
61 – 66	Chapter 13	1c, 4, 4a, 4b, 4d, 4e, 5
67 – 71	Chapter 14	8b
72 – 76	Chapter 15	4c, 6c, 8b
77 – 79	Chapter 16	5
80 – 84	Chapter 18	3c, 9, 9a – 9e
85 – 88	Chapter 19.1 & 19.2	2