Virginia Standards of Learning Chemistry

Transcription

1 correlated to the Virginia Standards of Learning Chemistry CC2 5/

2 Science Standard Correlation By Page Numbers CH.1 The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated, produce observations and verifiable data. Key concepts include ATE: Using Scientific Thinking to Solve a Problem, 9 11; The Scientific Method, 11 14; Chemistry in the Laboratory: 17 18, 42 43, 79, 107, 147, , 208, 244, , , 353, 393, 434, 462, , , , 601, 628, 675, 708 a) designated laboratory techniques; ATE: Separation of Mixtures, 39 41; Chemistry in the Laboratory: Procedure, 17, 42, 79, 107, 147, 186, 208, 244, 280, 316, 353, 393, 434, 462, 497, 530, 568, 601, 628, 675, 708 VSOLS: 9 11 b) safe use of chemicals and equipment; ATE: Chemistry in the Laboratory: Safety, 17, 42, 79, 107, 147, 186, 208, 244, 280, 316, 353, 393, 434, 462, 497, 530, 568, 601, 628, 675, 708; Laboratory Safety Handbook, A3 A4 c) proper response to emergency situations; ATE: Laboratory Safety Handbook, A3 A4 d) manipulation of multiple variables with repeated trials; ATE: The Scientific Method, 11 14; Chemistry in the Laboratory: Procedure, 17, 42, 79, 107, 147, 186, 208, 244, 280, 316, 353, 393, 434, 462, 497, 530, 568, 601, 628, 675, 708 1

3 e) accurate recording, organizing, and analysis of data through repeated trials; ATE: The Scientific Method, 11 14; Uncertainty in Measurement ; Significant Figures, ; Chemistry in the Laboratory: Procedure, Data/Observations, Analysis and Conclusions, 17 18, 42 43, 79, 107, 147, , 208, 244, , , 353, 393, 434, 462, , , , 601, 628, 675, 708; see also Laboratory Manual: Procedure, Data/Observations, Analysis and Conclusions for each Experiment VSOLS: 9 11, A1 A2, A3 A6 f) mathematical and procedural error analysis; ATE: Chemistry in the Laboratory: Analysis and Conclusions, 147, , VSOLS: A2 A3 2

4 g) mathematical manipulations (SI units, scientific notation, linear equations, graphing, ratio and proportion, significant digits, dimensional analysis); ATE: Scientific Notation, ; Units, ; Measurements of Length, Volume, and Mass, ; Uncertainty in Measurement, ; Significant Figures, ; Problem Solving and Dimensional Analysis, ; Temperature Conversions: An Approach to Problem Solving, ; Density, ; Percent Composition of Compounds, ; Mole-Mole Relationships, ; Chemistry in the Laboratory: Analysis and Conclusions, 17 18, 42 43, 79, 107, 147, , 208, 244, , , 353, 393, 434, 462, , , , 601, 628, 675, 708; Math Review, A5; Scientific Notation, A6 A7; Graphing, A8; SI Units and Conversion Factors, A10; see also Problem Solving Examples in text sections throughout h) the use of appropriate technology including computers, graphing calculators, and probeware for gathering data and communicating results; and i) construction and defense of a scientific viewpoint (the nature of science). VSOLS: ATE: ATE: 9 11, A2 A3, A3 A6 Teaching Support, 74 75; Chemistry in the Laboratory, 79, 244, , 462; Using Calculators to Perform Mathematical Operations on Exponents, A7 Solving Problems Using a Scientific Approach, 8 9; Using Scientific Thinking to Solve a Problem, 9 11; The Scientific Method,

5 Science Standard CH.2 The student will investigate and understand that the placement of elements on the periodic table is a function of their atomic structure. The periodic table is a tool used for the investigations of a) average atomic mass, mass number, and atomic number; Correlation By Page Numbers ATE: Isotopes, 60 61, 82; Introduction to the Periodic Table, 63 67; Natural States of the Elements, 67 70; Chemistry in Action, 71; Ions, 71 74; Compounds that contain Ions, ATE: Isotopes, 60 63; Introduction to the Periodic Table, 63 67; Atomic Masses: Counting Atoms by Weighing, b) isotopes, half lives, and radioactive decay; ATE: Isotopes, 60 63; Radioactive Decay, ; Detection of Radioactivity and the Concept of Halflife, , Dating by Radioactivity ; Medical Applications of Radioactivity, ; Chemistry in the Laboratory, 628 c) characteristics of subatomic particles as to mass and charge; VSOLS: , ATE: The Structure of the Atom, 55 57; Introduction to the Modern Concept of Atomic Structure, 59; Isotopes 60 63; Ions, 71 74; Stable Electron Configurations and Charges on Ions, d) families or groups; ATE: Introduction to the Periodic Table, 63 67; Atomic Properties and the Periodic Table, ; Electronegativity, VSOLS:

6 e) series and periods; ATE: Electron Arrangements in the First Eighteen Atoms on the Periodic Table, ; Atomic Properties and the Periodic Table, ; Electronegativity, f) trends including atomic radii, electronegativity, shielding effect, and ionization energy; g) electron configurations, valence electrons, and oxidation numbers; VSOLS: ATE: Atomic Properties and the Periodic Table, ; Electronegativity, ; Stable Electron Configurations and Charges on Ions, VSOLS: ATE: Ions, 71 74; The Hydrogen Orbitals, , The Wave Mechanical Model: Further Development, ; Electron Arrangements in the First Eighteen Atoms on the Periodic Table, ; Electron Configurations and the Periodic Table, ; Oxidation States, VSOLS: 37 42, h) chemical and physical properties; and ATE: Physical and Chemical Properties and Changes, 29 33, Mixtures and Pure Substances, 34 39; Introduction to the Periodic Table, 63 67; Atomic Properties and the Periodic Table,

7 i) historical and quantum models. ATE: Dalton s Atomic Theory, 52 53; The Structure of the Atom, 55 58; Introduction to the Periodic Table, 63 66; Rutherford s Atom, ; Energy and Light, ; Emission of Energy by Atoms, ; The Energy Levels of Hydrogen, ; The Bohr Model of the Atom, 330; The Wave Mechanical Model of the Atom, ; The Hydrogen Orbitals, ; The Wave Mechanical Model of the Atom: Further Development, VSOLS: 24 35,

8 Science Standard CH.3 The student will investigate and understand how conservation of energy and matter is expressed in chemical formulas and balanced equations. Key concepts include Correlation By Page Numbers ATE: Dalton s Atomic Theory, 52 53; Formulas of Compounds, 54 55; Chemical Equations, ; Balancing Chemical Equations, VSOLS: 5 8 a) nomenclature; ATE: Symbols for the Elements, 50 51; Formulas of Compounds, 54 55; Ions, 71 74; Compounds That Contain Ions, 75 78; Naming Compounds That Contain a Metal and a Nonmetal, 85 94; Naming Binary Compounds That Contain Only Nonmetals (Type III), 94 97; Naming Binary Compounds: A Review, ; Naming Compounds That Contain Polyatomic Ions, ; Naming Acids, ; Chemistry in the Laboratory, 107; Naming Alkanes, 637, ; Alkenes and Aklynes, ; Naming Aromatic Compounds, ; Alcohols, ; Naming Aldehydes and Ketones, b) balancing chemical equations; ATE: Chemical Equations, ; Balancing Chemical Equations, ; Balancing Oxidation Reduction Reactions by the Half Reaction Method,

9 c) writing chemical formulas (molecular, structural, empirical, and Lewis diagrams); ATE: Formulas of Compounds, 54 55; Writing Formulas from Names, ; Formulas of Compounds, ; Calculation of Empirical Formulas, ; Calculation of Molecular Formulas, ; Lewis Structures, ; Lewis Structures of Molecules with Multiple Bonds, ; Molecular Structure, ; Molecular Structure: The VSEPR Model, ; Molecular Structure: Molecules with Double Bonds, VSOLS: 5 8 d) bonding types (ionic, covalent); ATE: Ions, 71 74; Types of Chemical Bonds, ; Electronegativity, ; Bond Polarity and Dipole Moments, ; Stable Electron Configurations and Charges on Ions, ; Ionic Bonding and Structures of Ionic Compounds, VSOLS:

10 e) reaction types (synthesis, decomposition, single and double replacement, oxidation-reduction, neutralization, exothermic and endothermic); and f) reaction rates and kinetics (activation energy, catalysis, degree of randomness). ATE: Predicting Whether a Reaction Will Occur, 213; Reactions in Which a Solid Forms, ; Describing Reactions in Aqueous Solutions, ; Reactions That Form Water: Acids and Bases, ; Reactions of Metals with Nonmetals (Oxidation Reduction), ; Ways to Classify Reactions, ; Other Ways to Classify Reactions, ; Exothermic and Endothermic Processes, ; Neutralization Reactions, ; Oxidation Reduction Reactions, ; Oxidation Reduction Reactions Between Nonmetals, ; Nuclear Transformations, VSOLS: 12 23, ATE: Energy as a Driving Force, ; Conditions That Affect Reaction Rates, ; Heterogeneous Reactions, VSOLS:

11 Science Standard Correlation By Page Numbers. CH.4 The student will investigate and understand that quantities in a chemical reaction are based on molar relationships. Key concepts include ATE: The Mole, ; Molar Mass, ; Information Given by Chemical Equations, ; Mole Mole Relationships, ; Mass Calculations, ; Mass Calculations Using Scientific Notation, ; Mass Calculations: Comparing Two Reactions, ; Stoichiometry, a) Avogadro's principle and molar volume; ATE: The Mole, ; Molar Mass, ; Percent Composition of Compounds, ; Volume and Moles: Avogadro s Law, ; Gas Stoichiometry, b) stoichiometric relationships; ATE: Information Given by Chemical Equations, ; Mole Mole Relationships, ; Mass Calculations, ; Mass Calculations Using Scientific Notation, ; Mass Calculations: Comparing Two Reactions, ; The Concept of Limiting Reactants, Calculations Involving a Limiting Reactant, ; Percent Yield, ; Stoichiometry, ; Gas Stoichiometry, ; Stoichiometry of Solution Reactions, c) partial pressure; ATE: Dalton s Law of Partial Pressures,

12 d) gas laws; ATE: Pressure and Volume: Boyle s Law, ; Volume and Temperature: Charles s Law, ; Volume and Moles: Avogadro s Law, ; The Ideal Gas Law, ; Dalton s Law of Partial Pressures, ; Laws and Models: A Review, e) solution concentrations; ATE: Solubility, ; Solution Composition: An Introduction, 472; Solution Composition: Mass Percent, ; Solution Composition: Molarity, ; Dilution, ; Solution Composition: Normality, VSOLS: f) chemical equilibrium; and ATE: The Equilibrium Condition, ; Chemical Equilibrium: A Dynamic Condition, ; The Equilibrium Constant: An Introduction, ; Heterogeneous Equilibria, ; Le Châtelier s Principle, ; Applications Involving the Equilibrium Constant, ; Solubility Equilibria, , Chemistry in the Laboratory: Equilibrium Beads,

13 g) acid/base theory: strong electrolytes, weak electrolytes, and nonelectrolytes; dissociation and ionization; ph and poh; and the titration process. ATE: Reactions That Form Water: Acids and Bases, ; Acids and Bases, ; Acid Strength, ; Water as an Acid and a Base, ; The ph Scale, ; Measuring ph, ; Calculating the ph of Strong Acid Solutions, ; Acid Base Titrations, ; Buffered Solutions, ; Chemistry in the Laboratory: 79, 530 VSOLS:

14 Science Standard CH.5 The student will investigate and understand that the phases of matter are explained by kinetic theory and forces of attraction between particles. Key concepts include Correlation By Page Numbers ATE: Laws and Models: A Review, ; The Kinetic Molecular Theory of Gases, ; The Implications of the Kinetic Molecular Theory, ; Real Gases, ; Intermolecular Forces, ; Water and Its Phase Changes, ; Evaporation and Vapor Pressure, ; Boiling Point and Vapor Pressure, VSOLS: 78 80, , a) pressure, temperature, and volume; ATE: Laws and Models: A Review, ; The Kinetic Molecular Theory of Gases, ; The Implications of the Kinetic Molecular Theory, ; Real Gases, VSOLS: b) vapor pressure; ATE: Evaporation and Vapor Pressure, ; Boiling Point and Vapor Pressure, VSOLS: 78 80, c) phase changes; ATE: Intermolecular Forces, ; Water and Its Phase Changes, VSOLS: ,

15 d) molar heats of fusion and vaporization; ATE: Energy Requirements for the Changes of State, VSOLS: , e) specific heat capacity; and ATE: Measuring Energy Changes, , ; Thermochemistry (Enthalpy), f) colligative properties. ATE: The Properties of Solutions: Boiling Point and Freezing Point, VSOLS:

16 Science Textbook Adoption Additional Criteria Additional Criteria Evidence 1. Safe use of materials and equipment is encouraged. 1. The labs throughout the World of Chemistry, have been safely tested, and include complete safety guidelines for both teachers and students (ATE pp , 208, 462, 601, Appendix A). In addition, each lab in Laboratory Experiments for World of Chemistry, offers detailed safety procedures and warnings. 2. Materials emphasize the use of effective instructional practices and learning theories. 2. An active-learning approach consistently guides students in developing an understanding of the underlying ideas, and is supported with quantitative problem-solving skills. Tips are included in the margins to help students understand chemical, mathematical and problem solving concepts, and are differentiated by icons of a flask, a calculator and a light bulb, respectively (ATE pp. 278, 406). Students are guided through different approaches such as the learning cycle. Students are provided the opportunity to conduct scientific inquiry appropriate for their age, grade, and maturity. Concepts are introduced through concrete experiences. Students are required to use manipulative materials during investigations and activities. Margin Notes, Important Rules and Step boxes and extensive Examples guide students through the material in a step-by-step approach (ATE p. 33). Students are encouraged to conduct scientific inquiry in Chemistry in the Laboratory Something Extra sections found throughout the text (ATE pp , 244). In addition, What If? boxes provide open-ended questions related to society and the environment (ATE p. 97). Concepts are introduced using simple analogies and through demonstrations (ATE p. 153). Chemistry in Action boxes allow students to experience the workings of chemistry using readily available materials by performing simple, quick experiments at home or in the classroom (ATE p. 34). (continued on next page) 15

17 Science Textbook Adoption Additional Criteria. Multiple opportunities are provided for students to apply concepts. Learning activities offer opportunities for students to revise their prior knowledge and create new knowledge. Students are encouraged to pose questions and to identify problems, as well as propose multiple solutions and design and conduct tests of inference. Students collect and interpret data through a variety of technologies and draw conclusions based on that data. Focus questions appear mid-chapter and provide an opportunity for students to review and clarify the important points of each chapter. The student continues to apply this knowledge in the Chapter Review section which offers an abundance of questions and critical thinking problems. Laboratory Experiments also provide an opportunity to apply knowledge. Each section of the text builds upon the students prior knowledge and previous sections of text. For example, chapter three introduces the structure of the atom. Then in chapter eleven, this structure is re-evaluated, building on the knowledge gained from the chapters in-between. Chemistry in the Laboratory Something Extra sections challenge students to investigate further, design their own experiments and/or expand the experiment to a larger scale (ATE pp. 353, 498). Students collect and interpret data through a variety of technologies (graphing calculator, CBL, etc). 16

18 Science Textbook Adoption Additional Criteria Additional Criteria 3. Materials present content in an accurate, unbiased manner, and are based on sound science. Materials do not contain content errors (omissions of current content, out-of-date content, overgeneralizations, etc.). Materials do not contain production errors (misspelled words, word omissions, incorrect answers). Diverse groups (racial, ethnic, cultural, linguistic), males and females, people with disabilities, and people of all ages are represented appropriately. The materials are free of non-scientific explanation. Evidence 3. McDougal Littell presents a text that is error and bias free. Diverse groups are represented in the photos and text (ATE pp. 15, 85, 123, 124, 193, 194, 253, 301, 327). Experiments have been tested for accuracy. 17

19 Science Textbook Adoption Additional Criteria Additional Criteria 4. Materials promote student assessment as an integral part of the instructional process. Assessment suggestions and scoring criteria for student performances on work such as lab practicals or tasks, concept maps, research projects, observation checklists, etc., are provided. Assessment items include multiple-choice, short answer, essay and open-ended questions with charts, graphs, and diagrams imbedded within the items. Options include techniques for assessing students prior knowledge. Assessment items reflect the rigor and the intent of the standards. For example, they require students to use higher order thinking skills to apply, analyze, synthesize, evaluate, and make judgments or recommendations. Evidence 4. World of Chemistry presents a variety of assessment options that correlate precisely to the program objectives. Teaching Tips are found throughout the text to help guide and give assessment standards to teachers (ATE p. 54). There are numerous questions and problems at the end of each chapter that enable students to practice and master the material. Team Learning Worksheets booklet provides performance assessment tasks and rubrics for each chapter. Teacher Resources: Chapter Tests assess students conceptual understanding and the ability to apply appropriate procedures. Each test includes matching, multiple choice and free response questions. To connect the students prior knowledge to the content of the chapter, a general overview is given at the beginning of each chapter (ATE pp ). What If? boxes develop students understanding of chemical concepts by providing open-ended questions related to society and the environment (ATE pp. 76, 159, 289). 18

20 Science Textbook Adoption Additional Criteria Additional Criteria 5. Materials are presented in an organized, logical manner and are appropriate for the age, grade, and maturity of the students. Materials are organized appropriately within and among units of study. Format design includes titles, subheadings, and appropriate cross-referencing for ease of use. Writing style, length of sentences, and vocabulary are appropriate. Graphics and illustrations are appropriate. Level of abstraction is appropriate, and real life examples, including careers are provided. Sufficient applications are provided to promote depth of understanding. Evidence 5. The text provided is in methodical and systematic format. Strong use of color and shaded boxes enhance understanding of the material. Sequential photos in some examples help students see the solution. Micro and macro illustrations clearly show the relationship of atoms/molecules to compounds. This text is appropriate for high school level students. Materials are well-organized and easy to use. Chapter Planning Guides provide teachers with a table to cross-reference: Section/Objectives, Labs and Demonstrations, Text features, Student Activities, Technology/Media (ATE pp. 84a 84b). Key Terms and concepts are boldfaced and clearly defined: they are also listed in the end-of-text glossary and chapter review sections (ATE p.187). Photographs and illustrations provide reinforcement of the material to engage the student (ATE p.75). Chemical Impact boxes discuss the latest real-world applications of chemistry in a variety of fields, including science and technology, consumer issues, and history (ATE pp. 58, 183, 301, 432). Chemistry In Action boxes provide a concrete physical experience to connect and promote in depth understanding of the material (ATE pp. 94, 204, 315). 19