CHEMISTRY Correlated to CHEMISTRY 2007 5910 Rice Creek Parkway, Suite 1000 Shoreview, Minnesota 55126 Telephone (800) 328-2560 www.agsglobe.com
Materials included in this Texas/AGS Globe correlation: STUDENT EDITION: CHEMISTRY 2007
(c) Knowledge and skills. TEKS (1) Scientific processes. The student for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations; and (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials. (2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology; Safety rules and symbols used in the student edition investigations are found on pages xxi-xxiii. These safety rules are applied on pages 6, 9-10, 54, 24-25, 62-63, 77-78, 89, 108-109, 117-118, 135, 148-149, 167-168, 178, 194-195, 200-201, 224, 247-248, 255-256, 266, 285-286, 292-293, 309, 323-324, 329-330, 341, 363-364, 373-374, 387, 397-398, 426, 438-439, 445-446, 467, 490-491, 499-500, 517-518, 521, 532-533, 548, 563-564, 571-572, 582, 613-614, 624, 633-634, 655-656, 667, 674-675, 686-687, 704, 716-717, 735-736, 748, 759-760, 769-770; refer also to the student Lab Manual for use with SE Investigations. Waste disposal symbols used in the student edition investigations: page xxii. Disposal or recycle of materials is emphasized throughout the investigations mentioned above in (1) (A). Specific investigations involving student input and design can be found in the Discovery Investigations on pages 24-25, 77-78, 117-118, 167-168, 200-201, 292-293, 329-330, 373-374, 397-398, 445-446, 499-500, 532-533, 571-572, 613-614, 655-656, 686-687, 735-736, 769-770. (B) collect data and make measurements with precision; Data collection and measurement can be found throughout each Investigation and Express Lab listed above in (1) (A). Additional information on measurement, precision and mathematics can be found on pages 1-47, 11, 18, 27, 28, 30, 33, 34, 35, 41, 73, 94, 97, 102, 128, 132, 150, 151, 156, 184, 221, 222, 235, 239, 242, 271, 275, 279, 288, 296, 327, 395, 409, 429, 470, 522, 599, 637, 676, 678, 679, 744, 746, 751; Appendix B: Math Review; and Appendix C: Supplemental Problems. (C) express and manipulate chemical quantities using scientific conventions and mathematical procedures such as dimensional analysis, scientific notation, and significant figures; (D) organize, analyze, evaluate, make inferences, and predict trends from data; and (E) communicate valid conclusions. Pages 9-47, 326, 676-679, 793-797; Chemical Quantities: pages 125-173; Math Tips: pages 11, 18, 27, 28, 30, 33, 34, 35, 41, 73, 94, 97, 102, 128, 132, 150, 151, 156, 184, 221, 222, 235, 239, 242, 271, 275, 279, 288, 296, 327, 395, 409, 429, 470, 522, 599, 637, 676, 678, 679, 751 Refer to Recording Observations and Analysis/Conclusions throughout each Investigation: 6, 9-10, 54, 24-25, 62-63, 77-78, 89, 108-109, 117-118, 135, 148-149, 167-168, 178, 194-195, 200-201, 224, 247-248, 255-256, 266, 285-286, 292-293, 309, 323-324, 329-330, 341, 363-364, 373-374, 387, 397-398, 426, 438-439, 445-446, 467, 490-491, 499-500, 517-518, 521, 532-533, 548, 563-564, 571-572, 582, 613-614, 624, 633-634, 655-656, 667, 674-675, 686-687, 704, 716-717, 735-736, 748, 759-760, 769-770; refer also to the student Lab Manual for use with SE Investigations. Suggested methods of communicating conclusions can be found at the end of each 1
Investigation. Refer also to the AGS GLOBE Chemistry Lab Manual for specific observation documentation, notes, sketches, and ideas using tools such as journals, charts and graphs to communicate conclusions. (3) Scientific processes. The student uses critical thinking and scientific The opportunity to explore this concept can be found throughout the AGS GLOBE problem solving to make informed decisions. The student is expected to: Chemistry student textbook; particularly pages 4-8, 305-335; see also Research and (A) analyze, review, and critique scientific explanations, including Write: pages 4, 36, 61, 89, 113, 127, 164, 190, 207, 229, 237, 283, 288, 315, 328, 353, hypotheses and theories, as to their strengths and weaknesses using scientific 369, 393, 402, 431, 452, 465, 471, 525, 535, 549, 570, 595, 603, 650, 653, 665, 668, evidence and information; 715, 730, 774, 776. (B) make responsible choices in selecting everyday products and services This concept falls outside the scope of AGS GLOBE Chemistry. using scientific information; (C) evaluate the impact of research on scientific thought, society, and the environment; Pages 4-8, 13, 14, 22, 36, 43, 59, 60, 75, 79, 87, 93, 101, 106, 111, 119, 138, 141, 152, 164, 169, 183, 192, 197, 207, 211, 213, 230, 232, 236, 245, 253, 257, 272, 275, 283, 290, 296, 299, 309, 310, 313, 314, 321, 331, 347, 348, 349, 361, 371, 375, 384, 388, 395, 405, 415, 426, 429, 436, 449, 453, 455, 467, 474, 475, 497, 501, 511, 513, 515, 536, 537, 539, 549, 550, 551, 555, 573, 583, 584, 586, 600, 611, 615, 625, 627, 631, 650, 657, 669, 672, 680, 689, 693, 719, 726, 728, 729, 733, 737, 754, 775, 778, 781, 783 (D) describe the connection between chemistry and future careers; and Pages 4-8, 36, 49-83, 87, 152, 211, 213, 232, 272, 314, 371, 405, 453, 467, 513, 549, (E) research and describe the history of chemistry and contributions of scientists. 600, 631, 680, 733, 781 Pages 22, 40, 43, 60, 75, 79, 106, 111, 119, 126, 138, 164, 169, 183, 192, 198, 213, 236, 253, 257, 274-281, 283, 284, 290, 294-300, 306-315, 331-334, 343, 349, 353, 359, 365-366, 375, 382-384, 304-323, 328, 332-334, 348, 375, 382, 388, 415, 416, 422, 424, 426, 427, 436, 455, 475, 497, 537, 501, 515, 539, 550, 555, 573, 584, 611, 615,625, 627, 649-658, 664-665, 672, 676, 689, 693, 726, 729, 732, 737, 775, 778, 783 (4) Science concepts. The student knows the characteristics of matter. The student is expected to: (A) differentiate between physical and chemical properties of matter; Pages 49-83, 395, 447-454, 565-570, 574, 664-665 (B) analyze examples of solids, liquids, and gases to determine their Pages 50-63, 126-153, 263-303, 508, 545-577, 579-619 compressibility, structure, motion of particles, shape, and volume; (C) investigate and identify properties of mixtures and pure substances; and See examples on pages 56-63, 72-82, 88-122, 375, 447-454, 565-570, 574, 664-665 (D) describe the physical and chemical characteristics of an element using Pages 65-78, 177, 392-395, 412, 414, 420-459, 463-468, 496, 502, 503 the periodic table and make inferences about its chemical behavior. 2
(5) Science concepts. The student knows that energy transformations occur during physical or chemical changes in matter. The student is expected to: (A) identify changes in matter, determine the nature of the change, and Pages 2-61, 75, 80, 81, 508-542, 547, 557, 573-574, 610, 628, 651, 652 examine the forms of energy involved; (B) identify and measure energy transformations and exchanges involved in Pages 174-217, 220-259, 337-377, 520-525, 529-543, 665-667, 669-673, 688-692, chemical reactions; and (C) measure the effects of the gain or loss of heat energy on the properties of solids, liquids, and gases. (6) Science concepts. The student knows that atomic structure is determined by nuclear composition, allowable electron cloud, and subatomic particles. The student is expected to: (A) describe the existence and properties of subatomic particles; Pages 325, 346 (B) analyze stable and unstable isotopes of an element to determine the relationship between the isotope s stability and its application; and (C) summarize the historical development of the periodic table to understand the concept of periodicity. (7) Science concepts. The student knows the variables that influence the behavior of gases. The student is expected to: (A) describe interrelationships among temperature, particle number, pressure, and volume of gases contained within a closed system; and 694-695, 701, 719 Pages 50-55, 264-273, 278-300, 338-342, 346-350, 359-361, 366-376, 508-540, 542-576 Pages 318-335, 343-377, 350, 354 Pages 66-71, 80, 92-93, 405-406, 416, 420-459 (B) illustrate the data obtained from investigations with gases in a closed system and determine if the data are consistent with the Universal Gas Law. (8) Science concepts. The student knows how atoms form bonds to acquire a stable arrangement of electrons. The student is expected to: (A) identify characteristics of atoms involved in chemical bonding; Pages 65, 85-123, 338, 460-505, 719 (B) investigate and compare the physical and chemical properties of ionic and covalent compounds; (C) compare the arrangement of atoms in molecules, ionic crystals, polymers, and metallic substances; and (D) describe the influence of intermolecular forces on the physical and chemical properties of covalent compounds. (9) Science concepts. The student knows the processes, effects, and significance of nuclear fission and nuclear fusion. The student is expected to: (A) compare fission and fusion reactions in terms of the masses of the Pages 13-139, 144, 170, 172, 262-291, 300, 302, 528-529, 546-547, 574, 652-654 Explanation of Gas Laws: pages 262-284, 287-291, 294-298, 300-302; Investigations: pages 262, 285-286, 292-293 Pages 84-123, 456, 462-487, 496-504, 719 Pages 89-90, 120, 464-507, 548-551, 551, 555, 574, 766-770, 777, 784 Pages 462-500, 502-504, 580-619 Pages 365-378 3
reactants and products and the amount of energy released in the nuclear reactions; (B) investigate radioactive elements to determine half-life; Pages 356-365, 369, 376-379 (C) evaluate the commercial use of nuclear energy and medical uses of Pages 336-379 radioisotopes; and (D) evaluate environmental issues associated with the storage, containment, Pages 15, 22, 111, 119, 174-217, 231, 237, 244, 246, 250, 348, 369, 412, 539, 584, 595, and disposal of nuclear wastes. 693, 715, 737 (10) Science concepts. The student knows common oxidation-reduction reactions. The student is expected to: (A) identify oxidation-reduction processes; and Pages 698-738 (B) demonstrate and document the effects of a corrosion process and Pages 700, 720-726, 733-734, 739 evaluate the importance of electroplating metals. (11) Science concepts. The student knows that balanced chemical equations are used to interpret and describe the interactions of matter. The student is expected to: (A) identify common elements and compounds using scientific Pages 56, 64-78, 80-82, 84-123, 154-170, 176-179, 407-409, 412-414, 418, 420-459, nomenclature; 467, 701-703, 709, 745-787 (B) demonstrate the use of symbols, formulas, and equations in describing Pages 174-217, 218-261, 336-379, 519-543, 596, 620-661, 662-697, 698-741, 742-787 interactions of matter such as chemical and nuclear reactions; and (C) explain and balance chemical and nuclear equations using number of Pages 180-188, 214-215, 344-345, 352, 637-640, 660, 710-715, 738 atoms, masses, and charge. (12) Science concepts. The student knows the factors that influence the solubility of solutes in a solvent. The student is expected to: (A) demonstrate and explain effects of temperature and the nature of solid Pages 506-543, 544-577, 586-587 solutes on the solubility of solids; (B) develop general rules for solubility through investigations with aqueous Pages 578-619 solutions; and (C) evaluate the significance of water as a solvent in living organisms and in the environment. (13) Science concepts. The student knows relationships among the concentration, electrical conductivity, and colligative properties of a solution. The student is expected to: (A) compare unsaturated, saturated, and supersaturated solutions; Pages 586-592, 598-601, 616-618, 746-748, 752, 774-775 (B) interpret relationships among ionic and covalent compounds, electrical Pages 462-504, 606-614, 617, 723-736, 739, 740, 581-582, 585 Pages 41, 43, 50-53, 57-61, 72, 73, 110, 140-153, 163-169, 176-179, 494-495, 546-547, 552-559, 565-576, 579-616 4
conductivity, and colligative properties of water; and (C) measure and compare the rates of reaction of a solid reactant in Pages 580-585, 588-598, 602-614 solutions of varying concentration. (14) Science concepts. The student knows the properties and behavior of acids and bases. The student is expected to: (A) analyze and measure common household products using a variety of Pages 665-668, 674-675, 681 indicators to classify the products as acids or bases; (B) demonstrate the electrical conductivity of acids and bases; Pages 682-687, 691 (C) identify the characteristics of a neutralization reaction; and Pages 663, 669-675 (D) describe effects of acids and bases on an ecological system. Pages 15, 111, 119, 677, 689, 693 (15) Science concepts. The student knows factors involved in chemical reactions. The student is expected to: (A) verify the law of conservation of energy by evaluating the energy Pages 174-217, 262-268, 294-299, 311-312, 524-525, 529, 531-533, 623, 662-692, exchange that occurs as a consequence of a chemical reaction; and (B) relate the rate of a chemical reaction to temperature, concentration, surface area, and presence of a catalyst. 706-722, 731 Pages 620-661, 669-675 5