Utah
Science Core Curriculum
Chemistry
Science is a way of knowing, a process
for gaining knowledge and understanding of the natural world. The Science Core
Curriculum places emphasis on understanding and using skills. Students should
be active learners. It is not enough for students to read about science; they
must do science. They should observe, inquire, question, formulate and test
hypotheses, analyze data, report, and evaluate findings. The students, as
scientists, should have hands-on, active experiences throughout the instruction
of the science curriculum.
The Science Core describes what students
should know and be able to do at the end of each course. It was developed,
critiqued, piloted, and revised by a community of Utah science teachers,
university science educators, State Office of Education specialists,
scientists, expert national consultants, and an advisory committee representing
a wide diversity of people from the community.
The Core reflects the current philosophy of science education that is
expressed in national documents developed by the American Association for the
Advancement of Science and the National Academies of Science. This Science Core has the endorsement of the
Utah Science Teachers Association. The
Core reflects high standards of achievement in science for all students.
The Core is designed to help teachers
organize and deliver instruction.
Elements of the Core include the following:
ü Each
grade level begins with a brief course description.
ü The
INTENDED LEARNING OUTCOMES (ILOs) describe the goals for science skills and
attitudes. They are found at the
beginning of each grade, and are an integral part of the Core that should be
included as part of instruction.
ü The
SCIENCE BENCHMARKS describe the science content students should know. Each grade level has three to five Science
Benchmarks. The ILOs and Benchmarks
intersect in the Standards, Objectives and Indicators.
ü A
STANDARD is a broad statement of what students are expected to understand.
Several Objectives are listed under each Standard.
ü An
OBJECTIVE is a more focused description of what students need to know and be
able to do at the completion of instruction. If students have mastered the
Objectives associated with a given Standard, they are judged to have mastered
that Standard at that grade level. Several Indicators are described for each
Objective.
ü An
INDICATOR is a measurable or observable student action that enables one to
judge whether a student has mastered a particular Objective. Indicators are not
meant to be classroom activities, but they can help guide classroom
instruction.
ü SCIENCE
LANGUAGE STUDENTS SHOULD USE is a list of terms that students and teachers
should integrate into their normal daily conversations around science
topics. These are not vocabulary
lists for students to memorize.
Seven
Guidelines Were Used in Developing the Science Core
Reflects the Nature of Science: Science
is a way of knowing, a process for gaining knowledge and understanding of the
natural world. The Core is designed to produce an integrated set of Intended
Learning Outcomes (ILOs) for students.
As described in these ILOs, students
will:
·
Use science process and thinking skills.
·
Manifest science interests and attitudes.
·
Understand important science concepts and
principles.
·
Communicate effectively using science language
and reasoning.
·
Demonstrate awareness of the social and
historical aspects of science.
·
Understand the nature of science.
Coherent:
The Core has been designed so that, wherever possible, the science ideas taught
within a particular grade level have a logical and natural connection with each
other and with those of earlier grades. Efforts have also been made to select
topics and skills that integrate well with one another and with other subject
areas appropriate to grade level. In addition, there is an upward articulation
of science concepts, skills, and content.
This spiraling is intended to prepare students to understand and use
more complex science concepts and skills as they advance through their science
learning.
Developmentally Appropriate: The Core takes into account the psychological
and social readiness of students. It builds from concrete experiences to more
abstract understandings. The Core describes science language students should
use that is appropriate to their grade level.
A more extensive vocabulary should not be emphasized. In the past, many educators may have mistakenly
thought that students understood abstract concepts (such as the nature of the
atom) because they repeated appropriate names and vocabulary (such as
“electron” and “neutron”). The Core resists the temptation to describe abstract
concepts at inappropriate grade levels; rather, it focuses on providing
experiences with concepts that students can explore and understand in depth to
build a foundation for future science learning.
Encourages Good Teaching Practices: It is impossible to
accomplish the full intent of the Core by lecturing and having students read
from textbooks. The Science Core emphasizes student inquiry. Science process
skills are central in each standard.
Good science encourages students to gain knowledge by doing science:
observing, questioning, exploring, making and testing hypotheses, comparing
predictions, evaluating data, and communicating conclusions. The Core is
designed to encourage instruction with students working in cooperative
groups. Instruction should connect
lessons with students’ daily lives. The Core directs experiential science
instruction for all students, not just those who have traditionally succeeded
in science classes. The vignettes listed on the Utah Science Home Page at http://www.usoe.k12.ut.us/curr/science
for each of the Core standards provide examples, based on actual practice, that
demonstrate that excellent teaching of the Science Core is possible.
Comprehensive: The Science Core does not cover all topics that
have traditionally been in the science curriculum; however, it does provide a
comprehensive background in science. By emphasizing depth rather than breadth,
the Core seeks to empower students rather than intimidate them with a
collection of isolated and forgettable facts. Teachers are free to add related
concepts and skills, but they are expected to teach all the standards and
objectives specified in the Core for their grade level.
Useful and Relevant: This curriculum
relates directly to student needs and interests. It is grounded in the natural
world in which we live. Relevance of science to other endeavors enables
students to transfer skills gained from science instruction into their other
school subjects and into their lives outside the classroom.
Encourages Good Assessment Practices:
Student achievement of the standards and objectives in this Core is best
assessed using a variety of assessment instruments. The purpose of an assessment should be clear to the teacher as it
is planned, implemented, and evaluated.
Performance tests are particularly appropriate to evaluate student
mastery of science processes and problem-solving skills. Teachers should use a
variety of classroom assessment approaches in conjunction with standard
assessment instruments to inform their instruction. Sample test items, keyed to
each Core Standard, may be located on the Utah Science Home Page http://www.usoe.k12.ut.us/curr/science.
Observation of students engaged in science activities is highly recommended as
a way to assess students’ skills as well as attitudes in science. The nature of the questions posed by
students provides important evidence of students’ understanding of and interest
in science.
Intended
Learning Outcomes for Chemistry
The Intended Learning Outcomes (ILOs) describe
the skills and attitudes students should learn as a result of science
instruction. They are an essential part
of the Science Core Curriculum and provide teachers with a standard for
evaluation of student learning in science.
Instruction should include significant science experiences that lead to
student understanding using the ILOs.
The
main intent of science instruction in Utah is that students will value and use
science as a process of obtaining knowledge based upon observable evidence.
By the end of science
instruction in high school, students will be able to:
1.
Use Science Process and Thinking Skills
a. Observe
objects, events and patterns and record both qualitative and quantitative
information.
b. Use
comparisons to help understand observations and phenomena.
c. Evaluate,
sort, and sequence data according to given criteria.
d. Select
and use appropriate technological instruments to collect and analyze data.
e. Plan
and conduct experiments in which students may:
·
Identify a problem.
·
Formulate research questions and hypotheses.
·
Predict results of investigations based upon
prior data.
·
Identify variables and describe the
relationships between them.
·
Plan procedures to control independent
variables.
·
Collect data on the dependent variable(s).
·
Select the appropriate format (e.g., graph,
chart, diagram) and use it to summarize the data obtained.
·
Analyze data, check it for accuracy and
construct reasonable conclusions.
·
Prepare written and oral reports of
investigations.
f.
Distinguish between factual statements and
inferences.
g. Develop
and use classification systems.
h. Construct
models, simulations and metaphors to describe and explain natural phenomena.
i.
Use mathematics as a precise method for showing
relationships.
j.
Form alternative hypotheses to explain a
problem.
2.
Manifest Scientific Attitudes and Interests
a. Voluntarily
read and study books and other materials about science.
b. Raise
questions about objects, events and processes that can be answered through
scientific investigation.
c. Maintain
an open and questioning mind toward ideas and alternative points of view.
d. Accept
responsibility for actively helping to resolve social, ethical and ecological
problems related to science and technology.
e. Evaluate
scientifically related claims against available evidence.
f.
Reject pseudoscience as a source of scientific
knowledge.
3.
Demonstrate Understanding of Science Concepts, Principles and Systems
a. Know
and explain science information specified for the subject being studied.
b. Distinguish
between examples and non‑examples of concepts that have been taught.
c. Apply
principles and concepts of science to explain various phenomena.
d. Solve
problems by applying science principles and procedures.
4. Communicate Effectively Using Science Language and Reasoning
a. Provide
relevant data to support their inferences and conclusions.
b. Use
precise scientific language in oral and written communication.
c. Use
proper English in oral and written reports.
d. Use
reference sources to obtain information and cite the sources.
e. Use
mathematical language and reasoning to communicate information.
5. Demonstrate
Awareness of Social and Historical Aspects of Science
6.
Demonstrate Understanding of the Nature of Science
|
Science language students should use: |
generalize, conclude, hypothesis, theory,
variable, measure, evidence, data, inference, infer, compare, predict,
interpret, analyze, relate, calculate, observe, describe, classify,
technology, experiment, investigation, tentative, assumption, ethical,
replicability, precision, skeptical, methods of science |
Theme
Chemistry
is organized around major concepts of matter, structure, energy, and change. The
"Benchmarks" in the chemistry Core emphasize the principles and laws
that describe the conservation of matter, changes in the structure of matter,
and changes in energy. Substances can
be described by their chemical structure or properties. Substances can be made of molecules and these
molecules are made of atoms. The
properties of water are very different from the properties of hydrogen or
oxygen of which it is composed. When
parts come together, the whole often has properties that are very different
from its parts. The formation of
compounds results in a great diversity of matter from a limited number of elements. When matter combines, energy is absorbed or
released and matter is rearranged to make new substances with new properties.
The purpose of the Utah Chemistry Core Curriculum is
to provide the minimum standards for all students to achieve basic scientific
literacy in chemistry. The Core is
written with the understanding that individual teachers may choose additional
content and activities to meet the needs and interests of their own students.
Inquiry
Good science instruction requires hands-on science investigations in
which student inquiry is an important goal.
Students in chemistry should design and perform experiments, and value
inquiry as the fundamental scientific process.
Instruction should encourage students to maintain an open and questioning
mind to pose their own questions about objects, events, processes, and results.
They should have the opportunity to plan and conduct their own experiments, and
come to their own conclusions as they read, observe, compare, describe, infer,
and draw conclusions. The results of
their experiments need to be compared for reasonableness to multiple sources of
information. It is important for
students at this age to begin to formalize the processes of science and be able
to identify the variables in a formal experiment.
Relevance
Chemistry Core concepts should be integrated
with concepts and skills from other curriculum areas. Reading, writing, and
mathematics skills should be emphasized as integral to the instruction of
science. Personal relevance of science
in students’ lives is an important part of helping students to value science
and should be emphasized at this grade level. Developing students' writing
skills in science should be an important part of science instruction in
chemistry. Students should regularly
write descriptions of their observations and experiments. Lab journals are an effective way to
emphasize the importance of writing in science.
Providing
opportunities for students to gain insights into science related careers adds
to the relevance of science learning.
Chemistry provides students with an opportunity to investigate careers
in chemistry, environmental science, food science, atomic energy, engineering,
and medicine. Resources related to
careers in science may be found at the Utah Science Home Page at http://www.usoe.k12.ut.us/curr/science
.
Character
Value for
honesty, integrity, self-discipline, respect, responsibility, punctuality,
dependability, courtesy, cooperation, consideration, and teamwork should be
emphasized as an integral part of science learning. These relate to the care of living things, safety and concern for
self and others, and environmental stewardship. Honesty in all aspects of research, experimentation, data
collection, and reporting is an essential component of science.
Resources
for Instruction
This
Core was designed using the American Association for the Advancement of
Science’s Project 2061: Benchmarks For Science Literacy and the National
Academy of Science’s National Science Education Standards as guides to
determine appropriate content and skills.
The
Chemistry Core has many online resources designed to help with classroom
instruction. The Utah Science Home Page
at http://www.usoe.k12.ut.us/curr/science
is an ongoing report of resources available and aligned to the Chemistry Core
Curriculum.
Safety Precautions and Appropriate Use
and Disposal of Chemical
The hands-on nature of science learning
increases the need for teachers to use appropriate precautions in the
classroom, laboratory, and field.
Proper handling and disposal of chemicals is crucial for safety of
students and teacher. Prior to students
working in the laboratory they should be required to demonstrate their
understanding of safe laboratory practices.
It is recommended that teachers use microchemistry techniques
where appropriate. It is important that all students understand
the rules for a safe classroom and laboratory.
Field activities should be well thought out and use appropriate and safe
practices. Teachers must adhere to the
published guidelines for the proper use and disposal of chemicals in the
classroom. These guidelines are available on the Utah Science Home Page at http://www.usoe.k12.ut.us/curr/science.
Science
instruction should cultivate and build on students’ curiosity and sense of
wonder. Effective science instruction
engages students in enjoyable learning experiences. Science instruction should be as thrilling an experience for a
student as watching the colors change in a chemical reaction or observing the
formation of silver crystals on a copper wire in a solution of silver nitrate. Science is not just for those who have
traditionally succeeded in the subject, and it is not just for those who will
choose science-related careers. In a world of rapidly expanding knowledge and
technology, all students must gain the skills they will need to understand and
function responsibly and successfully in the world. The Core provides skills in
a context that enables students to experience the joy of doing science.
Chemistry Core Curriculum
Science
Benchmark
Matter
on Earth and in the universe is made of atoms that have structure, mass, and a
common origin. The periodic table is
used to organize elements by structure.
A relationship exists between the chemical behavior and the structure of
atoms. The periodic table reflects this
relationship.
The
nucleus of an atom is a tiny fraction of the volume of the atom. Each proton or neutron in the nucleus is
nearly 2,000 times the mass of an electron.
Electrons move around the nucleus.
The
modern atomic model has been developed using experimental evidence. Atomic theories describe the behavior of
atoms as well as energy changes in the atom.
Energy changes in an isolated atom occur only in discrete jumps. Change in structure and composition of the
nucleus result in the conversion of matter into energy.
STANDARD I:
Students will understand that all matter in the universe has a common
origin and is made of atoms, which have structure and can be systematically
arranged on the periodic table.
Objective 1: Recognize the origin and distribution of elements
in the universe.
a. Identify
evidence supporting the assumption that matter in the universe has a common
origin.
b. Recognize
that all matter in the universe and on earth is composed of the same elements.
c. Identify
the distribution of elements in the universe.
d. Compare
the occurrence of heavier elements on earth and the universe.
Objective 2: Relate the structure, behavior, and scale of
an atom to the particles that compose it.
a. Summarize
the major experimental evidence that led to the development of various atomic
models, both historical and current.
b. Evaluate
the limitations of using models to describe atoms.
c. Discriminate
between the relative size, charge, and position of protons, neutrons, and
electrons in the atom.
d. Generalize
the relationship of proton number to the element’s identity.
e. Relate
the mass and number of atoms to the gram-sized quantities of matter in a mole.
Objective 3: Correlate atomic structure and the physical
and chemical properties of an element to the position of the element on the periodic
table.
a. Use
the periodic table to correlate the number of protons, neutrons, and electrons
in an atom.
b. Compare
the number of protons and neutrons in isotopes of the same element.
c. Identify
similarities in chemical behavior of elements within a group.
d. Generalize
trends in reactivity of elements within a group to trends in other groups.
e. Compare
the properties of elements (e.g., metal, nonmetallic, metalloid) based on their
position in the periodic table.
STANDARD II:
Students will understand the relationship between energy changes in the
atom specific to the movement of electrons between energy levels in an atom
resulting in the emission or absorption of quantum energy. They will also understand that the emission
of high-energy particles results from nuclear changes and that matter can be
converted to energy during nuclear reactions.
Objective 1: Evaluate quantum energy changes in the atom
in terms of the energy contained in light emissions.
a. Identify
the relationship between wavelength and light energy.
b. Examine
evidence from the lab indicating that energy is absorbed or released in
discrete units when electrons move from one energy level to another.
c. Correlate
the energy in a photon to the color of light emitted.
d. After
observing spectral emissions in the lab (e.g., flame test, spectrum tubes),
identify unknown elements by comparison to known emission spectra.
Objective 2: Evaluate how changes in the nucleus of an
atom result in emission of radioactivity.
a. Recognize
that radioactive particles and wavelike radiations are products of the decay of
an unstable nucleus.
b. Interpret
graphical data relating half-life and age of a radioactive substance.
c. Compare
the mass, energy, and penetrating power of alpha, beta, and gamma radiation.
d. Compare
the strong nuclear force to the amount of energy released in a nuclear reaction
and contrast it to the amount of energy released in a chemical reaction.
e. After
researching, evaluate and report the effects of nuclear radiation on humans or
other organisms.
|
Science language
students should use: |
atom, element,
nucleus, proton, neutron, electron, isotope, metal, nonmetal, metalloid,
malleable, conductive, periodic table, quanta, wavelength, radiation, emit,
absorb, spectrum, half-life, fission, fusion, energy level, mole |
Science Benchmark
Atoms form
bonds with other atoms by transferring or sharing electrons. The arrangement of electrons in an atom,
particularly the valence electrons, determines how an atom can interact with
other atoms.
The types of
chemical bonds holding them together determine many of the physical properties
of compounds. The formation of
compounds results in a great diversity of matter from a limited number of
elements.
STANDARD III:
Students will understand chemical bonding and the relationship of the
type of bonding to the chemical and physical properties of substances.
Objective 1: Analyze the relationship between the valence
(outermost) electrons of an atom and the type of bond formed between atoms.
a. Determine
the number of valence electrons in atoms using the periodic table.
b. Predict
the charge an atom will acquire when it forms an ion by gaining or losing
electrons.
c. Predict
bond types based on the behavior of valence (outermost) electrons.
d. Compare
covalent, ionic, and metallic bonds with respect to electron behavior and
relative bond strengths.
Objective 2: Explain that the properties of a compound
may be different from those of the elements or compounds from which it is
formed.
a. Use
a chemical formula to represent the names of elements and numbers of atoms in a
compound and recognize that the formula is unique to the specific
compound.
b. Compare
the physical properties of a compound to the elements that form it.
c. Compare
the chemical properties of a compound to the elements that form it.
d. Explain
that combining elements in different proportions results in the formation of
different compounds with different properties.
Objective 3: Relate the properties of simple compounds to
the type of bonding, shape of molecules, and intermolecular forces.
a. Generalize,
from investigations, the physical properties (e.g., malleability, conductivity,
solubility) of substances with different bond types.
b. Given
a model, describe the shape and resulting polarity of water, ammonia, and
methane molecules.
c. Identify
how intermolecular forces of hydrogen bonds in water affect a variety of
physical, chemical, and biological phenomena (e.g., surface tension, capillary
action, boiling point).
|
Science language
students should use: |
chemical property,
physical property, compound, valence electrons, ionic, covalent,
malleability, conductivity, solubility, intermolecular, polarity |
Science Benchmark
In
a chemical reaction new substances are formed as atoms and molecules are
rearranged. The concept of atoms
explains the conservation of matter, since the number of atoms stays the same
in a chemical reaction no matter how they are rearranged; the total mass stays
the same. Although energy can be
absorbed or released in a chemical reaction, the total amount of energy and
matter in it remains constant. Many
reactions attain a state of equilibrium.
Many ordinary activities, such as baking, involve chemical reactions.
The
rate of chemical reactions of atoms and molecules depends upon how often they
encounter one another, which is a function of concentration, temperature, and
pressure of the reacting materials.
Catalysts can be used to change the rate of chemical reactions. Under proper conditions reactions may attain
a state of equilibrium.
STANDARD IV:
Students will understand that in chemical reactions matter and energy
change forms, but the amounts of matter and energy do not change.