Science Standards: Chemistry
Chapter 3 - Atomic and Molecular Structure
1. The periodic table displays the elements in increasing atomic number and
shows how periodicity of the physical and chemical properties of the elements
relates to atomic structure. As a basis for understanding this concept:
h. * Students know the experimental basis for Thomson's discovery of the
electron, Rutherford's nuclear atom, Millikan's oil drop experiment.
11. Nuclear processes are those in which an atomic nucleus changes, including
radioactive decay of naturally occurring and human-made isotopes, nuclear
fission, and nuclear fusion. As a basis for understanding this concept:
a. Students know protons and neutrons in the nucleus are held together
by nuclear forces that overcome the electromagnetic repulsion between the protons.
c. Students know some naturally occurring isotopes of elements are
radioactive, as are isotopes formed in nuclear reactions.
d. Students know the three most common forms of radioactive decay
(alpha, beta, and gamma) and know how the nucleus changes in each type of decay.
e. Students know alpha, beta, and gamma radiation produce different
amounts and kinds of damage in matter and have different penetrations.
Chapter 4 – Atomic and Molecular Structure cont’d
1. The periodic table displays the elements in increasing atomic number and
shows how periodicity of the physical and chemical properties of the elements
relates to atomic structure. As a basis for understanding this concept:
g. * Students know how to relate the position of an element in the
periodic table to its quantum electron configuration and to its reactivity
with other elements in the table.
h. * Einstein's explanation of the photoelectric effect.
i. * Students know the experimental basis for the development of the
quantum theory of atomic structure and the historical importance of the Bohr
model of the atom.
j. * Students know that spectral lines are the result of transitions
of electrons between energy levels and that these lines correspond to photons
with a frequency related to the energy spacing between levels by using
Planck's relationship (E = hv).
Chapter 5 – Atomic and Molecular Structure cont’d
1. The periodic table displays the elements in increasing atomic number and
shows how periodicity of the physical and chemical properties of the elements
relates to atomic structure. As a basis for understanding this concept:
a. Students know how to relate the position of an element in the
periodic table to its atomic number and atomic mass.
b. Students know how to use the periodic table to identify metals,
semimetals, nonmetals, and halogens.
c. Students know how to use the periodic table to identify alkali
metals, alkaline earth metals and transition metals, trends in ionization
energy, electronegativity, and the relative sizes of ions and atoms.
d. Students know how to use the periodic table to determine the number
of electrons available for bonding.
e. Students know the nucleus of the atom is much smaller than the atom
yet contains most of its mass.
f. * Students know how to use the periodic table to identify the
lanthanide, actinide, and transactinide elements.
Chapter 7 – Chemical Bonds
2. Biological, chemical, and physical properties of matter result from the
ability of atoms to form bonds from electrostatic forces between electrons and
protons and between atoms and molecules. As a basis for understanding this
concept:
a. Students know atoms combine to form molecules by sharing electrons to
form covalent or metallic bonds or by exchanging electrons to form ionic bonds.
b. Students know chemical bonds between atoms in molecules such as H2,
CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules are covalent.
e. Students know how to draw Lewis dot structures.
h. * Students know how to identify solids and liquids held together by
Van der Waals forces or hydrogen bonding and relate these forces to volatility
and boiling/melting point temperatures.
Chapter 8 – Chemical Bonds Cont’d
2. Biological, chemical, and physical properties of matter result from the
ability of atoms to form bonds from electrostatic forces between electrons and
protons and between atoms and molecules. As a basis for understanding this
concept:
c. Students know salt crystals, such as NaCl, are repeating patterns of
positive and negative ions held together by electrostatic attraction.
d. Students know the atoms and molecules in liquids move in a random
pattern relative to one another because the intermolecular forces are too weak
to hold the atoms or molecules in a solid form.
f. Students know how to predict the shape of simple molecules and
their polarity from Lewis dot
structures.
g. * Students know how electronegativity and ionization energy relate to
bond formation.
Chapter 9 - Conservation of Matter and Stoichiometry
3. The conservation of atoms in chemical reactions leads to the principle of
conservation of matter and the ability to calculate the mass of products and
reactants. As a basis for understanding this concept:
a. Students know how to describe chemical reactions by writing balanced
equations.
Chapter 10 - Conservation of Matter and Stoichiometry Cont’d
3. The conservation of atoms in chemical reactions leads to the principle of
conservation of matter and the ability to calculate the mass of products and
reactants. As a basis for understanding this concept:
b. Students know the quantity one mole is set by defining one mole of
carbon 12 atoms to have a
mass of exactly 12 grams.
c. Students know one mole equals 6.02 * 1023 particles (atoms or
molecules).
d. Students know how to determine the molar mass of a molecule from its
chemical formula and a table of atomic masses and how to convert the mass of a
molecular substance to moles, number of particles, or volume of gas at
standard temperature and pressure.
Chapter 11 - Conservation of Matter and Stoichiometry Cont’d
3. The conservation of atoms in chemical reactions leads to the principle of
conservation of matter and the ability to calculate the mass of products and
reactants. As a basis for understanding this concept:
e. Students know how to calculate the masses of reactants and products
in a chemical reaction from the mass of one of the reactants or products and
the relevant atomic masses.
f. * Students know how to calculate percent yield in a chemical reaction.
Chapter 20 - Conservation of Matter and Stoichiometry
3. The conservation of atoms in chemical reactions leads to the principle of
conservation of matter and the ability to calculate the mass of products and
reactants. As a basis for understanding this concept:
g. * Students know how to identify reactions that involve oxidation and
reduction and how to balance oxidation-reduction reactions.
Chapter 13 - Gases and Their Properties
4. The kinetic molecular theory describes the motion of atoms and molecules
and explains the properties of gases. As a basis for understanding this concept:
a. Students know the random motion of molecules and their collisions
with a surface create the observable pressure on that surface.
b. Students know the random motion of molecules explains the diffusion
of gases.
c. Students know how to apply the gas laws to relations between the
pressure, temperature, and volume of any amount of an ideal gas or any mixture
of ideal gases.
d. Students know the values and meanings of standard temperature and
pressure (STP).
e. Students know how to convert between the Celsius and Kelvin
temperature scales.
f. Students know there is no temperature lower than 0 Kelvin.
g. * Students know the kinetic theory of gases relates the absolute
temperature of a gas to the average kinetic energy of its molecules or atoms.
h. * Students know how to apply Dalton's law of partial pressures to
describe the composition of gases and Graham's law to predict diffusion of gases.
Chapter 14 - Chemical Bonds
2. Biological, chemical, and physical properties of matter result from the
ability of atoms to form bonds from electrostatic forces between electrons and
protons and between atoms and molecules. As a basis for understanding this
concept:
e. Students know salt crystals, such as NaCl, are repeating patterns of
positive and negative ions held together by electrostatic attraction.
f. Students know the atoms and molecules in liquids move in a random
pattern relative to one another because the intermolecular forces are too weak
to hold the atoms or molecules in a solid form.
g. Students know how to predict the shape of simple molecules and their
polarity from Lewis dot structures.
h. * Students know how electronegativity and ionization energy relate to
bond formation.
i. * Students know how to identify solids and liquids held together by
Van der Waals forces or hydrogen bonding and relate these forces to volatility
and boiling/melting point temperatures.
Chapter 15 - Solutions
6. Solutions are homogenous mixtures of two or more substances. As a basis
for understanding this concept:
a. Students know the definitions of solute and solvent.
b. Students know how to describe the dissolving process at the molecular
level by using the concept of random molecular motion.
c. Students know temperature, pressure, and surface area affect the
dissolving process.
d. Students know how to calculate the concentration of a solute in terms
of grams per liter, molarity, parts per million, and percent composition.
e. * Students know the relationship between the molality of a solute in
a solution and the solution's depressed freezing point or elevated boiling point.
Chapter 16 - Chemical Equilibrium
9. Chemical equilibrium is a dynamic process at the molecular level. As a
basis for understanding this concept:
a. Students know how to use LeChatelier's principle to predict the
effect of changes in concentration, temperature, and pressure.
b. Students know equilibrium is established when forward and reverse
reaction rates are equal.
c. * Students know how to write and calculate an equilibrium constant
expression for a reaction.
Chapter 18 - Acids and Bases
5. Acids, bases, and salts are three classes of compounds that form ions in
water solutions. As a basis for understanding this concept:
a. Students know the observable properties of acids, bases, and salt
solutions.
b. Students know acids are hydrogen-ion-donating and bases are
hydrogen-ion accepting substances.
c. Students know strong acids and bases fully dissociate and weak acids
and bases partially dissociate.
d. * Students know the Arrhenius, Bronsted-Lowry, and Lewis acid–base
definitions.
Chapter 19 - Acids and Bases
5. Acids, bases, and salts are three classes of compounds that form ions in
water solutions. As a basis for understanding this concept:
e. Students know how to use the pH scale to characterize acid and base
solutions.
f. * Students know how to calculate pH from the hydrogen-ion
concentration.
g. * Students know buffers stabilize pH in acid–base reactions.
Chapter 12 - Chemical Thermodynamics
7. Energy is exchanged or transformed in all chemical reactions and physical
changes of matter. As a basis for understanding this concept:
a. Students know how to describe temperature and heat flow in terms of
the motion of molecules (or atoms).
b. Students know chemical processes can either release (exothermic) or
absorb (endothermic) thermal energy.
c. Students know energy is released when a material condenses or
freezes and is absorbed when a material evaporates or melts.
d. Students know how to solve problems involving heat flow and
temperature changes, using known values of specific heat and latent heat of
phase change.
e. * Students know how to apply Hess's law to calculate enthalpy change
in a reaction.
Chapter 23 - Chemical Thermodynamics
7. Energy is exchanged or transformed in all chemical reactions and physical
changes of matter. As a basis for understanding this concept:
f. * Students know how to use the Gibbs free energy equation to
determine whether a reaction would be spontaneous.
Chapter 22 - Reaction Rates
8. Chemical reaction rates depend on factors that influence the frequency of
collision of reactant molecules. As a basis for understanding this concept:
a. Students know the rate of reaction is the decrease in concentration
of reactants or the increase in concentration of products with time.
b. Students know how reaction rates depend on such factors as
concentration, temperature, and pressure.
c. Students know the role a catalyst plays in increasing the reaction rate.
d. * Students know the definition and role of activation energy in a
chemical reaction.
Chapters 25, 26, & 27 - Organic Chemistry and Biochemistry
10. The bonding characteristics of carbon allow the formation of many
different organic molecules of varied sizes, shapes, and chemical properties
and provide the biochemical basis of life. As a basis for understanding this
concept:
a. Students know large molecules (polymers), such as proteins, nucleic
acids, and starch, are formed by repetitive combinations of simple subunits.
b. Students know the bonding characteristics of carbon that result in
the formation of a large variety of structures ranging from simple
hydrocarbons to complex polymers and biological molecules.
c. Students know amino acids are the building blocks of proteins.
d. * Students know the system for naming the ten simplest linear
hydrocarbons and isomers that contain single bonds, simple hydrocarbons with
double and triple bonds, and simple molecules that contain a benzene ring.
e. * Students know how to identify the functional groups that form the
basis of alcohols, ketones, ethers, amines, esters, aldehydes, and organic acids.
f. * Students know the R-group structure of amino acids and know how
they combine to form the polypeptide backbone structure of proteins.
Chapter 24 - Nuclear Processes
11. Nuclear processes are those in which an atomic nucleus changes, including
radioactive decay of naturally occurring and human-made isotopes, nuclear
fission, and nuclear fusion. As a basis for understanding this concept:
k. Students know the energy release per gram of material is much larger
in nuclear fusion or fission reactions than in chemical reactions. The change
in mass (calculated by E = mc2) is small but significant in nuclear reactions.
l. * Students know how to calculate the amount of a radioactive
substance remaining after an integral number of half lives have passed.
m. * Students know protons and neutrons have substructures and consist of
particles called quarks.
