Standard 1A STD: Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass. EXP: Students understand the positioning of elements on the periodic table based on their atomic number and atomic mass. Q: In which direction on the periodic table do elements of a larger atomic mass increase? Standard 1B STD: Students know how to use the periodic table to identify metals, semi-metals, nonmetals, and halogens. EXP: Students can identify the different classifications of elements based on their positions on the periodic table. Q: Where are the metals and non-metals located on the periodic table? Standard 1C STD: 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. EXP: Students can recognize similar chemical properties and traits of elements based on their location and proximity to other elements in the periodic table. Q: What common trends can be found on the periodic table? Standard 1D STD: Students know how to use the periodic table to determine the number of electrons available for bonding. EXP: Students can identify the number of free electrons of an element based on its positioning in the periodic table. Q: How many valance electrons do the inert gasses have? Standard 1E STD: Students know the nucleus of the atom is much smaller than the atom yet contains most of its mass. EXP: Students understand the size proportion of an atom’s nucleus to the entirety of its mass. Q: Where is the majority of the mass of the atom? Standard 2A STD: Students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds. EXP: Students understand the formation of ionic or covalent bonds by the exchanging or sharing of electrons, respectively. Q: Which bond, ionic or covalent, involves the exchanging of an electron? Standard 2B STD: Students know chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules are covalent. EXP: Covalent bonds make up large molecules, diatomic molecules, and many biological molecules such as C6H12O6, C11H22O11, H2, CL2, etc. Q: Are the bonds holding together glucose, C6H12O6, ionic or covalent? Standard 2C STD: Students know salt crystals, such as NaCl, are repeating patterns of positive and negative ions held together by electrostatic attraction. EXP: Students understand the creation of a lattice pattern between molecules that make up ionic compounds such as salts. Q: What other substances form a lattice pattern while solid? Standard 2D STD: 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. EXP: Students understand the fundamentals of browning motion and the relative strength of the fundamental forces of matter. Q: Why aren’t molecules in motion stopped by the intermolecular forces? Standard 2E STD: Students know how to draw Lewis dot structures. EXP: Students can draw Lewis dot structures by knowing the amount of valance electrons of an element. Q: Draw the Lewis dot structure for H2O. Standard 3A STD: Students know how to describe chemical reactions by writing balanced equations. EXP: Students can write and balance chemical equations. Q: Balance the following equation: H2 + O2 = H2O Standard 3B STD: Students know the quantity one mole is set by defining one mole of carbon-12 atoms to the mass of exactly 12 grams. EXP: Students understand the derivation of the unit “mole”. Q: How was the unit “mole” derived? Standard 3C STD: Students know one mole equals 6.02 x 10^23 particles (atoms or molecules). EXP: Students understand the quantity one mole represents (Avogadro’s number). Q: What is the numeric quantity of a mole? Standard 3D STD: 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. EXP: Students know how to determine an elements/molecules molar mass from its atomic mass, and can effectively use its molar mass in calculations regarding number of particles, volume of a gas, and molecular substances. Q: What is the molar mass of an element? Standard 3E STD: 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 revealed atomic masses. EXP: Students can solve for the masses of an arbitrary reactant or product in a reaction given the masses of the other reactants/products. Q: Given the amount of each product and all but one reactant in a reaction, how do you find the mass of the reactant used in the reaction? Standard 4A STD: Students know the random motion of molecules and their collisions with a surface create the observable pressure on that surface. EXP: Students understand the framework of gas pressure lies on the principle that the random motion of molecules of a gas collide with the surface and create an observable pressure. Q: What causes gas pressure? Standard 4B STD: Students know the random motion of molecules explains the diffusion of gases EXP: Students understand the causes of diffusion in gasses. Q: What causes the diffusion of gasses? Standard 4C STD: 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 gasses. EXP: Students can effectively use the ideal gas law relations to solve for an unknown in pressure, temperature, or volume. Q: Given the amount of each product and all but one reactant in a reaction, how do you find the mass of the reactant used in the reaction? Standard 4D STD: Students know the values and meanings of standard temperature and pressure (STP). EXP: Students understand the chemical and physical significance of STP. Q: What is the standard temperature in degrees Celsius. Standard 4E STD: Students know how to convert between the Celsius and Kelvin temperature scales. EXP: Students can convert temperatures in Celsius to Kelvin and back and forth. Q: What temperature in Kelvin is 0 degrees Celsius? Standard 4F STD: Students know there is no temperature lower than 0 Kelvin. EXP: Students understand the left limit of absolute zero. Q: In what state of motion are particles at absolute zero in with respect to chemistry? Standard 5A STD: Students know the observable properties of acids, bases, and salt solutions. EXP: Students know the properties of an acid, a base, or a salt solution. Q: Which of the following is a typical quantity of an acid: causticity, bitter taste, hydrogen receiving, or electrically conductive? Standard 5B STD: Students know acids are hydrogen-ion donating and bases are hydrogen-ion accepting substances. EXP: Students understand the chemical fundamental differences between acids and bases with respect to their hydrogen donating/accepting qualities. Q: Does an acid donate or accept hydrogen ions? Standard 5C STD: Students know strong acids and bases fully dissociate and weak acids and bases partially dissociate. EXP: Students understand the dissociation properties of acids and bases in an aqueous solution. Q: Which will fully dissociate in water: A strong acid or a weak acid? Standard 5D STD: Students know how to use the pH scale to characterize acid and base solutions. EXP: Students understand the power of Hydrogen scale and can characterize an aqueous solution as either acidic, basic, or neutral given a pH value. Q: Is a high pH indicative of an acid or a base? Standard 6A STD: Students know the definitions of solute and solvent. EXP: Students understand the roles of a solute and a solvent. Q: Which is typically in greater quantity: the solute or solvent? Standard 6B STD: Students know how to describe the dissolving process at the molecular level by using the concept of random molecular motion. EXP: Students can use random molecular motion theories to describe how and why solutes dissolve in a solvent. Q: How does surface area play a role in the dissolving of a solute? Standard 6C STD: Students know temperature, pressure, and surface area affect the dissolving process. EXP: Students understand the factors that can affect the dissolving process of a solute. Q: What factors affect the speed of the dissolving of a solute? Standard 6D STD: Students know how to calculate the concentration of a solute in terms of grams per liter, molarity, parts per million, and percent composition. EXP: Students can denote the concentration of a solute in different notations such as g/L, molarity, molality, and percent composition. Q: Does a higher molar substance indicate more concentration or less concentration? Standard 7A STD: Students know how to describe temperature and heat flow in terms of the motion of molecules (or atoms). EXP: Students can describe temperature in terms of the physical properties of molecules or atoms. Q: Which indicates higher temperature, faster-moving atoms or slow-moving atoms? Standard 7B STD: Students know chemical processes can either release (exothermic) or absorb (endothermic) thermal energy. EXP: Students understand the differences between an exothermic and an endothermic reaction: reactions that release heat and reactions that absorb heat. Q: Which of the following is an endothermic reaction: freezing of water, melting of ice, or combustion of methane? Standard 7C STD: Students know energy is released when a material condenses or freezes and is absorbed when a material evaporates or melts. EXP: Students understand the release or absorption of energy as a change in state occurs. Q: Does melting of a substance release of absorb energy? Standard 7D STD: Students know how to solve problems involving heat flow and temperature changes, using unknown values of specific heat and latent heat for phase change. EXP: Students can solve temperature differentials and flow of hear given specific heat values. Q: If the change in temperature is negative, does this indicate energy gained or energy lost from a reaction or a system? Standard 8A STD: Students know the rate of reaction is the decrease in concentration of reactants or the increase in concentration of products with time. EXP: Students understand how to derive the rate of a reaction given change in concentration of the products or reactants. Q: How does one find the rate of a reaction? Standard 8B STD: Students know how reaction rates depend on such factors as concentration, temperature, and pressure. EXP: Students understand that the rate at which a reaction takes place is directly dependent on factors such as concentration, temperature, and pressure. Q: What are the factors that dictate the speed of a reaction? Standard 8C STD: Students know the role a catalyst plays in increasing the reaction rate. EXP: Students understand a catalyst and its ability to lower required activation energy of a reaction. Q: How does a catalyst increase the rate of a reaction? Standard 9A STD: Students know how to use the Le Chatlier's principle to predict the effect of changes in concentration, temperature, and pressure. EXP: Students can determine changes of concentration of the product or reactant side of an equilibrium reaction. Q: Does increase of concentration of products cause a reaction to move right or left? Standard 9B STD: Students know equilibrium is established when forward and reverse reactions rates are equal. EXP: Students understand the prerequisites for a reaction to be in equilibrium. Q: What must take place before a reaction is in equilibrium? Standard 10A STD: Students know large molecules (polymers), such as proteins, nucleic acids, and starch, are formed by repetitive combinations of simple subunits. EXP: Students understand the foundational building-blocks of polymers. Q: What is the repeating atomic structure of a polymer? Standard 10B STD: 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. EXP: Students know the characteristics of carbon that enable it to be such a viable and universal element for ammonic bonding and creation of hydrocarbons. Q: Which of the following elements is the most able to form a covalent bond: neon, xenon, uranium, carbon? Standard 10C STD: Students know amino acids are the building blocks of proteins. EXP: Students understand amino acids and their roles in the construction of proteins. Q: What make up proteins? Standard 11A STD: Students know protons and neutrons in the nucleus are held together by nuclear forces that overcome the electromagnetic repulsion between the protons. EXP: Students understand that protons and neutrons in the nucleus of an atom are attracted to each other by strong and weak nuclear forces that can overcome the electromagnetic repulsion forces that otherwise would push the sub-atomic particles apart. Q: What forces keep the nucleus of an atom held together? Standard 11B STD: 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 = MC^2) is Small but significant in nuclear reactions. EXP: Students understand the potential energy in an atom and its relation to the special theory of relativity. Q: How can one optimize the energy released from an arbitrary amount of a substance? Standard 11C STD: Students know some naturally occurring isotopes of elements are radioactive, as are isotopes formed in nuclear reactions. EXP: Students understand the radioactivity of particular isotopes and their use in nuclear reactions. Q: What are some common radioactive elements? Standard 11D STD: 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. EXP: Students understand the differences between the different forms of radioactive decay. Q: Which atom is released in alpha decay? Standard 11E STD: Students know alpha, beta, and gamma radiation produce different amounts and kinds of damage in matter and have different penetrations. EXP: Students understand the penetration potential of the different radioactive radiations and the environmental damage caused by such. Q: Which type of radioactive decay is the most penetrative? Standard IA STD: Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. EXP: Students can use the correct tools for different measurements and computations effectively. Q: Give some examples of technology that may be used in the field of Chemistry. Standard IC STD: Students identify possible reasons for inconsistent results, such as sources for error or uncontrolled conditions. EXP: Students can identify the causes of incongruous data. Q: What are some methods to avoid incongruities in scientific data? Standard IF STD: Distinguish between hypothesis and theory as scientific terms. EXP: Students understand the differences between a hypothesis and a theory Q: Which is better tested – a hypothesis or a theory?