Chemistry is an advanced elective course designed for students pursuing Science Technology Engineering Mathematics (STEM) education and careers. Students will develop a deeper understanding of the core concepts of: Structure and Properties of Matter and Chemical Reactions as they prepare for college chemistry requiring a strong mathematical foundation. The chemistry course prepares high school students to explain more in-depth phenomena central not only to the physical sciences, but to life and earth and space sciences as well. The chemistry objectives blend the core ideas with scientific and engineering practices and crosscutting concepts to support students in developing useable knowledge to explain ideas across the science disciplines. There is a focus on several scientific practices which include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students will use these practices to demonstrate understanding of the core ideas as well as demonstrate understanding of several engineering practices, including design and evaluation. Students will engage in active inquiries, investigations, and hands-on activities as they develop and demonstrate conceptual understandings and research and laboratory skills described in the objectives. Safety instruction is integrated in all activities, and students will implement safe procedures and practices when manipulating equipment, materials, organisms, and models. All West Virginia teachers are responsible for classroom instruction that integrates content literacy and 21st Century Learning Skills and Technology Tools.

Topic: Structure and Properties of Matter (Chemistry Content)

S.HS.C.1

Students will use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

S.HS.C.2

Students will research and evaluate contributions to the evolution of the atomic theory.

S.HS.C.3

Students will describe atoms using the Quantum Model.

S.HS.C.4

Students will produce electron configurations and orbital diagrams for any element on the periodic table and predict the chemical properties of the element from the electron configuration.

S.HS.C.5

Students will plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

S.HS.C.6

Students will investigate the solubility of various materials in water and determine experimentally the effects of temperature, concentration and vapor pressure on solution properties.

S.HS.C.7

Students will develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

S.HS.C.8

Students will communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*

Topic: Chemical Reactions

S.HS.C.9

Students will construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

S.HS.C.10

Students will predict the products, write and classify balanced chemical reactions including single replacement, double replacement, composition, decomposition, combustion and neutralization reactions.

S.HS.C.11

Students will design a properly working electrolytic cell based on redox principles.

S.HS.C.12

Students will compare and contrast the Arrhenius and Bronsted-Lowry definitions of acids and bases.

S.HS.C.13

Students will compare methods of measuring pH:

  • indicators
  • indicator papers
    • pH meters.

S.HS.C.14

Students will predict the product of an acid-base reaction.

S.HS.C.15

Students will develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

S.HS.C.16

Students will apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

S.HS.C.17

Students will refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*

S.HS.C.18

Students will use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

S.HS.C.19

Students will generate mole conversions that demonstrate correct application of scientific notation and significant figures:

  • mass to number of particles
  • number of particles to volume
    • volume to mass.

S.HS.C.20

Students will perform calculations using the combined gas laws.

S.HS.C.21

Students will perform the following “mole” calculations showing answers rounded to the correct number of significant figures:

  • molarity
  • percentage composition
  • empirical formulas
  • molecular formulas
  • formulas of hydrates
  • mole-mole and mass-mass stoichiometry
  • determination of limiting reactant
    • theoretical yield.

High School: Chemistry

Topic: Engineering Design(Engineering, Technology, and Applications of Science)

S.HS.ETS.1

Students will analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

S.HS.ETS.2

Students will design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

S.HS.ETS.3

Students will evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

S.HS.ETS.4

Students will use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

High School: Chemistry

Topic: Reading- Key Ideas and Details(Science Literacy)

S.11-12.L.1

Students will cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

S.11-12.L.2

Students will determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

S.11-12.L.3

Students will follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Topic: Reading- Craft and Structure

S.11-12.L.4

Students will determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

S.11-12.L.5

Students will analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

S.11-12.L.6

Students will analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Topic: Reading- Integration of Knowledge and Ideas

S.11-12.L.7

Students will integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

S.11-12.L.8

Students will evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

S.11-12.L.9

Students will synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Topic: Reading- Range of Reading and Level of Text Complexity

S.11-12.L.10

Students will by the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently.

Topic: Writing- Text Types and Purposes

S.11-12.L.11

Students will write arguments focused on discipline-specific content:

  • introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons and evidence.
  • develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values and possible biases.
  • use words, phrases and clauses, as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • provide a concluding statement or section that follows from or supports the argument presented.

S.11-12.L.12

Students will write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes:

  • introduce a topic and organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures and tables), and multimedia when useful to aid comprehension.
  • develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  • use varied transitions and sentence structures to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.
  • use precise language, domain-specific vocabulary and techniques such as metaphor, simile and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers
  • provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Topic: Writing- Production and Distribution of Writing

S.11-12.L.13

Students will produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.

S.11-12.L.14

Students will develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

S.11-12.L.15

Students will use technology, including the Internet, to produce, publish and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Topic: Writing- Research to Build and Present Knowledge

S.11-12.L.16

Students will conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

S.11-12.L.17

Students will gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

S.11-12.L.18

Students will draw evidence from informational texts to support analysis, reflection and research.

Topic: Writing- Range of Writing

S.11-12.L.19

Students will write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.