SECTION 210:15-3-81. Chemistry - standards for inquiry and chemistry for high school

  Standards for high school students in the subject of Chemistry include all of the following topics:

(1)   Matter and its interactions. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). 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.

(B)   Performance expectation one (1) - Clarification statement. Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.

(C)   Performance expectation two (2). 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, knowledge of the patterns of chemical properties, and formation of compounds.

(D)   Performance expectation two (2) - Clarification statement. Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen. Reaction classification aids in the prediction of products (e.g., synthesis/combustion, decomposition, single displacement, double displacement, oxidation/reduction, acid/base.

(E)   Performance expectation three (3). 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.

(F)   Performance expectation three (3) - Clarification statement. Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension. The intent of the performance expectation is limited to evaluation of bulk scale properties and not micro scale properties.

(G)   Performance expectation four (4). 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.

(H)   Performance expectation four (4) - Clarification statement. Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.

(I)   Performance expectation five (5). 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.

(J)   Performance expectation five (5) - Clarification statement. Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.

(K)   Performance expectation six (6). Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

(L)   Performance expectation six (6) - Clarification statement. Emphasis is on the application of Le Chatlier's Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.

(M)   Performance expectation seven (7). Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

(N)   Performance expectation seven (7) - Clarification statement. Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale (i.e., Conservation of Matter and Stoichiometry). Emphasis is on assessing students' use of mathematical thinking and not on memorization and rote application of problem-solving techniques.

(O)   Performance expectation eight (8). 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.

(P)   Performance expectation eight (8) - Clarification statement. Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.

(2)   Motion and stability: Forces and interactions. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

(B)   Performance expectation one (1) - Clarification statement. Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.

(3)   Energy. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

(B)   Performance expectation one (1) - Clarification statement. Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.

(C)   Performance expectation two (2). Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

(D)   Performance expectation two (2) - Clarification statement. Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.

(4)   Waves and their applications in technologies for information. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Use mathematical representations to describe relationships among the frequency, wavelength, and speed of waves.

(B)   Performance expectation one (1) - Clarification statement. Examples of data could include relationship to the electromagnetic spectrum.

(C)   Performance expectation two (2). Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

(D)   Performance expectation two (2) - Clarification statement. Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.

[Source: Added at 20 Ok Reg 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at 28 Ok Reg 2264, eff 7-25-11; Amended at 31 Ok Reg 1195, eff 9-12-14]