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                         CORE COURSE PROFICIENCIES:
                                  Chemistry


                                   SCIENCE

                                 INTRODUCTION

     We are a curious species--always wondering, forever exploring, constantly 
striving to understand our world.  Even from birth, our curiosity is piqued.  
Children observe their environment and ask questions about it.  Each question 
yields a conquest or defeat, yet each inspires another search, another new 
inquiry.  Therefore, the enthusiasm of the young must not be stifled.  It must 
be nurtured and shaped such that their natural interest in the world around 
them and the development of their reasoning and problem- solving skills is 
promoted.  

     We hope that by understanding nature, students will acquire a sense of 
belonging in the universe -- a sense of roots -- and that by understanding how 
we modify nature and the consequences of those modifications, they will gain a 
sense of the options people have for controlling technology and the future.  
We further hope that students, by developing an understanding of a scientific 
truth as a verifiable truth (but not an immutable one, as new facts or 
understanding may supersede it) and by learning what the process of 
verification entails, will acquire one of the most powerful tools that a human 
being can possess to survive and thrive in the universe.  We also hope that 
students will view the sciences as interrelated activities that in turn 
influence and are influenced by all other human activities.  

     If we are to make significant headway in helping our students sustain 
their natural curiosity and grasp this broader perspective of the sciences and themselves in the world, our efforts should reflect these considerations.  
As advocated in Project 2061:  Science for All Americans (American Association 
for the Advancement of Science, 1989):

          To ensure the scientific literacy of all students, 
          curricula must be changed to reduce the sheer amount of 
          material covered; to weaken or eliminate rigid 
          subject-matter boundaries; to pay more attention to the 
          connections among [the] science[s]...; to present the 
          scientific endeavor as a social enterprise that strongly 
          influences--and is influenced by--human thought and 
          action; and to foster scientific ways of thinking.  

          The effective teaching of science...and technology (or any 
          other body of knowledge and skills) must be based on 
          learning practices that derive from systematic research 
          and from well-tested craft experience.  Moreover, teaching 
          related to scientific literacy needs to be consistent with 
          the spirit and character of scientific inquiry and with 
          scientific values.  This suggests such approaches as 
          starting with questions about phenomena rather than with 
          answers to be learned; engaging students actively in the 
          use of hypotheses, the collection and use of evidence, and 
          the design of investigations and processes; and placing a 
          premium on students' curiosity and creativity.  

     Just as important as the curriculum content (if not more so) is the 
context in which it is taught.  Thus, it is particularly fruitful and 
appropriate to stress the relevance of the sciences to everyday human 
experience, the other sciences, the arts, and the humanities.  That relevance 
can best be addressed by using an integrated pedagogical approach, examining 
phenomena from several perspectives simultaneously, rather than from the 
compartmentalized perspectives traditionally adopted by different 
disciplines.  Nevertheless, the distinctions among the perspectives should not 
be obliterated because there are basic concepts intrinsic to specific 
sciences, such as chemistry, that need to be understood by all high school 
graduates (for example, how the properties of atoms and molecules contribute 
to reality as a whole).  

     In conclusion, the task for the educational community now is to ensure 
that all of our young people become literate in science and technology.  The 
job will not be achieved easily or quickly.  We believe, however, that core 
course proficiencies can help clarify the goals of secondary science  
education and in a way contribute significantly to move science education into 
the future. 

     Science is a dynamic human endeavor.  Students should be aware that an 
understanding of science has evolved over the course of history and will 
continue to develop.  Educators must ensure that understanding includes the 
development of critical thinking skills, hands-on laboratory experience, 
career awareness, and safe science education practices.

     In addition, computers, calculators, and other technology should be used 
in the science classroom where applicable and available.

                   THINKING SKILLS FOR SCIENCE INSTRUCTION


     The development of critical thinking skills for all students at all 
levels in the science curriculum is inherent in each course proficiency list.  

     Students gain the necessary knowledge and understandings of specific 
scientific information, terminology, and generalizations and develop the 
skills of observing, organizing, comparing and contrasting, inquiring, 
studying, and judging ideas and phenomena.  

     Students interpret observations, graphs, data, and information and 
comprehend the meaning of this information.  

     Students apply scientific information and principles to specific problems 
and employ experimental procedures to find solutions to problems and the 
answers to questions.  

     Students distinguish facts from hypotheses, theories, and models, and 
analyze relationships and generalize principles of science.  

     Students synthesize information, relationships, and the major concepts of 
science and technology.  

     Students evaluate and make decisions based on sound scientific 
information.  

           LIST OF CRITICAL THINKING SKILLS FOR SCIENCE INSTRUCTION

     Making direct observations

     Hypothesizing 

     Gathering data 

     Compiling and recording data 

     Calculating 

     Interpreting data

     Controlling variables 

     Inferring 

     Organizing information 

     Predicting 

     Evaluating information 


           LABORATORY AND CAREER EXPERIENCES IN SCIENCE INSTRUCTION

     The laboratory experience is an integral part of the science education of 
each student and includes inquiry-based, process-based, and experience-based 
learnings.  Students should use metric units in measurements and record these 
experiences in a written form that conveys their purpose and results.  Such 
hands-on experiences help students to develop the skills that will allow them 
to function successfully in an increasingly complex world.

     An infusion of career information and career awareness is included in 
each science curriculum to aid students in making decisions for their future 
study.


             SCIENCE EDUCATION AND SAFETY FOR SCIENCE INSTRUCTION


     The acquisition of an attitude of working and living safely is an 
underlying goal of the school curriculum.  Each science laboratory program is 
a component of this safety curriculum.  

     Students will demonstrate a knowledge of safety rules related to specific 
science proficiencies.  The use of safety equipment such as goggles, aprons, 
and fire extinguishers, the care and handling of chemicals, the reading and 
following of safety instructions, the proper handling of electrical devices, 
and the appropriate disposal of used materials are examples of safety in 
science.  

     Students will apply these in-class safety rules and attitudes not only in 
the laboratory, but also in their everyday lives.

Special Note:  The order of the proficiencies in each subject area is not 
intended to indicate the order of their importance nor the sequence in which 
they should be taught.


                         CHEMISTRY CORE PROFICIENCIES

                                   OVERVIEW

     The core proficiencies for chemistry are described in this section, 
followed by a matrix of "relevant items" for some of these concepts.  The 
matrix is not intended as a list of topics that will necessarily be included 
in a curriculum; rather, it serves to present sample items that can be 
addressed to clarify a specific key concept.  It is up to the teacher to 
decide which topics to use to teach the proficiencies and how deeply to 
explore them.  We stress that these proficiencies provide a simple but solid 
disciplinary foundation that complements the unifying concepts, and they can 
be expanded as needed.

     The list of topics that have been provided for each proficiency represent 
a set of alternative means whereby the proficiencies can be met.  It is 
expected that a teacher might use some or all of these topics depending upon 
local circumstances.

     Through learning opportunities provided in chemistry at the high school 
level, students will demonstrate the ability to: 

      1.  Identify the components of the atom, i.e., location, charge, mass, 
          name. 

      2.  Utilize models (physical or mental) of molecules to write formulas 
          for compounds.  

      3.  Use appropriate chemical terminology.  

      4.  Describe and predict the nature of elements and chemical reactions 
          with the assistance of the periodic table.  

      5.  Determine how energy and matter manifest themselves in many ways 
          though their transportation, transformation, and conservation.  

      6.  Apply their knowledge of atomic structure to show its relationship 
          to the chemical behavior of the elements.  

      7.  Explain that the behavior of matter under various common 
          circumstances is dependent on its physical state, i.e., solid, 
          liquid, plasma, or gas.  

      8.  Apply the mole concept to explain the behavior of matter and 
          calculate quantitative relationships.  

      9.  Compare and contrast physical, chemical, and nuclear changes.  

     10.  Denote the conditions that establish an equilibrium (balance of 
          forces) system and recognize the existence of equilibrium (balance 
          of forces) systems in the real world.  

     11.  Evaluate man's impact on natural equilibrium systems (balance of 
          forces) in light of the advancement of technology.  

     12.  Explain, by way of example, that matter undergoes chemical reactions 
          whose nature, occurrence, and rates are dependent upon the intrinsic 
          features of atoms and molecules and upon the surrounding 
          environment.  

     13.  Compare and contrast the changes of properties between reactants and 
          products in a chemical transformation.  

     14.  Illustrate how systems, both natural and man-made, are internally 
          coordinated by processes that are similar and that affect each 
          other.  

     15.  Cite examples of how technologies have been influenced by changes in 
          our understanding of atomic theory from the early Greeks through 
          Dalton to the modern models.

     16.  Logically gather, order, and interpret data through an appropriate 
          use of measurement and tools.  


            SAMPLE CONCEPTS OR TOPICS MATCHED TO THE PROFICIENCIES

     acids, bases, and salts                 11   13
     atomic structure                         1    6   12   14
     Avogadro's number                        8
     bonding                                  2    4    6   12   13   14
     characteristic properties of matter      4    7    9   13
     chemical and nuclear reactions           2    5   12
     classification of matter                 3
     concept of matter and energy             5
     conservation laws                        5
     ecological concepts                     11   12   14
     energy flow                              5   10
     equilibrium                             10   11
     factors affecting reactions              7    9   10   12
     formula writing                          2    3   13
     gas laws                                 7    8
     history of chemistry                    15
     Kinetic Molecular Theory                 5    7
     Le Chatelier's Principle                 7   11
     logical reasoning                       16
     measurement                             16
     metric System                           16
     modern technological developments       15
     mole concept                             8
     molecular shape                          2
     nature vs. man-made chemical systems    14
     nomenclature                             1    3
     observation                             16
     oxidation/reduction reactions           13
     periodic table                           4    6
     periodicity                              4    6
     physical, chemical, and nuclear changes  5    7    9
     quantitative analysis                    8
     quantum mechanical model                15
     rates of chemical reactions              4    5    7   10   12   13
     reaction types                           4    6    9
     safety                                  16
     scientific method                       16
     scientific notation                     16
     significant figures                     16
     solubility                              10
     solutions/concentrations                 7   10
     states of matter                         5    7    9
     stochiometry                             8    3
     types of compounds                       2    6



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