Chemistry
Course Description:
Chemistry is the study of the composition, structure, and properties of matter and the changes it undergoes. Matter is all the “stuff” around us. In this first semester class you will learn about atomic structure, physical and chemical change, chemical bonding, naming compounds, percentage composition and molecular geometry. Since chemistry is a laboratory based course, each unit will include a lab simulation and/or a kitchen lab experience. The major units will be Stoichiometry, nuclear reactions, reaction rates, acids, bases and salts and thermochemistry. Again, a working knowledge of algebra and geometry will aid the student at being successful in Chemistry!
Course Details:
| Course Title (District): | Chemistry | ||||||||||
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| Course Title (NCES SCED) : | Chemistry | ||||||||||
| Course Provider : | Montague Area Public Schools | ||||||||||
| Content Provided By : | Michigan Virtual | ||||||||||
| Online Instructor Provided By : | Montague Area Public Schools | ||||||||||
| Standards Addressed : | Michigan Merit Curriculum, National Collegiate Athletic Association, Next Generation Science Standards | ||||||||||
| Alignment Document : | https://docs.google.com/document/d/1aeun5zJ_ScbdQkigj94qrcHenK9g918_KM8_bMyHi3g/edit?usp=sharing | ||||||||||
| Academic Terms : | Year Long | ||||||||||
| NCES SCED Code : 03101 |
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How To Enroll:
| Enrollment Website : | https://docs.google.com/forms/d/1U-YFSFkRlPHVqrFpNQGgj8H1oEmGhaYSV6i3kIbYlMY/edit?ts=611abbc8 |
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| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- construct data tables and graphs
- explain how the scientific method is used to solve problems
- apply lab safety protocols
- demonstrate accuracy and precision in measurements, calculations, unit conversions, as well as expressions in scientific notation
- predict changes in matter due to changes in causal factors
- identify physical and chemical properties of elements in a variety of states of matter
- solve density problems
- explain the development of modern atomic theory
- compare properties of subatomic particles
- calculate atomic mass and isotopic abundance, wave-length, frequency and velocity of waves, as well as molecular and hydrate compound compositions
- use the Periodic Table to determine the electron configuration of elements
- test the Heisenberg Uncertainty Principle
- explain Mendeleev's arrangement of elements in the Periodic Table and how modern scientists continue to contribute to the Periodic Table
- describe ionic and covalent bonds and how they form
- create electron dot diagrams for atoms and monatomic ions, and predict the shape of simple molecules from Lewis dot structures
- identify chemical formulas, including molecular, empirical and structural
- generate empirical formulas of ionic compounds given their molecular constituents
- identify organic compounds
- interpret and balance chemical equations
- predict the products of chemical reactions on the basis of present reactants
- explain the relationship between mass, moles, and numbers of atoms or molecules
- use the principles of limiting and excess reactants and apply them to manufacturing products
- use balanced chemical equations to determine mole ratios
- solve mole / mass stoichiometry problems
- explain how chemistry explains and predicts everyday phenomena
- identify major concepts of the Kinetic Theory of Gases
- describe the properties of gases
- solve problems based on Boyle's and Charles' Laws
- describe and identify Gay-Lussac's Law, Avogadro's Law, and the Combined Gas Law
- explain effusion and diffusion and solve problems related to the ideal gas law
- classify solutions in terms of concentration, dilution, and saturation
- explain examples of colligative properties
- contrast Arrhenius' and the Bronsted-Lowry definitions of acids and bases
- recognize common uses of strong and weak acids and bases
- describe autoionization of water
- calculate H+ and OH concentrations of solutions
- determine pH of acidic and basic solutions
- describe buffer solutions
- define and distinguish amongst types of energy
- calculate changes in temperature
- explain the relationship between phase transition temperatures and intermolecular attractive forces
- use phase diagrams to identify the stability of phases at given temperatures and pressures
- explain the technique of calorimetry, and calculate heat and related properties using calorimetry data
- identify nuclear structures and particles and energies involved in nuclear reactions, including fission and fusion
- apply nuclear chemistry and evaluate the ethics related to nuclear accidents
- explain concepts of critical mass and nuclear chain reactions
- calculate kinetic parameters for nuclear decay
- describe radiometric dating techniques
- describe the nature of states of chemical equilibrium
- determine the equilibrium constant expression for a chemical reaction
- define La Chatelier's principle
- predict the direction of a shift from equilibrium under stress
Additional Cost Description:
Students must acquire several common household items for completion of lab activities in each unit. Reference, Chemistry A Lab Supplies List. There is no textbook purchase required for this class. eText content in the course is available free online from: Frantz, D. (2019). Retrieved from https://openstax.org/details/books/chemistry-2e
Upon completion of this course, students will be able to...
NSQ National Standards for Quality Online Courses: Third Edition (2019)
| Rating | Comments | |
|---|---|---|
| A1. A course overview and syllabus are included in the online course | Pilot: Review Pending | |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Pilot: Review Pending | |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Pilot: Review Pending | |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Pilot: Review Pending | |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Pilot: Review Pending | |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Pilot: Review Pending | |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Pilot: Review Pending | |
| A8. Learners are offered an orientation prior to the start of the online course. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* | Pilot: Review Pending | |
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. | Pilot: Review Pending | |
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Pilot: Review Pending | |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Pilot: Review Pending | |
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* | Pilot: Review Pending | |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Pilot: Review Pending | |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Pilot: Review Pending | |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Pilot: Review Pending | |
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Pilot: Review Pending | |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Pilot: Review Pending | |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Pilot: Review Pending | |
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Pilot: Review Pending | |
| C4. The online course content is appropriate to the reading level of the intended learners.* | Pilot: Review Pending | |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Pilot: Review Pending | |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Pilot: Review Pending | |
| C7. The online course provides regular opportunities for learner-learner interaction. | Pilot: Review Pending | |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Pilot: Review Pending | |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Pilot: Review Pending | |
| D2. Valid course assessments measure learner progress toward mastery of content. | Pilot: Review Pending | |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Pilot: Review Pending | |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Pilot: Review Pending | |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Pilot: Review Pending | |
| E2. The online course design facilitates readability.* | Pilot: Review Pending | |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Pilot: Review Pending | |
| E4. Course multimedia facilitate ease of use.* | Pilot: Review Pending | |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. | Pilot: Review Pending | |
| F2. The online course tools support the learning objectives or competencies.* | Pilot: Review Pending | |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Pilot: Review Pending | |
| F4. The course allows instructors to control the release of content.* | Pilot: Review Pending | |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Pilot: Review Pending | |
| G2. The online course is reviewed to ensure that the course is current. | Pilot: Review Pending | |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Pilot: Review Pending |
Review Conducted By: Quality Matters
Date of Review:
10/01/2021
Semester 1:
Unit 1: Introduction to Chemistry
Unit 2: Matter
Unit 3: Atomic Theory
Unit 4: Periodic Table
Unit 5: Bonding
Unit 6: Chemical Formulas and Names
Unit 7: Chemical Equations
Unit 8: Mass Relationships in a Compound
Semester 2:
Unit 1: Stoichiometry
Unit 2: Gas Laws
Unit 3: Solutions
Unit 4: Acids, Bases, Salts
Unit 5: Indicators and pH
Unit 6: Thermochemistry
Unit 7: Nuclear Chemistry
Unit 8: Reaction Rates and Equilibrium
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
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| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
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Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/