Chemistry (A)

Course Description:

This chemistry course uses the Science & Engineering Practices and Crosscutting Concepts from the Michigan Science Standards to explore topics including Structure of the Atom, Matter & the Periodic Table, Energy & Reactions, and Environmental Chemistry.

Course Details:

Course Title (District): Chemistry (A)
Course Title (NCES SCED) : Chemistry
Course Provider : Novi Community School District
Content Provided By : Novi Community School District
Online Instructor Provided By : Novi Community School District
Standards Addressed :
Academic Terms : Semester
Subject Area : Life and Physical Sciences
Course Identifier : Chemistry
Course Level : High School (Secondary)
Available Credit : 0.5
Sequence : 1 of 2

How To Enroll:

Email : [email protected]
Phone : 248-675-3159

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:

Student learning will focus on key content areas:

  • Unit 1: Atomic History and Structure
  • Unit 2: The periodic table
  • Unit 3: Chemical Bonds
  • Unit 4: Intermolecular Forces of Attraction

NSQ National Standards for Quality Online Courses

Rating Comments
A1. A course overview and syllabus are included in the online course Fully Met
A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* Fully Met
A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. Fully Met
A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. Fully Met
A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* Fully Met
A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. Fully Met
A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* Fully Met
A8. Learners are offered an orientation prior to the start of the online course. Fully Met
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.* Fully Met
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. Fully Met
B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* Fully Met
B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* Fully Met
B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* Fully Met
B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* Fully Met
B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. Fully Met
B8. The online course is free of adult content and avoids unnecessary advertisements.* Fully Met
B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. Fully Met
B10. Documentation and other support materials are available to support effective online course facilitation.* Fully Met
Rating Comments
C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. Fully Met
C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. Fully Met
C3. The online course is organized by units and lessons that fall into a logical sequence. Fully Met
C4. The online course content is appropriate to the reading level of the intended learners.* Fully Met
C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. Fully Met
C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. Fully Met
C7. The online course provides regular opportunities for learner-learner interaction. Fully Met
C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* Fully Met
C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* Fully Met
Rating Comments
D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. Fully Met
D2. Valid course assessments measure learner progress toward mastery of content. Fully Met
D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* Fully Met
D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* Fully Met
D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* Fully Met
Rating Comments
E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* Fully Met
E2. The online course design facilitates readability.* Fully Met
E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* Fully Met
E4. Course multimedia facilitate ease of use.* Fully Met
E5. Vendor accessibility statements are provided for all technologies required in the course.* Fully Met
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. Fully Met
F2. The online course tools support the learning objectives or competencies.* Fully Met
F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* Fully Met
F4. The course allows instructors to control the release of content.* Fully Met
F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* Fully Met
Rating Comments
G1. The online course uses multiple methods and sources of input for assessing course effectiveness. Fully Met
G2. The online course is reviewed to ensure that the course is current. Fully Met
G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. Fully Met

Review Conducted By: Novi Community School District
Date of Review: 05/26/2022

Unit 1:

  • Protons are positively charged subatomic particles that have mass of 1 amu and are located in the nucleus
  • Neutrons are neutral subatomic particles that have mass of 1 amu and are located in the nucleus
  • Electrons are negatively charged subatomic particles that have a mass that is negligible mass relative to protons and neutrons.  Electrons are located in the electron cloud surrounding the nucleus
  • Atomic theories have changed over time since the initial Greek/Dalton model as new experimental evidence is produced
  • The number of protons determines the element
  • The number of neutrons and protons determine the mass (isotopes)
  • The balance of electrons to protons determines the charge (ions)
  • The structure of the atom is determined by the attractive and repulsive forces of the subatomic particles
  • Even though protons all have a positive change, strong force holds the protons together in the nucleus

Unit 2:

  • Nuclear fission is a nuclear reaction in which a heavy nucleus splits spontaneously or on impact with another particle, with the release of energy
  • Nuclear fusion is a nuclear reaction in which atomic nuclei of low atomic number fuse to form a heavier nucleus with the release of energy.  This process happens in stars.
  • Radioactive decay is the process by which an unstable atomic nucleus loses energy by emitting radiation (alpha, beta, gamma) to form a new isotope or element
  • The total number of neutrons and protons does not change in a nuclear process (nuclear equations)
  • Within a sample, the number of atoms that will decay can be predicted based on element and the amount of time (graph reading)
  • The amount of energy released in a nuclear reaction is much larger than the energy released in chemical reactions
  • Electrons exist at different energy levels
  • When electrons move up energy levels, they absorb energy 
  • When electrons move down energy levels, they release energy as light (fluorescence)
  • Light behaves as both a wave and a particle (wavelength, frequency, photons)
  • The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns due to the same number of valence electrons.
  • The location on the periodic table and the electronegativity difference between atoms determines the type of bonds atoms will form

Unit 3:

  • Use lewis dot structures to predict what elements will bond ionically and covalently.
  • Explain the energy changes that occur when two atoms approach each other and form a bond (this repeats in the DCI below)
  • Covalent bonds occur between nonmetal atoms and involved a sharing of electrons (modeled using Lewis Dot Structures)
  • Ionic bonds occur between metals and nonmetals and involve electrons transferring to the nonmetal elements.
  • Metallic Bonds exist as a delocalization of charge

Unit 4:

  • Create a model of electrical forces as atoms approach one another and bond (ie, covalent bonding PE graph vs. helium attraction) 
  • Atomic radius influences IMFAs and chemical bonds (larger atoms have larger internuclear distance when attracted)
  • As atoms move closer and a bond is created, energy is transferred (released) to the surroundings.  
  • Bond strength is greater than intermolecular forces of attraction
  • Any time two atoms form a strong chemical bond or two molecules form a weak LDF attraction, chemical energy is converted into other forms of energy
  • Atoms and molecules can be attracted to each other through intermolecular forces of attraction (IMFAs) and include LDFs, dipole-dipole, and hydrogen bonds
  • The strength of attraction between neighboring representative particles determines states of matter at room temperature
  • Create a model of electrical forces as atoms approach one another (PE graph or some other form)
  • Predict when and describe why a bond will form
  • Molecules form specific three dimensional shapes based on the bonded electrons and lone pairs on the central atom.  This determines molecular polarity.
  • Molecular polarity is an uneven distribution of electrons as they move through space
  • Bond polarity is based on electronegativity differences.  This leads to polar molecules with positive and negative regions.
Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Semester 09/05/2023 09/30/2023 09/05/2023 01/26/2024 30 $0
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Per District Policy Per District Policy Semester 09/05/2023 09/30/2023
Instructor will provide daily, live instruction and also a mix of independent and on demand learning options, in a structured, virtual classroom setting. Students are expected to regularly check school email, reply accordingly, and schedule meetings with instructors, as needed, during on demand time.

Students will need the following:

  • A Chromebook (or similar device) with camera and microphone enabled
  • Headphones/Earbuds
  • Access to Google Chrome
  • Access to web based learning management platform