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 Title (District):||Chemistry (B)|
|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|
|NCES SCED Code :||
How To Enroll:
|Email :||[email protected]|
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: 248-675-3159
- Phases and Thermochemistry
- Chemical Reactions
- Water and Solutions
- Acids and Bases
- A chemical reaction is the rearrangement of atoms due to the formation and breaking of chemical bonds.
- The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.
- Balance Chemical Equations
- Calculate the mass of any component of a reaction, given any other component
- Using molar mass in a balanced equation, support the claim that atoms and therefore mass, are conserved during a chemical reaction
- Given the reactants of a chemical reaction, students can predict the products of five basic reaction types (synthesis, decomposition, single replacement, double replacement, and combustion)
- When energy transfers into the system, the process is endothermic
- When energy transfers out of a system, the process is exothermic
- Phase changes are endothermic when enough energy is absorbed to overcome the IMFA between particles (i.e.,melting, vaporization).
- Phase changes are exothermic when enough energy is released and IMFA between particles strengthen (ie freezing, condensation).
- As a substance heats up or cools down (prior to a phase change), the particles are changing KE.
- During the phase change, KE remains the same and PE changes as IMFAs are overcome/strengthened.
- Heating/Cooling Curves and Phase Diagrams are useful models to represent phases and phase change
- Energy flows from warm to cold until both substances reach thermochemical equilibrium (rate of particle motion (kinetic energy) is equal)
- Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system
- Kinetic Molecular Theory provides a model for the behavior of gas particles
- The amount of energy released by a system is absorbed by the surroundings (q = -q).
- Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems
- Water has a high specific heat capacity.
- Water is a polar molecule that has strong electrostatic attractions which form strong hydrogen bonds. These bonds give water unique properties (such as expansion upon freezing and formation of cages to dissolve like solutes).
- Mechanical (such as abrasion, glacial, crushing, dissolving, frost wedging) and chemical (chemical reactions such as the formation of iron oxides) weathering are two important processes that break down rock
- Water transports materials (erosion) and is responsible for the formation of the Great Lakes and the Grand Canyon.
- Model the chemical attributes of a solution, including the recognition of solute and solvent, and the understanding of what it takes for two things to dissolve in one another (like dissolves like).
- Explain water’s exceptional ability as a solvent and the limitations to this ability (it’s inability to dissolve nonpolar molecules, saturation).
- Explain how the freezing and boiling point of an aqueous solution compares to that of pure water. This has practical applications in the treatment of ice on the roads.
- As temperature increases, the solubility of gases decreases. This inverse relationship is due to the effects of temperature on the behavior of gases (KMT).
- Using the knowledge and understandings from the above DCI…
- Model the formation of potholes
- Three things must be true for a chemical reaction to occur (collision theory):
- Atoms/molecules must collide in order to react
- When they collide, they must have enough energy to react
- Molecules must collide in the proper orientation
- The rate of a chemical reaction can be affected by temperature, surface area/particle size, concentration, and the presence/absence of a catalyst
- Energy is neither created nor destroyed, it can only change form
- When energy is released from a system, it is released in the form of light, heat, and/or sound
- In chemical reactions, it requires energy to break a chemical bond
- In chemical reactions, energy is released when new chemical bonds are formed
- Endothermic and exothermic potential energy graphs represent the change in enthalpy within a system during a chemical reaction. This represents the change in bond energy during a reaction.
- In chemical reactions, matter is neither created nor destroyed, it is only rearranged
- Label the parts of a chemical reaction (reactants, products)
- Model energy changes in a chemical reaction (endothermic and exothermic potential energy diagrams)In a chemical system, energy is transferred via particle collisions
- Chemical reactions can move in both directions (forward and reverse)
- Equilibrium is reached when the forward reaction and the reverse reactions are occurring at the same rate
- The concentration of reactants and products is not necessarily equal at equilibrium. At equilibrium, some reactions will produce more products than reactants and some reactions will produce more reactants than products.
- Solid and liquid reactants and products do not affect equilibrium, only aqueous solutions and gases impact the reaction rate.
- If a condition changes (concentration, temperature, volume/pressure), the reaction direction will shift until equilibrium is reestablished (le chatelier's principle)
- Predict what will happen to chemical equilibrium in a system when a condition is changed
- pH is a scale used to measure/indicate of the strength of an acid and represents the concentration of hydrogen ions in solution.
- Recognizing simple acid/base reactions using Bronsted Lowry definitions (donation of H+ makes something an acid. Accepting a H+ makes something a base)
- Acids and bases react together to form water and a neutral salt.
- The strength of an acid or a base depends on the level of dissociation in solution
- Using the knowledge and understandings from the above DCI…
- Model the positive feedback mechanisms of decreasing gas solubility as the atmosphere warms
- A Chromebook (or similar device) with camera and microphone enabled
- Access to Google Chrome
- Access to web based learning management platform
Student learning will focus on key content areas:
NSQ National Standards for Quality Online Courses
|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|
|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|
|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|
|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|
|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|
|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|
|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
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Per District Policy||Per District Policy||Semester||05/26/2022|
Students will need the following: