This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.

Essential Standards: Chemistry ● Unpacked Content
For the new Essential Standards that will be effective in all North Carolina schools in the 2012-13.

What is the purpose of this document?
To increase student achievement by ensuring educators understand specifically what the new standards mean a student must know, understand and be able to do.
What is in the document?
Descriptions of what each standard means a student will know, understand and  be  able  to  do.    The  “unpacking”  of  the standards done in this document is an  effort  to  answer  a  simple  question  “What  does  this  standard  mean  that  a  student  must  know  and  be  able  to  do?”  and  to  ensure the description is helpful, specific and comprehensive for educators.

How do I send Feedback?
We intend the explanations and examples in this document to be helpful and specific. That said, we believe that as this document is used, teachers and educators will find ways in which the unpacking can be improved and made ever more useful. Please send feedback to us at [email protected] and we will use your input to refine our unpacking of the standards. Thank You! Just want the standards alone?

You can find the standards alone at http://dpi.state.nc.us/acre/standards/new-standards/#science . Note on Numbering: Chm–Chemistry

Chemistry ● Unpacked Content

Current as of August 17, 2012

2

Matter: Properties and Change
Essential Standard and Clarifying Objectives
Chm.1.1 Analyze the structure of atoms and ions.

Chm.1.1.1 Analyze the structure of atoms, isotopes, and ions. Chm.1.1.2 Analyze an atom in terms of the location of electrons. Chm.1.1.3 Explain the emission of electromagnetic radiation in spectral form in terms of the Bohr model. Chm.1.1.4 Explain the process of radioactive decay using nuclear equations and half-life.

Unpacking
What does this standards mean a child will know and be able to do?

Chm.1.1.1
Characterize protons, neutrons, electrons by location, relative charge, relative mass (p=1, n=1, e=1/2000). Use symbols: A= mass number, Z=atomic number
Use notation for writing isotope symbols: 235
or U-235
92 U
Identify isotope using mass number and atomic number and relate to number of protons, neutrons and electrons. Differentiate average atomic mass of an element from the actual isotopic mass and mass number of specific isotopes. (Use example calculations to determine average atomic mass of atoms from relative abundance and actual isotopic mass to develop understanding). Chm.1.1.2

Analyze diagrams related to the Bohr model of the hydrogen atom in terms of allowed, discrete energy levels in the emission spectrum. Describe the electron cloud of the atom in terms of a probability model. Relate the electron configurations of atoms to the Bohr and electron cloud models. Chm.1.1.3

Understand that energy exists in discrete units called quanta. Describe the concepts of excited and ground state of electrons in the atom: 1. Gaining energy results in the electron moving from its ground state to a higher energy level. 2. When the electron moves to a lower energy level, it releases the energy difference in the two levels as electromagnetic radiation (emissions spectrum).

Chemistry ● Unpacked Content

Current as of August 17, 2012

3

Articulate that this electromagnetic radiation is given off as photons. Understand the inverse relationship between wavelength and frequency, and the direct relationship between energy and frequency. Use  the  “Bohr  Model  for  Hydrogen  Atom”  and  “Electromagnetic  Spectrum”  diagrams  from  the  Reference  Tables  to  relate  color,   frequency, and wavelength of the light emitted to the energy of the photon. Explain that Niles Bohr produced a model of the hydrogen atom based on experimental observations. This model indicated that: 1. an electron circles the nucleus only in fixed energy ranges called orbits; 2. an electron can neither gain or lose energy inside this orbit, but could move up or down to another orbit; 3. that the lowest energy orbit is closest to the nucleus.

Describe the wave/particle duality of electrons.
Chm.1.1.4
Use the symbols for and distinguish between alpha ( 24He), and beta ( -10e) nuclear particles, and gamma ( ) radiation include relative mass).
Use shorthand notation of particles involved in nuclear equations to balance and solve for unknowns. Compare the penetrating ability of alpha, beta, and gamma radiation. Conceptually describe nuclear decay, including:

1. Decay as a random event, independent of other energy influences 2. Using symbo...

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