What are the important events and developments that shaped and molded the field of Chemistry?
How is Chemistry important to everyone? How has Chemistry changed the world that we know?
Using the scientific method how are most experiments setup and carried out?
Outline the historical development of chemistry
Provide examples of the importance of chemistry in everyday life
Describe the scientific method
Differentiate among hypotheses, theories, and laws
Provide examples illustrating macroscopic, microscopic, and symbolic domains
Standards are beyond the NGSS as this course is a college level Chemistry course.
Asking Questions and Defining Problems-Ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships. Students could ask questions that arise from examining the periodic table to seek additional information and [identify] relationships for how the table orders elements and places those with similar chemical properties in columns [based on] patterns of outer electron states.
Developing and Using Models-Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly between model types based on merits and limitations.
Planning and Carrying Out Investigations-Plan an investigation or test a design individually or collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure variables are controlled.
Analyzing and Interpreting Data-Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.
Using Mathematical and Computational Thinking-Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.).
Constructing Explanations and Designing Solutions-Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student generated sources of evidence, prioritized criteria, and tradeoff considerations.
Engaging in argument from Evidence-Evaluate the claims, evidence, and/or reasoning behind currently accepted explanations, new evidence, limitations (e.g. trade-offs), constraints, and ethical issues.
Obtaining, Evaluating, and Communication Information-Evaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports, verifying the data when possible.
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