Rhode Island Requirements for Passing High School Chemistry | General Chemistry 1

Is Chemistry Required in High School in Rhode Island?

The state of Rhode Island requires 3 Science courses and the completion of one performance-based diploma assessment (Graduation Portfolio, Student Exhibitions, Senior Project and/or a Capstone Product). Local districts may include additional expectations or requirements such as additional coursework requirements or community service learning. Students who explore chemistry will follow the Rhode Island Chemistry Standards and cover chemistry topics such as:

 

Chemistry, Unit 1 - Structure and Properties of Matter

HS-PS1-1.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] 
 

HS-PS1-2.

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. [Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] 
 
HS-PS1-3.

Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.]
 
HS-PS2-6.

Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long-chained molecules, and pharmaceuticals are designed to interact with specific receptors.]
 
HS-ETS1-3.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 
 
HS-ETS1-4.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

 

The following disciplinary core ideas are prior learning for the concepts in this unit of study.

Physical science

  • Substances are made from different types of atoms, which combine with one another in various ways.
  • Atoms form molecules that range in size from two atoms to thousands of atoms.
  • Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
  • Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.  
  • In a liquid, the molecules are constantly in contact with others.
  • In a gas, they are widely spaced except when they happen to collide.
  • In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.  
  • Solids may be formed from molecules or they may be extended structures with repeating subunits (e.g., crystals).  
  • The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter.
  • Substances react chemically in characteristic ways.
  • In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.  
  • The total number of each type of atom is conserved, and thus the mass does not change.  
  • Some chemical reactions release energy, others store energy.
  • The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics.
  • These physical and chemical properties include water’s exceptional capacity to absorb, store, and release large amounts of energy; transmit sunlight; expand upon freezing; dissolve and transport materials; and lower the viscosities and melting point of rocks.

 

Driving Question 1 - How can the periodic table be used to predict the relative properties of elements?

Concepts

  • Different patterns may be observed at each of the scales at which a system is studied, and these patterns can provide evidence for causality in explanations of phenomena.  
  • Each atom has a charged substructure.  
  • An atom’s nucleus is made of protons and neutrons and is surrounded by electrons.  
  • The periodic table orders elements horizontally by number of protons in the nucleus of each element’s atoms and places elements with similar chemical properties in columns.  
  • The repeating patterns of this table reflect patterns of outer electron states.
  • Patterns of electrons in the outermost energy level of atoms can provide evidence for the relative properties of elements at different scales.
  • Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.

Practices

  • Use the periodic table as a model to provide evidence for relative properties of elements at different scales based on the patterns of electrons in the outermost energy level of atoms in main group elements.  
  • Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms in main group elements.

 

Driving Question 2 - How can the outcome of a simple chemical reaction be explained?

Concepts

  • The periodic table orders elements horizontally by number of protons in the nucleus of each element’s atoms and places elements with similar chemical properties in columns.  
  • The repeating patterns of the periodic table reflect patterns of outer electron states.
  • 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.
  • Different patterns may be observed at each of the scales at which a system is studied, and these patterns can provide evidence for causality in explanations of phenomena.

Practices

  • Use valid and reliable evidence (obtained from students’ own investigations, models, theories, simulations, and peer review) showing the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties to construct and revise an explanation for the outcome of a simple chemical reaction.
  • Use the assumption that theories and laws that describe the outcome of simple chemical reactions operate today as they did in the past and will continue to do so in the future.
  • Observe patterns in the outermost electron states of atoms, trends in the periodic table, and chemical properties.  
  • Use the conservation of atoms and the chemical properties of the elements involved to describe and predict the outcome of a chemical reaction.

 

Driving Question 3 - What is the relationship between the structure of substances at the bulk scale and the strength of electrical forces between particles?

Concepts

  • The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.
  • Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.
  • Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

Practices

  • Plan and conduct an investigation individually and collaboratively to produce data that can serve as the basis for evidence for comparing the structure of substances at the bulk scale to infer the strength of electrical forces between particles; in the investigation design, decide on types, how much, and accuracy of data needed to produce reliable measurements; consider limitations on the precision of the data (e.g., number of trials, cost, risk, time); and refine the design accordingly.
  • Use patterns in the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

 

Driving Question 4 - Why is the molecular-level structure important in the functioning of designed materials?

Concepts

  • The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.
  • Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.
  • When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, aesthetics, and to consider social, cultural, and environmental impacts.
  • Both physical models and computers can be used in various ways to aid in the engineering design process.  Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.
  • Models (e.g., physical, mathematical, computer models) can be used to simulate why the molecular-level structure is important in the functioning of designed materials.

Practices

  • Communicate scientific and technical information about why the molecular - level structure is important in the functioning of designed materials.
  • Evaluate a solution to a complex real-world problem based on scientific knowledge, student generated sources of evidence, prioritized criteria, and tradeoffs considerations to determine why the molecular level structure is important in the functioning of designed materials.
  • Use mathematical models and/or computer simulations to show why the molecularlevel structure is important in the functioning of designed materials.
  • Communication scientific and technical information about the attractive and repulsive forces that determine the functioning of the material.
  • Use mathematical models and/or computer simulations to show the attractive and repulsive forces that determine the functioning of the material.
  • Examine in detail the properties of designed materials, the structure of the components of designed materials, and the connections of the components to reveal the function. Use models (e.g., physical, mathematical, computer models) to simulate systems of designed materials and interactions-- including energy, matter, and information flows--within and between designed materials at different scales.

 

Does Rhode Island Award Credit for Passing the AP Chemistry Exam?

The Rhode Island Board of Regents must encourage school districts to offer rigorous courses in grades 6-11 that prepare students for the demands of AP courses, and to encourage school districts to make it a goal that all 10th graders take the Preliminary Scholastic Aptitude Test/National Merit Scholars Qualifying Test (PSAT/NMSQT). 

Further, the Rhode Island LEAP initiative allows students to apply for dual-enrollment and take ACN courses that may qualify for either high school graduation or post-secondary course credit.