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Standards for the Preparation of Teachers
Adopted by the Michigan State Board of Education
August 8, 2002
Standards for the Preparation of Teachers of Physical Science (Secondary)
DP Endorsement
Preface
Over the last several years, a referent group of professional educators developed a proposal to adopt standards for the preparation of physical science teachers. These standards align with standards developed by the National Science Teachers Association and the Michigan Curriculum Framework for science education. Teachers who receive the endorsement in physical science would be prepared to teach any physical science (chemistry or physics) course at their certificate level.
A teacher candidate choosing to earn a secondary physical science endorsement will be prepared to teach physical science, chemistry, and physics at the secondary level. Candidates may elect to earn a group major of 36 semester credits, a group minor of 24 semester credits, or a comprehensive group major of 50 credits when earning this endorsement. Candidates who apply for the DP endorsement must pass the Michigan Test for Teacher Certification physical science test.
To provide information and gather feedback on the proposal, a copy was also forwarded to selected groups/organizations, all Michigan teacher preparation institutions, and a random sample of intermediate and local school districts for review and comment. As presented in this document, the standards reflect the feedback received.
State Board adoption of these standards typically leads to the creation of a new certification test for teachers prepared to teach this content area. Test development for a new Michigan Test for Teacher Certification in secondary physical science will be scheduled according to the recommendation of the Standing Technical Advisory Council.
Teacher preparation institutions that wish to continue to offer programs to prepare secondary physical science teachers are required to submit an application for program approval that demonstrates how the new standards are met throughout the proposed curriculum. The programs must be re-approved to show compliance with the new standards. Following initial approval, the teacher preparation programs will be reviewed every five years through the Periodic Review/ Program Evaluation process.
College/University |
Code |
DP |
Source of Guidelines/Standards |
Michigan State Board of Education, |
Program/Subject Area |
Physical Science (Secondary) |
A – Awareness
The physical science teacher recognizes/recalls the existence of different aspects of physical science and related teaching strategies.
B – Basic Understanding
The physical science teacher articulates knowledge about physical science and related instructional and assessment strategies.
The physical science teacher demonstrates proficiency in using the knowledge at a fundamental level of competence acceptable for teaching.
C – Comprehensive Understanding
The physical science teacher is able to apply broad in-depth knowledge of the different aspects of physical science in a variety of settings. (This level is not intended to reflect mastery; all teachers are expected to be lifelong learners.)
A teacher candidate choosing to earn a Secondary Physical Science Endorsement will be prepared to teach physical science, chemistry, and physics at the secondary level. Candidates may elect to earn a group major of 36 semester credits and a group minor of 24 semester credits, or a comprehensive group major of 50 credits when earning this endorsement. Candidates who apply for the DP endorsement must pass the Michigan Test for Teacher Certification physical science test.
DIRECTIONS: List required courses on matrix and provide additional narrative to explain how standards are met. If electives are included, they should be clearly indicated. Adjust size of cells as needed.
Narrative Explaining how Required Courses and/or Experiences Fulfill the Standards for Secondary Programs |
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Standard/Guideline |
36 Semester Hour Group Major |
50 Semester Hour Comprehensive Group Major |
24 Semester Hour Minor |
|
Submit a narrative that explains how this program: |
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A. |
uses the Michigan Curriculum Framework K-12 Science Content Standards and Benchmarks as the critical foundation for teacher preparation, ensuring that secondary physical science teachers have the content knowledge and the ability to teach this curriculum; and |
Curriculum is defined with the Science content standards in mind for the Physical Sciences (emphasis on chemistry and physics), and Earth/Space Science. Coursework in each science category (including an introductory Biology course and mathematics through Calc I) is the framework of this major. A minor in one of the sciences is required (physics, chemistry, biology, or earth science) in order to elect this group major. The programs offered by the Department of Chemistry and the Department of Physics and Astronomy include Strands I, II and IV of the Michigan Curriculum Framework in both its lecture and lab courses because these strands are applicable to the teaching of physical science, chemistry, and physics. In particular, laboratory work engages prospective teachers in performing experiments in which they are challenged to construct new information and critically reflect on it (Strands I and II). All courses go far beyond the minimum requirements of utilizing Strand IV, as evidenced by the course descriptions presented in the EMU Undergraduate Catalog. For example, in all chemistry courses leading to a secondary certificate, all prospective physical science teachers are required to pass non-multiple choice exams in which they must demonstrate their knowledge of the subject matter by working problems out in detail. In addition, the EMU chemistry programs are approved by the American Chemical Society (ACS), the premier organization of professional chemists. |
Curriculum is defined with the Science content standards in mind for the Physical Sciences (emphasis on chemistry and physics), and Earth/Space Science. Coursework in each science category (including an introductory Biology course and mathematics through Calc I) is the framework of this major. A minor is not required in the comprehensive major. The programs offered by the Department of Chemistry and the Department of Physics and Astronomy include Strands I, II and IV of the Michigan Curriculum Framework in both its lecture and lab courses because these strands are applicable to the teaching of physical science, chemistry, and physics. In particular, laboratory work engages prospective teachers in performing experiments in which they are challenged to construct new information and critically reflect on it (Strands I and II). All courses go far beyond the minimum requirements of utilizing Strand IV, as evidenced by the course descriptions presented in the EMU Undergraduate Catalog. For example, in all chemistry courses leading to a secondary certificate, all prospective physical science teachers are required to pass non-multiple choice exams in which they must demonstrate their knowledge of the subject matter by working problems out in detail. In addition, the EMU program is approved by the American Chemical Society (ACS), the premier organization of professional chemists. |
Curriculum is defined with the Science content standards in mind for the Physical Sciences (emphasis on chemistry and physics), and Earth/Space Science. Coursework in each science category is the framework of this minor when combined with a major in physics or chemistry. A major in either physics or chemistry is required in order to elect this minor. The programs offered by the Department of Chemistry and the Department of Physics and Astronomy include Strands I, II and IV of the Michigan Curriculum Framework in both its lecture and lab courses because these strands are applicable to the teaching of physical science, chemistry, and physics. In particular, laboratory work engages prospective teachers in performing experiments in which they are challenged to construct new information and critically reflect on it (Strands I and II). All courses go far beyond the minimum requirements of utilizing Strand IV, as evidenced by the course descriptions presented in the EMU Undergraduate Catalog. For example, in all chemistry courses leading to a secondary certificate, all prospective physical science teachers are required to pass non-multiple choice exams in which they must demonstrate their knowledge of the subject matter by working problems out in detail. In addition, the EMU chemistry programs are approved by the American Chemical Society (ACS), the premier organization of professional chemists. |
B. |
develops student understanding of the interconnectedness of all science, including earth science and biology, and relates this understanding to the teaching of physical science. |
Group major includes the same introductory courses as the Chemistry major (CHEM 121, CHEM 122, CHEM 123, CHEM 124), Earth Science major (ESSC 110, ESSC 111), and astronomy minor (ASTR 205, ASTR 315). It includes the same topics as the Physics major at an algebra-math level (PHY 221, PHY 222, PSCI 270, PHY 372) and creates a new "physical science track" requiring less calculus. These courses teach how basic theory in each science relates to the foundations of the other sciences as part of the normal course discussions. Major classes are dependent on the elected minor (physics, chemistry, biology, or earth science). As an example, in chemistry courses, the unifying concepts and processes in science, as advanced in the National Science Education Standards, are taught by each faculty member and understood and practiced by each teaching candidate who is tested on them in a way applicable to lecture and lab courses. PSCI 305 revisits all basic theories introduced and studied in this major as an integrated application to energy generation and energy consumption. Energy generation is a basic human necessity, as recent natural disasters have highlighted. Students are required to develop a lesson plan on energy generation and consumption that meets the Science content standards and Draft Benchmarks and is interconnected to the different branches of science. |
Comprehensive major includes the same introductory courses as the Chemistry major (CHEM 121, CHEM 122, CHEM 123, CHEM 124), Earth Science major (ESSC 110, ESSC 111), and astronomy minor (ASTR 205, ASTR 315). It includes the same topics as the Physics major at an algebra-math level (PHY 221, PHY 222, PSCI 270, PHY 372) and creates a new "physical science track" requiring less calculus. These courses teach how basic theory in each science relates to the foundations of the other sciences as part of the normal course discussions. As an example, in chemistry courses, the unifying concepts and processes in science, as advanced in the National Science Education Standards, are taught by each faculty member and understood and practiced by each teaching candidate who is tested on them in a way applicable to lecture and lab courses. PSCI 305 revisits all basic theories introduced and studied in this major as an integrated application to energy generation and energy consumption. Energy generation is a basic human necessity, as recent natural disasters have highlighted. Students are required to develop a lesson plan on energy generation and consumption that meets the Science content standards and Draft Benchmarks and is interconnected to the different branches of science. |
When coupled with a Physics Teaching major or a Chemistry Teaching major, the physical science minor includes the same courses as the Physical Science group and comprehensive majors. The only difference is the mathematics level of the physics courses. In the Physical Science program, all the courses are algebra-based. Chemistry Teaching majors will complete CHEM 121, CHEM 122, CHEM 123, CHEM 124, and all the other required CHEM courses as part of their major, and then the minor is comprised of mainly physics courses. Physics teaching majors will complete calculus-based courses that include the same topics as PHY 221, PHY 222, PSCI 270 and PSCI 309 as part of their major, and then the minor is comprised of mainly chemistry courses. All Physical science minors will complete a course in astronomy since ASTR 205 is already included in the Physics Teaching Major. All of these courses teach how basic theory in each science relates to the foundations of the other sciences as part of the normal course discussions. Minor classes are dependent on the elected major in physics or chemistry. As an example, in chemistry courses, the unifying concepts and processes in science, as advanced in the National Science Education Standards, are taught by each faculty member and understood and practiced by each teaching candidate who is tested on them in a way applicable to lecture and lab courses. PSCI 305 revisits all basic theories introduced and studied in this minor as an integrated application to energy generation and energy consumption. Energy generation is a basic human necessity, as recent natural disasters have highlighted. Students are required to develop a lesson plan on energy generation and consumption that meets the Science content standards and Draft Benchmarks and is interconnected to the different branches of science. |
Narrative Explaining how Required Courses and/or Experiences Fulfill the Standards for Secondary Programs |
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No. |
Standard/Guideline |
Level |
36
Semester Hour |
50 Semester Hour Comprehensive Group Major |
24 Semester Hour Minor |
The preparation of secondary physical science teachers should: |
|||||
1.0 |
understand and develop the major concepts and principles of physics and chemistry which shall include the following topics: |
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1.1 |
Major Concepts and Principles of Chemistry |
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1.1.1 |
Inorganic Chemistry, including |
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1.1.1.1 |
atomic/molecular structure and bonding |
C |
In CHEM 121, all physical science teaching candidates will apply, predict and solve problems relating to: o quantum theory. o electronic configurations of atoms and ions. o predict the number of valence electrons and valences of main group elements o predict the type of molecular bond using the periodic chart and electronegativities o apply the octet rule with its exceptions to write and draw Lewis formulas and structures for elements, ions and both covalently bonded molecules and ionic compounds. o use VSEPR theory to draw molecular structures for all of the common molecular geometries. o predict the type of intermolecular forces between molecules. o use hybridization theory |
In CHEM 121, all physical science teaching candidates will apply, predict and solve problems relating to: o quantum theory. o electronic configurations of atoms and ions. o predict the number of valence electrons and valences of main group elements o predict the type of molecular bond using the periodic chart and electronegativities. o apply the octet rule with its exceptions to write and draw Lewis formulas and structures for elements, ions and both covalently bonded molecules and ionic compounds. o use VSEPR theory to draw molecular structures for all of the common molecular geometries. o predict the type of intermolecular forces between molecules. o use hybridization theory |
In CHEM 121, all physical science teaching candidates will apply, predict and solve problems relating to: o quantum theory. o electronic configurations of atoms and ions. o predict the number of valence electrons and valences of main group elements o predict the type of molecular bond using the periodic chart and electronegativities. o apply the octet rule with its exceptions to write and draw Lewis formulas and structures for elements, ions and both covalently bonded molecules and ionic compounds. o use VSEPR theory to draw molecular structures for all of the common molecular geometries. o predict the type of intermolecular forces between molecules. o use hybridization theory |
1.1.1.2 |
stoichiometry |
C |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, all physical science physical science teaching candidates will apply, predict and solve problems relating to: o conservation of mass and balancing equations. o formula weight. o percent composition. o empirical formula. o mole-mole. o mass-mass. o limiting reactants. o Molarity. o Preparing/diluting solutions. o titrations. o heat of reaction. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, all physical science teaching candidates will apply, predict and solve problems relating to: o conservation of mass and balancing equations. o formula weight. o percent composition. o empirical formula. o mole-mole. o mass-mass. o limiting reactants. o Molarity. o Preparing/diluting solutions. o titrations. o heat of reaction. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, all physical science teaching candidates will apply, predict and solve problems relating to: o conservation of mass and balancing equations. o formula weight. o percent composition. o empirical formula. o mole-mole. o mass-mass. o limiting reactants. o Molarity. o Preparing/diluting solutions. o titrations. o heat of reaction. |
1.1.1.3 |
gas laws |
C |
By completing CHEM 121 and PHY 221, all physical science teaching candidates will apply, predict and solve problems relating to: o temperature conversions. o definitions, units and concepts for all gas variables involved. o the kinetic theory of gases. o BoyleÕs Law o CharlesÕ Law o AvogadroÕs Law o the ideal gas law o density of gases o mass-volume problems o predicting an answer without using mathematics. o diffusion |
By completing CHEM 121 and PHY 221, all physical science teaching candidates will apply, predict and solve problems relating to: o temperature conversions. o definitions, units and concepts for all gas variables involved. o the kinetic theory of gases. o BoyleÕs Law o CharlesÕ Law o AvogadroÕs Law o the ideal gas law o density of gases o mass-volume problems o predicting an answer without using mathematics. o diffusion |
By completing CHEM 121 and PHY 221, all physical science teaching candidates will apply, predict and solve problems relating to: o temperature conversions. o definitions, units and concepts for all gas variables involved. o the kinetic theory of gases. o BoyleÕs Law o CharlesÕ Law o AvogadroÕs Law o the ideal gas law o density of gases o mass-volume problems o predicting an answer without using mathematics. o diffusion |
1.1.1.4 |
states of matter |
C |
By completing CHEM 121 and PHY 221, all physical science physical science teaching candidates will: o compare and contrast the three most common states of matter: solids, liquids, and gases and predict the physical properties of those states using both microscopic and macroscopic viewpoints. o describe and explain the phases and phase changes of matter in terms of atomic and molecular structure. o conduct and evaluate experiments on both chemical and physical changes in terms of atomic and molecular structure, and thermodynamics. o solve unfamiliar problems related to the states of matter and density. |
By completing CHEM 121 and PHY 221, all physical science teaching candidates will: o compare and contrast the three most common states of matter: solids, liquids, and gases and predict the physical properties of those states using both microscopic and macroscopic viewpoints. o describe and explain the phases and phase changes of matter in terms of atomic and molecular structure. o conduct and evaluate experiments on both chemical and physical changes in terms of atomic and molecular structure, and thermodynamics. o solve unfamiliar problems related to the states of matter and density. |
By completing CHEM 121 and PHY 221, all physical science teaching candidates will: o compare and contrast the three most common states of matter: solids, liquids, and gases and predict the physical properties of those states using both microscopic and macroscopic viewpoints. o describe and explain the phases and phase changes of matter in terms of atomic and molecular structure. o conduct and evaluate experiments on both chemical and physical changes in terms of atomic and molecular structure, and thermodynamics. o solve unfamiliar problems related to the states of matter and density. |
1.1.1.5 |
chemical kinetics |
C |
In CHEM 121 students are introduced to chemical kinetics. In CHEM 122, students complete a laboratory titled ÒConductivity and Chemical ReactionsÓ. From a physics viewpoint, reaction rates in regards to heat flow and transfer are also introduced in PHY 221 and discussed in detail in PSCI 309. |
In CHEM 121 students are introduced to chemical kinetics. In CHEM 122, students complete a laboratory titled ÒConductivity and Chemical ReactionsÓ. From a physics viewpoint, reaction rates in regards to heat flow and transfer are also introduced in PHY 221 and discussed in detail in PSCI 309. |
In CHEM 121 students are introduced to chemical kinetics. In CHEM 122, students complete a laboratory titled ÒConductivity and Chemical ReactionsÓ. From a physics viewpoint, reaction rates in regards to heat flow and transfer are also introduced in PHY 221 and discussed in detail in PSCI 309. |
1.1.1.6 |
equilibria |
C |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to equilibrium, all physical science teaching candidates will: o effectively write and interpret balanced equations using words, formulas and picture drawings. o use mathematical and chemical equations to write equilibrium constant expressions and solve such problems. o predict the Òposition of equilibriumÓ by computing the numerical value of the equilibrium constant K. o define and use LeChatleierÕs Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to equilibrium, all physical science teaching candidates will: o effectively write and interpret balanced equations using words, formulas and picture drawings. o use mathematical and chemical equations to write equilibrium constant expressions and solve such problems. o predict the Òposition of equilibriumÓ by computing the numerical value of the equilibrium constant K. o define and use LeChatleierÕs Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to equilibrium, all physical science teaching candidates will: o effectively write and interpret balanced equations using words, formulas and picture drawings. o use mathematical and chemical equations to write equilibrium constant expressions and solve such problems. o predict the Òposition of equilibriumÓ by computing the numerical value of the equilibrium constant K. o define and use LeChatleierÕs Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions. |
1.1.1.7 |
acid-bases |
C |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with respect to acids and bases, all secondary physical science teaching candidates will: o name and write chemical formulas. o effectively utilize the theories of Arrhenius, Bronsted-Lowry and Lewis in problem solving. o draw, write and interpret formulas and Lewis structures o classify them as weak or strong. o perform a titration experiment with indicator and analyze the results o write molecular, complete ionic and net ionic balanced for ionization and neutralization. o recognize hazards associated with acids and bases. o understand and use the pH scale to identify acids and bases; compute pH values. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with respect to acids and bases, all secondary physical science teaching candidates will: o name and write chemical formulas. o effectively utilize the theories of Arrhenius, Bronsted-Lowry and Lewis in problem solving. o draw, write and interpret formulas and Lewis structures o classify them as weak or strong. o perform a titration experiment with indicator and analyze the results o write molecular, complete ionic and net ionic balanced for ionization and neutralization. o recognize hazards associated with acids and bases. o understand and use the pH scale to identify acids and bases; compute pH values. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with respect to acids and bases, all secondary physical science teaching candidates will: o name and write chemical formulas. o effectively utilize the theories of Arrhenius, Bronsted-Lowry and Lewis in problem solving. o draw, write and interpret formulas and Lewis structures o classify them as weak or strong. o perform a titration experiment with indicator and analyze the results o write molecular, complete ionic and net ionic balanced for ionization and neutralization. o recognize hazards associated with acids and bases. o understand and use the pH scale to identify acids and bases; compute pH values. |
1.1.1.8 |
electrochemistry |
C |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with respect to electrochemistry, all physical science teaching candidates will: o effectively utilize the theory of electrolytes and solve problems. o classify substances as electrolytes or nonelectrolytes based on (a) chemical and physical properties and b) molecular structure. o Perform an experiment using a conductivity detector to differentiate strong and weak electrolytes. o predict the variance of conductivity with molar concentrations of ions. o define, identify, name and write balanced chemical equations for common strong and weak electrolytes. o write molecular, complete ionic and net ionic balanced equations. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with respect to electrochemistry, all physical science teaching candidates will: o effectively utilize the theory of electrolytes and solve problems. o classify substances as electrolytes or nonelectrolytes based on (a) chemical and physical properties and b) molecular structure. o Perform an experiment using a conductivity detector to differentiate strong and weak electrolytes. o predict the variance of conductivity with molar concentrations of ions. o define, identify, name and write balanced chemical equations for common strong and weak electrolytes. o write molecular, complete ionic and net ionic balanced equations. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with respect to electrochemistry, all physical science teaching candidates will: o effectively utilize the theory of electrolytes and solve problems. o classify substances as electrolytes or nonelectrolytes based on (a) chemical and physical properties and b) molecular structure. o Perform an experiment using a conductivity detector to differentiate strong and weak electrolytes. o predict the variance of conductivity with molar concentrations of ions. o define, identify, name and write balanced chemical equations for common strong and weak electrolytes. o write molecular, complete ionic and net ionic balanced equations. |
1.1.1.9 |
nomenclature |
C |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to nomenclature, all physical science teaching candidates will: o use the rules of nomenclature to write the names, chemical symbols and chemical formulas for all organic compounds, common elements, ions, ionic compounds and molecular compounds involving both main group and transition metal elements. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to nomenclature, all physical science teaching candidates will: o use the rules of nomenclature to write the names, chemical symbols and chemical formulas for all organic compounds, common elements, ions, ionic compounds and molecular compounds involving both main group and transition metal elements. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to nomenclature, all physical science teaching candidates will: o use the rules of nomenclature to write the names, chemical symbols and chemical formulas for all organic compounds, common elements, ions, ionic compounds and molecular compounds involving both main group and transition metal elements. |
1.1.1.10 |
qualitative analysis |
C |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to qualitative analysis, all physical science teaching candidates will: o perform experiments in which they must separate common cations. o write balanced molecular, complete ionic and net ionic equations for the reactions studied in the lab. o interpret and make predictions based on experimental results. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to qualitative analysis, all physical science teaching candidates will: o perform experiments in which they must separate common cations. o write balanced molecular, complete ionic and net ionic equations for the reactions studied in the lab. o interpret and make predictions based on experimental results. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to qualitative analysis, all physical science teaching candidates will: o perform experiments in which they must separate common cations. o write balanced molecular, complete ionic and net ionic equations for the reactions studied in the lab. o interpret and make predictions based on experimental results. |
1.1.2 |
Physical Chemistry, including |
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1.1.2.1 |
measurements of physical properties of solids, liquids, and gases |
C |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, all physical science teaching candidates will: o compare and contrast the three most common states of matter: solids, liquids, and gases and predict the physical properties of those states using both microscopic and macroscopic viewpoints. o describe and explain the phases and phase changes of matter in terms of atomic and molecular structure. o conduct and evaluate experiments on both chemical and physical changes in terms of atomic and molecular structure, and thermodynamics. o solve unfamiliar problems related to the states of matter and density. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, all physical science teaching candidates will: o compare and contrast the three most common states of matter: solids, liquids, and gases and predict the physical properties of those states using both microscopic and macroscopic viewpoints. o describe and explain the phases and phase changes of matter in terms of atomic and molecular structure. o conduct and evaluate experiments on both chemical and physical changes in terms of atomic and molecular structure, and thermodynamics. o solve unfamiliar problems related to the states of matter and density. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, all physical science teaching candidates will: o compare and contrast the three most common states of matter: solids, liquids, and gases and predict the physical properties of those states using both microscopic and macroscopic viewpoints. o describe and explain the phases and phase changes of matter in terms of atomic and molecular structure. o conduct and evaluate experiments on both chemical and physical changes in terms of atomic and molecular structure, and thermodynamics. o solve unfamiliar problems related to the states of matter and density. |
1.1.2.2 |
phase equilibria |
C |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to equilibrium, all physical science teaching candidates will: o effectively write and interpret balanced equations using words, formulas and picture drawings. o use mathematical and chemical equations to write equilibrium constant expressions and solve such problems. o predict the Òposition of equilibriumÓ by computing the numerical value of the equilibrium constant K. o define and use LeChatleierÕs Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to equilibrium, all physical science teaching candidates will: o effectively write and interpret balanced equations using words, formulas and picture drawings. o use mathematical and chemical equations to write equilibrium constant expressions and solve such problems. o predict the Òposition of equilibriumÓ by computing the numerical value of the equilibrium constant K. o define and use LeChatleierÕs Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to equilibrium, all physical science teaching candidates will: o effectively write and interpret balanced equations using words, formulas and picture drawings. o use mathematical and chemical equations to write equilibrium constant expressions and solve such problems. o predict the Òposition of equilibriumÓ by computing the numerical value of the equilibrium constant K. o define and use LeChatleierÕs Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions. |
1.1.2.3 |
calorimetry |
A |
In PHY 221, students are introduced to the basics of calorimetry in their introduction to thermodynamics, and specifically the conversion of ice to water to steam. |
In PHY 221, students are introduced to the basics of calorimetry in their introduction to thermodynamics, and specifically the conversion of ice to water to steam. |
In PHY 221, students are introduced to the basics of calorimetry in their introduction to thermodynamics, and specifically the conversion of ice to water to steam. |
1.1.2.4 |
quantum mechanics |
A |
In CHEM 121, all physical science teaching candidates will pass tests in quantum theory. In PSCI 270 students will build on the introduction to quantum mechanics in PHY 221 to develop a deeper understanding of basic principles of quantum mechanics. |
In CHEM 121, all physical science teaching candidates will pass tests in quantum theory. In PSCI 270 students will build on the introduction to quantum mechanics in PHY 221 to develop a deeper understanding of basic principles of quantum mechanics. |
In CHEM 121, all physical science teaching candidates will pass tests quantum theory. In PSCI 270 students will build on the introduction to quantum mechanics in PHY 221 to develop a deeper understanding of basic principles of quantum mechanics. |
1.1.3 |
Organic Chemistry, including: |
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1.1.3.1 |
functional groups |
C |
Functional Groups are covered throughout the organic chemistry sequence, CHEM 270 lecture and CHEM 271 laboratory, required by the major. In CHEM 270, there are several sections devoted to the chemistry of functional groups, and the course is essentially structured around this topic. For example, functional groups studied include: ÒOrganic Halogen Compounds,Ó ÒAlcohols, Phenols, Thiols,Ó ÒEthers and Epoxides,Ó ÒEthers and Epoxides,Ó and ÒCarboxylic Acids and DerivativesÓ. In the CHEM 271 laboratory, there is an entire experiment titled ÒChemical Tests for Functional Groups and the Identification of an UnknownÓ |
Functional Groups are covered throughout the organic chemistry sequence, CHEM 270 lecture and CHEM 271 laboratory, required by the major. In CHEM 270, there are several sections devoted to the chemistry of functional groups, and the course is essentially structured around this topic. For example, functional groups studied include: ÒOrganic Halogen Compounds,Ó ÒAlcohols, Phenols, Thiols,Ó ÒEthers and Epoxides,Ó ÒEthers and Epoxides,Ó and ÒCarboxylic Acids and DerivativesÓ. In the CHEM 271 laboratory, there is an entire experiment titled ÒChemical Tests for Functional Groups and the Identification of an UnknownÓ |
Functional Groups are covered throughout the organic chemistry sequence, CHEM 270 lecture and CHEM 271 laboratory, required by the major. In CHEM 270, there are several sections devoted to the chemistry of functional groups, and the course is essentially structured around this topic. For example, functional groups studied include: ÒOrganic Halogen Compounds,Ó ÒAlcohols, Phenols, Thiols,Ó ÒEthers and Epoxides,Ó ÒEthers and Epoxides,Ó and ÒCarboxylic Acids and DerivativesÓ. In the CHEM 271 laboratory, there is an entire experiment titled ÒChemical Tests for Functional Groups and the Identification of an UnknownÓ |
1.1.3.2 |
nomenclature |
C |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to nomenclature, all physical science teaching candidates will: o use the rules of nomenclature to write the names, chemical symbols and chemical formulas for all organic compounds, common elements, ions, ionic compounds and molecular compounds involving both main group and transition metal elements. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to nomenclature, all physical science teaching candidates will: o use the rules of nomenclature to write the names, chemical symbols and chemical formulas for all organic compounds, common elements, ions, ionic compounds and molecular compounds involving both main group and transition metal elements. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to nomenclature, all physical science teaching candidates will: o use the rules of nomenclature to write the names, chemical symbols and chemical formulas for all organic compounds, common elements, ions, ionic compounds and molecular compounds involving both main group and transition metal elements. |
1.1.3.3 |
aliphatic and alicyclic reactions |
A |
In CHEM 270 and CHEM 271 all physical science teaching candidates will: o use IUPAC rules for writing names and drawing structural formulas. o Use hybridization to describe bonding. o Relate structure to reactivity. o These classes of reactions are covered: addition, substitution, hydration, halogenation, oxidation, combustion, dehydration, and polymerization, hydrolysis, esterfication and amiidation. o Perform lab experiments on thin layer chromatography. o Perform a lab experiment on saponification. |
In CHEM 270 and CHEM 271 all physical science teaching candidates will: o use IUPAC rules for writing names and drawing structural formulas. o Use hybridization to describe bonding. o Relate structure to reactivity. o These classes of reactions are covered: addition, substitution, hydration, halogenation, oxidation, combustion, dehydration, and polymerization, hydrolysis, esterfication and amiidation. o Perform lab experiments on thin layer chromatography. o Perform a lab experiment on saponification. |
In CHEM 270 and CHEM 271 all physical science teaching candidates will: o use IUPAC rules for writing names and drawing structural formulas. o Use hybridization to describe bonding. o Relate structure to reactivity. o These classes of reactions are covered: addition, substitution, hydration, halogenation, oxidation, combustion, dehydration, and polymerization, hydrolysis, esterfication and amiidation. o Perform lab experiments on thin layer chromatography. o Perform a lab experiment on saponification. |
1.1.3.4 |
stereochemistry |
A |
In CHEM 270 and CHEM 271 all physical science teaching candidates will: o use Newman projections o Optical isomers o Stereoisomers o Fischer projections o Understand how stereochemistry influences biochemical reactions. |
In CHEM 270 and CHEM 271 all physical science teaching candidates will: o use Newman projections o Optical isomers o Stereoisomers o Fischer projections o Understand how stereochemistry influences biochemical reactions. |
In CHEM 270 and CHEM 271 all physical science teaching candidates will: o use Newman projections o Optical isomers o Stereoisomers o Fischer projections o Understand how stereochemistry influences biochemical reactions. |
1.1.3.5 |
structure and reactivity of major functional groups |
B |
In CHEM 270 and CHEM 271 all physical science teaching candidates will: o name, write formulas, identify and draw structures for all important classes of compounds containing them. o describe the reactions of: alcohols, phenols, thiols, aldehydes, ketones, carboxylic acids, ethers, amines, acid anhydrides and amides. o Perform lab experiments on functional group analysis. |
In CHEM 270 and CHEM 271 all physical science teaching candidates will: o name, write formulas, identify and draw structures for all important classes of compounds containing them. o describe the reactions of: alcohols, phenols, thiols, aldehydes, ketones, carboxylic acids, ethers, amines, acid anhydrides and amides. o Perform lab experiments on functional group analysis. |
In CHEM 270 and CHEM 271 all physical science teaching candidates will: o name, write formulas, identify and draw structures for all important classes of compounds containing them. o describe the reactions of: alcohols, phenols, thiols, aldehydes, ketones, carboxylic acids, ethers, amines, acid anhydrides and amides. o Perform lab experiments on functional group analysis. |
1.1.3.6 |
aromatic compounds |
B |
In CHEM 270 and CHEM 271 all physical science teaching candidates will: o use IUPAC rules for writing names and drawing structural formulas. o describe these types of electrophillic substitution reactions, halogenation, nitration, and sulfonation. o describe fused polycyclic reactions of aromatic rings. |
In CHEM 270 and CHEM 271 all physical science teaching candidates will: o use IUPAC rules for writing names and drawing structural formulas. o describe these types of electrophillic substitution reactions, halogenation, nitration, and sulfonation. o describe fused polycyclic reactions of aromatic rings. |
In CHEM 270 and CHEM 271 all physical science teaching candidates will: o use IUPAC rules for writing names and drawing structural formulas. o describe these types of electrophillic substitution reactions, halogenation, nitration, and sulfonation. o describe fused polycyclic reactions of aromatic rings. |
1.1.3.7 |
spectroscopy |
B |
Students are introduced to spectroscopy in CHEM 121. Spectroscopy is then studied in detail in CHEM 270 as entire sections on the syllabus are dedicated to this topic. PHY 222 students are introduced to the basic concepts of spectroscopy from a physics point of view. In PHY 372 students complete a laboratory where they perform spectroscopy measurements on hydrogen, helium, and an unknown gas. They must then identify the unknown gas based on their spectroscopic measurements. In ASTR 205, students are shown the application of spectroscopy to the study of the universe. |
Students are introduced to spectroscopy in CHEM 121. Spectroscopy is then studied in detail in CHEM 270 as entire sections on the syllabus are dedicated to this topic. | |