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Investigation of the Collapsing of Academic Levels Impacting Student Achievement and PerformanceVicky JonesUniversity of New EnglandStatement of Academic Honesty: I have read and understand the plagiarism policy as outlined in the “Student Plagiarism and Academic Misconduct” document relating to the Honesty/Cheating Policy. By attaching this statement to the title page of my paper, I certify that the work submitted is my original work developed specifically for this course and to the MSED program. If it is found that cheating and /or plagiarism did take place in the writing of this paper, I acknowledge the possible consequences of the act/s, which could include expulsion from the University of New England.AbstractThis action research task investigated how the collapsing of academic levels, specifically chemistry, were impacting student academic achievement and performance. Student surveys, interviews, report card scores, science state test scores and curriculum documents were obtained for data collection to demonstrate if the collapsing of levels had any effects on student achievement and performance. State test scores, curriculum documents and teacher interviews indicated that the collapsed chemistry levels were negatively impacting students due to a decline in state test scores and the elimination of many important chemistry topics within the chemistry curriculum. The investigation also revealed that the collapsed levels would not be eliminated from the high school science course selections. The data supported that collapsed academic levels caused students to choose higher academic levels that were difficult for the student’s learning standards. The wrong placement of students in academic levels caused a negative impact on student academic achievement and performance. The final outcome of the collapsed levels caused classroom expectations and curriculum to decline in the amount of topics and details covered in the chemistry curriculum. The recommendation was to improve the collapsed course criteria by allowing teachers to attend special education and differentiation workshops and also to review and revise the collapsed level curriculum documents.Keywords: collapsed academic levels, special education, differentiation, curriculum revisionsTable of ContentsAbstract……………………………………………………………………………………………2Table of Contents………………………………………………………………………………….3Introduction……………………………………………………………………………………….7Rationale of Study.…….....…..…………….……………………………………………...7Global Overview………..…………………………………………………………7Need for Research………..………………………………………………………..7Problem Statement………..……………………………………………………….7Obstacles………………….……………………………………………………….8Participants………….……………………………………………………………………. 8The Researcher…………….………………………………………………………8Primary Participants……….………………………………………………………9Colleagues and Administration……………………………………………………9Site………….……………………………………………………………………………10 Primary Research Questions…………………….………………………………………..10Hypothesis………………………………………………………….…………………….11 Ethical Considerations…………………………………………………………………….11Administrative Approval………………………………………………………...11Anonymity and Confidentiality………………………………………………….11Literature Review………………………………………………………………………………...11Introduction………………………………………………………………………………11History of Tracking………………………………………………………………11Fairfield Public Schools………………………………………………………….12Purpose of Tracking……………………………………………………………………...12 Theory of Full Inclusion…………………………………………………………………13Fairfield’s View…………………………………………………………………13Inclusion…………………………………………………………………………13Reactions from Full Inclusion……………………………………………………………13Student Reactions………………………………………………………………..13Teacher Reactions………………………………………………………………..14Parent Reactions…………………………………………………………………16Conclusion……………………………………………………………………………….16Methodology…………………………………………………………………………………….17Research Design………………………………………………………………………....17Action Research Defined………………..………………………………………17Problem Statement………………………………………………………………17Research Questions………………………………………………………………………17Variables…………………………………………………………………………………18Instructions and management……………………………………………………18Definitions……………………………………………………………………….18Participants……………………………………………………………………….18Site………………………………………………………………………………..19 Survey distribution………………………………………………………………..19Student Interviews………………………………………………………………..19Teacher Interviews……………………………...………………………………..19Administration Interviews………………………………………………………...19Data Collection Plan………………………………………………………………………19Instrumentation…………………………………………………………………………...20Student Surveys…………………………………………………………………..21Student Interviews………………………………………………………………..21 Number of Increased science course levels.……………………………………..21Report card scores……..………………………………………………………….22State Test Scores...……………………………………………………………….22Teacher Interviews………………………………………...……………………..23Course Curriculum Documents…………………………...……………………...23Administrator Interviews………………………………..……………………….24Data Validity…………………………………………………………………………….24Conclusion……………………………………………………………….………………26Results….………………………………………………….……………………………………..27Data Presentation…..…………………………………………………………………….27Student Surveys…………………..………………..……………………………27Student Interviews……………………..………………..………………………28Changes into Science Course Levels……..………………..……………………29Report Card Scores……………………..……………..………………………...29State Test Scores……………………….…..……………………………………30Teacher Interviews…………………….…………..……………………………31Course Curriculum Documents…………………..……………………………..32Administrator Interviews………..……………………………………………....33Discussion of Findings…………………………………………………………………33Student Choice of Class Levels…………..……………………………………...33Student Achievement and Performance…..……………………………………..35Classroom Expectations and Objectives…..……………………………………..37Limitations………………………..………………………………………………………39Further Research………………………………………………..………………..40Action Plan………….……………………………………………………………………………41Summary of Results…………..………………………………………………………..41Rationale for Proposed Action.………………………………………………….41Steps for Improvement…………………………………………………………………42Stakeholders……………………………………………………………………..44Outcome………………………………………………………………………………..45Presentation of Research………..………………………………………………..45Conclusion………………………………………………………………………………………46References.………………………………………………..……………………………………47Appendix A: Student Course Level Selection Survey…………………………………………49Appendix B: Student Interview Questionnaire for Choosing Science Course Level…………..50Appendix C: Chemistry Teacher Interview Questionnaire…………………………………….51Appendix D: Collapsed Level Chemistry Teacher Interview Questionnaire…………………..52Appendix E: Administrator Interview Questionnaire………………………………………….53Appendix F: Chemistry 31 -Units of Study 2008……...………………………………………54Appendix G: Chemistry 31-Units of Study 2009……….……………………………………..71Appendix H: Chemistry 32 Units of Study.,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,88Appendix I: Chemistry 32 Big Ideas…………………………………………………………104 IntroductionRationale of Study Global overview. At the turn of twentieth century, most students who attended schools were of upper middle class families. African Americans and lower middle class students slowly began to enter into the school system when the civil rights movement enforced schooling laws. Because of the different backgrounds of students, separate curricula were created to meet the goals of the students, such as proceed to higher education or proceed to industrial jobs (“Tracking,” 2004). This separation became known as “tracking” (“Tracking,” 2004) or as VanTassel-Baska (1992) describes it as “grouping”. “Ability grouping should be defined as the organizational mechanism by which students at proximate ability levels within a school curriculum are put together for instruction. Ability grouping allows for individual and group needs to be addressed in a way that honors individual differences” (VanTassel-Baska 1992). Need for research. Currently, many school districts use tracking or grouping in academic course levels to suit the needs of various learning abilities. Some students excel faster in some courses while others excel faster in other courses. In order for students to have a challenge in their academics, the students are usually placed in an honors level. For a more extreme challenge, students are placed in advanced placement courses. The students that do want to succeed but learn at a slower pace, have other activities (sports) that keep them from challenging themselves, or may have disabilities are placed in college preparatory or lower college preparatory courses. Problem statement. Prior to 2009, the Fairfield Public School System had four course levels: advanced placement, Honors, college preparatory and lower college preparatory. In 2009, the district decided to eliminate the lower tracking level known as the lower college preparatory class. As a result, the college preparatory courses became known as a “collapsed level”, where there was a mixture of college preparatory, lower college preparatory students, and severe special education students with learning disabilities in one class. Students were purposely requesting courses higher than their academic ability in order not to be placed in a collapsed level causing a decline in academic performance. This resulted in a vast number of students from all academic class levels and groups, such as Honors, college preparatory, and lower college preparatory students not being placed in their appropriate tracking level of course classes for their academic ability. Some slower learning students that were placed in a collapsed course were disengaged and may have felt inferior to other students because they were in a class with high expectations. In addition, teachers may have had difficulty trying to meet the needs in a collapsed course because there was such a wide range of various learning abilities. The purpose of this study was to investigate how collapsed classes were impacting students in all area demographics, teachers, and subject criteria. Obstacles. A variety of obstacles took place during the investigation. Before conducting the investigation, the student surveys had to be approved by the principal. In addition, many of students were surveyed in their chemistry classes. During the time of the investigation, Hurricane Sandy closed Fairfield Schools for 6 days due to loss of power and damaged homes. Even though school resumed, many students did not return because of their homes being in devastation. This resulted in some students not taking part of the survey.ParticipantsThe researcher. The researcher conducting this investigation was Vicky Jones who received her Bachelor’s Degree in Chemistry from Fairfield University. She then went on to receive her teaching certification from Central Connecticut State University. She had been teaching at Fairfield Warde High School for 5 years. She was in the final steps of finishing her Master’s Degree specializing in Educational Leadership from the University of New England when performing the action research.Primary participants. The main subjects involved were students presently in collapsed chemistry classes and Honors chemistry students. The students attended Fairfield Warde High School in Fairfield, Connecticut. There were approximately 300 students in chemistry courses. Those students who were enrolled in collapsed chemistry courses were labeled as Chemistry 32 and students who were enrolled in Honors chemistry courses were labeled as Chemistry 31. The students were surveyed in regards to how they chose their particular science course level. Those students who based their decision on not wanting to be placed in a collapsed level were interviewed.Colleagues and Administration. Collapsed level chemistry teachers were interviewed and surveyed for their experiences within the collapsed classroom. In addition, non-collapsed level chemistry teachers were also interviewed. The main focus of the interviews were to investigate whether Honors students were misplaced in their course level, i.e. should the students be placed in a non-Honors chemistry course but did not want to be subjected to a collapsed chemistry level. Collapsed level teachers were asked if they had to slow down the pacing of the course in order for the special education students to catch up. As a result, non-special education students’ academic achievement was decreased. The administration was asked for state academic official test scores known as the Connecticut Aptitude Performance Test (CAPT), to disclose past biology (2011) and chemistry (2012) final scores, and the percentage of students who had changed science course levels in the beginning of the school year. This data was public information as long as the names were withheld for confidentiality purposes. The information being requested from these two years pertains to the same graduating class of students (2013). The two years of science courses were analyzed to see if student performance increased, decreased or stayed the same. Lastly, the administration was interviewed addressing their opinions of how course expectations and objectives were being affected due to the addition of the collapsed science levels.SiteFairfield Warde High School was located in southern Connecticut. Fairfield was a suburban town where many families commute by train to New York City for work. The town had an excellent reputation. At the time of the research, half of the population was employed; the unemployment rate was 3.6%. According to the CERC Town Profile of 2008, the town population was 58,812. This population consisted of 54,233 White race, 1,088 Black race, 1,636 Asian Pacific, and 1,912 Hispanic race. At Fairfield Warde High School, the enrollment was about 1,242. Student to teacher ratios were approximately 18.5 to 1. Just like the population of the town, the race and ethnicity ratios were about the same at FWHS. The majority of students were white, followed by Black, Asian, and Hispanic.Primary Research QuestionsIs the presence of collapsed levels affecting class choices for students?How are student achievement and performance being affected from the collapsed levels?How are classroom expectations and curriculum being impacted and changed to align with the needs of all students?HypothesisThe outcome of this investigation was to demonstrate that the collapsing of levels caused students to choose academic levels that were higher than their academic ability. This resulted in a significant decline in academic achievement (amount of course work) and performance (state test scores and final grades) for students that were misplaced in their course classes due to the collapsed level of classes. Lastly, classroom expectations and curriculum decreased in the amount of content material to level the playing field for all students within the collapsed levels.Ethical ConsiderationsAdministrative approval. In order to perform research from students within FWHS, the student surveys being used had to be approved by the headmaster. A confidential meeting between the headmaster and educator was conducted. The headmaster wanted an overview of the research in progress and then proceeded to review the surveys that the students would be administered. Anonymity and confidentiality. The headmaster preferred the survey to have anonymity per the Fairfield Board of Education Policy. Conversely, the research required students to be interviewed for their experiences in the science course level selection process. A suggestion from the headmaster was to put an area at the bottom of the survey stating if the student would like to answer further questions, they may write their name. Literature ReviewIntroductionHistory of tracking. According to Hallinan and Oakes (1994), “the term tracking refers to the practice of assigning students to instructional groups on the basis of ability…the theory of tracking argues that tracking permits teachers to tailor instruction to the ability level of their students” (p. 79). The history of academic tracking began when the education system was taking affect in the 19th century. At the time, those who went to school were of the upper-middle-class families. Black and working class students did attend school; however, they were a select few. Back then, the United States was the freedom of opportunity. Therefore, many were allowed to attend school but not all students looked the same (physically), which led educators to believe that the students did not learn the same; this was a form of discrimination. “Tracking quickly took on the appearance of internal segregation. Today, though the world outside has changed, the tracking system remains much the same” (Tracking, 2004, p.1). The idea of tracking actually was created for physical appearance and family demographics rather than intelligence. The question remains, do school systems continue to place low income and free/reduced lunch students purposely in lower track levels? Do families play a major role in the achievement and performance for their children? Fairfield Public Schools. In regards to the Fairfield Public School system, Fairfield was a suburban town located in southern Connecticut. According to the Connecticut Economic Resource Center (CERC) Town Profile of 2008, the town population was 58,812. This population consisted of 54,233 White race, 1,088 Black race, 1,636 Asian Pacific, and 1,912 Hispanic race. Purpose of TrackingOther research had noted a completely different approach of what tracking was and was based on. According to The Organization of Students for Instruction in the Middle School, “the asserted purpose of tracking is to tailor the rigor and pacing curriculum to meet the specific learning needs of all students” (as cited in Burris, Wiley, Weiner & Murphy, 2008, p. 574). There were many factors that did influence the placement of students in higher-level classes and lower level classes. One example from Getting on the Fast Track in Mathematics stated that “parents with college degrees are more likely to intervene in school experiences, resulting in their child’s placement in advanced mathematics classes that lead to the study of calculus in high school” (as cited in Burris et al., 2008). The Fairfield town had an excellent reputation with employment status and income. Half of the population was employed; the unemployment rate was 3.6%. Theory of Full InclusionFairfield’s view. The Fairfield Public School System is very current with implementing new methods of research on education. Therefore when the Education of the Handicapped Act was enacted in 1975, Fairfield definitely was sure to abide by the act. Inclusion. Inclusion progressed in the 1980’s as full inclusion. According to Haas (1993), “full inclusion is a term used to describe the placement of children with disabilities in a regular education classroom with children who do not have disabilities…The concept of full inclusion is and always has been reflected in the federal and state requirement for serving students with disabilities in the least restrictive environment” (p. 34). In theory most school districts besides Fairfield used the notion of full inclusion. Although, the concept of full inclusion was very positive, the results may be both positive and negative. Full inclusion took into account how the disabled student may be an outcast or segregated from other students, therefore these students must be included. However, full inclusion did not look into how the regular education students felt in such a classroom. Do the regular education students become frustrated? Are regular education students willing to help the disabled students? Does the curriculum pacing slow down? Do the regular education students begin to slack off because the pace is too slow?Reactions from Full InclusionStudent reactions. Further research from A Formative Evaluation of Inclusion in a Suburban Middle School was conducted on how regular education and special education students did react and work in a nonrestrictive classroom. For the most part, the research concluded that there were not significant effects on peer acceptance or tolerance. However, the students were generally accepting of special education students but did prefer the company of regular education students rather than special education students (as cited in Fox & Ysseldyke, 1997). From this literature, student interaction among regular education and special education students did not produce a negative effect on the collapsing of levels in the Fairfield School District. In regards to inclusion, there were questions as to whether special education students felt inadequate and inferior in a regular education classroom. Self-esteem could potentially play a major role on academic achievement and performance. Therefore self-esteem must remain high in a nonrestrictive environment. In a literature review from Anderman and Anderman (2010), Anderman and Anderman stated that all adolescents differ in self-esteem levels due to race, ethnicity and gender. Therefore, the classroom teacher must be aware of these issues and that they create lessons that will increase self esteem (p. 137). Are regular education teachers trained to determine if self-esteem is decreasing? Do teachers know how to create lessons that will increase self-esteem? Teachers that take on such a role of teaching in an inclusive classroom or in Fairfield’s situation a “collapsed level”; are they provided the correct professional development for creating self-esteem targeted lessons? According to Fox & Ysseldyke (1997), the administration should “provide the staff with necessary training to do the job. It is, of course, not reasonable to ask the staff to do things which are not adequately trained” (p. 10). In theory, the inclusion and creation of self-esteem lessons were positive aspects. However, there were so many issues that need to be addressed in order to have a positive outcome for all students and teachers within a learning environment. Teacher reactions. Within an inclusive classroom, many students may have had disabilities that impair the social skills and their behavior. Because of these difficulties, student attentiveness was low and behavior became a distraction for the teacher and students during the teaching and learning process. This result led teachers to judge their disabled students poorly and give off a negative attitude. A study was conducted on the effect of student characteristics on teachers’ predictions of student success. The data showed that the teachers who labeled students with having behavioral challenges or social skill impairment caused teachers to predict less academic success for low level students (Tournaki, 2003, p. 8). Questions arise such as are the regular education teachers given a choice to teach the inclusive classrooms or is it mandated? Are the regular education classrooms being monitored by the administration to assure that these types of scenarios are not occurring? Are teachers changing the curriculum in order to accommodate the disabled students? This was great concern on how regular education teachers were unprepared to handle such classrooms. Negative predictions by the teachers were possibly felt by the students. In theory, all teachers should enter into a classroom with a positive attitude. In a study conducted by White and Kistner (1992), the research concluded that student self-esteem and attitude is impacted by how a teacher reacts to the student’s behavior. Therefore, a teacher who constantly focuses on a child’s misbehavior during a classroom lesson would negatively affect the child’s self-esteem and possibly even cause peer rejection towards other students. Questions arise such as how would a teacher respond to inappropriate behavior during the classroom lessons? There was controversy in the study because the misbehavior cannot be overlooked or else the student proceeded to misbehave. In the case of “collapsed levels” in the Fairfield District, there were many disabled students in these classes that have no social skills. In addition, many of the regular education teachers did not have any professional development on how to address a situation of misbehavior due to mental illness. More than likely, a teacher would react in such way that was negative towards the child. In order to balance the situation, a teacher had to also include positive reinforcement to counteract the reprimands of the child, which will result in less of a self-esteem decline (White and Kistner, 1992, p. 939).Parent reactions. An interesting research investigation and survey about how parents perceived the impacts of inclusion on non-special education students was conducted by Peck, Staub, Galllucci and Schwartz (2004). The results found that “78% of parents viewed the experience of being in an inclusive classroom as having no effect on their child’s academic progress; 15% of the parents reported positive effects; and 7% reported decreases in academic progress. However, 22% of respondents believed that their child’s individual time with the classroom teacher had decreased” (p. 138). When analyzing these results, inclusion did not have much effect on academic progress from non-special education students. However, an effect of the inclusion was less teacher assistance. The teacher possibly was too focused on the nondisabled student within the inclusive classroom. The research was not specific on what the teacher was doing, such as monitoring nondisabled student behavior, modifying work, etc. Conclusion From the literature review, the hypothesis of a decline in academic achievement and performance for students in a “collapsed level” was partially supported. Tracking was meant to provide the appropriate level of rigor and challenge for each level. Omitting a third level and creating a “collapsed level” as Fairfield did would theoretically impair the rigor and challenge for the course material. However, the research demonstrated that regular education students placed in inclusive classrooms showed no negative social effects on the disabled or special education. This was a result of good manners from students. Finally, teachers were a major influence on students. Many regular education teachers were not trained to teach or handle disabled students. Teachers need professional development so that the best instruction and classroom management could be bestowed upon all students in the classroom.MethodologyResearch DesignAction research defined. The “Investigation of the Collapsing of Academic Levels Impacting Student Achievement and Performance” was created because of the observation that students were being misplaced in their science course level. Students were purposely choosing courses that were more difficult than their academic ability because they did not want to be placed into a collapsed science course. The research investigation measured academic achievement, performance and the chemistry course selection process as the effects of the addition of the collapsed chemistry course level. To prove the hypothesis, students in chemistry courses were surveyed and interviewed as to why they chose their current science level. Teachers and administrators were also interviewed about their opinions and expectations within the collapsed and Honors chemistry levels. Student chemistry grades, state test scores and curriculum documents were retrieved and analyzed to distinguish if the collapsed chemistry levels affect academic achievement, performance and the chemistry course selection process. Problem statement. Since 2009, the Fairfield Public School system has implemented the theory of inclusion by eliminating a third lower science course level. As a result, a “collapsed” science level was added. A collapsed science level was a regular science course level that included students with special needs, physical disabilities, and severe learning disabilities. The purpose of the research project was to investigate the effects of the collapsed level courses on student academic performance and achievement.Research QuestionsIs the presence of collapsed levels affecting class choices for students?How are student achievement and performance being affected from the collapsed levels?How are classroom expectations and curriculum being impacted and changed to align with the needs of all students?VariablesInstructions and management. There were a few variables that were tested: 1) the influence of science course level selection from the collapsed levels, 2) the effect of student achievement and performance from the collapsed levels, 3) classroom expectations and curriculum changes due to collapsed levels.Definitions. The collapsed levels were referred to as regular education chemistry courses that included students with physical disabilities, mental disabilities, and severe special education learning disabilities. Regular education chemistry courses were referred by the Fairfield Public School District as Chemistry 32. Chemistry 32 included all the major topics in chemistry that all students must learn (Appendix I). Honors chemistry course levels were referred as Chemistry 31. Chemistry 31 included all major topics in chemistry taught in full detail and at an accelerated pace (Appendix G). Participants All chemistry students in Chemistry 31 and Chemistry 32 were given the survey. There were a total of 252 students, but due to absences only 233 students completed the survey. All five chemistry teachers at Fairfield Warde High School were interviewed using the Chemistry Teacher Interview Questionnaire (Appendix C). Three chemistry teachers were interviewed using the Collapsed Level Chemistry Teacher Interview Questionnaire (Appendix D) because these teachers taught a collapsed level at one time. Three administrators were interviewed using the Administrator Interview Questionnaire (Appendix E). The administrators consisted of a headmaster (principal), housemaster (vice principal), and science curriculum leader. SiteSurvey distribution. The study was conducted at Fairfield Warde High School where the researcher worked and experienced teaching a collapsed level chemistry course. When the students were surveyed, they were in their designated chemistry classroom. Having the students in their chemistry classrooms made the students more comfortable and at ease taking the survey being that they were in a familiar setting. The chemistry teacher administered the survey at the beginning of class then proceeded with the daily chemistry lesson, so that the classroom lesson was not interrupted. Student interviews. Student interviews were conducted during the student’s homeroom or free period. The interviews had to be administered at a time when learning was not taking place, so that students would not miss any important classroom material. The student reported to the chemistry wing at Fairfield Warde High School where the interview took place.Teacher interviews. Teacher interviews were performed by finding common planning time to discuss the research project, so that classroom time was not disrupted and teachers had a clear mindset. The teacher interviews were completed in the chemistry wing at Fairfield Warde High School.Administrator interviews. Administrator interviews were accomplished by making an appointment and meeting during normal working hours being that administrators were usually in meetings at the board of education. The interviews were done in the office of the administrators.Data Collection PlanA data collection plan was constructed to organize how each research question would be investigated (Table 1). Three data sources were made available to increase the validity of the research investigation. Table 1 Data Collection Matrix for Investigating Student Academic Performance and AchievementResearch QuestionsData Source 1Data Source 2Data Source 3Is the presence of collapsed levels affecting class level choices for students?Student surveyStudent interviewsNumber of science course level changes in the beginning of school yearHow have student scores (grades and state test scores) been affected?Report card scoresConnecticut Aptitude Performance Test (CAPT) scoresTeacher interviewsHow are classroom expectations and course objectives being affected?Approved biology and chemistry curriculum documentsTeacher interviewsAdministrator interviews The entire methodology process took approximately two weeks to gather data. Students were provided surveys (Appendix A) during their chemistry courses. Teacher and administrator interviews (Appendices C, D, and E) were conducted during school hours. Student data such as course changes, report card scores, CAPT tests and curriculum documents were obtained through the administration. The teacher and administrative interviews were a timely process being that the staff was completing their regular duties in addition to assisting the research project. InstrumentationThis investigation involved both qualitative and quantitative data. According to Mills (2011), “the literature on action research supports the assertion that qualitative methods are more appropriately applied to action research efforts compared with the application of an experimental pretest-posttest control group design in which the teacher researcher randomly assigns children to either a control group or an experimental group in order to receive a ‘treatment’” (p. 73). The qualitative data that was collected were “existing archival sources” such as curriculum document modifications. In addition, student, teacher, and administrator questionnaires were collected and their responses were documented. As for quantitative data, standardized test scores, report card grades and course selection changes were documented in graphs, tables and narratives.Student surveys. The student surveys measured how the students chose their current science course level (Appendix A). The surveys were given to seven Chemistry 31 courses and seven Chemistry 32 courses. To guide the students on how to answer the research question of “How did you decide on which level to take?”, several options were given to the students to choose from, such as teacher recommendation, guidance counselor, parent and other. If the answer “other” was chosen, further research was investigated to observe if the collapsed levels were the factors for the student’s decisions. The surveys were then tallied and the percentage of each choice was analyzed. This measurement determined how the majority of students chose their science course level, which was imperative for investigating the hypothesis of students choosing an inappropriate academic level for the academic ability.Student interviews. The students who chose “other” on the survey were interviewed if they voluntarily wrote their name. The interview was guided by the student interview questionnaire (Appendix B). The students were asked if the collapsed science course levels were a factor in making their decision. If the answer was yes, the students were asked if they felt the correct decision was made. The students were then asked if their report card grades were affected because of the wrong course level chosen. The interviews were additional support to prove that students were choosing inappropriate course levels.Number of increased science course levels. In the beginning of every school year, guidance counselors are busy with student concerns such as being placed in the correct course. Usually the student concerns generate from transfer students, Individualized Education Plan issues, and college planning issues. For the research investigation, science course level changes from the beginning of the school year were documented to observe a pattern of incorrect course level placement due to the addition of the collapsed level courses.Report card scores. In order to monitor academic performance, Table 4 represented percentages of science letter grades from biology and chemistry during the academic school years 2010-2011 and 2011-2012, respectively. These scores were from the same students who will be graduating in the year of 2013 and were collected to demonstrate a negative impact on student achievement and performance due to the addition of collapsed science course levels.State test scores. Every high school in state of Connecticut was required to administer the Connecticut Aptitude Performance Test (CAPT). The Connecticut Academic Performance Test is an achievement test administered by the Connecticut State Board of Education to public school students in grade 10. It is intended to gather information necessary to the ongoing improvement of public education in Connecticut. The test is designed to: Establish performance standards for all high school sophomores on a range of skills and knowledge Emphasize the application of knowledge and skills in realistic contexts Promote better instruction and curricula by providing feedback on strengths and weaknesses of students and of school districts Increase the accountability for high school level education (“Connecticut Aptitude Performance Test”, 2012).The CAPT scores from the science discipline were gathered from 2007-2011. During the year 2007 and 2008, collapsed courses did not exist. Collapsed courses were created beginning in the 2009. In Figure 1, the science CAPT scores were documented from all student demographics. The scores were used to prove a decline student academic performance and achievement due to the addition of the collapsed level courses.Teacher interviews. All teachers who taught Chemistry 31 and 32 were interviewed using the questionnaire provided (Appendix C). The main focus of the interview was for each teacher’s experience while teaching Chemistry 31. The main concern was if any teacher had a student that was placed in Chemistry 31 but should have been placed in Chemistry 32. This data provided evidence for a negative impact on student academic achievement and performance. If a teacher admitted that he/she did have such a case, the teacher was then asked if the student’s academic performance increased, decreased, or stayed the same. If the teacher described any such current situations, the teacher was asked for the student name. The particular student was then interviewed.Collapsed chemistry teachers were asked questions in order to understand the collapsed chemistry classroom environment (Appendix D). One of the main concentrations of the interview was if the teacher needed to alter the classroom expectations or course objectives in a collapsed chemistry class. This data was needed to provide evidence for a negative impact on classroom expectations and course objectives due to the addition of collapsed levels courses. The teacher was then asked if this had an impact on any non-special education students. Sequentially to comprehend how a collapsed chemistry teacher handles the different learning levels within the classroom, the teachers were asked if they had to omit a particular chemistry topic because they felt the topic was too challenging. Course curriculum documents. Every course offered at Fairfield Warde High School had a list of course requirements, expectations and objectives that must be met by the end of the fiscal school year. Each department had their own pacing requirement for each topic learned. Before the implementation of the collapsed chemistry levels in 2009, the chemistry department had distinct and specific course requirements and pacing for both the 31 and 32 levels. Chemistry curriculum documents from 31 and 32 levels were obtained and compared from 2008 and earlier as well as post implementation of the collapsed chemistry level (Appendices F, G, H and I). Both documents contained 31 and 32 course material for the entire fiscal school year. These documents were collected to prove that classroom expectations and curriculum were negatively affected due to the addition of collapsed levels. The documents were analyzed to observe in any course objectives were eliminated to level the playing field for the diversity of all students in these chemistry classes.Administrator interviews. The administrators who were involved with this study were interviewed using the questionnaire for administrators (Appendix E). The main interview focus for the administrators was classroom expectations and course objective changes when the collapsed levels were implemented in the school system. Course rigor, challenge and pacing was questioned to see if there were any modifications or changes made since the addition of the collapsed chemistry courses. In order to understand the big ideas from the administrators towards the special education students within the collapsed levels, the administrators were asked if the special education students were expected to learn all the course requirements and objectives as a non-special education student.Data ValidityBefore the data was analyzed, the data was checked for validity, credibility, triangulation generalizability, and reliability. According to Mills (2011), “validity or how we know that the data we collect (test scores, for example) accurately gauge what we are trying to measure (in this case, what is that our children ‘know’ about history” (p. 102). The action research was valid because the data was transferable and dependable. In order for research to be transferable, Criteria for Assessing the Trustworthiness of Naturalistic Inquiries, Guba (1981) “proposed that the researcher should collect detailed descriptive data that will permit comparison of a given context (classroom/school) to other possible contexts to which transfer might be contemplated” (as cited in Mills, 2011, p. 104). Data from this action research enabled judgment to be made for all subjects as to whether collapsed levels were in fact beneficial for all students nationwide. In Criteria for Assessing the Trustworthiness of Naturalistic Inquiries, Guba (1981) stated that in order for the research to be dependable, the data should have means of overlap. Specifically, if there is a weak set of data, another set will compensate for the strength (as cited in Mills, 2011, p. 104). A wide range of dependable data was collected that fully supported the research questions, such as student, teacher and administrative interviews, as well as archival data ranging from state test scores and report card grades.“Credibility of the study refers to the researcher’s ability to take into account the complexities that present themselves in a study and to deal with patterns that are not easily explained” (Mills, 2011, p. 104). This study was credible because the researcher had been working within the school system for five years and had been teaching a collapsed chemistry course for three years. During this time, many observations from the addition of collapsed levels had been recognized such as Honors students admitting that they purposely chose Honor’s level courses because the students did not want to be placed in a collapsed level. Generalizability is referred to a behavior that is observed on a smaller group of individuals and then explained in terms for a wider study group (Mills, 2011, p. 113). The action research conducted fell within this category, because student academic achievement and performance was measured. The data from the action research was then used on future students placed in collapsed levels. Triangulation signifies that researchers use multiple sources of data rather than the same type used more than once such as interviews and observations (Mills, 2011, p. 92). The action research did support the theory of triangulation because not only were interviews conducted, but student state test scores, report card grades, and add/drop course levels were collected and analyzed. Finally “reliability is the degree to which a test consistently measures whatever it measures” (Mills, 2011, p. 112). Reliability occurs when a test measures the same results over and over again. The research method was reliable because the interviews and questionnaires were consistent for all parties. Student state test scores were reliable because the CAPT exams used the same testing procedures and measured the same criteria for the past four years. Report card grades and changes in course selection statistics were unreliable sources of data because only one graduating class of students was measured.ConclusionAll in all, the data was collected both qualitatively and quantitatively. There was no actual test or varying factors that led to an experimental design and procedure. All the data was present; the data solely had to be collected. According to Mills (2011), “action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholder in the teaching/learning environments to gather information about how their particular schools operate, how they teach and how well their students learn” (p. 5). Since the data from the action research was valid, the action research provided a more defined understanding of how the collapsed chemistry courses were affecting student achievement and performance.ResultsData PresentationStudent surveys. Students in Chemistry 31 and 32 were given surveys addressing how they chose which level of chemistry to complete (Appendix A). There were a total of 144 students enrolled in Chemistry 31. Three students were missed when the surveys were conducted due to absences. According to Table 2, the results indicated that 126 students chose Chemistry 31 because their biology teacher from the previous year recommended the course; 9 students answered that their parents were a factor in the decision process; 3 students answered that their guidance counselor was a factor in the decision process; 3 students circled “other” on the survey. Table 2Chemistry 31 Survey-Course Selection ProcessTeacherParentGuidance CounselorOtherNumber ofStudents126933There were a total of 108 students enrolled in Chemistry 32. Sixteen students were missed when the surveys were conducted due to absences. According to Table 3, the results indicated that 75 students chose Chemistry 32 because their biology teacher from the previous year recommended the course; 5 students answered that their parents were a factor in the decision process; 7 students answered that their guidance counselor was a factor in the decision process; 3 students circled “other” on the survey.Table 3Chemistry 32 Survey – Course Selection ProcessTeacherParentGuidance CounselorOtherNumber of Students72573Student interviews. Student interviews were very difficult to conduct because the Fairfield Board of Education Policy required the surveys to be anonymous. If the student wanted to voluntarily provide their name, they were instructed to put their names on the survey. Three Chemistry 31 students were interviewed because they volunteered their name and circled “other” on their survey. The interview consisted of questions from Appendix B. All three students admitted that they chose Chemistry 31 because they did not want to be placed in a course with a high number of special education students. They felt that the pacing would be slow and the criteria would be too easy. Two students felt they made the correct decisions for their own mindset. However, their grades plummeted resulting with a C and C+ first marking period. The other student felt that they should have chosen Chemistry 32 because the course work is too challenging and too much. As a result, their first marking period grade was a C average. Three Chemistry 32 students volunteered their name and circled “other” on the survey. One student admitted that the collapsed level was a factor when making their choice on the course level selection. He explained that he thought his grade would look better to earn an A or A- in Chemistry 32 than receive a B or B- in Chemistry 31. He was happy with his decision and his first marking period grade was an A-. Two students admitted to experiencing an honors level biology class the year before. The students did not want to be placed in a collapsed level biology class so they took an Honors level. Their grades suffered in the Honors biology course, earning a C+ and C average. Changes into science course levels. At the beginning of this academic school year, the science department had their first monthly meeting. At the meeting, the science curriculum leader disclosed that there were at least 99 different cases where students either increased or decreased in a science course level. Of the 99 different cases, 30 cases were from the research site, Fairfield Warde High school. The remaining 69 cases were from the second high school in Fairfield School District. The 30 students were students who changed from a college preparatory level science class to an honors level science class. This was a very high number of students who decided in the summer that they preferred to be in an honors level course.Report card scores. Report card scores were obtained from students who completed Biology 21 and 22 (Honors level and college preparatory level, respectively) in 2011 and Chemistry 31 and 32 in 2012. The students were from the same graduating class of 2013. The data was reviewed to determine if there was any decline in student grades from Biology 21 and Chemistry 31 possibly due to students not wanting to be placed in a collapsed level. In addition, grades from Biology 22 and Chemistry 32 were also reviewed to see if there were increases or decreases in student grades with the addition of the collapsed chemistry levels. Table 4 showed the patterns between the two courses.Table 4Percentage of Science Grades from the Class of 2013GradesA’sB’sC’sD’sF’sBiology 2138%32%25%3%2%Chemistry 3130%38%29%2%1%Biology 2230%34%23%10%3%Chemistry 3231%32%25%10%2%The data from Biology 21 and Chemistry 31 from the same graduating class revealed that there was an 8% decrease with grades in the A range, a 6% increase with grades in the B range, a 4% increase with grades in the C range, a 1% decrease with grades in the D range, a 1% decrease with grades in the F range. The data from Biology 22 and Chemistry 32 from the two school years revealed that there was a 1% increase with grades in the A range, a 2% decrease with grades in the B range, a 2% increase with grades in the C range, no change with grades in the D range and a 1% decrease with grades in the F range. All these grades occurred from the four different classes as students went from Biology to Chemistry the following year. State test scores. State science test scores were obtained from 2007 through 2012 (Figure 1). Five different science areas were tested during CAPT. They were represented in the legend to the right of the graph. The most points a student could achieve on a science section was 15. The results demonstrated that the first year the collapsed levels were implemented (2009), CAPT science scores decreased dramatically. After 2009, CAPT scores began to increase. However, in 2011, Global Interdependence declined. In 2012, General Evolution Biology and Energy Transformations decreased. Raw ScoreAcademic School YearFigure 1. Line graph showing the CAPT scores in science from Fairfield Warde High School from 2007 to 2012.Teacher interviews. Five Chemistry teachers were interviewed using Appendix C. The Chemistry teachers either taught Chemistry 31 or 32. All five teachers admitted to having students misplaced in Chemistry 31 when the students should have been placed in Chemistry 32. Four teachers admitted that student academic performance decreased and the students struggled throughout the entire school year in the course. One teacher explained that the mathematical concepts were the biggest challenges for the misplaced students. Another teacher explained that two students constantly asked if they should be taking notes. Three collapsed level Chemistry teachers were interviewed using the form shown in Appendix D. All three teachers taught a collapsed level between 2009-2012. All three teachers removed more challenging math concepts. One teacher specifically scaled back the amount of content covered because of the increased amount of differentiation. Two teachers explained that the course was revised to level the playing field for all students, making the course much easier than before the addition of the collapsed levels. This resulted in higher grades for all students. All three teachers emphasized that many mathematical concepts were eliminated to make the course easier for the special education students and students with special needs.Course curriculum documents. Chemistry curriculum documents were collected to observe any changes that may have occurred due to the addition of collapsed levels. Curriculum documents from 2008 and earlier and documents from 2009 and later were obtained for both Chemistry 31 and Chemistry 32. Appendix F entitled “Chemistry 31-Units of Study 2008” represented the Chemistry 31 curriculum document from 2008 and earlier. Appendix G entitled “Chemistry 31 Units of Study 2009” represented the Chemistry 31 curriculum document from 2009 and later. Appendix H entitled “Chemistry 32 Units of Study” represented the Chemistry 32 curriculum document from 2008 and earlier. Appendix I entitled “Chemistry 32 Big Ideas” represented the Chemistry 32 curriculum document from 2009 and later.The documents, Chemistry 31-Units of Study 2008, Chemistry 31 Units of Study 2009, and Chemistry 32 Units of Study, all have 6 criteria that were outlined and detailed for increased student learning: Science Core Standards, Essential Questions, Focus Questions, Core Topics, Unit Objectives, Skill Objectives, and Pacing. The Science Core Standards were aligned with the state of Connecticut Common Core Standards for Learning. All school districts in the state of Connecticut must align with the Common Core Standards. Essential Questions, Focus Questions, Core Topics, Unit Objectives, Skill Objectives and Pacing were all created by the Chemistry teachers and science curriculum leader at Fairfield Warde High School. Administrator interviews. Three administrators were interviewed using the form displayed in Appendix E. All three administrators explained that the implementation of the collapsed levels would actually increase student performance, especially the students who would be placed in a Chemistry 33 level. Chemistry 33 would be a lower level than Chemistry 32 with many omitted chemistry topics and lower classroom expectations. All three explained that rigor, challenge and pacing would not change per the Fairfield Board of Education Policy. All three explained that the expectations and goals for students with special needs were modeled in their IEP’s and 504 plans. Collapsed level teachers must abide by the students accommodations and modifications in order to be successful in Chemistry 32. Discussion of FindingsStudent choice of class levels. In 2009, the Fairfield Public School system implemented the theory of full inclusion in the science courses. According to Haas (1993), “the concept of full inclusion is and always has been reflected in the federal and state requirement for serving students with disabilities in the least restrictive environment” (p. 34). In order to fulfill this requirement, the Fairfield School District eliminated the lowest science course level and mixed the middle course level students with very low course level students; this new course was known as a collapsed level. Low level students consisted of students with severe learning disabilities, physical disabilities and troubled students. Due to the collapsed level, research was conducted to observe if students purposely chose class levels that were too high for their learning standards in order not to be placed in a collapsed science course. Student surveys (Appendix A) were conducted to see if students chose an Honors level in order to avoid being in a collapsed level. The surveys revealed that most students in both Chemistry 31 and Chemistry 32 chose their particular course level per the recommendation of their biology teacher from the previous year. Very few students chose their particular course level per the recommendation of a parent or a guidance counselor. Three students from Chemistry 31 were interviewed for further information on how they chose their particular course level. All three students explained that they chose Chemistry 31 because they did not want to be placed in a course with a high number of special education students. Because of their choice of course level, all three students’ grades plummeted for being in a science level that was too high for their learning. Three students from Chemistry 32 were interviewed for their reasoning of why they chose Chemistry 32 as their course level. One student purposely chose Chemistry 32 because he knew the course would be much easier than an Honors level. His chemistry grade increased because of his high academic ability. Two other Chemistry 32 students admitted that they had a similar experience of being in an Honors biology class the year before. They did not want to be in a collapsed biology class, so they chose a higher level than they could handle. Because of the wrong placement, their final biology grades were in the C range. The last data source to research student choice of course level was the documentation of course level changes from the beginning of the academic school year. This year, the science department documented 30 cases where students changed their science course level to an Honors level during the summer. This was an extreme coincidence in which a high amount of students were wrongfully misplaced in a lower course level. According to a study conducted by Peck, Staub, Gallucci and Schwartz (2004), 22% parents believed that their child’s individual time with the classroom teacher had decreased when there were a significant number of special education students within a classroom. Over the summer, there was a possibility that parents influenced their child with the theory that being in an Honor’s level course would provide more individual time with the teacher, which would increase student learning. All in all, the data sources revealed that the presence of collapsed levels may partially be affecting class choices for students. Three students from Chemistry 31 and two students from Chemistry 32 who admitted that they purposely chose a higher science course level did support that the collapsed levels were affecting class level choices for students. This data was not fully reliable because only five students were affected. Lastly, there was a strong possibility that parents were playing a role in their child’s science course level being that 30 students chose a higher science course level when they came back from summer vacation. Student achievement and performance. After reviewing the class of 2013 grades from Table 4, 38% of students received A’s and 32% of students received B’s in Biology 21. The rest of the students in Biology 21 performed poorly. The poorly performing students should have dropped a course level the following year and taken Chemistry 32 instead of Chemistry 31. Chemistry 31 had an 8% decrease in grades in the A range the following year. If the Biology 21 students with grades in the C range and lower did drop a level, there would have been potentially more grades in the A and B range in Chemistry 32. After analyzing grades from Biology 22 and Chemistry 32, there was an increase of grades in the A range by 1%. This could have been because a select few of student from Biology 21 did in fact drop a course level to Chemistry 32. However, most students from Biology 21 did not want to drop a course level because of the addition of collapsed level chemistry courses. The data supported the hypothesis that student performance was affected by the addition of collapsed level chemistry courses. Connecticut Aptitude Performance Test (CAPT) scores were obtained from 2007 through 2012 (Figure 1). The scores improved from 2007 to 2008 with all five science tests. During these years, there was a third level of science (lowest level) still available to students. In 2009, the collapsed levels were implemented. According to Figure 1, there was a significant decline in all science test categories in 2009. The data from 2007 to 2009 supported that the addition of collapsed levels played a significant role in standard state test scores. Students with disabilities being placed in a least restrictive environment containing many higher-level students could have impacted the self-esteem of the students with disabilities. Anderman and Anderman (2010) explained that all adolescents differ in self-esteem levels. Therefore, the self-esteem of students with disabilities may have decreased. At the time, chemistry teachers did not know how to handle and teach students with severe special needs and also non-special needs students. Therefore, these teachers could not have helped the self-esteem of all students. This could have played a major role in the learning process. From 2009 to 2011, all science test scores except Global Interdependence increased. General Evolution Biodiversity and Cell Chemistry Biotechnology were almost as high as their scores from 2008. Self-esteem from all students within the collapsed levels may have increased. After teaching the collapsed levels for a few years, the chemistry teachers were able to address self-esteem issues among all students in the collapsed levels, which helped the learning process as shown in the CAPT scores.Teacher interviews from the current chemistry teachers were conducted to observe if student achievement and performance was affected by the addition of collapsed levels. All three teachers admitted they have had students who should have been placed in a Chemistry 32 course but instead placed in Chemistry 31 (Honors). This resulted with students struggling with chemistry concepts throughout the entire school year. Student grades declined because of this misplacement.The data from report card grades, CAPT scores, and teacher interviews did reveal that the implementation of collapsed levels did negatively affect student achievement and performance. However, the data only specifically showed about 5 specific cases of a negative impact. On the other hand, CAPT scores were rising. This increase in state test scores could have been due to collapsed level teachers improving their teaching skills so that special needs students and non-special needs students had increased learning. Since the Fairfield School District had implemented the collapsed levels, the district should have provided the teaching staff with necessary professional development with how to teach and management an inclusive environment. According to Fox & Ysseldyke (1997), the administration should “provide the staff with necessary training to do the job. It is, of course, not reasonable to ask the staff to do things which are not adequately trained” (p. 10). If the Fairfield School District kept the collapsed levels, proper training for the staff may have increased student learning, improved report card grades, and kept improving CAPT scores.Classroom expectations and objectives. All the academic courses at Fairfield Warde High School had specific criteria and unit objectives that the students must have met in order to pass the course. After the implementation of the collapsed chemistry level, the district had to review and revise the curriculum documents in order to level the playing field for all students. Appendix F entitled “Chemistry 31-Units of Study 2008” represented the Chemistry 31 curriculum document from 2008 and earlier. Appendix G entitled “Chemistry 31 Units of Study 2009” represented the Chemistry 31 curriculum document from 2009 and later. Appendix H entitled “Chemistry 32 Units of Study” represented the Chemistry 32 curriculum document from 2008 and earlier. Appendix I entitled “Chemistry 32 Big Ideas” represented the Chemistry 32 curriculum document from 2009 and later. Comparing Appendices F and G, Appendix G had unit objectives that were bolded. These bolded topics were omitted in the Honor’s program of study for chemistry after the addition of the collapsing of levels which caused a decrease in the amount of course objectives and expectations from the Chemistry 31 students. Comparing Appendices H and I, Appendix H represented a detailed and ambitious program of study for middle level chemistry students. Appendix I represented a vague, general and low expectations program of study for students that were placed in a collapsed chemistry level. Collapsed chemistry teacher interviews revealed that they had to omit many higher order thinking mathematical concepts in order for all students to be able to complete the work. One teacher anonymously admitted that the Chemistry 32 curriculum had been “watered down” in order to level the playing field for all students within the classroom.Administrator interviews revealed that the implementation of the collapsed chemistry levels would actually raise the level of expectations and course objectives for students. However, the qualitative data from the curriculum documents and collapsed chemistry teacher interviews disclosed that the expectations and course objectives would increase for students with severe learning disabilities. The non-special education student’s expectations and course objectives would actually decrease because these students were learning a vague, general and “watered down” Chemistry 32 curriculum.All in all, course expectations and objectives declined. Both Chemistry 31 and 32 curriculum documents before the implementation of the collapsed levels (2008) were more detailed, thorough and lengthy. After the implementation of the collapsed levels (2009), many unit objectives were eliminated. The Chemistry 32 curriculum document only consisted of “Big Ideas” rather than containing detailed criteria such as: Science Core Standards, Essential Questions, Focus Questions, Core Topics, Unit Objectives, and Skill Objectives. Collapsed chemistry teachers admitted that in order to level the playing, they had to omit higher critical thinking concepts so that all level students would be able to complete the task at hand. Finally, administrators thought that classroom expectations and objectives would increase because special needs students would have to complete higher order critical thinking concepts. However, the qualitative data demonstrated that in order for the special needs students to fit within a nonrestrictive classroom many of these higher order critical thinking concepts needed to be eliminated.LimitationsThe researcher conducting the investigation was a collapsed level and Honors chemistry teacher. Therefore, she had direct contact and experience with both types of students daily. Her contact and observations influenced the methodology and data analysis. Therefore, the data analysis supported the collapsed levels impacting students in all area demographics, teachers and subject area. At the time of the action research, Hurricane Sandy impacted the east coast. Fairfield Connecticut was greatly affected, causing power outages for up to 9 days. The Fairfield Public School System lost 6 school days due to the storm. Student surveys were conducted when the students were coming back to school. Because of the crisis at hand, 19 students were missed and did not take the survey. The students who did complete the survey were not in their appropriate mindset. Because of all the chaos, many students did not volunteer their names on the surveys, which did not allow for many student interviews.The changes made by students in their science course levels were difficult to analyze. According to the science curriculum department at Fairfield Warde High School, the number of science course level changes was the highest the science department had ever seen. Because of confidentiality among the guidance department, the actual causes for these changes were unknown. The conclusion in the discussion piece was based on literature reviews and observations made by the researcher. The analysis of report card grades was also difficult to conduct. The analysis for the decrease in grades in the A range from Biology 21 to Chemistry 31 was based on observations discussed among biology and chemistry teachers. There was no direct data disclosing why there was such a significant decrease between the two courses. There may have been bias that the collapsed level played a role in the situation, because the science teachers did not support the implementation of the collapsed levels. Another action research project may be needed to investigate the direct reason for the decline in student achievement.Further ResearchThe research investigation was able to obtain adequate qualitative and quantitative data to support that collapsed levels were negatively impacting student achievement and performance. This investigation was solely done using data from science courses such as Biology and Chemistry. Further research can be conducted across different subject courses such as English and History. State test scores and student grades from these subject areas can be collected and analyzed for reliable data on the collapsed academic levels. This data could then support that all collapsed levels are affecting student achievement and academic performance. Full inclusion has taken place since the 1980’s. Other school districts in Connecticut or New York must have used different teaching strategies to implement full inclusion within the regular education courses just like the collapsed level courses. Another approach to improving student achievement and performance is to research how other school districts are fully implementing inclusion. Observations will be made within these school districts to examine other ways to instill inclusion without jeopardizing the course criteria for regular education students.Action PlanSummary of Results Quantitative and qualitative data supported the general hypothesis that collapsed levels affect student academic performance and achievement. Connecticut Aptitude Performance Test (CAPT) scores were a source of quantitative data. CAPT scores declined after the first year that the collapsed levels were implemented; the scores slowly began to increase in the following years. Course curriculum documents were a source of qualitative data. Many topics and unit objectives were omitted to level the playing field for special needs students. However, this resulted in a slower paced, modified chemistry course. These findings indicated that an intervention must be implemented in order to increase academic performance and achievement while the collapsed levels are still present in the Fairfield Public School system. Rationale for proposed action. The original intention of the research investigation was to possibly first eliminate the collapsed level chemistry courses and then reinstate three levels of chemistry, Honors, college preparatory and lower college preparatory. After the research investigation was conducted, the Fairfield Public School District goals came to recognition. One of the district’s goals was to increase the percentage of students meeting or exceeding district standards on district-wide curriculum based assessments. After many administrative meetings and professional development workshops, the administration decided to achieve this goal by collapsing course levels so that all students will meet the standards on district-wide curriculum based assessments. The research brought to realization that the collapsed levels would not be eliminated from the Fairfield Public School District. The administration fully supported the collapsed level courses with the understandings that the expectations for special education students would increase. Qualitative data, such as teacher interviews and course curriculum documents, proved that the number of course objectives decreased and course pacing slowed immensely. After analyzing the results of the data, the proposed mechanism of action would be to transform the collapsed level chemistry courses based on students choosing their appropriate academic level according to their intelligence not by what kind of students are taking the course. Steps for Improvement The goal of the action plan is to convert the collapsed chemistry course into a course that is rigorous and more challenging. There are two items that will pursue this transformation of the collapsed chemistry courses. The first piece is to review and revise the “Big Ideas” curriculum document for the collapsed chemistry course. At the time of the investigation, the “Big Ideas” only emphasized topics that needed to be covered by the midterm and final exams. Chemistry teachers, science curriculum leaders and possibly vice principals need to take time to review the curriculum for the entire school, so that the learning criteria are rigorous and challenging. To add more rigor and challenge, the “Big Idea’s” need to consist of focus and essential questions to guide student learning and teacher lessons. According to Wiggins & McTighe (2005), essential questions are “questions that are not answerable with finality in a brief sentence…Their aim is to stimulate thought, to provoke inquiry, and to spark more questions — including thoughtful student questions — not just pat answers” (p. 106).? Once these questions are added, pacing will be at a more reasonable speed to meet the needs of all students. Students will also be aware that the course is more of a challenge than the original collapsed chemistry levels, resulting in students taking the collapsed chemistry level, not a level that is higher than their ability. The second piece that may improve student achievement and performance is to provide teacher training and professional development for teachers who are teaching collapsed level chemistry. After analyzing the CAPT data, the scores showed a drastic decline in student performance after the collapsed levels were implemented. Slowly, most of the test scores improved following the implementation of collapsed levels. This was due to science teachers understanding their differentiated classroom and improving their teaching skills with practice. If training and professional development were offered, teachers can learn more teaching techniques and strategies. According to Fox & Ysseldyke (1997), the administration should “provide the staff with necessary training to do the job. It is, of course, not reasonable to ask the staff to do things which are not adequately trained” (p. 10). In order to teach chemistry, a teacher must be certified in chemistry grades 7 through 12. Therefore, the chemistry teachers who teach the collapsed levels are not appropriately trained to work with special education students. The proper professional development workshops topics that will need to be offered are the basics of special education, most common special education conditions: Autism, Aspergers Syndrome and Attention Deficit Disorder (ADD) and topics for differentiation. Many regular education teachers will most likely need a review of the criteria of special education and how students are supported in special education. According to “The Most Common Disabilities Seen in School” (2012), Autism, Aspergers Syndrome and ADD are one of the most common disabilities seen in school systems, as well as in Fairfield Warde High School. Teachers need to be prepared and trained on how to manage and teach these students. If teachers are trained for these conditions, student achievement and performance will continue to increase. The last topic for a professional development workshop is differentiation. Because a collapsed level has a variety of multiple intelligences, teachers must be prepared on how to meet the needs and expectations for all students. Once differentiation is implemented, student achievement and performance will improve.Table 5Action Plan MechanismTransform collapsed levels Summary of FindingsAction for Target FindingsWhich parties are responsible?TimelineResourcesRevision of collapsed level curriculum documentsTeachersCurriculum leadersDuration of the summerChemistry TextbooksProfessional Development- Focus on Special EducationTeachersStudentsAdministrationPeriods throughout the fiscal school yearWorkshops:Special EducationSyndromesDifferentiationStakeholders. The stakeholders of this action plan are the chemistry teachers, science curriculum leader and the students currently in chemistry classes. The process for revising the curriculum documents will require extra non-contractual time. Thus, the only time that would be feasible to complete this task is to work in the summer. Revising the documents during the school year will not be within the capabilities of teachers due to grading, meeting times and family affairs. The chemistry teachers and science curriculum have to be willing to work in the summer in order to complete the revision process. The chemistry teachers will also have to learn new teaching strategies and techniques. The Fairfield Public School system provides extensive professional development if there is a major need. The effects of the collapsing of levels would be considered a major need. Chemistry teachers would have to leave the classroom on some occasions to attend these workshops. This would result in lost classroom time, but appropriate and detailed substitute plans will suffice. Outcome The original outcome which was desired from this research investigation was to eliminate the collapsed chemistry levels and reinstate the three levels of chemistry. After obtaining qualitative and quantitative data, the original outcome could not be fulfilled due to the Fairfield’s district goals. Instead, the outcome is hoped to improve the rigor and challenge of the collapsed chemistry levels so that students will not be afraid to take these courses and academic achievement and performance will improve. Presentation of research. The teachers and administrators who cooperated with the interviews were fully aware of the intent of the research investigation. The data and conclusion will be shared with the fellow chemistry teachers and administrators at a monthly department meeting. The qualitative data will be shared via power point presentation so that the attendees will have a visual of the results. During the discussion, the proposed action of professional development will be addressed. The opinions of both the teachers and administrators will be fully documented. The teachers may or may not want to cooperate with the idea of attending workshops due to loss of classroom time. The administrators may say that there is not enough funding in the budget to pay for the professional development and the substitutes. On the other hand, the effects of student achievement and performance may over power the opinions of the teachers. Additionally, the administrators may find an extra budget allowing for money to be used to improve teaching techniques.ConclusionThe purpose of the action research project was to investigate if the collapsed chemistry levels were impacting student academic achievement and performance. The hypothesis presumed that the collapsed levels caused students to choose academic levels that were too high for the academic ability in order not to be placed in a collapsed level causing a decline in student academic achievement and performance. Because of the addition of collapsed levels, classroom expectations and curriculum decreased in course content and detail. The data results from state test scores (CAPT), collapsed level (Chemistry 32) curriculum documents and teacher interviews supported the hypothesis. The data also showed evidence that the collapsed chemistry levels revealed potential for improvement. Thus, both special education students and non-special education students could succeed in the course. Further investigations found that the Fairfield Public School District had no intention to eliminate the collapsed level chemistry courses. Therefore, the plan of action is to revise the curriculum documents and properly train regular education teachers on special education knowledge and techniques. According to Fox & Ysseldyke (1997), the administration should “provide the staff with necessary training to do the job. It is, of course, not reasonable to ask the staff to do things which are not adequately trained” (p. 10). Further data collection on other collapsed major subject courses could be investigated for more evidence of the effects of student academic achievement and performance, providing a final conclusion on the effects of the collapsed academic levels overall. Finally, the researcher intends to pursue the administration to allow her to attend professional development for more training on different teaching techniques to use on the collapsed level chemistry courses.ReferencesAnderman, E. M., & Anderman, L. H., (2010), Classroom Motivation. Upper Saddle River, NJ: Pearson Education, Inc.Burris, C. C., Wiley, E. W., Weiner, K. G. & Murphy, J. (2008). Accountability, Rigor and Detracking: Achievement Effects of Embracing a Challenging Curriculum as a Universal Good for All Students. Teachers College Record. 110 (3), pp. 571-608. Connecticut Economic Resource Center (Fairfield Town Profile). (2008). Retrieved from Aptitude Performance Test (CAPT) (2012). In “Math & Reading Help”. Retrieved from , N. E., and Ysseldyke, J. E., (1997). Implementing inclusion at the middle school level: lessons from a negative example. Exceptional Children. 64 (1), p. 81 Retrieved from , D. (1993). Inclusion is happening in the classroom. Children Today, 22 (3), p 34. Retrieved from , M. T., and Oakes, J. (1994). Tracking: From theory to practice. Sociology of Education. 67 (2), pp. 79-84. Mills, Geoffrey E. (2011). Action research- A Guide for the teacher researcher(4th edition). Upper Saddle River, NJ: Pearson.Peck, C., Staub, D., Gallucci, C. & Schwartz, I. (2004). Parent perception of the impacts of inclusion on their nondisabled child. Research & Practice for Persons with Severe Disabilities. 29 (2), pp.135-143.The Most Common Disabilities Seen in School (2012). In Teachnology. Retrieved from , N. (2003). Effect of student characteristics on teachers’ predictions of student success. The Journal of Educational. 95 (5), p. 310. Retrieved from (2004). In Education Week. Retrieved from Tassel-Baska, J. (1992). Educational decision making on acceleration and ability grouping. Gifted Child Quarterly, 36, (2), pp. 68-72. White, K. & Kistner, J. (1992). The influence of teacher feedback on young children’s peer preferences and perceptions. Developmental Psychology, 28 (5). pp.933-940.Wiggins, G. & McTighe, J. (2005).Understanding by Design. 2nd Edition. Alexandria, VA: ASCD.Appendix A: Student Course Level Selection SurveyWhich science course and level (honors, chem 31, chem 32 etc) are you currently taking?How did you decide on which level to take? Please circle oneTeacher recommendationGuidance CounselorParentOther (Explain)________________________________________________If you are willing to answer a few more questions, please write your name and homeroom belowAppendix B: Student Interview Questionnaire for Choosing Science Course LevelWhen making your decision, was the collapsed science course level a factor?Do you feel that you made the correct the decision?How have your report card grades been affected?Appendix C: Chemistry Teacher Interview QuestionnaireWhich chemistry course(s) do you currently teach?In the past two years, have you experienced students who should be placed in chemistry 32 but are placed in chemistry 31?If so, did student academic performance increase, decrease or stay the same? Were there any specific occasions that you wish to share?Appendix D: Collapsed Level Chemistry Teacher Interview QuestionnaireWhen did you teach a collapsed level chemistry course?When teaching the course, did you have to alter the classroom expectations or course objectives? If so, in what way?Were non-special education students affected from this change?Did you omit a particular chemistry topic because you felt it would be too challenging?Appendix E: Administrator Interview QuestionnaireHave classroom expectations and course objectives changed when the collapsed levels were implemented in the school system?Was the rigor, challenge and pacing of the collapsed courses the same as before the collapsing?What are your expectations for a special education student within the collapsed levels? Are they expected to learn all the course requirements and objectives as a non-special education student?Appendix F: Chemistry 31 -Units of Study 2008Unit 1: Scientific Knowledge & ReasoningScience Core StandardsScientific InquiryStudents will engage in a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.Students will engage in a continuous process of questioning, data collection, analysis and interpretation.Students will share findings and ideas for critical review by colleagues and other scientists.Scientific LiteracyStudents will read, write, discuss and present coherent ideas about science.Students will search for and assess the relevance and credibility of scientific information found in various print and electronic media. Essential QuestionHow is scientific knowledge created and communicated?Focus QuestionsHow do Chemists use the scientific method?When does a hypothesis become a law?Core TopicsScientific methodLaboratory safetyUnit ObjectivesStudents will be able to:define the field of chemistry and explain the importance of studying it.identify several ways in which chemistry affects daily life.apply the steps of the scientific method.trace how a hypothesis may become a natural law.identify the reason for each laboratory safety rule.Skill ObjectivesStudents will:Demonstrate basic safety rules when working in the laboratory.Demonstrate proper use of basic laboratory safety equipment.Identify common laboratory equipment.Pacing1 week2: Dimensional Analysis, problem solving & significant figuresStandardsScientific NumeracyScientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.Students will identify questions that can be answered through scientific investigation.Students will read, interpret and examine the credibility and validity of scientific claims in different sources of information.Students will formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.Students will design and conduct appropriate types of scientific investigations to answer different questions.Students will identify independent and dependent variables, including those that are kept constant and those used as controls.Students will assess the reliability of the data that was generated in the investigation.Essential QuestionsHow is scientific knowledge created and communicated?Focus QuestionsHow is mathematics used as a tool to investigate chemical concepts?Core TopicsDimensional analysisSignificant digitsGraph constructionGraph interpretationUnit ObjectivesStudents will be able to:Distinguish among a quantity, a unit, and a measurement standard.Distinguish between mass and weight.Evaluate data using the concepts of accuracy and precision.Distinguish between inversely and directly proportional relationships.Translate a calculated ratio into a meaningful written statement.Skill ObjectivesStudents will:Apply the rules of significant digits in measurements and calculations.Collect valid data to determine mass, volume and density.Perform calculations with numbers in scientific notation.Draw and interpret graphs of scientific dataApply dimensional analysis to solve problems.Pacing1 weekUnit 3: States of matter & energy changesStandardsChemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesThe atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form.Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat is matter?What is energy?What do we use to distinguish one substance from another?How do we separate substances?Core TopicsPhysical vs. chemicalStates of matterKinetic molecular theoryUnit Objectives Students will be able to:Differentiate between chemical and physical properties and changesApply the Law of Conservation of Matter/Energy.Distinguish between kinetic and potential energy.Apply the kinetic molecular theory to describe the motion of particles in solids, liquids, and gases and the phase changes that they undergo. Skill ObjectivesStudents will:Separate a mixture of substances based on their physical and chemical properties.Classify a substance as an element, compound, or mixture based on observable physical and chemical properties.Pacing2 weeksUnit 4: Structure of matterStandardsProperties of MatterAtoms react with one another to form new molecules.Students will describe the general structure of the atom, and explain how the properties of the first 20 elements in the Periodic Table are related to their atomic structure.Atomic and Molecular Structure The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structureStudents will explain that the nucleus of the atom is much smaller than the atom yet contains most of its mass.Students will explain that the quantum model of the atom is based on experiments and analyses by many scientists, including Dalton, Thomson, Bohr, Rutherford, Millikan, and Einstein.Students will relate the position of an element in the periodic table to its atomic number.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat are atoms made of?What evidence supports current atomic theory?What is radioactivity?What is light?Core Topics Use laboratory data to determine the strength of an acid or base.History of atomic theoryAtomic structureOctet ruleLewis dot notationRadioactivityWave propertiesUnit ObjectivesStudents will be able to:Sequence the development of atomic theory from early Greek models to present knowledge; Democritus, Dalton, Thomson, Millikan, Rutherford, Bohr, Heisenberg, Schr?dinger, EinsteinApply the postulates of Dalton’s atomic model to explain the Law of Conservation of Mass and the Law of Definite Composition.Relate atomic number, mass number, and location on the periodic table to subatomic particles and isotopes. Contrast the processes of nuclear fission and fusion.Describe a wave in terms of its frequency, wavelength, speed, and amplitude.Relate the electron configuration of an atom to its reactivity and to its location in the periodic table.Skill ObjectivesStudents will:Calculate average atomic mass of an element, and calculate percentage abundance of an isotope given its average atomic mass.Write, balance, and interpret a nuclear equation.Calculate the amount of a radioactive substance that remains after a given period of time.Diagram the electromagnetic spectrum showing trends in frequency, wavelength and energy.Calculate the energy of a photonWrite the electron configuration for any element using the Aufbau principle, the Pauli Exclusion Principle and Hund’s rule. Use these configurations to predict chemical behavior.Draw the Lewis dot structure for any atom or ion.Pacing2 weeksUnit 5: Periodic tableStandardsAtomic and Molecular Structure The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structureStudents will use that the periodic table to identify metals, semimetals, non-metals, and halogens.Students will use the periodic table to identify trends in ionization energy, electronegativity, the relative sizes of ions and atoms and the number of electrons available for bonding.Students will relate the electronic configuration of elements and their reactivity to their position in the periodic table.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsHow are elements arranged in the Periodic Table?Why does the Periodic Table have the shape that it does?Core TopicsHistory of the Periodic tableSections of the tablePeriodic lawPeriodic trendsUnit ObjectivesStudents will be able to:Trace the development of the modern periodic table. Identify areas of the periodic table that contain metals, non-metals and metalloids.Apply the periodic law.Distinguish patterns in electron configuration within groups and periods.Relate the trends in atomic mass, atomic number, atomic radius, electronegativity, ionic size, ionization energy, and electron affinity to electron configurationSkill ObjectivesStudents will:Predict the physical and chemical properties of elements using the periodic table.Predict the charge or oxidation number of an element from its position on the periodic table.Pacing3 weeksUnit 6: Bonding & molecular structureStandardsChemical Structures and Properties – Properties of MatterDue to its unique chemical structure, carbon forms many organic and inorganic compounds.Students will explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic molecules.Students will explain the general formation and structure of carbon-based polymers, including synthetic polymers, such as polyethylene, and biopolymers, such as carbohydrate.Chemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesStudents will explain that atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds.Students will identify chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules as covalent.Students will use Lewis dot structures to show models of atoms and molecules.Students will predict the shape of simple molecules and their polarity from Lewis dot structures.Chemical Structures and Properties – Science, Technology and SocietyChemical technologies present both risks and benefits to the health and well being of humans, plants and animals.Students will explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked polymers.Students will explain how the chemical structure of polymers affects their physical properties.Students will explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhy do atoms form chemical bonds?Are there different types of chemical bonds?How strong are chemical bonds?Does the arrangement of chemical bonds affect the strength of materials?Core TopicsDriving force behind bondingTypes of chemical bondsVSEPR theoryMolecular shapePolymerizationUnit ObjectivesStudents will be able to:Explain why atoms form chemical bonds.Trace the formation of a chemical bond in terms of change in potential pare and contrast ionic, covalent and metallic bonding.Differentiate between a molecule and a formula unitPredict the shapes, bond angles, and polarities of molecules and polyatomic ions.Predict the formation of single, double and triple bonds.Classify bonds as sigma and/or pi bonds.Discuss polymerization and the resulting physical properties of polymersSkill ObjectivesStudents will:Illustrate ionic and covalent bonding using orbital notation and Lewis dot structures.Pacing3 weeksUnit 7: Formula writingStandardsProperties of MatterAtoms react with one another to form new molecules.Students will describe how atoms combine to form new substances by transferring electrons (ionic bonding) or sharing electrons (covalent bonding).Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat does a chemical formula tell us?How are chemical formulae written?How are compounds named?Core TopicsRatios of elementsSubscriptsFormula constructionOxidation numbersUnit ObjectivesStudents will be able to:Evaluate the significance of a chemical formula.Distinguish between ionic and molecular compounds.Differentiate among empirical, molecular, and structural formulasSkill ObjectivesStudents will:Construct the correct chemical formula for a given ionic or molecular compound.Name and write formulas for acids, bases, polyatomic ions, and hydrates.Name and write formulas for simple organic compounds.Apply the rules for assigning oxidation numbers in elements and compounds.Pacing2.5weeksUnit 8: Mathematics of Chemical FormulasStandardsConservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will apply the definition that one mole equals 6.02.x 1023 particles (atoms or molecules).Students will determine the molar mass of a molecule from its chemical formula and a table of atomic masses Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat is a “mole”?How is the mole used in Chemistry?Core TopicsMole as amount ConversionsEmpirical and molecular formulasUnit ObjectivesStudents will be able to:Relate the mole concept and Avogadro’s numberExplain molar volume of a substance and describe factors that affect its value.Skill ObjectivesStudents will:Calculate formula mass, molar mass and percent composition of elements, compounds, and hydrates.Convert among grams, moles, particles, and volume.Calculate the mass of a single atom or molecule.Calculate empirical and molecular formula from percent composition data, actual mass data, and analysis of experimental results.Pacing3.5 weeksUnit 9: Types of Reactions StandardsChemical Structures and Properties – Properties of MatterDue to its unique chemical structure, carbon forms many organic and inorganic compounds.Students will describe combustion reactions of hydrocarbons and their resulting by-products.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?How do science and technology affect the quality of our lives?Focus QuestionsHow can we describe chemical reactions?What types of chemical reactions exist?How do we predict the products of a reaction?Core TopicsParts of a chemical equationEvidence for chemical reactionsTypes of reactionsNet ionic equationsSolubility tablesReaction driving forcesUnit ObjectivesStudents will be able to:Predict the products of simple reactions, given the reactants.Identify forms of evidence that a chemical reaction has occurred.Interpret a balanced equation in terms of atoms, molecules, and ions.Classify a reaction as synthesis, decomposition, single replacement, double replacement, combustion, neutralization, precipitation, and redox reaction.Predict whether a reaction will occur using the activity series of metals. Compare and contrast dissolution and precipitationSkill ObjectivesStudents will:Write the word equation, formula equation, and balanced chemical equation for a given chemical reaction.Write the net ionic equation of a precipitation reaction.Collect data and use solubility tables to predict precipitate formation. Assign oxidation numbers to reactants and productsPacing3 weeksUnit 10: Stoichiometry of Chemical ReactionsStandardsConservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will describe chemical reactions by writing balanced equations.Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat are the quantitative relationships in a chemical reaction?Core TopicsRatios and amountsLimiting reactantTheoretical, actual and percent yieldUnit ObjectivesStudents will be able to:Determine the mole ratios of substances in a balanced chemical reaction.Determine which of two reactants the limiting reactant in a given equation is.Skill ObjectivesStudents will:Calculate the quantity of a reactant or product in a balanced chemical equation.Convert among mass, moles, particles, and volumes between reactants and products using a balanced chemical equation. Calculate the maximum amount of a product in a given reaction using the limiting reactant.Calculate theoretical yield, actual yield and percent yield.Pacing2 weeksUnit 11: ThermochemistryStandardsEnergy Transformations – Energy Transfer and TransformationsEnergy cannot be created or destroyed; however, energy can be converted from one form to another.Students will describe the effects of adding energy to matter in terms of motion of atoms and molecules, and the resulting phase changes.Students will explain how energy is transferred by conduction, convection and radiation.Students will describe energy transformations among heat, light, electricity and motion.Conservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will use Hess’ Law to calculate enthalpy change in a reaction.Essential QuestionWhat is the role of energy in our world?Focus QuestionsWhat is heat? How is heat measured?How is energy used in chemical reactions?Core TopicsHeat vs. temperatureCalorimetryHess’LawExothermic vs. endothermic processesUnit ObjectivesStudents will be able to:Compare and contrast heat and temperature.Apply Hess’ law to determine enthalpy change for a chemical reaction.Determine whether a reaction is exothermic or endothermic using experimental data and/or energy term placement.Skill ObjectivesStudents will:Calculate energy changes in a chemical reaction using heat of reaction (ΔH).Convert among the units of heat and temperature.Illustrate exothermic and endothermic changes, activation energy, and the effect of catalysts using potential energy diagrams.Calculate specific heats of substances, heats of reaction, heats of formation, and heats of combustion.Use calorimetry to experimentally determine the quantity of heat transferred in a chemical reaction.Pacing2 weeksUnit 12: Gas lawsStandardsGlobal Interdependence – Science, Technology and SocietyThe use of resources by human populations may affect the quality of the environment.Students will explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s greenhouse effect and may cause climate change.Conservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will convert among moles, number of particles, or volume of gas at standard temperature and pressure using the mass of a molecular substance.Essential QuestionHow do science and technology affect the quality of our lives?Focus QuestionsHow do gasses behave?What is a “greenhouse” gas?Core TopicsKinetic-molecular theoryPressure/temperature/volume relationshipsReal vs. ideal gassesUnit ObjectivesStudents will be able to:Apply the kinetic-molecular theory to describe changes of state and the relationships among pressure, temperature, volume and number of moles of gases.Identify the physical properties of gases including the greenhouse effect.Explain the significance of standard temperature and pressure (STP).Compare and contrast real and ideal gases.Skill ObjectivesIllustrate how a barometer and a manometer work.Convert among the measurement units of the four gas variables.Perform calculations using Boyle’s Law, Charles’ Law, Avogadro’s Hypothesis and Gay-Lussac’s Law.Solve problems involving the combined gas law, Dalton’s law of partial pressure, Graham’s law of diffusion, and the ideal gas laws.Collect data to determine the molar volume of a gas.Calculate volumes, masses, particles, and molar amounts of gaseous reactants or products using volume ratios and the gas laws.Pacing2.5 weeksUnit 13: Solids, Liquids, and Solutions Standards Chemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesStudents will explain that solids and liquids held together by van der Waals forces or hydrogen bonds have effects on their volatility and boiling/melting point temperatures.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsHow do solids and liquids behave?What factors affect solubility?How do solutions differ from pure substances?Core TopicsChanges of stateVapor pressureSolubilityColligative propertiesUnit ObjectivesStudents will be able to:Apply kinetic molecular theory to explain the properties of solids and liquids and changes of stateCompare and contrast the different types of intermolecular forces.Differentiate between electrolytes and non-electrolytesCompare and contrast ionic, molecular, metallic, and network covalent solidsApply the principles of equilibrium to explain the concept of vapor pressure.Relate the unusual properties of water to hydrogen bonding.Trace the solution process and the factors affecting solubility.Interpret data in solubility curves and tablesIdentify the four colligative properties of a solution.Skill ObjectivesStudents will:Draw and interpret a heating curve (Temperature/Heat Energy)Draw and interpret a phase diagram (P/T).Demonstrate the formation of the different types of solutions: saturated, supersaturated, unsaturated, dilute, and concentratedSolve concentration problems using the concepts of molarity, molality, mass percent and mole fraction.Measure and calculate the effects of dissolved substances on the vapor pressure, the freezing point, and the boiling point of a solution. Calculate the molar mass of a substance from freezing point and boiling point dataPacing2 weeksUnit 14: Kinetics, Equilibrium, and ThermodynamicsStandardsReaction RatesChemical reaction rates depend on factors that influence the frequency of collision of reactant molecules.Students will explain that the rate of reaction is the decrease in concentration of reactants or the increase in concentration of products with time.Students will explain that reaction rates depend on such factors as concentration, temperature and pressure.Students will explain that equilibrium is established when forward and reverse reaction rates are equal.Essential QuestionsWhat is the role of energy in our world?Focus QuestionsWhat factors affect reaction rate?What is chemical equilibrium?Core TopicsReaction rateCatalystLe Chatelier’s principleFree EnergyUnit ObjectivesStudents will be able to:Apply collision theory to explain the factors that affect the rate of reaction.Trace the role of a catalyst.Apply the concept of equilibrium to explain physical and chemical changes.Distinguish between a reversible reaction that is in equilibrium and one that is not.Apply Le Chatelier’s principle to explain the effects of changes in concentration, pressure and temperature on an equilibrium system. Apply equilibrium concepts to increase the amount of product formed in the Haber process.Skill ObjectivesStudents will:Draw and interpret potential energy diagrams including activation energy, heat of reaction, and the activated complexWrite, calculate and interpret the value of the equilibrium constant for a given reaction.Predict precipitate formation using the solubility product (Ksp) Predict shifts solubility equilibria using the common ion effect.Measure enthalpy changes in chemical reactions.Predict the spontaneity of a physical or chemical change using the driving forces of enthalpy and entropy.Calculate the Gibbs free energy change of a chemical reaction and relate its value to spontaneity.Pacing2.5 weeksUnit 15: Acids & basesStandardsProperties of MatterAtoms react with one another to form new molecules.Students will explain the chemical composition of acids and bases, and explain the change in pH in neutralization reactions.Essential QuestionsHow do science and technology affect the quality of our lives?Focus QuestionsWhat is an acid?What is a base?How do we categorize acids and bases?Core TopicsClassification acids and basespH and pOHKa and KbtitrationUnit ObjectivesStudents will be able to:Identify the common physical and chemical properties of acids and bases.Classify acids, bases, and salts, and recognize their presence in common pare and contrast the Arrhenius and Bronsted-Lowry models for acids and bases.Summarize the role of buffers.Skill ObjectivesStudents will:Predict the products and write balanced equations for acid-base reactions Categorize acids and bases based on strength.Use laboratory data to determine the strength of an acid or base.Calculate the hydrogen ion and hydroxide ion concentrations in any solution.Calculate pH and pOH from hydrogen ion concentration or hydroxide ion concentration.Calculate the acid ionization constant (Ka) and the base ionization constant (Kb) from experimental data.Perform an acid-base titration to determine the concentration of an unknown solution.Pacing2 weeksAppendix G: Chemistry 31-Units of Study 2009Unit 1: Scientific Knowledge & ReasoningScience Core StandardsScientific InquiryStudents will engage in a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.Students will engage in a continuous process of questioning, data collection, analysis and interpretation.Students will share findings and ideas for critical review by colleagues and other scientists.Scientific LiteracyStudents will read, write, discuss and present coherent ideas about science.Students will search for and assess the relevance and credibility of scientific information found in various print and electronic media. Essential QuestionHow is scientific knowledge created and communicated?Focus QuestionsHow do Chemists use the scientific method?When does a hypothesis become a law?Core TopicsScientific methodLaboratory safetyUnit ObjectivesStudents will be able to:define the field of chemistry and explain the importance of studying it.identify several ways in which chemistry affects daily life.apply the steps of the scientific method.trace how a hypothesis may become a natural law.identify the reason for each laboratory safety rule.Skill ObjectivesStudents will:Demonstrate basic safety rules when working in the laboratory.Demonstrate proper use of basic laboratory safety equipment.Identify common laboratory equipment.Pacing1 weekUnit 2: Dimensional Analysis, problem solving & significant figuresStandardsScientific NumeracyScientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.Students will identify questions that can be answered through scientific investigation.Students will read, interpret and examine the credibility and validity of scientific claims in different sources of information.Students will formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.Students will design and conduct appropriate types of scientific investigations to answer different questions.Students will identify independent and dependent variables, including those that are kept constant and those used as controls.Students will assess the reliability of the data that was generated in the investigation.Essential QuestionsHow is scientific knowledge created and communicated?Focus QuestionsHow is mathematics used as a tool to investigate chemical concepts?Core TopicsDimensional analysisSignificant digitsGraph constructionGraph interpretationUnit ObjectivesStudents will be able to:Distinguish among a quantity, a unit, and a measurement standard.Distinguish between mass and weight.Evaluate data using the concepts of accuracy and precision.Distinguish between inversely and directly proportional relationships.Translate a calculated ratio into a meaningful written statement.Skill ObjectivesStudents will:Apply the rules of significant digits in measurements and calculations.Collect valid data to determine mass, volume and density.Perform calculations with numbers in scientific notation.Draw and interpret graphs of scientific dataApply dimensional analysis to solve problems.Pacing2 weekUnit 3: States of matter & energy changesStandardsChemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesThe atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form.Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat is matter?What is energy?What do we use to distinguish one substance from another?How do we separate substances?Core TopicsPhysical vs. chemicalStates of matterKinetic molecular theoryUnit Objectives Students will be able to:Differentiate between chemical and physical properties and changesApply the Law of Conservation of Matter/Energy.Distinguish between kinetic and potential energy.Introduce the kinetic molecular theory to describe the motion of particles in solids, liquids, and gases and the phase changes that they undergo. Skill ObjectivesStudents will:Separate a mixture of substances based on their physical and chemical properties.Classify a substance as an element, compound, or mixture based on observable physical and chemical properties.Pacing2 weeksUnit 4: Structure of matterStandardsProperties of MatterAtoms react with one another to form new molecules.Students will describe the general structure of the atom, and explain how the properties of the first 20 elements in the Periodic Table are related to their atomic structure.Atomic and Molecular Structure The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structureStudents will explain that the nucleus of the atom is much smaller than the atom yet contains most of its mass.Students will explain that the quantum model of the atom is based on experiments and analyses by many scientists, including Dalton, Thomson, Bohr, Rutherford, Millikan, and Einstein.Students will relate the position of an element in the periodic table to its atomic number.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat are atoms made of?What evidence supports current atomic theory?What is radioactivity?What is light?Core Topics Use laboratory data to determine the strength of an acid or base.History of atomic theoryAtomic structureOctet ruleLewis dot notationRadioactivityWave propertiesUnit ObjectivesStudents will be able to:Sequence the development of atomic theory from early Greek models to present knowledge; Democritus, Dalton, Thomson, Millikan, Rutherford, Bohr, Heisenberg, Schr?dinger, EinsteinApply the postulates of Dalton’s atomic model to explain the Law of Conservation of Mass and the Law of Definite Composition.Relate atomic number, mass number, and location on the periodic table to subatomic particles and isotopes. Contrast the processes of nuclear fission and fusion.Describe a wave in terms of its frequency, wavelength, speed, and amplitude.Relate the electron configuration of an atom to its reactivity and to its location in the periodic table.Skill ObjectivesStudents will:Calculate average atomic mass of an element, and calculate percentage abundance of an isotope given its average atomic mass.Write, balance, and interpret a nuclear equation. Place in nuclear chem.. unitCalculate the amount of a radioactive substance that remains after a given period of time.Diagram the electromagnetic spectrum showing trends in frequency, wavelength and energy.Calculate the energy of a photonWrite the electron configuration for any element using the Aufbau principle, the Pauli Exclusion Principle and Hund’s rule. Use these configurations to predict chemical behavior.Draw the Lewis dot structure for any atom or ion.Pacing 3.5 weeksUnit 5: Periodic tableStandardsAtomic and Molecular Structure The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structureStudents will use that the periodic table to identify metals, semimetals, non-metals, and halogens.Students will use the periodic table to identify trends in ionization energy, electronegativity, the relative sizes of ions and atoms and the number of electrons available for bonding.Students will relate the electronic configuration of elements and their reactivity to their position in the periodic table.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsHow are elements arranged in the Periodic Table?Why does the Periodic Table have the shape that it does?Core TopicsHistory of the Periodic tableSections of the tablePeriodic lawPeriodic trendsUnit ObjectivesStudents will be able to:Trace the development of the modern periodic table. Identify areas of the periodic table that contain metals, non-metals and metalloids.Apply the periodic law.Distinguish patterns in electron configuration within groups and periods.Relate the trends in atomic mass, atomic number, atomic radius, electronegativity, ionic size, ionization energy, and electron affinity to electron configurationSkill ObjectivesStudents will:Predict the physical and chemical properties of elements using the periodic table.Predict the charge or oxidation number of an element from its position on the periodic table.Pacing2 weeksUnit 6: Bonding & molecular structureStandardsChemical Structures and Properties – Properties of MatterDue to its unique chemical structure, carbon forms many organic and inorganic compounds.Students will explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic molecules.Students will explain the general formation and structure of carbon-based polymers, including synthetic polymers, such as polyethylene, and biopolymers, such as carbohydrate.Chemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesStudents will explain that atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds.Students will identify chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules as covalent.Students will use Lewis dot structures to show models of atoms and molecules.Students will predict the shape of simple molecules and their polarity from Lewis dot structures.Chemical Structures and Properties – Science, Technology and SocietyChemical technologies present both risks and benefits to the health and well being of humans, plants and animals.Students will explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked polymers.Students will explain how the chemical structure of polymers affects their physical properties.Students will explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhy do atoms form chemical bonds?Are there different types of chemical bonds?How strong are chemical bonds?Does the arrangement of chemical bonds affect the strength of materials?Core TopicsDriving force behind bondingTypes of chemical bondsVSEPR theoryMolecular shapePolymerizationUnit ObjectivesStudents will be able to:Explain why atoms form chemical bonds.Trace the formation of a chemical bond in terms of change in potential pare and contrast ionic, covalent and metallic bonding.Differentiate between a molecule and a formula unitPredict the shapes, bond angles, and polarities of molecules and polyatomic ions.Predict the formation of single, double and triple bonds.Classify bonds as sigma and/or pi bonds.Discuss polymerization and the resulting physical properties of polymersSkill ObjectivesStudents will:Illustrate ionic and covalent bonding using orbital notation and Lewis dot structures.Pacing3 weeksUnit 7: Formula writingStandardsProperties of MatterAtoms react with one another to form new molecules.Students will describe how atoms combine to form new substances by transferring electrons (ionic bonding) or sharing electrons (covalent bonding).Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat does a chemical formula tell us?How are chemical formulae written?How are compounds named?Core TopicsRatios of elementsSubscriptsFormula constructionOxidation numbersUnit ObjectivesStudents will be able to:Evaluate the significance of a chemical formula.Distinguish between ionic and molecular compounds.Differentiate among empirical, molecular, and structural formulasSkill ObjectivesStudents will:Construct the correct chemical formula for a given ionic or molecular compound.Name and write formulas for acids, bases, polyatomic ions, and hydrates.Name and write formulas for simple organic compounds.Apply the rules for assigning oxidation numbers in elements and compounds.Pacing1.5weeksUnit 8: Mathematics of Chemical FormulasStandardsConservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will apply the definition that one mole equals 6.02.x 1023 particles (atoms or molecules).Students will determine the molar mass of a molecule from its chemical formula and a table of atomic masses Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat is a “mole”?How is the mole used in Chemistry?Core TopicsMole as amount ConversionsEmpirical and molecular formulasUnit ObjectivesStudents will be able to:Relate the mole concept and Avogadro’s numberExplain molar volume of a substance and describe factors that affect its value.Skill ObjectivesStudents will:Calculate formula mass, molar mass and percent composition of elements, compounds, and hydrates.Convert among grams, moles, particles, and volume.Calculate the mass of a single atom or molecule.Calculate empirical and molecular formula from percent composition data, actual mass data, and analysis of experimental results.Pacing3 weeksUnit 9: Types of Reactions StandardsChemical Structures and Properties – Properties of MatterDue to its unique chemical structure, carbon forms many organic and inorganic compounds.Students will describe combustion reactions of hydrocarbons and their resulting by-products.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?How do science and technology affect the quality of our lives?Focus QuestionsHow can we describe chemical reactions?What types of chemical reactions exist?How do we predict the products of a reaction?Core TopicsParts of a chemical equationEvidence for chemical reactionsTypes of reactionsNet ionic equationsSolubility tablesReaction driving forcesUnit ObjectivesStudents will be able to:Predict the products of simple reactions, given the reactants.Identify forms of evidence that a chemical reaction has occurred.Interpret a balanced equation in terms of atoms, molecules, and ions.Classify a reaction as synthesis, decomposition, single replacement, double replacement, combustion, neutralization, precipitation, and redox reaction.Predict whether a reaction will occur using the activity series of metals. Compare and contrast dissolution and precipitationSkill ObjectivesStudents will:Write the word equation, formula equation, and balanced chemical equation for a given chemical reaction.Write the net ionic equation of a precipitation reaction.Collect data and use solubility tables to predict precipitate formation. Assign oxidation numbers to reactants and productsPacing2.5 weeksUnit 10: Stoichiometry of Chemical ReactionsStandardsConservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will describe chemical reactions by writing balanced equations.Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat are the quantitative relationships in a chemical reaction?Core TopicsRatios and amountsLimiting reactantTheoretical, actual and percent yieldUnit ObjectivesStudents will be able to:Determine the mole ratios of substances in a balanced chemical reaction.Determine which of two reactants the limiting reactant in a given equation is.Skill ObjectivesStudents will:Calculate the quantity of a reactant or product in a balanced chemical equation.Convert among mass, moles, particles, and volumes between reactants and products using a balanced chemical equation. Calculate the maximum amount of a product in a given reaction using the limiting reactant.Calculate theoretical yield, actual yield and percent yield.Pacing2.5 weeksUnit 11: ThermochemistryStandardsEnergy Transformations – Energy Transfer and TransformationsEnergy cannot be created or destroyed; however, energy can be converted from one form to another.Students will describe the effects of adding energy to matter in terms of motion of atoms and molecules, and the resulting phase changes.Students will explain how energy is transferred by conduction, convection and radiation.Students will describe energy transformations among heat, light, electricity and motion.Conservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will use Hess’ Law to calculate enthalpy change in a reaction.Essential QuestionWhat is the role of energy in our world?Focus QuestionsWhat is heat? How is heat measured?How is energy used in chemical reactions?Core TopicsHeat vs. temperatureCalorimetryHess’LawExothermic vs. endothermic processesUnit ObjectivesStudents will be able to:Compare and contrast heat and temperature.Apply Hess’ law to determine enthalpy change for a chemical reaction.Determine whether a reaction is exothermic or endothermic using experimental data and/or energy term placement.Skill ObjectivesStudents will:Calculate energy changes in a chemical reaction using heat of reaction (ΔH).Convert among the units of heat and temperature.Illustrate exothermic and endothermic changes, activation energy, and the effect of catalysts using potential energy diagrams.Calculate specific heats of substances, heats of reaction, heats of formation, and heats of combustion.Use calorimetry to experimentally determine the quantity of heat transferred in a chemical reaction.Pacing2 weeksUnit 12: Gas lawsStandardsGlobal Interdependence – Science, Technology and SocietyThe use of resources by human populations may affect the quality of the environment.Students will explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s greenhouse effect and may cause climate change.Conservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will convert among moles, number of particles, or volume of gas at standard temperature and pressure using the mass of a molecular substance.Essential QuestionHow do science and technology affect the quality of our lives?Focus QuestionsHow do gasses behave?What is a “greenhouse” gas?Core TopicsKinetic-molecular theoryPressure/temperature/volume relationshipsReal vs. ideal gassesUnit ObjectivesStudents will be able to:Apply the kinetic-molecular theory to describe changes of state and the relationships among pressure, temperature, volume and number of moles of gases.Identify the physical properties of gases including the greenhouse effect.Explain the significance of standard temperature and pressure (STP).Compare and contrast real and ideal gases.Skill ObjectivesIllustrate how a barometer and manometer works.Convert among the measurement units of the four gas variables.Perform calculations using Boyle’s Law, Charles’ Law, Avogadro’s Law and Gay-Lussac’s Law.Solve problems involving the combined gas law, Dalton’s law of partial pressure, Graham’s law of diffusion, and the ideal gas laws.Collect data to determine the molar volume of a gas.Calculate volumes, masses, particles, and molar amounts of gaseous reactants or products using volume ratios and the gas laws.Pacing3 weeksUnit 13: Solids, Liquids, and Solutions Standards Chemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesStudents will explain that solids and liquids held together by van der Waals forces.Students will explain that the atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsHow do solids and liquids behave?What factors affect solubility?How do solutions differ from pure substances?Core TopicsChanges of stateVapor pressureSolubilityColligative propertiesUnit ObjectivesStudents will be able to:Apply kinetic molecular theory to explain the properties of solids and liquids and changes of stateCompare and contrast the different types of intermolecular forces.Differentiate between electrolytes and non-electrolytesCompare and contrast ionic, molecular, metallic, and network covalent solidsApply the principles of equilibrium to explain the concept of vapor pressure.Relate the unusual properties of water to hydrogen bonding.Trace the solution process and the factors affecting solubility.Interpret data in solubility curves and tablesBoiling point elevation, Freezing Pt. depression, Vapor pressure reductionSkill ObjectivesStudents will:Draw and interpret a heating curve (Temperature/Heat Energy)Interpret a phase diagram (P/T).Demonstrate the formation of the different types of solutions: saturated, supersaturated, unsaturated, dilute, and concentratedSolve concentration problems using the concepts of molarity, molality, mass percent and mole fraction.Measure and calculate the effects of dissolved substances on the vapor pressure, the freezing point, and the boiling point of a solution. Pacing3 weeksUnit 14: Kinetics, Equilibrium, and ThermodynamicsStandardsReaction RatesChemical reaction rates depend on factors that influence the frequency of collision of reactant molecules.Students will explain that the rate of reaction is the decrease in concentration of reactants or the increase in concentration of products with time.Students will explain that reaction rates depend on such factors as concentration, temperature and pressure.Students will explain that equilibrium is established when forward and reverse reaction rates are equal.Essential QuestionsWhat is the role of energy in our world?Focus QuestionsWhat factors affect reaction rate?What is chemical equilibrium?Core TopicsReaction rateCatalystLe Chatelier’s principleFree EnergyUnit ObjectivesStudents will be able to:Apply collision theory to explain the factors that affect the rate of reaction.Describe the role of a catalyst.Apply the concept of equilibrium to explain physical and chemical changes.Distinguish between a reversible reaction that is in equilibrium and one that is not.Apply Le Chatelier’s principle to explain the effects of changes in concentration, pressure and temperature on an equilibrium system. Apply equilibrium concepts to increase the amount of product formed in the Haber process.Skill ObjectivesStudents will:Draw and interpret potential energy diagrams including activation energy, heat of reaction, and the activated complexWrite, calculate and interpret the value of the equilibrium constant for a given reaction.Predict precipitate formation using the solubility product (Ksp) Predict shifts solubility equilibria using the common ion effect.Measure enthalpy changes in chemical reactions.Predict the spontaneity of a physical or chemical change using the driving forces of enthalpy and entropy.Calculate the Gibbs free energy change of a chemical reaction and relate its value to spontaneity.Pacing2 weeksUnit 15: Acids & basesStandardsProperties of MatterAtoms react with one another to form new molecules.Students will explain the chemical composition of acids and bases, and explain the change in pH in neutralization reactions.Essential QuestionsHow do science and technology affect the quality of our lives?Focus QuestionsWhat is an acid?What is a base?How do we categorize acids and bases?Core TopicsClassification acids and basespH and pOHKa and KbtitrationUnit ObjectivesStudents will be able to:Identify the common physical and chemical properties of acids and bases.Classify acids, bases, and salts, and recognize their presence in common substances using the Bronsted-Lowry pare and contrast the Arrhenius and Bronsted-Lowry models for acids and bases.Summarize the role of buffers.Skill ObjectivesStudents will:Predict the products and write balanced equations for acid-base reactions Categorize acids and bases based on strength.Determine the strength of an acid or base.Calculate the hydrogen ion and hydroxide ion concentrations in any solution.Calculate pH and pOH from hydrogen ion concentration or hydroxide ion concentration.Calculate the acid ionization constant (Ka) and the base ionization constant (Kb) from experimental data.Perform an acid-base titration to determine the concentration of an unknown solution.Neutralization reactionsAppendix H: Chemistry 32 Units of StudyUnit 1: Scientific Knowledge & ReasoningScience Core StandardsScientific InquiryStudents will engage in a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.Students will engage in a continuous process of questioning, data collection, analysis and interpretation.Students will share findings and ideas for critical review by colleagues and other scientists.Scientific LiteracyStudents will read, write, discuss and present coherent ideas about science.Students will search for and assess the relevance and credibility of scientific information found in various print and electronic media. Essential QuestionHow is scientific knowledge created and communicated?Focus QuestionsHow do Chemists use the scientific method?When does a hypothesis become a law?Core TopicsScientific methodLaboratory safetyUnit ObjectivesStudents will be able to:define the field of chemistry and explain the importance of studying it.identify several ways in which chemistry affects daily life.apply the steps of the scientific method.trace how a hypothesis may become a natural law.identify the reason for each laboratory safety rule.Skill ObjectivesStudents will:demonstrate basic safety rules when working in the laboratory.demonstrate proper use of basic laboratory safety equipment.identify common laboratory equipment.Pacing1 weekUnit 2: Dimensional Analysis, Problem Solving & Significant FiguresScience Core StandardsScientific NumeracyScientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.Students will identify questions that can be answered through scientific investigation.Students will read, interpret and examine the credibility and validity of scientific claims in different sources of information.Students will formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.Students will design and conduct appropriate types of scientific investigations to answer different questions.Students will identify independent and dependent variables, including those that are kept constant and those used as controls.Students will use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.Students will articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.Essential QuestionHow is scientific knowledge created and communicated?Focus QuestionHow is mathematics used as a tool to investigate chemical concepts?Core TopicsDimensional analysisSignificant digitsGraph constructionGraph interpretationUnit ObjectivesStudents will be able to:distinguish among a quantity, a unit, and a measurement standard.distinguish between mass and weight.analyze data using the concepts of accuracy and precision.contrast inversely and directly proportional relationships.translate a calculated ratio into a meaningful written statement.Skill ObjectivesStudents will:apply the rules of significant digits in measurements and calculations.collect valid data to determine mass, volume and density.perform calculations with numbers in scientific notation.draw and interpret graphs of scientific dataapply dimensional analysis to solve problems.Pacing1 weekUnit 3: States of Matter & Energy ChangesChemistry Enrichment StandardsChemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesThe atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form.Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat is matter?What is energy?What do we use to distinguish one substance from another?How do we separate substances?Core TopicsPhysical vs. chemicalStates of matterKinetic molecular theoryUnit Objectives Students will be able to:compare and contrast chemical and physical properties and changes.apply the Law of Conservation of Matter/pare and contrast kinetic and potential energy.apply the kinetic molecular theory to describe the motion of particles in solids, liquids, and gases and the phase changes that they undergo. compare and contrast heat and temperature.Skill ObjectivesStudents will:separate a mixture of substances based on their physical and chemical properties.classify a substance as an element, compound, or mixture based on observable physical and chemical properties.Pacing2 weeksUnit 4: Structure of MatterScience Core StandardsProperties of MatterAtoms react with one another to form new molecules.Students will describe the general structure of the atom, and explain how the properties of the first 20 elements in the Periodic Table are related to their atomic structure.Chemistry Enrichment StandardsAtomic and Molecular Structure The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structureStudents will explain that the quantum model of the atom is based on experiments and analyses by many scientists, including Dalton, Thomson, Bohr, Rutherford, Millikan, and Einstein.Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat are atoms made of?What evidence supports current atomic theory?What is radioactivity?What is light?Core Topics Use laboratory data to determine the strength of an acid or base.History of atomic theoryAtomic structureOctet ruleLewis dot notationRadioactivityWave propertiesUnit ObjectivesStudents will be able to:trace the development of atomic theory from early Greek models to present knowledge; Democritus, Dalton, Thomson, Rutherford, Bohr, Heisenberg, Einstein.apply the postulates of Dalton’s atomic model to explain the Law of Conservation of Mass and the Law of Definite Composition.relate atomic number, mass number, and location on the periodic table to subatomic particles and isotopes. define the processes of nuclear fission and fusion.define a wave in terms of its frequency, wavelength, speed, and amplitude.relate the electron configuration of an atom to its reactivity and to its location in the periodic table.Skill ObjectivesStudents will:calculate average atomic mass of an element, and calculate percentage abundance of an isotope given its average atomic mass.write, balance, and interpret a nuclear equation.calculate the amount of a radioactive substance that remains after a given period of time.diagram the electromagnetic spectrum showing trends in frequency, wavelength and energy.calculate the energy of a photonwrite the electron configuration for any element using the Aufbau principle, the Pauli Exclusion Principle and Hund’s rule. Use these configurations to predict chemical behavior.draw the Lewis dot structure for any atom or ion.Pacing2 weeksUnit 5: Periodic TableChemistry Enrichment StandardsAtomic and Molecular Structure The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structureStudents will use the periodic table to identify metals, semimetals, non-metals, and halogens.Students will use the periodic table to identify trends in ionization energy, electronegativity, the relative sizes of ions and atoms and the number of electrons available for bonding.Students will relate the electronic configuration of elements and their reactivity to their position in the periodic table.Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionsHow are elements arranged in the Periodic Table?Why does the Periodic Table have the shape that it does?Core TopicsHistory of the Periodic tableSections of the tablePeriodic lawPeriodic trendsUnit ObjectivesStudents will be able to:trace the development of the modern periodic table. identify areas of the periodic table that contain metals, non-metals and metalloids.apply the periodic law.identify patterns in electron configuration within groups and periods.define the trends in atomic mass, atomic number, atomic radius, electronegativity and ionization energy.Skill ObjectivesStudents will:identify general properties of main group elements.predict the charge or oxidation number of an element from its position on the periodic table.Pacing3 weeksUnit 6: Bonding & Molecular StructureScience Core StandardsChemical Structures and Properties – Properties of MatterDue to its unique chemical structure, carbon forms many organic and inorganic compounds.Students will explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic molecules.Students will explain the general formation and structure of carbon-based polymers, including synthetic polymers, such as polyethylene, and biopolymers, such as carbohydrate.Chemical Structures and Properties – Science, Technology and SocietyChemical technologies present both risks and benefits to the health and well being of humans, plants and animals.Students will explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked polymers.Students will explain how the chemical structure of polymers affects their physical properties.Students will explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.Chemistry Enrichment StandardsChemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesStudents will explain that atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds.Students will identify chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules as covalent.Students will use Lewis dot structures to show models of atoms and molecules.Students will predict the shape of simple molecules and their polarity from Lewis dot structures.Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhy do atoms form chemical bonds?Are there different types of chemical bonds?How strong are chemical bonds?Does the arrangement of chemical bonds affect the strength of materials?Core TopicsDriving force behind bondingTypes of chemical bondsVSEPR theoryMolecular shapePolymerizationUnit ObjectivesStudents will be able to:identify the reasons that atoms form chemical pare and contrast ionic, covalent and metallic bonding.differentiate between a molecule and a formula unit.define single, double and triple bonds.define polymerization and the resulting physical properties of polymers.Skill ObjectivesStudents will:illustrate ionic and covalent bonding using orbital notation and Lewis dot structures.apply the VSEPR model to explain basic molecular shape.Pacing3 weeksUnit 7: Formula WritingScience Core StandardsChemical Structures and Properties – Properties of MatterAtoms react with one another to form new molecules.Students will describe how atoms combine to form new substances by transferring electrons (ionic bonding) or sharing electrons (covalent bonding).Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat does a chemical formula tell us?How are chemical formulae written?How are compounds named?Core TopicsRatios of elementsSubscriptsFormula constructionOxidation numbersUnit ObjectivesStudents will be able to:analyze the significance of a chemical formula.distinguish between ionic and molecular compounds.differentiate among empirical, molecular, and structural formulas.Skill ObjectivesStudents will:construct the correct chemical formula for a given ionic or molecular compound.name and write formulas for acids, bases, polyatomic ions, and hydrates.name and write formulas for simple organic compounds.apply the rules for assigning oxidation numbers in elements and compounds.Pacing2.5 weeksUnit 8: Mathematics of Chemical FormulasChemistry Enrichment StandardsConservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will apply the definition that one mole equals 6.02.x 1023 particles (atoms or molecules).Students will determine the molar mass of a molecule from its chemical formula and a table of atomic masses Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat is a “mole”?How is the mole used in Chemistry?Core TopicsMole as amount ConversionsEmpirical formulasUnit ObjectivesStudents will be able to:define the mole concept using Avogadro’s number.define molar volume of a substance and list factors that affect its value.Skill ObjectivesStudents will:calculate formula mass, molar mass and percent composition of elements, compounds, and hydrates.calculate the mass of a single atom or molecule.calculate empirical from percent composition data, actual mass data, and analysis of experimental results.Pacing3.5 weeksUnit 9: Types of Reactions Science Core StandardsChemical Structures and Properties – Properties of MatterDue to its unique chemical structure, carbon forms many organic and inorganic compounds.Students will describe combustion reactions of hydrocarbons and their resulting by-products.Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionsHow can we describe chemical reactions?What types of chemical reactions exist?How do we predict the products of a reaction?Core TopicsParts of a chemical equationEvidence for chemical reactionsTypes of reactionsNet ionic equationsSolubility tablesReaction driving forcesUnit ObjectivesStudents will be able to:predict the products of simple reactions, given the reactants.identify forms of evidence that a chemical reaction has occurred.interpret a balanced equation in terms of atoms, molecules, and ions.classify a reaction as synthesis, decomposition, single replacement, double replacement, combustion, neutralization, precipitation, and redox reaction.predict whether a reaction will occur using the activity series of metals. compare and contrast dissolution and precipitation.determine whether a reaction is exothermic or endothermic using data or energy term placement.Skill ObjectivesStudents will:write the word equation, formula equation, and balanced chemical equation for a given chemical reaction.write the net ionic equation of a precipitation reaction.collect data and use solubility tables to predict precipitate formation. assign oxidation numbers to reactants and products.Pacing3.5 weeksUnit 10: Stoichiometry of Chemical ReactionsChemistry Enrichment StandardsConservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will describe chemical reactions by writing balanced equations.Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionWhat are the quantitative relationships in a chemical reaction?Core TopicsRatios and amountsLimiting reactantPercent yieldUnit ObjectivesStudents will be able to:determine the mole ratios of substances in a balanced chemical reaction.determine which of two reactants the limiting reactant in a given equation is.Skill ObjectivesStudents will:calculate the quantity of a reactant or product in a balanced chemical equation.convert among mass, moles, particles, and volumes between reactants and products using a balanced chemical equation. calculate percent yield.Pacing3 weeksUnit 11: Gas LawsScience Core StandardsGlobal Interdependence – Science, Technology and SocietyThe use of resources by human populations may affect the quality of the environment.Students will explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s greenhouse effect and may cause climate change.Chemistry Enrichment StandardsConservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will convert among moles, number of particles, or volume of gas at standard temperature and pressure using the mass of a molecular substance.Essential QuestionHow do science and technology affect the quality of our lives?Focus QuestionsHow do gasses behave?What is a “greenhouse” gas?Core TopicsKinetic-molecular theoryPressure/temperature/volume relationshipsReal vs. ideal gassesUnit ObjectivesStudents will be able to:apply the kinetic-molecular theory to explain changes of state and the relationships among pressure, temperature, volume and number of moles of gases.identify the physical properties of gases including the greenhouse effect.explain the significance of standard temperature and pressure (STP).compare and contrast real and ideal gases.identify real world applications for gas laws.Skill ObjectivesStudents will:illustrate how a barometer and a manometer work.convert among the measurement units of the four gas variables (V. T, P, n).perform calculations using Boyle’s Law, Charles’ Law, Avogadro’s Hypothesis and Gay-Lussac’s Law.solve problems involving the combined gas law, Dalton’s law of partial pressure, Graham’s law of diffusion, and the ideal gas laws.collect data to determine the molar volume of a gas.Pacing3 weeksUnit 12: Solids, Liquids, and Solutions Chemistry Enrichment StandardsChemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesStudents will explain that solids and liquids held together by van der Waals forces or hydrogen bonds have effects on their volatility and boiling/melting point temperatures.Students will explain that the atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsHow do solids and liquids behave?What factors affect solubility?How do solutions differ from pure substances?Core TopicsChanges of stateVapor pressureSolubilityColligative propertiesUnit ObjectivesStudents will be able to:apply kinetic molecular theory to explain the properties of solids and liquids and changes of pare and contrast the different types of intermolecular pare and contrast ionic, molecular, metallic, and network covalent solids.apply the principles of equilibrium to explain the concept of vapor pressure.relate the unusual properties of water to hydrogen bonding.trace the solution process and the factors affecting solubility.interpret data in solubility curves and tables.identify two colligative properties of a solution (boiling point elevation, freezing point depression).Skill ObjectivesStudents will:demonstrate the formation of the different types of solutions: saturated, supersaturated, unsaturated, dilute, and concentrated.solve concentration problems using the concepts of molarity and molality.Pacing2.5 weeksUnit 13: Kinetics, Equilibrium, and ThermodynamicsChemistry Enrichment StandardsReaction RatesChemical reaction rates depend on factors that influence the frequency of collision of reactant molecules.Students will explain that the rate of reaction is the decrease in concentration of reactants or the increase in concentration of products with time.Students will explain that reaction rates depend on such factors as concentration, temperature and pressure.Students will explain that equilibrium is established when forward and reverse reaction rates are equal.Students will explain that catalysts play a role in increasing the reaction rate by changing the activation energy in a chemical reaction.Essential QuestionWhat is the role of energy in our world?Focus QuestionsWhat factors affect reaction rate?What is chemical equilibrium?Core TopicsReaction rateCatalystLe Chatelier’s principleUnit ObjectivesStudents will be able to:apply collision theory to explain the factors that affect the rate of reaction.summarize the role of a catalyst in enzymes, catalytic convertors and solution chemistry.apply the concept of equilibrium to explain physical and chemical changes.distinguish between a reversible reaction that is in equilibrium and one that is not.apply Le Chatelier’s principle to explain the effects of changes in concentration, pressure and temperature on an equilibrium system. Skill ObjectivesStudents will:calculate the value of the equilibrium constant for a given reaction.predict precipitate formation using the solubility product (Ksp). measure enthalpy changes in chemical reactions.Pacing3 weeksUnit 14: Acids & BasesScience Core StandardsChemical Structures and Properties – Properties of MatterAtoms react with one another to form new molecules.Students will explain the chemical composition of acids and bases, and explain the change in pH in neutralization reactions.Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat is an acid?What is a base?How do we categorize acids and bases?Core TopicsClassification acids and basespH titrationUnit ObjectivesStudents will be able to:identify the common physical and chemical properties of acids and bases.classify acids, bases, and salts, and recognize their presence in common pare and contrast the Arrhenius and Bronsted-Lowry models for acids and bases.Skill ObjectivesStudents will:predict the products and write balanced equations for acid-base reactions. categorize acids and bases based on strength.use laboratory data to determine the strength of an acid or base.calculate the hydrogen ion and hydroxide ion concentrations in any solution.calculate pH from hydrogen ion concentration or hydroxide ion concentration.perform an acid-base titration to determine the concentration of an unknown solution.Pacing2 weeks Appendix I: Chemistry 32 Big Ideas1-Scientific Process 1.5 weeksqualitative vs. quantitativeindependent variables vs. dependent variablescontrol vs. variables held constantvalidity vs. reliabilityderivation of formulas spreadsheets and graphing on excel*career daydimensional analysis2-What is Chemistry? 3 weekswhat is a chemical?matter and energycalorie/specific heat calculationschanges in matter physical vs. chemical Labatomic structure-calc. protons, neutrons, electron, isotopes, ions, avg. atomic massisotopes and calculating average atomic masslaw of conservation of mass and energyNO electromagnetic spectrum, models, history of atom dead guys, light, e configuration, lewis dot, half-life, radioactivityoptional E=MC2 Lab/Activity – Calorie lab, Bean lab, conservation of mass lab 3-Periodic Table 2 weeksAlien periodic table activityElectron cloudMetals, non-metals, metalloidsValence electrons and electron configurationOctet rule (don’t have to use the term)Trend - electronegativityNO history/developmentOptional – ionization E, radius4 – Bonding 3 weeksLab - properties of ionic & molecular Lewis dotIon formationIonic vs. covalent bondingSingle and multiple bondsPolarityNO – polymerization, metallic bonds, VSEPR, orbital notationOptional - shape----------------------------------end of marking period 15 – Formula writing 1.5 weeksGo Fish activityWriting ionic formulaeNaming of ionic compoundsWriting molecular formulaExposure to molecular naming (prefixes)Formulas for water, ammonia, carbon dioxide, hydrochloric acidNO naming of organic compounds, acids, bases, polyatomic ions, hydrates6- The Mole 3.5 weeksMole day on 10/23Understanding the mole conceptMole conversions –grams to mole, moles to particles, moles to litersPercent compositionsRecognizing the difference between empirical formulas and molecular formulasNo calculating molecular formulas or mole conversions with hydratesOptional- Calculating empirical formulasActivities/labs - Thirsty? Zippy Pop 7- Chemical Reactions 3.5 weeksEvidence of reactions; precipitate formation, energy change, release of a gasDetermine whether a reaction is exothermic or endothermic using energy term placementConverting word equations into formula equationsBalance chemical reactionsTypes of reactions; synthesis, decomposition, single replacement, double replacement, combustionUse activity series to predict products of single replacementsComplete double replacement reactionsNo oxidation numbers or solubility----------------------------------------------------------Mid-Year Exam8- Stoichiometry 4 weeksUnderstanding of mole ratiosCalculate the quantity of a reactant or product in a balanced chemical equationConvert among mass, moles, particles, and volume between reactants and products using a balanced chemical equationLimiting reactantCalculate expected yield and find percent yieldEnergy calculations Activity/Labs- smores activity, sodium bicarbonate unknown lab9-Gas laws 3 weeksKinetic molecular theoryPressure/temperature/volume relationshipsTemperature conversions- ?C to KUnderstanding atmospheric pressure and its variationsPerform calculations using Boyle’s law, Charles’ law, combined gas law, ideal gas law, and Dalton’s law Activity/Labs-Gas discovery lab10-Solutions 3weeks Compare and contrast the different types of intermolecular forces Apply the principles of chemical equilibrium to explain vapor pressure Measuring and calculating concentrations; molarity calculationsInterpret data in solubility curvesIdentify and apply colligative propertiesComponents of solution; solute vs. solventBe able to distinguish between saturated, unsaturated, and supersaturated by using a solubility curveInterpret a phase change and phase diagramsActivity/Labs-solubility curve for KNO311-Acids and Bases 4 weeksNeutralization reactions/titrationsAcids and bases in the homepH scale and categorizing strong vs. weak acids/basesIdentify and name common acidsConverting pH to H+Kw equation going to hydronium or hydroxide concentration ................
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