“Where students explore, investigate, hypothesize, experiment, collect data, analyze, reflect, and report while building an understanding of the intricate compositions of matter.
WE ARE CHEMIST!
WE ARE CHEMIST!
Chemistry
Chemistry is the science of matter, especially its properties, structure, composition, behavior, reactions, interactions and the changes it undergoes. Chemistry is sometimes called "the central science" because it connects physics with other natural sciences such as astronomy, geology and biology. Chemistry uses quantities like energy and entropy in relation to the spontaneity of chemical processes. It also explains the structure and properties of matter as a consequence of the physical properties of chemical substances and their interactions. For example, steel is harder than iron because its atoms are bound together in a more rigid crystalline lattice; wood burns or undergoes rapid oxidation because it can react spontaneously with oxygen in a chemical reaction above a certain temperature; sugar and salt dissolve in water because their molecular/ionic properties are such that dissolution is preferred under the ambient conditions. Synthesis is the major aspect that separates Chemistry from Physics and Biology as sciences. Chemistry includes the knowledge (science) to design and make more complex substances from simpler ones. These new substances might then be analyzed for their physical or biological properties. (Wikipedia, 2012)
Course Goals
The North Carolina Essential Standards for Chemistry are designed to enhance the student’s understanding of the science content that is vital for success in the twenty-first century. The process of scientific inquiry, experimentation and technological design should not be taught nor tested in isolation of the core concepts drawn from physical science, earth science and life science. A seamless integration of science content, scientific inquiry, experimentation and technological design will reinforce in students the notion that "what" is known is inextricably tied to "how" it is known. Phillip O. Berry’s Chemistry Team developed a well-planned science curriculum that provides opportunities for inquiry, experimentation, and technological design. When teaching science, our teachers provide opportunities for students to engage in “hands-on/minds-on” activities that are exemplars of scientific inquiry, experimentation, and technological design.
Chemistry is the science of matter, especially its properties, structure, composition, behavior, reactions, interactions and the changes it undergoes. Chemistry is sometimes called "the central science" because it connects physics with other natural sciences such as astronomy, geology and biology. Chemistry uses quantities like energy and entropy in relation to the spontaneity of chemical processes. It also explains the structure and properties of matter as a consequence of the physical properties of chemical substances and their interactions. For example, steel is harder than iron because its atoms are bound together in a more rigid crystalline lattice; wood burns or undergoes rapid oxidation because it can react spontaneously with oxygen in a chemical reaction above a certain temperature; sugar and salt dissolve in water because their molecular/ionic properties are such that dissolution is preferred under the ambient conditions. Synthesis is the major aspect that separates Chemistry from Physics and Biology as sciences. Chemistry includes the knowledge (science) to design and make more complex substances from simpler ones. These new substances might then be analyzed for their physical or biological properties. (Wikipedia, 2012)
Course Goals
The North Carolina Essential Standards for Chemistry are designed to enhance the student’s understanding of the science content that is vital for success in the twenty-first century. The process of scientific inquiry, experimentation and technological design should not be taught nor tested in isolation of the core concepts drawn from physical science, earth science and life science. A seamless integration of science content, scientific inquiry, experimentation and technological design will reinforce in students the notion that "what" is known is inextricably tied to "how" it is known. Phillip O. Berry’s Chemistry Team developed a well-planned science curriculum that provides opportunities for inquiry, experimentation, and technological design. When teaching science, our teachers provide opportunities for students to engage in “hands-on/minds-on” activities that are exemplars of scientific inquiry, experimentation, and technological design.
- Describe, explain, and predict natural phenomena.
- Understand articles about science.
- Engage in non-technical conversation about the validity of conclusions.
- Identify scientific issues underlying national and local decisions.
- Pose explanations based on evidence derived from one's own work.