HomeMy WebLinkAboutRes 15-20 WA Approving Credit By Exam for ChemistryWESTLAKE ACADEMY
RESOLUTION 15-20
A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES
APPROVING AND ADOPTING A CREDIT BY EXAM (CBE).
WHEREAS, the Texas state mandates require that the Board of Trustees approve locally
developed Credit by Exams (CBEs); and,
WHEREAS, Westlake Academy has researched, discussed and written a Credit by Exam
(CBE) to be utilized to award Chemistry credit to Westlake Academy students; and,
WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best
interest of the citizens of Westlake as well as the students, their parents, and faculty of Westlake
Academy.
NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF
WESTLAKE ACADEMY:
SECTION 1: That, all matters stated in the recitals hereinabove are found to be true and
correct and are incorporated herein by reference as if copied in their entirety.
SECTION 2: That, the Board of Trustees Westlake Academy, hereby approves the new
Credit by Exam (CBE) for Westlake Academy attached to this resolution as Exhibit "A"
SECTION 3: If any portion of this resolution shall, for any reason, be declared invalid
by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions
hereof and the Council hereby determines that it would have adopted this Resolution without the
invalid provision.
Resolution 15-20
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SECTION 4: That this resolution shall become effective from and after its date of
passage.
PASSED AND APPROVED ON THIS 7th DAY OF DECEMBER, 2015.
ATTEST:
Kelly Edwafds, Board Secretary
APPROVED AS TO FORM:
MAAM,
Janef Bubert or L:Stanton Lowry,
School Attorney
VfrtL
Laura Wheat, President
4.
homas E. Brym erintendent
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Exhibit "A"
CHEMISTRY CREDIT BY EXAM (CBE)
I. SYLLABUS
UNIT 1 = METHODS OF SCIENCE/INQUIRY (Ongoing Throughout the Syllabus)
SCIENCE CONCEPTS:
(1) In Chemistry, students conduct laboratory and field investigations, use scientific methods
during investigations, and make informed decisions using critical thinking and scientific
problem solving. Students study a variety of topics that include characteristics of matter,
use of the Periodic Table, development of atomic theory and chemical bonding, chemical
stoichiometry, gas laws, solution chemistry, thermochemistry, and nuclear chemistry.
Students will investigate how chemistry is an integral part of our daily lives.
(2) Nature of Science. Science, as defined by the National Academy of Sciences, is the "use
of evidence to construct testable explanations and predictions of natural phenomena, as
well as the knowledge generated through this process." This vast body of changing and
increasing knowledge is described by physical, mathematical, and conceptual models.
Students should know that some questions are outside the realm of science because they
deal with phenomena that are not scientifically testable.
(3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the
natural world. Scientific methods of investigation can be experimental, descriptive, or
comparative. The method chosen should be appropriate to the question being asked.
(4) Science and social ethics. Scientific decision making is a way of answering questions
about the natural world. Students should be able to distinguish between scientific
decision-making methods and ethical and social decisions that involve the application of
scientific information.
(5) Scientific systems. A system is a collection of cycles, structures, and processes that
interact. All systems have basic properties that can be described in terms of space, time,
energy, and matter. Change and constancy occur in systems as patterns and can be
observed, measured, and modeled. These patterns help to make predictions that can be
scientifically tested. Students should analyze a system in terms of its components and
how these components relate to each other, to the whole, and to the external environment.
UNIT 2 = SCIENTIFIC METHOD AND LABORATORY SKILLS
SCIENCE CONCEPTS:
1. Scientific processes. The student, for at least 40% of instructional time, conducts
laboratory and field investigations using safe, environmentally appropriate, and
ethical practices. The student is expected to:
a. demonstrate safe practices during laboratory and field investigations,
including the appropriate use of safety showers, eyewash fountains, safety
goggles, and fire extinguishers
b. know specific hazards of chemical substances such as flammability,
corrosiveness, and radioactivity as summarized on the Material Safety Data
Sheets (MSDS); and
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c. demonstrate an understanding of the use and conservation of resources and
the proper disposal or recycling of materials.
2. Scientific processes. The student uses scientific methods to solve investigative
questions. The student is expected to:
a. know the definition of science and understand that it has limitations
b. know that scientific hypotheses are tentative and testable statements that must
be capable of being supported or not supported by observational evidence.
c. Hypotheses of durable explanatory power which have been tested over a wide
variety of conditions are incorporated into theories;
d. know that scientific theories are based on natural and physical phenomena and
are capable of being tested by multiple independent researchers. Unlike
hypotheses, scientific theories are well-established and highly -reliable
explanations, but may be subject to change as new areas of science and new
technologies are developed;
e. distinguish between scientific hypotheses and scientific theories;
f. plan and implement investigative procedures, including asking questions,
formulating testable hypotheses, and selecting equipment and technology,
including graphing calculators, computers and probes, sufficient scientific
glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders,
volumetric flasks, safety goggles, and burettes, electronic balances, and an
adequate supply of consumable chemicals;
g. collect data and make measurements with accuracy and precision;
h. express and manipulate chemical quantities using scientific conventions and
mathematical procedures, including dimensional analysis, scientific notation,
and significant figures;
i. organize, analyze, evaluate, make inferences, and predict trends from data;
and
j. communicate valid conclusions supported by the data through methods such
as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and
technology-based reports.
3. Scientific processes. The student uses critical thinking, scientific reasoning, and
problem solving to make informed decisions within and outside the classroom. The
student is expected to:
a. analyze, evaluate, and critique scientific explanations by using empirical
evidence, logical reasoning, and experimental and observational testing,
including examining all sides of scientific evidence of those scientific
explanations, so as to encourage critical thinking by the student;
b. communicate and apply scientific information extracted from various sources
such as current events, news reports, published journal articles, and marketing
materials;
c. draw inferences based on data related to promotional materials for products
and services;
d. evaluate the impact of research on scientific thought, society, and the
environment;
e. describe the connection between chemistry and future careers; and
f. research and describe the history of chemistry and contributions of scientists.
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UNIT 3 = STATES OF MATTER
SCIENCE CONCEPTS:
The student knows the characteristics of matter and can analyze the relationships
between chemical and physical changes and properties. The student is expected to:
a. differentiate between physical and chemical changes and properties;
b. identify extensive and intensive properties;
c. compare solids, liquids, and gases in tern's of compressibility, structure,
shape, and volume; and
d. classify matter as pure substances or mixtures through investigation of their
properties.
e. understand energy and its forms, including kinetic, potential, chemical, and
thermal energies;
f. understand the law of conservation of energy and the processes of heat
transfer;
g. use thermochemical equations to calculate energy changes that occur in
chemical reactions and classify reactions as exothermic or endothermic;
h. perform calculations involving heat, mass, temperature change, and specific
heat; and
i. use calorimetry to calculate the heat of a chemical process.
UNIT 4 = PERIODOCITY
SCIENCE CONCEPTS:
The student understands the historical development of the Periodic Table and can
apply its predictive power. The student is expected to:
a. explain the use of chemical and physical properties in the historical
development of the Periodic Table;
b. use the Periodic Table to identify and explain the properties of chemical
families, including alkali metals, alkaline earth metals, halogens, noble gases,
and transition metals; and
c. use the Periodic Table to identify and explain periodic trends, including
atomic and ionic radii, electronegativity, and ionization energy.
UNIT 5 = ATOMIC STRUCTURE/NUCLEAR CHEMISTRY
SCIENCE CONCEPTS:
The student knows and understands the historical development of atomic theory. The
student is expected to:
a. understand the experimental design and conclusions used in the development
of modern atomic theory, including Dalton's Postulates, Thomson's discovery
of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom;
b. understand the electromagnetic spectrum and the mathematical relationships
between energy, frequency, and wavelength of light;
c. calculate the wavelength, frequency, and energy of light using Planck's
constant and the speed of light;
d. use isotopic composition to calculate average atomic mass of an element; and
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e. express the arrangement of electrons in atoms through electron configurations
and Lewis valence electron dot structures.
f. The student understands the basic processes of nuclear chemistry. The student
is expected to:
g. describe the characteristics of alpha, beta, and gamma radiation;
h. describe radioactive decay process in terms of balanced nuclear equations; and
i. compare fission and fusion reactions.
UNIT 6 = INTERACTIONS BETWEEN ATOMS / CHEMICAL NOMENCLATURE
SCIENCE CONCEPTS:
The student knows how atoms form ionic, metallic, and covalent bonds. The student
is expected to:
a. name ionic compounds containing main group or transition metals, covalent
compounds, acids, and bases, using International Union of Pure and Applied
Chemistry (IUPAC) nomenclature rules;
b. write the chemical formulas of common polyatolnic ions, ionic compounds
containing main group or transition metals, covalent compounds, acids, and
bases;
c. construct electron dot formulas to illustrate ionic and covalent bonds;
d. describe the nature of metallic bonding and apply the theory to explain
metallic properties such as thermal and electrical conductivity, malleability,
and ductility; and
e. predict molecular structure for molecules with linear, trigonal planar, or
tetrahedral electron pair geometries using Valence Shell Electron Pair
Repulsion (VSEPR) theory.
UNIT 7 = CHEMICAL REACTIONS
SCIENCE CONCEPTS:
The student can quantify the changes that occur during chemical reactions. The
student is expected to:
a. define and use the concept of a mole;
b. use the mole concept to calculate the number of atoms, ions, or molecules in a
sample of material;
c. calculate percent composition and empirical and molecular formulas;
d. use the law of conservation of mass to write and balance chemical equations;
and
e. perform stoichiometric calculations, including determination of mass
relationships between reactants and products, calculation of limiting reagents,
and percent yield.
UNIT 8 = GASES
SCIENCE CONCEPTS:
The student understands the principles of ideal gas behavior, kinetic molecular
theory, and the conditions that influence the behavior of gases. The student is
expected to:
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a. describe and calculate the relations between volume, pressure, number of
moles, and temperature for an ideal gas as described by Boyle's law, Charles'
law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law;
b. perform stoichiometric calculations, including determination of mass and
volume relationships between reactants and products for reactions involving
gases; and
c. describe the postulates of kinetic molecular theory.
UNIT 9= SOLUTIONS / ACIDS AND BASES / OXIDATION-REDUCTION REACTIONS
SCIENCE CONCEPTS:
The student understands and can apply the factors that influence the behavior of
solutions. The student is expected to:
a. describe the unique role of water in chemical and biological systems;
b. develop and use general rules regarding solubility through investigations with
aqueous solutions;
c. calculate the concentration of solutions in units of molarity;
d. use molarity to calculate the dilutions of solutions;
e. distinguish between types of solutions such as electrolytes and nonelectrolytes
and unsaturated, saturated, and supersaturated solutions;
f. investigate factors that influence solubility and rates of dissolution such as
temperature, agitation, and surface area;
g. define acids and bases and distinguish between Arrhenius and Bronsted-
Lowry definitions and predict products in acid base reactions that form water;
h. understand and differentiate among acid-base reactions, precipitation
reactions, and oxidation-reduction reactions;
i. define pH and use the hydrogen or hydroxide ion concentrations to calculate
the pH of a solution; and
j. distinguish between degrees of dissociation for strong and weak acids and
bases
II. ASSESSMENT SUMMARY
SEMESTER
ASSESSMENT
SYLLABUS
%
Grade
1
Exam 1
Units 2-5
30%
Practical Scheme of
Work 1
Laboratory Investigations for Units
2-5
20%
2
Exam 2
Units 6-9
30%
Practical Scheme of
Work 2
Laboratory Investigations for Units
6-9
20%
Resolution 15-20
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