Academic standards list

Chemistry II — Science (2009-2018)


Academic standards define the expectations for knowledge and skills that students are to learn in a subject by a certain age or at the end of a school grade level. This page contains a list of standards for a specific content area, grade level, and/or course. The list of standards may be structured using categories and sub-categories.

Embedded Inquiry

Standard INQ — Embedded Inquiry
Science is a relentless quest for understanding how the natural world works. All of science is driven by the premise that the world is capable of being understood. Yet, scientists believe that currently accepted explanations of natural phenomena or events are never perfect or fully complete and are always amenable to revision in light of new scientific evidence. Each scientific discipline uses its distinctive tools and techniques to investigate phenomena associated with the physical, geological, or living worlds. All rely upon theories from which the development of hypotheses emerge, the collection of data, and the interpretation of evidence as the foundation for reaching logical conclusions and making reasoned predictions.Conceptual StrandUnderstandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.Guiding QuestionWhat tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
Course Level Expectation
Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.
Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts, and compare opposing theories.
Use appropriate tools and technology to collect precise and accurate data.
Apply qualitative and quantitative measures to analyze data and draw conclusions that are free of bias.
Compare experimental evidence and conclusions with those drawn by others about the same testable question.
Communicate and defend scientific findings.

Embedded Mathematics

Standard MATH — Embedded Mathematics
Conceptual StrandScience applies mathematics to investigate questions, solve problems, and communicate findings.Guiding QuestionWhat mathematical skills and understandings are needed to successfully investigate biological topics?
Course Level Expectation
Understand the mathematical principles associated with the science of chemistry.
Utilize appropriate mathematical equations and processes to solve chemistry problems.

Embedded Technology/Engineering

Standard T/E — Embedded Technology/Engineering
Scientific inquiry is fueled by the desire to understand the natural world; technological design is driven by the need to meet human needs and solve human problems. Technology exerts a more direct effect on society than science because it is focused on solving human problems, helping humans to adapt to changes, and fulfilling goals and aspirations. The engineering design cycle describes the worklives of practicing engineers. The design cycle describes a series of activities that includes a background research, problem identification, feasibility analysis, selection of design criteria, prototype development, planning and design, production and product evaluation. Because there are as many variations of this model, practicing engineers do not adhere to a rigid step-by-step interpretation of this design cycle.Conceptual StrandSociety benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.Guiding QuestionHow do science concepts, engineering skills, and applications of technology improve the quality of life?
Course Level Expectation
Explore the impact of technology on social, political, and economic systems.
Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting.
Explain the relationship between the properties of a material and the use of the material in the application of a technology.
Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems.

Structure of Matter

Standard 1 — Structure of Matter
Conceptual StrandAtomic theory is the foundation for understanding the interactions and changes in matter.Guiding QuestionHow does the structure of matter determine its chemical and physical properties?
Course Level Expectation
Explain and illustrate the arrangement of electrons surrounding an atom.
Relate the arrangement of electrons surrounding an atom with observed periodic trends.
Describe the structure, shape, and characteristics of polyatomic ions, ionic and molecular compounds.

States of Matter

Standard 2 — States of Matter
Conceptual StrandKinetic-molecular theory and intermolecular forces are the basis for solid, liquid, gas, and solution phenomena.Guiding QuestionHow does the interaction between ions and molecules determine the physical state and characteristics of matter?
Course Level Expectation
Explain the kinetic-molecular theory.
Determine the intermolecular forces that exist between ions and molecules.
Explain how the physical characteristics of matter are governed by kinetic molecular theory and intermolecular forces.


Standard 3 — Reactions
Conceptual StrandChemical reactions can be investigated and described through their stoichiometric, kinetic, equilibrium, and thermodynamic characteristics.Guiding QuestionHow can the stoichiometric, kinetic, equilibrium, and thermodynamic characteristics of a chemical reaction lead to a further understanding of reaction process?
Course Level Expectation
Use the reactants of a chemical reaction to predict the products.
Fully analyze the quantitative aspects of a chemical reaction in terms of the amounts of products and reactants.
Analyze the kinetics of a chemical reaction.
Describe parameters of chemical equilibria.
Explain the thermodynamics of a chemical reaction.
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