General Chemistry for high school students CHEMISTRY Chemistry, a one-credit course, is an elective and should be a rigorous course to prepare students for careers in science, technology, engineering, integrated STEM activities, and mathematics. Chemistry explores empirical concepts central to all areas of science. These concepts should be explored in-depth using both quantitative and qualitative analysis, computational and experimental rigor, and the use of inquiry-based methods of teaching. To accomplish a level of sophistication and depth, chemistry teachers should extend concepts mastered by students in earlier grades. Cornerstone objectives of chemistry that must be addressed and readdressed throughout the course are dimensional analysis, naming compounds, balancing equations, and stoichiometry. To be successful in Chemistry, it is recommended that students have completed Algebra I (Integrated Math I), and be enrolled in an upper level math course. The nature of science refers to the foundational concepts that govern the way scientists formulate explanations about the natural world to increase the depth of understanding based on evidence, logic, and innovation. These concepts are expected to appear throughout the course. As a laboratory-based course, students are expected to utilize the science and engineering practices to design and conduct investigations using appropriate equipment, measurement (SI units), and safety procedures. Students should also design data tables and draw conclusions using mathematical computations and/or graphical analysis. It is recommended that students should actively engage in inquiry activities, laboratory experiences, and scientific research (projects) for a minimum of 30% of class time. The standards and performance objectives do not have to be taught in the order presented in this document. The performance objectives are intentionally broad to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. Objectives identified by “Enrichment:” are considered enrichment material that may be expanded upon as time permits. Engineering standards are represented in some performance objectives with specific wording that will prompt students to approach learning and exploration using the engineering process. These performance objectives are marked with an * at the end of the statement.