Chemistry Reference
In-Depth Information
“Science as inquiry” requires students to understand the principles of scientific
inquiry and to develop abilities to conduct scientific inquiry. In K-4, students ask
scientific questions, investigate aspects of the world around them, use their
observations to construct reasonable explanations, and communicate ideas and
explanations. In 5-8, students deepen their knowledge and abilities of scientific
inquiry. They systematize their observations, improve the accuracy of their
measurements, identify and control variables, develop models, and discover the
relationship between evidence and explanation. In 9-12, students sharpen their
understanding and abilities of scientific inquiry.
In “physical science,” K-4 students learn about substances existing in different
states (solid, liquid, gas), they group and sort objects and materials according to
their properties. These abilities are precursors for the later introduction of more
abstract ideas such as the atomic structure of matter or conservation laws (of matter
or energy). In 5-8, students study properties (e.g., density, boiling point, or solubil-
ity) and changes of properties through the formation of new substances in simple
chemical reactions. The periodic table of the elements is being introduced and
students start grouping substances according to their properties (like metals). They
make the leap from the description of properties of objects to the properties of
substances. In 9-12, students study the structure of matter (atoms, molecules, and
ions). They conduct more complex reactions like acid-base reactions or oxidation
and reduction reactions. They also investigate interactions of energy and matter
(flow of electrons).
“Life science” provides the connection between chemistry and biological pro-
cesses. In 9-12, students learn that cells are made up of molecules, that cell
functions are chemical reactions, that molecules build the DNA and our genetic
information. Chemical reactions in humans, animals, and plants are part of the
carbon cycle.
Chemistry in “earth and space sciences” lets students in K-4 discover earth
materials as sources of fuel and students in 5-8 discover the impact of volcanic
eruptions on the water cycle (acid rain) and climate change (carbon dioxide).
Beginning in K-4 with balances and thermometers and ending with computer-
connected titrations in 9-12, the use of technological devices opens a window for
“technological science” in chemistry.
“Science in personal and social perspectives” allows students from all age
groups to better understand the chemical background of air pollution and climate
change, two issues that have a growing impact on everybody's life.
The “history and nature of science” gives students an understanding of science
as a human and interdisciplinary endeavor and fosters an appreciation for science in
general. In K-4, students understand that people have learned a lot about the world
around us, but that a lot more remains to be understood. In 5-8, students discover
that scientists do and have changed their ideas and created better theories about
natural phenomena when they found evidence that did not match existing theories.
This is a great opportunity for 9-12 students to study biographies of famous
scientists like Lavoisier or Dalton who have advanced science by devising new
