unit 1: scientific knowledge &...

COLLAPSING OF ACADEMIC LEVELS

Investigation of the Collapsing of Academic Levels Impacting Student Achievement and

Performance

Vicky Jones

University of New England

Statement of Academic Honesty: I have read and understand the plagiarism policy as outlined in the “Student Plagiarism and Academic Misconduct” document relating to the Honesty/Cheating Policy. By attaching this statement to the title page of my paper, I certify that the work submitted is my original work developed specifically for this course and to the MSED program. If it is found that cheating and /or plagiarism did take place in the writing of this paper, I acknowledge the possible consequences of the act/s, which could include expulsion from the University of New England.

COLLAPSING OF LEVELS 2

Abstract

This action research task investigated how the collapsing of academic levels, specifically

chemistry, were impacting student academic achievement and performance. Student surveys,

interviews, report card scores, science state test scores and curriculum documents were obtained

for data collection to demonstrate if the collapsing of levels had any effects on student

achievement and performance. State test scores, curriculum documents and teacher interviews

indicated that the collapsed chemistry levels were negatively impacting students due to a decline

in state test scores and the elimination of many important chemistry topics within the chemistry

curriculum. The investigation also revealed that the collapsed levels would not be eliminated

from the high school science course selections. The data supported that collapsed academic

levels caused students to choose higher academic levels that were difficult for the student’s

learning standards. The wrong placement of students in academic levels caused a negative

impact on student academic achievement and performance. The final outcome of the collapsed

levels caused classroom expectations and curriculum to decline in the amount of topics and

details covered in the chemistry curriculum. The recommendation was to improve the collapsed

course criteria by allowing teachers to attend special education and differentiation workshops

and also to review and revise the collapsed level curriculum documents.

Keywords: collapsed academic levels, special education, differentiation, curriculum

revisions


Table of Contents

Abstract……………………………………………………………………………………………2

Table of Contents………………………………………………………………………………….3

Introduction……………………………………………………………………………………….7

Rationale of Study.…….....…..…………….……………………………………………...7

Global Overview………..…………………………………………………………7

Need for Research………..………………………………………………………..7

Problem Statement………..……………………………………………………….7

Obstacles………………….……………………………………………………….8

Participants………….……………………………………………………………………. 8

The Researcher…………….………………………………………………………8

Primary Participants……….………………………………………………………9

Colleagues and Administration……………………………………………………9

Site………….……………………………………………………………………………10

Primary Research Questions…………………….………………………………………..10

Hypothesis………………………………………………………….…………………….11

Ethical Considerations…………………………………………………………………….11

Administrative Approval………………………………………………………...11

Anonymity and Confidentiality………………………………………………….11

Literature Review………………………………………………………………………………...11

Introduction………………………………………………………………………………11

History of Tracking………………………………………………………………11

Fairfield Public Schools………………………………………………………….12


Purpose of Tracking……………………………………………………………………...12

Theory of Full Inclusion…………………………………………………………………13

Fairfield’s View…………………………………………………………………13

Inclusion…………………………………………………………………………13

Reactions from Full Inclusion……………………………………………………………13

Student Reactions………………………………………………………………..13

Teacher Reactions………………………………………………………………..14

Parent Reactions…………………………………………………………………16

Conclusion……………………………………………………………………………….16

Methodology…………………………………………………………………………………….17

Research Design………………………………………………………………………....17

Action Research Defined………………..………………………………………17

Problem Statement………………………………………………………………17

Research Questions………………………………………………………………………17

Variables…………………………………………………………………………………18

Instructions and management……………………………………………………18

Definitions……………………………………………………………………….18

Participants……………………………………………………………………….18

Site………………………………………………………………………………..19

Survey distribution………………………………………………………………..19

Student Interviews………………………………………………………………..19

Teacher Interviews……………………………...………………………………..19

Administration Interviews………………………………………………………...19


Data Collection Plan………………………………………………………………………19

Instrumentation…………………………………………………………………………...20

Student Surveys…………………………………………………………………..21

Student Interviews………………………………………………………………..21

Number of Increased science course levels.……………………………………..21

Report card scores……..………………………………………………………….22

State Test Scores...……………………………………………………………….22

Teacher Interviews………………………………………...……………………..23

Course Curriculum Documents…………………………...……………………...23

Administrator Interviews………………………………..……………………….24

Data Validity…………………………………………………………………………….24

Conclusion……………………………………………………………….………………26

Results….………………………………………………….……………………………………..27

Data Presentation…..…………………………………………………………………….27

Student Surveys…………………..………………..……………………………27

Student Interviews……………………..………………..………………………28

Changes into Science Course Levels……..………………..……………………29

Report Card Scores……………………..……………..………………………...29

State Test Scores……………………….…..……………………………………30

Teacher Interviews…………………….…………..……………………………31

Course Curriculum Documents…………………..……………………………..32

Administrator Interviews………..……………………………………………....33

Discussion of Findings…………………………………………………………………33


Student Choice of Class Levels…………..……………………………………...33

Student Achievement and Performance…..……………………………………..35

Classroom Expectations and Objectives…..……………………………………..37

Limitations………………………..………………………………………………………39

Further Research………………………………………………..………………..40

Action Plan………….

……………………………………………………………………………41

Summary of Results…………..………………………………………………………..41

Rationale for Proposed Action.………………………………………………….41

Steps for Improvement…………………………………………………………………42

Stakeholders……………………………………………………………………..44

Outcome………………………………………………………………………………..45

Presentation of Research………..………………………………………………..45

Conclusion………………………………………………………………………………………46

References.………………………………………………..……………………………………47

Appendix A: Student Course Level Selection Survey…………………………………………49

Appendix B: Student Interview Questionnaire for Choosing Science Course Level…………..50

Appendix C: Chemistry Teacher Interview Questionnaire…………………………………….51

Appendix D: Collapsed Level Chemistry Teacher Interview Questionnaire…………………..52

Appendix E: Administrator Interview Questionnaire………………………………………….53

Appendix F: Chemistry 31 -Units of Study 2008……...………………………………………54

Appendix G: Chemistry 31-Units of Study 2009……….……………………………………..71

Appendix H: Chemistry 32 Units of Study.,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,88


Appendix I: Chemistry 32 Big Ideas…………………………………………………………104

Introduction

Rationale of Study

Global overview. At the turn of twentieth century, most students who attended schools

were of upper middle class families. African Americans and lower middle class students slowly

began to enter into the school system when the civil rights movement enforced schooling laws.

Because of the different backgrounds of students, separate curricula were created to meet the

goals of the students, such as proceed to higher education or proceed to industrial jobs

(“Tracking,” 2004). This separation became known as “tracking” (“Tracking,” 2004) or as

VanTassel-Baska (1992) describes it as “grouping”. “Ability grouping should be defined as the

organizational mechanism by which students at proximate ability levels within a school

curriculum are put together for instruction. Ability grouping allows for individual and group

needs to be addressed in a way that honors individual differences” (VanTassel-Baska 1992).

Need for research. Currently, many school districts use tracking or grouping in

academic course levels to suit the needs of various learning abilities. Some students excel faster

in some courses while others excel faster in other courses. In order for students to have a

challenge in their academics, the students are usually placed in an honors level. For a more

extreme challenge, students are placed in advanced placement courses. The students that do want

to succeed but learn at a slower pace, have other activities (sports) that keep them from

challenging themselves, or may have disabilities are placed in college preparatory or lower

college preparatory courses.

Problem statement. Prior to 2009, the Fairfield Public School System had four course

levels: advanced placement, Honors, college preparatory and lower college preparatory. In 2009,


the district decided to eliminate the lower tracking level known as the lower college preparatory

class. As a result, the college preparatory courses became known as a “collapsed level”, where

there was a mixture of college preparatory, lower college preparatory students, and severe

special education students with learning disabilities in one class. Students were purposely

requesting courses higher than their academic ability in order not to be placed in a collapsed

level causing a decline in academic performance. This resulted in a vast number of students

from all academic class levels and groups, such as Honors, college preparatory, and lower

college preparatory students not being placed in their appropriate tracking level of course classes

for their academic ability. Some slower learning students that were placed in a collapsed course

were disengaged and may have felt inferior to other students because they were in a class with

high expectations. In addition, teachers may have had difficulty trying to meet the needs in a

collapsed course because there was such a wide range of various learning abilities. The purpose

of this study was to investigate how collapsed classes were impacting students in all area

demographics, teachers, and subject criteria.

Obstacles. A variety of obstacles took place during the investigation. Before conducting

the investigation, the student surveys had to be approved by the principal. In addition, many of

students were surveyed in their chemistry classes. During the time of the investigation,

Hurricane Sandy closed Fairfield Schools for 6 days due to loss of power and damaged homes.

Even though school resumed, many students did not return because of their homes being in

devastation. This resulted in some students not taking part of the survey.

Participants

The researcher. The researcher conducting this investigation was Vicky Jones who

received her Bachelor’s Degree in Chemistry from Fairfield University. She then went on to


receive her teaching certification from Central Connecticut State University. She had been

teaching at Fairfield Warde High School for 5 years. She was in the final steps of finishing her

Master’s Degree specializing in Educational Leadership from the University of New England

when performing the action research.

Primary participants. The main subjects involved were students presently in collapsed

chemistry classes and Honors chemistry students. The students attended Fairfield Warde High

School in Fairfield, Connecticut. There were approximately 300 students in chemistry courses.

Those students who were enrolled in collapsed chemistry courses were labeled as Chemistry 32

and students who were enrolled in Honors chemistry courses were labeled as Chemistry 31. The

students were surveyed in regards to how they chose their particular science course level. Those

students who based their decision on not wanting to be placed in a collapsed level were

interviewed.

Colleagues and Administration. Collapsed level chemistry teachers were interviewed

and surveyed for their experiences within the collapsed classroom. In addition, non-collapsed

level chemistry teachers were also interviewed. The main focus of the interviews were to

investigate whether Honors students were misplaced in their course level, i.e. should the students

be placed in a non-Honors chemistry course but did not want to be subjected to a collapsed

chemistry level. Collapsed level teachers were asked if they had to slow down the pacing of the

course in order for the special education students to catch up. As a result, non-special education

students’ academic achievement was decreased.

The administration was asked for state academic official test scores known as the

Connecticut Aptitude Performance Test (CAPT), to disclose past biology (2011) and chemistry

(2012) final scores, and the percentage of students who had changed science course levels in the


beginning of the school year. This data was public information as long as the names were

withheld for confidentiality purposes. The information being requested from these two years

pertains to the same graduating class of students (2013). The two years of science courses were

analyzed to see if student performance increased, decreased or stayed the same. Lastly, the

administration was interviewed addressing their opinions of how course expectations and

objectives were being affected due to the addition of the collapsed science levels.

Site

Fairfield Warde High School was located in southern Connecticut. Fairfield was a

suburban town where many families commute by train to New York City for work. The town

had an excellent reputation. At the time of the research, half of the population was employed;

the unemployment rate was 3.6%.

According to the CERC Town Profile of 2008, the town population was 58,812. This population

consisted of 54,233 White race, 1,088 Black race, 1,636 Asian Pacific, and 1,912 Hispanic race. At

Fairfield Warde High School, the enrollment was about 1,242. Student to teacher ratios were

approximately 18.5 to 1. Just like the population of the town, the race and ethnicity ratios were about

the same at FWHS. The majority of students were white, followed by Black, Asian, and Hispanic.

Primary Research Questions

1) Is the presence of collapsed levels affecting class choices for students?

2) How are student achievement and performance being affected from the collapsed levels?

3) How are classroom expectations and curriculum being impacted and changed to align

with the needs of all students?


Hypothesis

The outcome of this investigation was to demonstrate that the collapsing of levels caused

students to choose academic levels that were higher than their academic ability. This resulted in

a significant decline in academic achievement (amount of course work) and performance (state

test scores and final grades) for students that were misplaced in their course classes due to the

collapsed level of classes. Lastly, classroom expectations and curriculum decreased in the

amount of content material to level the playing field for all students within the collapsed levels.

Ethical Considerations

Administrative approval. In order to perform research from students within FWHS, the

student surveys being used had to be approved by the headmaster. A confidential meeting

between the headmaster and educator was conducted. The headmaster wanted an overview of

the research in progress and then proceeded to review the surveys that the students would be

administered.

Anonymity and confidentiality. The headmaster preferred the survey to have

anonymity per the Fairfield Board of Education Policy. Conversely, the research required

students to be interviewed for their experiences in the science course level selection process. A

suggestion from the headmaster was to put an area at the bottom of the survey stating if the

student would like to answer further questions, they may write their name.

Literature Review

Introduction


History of tracking. According to Hallinan and Oakes (1994), “the term tracking refers to the

practice of assigning students to instructional groups on the basis of ability…the theory of tracking

argues that tracking permits teachers to tailor instruction to the ability level of their students” (p. 79).

The history of academic tracking began when the education system was taking affect in the 19th century.

At the time, those who went to school were of the upper-middle-class families. Black and working class

students did attend school; however, they were a select few. Back then, the United States was the

freedom of opportunity. Therefore, many were allowed to attend school but not all students looked the

same (physically), which led educators to believe that the students did not learn the same; this was a

form of discrimination. “Tracking quickly took on the appearance of internal segregation. Today,

though the world outside has changed, the tracking system remains much the same” (Tracking, 2004,

p.1). The idea of tracking actually was created for physical appearance and family demographics rather

than intelligence. The question remains, do school systems continue to place low income and

free/reduced lunch students purposely in lower track levels? Do families play a major role in the

achievement and performance for their children?

Fairfield Public Schools. In regards to the Fairfield Public School system, Fairfield was a

suburban town located in southern Connecticut. According to the Connecticut Economic Resource

Center (CERC) Town Profile of 2008, the town population was 58,812. This population consisted of

54,233 White race, 1,088 Black race, 1,636 Asian Pacific, and 1,912 Hispanic race.

Purpose of Tracking

Other research had noted a completely different approach of what tracking was and was based

on. According to The Organization of Students for Instruction in the Middle School, “the asserted

purpose of tracking is to tailor the rigor and pacing curriculum to meet the specific learning needs of all

students” (as cited in Burris, Wiley, Weiner & Murphy, 2008, p. 574). There were many factors that did


influence the placement of students in higher-level classes and lower level classes. One example from

Getting on the Fast Track in Mathematics stated that “parents with college degrees are more likely to

intervene in school experiences, resulting in their child’s placement in advanced mathematics classes

that lead to the study of calculus in high school” (as cited in Burris et al., 2008). The Fairfield town had

an excellent reputation with employment status and income. Half of the population was employed; the

unemployment rate was 3.6%.

Theory of Full Inclusion

Fairfield’s view. The Fairfield Public School System is very current with implementing new

methods of research on education. Therefore when the Education of the Handicapped Act was enacted

in 1975, Fairfield definitely was sure to abide by the act.

Inclusion. Inclusion progressed in the 1980’s as full inclusion. According to Haas (1993), “full

inclusion is a term used to describe the placement of children with disabilities in a regular education

classroom with children who do not have disabilities…The concept of full inclusion is and always has

been reflected in the federal and state requirement for serving students with disabilities in the least

restrictive environment” (p. 34). In theory most school districts besides Fairfield used the notion of full

inclusion. Although, the concept of full inclusion was very positive, the results may be both positive

and negative. Full inclusion took into account how the disabled student may be an outcast or segregated

from other students, therefore these students must be included. However, full inclusion did not look into

how the regular education students felt in such a classroom. Do the regular education students become

frustrated? Are regular education students willing to help the disabled students? Does the curriculum

pacing slow down? Do the regular education students begin to slack off because the pace is too slow?

Reactions from Full Inclusion


Student reactions. Further research from A Formative Evaluation of Inclusion in a Suburban

Middle School was conducted on how regular education and special education students did react and

work in a nonrestrictive classroom. For the most part, the research concluded that there were not

significant effects on peer acceptance or tolerance. However, the students were generally accepting of

special education students but did prefer the company of regular education students rather than special

education students (as cited in Fox & Ysseldyke, 1997). From this literature, student interaction among

regular education and special education students did not produce a negative effect on the collapsing of

levels in the Fairfield School District.

In regards to inclusion, there were questions as to whether special education students felt

inadequate and inferior in a regular education classroom. Self-esteem could potentially play a major

role on academic achievement and performance. Therefore self-esteem must remain high in a

nonrestrictive environment. In a literature review from Anderman and Anderman (2010), Anderman

and Anderman stated that all adolescents differ in self-esteem levels due to race, ethnicity and gender.

Therefore, the classroom teacher must be aware of these issues and that they create lessons that will

increase self esteem (p. 137). Are regular education teachers trained to determine if self-esteem is

decreasing? Do teachers know how to create lessons that will increase self-esteem? Teachers that take

on such a role of teaching in an inclusive classroom or in Fairfield’s situation a “collapsed level”; are

they provided the correct professional development for creating self-esteem targeted lessons?

According to Fox & Ysseldyke (1997), the administration should “provide the staff with necessary

training to do the job. It is, of course, not reasonable to ask the staff to do things which are not

adequately trained” (p. 10). In theory, the inclusion and creation of self-esteem lessons were positive

aspects. However, there were so many issues that need to be addressed in order to have a positive

outcome for all students and teachers within a learning environment.


Teacher reactions. Within an inclusive classroom, many students may have had disabilities that

impair the social skills and their behavior. Because of these difficulties, student attentiveness was low

and behavior became a distraction for the teacher and students during the teaching and learning process.

This result led teachers to judge their disabled students poorly and give off a negative attitude. A study

was conducted on the effect of student characteristics on teachers’ predictions of student success. The

data showed that the teachers who labeled students with having behavioral challenges or social skill

impairment caused teachers to predict less academic success for low level students (Tournaki, 2003, p.

8). Questions arise such as are the regular education teachers given a choice to teach the inclusive

classrooms or is it mandated? Are the regular education classrooms being monitored by the

administration to assure that these types of scenarios are not occurring? Are teachers changing the

curriculum in order to accommodate the disabled students? This was great concern on how regular

education teachers were unprepared to handle such classrooms.

Negative predictions by the teachers were possibly felt by the students. In theory, all teachers

should enter into a classroom with a positive attitude. In a study conducted by White and Kistner

(1992), the research concluded that student self-esteem and attitude is impacted by how a teacher reacts

to the student’s behavior. Therefore, a teacher who constantly focuses on a child’s misbehavior during a

classroom lesson would negatively affect the child’s self-esteem and possibly even cause peer rejection

towards other students. Questions arise such as how would a teacher respond to inappropriate behavior

during the classroom lessons? There was controversy in the study because the misbehavior cannot be

overlooked or else the student proceeded to misbehave. In the case of “collapsed levels” in the Fairfield

District, there were many disabled students in these classes that have no social skills. In addition, many

of the regular education teachers did not have any professional development on how to address a

situation of misbehavior due to mental illness. More than likely, a teacher would react in such way that


was negative towards the child. In order to balance the situation, a teacher had to also include positive

reinforcement to counteract the reprimands of the child, which will result in less of a self-esteem decline

(White and Kistner, 1992, p. 939).

Parent reactions. An interesting research investigation and survey about how parents perceived

the impacts of inclusion on non-special education students was conducted by Peck, Staub, Galllucci and

Schwartz (2004). The results found that “78% of parents viewed the experience of being in an inclusive

classroom as having no effect on their child’s academic progress; 15% of the parents reported positive

effects; and 7% reported decreases in academic progress. However, 22% of respondents believed that

their child’s individual time with the classroom teacher had decreased” (p. 138). When analyzing these

results, inclusion did not have much effect on academic progress from non-special education students.

However, an effect of the inclusion was less teacher assistance. The teacher possibly was too focused

on the nondisabled student within the inclusive classroom. The research was not specific on what the

teacher was doing, such as monitoring nondisabled student behavior, modifying work, etc.

Conclusion

From the literature review, the hypothesis of a decline in academic achievement and performance

for students in a “collapsed level” was partially supported. Tracking was meant to provide the

appropriate level of rigor and challenge for each level. Omitting a third level and creating a “collapsed

level” as Fairfield did would theoretically impair the rigor and challenge for the course material.

However, the research demonstrated that regular education students placed in inclusive classrooms

showed no negative social effects on the disabled or special education. This was a result of good

manners from students. Finally, teachers were a major influence on students. Many regular education

teachers were not trained to teach or handle disabled students. Teachers need professional development


so that the best instruction and classroom management could be bestowed upon all students in the

classroom.

Methodology

Research Design

Action research defined. The “Investigation of the Collapsing of Academic Levels Impacting

Student Achievement and Performance” was created because of the observation that students were being

misplaced in their science course level. Students were purposely choosing courses that were more

difficult than their academic ability because they did not want to be placed into a collapsed science

course. The research investigation measured academic achievement, performance and the chemistry

course selection process as the effects of the addition of the collapsed chemistry course level. To prove

the hypothesis, students in chemistry courses were surveyed and interviewed as to why they chose their

current science level. Teachers and administrators were also interviewed about their opinions and

expectations within the collapsed and Honors chemistry levels. Student chemistry grades, state test

scores and curriculum documents were retrieved and analyzed to distinguish if the collapsed chemistry

levels affect academic achievement, performance and the chemistry course selection process.

Problem statement. Since 2009, the Fairfield Public School system has implemented the theory

of inclusion by eliminating a third lower science course level. As a result, a “collapsed” science level

was added. A collapsed science level was a regular science course level that included students with

special needs, physical disabilities, and severe learning disabilities. The purpose of the research project

was to investigate the effects of the collapsed level courses on student academic performance and

achievement.


Research Questions

1) Is the presence of collapsed levels affecting class choices for students?

2) How are student achievement and performance being affected from the collapsed levels?

3) How are classroom expectations and curriculum being impacted and changed to align

with the needs of all students?

Variables

Instructions and management. There were a few variables that were tested: 1) the

influence of science course level selection from the collapsed levels, 2) the effect of student

achievement and performance from the collapsed levels, 3) classroom expectations and

curriculum changes due to collapsed levels.

Definitions. The collapsed levels were referred to as regular education chemistry courses

that included students with physical disabilities, mental disabilities, and severe special education

learning disabilities. Regular education chemistry courses were referred by the Fairfield Public

School District as Chemistry 32. Chemistry 32 included all the major topics in chemistry that all

students must learn (Appendix I). Honors chemistry course levels were referred as Chemistry

31. Chemistry 31 included all major topics in chemistry taught in full detail and at an

accelerated pace (Appendix G).

Participants

All chemistry students in Chemistry 31 and Chemistry 32 were given the survey. There

were a total of 252 students, but due to absences only 233 students completed the survey. All

five chemistry teachers at Fairfield Warde High School were interviewed using the Chemistry

Teacher Interview Questionnaire (Appendix C). Three chemistry teachers were interviewed

using the Collapsed Level Chemistry Teacher Interview Questionnaire (Appendix D) because


these teachers taught a collapsed level at one time. Three administrators were interviewed using

the Administrator Interview Questionnaire (Appendix E). The administrators consisted of a

headmaster (principal), housemaster (vice principal), and science curriculum leader.

Site

Survey distribution. The study was conducted at Fairfield Warde High School where the

researcher worked and experienced teaching a collapsed level chemistry course. When the students

were surveyed, they were in their designated chemistry classroom. Having the students in their

chemistry classrooms made the students more comfortable and at ease taking the survey being that they

were in a familiar setting. The chemistry teacher administered the survey at the beginning of class then

proceeded with the daily chemistry lesson, so that the classroom lesson was not interrupted.

Student interviews. Student interviews were conducted during the student’s homeroom or free

period. The interviews had to be administered at a time when learning was not taking place, so that

students would not miss any important classroom material. The student reported to the chemistry wing

at Fairfield Warde High School where the interview took place.

Teacher interviews. Teacher interviews were performed by finding common planning time to

discuss the research project, so that classroom time was not disrupted and teachers had a clear mindset.

The teacher interviews were completed in the chemistry wing at Fairfield Warde High School.

Administrator interviews. Administrator interviews were accomplished by making an

appointment and meeting during normal working hours being that administrators were usually in

meetings at the board of education. The interviews were done in the office of the administrators.

Data Collection Plan


A data collection plan was constructed to organize how each research question would be

investigated (Table 1). Three data sources were made available to increase the validity of the research

investigation.

Table 1

Data Collection Matrix for Investigating Student Academic Performance and AchievementResearch Questions Data Source 1 Data Source 2 Data Source 3Is the presence of collapsed levels affecting class level choices for students?

Student survey Student interviews Number of science course level changes in the beginning of school year

How have student scores (grades and state test scores) been affected?

Report card scores Connecticut Aptitude Performance Test (CAPT) scores

Teacher interviews

How are classroom expectations and course objectives being affected?

Approved biology and chemistry curriculum documents

Teacher interviews Administrator interviews

The entire methodology process took approximately two weeks to gather data. Students were

provided surveys (Appendix A) during their chemistry courses. Teacher and administrator

interviews (Appendices C, D, and E) were conducted during school hours. Student data such as

course changes, report card scores, CAPT tests and curriculum documents were obtained through

the administration. The teacher and administrative interviews were a timely process being that

the staff was completing their regular duties in addition to assisting the research project.

Instrumentation

This investigation involved both qualitative and quantitative data. According to Mills

(2011), “the literature on action research supports the assertion that qualitative methods are more


appropriately applied to action research efforts compared with the application of an experimental

pretest-posttest control group design in which the teacher researcher randomly assigns children

to either a control group or an experimental group in order to receive a ‘treatment’” (p. 73). The

qualitative data that was collected were “existing archival sources” such as curriculum document

modifications. In addition, student, teacher, and administrator questionnaires were collected and

their responses were documented. As for quantitative data, standardized test scores, report card

grades and course selection changes were documented in graphs, tables and narratives.

Student surveys. The student surveys measured how the students chose their current

science course level (Appendix A). The surveys were given to seven Chemistry 31 courses and

seven Chemistry 32 courses. To guide the students on how to answer the research question of

“How did you decide on which level to take?”, several options were given to the students to

choose from, such as teacher recommendation, guidance counselor, parent and other. If the

answer “other” was chosen, further research was investigated to observe if the collapsed levels

were the factors for the student’s decisions. The surveys were then tallied and the percentage of

each choice was analyzed. This measurement determined how the majority of students chose

their science course level, which was imperative for investigating the hypothesis of students

choosing an inappropriate academic level for the academic ability.

Student interviews. The students who chose “other” on the survey were interviewed if

they voluntarily wrote their name. The interview was guided by the student interview

questionnaire (Appendix B). The students were asked if the collapsed science course levels were

a factor in making their decision. If the answer was yes, the students were asked if they felt the

correct decision was made. The students were then asked if their report card grades were


affected because of the wrong course level chosen. The interviews were additional support to

prove that students were choosing inappropriate course levels.

Number of increased science course levels. In the beginning of every school year,

guidance counselors are busy with student concerns such as being placed in the correct course.

Usually the student concerns generate from transfer students, Individualized Education Plan

issues, and college planning issues. For the research investigation, science course level changes

from the beginning of the school year were documented to observe a pattern of incorrect course

level placement due to the addition of the collapsed level courses.

Report card scores. In order to monitor academic performance, Table 4 represented

percentages of science letter grades from biology and chemistry during the academic school

years 2010-2011 and 2011-2012, respectively. These scores were from the same students who

will be graduating in the year of 2013 and were collected to demonstrate a negative impact on

student achievement and performance due to the addition of collapsed science course levels.

State test scores. Every high school in state of Connecticut was required to administer

the Connecticut Aptitude Performance Test (CAPT).

The Connecticut Academic Performance Test is an achievement test administered by the

Connecticut State Board of Education to public school students in grade 10. It is intended to

gather information necessary to the ongoing improvement of public education in

Connecticut. The test is designed to:

Establish performance standards for all high school sophomores on a range of skills

and knowledge

Emphasize the application of knowledge and skills in realistic contexts


Promote better instruction and curricula by providing feedback on strengths and

weaknesses of students and of school districts

Increase the accountability for high school level education (“Connecticut Aptitude

Performance Test”, 2012).

The CAPT scores from the science discipline were gathered from 2007-2011. During the year

2007 and 2008, collapsed courses did not exist. Collapsed courses were created beginning in the

2009. In Figure 1, the science CAPT scores were documented from all student demographics.

The scores were used to prove a decline student academic performance and achievement due to

the addition of the collapsed level courses.

Teacher interviews. All teachers who taught Chemistry 31 and 32 were interviewed

using the questionnaire provided (Appendix C). The main focus of the interview was for each

teacher’s experience while teaching Chemistry 31. The main concern was if any teacher had a

student that was placed in Chemistry 31 but should have been placed in Chemistry 32. This data

provided evidence for a negative impact on student academic achievement and performance. If a

teacher admitted that he/she did have such a case, the teacher was then asked if the student’s

academic performance increased, decreased, or stayed the same. If the teacher described any

such current situations, the teacher was asked for the student name. The particular student was

then interviewed.

Collapsed chemistry teachers were asked questions in order to understand the

collapsed chemistry classroom environment (Appendix D). One of the main concentrations of

the interview was if the teacher needed to alter the classroom expectations or course objectives in

a collapsed chemistry class. This data was needed to provide evidence for a negative impact on

classroom expectations and course objectives due to the addition of collapsed levels courses.


The teacher was then asked if this had an impact on any non-special education students.

Sequentially to comprehend how a collapsed chemistry teacher handles the different learning

levels within the classroom, the teachers were asked if they had to omit a particular chemistry

topic because they felt the topic was too challenging.

Course curriculum documents. Every course offered at Fairfield Warde High School

had a list of course requirements, expectations and objectives that must be met by the end of the

fiscal school year. Each department had their own pacing requirement for each topic learned.

Before the implementation of the collapsed chemistry levels in 2009, the chemistry department

had distinct and specific course requirements and pacing for both the 31 and 32 levels.

Chemistry curriculum documents from 31 and 32 levels were obtained and compared from 2008

and earlier as well as post implementation of the collapsed chemistry level (Appendices F, G, H

and I). Both documents contained 31 and 32 course material for the entire fiscal school year.

These documents were collected to prove that classroom expectations and curriculum were

negatively affected due to the addition of collapsed levels. The documents were analyzed to

observe in any course objectives were eliminated to level the playing field for the diversity of all

students in these chemistry classes.

Administrator interviews. The administrators who were involved with this study were

interviewed using the questionnaire for administrators (Appendix E). The main interview focus

for the administrators was classroom expectations and course objective changes when the

collapsed levels were implemented in the school system. Course rigor, challenge and pacing was

questioned to see if there were any modifications or changes made since the addition of the

collapsed chemistry courses. In order to understand the big ideas from the administrators

towards the special education students within the collapsed levels, the administrators were asked


if the special education students were expected to learn all the course requirements and

objectives as a non-special education student.

Data Validity

Before the data was analyzed, the data was checked for validity, credibility, triangulation

generalizability, and reliability. According to Mills (2011), “validity or how we know that the

data we collect (test scores, for example) accurately gauge what we are trying to measure (in this

case, what is that our children ‘know’ about history” (p. 102). The action research was valid

because the data was transferable and dependable.

In order for research to be transferable, Criteria for Assessing the Trustworthiness of

Naturalistic Inquiries, Guba (1981) “proposed that the researcher should collect detailed

descriptive data that will permit comparison of a given context (classroom/school) to other

possible contexts to which transfer might be contemplated” (as cited in Mills, 2011, p. 104).

Data from this action research enabled judgment to be made for all subjects as to whether

collapsed levels were in fact beneficial for all students nationwide.

In Criteria for Assessing the Trustworthiness of Naturalistic Inquiries, Guba (1981) stated

that in order for the research to be dependable, the data should have means of overlap.

Specifically, if there is a weak set of data, another set will compensate for the strength (as cited

in Mills, 2011, p. 104). A wide range of dependable data was collected that fully supported the

research questions, such as student, teacher and administrative interviews, as well as archival

data ranging from state test scores and report card grades.

“Credibility of the study refers to the researcher’s ability to take into account the

complexities that present themselves in a study and to deal with patterns that are not easily

explained” (Mills, 2011, p. 104). This study was credible because the researcher had been


working within the school system for five years and had been teaching a collapsed chemistry

course for three years. During this time, many observations from the addition of collapsed levels

had been recognized such as Honors students admitting that they purposely chose Honor’s level

courses because the students did not want to be placed in a collapsed level.

Generalizability is referred to a behavior that is observed on a smaller group of

individuals and then explained in terms for a wider study group (Mills, 2011, p. 113). The action

research conducted fell within this category, because student academic achievement and

performance was measured. The data from the action research was then used on future students

placed in collapsed levels.

Triangulation signifies that researchers use multiple sources of data rather than the same

type used more than once such as interviews and observations (Mills, 2011, p. 92). The action

research did support the theory of triangulation because not only were interviews conducted, but

student state test scores, report card grades, and add/drop course levels were collected and

analyzed.

Finally “reliability is the degree to which a test consistently measures whatever it

measures” (Mills, 2011, p. 112). Reliability occurs when a test measures the same results over

and over again. The research method was reliable because the interviews and questionnaires

were consistent for all parties. Student state test scores were reliable because the CAPT exams

used the same testing procedures and measured the same criteria for the past four years. Report

card grades and changes in course selection statistics were unreliable sources of data because

only one graduating class of students was measured.

Conclusion


All in all, the data was collected both qualitatively and quantitatively. There was no

actual test or varying factors that led to an experimental design and procedure. All the data was

present; the data solely had to be collected. According to Mills (2011), “action research is any

systematic inquiry conducted by teacher researchers, principals, school counselors, or other

stakeholder in the teaching/learning environments to gather information about how their

particular schools operate, how they teach and how well their students learn” (p. 5). Since the

data from the action research was valid, the action research provided a more defined

understanding of how the collapsed chemistry courses were affecting student achievement and

performance.

Results

Data Presentation

Student surveys. Students in Chemistry 31 and 32 were given surveys addressing how

they chose which level of chemistry to complete (Appendix A). There were a total of 144

students enrolled in Chemistry 31. Three students were missed when the surveys were conducted

due to absences. According to Table 2, the results indicated that 126 students chose Chemistry

31 because their biology teacher from the previous year recommended the course; 9 students

answered that their parents were a factor in the decision process; 3 students answered that their

guidance counselor was a factor in the decision process; 3 students circled “other” on the survey.

Table 2

Chemistry 31 Survey-Course Selection ProcessTeacher Parent Guidance

Counselor

Other

Number of 126 9 3 3


Students

There were a total of 108 students enrolled in Chemistry 32. Sixteen students were

missed when the surveys were conducted due to absences. According to Table 3, the results

indicated that 75 students chose Chemistry 32 because their biology teacher from the previous

year recommended the course; 5 students answered that their parents were a factor in the

decision process; 7 students answered that their guidance counselor was a factor in the decision

process; 3 students circled “other” on the survey.

Table 3

Chemistry 32 Survey – Course Selection ProcessTeacher Parent Guidance

Counselor

Other

Number of

Students

72 5 7 3

Student interviews. Student interviews were very difficult to conduct because the

Fairfield Board of Education Policy required the surveys to be anonymous. If the student wanted

to voluntarily provide their name, they were instructed to put their names on the survey. Three

Chemistry 31 students were interviewed because they volunteered their name and circled “other”

on their survey. The interview consisted of questions from Appendix B. All three students

admitted that they chose Chemistry 31 because they did not want to be placed in a course with a

high number of special education students. They felt that the pacing would be slow and the

criteria would be too easy. Two students felt they made the correct decisions for their own

mindset. However, their grades plummeted resulting with a C and C+ first marking period. The


other student felt that they should have chosen Chemistry 32 because the course work is too

challenging and too much. As a result, their first marking period grade was a C average.

Three Chemistry 32 students volunteered their name and circled “other” on the survey.

One student admitted that the collapsed level was a factor when making their choice on the

course level selection. He explained that he thought his grade would look better to earn an A or

A- in Chemistry 32 than receive a B or B- in Chemistry 31. He was happy with his decision and

his first marking period grade was an A-. Two students admitted to experiencing an honors level

biology class the year before. The students did not want to be placed in a collapsed level biology

class so they took an Honors level. Their grades suffered in the Honors biology course, earning

a C+ and C average.

Changes into science course levels. At the beginning of this academic school year, the

science department had their first monthly meeting. At the meeting, the science curriculum

leader disclosed that there were at least 99 different cases where students either increased or

decreased in a science course level. Of the 99 different cases, 30 cases were from the research

site, Fairfield Warde High school. The remaining 69 cases were from the second high school in

Fairfield School District. The 30 students were students who changed from a college preparatory

level science class to an honors level science class. This was a very high number of students who

decided in the summer that they preferred to be in an honors level course.

Report card scores. Report card scores were obtained from students who completed

Biology 21 and 22 (Honors level and college preparatory level, respectively) in 2011 and

Chemistry 31 and 32 in 2012. The students were from the same graduating class of 2013. The

data was reviewed to determine if there was any decline in student grades from Biology 21 and

Chemistry 31 possibly due to students not wanting to be placed in a collapsed level. In addition,


grades from Biology 22 and Chemistry 32 were also reviewed to see if there were increases or

decreases in student grades with the addition of the collapsed chemistry levels. Table 4 showed

the patterns between the two courses.

Table 4

Percentage of Science Grades from the Class of 2013Grades A’s B’s C’s D’s F’sBiology 21 38% 32% 25% 3% 2%Chemistry 31 30% 38% 29% 2% 1%Biology 22 30% 34% 23% 10% 3%Chemistry 32 31% 32% 25% 10% 2%

The data from Biology 21 and Chemistry 31 from the same graduating class revealed that there

was an 8% decrease with grades in the A range, a 6% increase with grades in the B range, a 4%

increase with grades in the C range, a 1% decrease with grades in the D range, a 1% decrease

with grades in the F range. The data from Biology 22 and Chemistry 32 from the two school

years revealed that there was a 1% increase with grades in the A range, a 2% decrease with

grades in the B range, a 2% increase with grades in the C range, no change with grades in the D

range and a 1% decrease with grades in the F range. All these grades occurred from the four

different classes as students went from Biology to Chemistry the following year.

State test scores. State science test scores were obtained from 2007 through 2012 (Figure

1). Five different science areas were tested during CAPT. They were represented in the legend

to the right of the graph. The most points a student could achieve on a science section was 15.

The results demonstrated that the first year the collapsed levels were implemented (2009), CAPT


science scores decreased dramatically. After 2009, CAPT scores began to increase. However, in

2011, Global Interdependence declined. In 2012, General Evolution Biology and Energy

Transformations decreased.

2007 2008 2009 2010 2011 20128.5

9.0

9.5

10.0

10.5

11.0

11.5

12.0

Energy TransformationsChemical PropertiesGlobal InterdependenceCell Chemistry BiotechnologyGeneral Evolution Biodiversity

Figure 1. Line graph showing the CAPT scores in science from Fairfield Warde High School from 2007 to 2012.

Teacher interviews. Five Chemistry teachers were interviewed using Appendix C. The

Chemistry teachers either taught Chemistry 31 or 32. All five teachers admitted to having

Raw Score

Academic School Year


students misplaced in Chemistry 31 when the students should have been placed in Chemistry 32.

Four teachers admitted that student academic performance decreased and the students struggled

throughout the entire school year in the course. One teacher explained that the mathematical

concepts were the biggest challenges for the misplaced students. Another teacher explained that

two students constantly asked if they should be taking notes.

Three collapsed level Chemistry teachers were interviewed using the form shown in

Appendix D. All three teachers taught a collapsed level between 2009-2012. All three teachers

removed more challenging math concepts. One teacher specifically scaled back the amount of

content covered because of the increased amount of differentiation. Two teachers explained that

the course was revised to level the playing field for all students, making the course much easier

than before the addition of the collapsed levels. This resulted in higher grades for all students.

All three teachers emphasized that many mathematical concepts were eliminated to make the

course easier for the special education students and students with special needs.

Course curriculum documents. Chemistry curriculum documents were collected to

observe any changes that may have occurred due to the addition of collapsed levels. Curriculum

documents from 2008 and earlier and documents from 2009 and later were obtained for both

Chemistry 31 and Chemistry 32. Appendix F entitled “Chemistry 31-Units of Study 2008”

represented the Chemistry 31 curriculum document from 2008 and earlier. Appendix G entitled

“Chemistry 31 Units of Study 2009” represented the Chemistry 31 curriculum document from

2009 and later. Appendix H entitled “Chemistry 32 Units of Study” represented the Chemistry

32 curriculum document from 2008 and earlier. Appendix I entitled “Chemistry 32 Big Ideas”

represented the Chemistry 32 curriculum document from 2009 and later.


The documents, Chemistry 31-Units of Study 2008, Chemistry 31 Units of Study 2009,

and Chemistry 32 Units of Study, all have 6 criteria that were outlined and detailed for increased

student learning: Science Core Standards, Essential Questions, Focus Questions, Core Topics,

Unit Objectives, Skill Objectives, and Pacing. The Science Core Standards were aligned with

the state of Connecticut Common Core Standards for Learning. All school districts in the state

of Connecticut must align with the Common Core Standards. Essential Questions, Focus

Questions, Core Topics, Unit Objectives, Skill Objectives and Pacing were all created by the

Chemistry teachers and science curriculum leader at Fairfield Warde High School.

Administrator interviews. Three administrators were interviewed using the form

displayed in Appendix E. All three administrators explained that the implementation of the

collapsed levels would actually increase student performance, especially the students who would

be placed in a Chemistry 33 level. Chemistry 33 would be a lower level than Chemistry 32 with

many omitted chemistry topics and lower classroom expectations. All three explained that rigor,

challenge and pacing would not change per the Fairfield Board of Education Policy. All three

explained that the expectations and goals for students with special needs were modeled in their

IEP’s and 504 plans. Collapsed level teachers must abide by the students accommodations and

modifications in order to be successful in Chemistry 32.

Discussion of Findings

Student choice of class levels. In 2009, the Fairfield Public School system implemented

the theory of full inclusion in the science courses. According to Haas (1993), “the concept of

full inclusion is and always has been reflected in the federal and state requirement for serving

students with disabilities in the least restrictive environment” (p. 34). In order to fulfill this

requirement, the Fairfield School District eliminated the lowest science course level and mixed


the middle course level students with very low course level students; this new course was known

as a collapsed level. Low level students consisted of students with severe learning disabilities,

physical disabilities and troubled students. Due to the collapsed level, research was conducted to

observe if students purposely chose class levels that were too high for their learning standards in

order not to be placed in a collapsed science course.

Student surveys (Appendix A) were conducted to see if students chose an Honors level in

order to avoid being in a collapsed level. The surveys revealed that most students in both

Chemistry 31 and Chemistry 32 chose their particular course level per the recommendation of

their biology teacher from the previous year. Very few students chose their particular course

level per the recommendation of a parent or a guidance counselor.

Three students from Chemistry 31 were interviewed for further information on how they

chose their particular course level. All three students explained that they chose Chemistry 31

because they did not want to be placed in a course with a high number of special education

students. Because of their choice of course level, all three students’ grades plummeted for being

in a science level that was too high for their learning.

Three students from Chemistry 32 were interviewed for their reasoning of why they

chose Chemistry 32 as their course level. One student purposely chose Chemistry 32 because he

knew the course would be much easier than an Honors level. His chemistry grade increased

because of his high academic ability. Two other Chemistry 32 students admitted that they had a

similar experience of being in an Honors biology class the year before. They did not want to be

in a collapsed biology class, so they chose a higher level than they could handle. Because of the

wrong placement, their final biology grades were in the C range.


The last data source to research student choice of course level was the documentation of

course level changes from the beginning of the academic school year. This year, the science

department documented 30 cases where students changed their science course level to an Honors

level during the summer. This was an extreme coincidence in which a high amount of students

were wrongfully misplaced in a lower course level. According to a study conducted by Peck,

Staub, Gallucci and Schwartz (2004), 22% parents believed that their child’s individual time

with the classroom teacher had decreased when there were a significant number of special

education students within a classroom. Over the summer, there was a possibility that parents

influenced their child with the theory that being in an Honor’s level course would provide more

individual time with the teacher, which would increase student learning.

All in all, the data sources revealed that the presence of collapsed levels may partially be

affecting class choices for students. Three students from Chemistry 31 and two students from

Chemistry 32 who admitted that they purposely chose a higher science course level did support

that the collapsed levels were affecting class level choices for students. This data was not fully

reliable because only five students were affected. Lastly, there was a strong possibility that

parents were playing a role in their child’s science course level being that 30 students chose a

higher science course level when they came back from summer vacation.

Student achievement and performance. After reviewing the class of 2013 grades from

Table 4, 38% of students received A’s and 32% of students received B’s in Biology 21. The rest

of the students in Biology 21 performed poorly. The poorly performing students should have

dropped a course level the following year and taken Chemistry 32 instead of Chemistry 31.

Chemistry 31 had an 8% decrease in grades in the A range the following year. If the Biology 21

students with grades in the C range and lower did drop a level, there would have been potentially


more grades in the A and B range in Chemistry 32. After analyzing grades from Biology 22 and

Chemistry 32, there was an increase of grades in the A range by 1%. This could have been

because a select few of student from Biology 21 did in fact drop a course level to Chemistry 32.

However, most students from Biology 21 did not want to drop a course level because of the

addition of collapsed level chemistry courses. The data supported the hypothesis that student

performance was affected by the addition of collapsed level chemistry courses.

Connecticut Aptitude Performance Test (CAPT) scores were obtained from 2007 through

2012 (Figure 1). The scores improved from 2007 to 2008 with all five science tests. During

these years, there was a third level of science (lowest level) still available to students. In 2009,

the collapsed levels were implemented. According to Figure 1, there was a significant decline in

all science test categories in 2009. The data from 2007 to 2009 supported that the addition of

collapsed levels played a significant role in standard state test scores. Students with disabilities

being placed in a least restrictive environment containing many higher-level students could have

impacted the self-esteem of the students with disabilities. Anderman and Anderman (2010)

explained that all adolescents differ in self-esteem levels. Therefore, the self-esteem of students

with disabilities may have decreased. At the time, chemistry teachers did not know how to

handle and teach students with severe special needs and also non-special needs students.

Therefore, these teachers could not have helped the self-esteem of all students. This could have

played a major role in the learning process.

From 2009 to 2011, all science test scores except Global Interdependence increased.

General Evolution Biodiversity and Cell Chemistry Biotechnology were almost as high as their

scores from 2008. Self-esteem from all students within the collapsed levels may have increased.

After teaching the collapsed levels for a few years, the chemistry teachers were able to address


self-esteem issues among all students in the collapsed levels, which helped the learning process

as shown in the CAPT scores.

Teacher interviews from the current chemistry teachers were conducted to observe if

student achievement and performance was affected by the addition of collapsed levels. All three

teachers admitted they have had students who should have been placed in a Chemistry 32 course

but instead placed in Chemistry 31 (Honors). This resulted with students struggling with

chemistry concepts throughout the entire school year. Student grades declined because of this

misplacement.

The data from report card grades, CAPT scores, and teacher interviews did reveal that the

implementation of collapsed levels did negatively affect student achievement and performance.

However, the data only specifically showed about 5 specific cases of a negative impact. On the

other hand, CAPT scores were rising. This increase in state test scores could have been due to

collapsed level teachers improving their teaching skills so that special needs students and non-

special needs students had increased learning. Since the Fairfield School District had

implemented the collapsed levels, the district should have provided the teaching staff with

necessary professional development with how to teach and management an inclusive

environment. According to Fox & Ysseldyke (1997), the administration should “provide the

staff with necessary training to do the job. It is, of course, not reasonable to ask the staff to do

things which are not adequately trained” (p. 10). If the Fairfield School District kept the

collapsed levels, proper training for the staff may have increased student learning, improved

report card grades, and kept improving CAPT scores.

Classroom expectations and objectives. All the academic courses at Fairfield Warde

High School had specific criteria and unit objectives that the students must have met in order to


pass the course. After the implementation of the collapsed chemistry level, the district had to

review and revise the curriculum documents in order to level the playing field for all students.

Appendix F entitled “Chemistry 31-Units of Study 2008” represented the Chemistry 31

curriculum document from 2008 and earlier. Appendix G entitled “Chemistry 31 Units of Study

2009” represented the Chemistry 31 curriculum document from 2009 and later. Appendix H

entitled “Chemistry 32 Units of Study” represented the Chemistry 32 curriculum document from

2008 and earlier. Appendix I entitled “Chemistry 32 Big Ideas” represented the Chemistry 32

curriculum document from 2009 and later.

Comparing Appendices F and G, Appendix G had unit objectives that were bolded.

These bolded topics were omitted in the Honor’s program of study for chemistry after the

addition of the collapsing of levels which caused a decrease in the amount of course objectives

and expectations from the Chemistry 31 students. Comparing Appendices H and I, Appendix H

represented a detailed and ambitious program of study for middle level chemistry students.

Appendix I represented a vague, general and low expectations program of study for students that

were placed in a collapsed chemistry level.

Collapsed chemistry teacher interviews revealed that they had to omit many higher order

thinking mathematical concepts in order for all students to be able to complete the work. One

teacher anonymously admitted that the Chemistry 32 curriculum had been “watered down” in

order to level the playing field for all students within the classroom.

Administrator interviews revealed that the implementation of the collapsed chemistry

levels would actually raise the level of expectations and course objectives for students.

However, the qualitative data from the curriculum documents and collapsed chemistry teacher

interviews disclosed that the expectations and course objectives would increase for students with


severe learning disabilities. The non-special education student’s expectations and course

objectives would actually decrease because these students were learning a vague, general and

“watered down” Chemistry 32 curriculum.

All in all, course expectations and objectives declined. Both Chemistry 31 and 32

curriculum documents before the implementation of the collapsed levels (2008) were more

detailed, thorough and lengthy. After the implementation of the collapsed levels (2009), many

unit objectives were eliminated. The Chemistry 32 curriculum document only consisted of “Big

Ideas” rather than containing detailed criteria such as: Science Core Standards, Essential

Questions, Focus Questions, Core Topics, Unit Objectives, and Skill Objectives. Collapsed

chemistry teachers admitted that in order to level the playing, they had to omit higher critical

thinking concepts so that all level students would be able to complete the task at hand. Finally,

administrators thought that classroom expectations and objectives would increase because

special needs students would have to complete higher order critical thinking concepts. However,

the qualitative data demonstrated that in order for the special needs students to fit within a

nonrestrictive classroom many of these higher order critical thinking concepts needed to be

eliminated.

Limitations

The researcher conducting the investigation was a collapsed level and Honors chemistry

teacher. Therefore, she had direct contact and experience with both types of students daily. Her

contact and observations influenced the methodology and data analysis. Therefore, the data

analysis supported the collapsed levels impacting students in all area demographics, teachers and

subject area.


At the time of the action research, Hurricane Sandy impacted the east coast. Fairfield

Connecticut was greatly affected, causing power outages for up to 9 days. The Fairfield Public

School System lost 6 school days due to the storm. Student surveys were conducted when the

students were coming back to school. Because of the crisis at hand, 19 students were missed and

did not take the survey. The students who did complete the survey were not in their appropriate

mindset. Because of all the chaos, many students did not volunteer their names on the surveys,

which did not allow for many student interviews.

The changes made by students in their science course levels were difficult to analyze.

According to the science curriculum department at Fairfield Warde High School, the number of

science course level changes was the highest the science department had ever seen. Because of

confidentiality among the guidance department, the actual causes for these changes were

unknown. The conclusion in the discussion piece was based on literature reviews and

observations made by the researcher.

The analysis of report card grades was also difficult to conduct. The analysis for the

decrease in grades in the A range from Biology 21 to Chemistry 31 was based on observations

discussed among biology and chemistry teachers. There was no direct data disclosing why there

was such a significant decrease between the two courses. There may have been bias that the

collapsed level played a role in the situation, because the science teachers did not support the

implementation of the collapsed levels. Another action research project may be needed to

investigate the direct reason for the decline in student achievement.

Further Research

The research investigation was able to obtain adequate qualitative and quantitative data to

support that collapsed levels were negatively impacting student achievement and performance.


This investigation was solely done using data from science courses such as Biology and

Chemistry. Further research can be conducted across different subject courses such as English

and History. State test scores and student grades from these subject areas can be collected and

analyzed for reliable data on the collapsed academic levels. This data could then support that all

collapsed levels are affecting student achievement and academic performance.

Full inclusion has taken place since the 1980’s. Other school districts in Connecticut or

New York must have used different teaching strategies to implement full inclusion within the

regular education courses just like the collapsed level courses. Another approach to improving

student achievement and performance is to research how other school districts are fully

implementing inclusion. Observations will be made within these school districts to examine

other ways to instill inclusion without jeopardizing the course criteria for regular education

students.

Action Plan

Summary of Results

Quantitative and qualitative data supported the general hypothesis that collapsed levels

affect student academic performance and achievement. Connecticut Aptitude Performance Test

(CAPT) scores were a source of quantitative data. CAPT scores declined after the first year that

the collapsed levels were implemented; the scores slowly began to increase in the following

years. Course curriculum documents were a source of qualitative data. Many topics and unit

objectives were omitted to level the playing field for special needs students. However, this

resulted in a slower paced, modified chemistry course. These findings indicated that an

intervention must be implemented in order to increase academic performance and achievement

while the collapsed levels are still present in the Fairfield Public School system.


Rationale for proposed action. The original intention of the research investigation was

to possibly first eliminate the collapsed level chemistry courses and then reinstate three levels of

chemistry, Honors, college preparatory and lower college preparatory. After the research

investigation was conducted, the Fairfield Public School District goals came to recognition. One

of the district’s goals was to increase the percentage of students meeting or exceeding district

standards on district-wide curriculum based assessments. After many administrative meetings

and professional development workshops, the administration decided to achieve this goal by

collapsing course levels so that all students will meet the standards on district-wide curriculum

based assessments.

The research brought to realization that the collapsed levels would not be eliminated from

the Fairfield Public School District. The administration fully supported the collapsed level

courses with the understandings that the expectations for special education students would

increase. Qualitative data, such as teacher interviews and course curriculum documents, proved

that the number of course objectives decreased and course pacing slowed immensely. After

analyzing the results of the data, the proposed mechanism of action would be to transform the

collapsed level chemistry courses based on students choosing their appropriate academic level

according to their intelligence not by what kind of students are taking the course.

Steps for Improvement

The goal of the action plan is to convert the collapsed chemistry course into a course that

is rigorous and more challenging. There are two items that will pursue this transformation of the

collapsed chemistry courses. The first piece is to review and revise the “Big Ideas” curriculum

document for the collapsed chemistry course. At the time of the investigation, the “Big Ideas”

only emphasized topics that needed to be covered by the midterm and final exams. Chemistry


teachers, science curriculum leaders and possibly vice principals need to take time to review the

curriculum for the entire school, so that the learning criteria are rigorous and challenging. To

add more rigor and challenge, the “Big Idea’s” need to consist of focus and essential questions to

guide student learning and teacher lessons. According to Wiggins & McTighe (2005), essential

questions are “questions that are not answerable with finality in a brief sentence…Their aim is

to stimulate thought, to provoke inquiry, and to spark more questions — including thoughtful

student questions — not just pat answers” (p. 106). Once these questions are added, pacing will

be at a more reasonable speed to meet the needs of all students. Students will also be aware that

the course is more of a challenge than the original collapsed chemistry levels, resulting in

students taking the collapsed chemistry level, not a level that is higher than their ability.

The second piece that may improve student achievement and performance is to provide

teacher training and professional development for teachers who are teaching collapsed level

chemistry. After analyzing the CAPT data, the scores showed a drastic decline in student

performance after the collapsed levels were implemented. Slowly, most of the test scores

improved following the implementation of collapsed levels. This was due to science teachers

understanding their differentiated classroom and improving their teaching skills with practice. If

training and professional development were offered, teachers can learn more teaching techniques

and strategies. According to Fox & Ysseldyke (1997), the administration should “provide the

staff with necessary training to do the job. It is, of course, not reasonable to ask the staff to do

things which are not adequately trained” (p. 10). In order to teach chemistry, a teacher must be

certified in chemistry grades 7 through 12. Therefore, the chemistry teachers who teach the

collapsed levels are not appropriately trained to work with special education students.


The proper professional development workshops topics that will need to be offered are

the basics of special education, most common special education conditions: Autism, Aspergers

Syndrome and Attention Deficit Disorder (ADD) and topics for differentiation. Many regular

education teachers will most likely need a review of the criteria of special education and how

students are supported in special education. According to “The Most Common Disabilities Seen

in School” (2012), Autism, Aspergers Syndrome and ADD are one of the most common

disabilities seen in school systems, as well as in Fairfield Warde High School. Teachers need to

be prepared and trained on how to manage and teach these students. If teachers are trained for

these conditions, student achievement and performance will continue to increase. The last topic

for a professional development workshop is differentiation. Because a collapsed level has a

variety of multiple intelligences, teachers must be prepared on how to meet the needs and

expectations for all students. Once differentiation is implemented, student achievement and

performance will improve.

Table 5

Action Plan MechanismSummary of Findings

Action for Target Findings

Which parties are responsible?

Timeline Resources

Revision of collapsed level

Teachers Curriculum

Duration of the summer

Chemistry Textbooks

Transform collapsed levels


curriculum documents

leaders

Professional Development- Focus on Special Education

Teachers Students Administration

Periods throughout the fiscal school year

Workshops: Special

Education Syndromes Differentiat

ion

Stakeholders. The stakeholders of this action plan are the chemistry teachers, science

curriculum leader and the students currently in chemistry classes. The process for revising the

curriculum documents will require extra non-contractual time. Thus, the only time that would be

feasible to complete this task is to work in the summer. Revising the documents during the

school year will not be within the capabilities of teachers due to grading, meeting times and

family affairs. The chemistry teachers and science curriculum have to be willing to work in the

summer in order to complete the revision process.

The chemistry teachers will also have to learn new teaching strategies and techniques.

The Fairfield Public School system provides extensive professional development if there is a

major need. The effects of the collapsing of levels would be considered a major need.

Chemistry teachers would have to leave the classroom on some occasions to attend these

workshops. This would result in lost classroom time, but appropriate and detailed substitute

plans will suffice.

Outcome

The original outcome which was desired from this research investigation was to eliminate

the collapsed chemistry levels and reinstate the three levels of chemistry. After obtaining

qualitative and quantitative data, the original outcome could not be fulfilled due to the Fairfield’s


district goals. Instead, the outcome is hoped to improve the rigor and challenge of the collapsed

chemistry levels so that students will not be afraid to take these courses and academic

achievement and performance will improve.

Presentation of research. The teachers and administrators who cooperated with the

interviews were fully aware of the intent of the research investigation. The data and conclusion

will be shared with the fellow chemistry teachers and administrators at a monthly department

meeting. The qualitative data will be shared via power point presentation so that the attendees

will have a visual of the results. During the discussion, the proposed action of professional

development will be addressed. The opinions of both the teachers and administrators will be

fully documented. The teachers may or may not want to cooperate with the idea of attending

workshops due to loss of classroom time. The administrators may say that there is not enough

funding in the budget to pay for the professional development and the substitutes. On the other

hand, the effects of student achievement and performance may over power the opinions of the

teachers. Additionally, the administrators may find an extra budget allowing for money to be

used to improve teaching techniques.

Conclusion

The purpose of the action research project was to investigate if the collapsed chemistry

levels were impacting student academic achievement and performance. The hypothesis

presumed that the collapsed levels caused students to choose academic levels that were too high

for the academic ability in order not to be placed in a collapsed level causing a decline in student

academic achievement and performance. Because of the addition of collapsed levels, classroom

expectations and curriculum decreased in course content and detail. The data results from state

test scores (CAPT), collapsed level (Chemistry 32) curriculum documents and teacher interviews


supported the hypothesis. The data also showed evidence that the collapsed chemistry levels

revealed potential for improvement. Thus, both special education students and non-special

education students could succeed in the course. Further investigations found that the Fairfield

Public School District had no intention to eliminate the collapsed level chemistry courses.

Therefore, the plan of action is to revise the curriculum documents and properly train regular

education teachers on special education knowledge and techniques. According to Fox &

Ysseldyke (1997), the administration should “provide the staff with necessary training to do the

job. It is, of course, not reasonable to ask the staff to do things which are not adequately trained”

(p. 10). Further data collection on other collapsed major subject courses could be investigated

for more evidence of the effects of student academic achievement and performance, providing a

final conclusion on the effects of the collapsed academic levels overall. Finally, the researcher

intends to pursue the administration to allow her to attend professional development for more

training on different teaching techniques to use on the collapsed level chemistry courses.

References

Anderman, E. M., & Anderman, L. H., (2010), Classroom Motivation. Upper Saddle River, NJ:

Pearson Education, Inc.

Burris, C. C., Wiley, E. W., Weiner, K. G. & Murphy, J. (2008). Accountability, Rigor and

Detracking: Achievement Effects of Embracing a Challenging Curriculum as a Universal

Good for All Students. Teachers College Record. 110 (3), pp. 571-608. Connecticut

Economic Resource Center (Fairfield Town Profile). (2008). Retrieved from

http://www.cerc.com/TownProfiles/Customer-Images/fairfield.pdf.

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Fox, N. E., and Ysseldyke, J. E., (1997). Implementing inclusion at the middle school level:

lessons from a negative example. Exceptional Children. 64 (1), p. 81 Retrieved from

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Haas, D. (1993). Inclusion is happening in the classroom. Children Today, 22 (3), p 34.

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vid=4&hid=119&sid=ead81394-c3e8-40ed-82ab-

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Mills, Geoffrey E. (2011). Action research- A Guide for the teacher researcher(4th edition).

Upper Saddle River, NJ: Pearson.

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Disabilities. 29 (2), pp.135-143.

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Tournaki, N. (2003). Effect of student characteristics on teachers’ predictions of student success.

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Tracking (2004). In Education Week. Retrieved from

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Van Tassel-Baska, J. (1992). Educational decision making on acceleration and ability grouping.

Gifted Child Quarterly, 36, (2), pp. 68-72.

White, K. & Kistner, J. (1992). The influence of teacher feedback on young children’s peer

preferences and perceptions. Developmental Psychology, 28 (5). pp.933-940.

Wiggins, G. & McTighe, J. (2005).Understanding by Design. 2nd Edition. Alexandria, VA:

ASCD.

Appendix A: Student Course Level Selection Survey

Which science course and level (honors, chem 31, chem 32 etc) are you currently taking?

How did you decide on which level to take? Please circle one

Teacher recommendation Guidance Counselor Parent

Other (Explain)________________________________________________

If you are willing to answer a few more questions, please write your name and homeroom below

http://0-

http://www.edweek.org/ew/issues/tracking/


Appendix B: Student Interview Questionnaire for Choosing Science Course Level

1) When making your decision, was the collapsed science course level a factor?

2) Do you feel that you made the correct the decision?

3) How have your report card grades been affected?


Appendix C: Chemistry Teacher Interview Questionnaire

1) Which chemistry course(s) do you currently teach?

2) In the past two years, have you experienced students who should be placed in chemistry 32 but are placed in chemistry 31?

3) If so, did student academic performance increase, decrease or stay the same? Were there any specific occasions that you wish to share?


Appendix D: Collapsed Level Chemistry Teacher Interview Questionnaire

1) When did you teach a collapsed level chemistry course?

2) When teaching the course, did you have to alter the classroom expectations or course objectives? If so, in what way?

3) Were non-special education students affected from this change?


4) Did you omit a particular chemistry topic because you felt it would be too challenging?

Appendix E: Administrator Interview Questionnaire

1) Have classroom expectations and course objectives changed when the collapsed levels were implemented in the school system?

2) Was the rigor, challenge and pacing of the collapsed courses the same as before the collapsing?

3) What are your expectations for a special education student within the collapsed levels? Are they expected to learn all the course requirements and objectives as a non-special education student?


Appendix F: Chemistry 31 -Units of Study 2008

Unit 1: Scientific Knowledge & ReasoningScience Core StandardsScientific Inquiry

Students will engage in a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.Students will engage in a continuous process of questioning, data collection, analysis and interpretation.Students will share findings and ideas for critical review by colleagues and other scientists.Scientific LiteracyStudents will read, write, discuss and present coherent ideas about science.Students will search for and assess the relevance and credibility of scientific information found in various print and electronic media. Essential Questio n How is scientific knowledge created and communicated?Focus Questions

How do Chemists use the scientific method? When does a hypothesis become a law?

Core Topics Scientific method


Laboratory safetyUnit Objectives

Students will be able to:

define the field of chemistry and explain the importance of studying it. identify several ways in which chemistry affects daily life. apply the steps of the scientific method. trace how a hypothesis may become a natural law. identify the reason for each laboratory safety rule.

Skill Objectives

Students will:

Demonstrate basic safety rules when working in the laboratory. Demonstrate proper use of basic laboratory safety equipment. Identify common laboratory equipment.

Pacing

1 week

2: Dimensional Analysis, problem solving & significant figuresStandardsScientific Numeracy

Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.Students will identify questions that can be answered through scientific investigation.Students will read, interpret and examine the credibility and validity of scientific claims in different sources of information.Students will formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.Students will design and conduct appropriate types of scientific investigations to answer different questions.Students will identify independent and dependent variables, including those that are kept constant and those used as controls.Students will assess the reliability of the data that was generated in the investigation.Essential QuestionsHow is scientific knowledge created and communicated?Focus QuestionsHow is mathematics used as a tool to investigate chemical concepts?Core Topics

Dimensional analysis Significant digits Graph construction Graph interpretation

Unit Objectives



Distinguish among a quantity, a unit, and a measurement standard. Distinguish between mass and weight. Evaluate data using the concepts of accuracy and precision. Distinguish between inversely and directly proportional relationships. Translate a calculated ratio into a meaningful written statement.

Skill Objectives

Students will:

Apply the rules of significant digits in measurements and calculations. Collect valid data to determine mass, volume and density. Perform calculations with numbers in scientific notation. Draw and interpret graphs of scientific data Apply dimensional analysis to solve problems.

Pacing

1 week


Unit 3: States of matter & energy changes

StandardsChemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesThe atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form.Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat is matter?What is energy?What do we use to distinguish one substance from another?How do we separate substances?Core Topics

Physical vs. chemical States of matter Kinetic molecular theory

Unit Objectives Students will be able to:

Differentiate between chemical and physical properties and changes Apply the Law of Conservation of Matter/Energy. Distinguish between kinetic and potential energy. Apply the kinetic molecular theory to describe the motion of particles in solids, liquids, and

gases and the phase changes that they undergo.

Skill ObjectivesStudents will:

Separate a mixture of substances based on their physical and chemical properties. Classify a substance as an element, compound, or mixture based on observable physical and

chemical properties.

P acing 2 weeks


Unit 4: Structure of matterStandardsProperties of MatterAtoms react with one another to form new molecules.Students will describe the general structure of the atom, and explain how the properties of the first 20 elements in the Periodic Table are related to their atomic structure.Atomic and Molecular Structure The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structureStudents will explain that the nucleus of the atom is much smaller than the atom yet contains most of its mass.Students will explain that the quantum model of the atom is based on experiments and analyses by many scientists, including Dalton, Thomson, Bohr, Rutherford, Millikan, and Einstein.Students will relate the position of an element in the periodic table to its atomic number.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat are atoms made of?What evidence supports current atomic theory?What is radioactivity?What is light?Core Topics

Use laboratory data to determine the strength of an acid or base. History of atomic theory Atomic structure Octet rule Lewis dot notation Radioactivity Wave properties

Unit ObjectivesStudents will be able to:

Sequence the development of atomic theory from early Greek models to present knowledge; Democritus, Dalton, Thomson, Millikan, Rutherford, Bohr, Heisenberg, Schrödinger, Einstein

Apply the postulates of Dalton’s atomic model to explain the Law of Conservation of Mass and the Law of Definite Composition.

Relate atomic number, mass number, and location on the periodic table to subatomic particles and isotopes.

Contrast the processes of nuclear fission and fusion. Describe a wave in terms of its frequency, wavelength, speed, and amplitude. Relate the electron configuration of an atom to its reactivity and to its location in the periodic

table.



Calculate average atomic mass of an element, and calculate percentage abundance of an isotope given its average atomic mass.

Write, balance, and interpret a nuclear equation. Calculate the amount of a radioactive substance that remains after a given period of time. Diagram the electromagnetic spectrum showing trends in frequency, wavelength and energy. Calculate the energy of a photon Write the electron configuration for any element using the Aufbau principle, the Pauli Exclusion

Principle and Hund’s rule. Use these configurations to predict chemical behavior. Draw the Lewis dot structure for any atom or ion.

Pacing2 weeks


Unit 5: Periodic table

StandardsAtomic and Molecular Structure The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structureStudents will use that the periodic table to identify metals, semimetals, non-metals, and halogens.Students will use the periodic table to identify trends in ionization energy, electronegativity, the relative sizes of ions and atoms and the number of electrons available for bonding.Students will relate the electronic configuration of elements and their reactivity to their position in the periodic table.Essential Questions

How does the structure of matter affect the properties and uses of materials?

Focus Questions

How are elements arranged in the Periodic Table?

Why does the Periodic Table have the shape that it does?

Core Topics History of the Periodic table Sections of the table Periodic law Periodic trends

Unit Objectives


Trace the development of the modern periodic table. Identify areas of the periodic table that contain metals, non-metals and metalloids. Apply the periodic law. Distinguish patterns in electron configuration within groups and periods. Relate the trends in atomic mass, atomic number, atomic radius, electronegativity, ionic size,

ionization energy, and electron affinity to electron configuration

Skill Objectives

Students will:

Predict the physical and chemical properties of elements using the periodic table. Predict the charge or oxidation number of an element from its position on the periodic table.

Pacing

3 weeks


Unit 6: Bonding & molecular structure

StandardsChemical Structures and Properties – Properties of MatterDue to its unique chemical structure, carbon forms many organic and inorganic compounds.Students will explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic molecules.Students will explain the general formation and structure of carbon-based polymers, including synthetic polymers, such as polyethylene, and biopolymers, such as carbohydrate.Chemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesStudents will explain that atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds.Students will identify chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules as covalent.Students will use Lewis dot structures to show models of atoms and molecules.Students will predict the shape of simple molecules and their polarity from Lewis dot structures.Chemical Structures and Properties – Science, Technology and SocietyChemical technologies present both risks and benefits to the health and well being of humans, plants and animals.Students will explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked polymers.Students will explain how the chemical structure of polymers affects their physical properties.Students will explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhy do atoms form chemical bonds?Are there different types of chemical bonds?How strong are chemical bonds?Does the arrangement of chemical bonds affect the strength of materials?Core Topics

Driving force behind bonding Types of chemical bonds VSEPR theory Molecular shape Polymerization


Explain why atoms form chemical bonds. Trace the formation of a chemical bond in terms of change in potential energy. Compare and contrast ionic, covalent and metallic bonding. Differentiate between a molecule and a formula unit Predict the shapes, bond angles, and polarities of molecules and polyatomic ions. Predict the formation of single, double and triple bonds.


Classify bonds as sigma and/or pi bonds. Discuss polymerization and the resulting physical properties of polymers


Illustrate ionic and covalent bonding using orbital notation and Lewis dot structures.Pacing3 weeks


Unit 7: Formula writing

StandardsProperties of Matter

Atoms react with one another to form new molecules.

Students will describe how atoms combine to form new substances by transferring electrons (ionic bonding) or sharing electrons (covalent bonding).

Essential Questions


Focus Questions

What does a chemical formula tell us?

How are chemical formulae written?

How are compounds named?

Core Topics Ratios of elements Subscripts Formula construction Oxidation numbers

Unit Objectives


Evaluate the significance of a chemical formula. Distinguish between ionic and molecular compounds. Differentiate among empirical, molecular, and structural formulas

Skill Objectives

Students will:

Construct the correct chemical formula for a given ionic or molecular compound. Name and write formulas for acids, bases, polyatomic ions, and hydrates. Name and write formulas for simple organic compounds. Apply the rules for assigning oxidation numbers in elements and compounds.

Pacing

2.5weeks


Unit 8: Mathematics of Chemical Formulas

StandardsConservation of Matter and Stoichiometry

The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.

Students will apply the definition that one mole equals 6.02.x 1023 particles (atoms or molecules).

Students will determine the molar mass of a molecule from its chemical formula and a table of atomic masses

Essential Questions


Focus Questions

What is a “mole”?

How is the mole used in Chemistry?

Core Topics Mole as amount Conversions Empirical and molecular formulas

Unit Objectives


Relate the mole concept and Avogadro’s number Explain molar volume of a substance and describe factors that affect its value.

Skill Objectives

Students will:

Calculate formula mass, molar mass and percent composition of elements, compounds, and hydrates.

Convert among grams, moles, particles, and volume. Calculate the mass of a single atom or molecule. Calculate empirical and molecular formula from percent composition data, actual mass data, and

analysis of experimental results.Pacing

3.5 weeks


Unit 9: Types of Reactions

StandardsChemical Structures and Properties – Properties of MatterDue to its unique chemical structure, carbon forms many organic and inorganic compounds.Students will describe combustion reactions of hydrocarbons and their resulting by-products.Essential Questions

How does the structure of matter affect the properties and uses of materials?How do science and technology affect the quality of our lives?Focus QuestionsHow can we describe chemical reactions?What types of chemical reactions exist?How do we predict the products of a reaction?Core Topics

Parts of a chemical equation Evidence for chemical reactions Types of reactions Net ionic equations Solubility tables Reaction driving forces


Predict the products of simple reactions, given the reactants. Identify forms of evidence that a chemical reaction has occurred. Interpret a balanced equation in terms of atoms, molecules, and ions. Classify a reaction as synthesis, decomposition, single replacement, double replacement,

combustion, neutralization, precipitation, and redox reaction. Predict whether a reaction will occur using the activity series of metals. Compare and contrast dissolution and precipitation

Skill Objectives

Students will:

Write the word equation, formula equation, and balanced chemical equation for a given chemical reaction.

Write the net ionic equation of a precipitation reaction. Collect data and use solubility tables to predict precipitate formation. Assign oxidation numbers to reactants and products

Pacing

3 weeks


Unit 10: Stoichiometry of Chemical Reactions



Students will describe chemical reactions by writing balanced equations.

Essential Question


Focus Questions

What are the quantitative relationships in a chemical reaction?

Core Topics Ratios and amounts Limiting reactant Theoretical, actual and percent yield

Unit Objectives


Determine the mole ratios of substances in a balanced chemical reaction. Determine which of two reactants the limiting reactant in a given equation is.

Skill Objectives

Students will:

Calculate the quantity of a reactant or product in a balanced chemical equation. Convert among mass, moles, particles, and volumes between reactants and products using a

balanced chemical equation. Calculate the maximum amount of a product in a given reaction using the limiting reactant. Calculate theoretical yield, actual yield and percent yield.

Pacing

2 weeks


Unit 11: Thermochemistry

StandardsEnergy Transformations – Energy Transfer and TransformationsEnergy cannot be created or destroyed; however, energy can be converted from one form to another.Students will describe the effects of adding energy to matter in terms of motion of atoms and molecules, and the resulting phase changes.Students will explain how energy is transferred by conduction, convection and radiation.Students will describe energy transformations among heat, light, electricity and motion.Conservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will use Hess’ Law to calculate enthalpy change in a reaction.Essential QuestionWhat is the role of energy in our world?Focus QuestionsWhat is heat? How is heat measured?How is energy used in chemical reactions?Core Topics

Heat vs. temperature Calorimetry Hess’Law Exothermic vs. endothermic processes


Compare and contrast heat and temperature. Apply Hess’ law to determine enthalpy change for a chemical reaction. Determine whether a reaction is exothermic or endothermic using experimental data and/or

energy term placement.Skill ObjectivesStudents will:

Calculate energy changes in a chemical reaction using heat of reaction (ΔH). Convert among the units of heat and temperature. Illustrate exothermic and endothermic changes, activation energy, and the effect of catalysts

using potential energy diagrams. Calculate specific heats of substances, heats of reaction, heats of formation, and heats of

combustion. Use calorimetry to experimentally determine the quantity of heat transferred in a chemical

reaction.Pacing2 weeks


Unit 12: Gas laws

StandardsGlobal Interdependence – Science, Technology and SocietyThe use of resources by human populations may affect the quality of the environment.Students will explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s greenhouse effect and may cause climate change.Conservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will convert among moles, number of particles, or volume of gas at standard temperature and pressure using the mass of a molecular substance.Essential QuestionHow do science and technology affect the quality of our lives?Focus QuestionsHow do gasses behave?What is a “greenhouse” gas?Core Topics

Kinetic-molecular theory Pressure/temperature/volume relationships Real vs. ideal gasses


Apply the kinetic-molecular theory to describe changes of state and the relationships among pressure, temperature, volume and number of moles of gases.

Identify the physical properties of gases including the greenhouse effect. Explain the significance of standard temperature and pressure (STP). Compare and contrast real and ideal gases.

Skill Objectives Illustrate how a barometer and a manometer work. Convert among the measurement units of the four gas variables. Perform calculations using Boyle’s Law, Charles’ Law, Avogadro’s Hypothesis and Gay-

Lussac’s Law. Solve problems involving the combined gas law, Dalton’s law of partial pressure, Graham’s law

of diffusion, and the ideal gas laws. Collect data to determine the molar volume of a gas. Calculate volumes, masses, particles, and molar amounts of gaseous reactants or products using

volume ratios and the gas laws.Pacing2.5 weeks


Unit 13: Solids, Liquids, and Solutions

Standards Chemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesStudents will explain that solids and liquids held together by van der Waals forces or hydrogen bonds have effects on their volatility and boiling/melting point temperatures.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsHow do solids and liquids behave?What factors affect solubility?How do solutions differ from pure substances?Core Topics

Changes of state Vapor pressure Solubility Colligative properties


Apply kinetic molecular theory to explain the properties of solids and liquids and changes of state

Compare and contrast the different types of intermolecular forces. Differentiate between electrolytes and non-electrolytes Compare and contrast ionic, molecular, metallic, and network covalent solids Apply the principles of equilibrium to explain the concept of vapor pressure. Relate the unusual properties of water to hydrogen bonding. Trace the solution process and the factors affecting solubility. Interpret data in solubility curves and tables Identify the four colligative properties of a solution.


Draw and interpret a heating curve (Temperature/Heat Energy) Draw and interpret a phase diagram (P/T). Demonstrate the formation of the different types of solutions: saturated, supersaturated,

unsaturated, dilute, and concentrated Solve concentration problems using the concepts of molarity, molality, mass percent and mole

fraction. Measure and calculate the effects of dissolved substances on the vapor pressure, the freezing

point, and the boiling point of a solution. Calculate the molar mass of a substance from freezing point and boiling point data

Pacing2 weeks


Unit 14: Kinetics, Equilibrium, and Thermodynamics

StandardsReaction RatesChemical reaction rates depend on factors that influence the frequency of collision of reactant molecules.Students will explain that the rate of reaction is the decrease in concentration of reactants or the increase in concentration of products with time.Students will explain that reaction rates depend on such factors as concentration, temperature and pressure.Students will explain that equilibrium is established when forward and reverse reaction rates are equal.Essential QuestionsWhat is the role of energy in our world?Focus QuestionsWhat factors affect reaction rate?What is chemical equilibrium?Core Topics

Reaction rate Catalyst Le Chatelier’s principle Free Energy


Apply collision theory to explain the factors that affect the rate of reaction. Trace the role of a catalyst. Apply the concept of equilibrium to explain physical and chemical changes. Distinguish between a reversible reaction that is in equilibrium and one that is not. Apply Le Chatelier’s principle to explain the effects of changes in concentration, pressure and

temperature on an equilibrium system. Apply equilibrium concepts to increase the amount of product formed in the Haber process.


Draw and interpret potential energy diagrams including activation energy, heat of reaction, and the activated complex

Write, calculate and interpret the value of the equilibrium constant for a given reaction. Predict precipitate formation using the solubility product (Ksp) Predict shifts solubility equilibria using the common ion effect. Measure enthalpy changes in chemical reactions. Predict the spontaneity of a physical or chemical change using the driving forces of enthalpy and

entropy. Calculate the Gibbs free energy change of a chemical reaction and relate its value to spontaneity.

Pacing2.5 weeks

Unit 15: Acids & bases


StandardsProperties of MatterAtoms react with one another to form new molecules.Students will explain the chemical composition of acids and bases, and explain the change in pH in neutralization reactions.Essential QuestionsHow do science and technology affect the quality of our lives?Focus QuestionsWhat is an acid?What is a base?How do we categorize acids and bases?Core Topics

Classification acids and bases pH and pOH Ka and Kb

titrationUnit ObjectivesStudents will be able to:

Identify the common physical and chemical properties of acids and bases. Classify acids, bases, and salts, and recognize their presence in common substances. Compare and contrast the Arrhenius and Bronsted-Lowry models for acids and bases. Summarize the role of buffers.


Predict the products and write balanced equations for acid-base reactions Categorize acids and bases based on strength. Use laboratory data to determine the strength of an acid or base. Calculate the hydrogen ion and hydroxide ion concentrations in any solution. Calculate pH and pOH from hydrogen ion concentration or hydroxide ion concentration. Calculate the acid ionization constant (Ka) and the base ionization constant (Kb) from

experimental data. Perform an acid-base titration to determine the concentration of an unknown solution.

Pacing2 weeks

Appendix G: Chemistry 31-Units of Study 2009


Unit 1: Scientific Knowledge & ReasoningScience Core StandardsScientific InquiryStudents will engage in a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.Students will engage in a continuous process of questioning, data collection, analysis and interpretation.Students will share findings and ideas for critical review by colleagues and other scientists.Scientific LiteracyStudents will read, write, discuss and present coherent ideas about science.Students will search for and assess the relevance and credibility of scientific information found in various print and electronic media. Essential Question

How is scientific knowledge created and communicated?Focus Questions


Core Topics Scientific method Laboratory safety




Demonstrate basic safety rules when working in the laboratory. Demonstrate proper use of basic laboratory safety equipment. Identify common laboratory equipment.

Pacing1 week


Unit 2: Dimensional Analysis, problem solving & significant figuresStandardsScientific NumeracyScientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.Students will identify questions that can be answered through scientific investigation.Students will read, interpret and examine the credibility and validity of scientific claims in different sources of information.Students will formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.Students will design and conduct appropriate types of scientific investigations to answer different questions.Students will identify independent and dependent variables, including those that are kept constant and those used as controls.Students will assess the reliability of the data that was generated in the investigation.Essential QuestionsHow is scientific knowledge created and communicated?Focus QuestionsHow is mathematics used as a tool to investigate chemical concepts?Core Topics



Distinguish among a quantity, a unit, and a measurement standard. Distinguish between mass and weight. Evaluate data using the concepts of accuracy and precision. Distinguish between inversely and directly proportional relationships. Translate a calculated ratio into a meaningful written statement.


Apply the rules of significant digits in measurements and calculations. Collect valid data to determine mass, volume and density. Perform calculations with numbers in scientific notation. Draw and interpret graphs of scientific data Apply dimensional analysis to solve problems.

Pacing2 week


Unit 3: States of matter & energy changes

StandardsChemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesThe atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form.Essential QuestionHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat is matter?What is energy?What do we use to distinguish one substance from another?How do we separate substances?Core Topics

Physical vs. chemical States of matter Kinetic molecular theory

Unit Objectives Students will be able to:

Differentiate between chemical and physical properties and changes Apply the Law of Conservation of Matter/Energy. Distinguish between kinetic and potential energy.

Introduce the kinetic molecular theory to describe the motion of particles in solids, liquids, and gases and the phase changes that they undergo.


Separate a mixture of substances based on their physical and chemical properties. Classify a substance as an element, compound, or mixture based on observable physical and

chemical properties.Pacing2 weeks


Unit 4: Structure of matterStandardsProperties of MatterAtoms react with one another to form new molecules.Students will describe the general structure of the atom, and explain how the properties of the first 20 elements in the Periodic Table are related to their atomic structure.Atomic and Molecular Structure The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structureStudents will explain that the nucleus of the atom is much smaller than the atom yet contains most of its mass.Students will explain that the quantum model of the atom is based on experiments and analyses by many scientists, including Dalton, Thomson, Bohr, Rutherford, Millikan, and Einstein.Students will relate the position of an element in the periodic table to its atomic number.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhat are atoms made of?What evidence supports current atomic theory?What is radioactivity?What is light?Core Topics

Use laboratory data to determine the strength of an acid or base. History of atomic theory Atomic structure Octet rule Lewis dot notation Radioactivity Wave properties


Sequence the development of atomic theory from early Greek models to present knowledge; Democritus, Dalton, Thomson, Millikan, Rutherford, Bohr, Heisenberg, Schrödinger, Einstein

Apply the postulates of Dalton’s atomic model to explain the Law of Conservation of Mass and the Law of Definite Composition.

Relate atomic number, mass number, and location on the periodic table to subatomic particles and isotopes.

Contrast the processes of nuclear fission and fusion. Describe a wave in terms of its frequency, wavelength, speed, and amplitude. Relate the electron configuration of an atom to its reactivity and to its location in the periodic

table.Skill ObjectivesStudents will:

Calculate average atomic mass of an element, and calculate percentage abundance of an isotope given its average atomic mass.


Write, balance, and interpret a nuclear equation. Place in nuclear chem.. unit Calculate the amount of a radioactive substance that remains after a given period of time. Diagram the electromagnetic spectrum showing trends in frequency, wavelength and energy. Calculate the energy of a photon Write the electron configuration for any element using the Aufbau principle, the Pauli Exclusion

Principle and Hund’s rule. Use these configurations to predict chemical behavior. Draw the Lewis dot structure for any atom or ion.

Pacing 3.5 weeks


Unit 5: Periodic table

StandardsAtomic and Molecular Structure The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structureStudents will use that the periodic table to identify metals, semimetals, non-metals, and halogens.Students will use the periodic table to identify trends in ionization energy, electronegativity, the relative sizes of ions and atoms and the number of electrons available for bonding.Students will relate the electronic configuration of elements and their reactivity to their position in the periodic table.Essential Questions


Focus Questions

How are elements arranged in the Periodic Table?

Why does the Periodic Table have the shape that it does?


Unit Objectives


Trace the development of the modern periodic table. Identify areas of the periodic table that contain metals, non-metals and metalloids. Apply the periodic law. Distinguish patterns in electron configuration within groups and periods. Relate the trends in atomic mass, atomic number, atomic radius, electronegativity, ionic size,

ionization energy, and electron affinity to electron configurationSkill Objectives

Students will:

Predict the physical and chemical properties of elements using the periodic table. Predict the charge or oxidation number of an element from its position on the periodic table.

Pacing

2 weeks


Unit 6: Bonding & molecular structureStandardsChemical Structures and Properties – Properties of MatterDue to its unique chemical structure, carbon forms many organic and inorganic compounds.Students will explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic molecules.Students will explain the general formation and structure of carbon-based polymers, including synthetic polymers, such as polyethylene, and biopolymers, such as carbohydrate.Chemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesStudents will explain that atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds.Students will identify chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules as covalent.Students will use Lewis dot structures to show models of atoms and molecules.Students will predict the shape of simple molecules and their polarity from Lewis dot structures.Chemical Structures and Properties – Science, Technology and SocietyChemical technologies present both risks and benefits to the health and well being of humans, plants and animals.Students will explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked polymers.Students will explain how the chemical structure of polymers affects their physical properties.Students will explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsWhy do atoms form chemical bonds?Are there different types of chemical bonds?How strong are chemical bonds?Does the arrangement of chemical bonds affect the strength of materials?Core Topics

Driving force behind bonding Types of chemical bonds VSEPR theory Molecular shape Polymerization


Explain why atoms form chemical bonds. Trace the formation of a chemical bond in terms of change in potential energy. Compare and contrast ionic, covalent and metallic bonding. Differentiate between a molecule and a formula unit Predict the shapes, bond angles, and polarities of molecules and polyatomic ions. Predict the formation of single, double and triple bonds.


Classify bonds as sigma and/or pi bonds. Discuss polymerization and the resulting physical properties of polymers


Illustrate ionic and covalent bonding using orbital notation and Lewis dot structures.Pacing3 weeks


Unit 7: Formula writing

StandardsProperties of Matter

Atoms react with one another to form new molecules.


Essential Questions


Focus Questions

What does a chemical formula tell us?

How are chemical formulae written?

How are compounds named?


Unit Objectives


Evaluate the significance of a chemical formula. Distinguish between ionic and molecular compounds. Differentiate among empirical, molecular, and structural formulas

Skill Objectives

Students will:

Construct the correct chemical formula for a given ionic or molecular compound. Name and write formulas for acids, bases, polyatomic ions, and hydrates. Name and write formulas for simple organic compounds. Apply the rules for assigning oxidation numbers in elements and compounds.

Pacing

1.5weeks







Essential Questions


Focus Questions

What is a “mole”?

How is the mole used in Chemistry?

Core Topics Mole as amount Conversions Empirical and molecular formulas

Unit Objectives


Relate the mole concept and Avogadro’s number Explain molar volume of a substance and describe factors that affect its value.

Skill Objectives

Students will:

Calculate formula mass, molar mass and percent composition of elements, compounds, and hydrates.

Convert among grams, moles, particles, and volume. Calculate the mass of a single atom or molecule. Calculate empirical and molecular formula from percent composition data, actual mass data, and

analysis of experimental results.Pacing

3 weeks



StandardsChemical Structures and Properties – Properties of MatterDue to its unique chemical structure, carbon forms many organic and inorganic compounds.Students will describe combustion reactions of hydrocarbons and their resulting by-products.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?How do science and technology affect the quality of our lives?Focus QuestionsHow can we describe chemical reactions?What types of chemical reactions exist?How do we predict the products of a reaction?Core Topics

Parts of a chemical equation Evidence for chemical reactions Types of reactions Net ionic equations Solubility tables Reaction driving forces


Predict the products of simple reactions, given the reactants. Identify forms of evidence that a chemical reaction has occurred. Interpret a balanced equation in terms of atoms, molecules, and ions. Classify a reaction as synthesis, decomposition, single replacement, double replacement,

combustion, neutralization, precipitation, and redox reaction. Predict whether a reaction will occur using the activity series of metals. Compare and contrast dissolution and precipitation


Write the word equation, formula equation, and balanced chemical equation for a given chemical reaction.

Write the net ionic equation of a precipitation reaction. Collect data and use solubility tables to predict precipitate formation. Assign oxidation numbers to reactants and products

Pacing2.5 weeks






Essential Question


Focus Questions

What are the quantitative relationships in a chemical reaction?

Core Topics Ratios and amounts Limiting reactant Theoretical, actual and percent yield

Unit Objectives


Determine the mole ratios of substances in a balanced chemical reaction. Determine which of two reactants the limiting reactant in a given equation is.

Skill Objectives

Students will:

Calculate the quantity of a reactant or product in a balanced chemical equation. Convert among mass, moles, particles, and volumes between reactants and products using a

balanced chemical equation. Calculate the maximum amount of a product in a given reaction using the limiting reactant. Calculate theoretical yield, actual yield and percent yield.

Pacing

2.5 weeks


Unit 11: ThermochemistryStandardsEnergy Transformations – Energy Transfer and TransformationsEnergy cannot be created or destroyed; however, energy can be converted from one form to another.Students will describe the effects of adding energy to matter in terms of motion of atoms and molecules, and the resulting phase changes.Students will explain how energy is transferred by conduction, convection and radiation.Students will describe energy transformations among heat, light, electricity and motion.Conservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will use Hess’ Law to calculate enthalpy change in a reaction.Essential QuestionWhat is the role of energy in our world?Focus QuestionsWhat is heat? How is heat measured?How is energy used in chemical reactions?Core Topics

Heat vs. temperature Calorimetry Hess’Law Exothermic vs. endothermic processes


Compare and contrast heat and temperature. Apply Hess’ law to determine enthalpy change for a chemical reaction. Determine whether a reaction is exothermic or endothermic using experimental data and/or

energy term placement.Skill ObjectivesStudents will:

Calculate energy changes in a chemical reaction using heat of reaction (ΔH). Convert among the units of heat and temperature. Illustrate exothermic and endothermic changes, activation energy, and the effect of catalysts

using potential energy diagrams. Calculate specific heats of substances, heats of reaction, heats of formation, and heats of

combustion. Use calorimetry to experimentally determine the quantity of heat transferred in a chemical

reaction.Pacing2 weeks


Unit 12: Gas laws

StandardsGlobal Interdependence – Science, Technology and SocietyThe use of resources by human populations may affect the quality of the environment.Students will explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s greenhouse effect and may cause climate change.Conservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will convert among moles, number of particles, or volume of gas at standard temperature and pressure using the mass of a molecular substance.Essential QuestionHow do science and technology affect the quality of our lives?Focus QuestionsHow do gasses behave?What is a “greenhouse” gas?Core Topics

Kinetic-molecular theory Pressure/temperature/volume relationships Real vs. ideal gasses


Apply the kinetic-molecular theory to describe changes of state and the relationships among pressure, temperature, volume and number of moles of gases.

Identify the physical properties of gases including the greenhouse effect. Explain the significance of standard temperature and pressure (STP). Compare and contrast real and ideal gases.

Skill Objectives Illustrate how a barometer and manometer works. Convert among the measurement units of the four gas variables. Perform calculations using Boyle’s Law, Charles’ Law, Avogadro’s Law and Gay-Lussac’s

Law. Solve problems involving the combined gas law, Dalton’s law of partial pressure, Graham’s law

of diffusion, and the ideal gas laws. Collect data to determine the molar volume of a gas. Calculate volumes, masses, particles, and molar amounts of gaseous reactants or products using

volume ratios and the gas laws.Pacing3 weeks


Unit 13: Solids, Liquids, and Solutions Standards Chemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesStudents will explain that solids and liquids held together by van der Waals forces.Students will explain that the atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form.Essential QuestionsHow does the structure of matter affect the properties and uses of materials?Focus QuestionsHow do solids and liquids behave?What factors affect solubility?How do solutions differ from pure substances?Core Topics

Changes of state Vapor pressure Solubility Colligative properties


Apply kinetic molecular theory to explain the properties of solids and liquids and changes of state

Compare and contrast the different types of intermolecular forces. Differentiate between electrolytes and non-electrolytes Compare and contrast ionic, molecular, metallic, and network covalent solids Apply the principles of equilibrium to explain the concept of vapor pressure. Relate the unusual properties of water to hydrogen bonding. Trace the solution process and the factors affecting solubility. Interpret data in solubility curves and tables Boiling point elevation, Freezing Pt. depression, Vapor pressure reduction


Draw and interpret a heating curve (Temperature/Heat Energy) Interpret a phase diagram (P/T). Demonstrate the formation of the different types of solutions: saturated, supersaturated,

unsaturated, dilute, and concentrated Solve concentration problems using the concepts of molarity, molality, mass percent and mole

fraction. Measure and calculate the effects of dissolved substances on the vapor pressure, the freezing

point, and the boiling point of a solution. Pacing3 weeks

Unit 14: Kinetics, Equilibrium, and Thermodynamics


StandardsReaction RatesChemical reaction rates depend on factors that influence the frequency of collision of reactant molecules.Students will explain that the rate of reaction is the decrease in concentration of reactants or the increase in concentration of products with time.Students will explain that reaction rates depend on such factors as concentration, temperature and pressure.Students will explain that equilibrium is established when forward and reverse reaction rates are equal.Essential QuestionsWhat is the role of energy in our world?Focus QuestionsWhat factors affect reaction rate?What is chemical equilibrium?Core Topics

Reaction rate Catalyst Le Chatelier’s principle Free Energy


Apply collision theory to explain the factors that affect the rate of reaction. Describe the role of a catalyst. Apply the concept of equilibrium to explain physical and chemical changes. Distinguish between a reversible reaction that is in equilibrium and one that is not. Apply Le Chatelier’s principle to explain the effects of changes in concentration, pressure and

temperature on an equilibrium system. Apply equilibrium concepts to increase the amount of product formed in the Haber

process.Skill ObjectivesStudents will:

Draw and interpret potential energy diagrams including activation energy, heat of reaction, and the activated complex

Write, calculate and interpret the value of the equilibrium constant for a given reaction. Predict precipitate formation using the solubility product (Ksp) Predict shifts solubility equilibria using the common ion effect. Measure enthalpy changes in chemical reactions. Predict the spontaneity of a physical or chemical change using the driving forces of enthalpy and

entropy. Calculate the Gibbs free energy change of a chemical reaction and relate its value to

spontaneity.Pacing2 weeks

Unit 15: Acids & bases


StandardsProperties of MatterAtoms react with one another to form new molecules.Students will explain the chemical composition of acids and bases, and explain the change in pH in neutralization reactions.Essential QuestionsHow do science and technology affect the quality of our lives?Focus QuestionsWhat is an acid?What is a base?How do we categorize acids and bases?Core Topics

Classification acids and bases pH and pOH Ka and Kb

titrationUnit ObjectivesStudents will be able to:

Identify the common physical and chemical properties of acids and bases. Classify acids, bases, and salts, and recognize their presence in common substances using the

Bronsted-Lowry definition. Compare and contrast the Arrhenius and Bronsted-Lowry models for acids and bases. Summarize the role of buffers.


Predict the products and write balanced equations for acid-base reactions Categorize acids and bases based on strength. Determine the strength of an acid or base. Calculate the hydrogen ion and hydroxide ion concentrations in any solution. Calculate pH and pOH from hydrogen ion concentration or hydroxide ion concentration. Calculate the acid ionization constant (Ka) and the base ionization constant (Kb) from

experimental data. Perform an acid-base titration to determine the concentration of an unknown solution. Neutralization reactions

Appendix H: Chemistry 32 Units of Study


Unit 1: Scientific Knowledge & ReasoningScience Core StandardsScientific InquiryStudents will engage in a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.Students will engage in a continuous process of questioning, data collection, analysis and interpretation.Students will share findings and ideas for critical review by colleagues and other scientists.Scientific LiteracyStudents will read, write, discuss and present coherent ideas about science.Students will search for and assess the relevance and credibility of scientific information found in various print and electronic media. Essential Question

How is scientific knowledge created and communicated?Focus Questions


Core Topics Scientific method Laboratory safety




demonstrate basic safety rules when working in the laboratory. demonstrate proper use of basic laboratory safety equipment. identify common laboratory equipment.

Pacing1 week


Unit 2: Dimensional Analysis, Problem Solving & Significant FiguresScience Core StandardsScientific NumeracyScientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.Students will identify questions that can be answered through scientific investigation.Students will read, interpret and examine the credibility and validity of scientific claims in different sources of information.Students will formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.Students will design and conduct appropriate types of scientific investigations to answer different questions.Students will identify independent and dependent variables, including those that are kept constant and those used as controls.Students will use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.Students will articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.Essential Question

How is scientific knowledge created and communicated?Focus Question

How is mathematics used as a tool to investigate chemical concepts?Core Topics



distinguish among a quantity, a unit, and a measurement standard. distinguish between mass and weight. analyze data using the concepts of accuracy and precision. contrast inversely and directly proportional relationships. translate a calculated ratio into a meaningful written statement.


apply the rules of significant digits in measurements and calculations. collect valid data to determine mass, volume and density. perform calculations with numbers in scientific notation. draw and interpret graphs of scientific data apply dimensional analysis to solve problems.

Pacing1 week


Unit 3: States of Matter & Energy Changes

Chemistry Enrichment StandardsChemical Bonds

Biological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and molecules

The atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form.

Essential Question

How does the structure of matter affect the properties and uses of materials?Focus Questions

What is matter? What is energy? What do we use to distinguish one substance from another? How do we separate substances?

Core Topics Physical vs. chemical States of matter Kinetic molecular theory

Unit Objectives


compare and contrast chemical and physical properties and changes. apply the Law of Conservation of Matter/Energy. compare and contrast kinetic and potential energy. apply the kinetic molecular theory to describe the motion of particles in solids, liquids, and gases

and the phase changes that they undergo. compare and contrast heat and temperature.

Skill Objectives

Students will:

separate a mixture of substances based on their physical and chemical properties. classify a substance as an element, compound, or mixture based on observable physical and

chemical properties.

Pacing

2 weeks


Unit 4: Structure of MatterScience Core StandardsProperties of MatterAtoms react with one another to form new molecules.Students will describe the general structure of the atom, and explain how the properties of the first 20 elements in the Periodic Table are related to their atomic structure.Chemistry Enrichment StandardsAtomic and Molecular Structure The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structureStudents will explain that the quantum model of the atom is based on experiments and analyses by many scientists, including Dalton, Thomson, Bohr, Rutherford, Millikan, and Einstein.Essential Question


What are atoms made of? What evidence supports current atomic theory? What is radioactivity? What is light?

Core Topics Use laboratory data to determine the strength of an acid or base. History of atomic theory Atomic structure Octet rule Lewis dot notation Radioactivity Wave properties


trace the development of atomic theory from early Greek models to present knowledge; Democritus, Dalton, Thomson, Rutherford, Bohr, Heisenberg, Einstein.

apply the postulates of Dalton’s atomic model to explain the Law of Conservation of Mass and the Law of Definite Composition.

relate atomic number, mass number, and location on the periodic table to subatomic particles and isotopes.

define the processes of nuclear fission and fusion. define a wave in terms of its frequency, wavelength, speed, and amplitude. relate the electron configuration of an atom to its reactivity and to its location in the

periodic table.Skill ObjectivesStudents will:

calculate average atomic mass of an element, and calculate percentage abundance of an isotope given its average atomic mass.

write, balance, and interpret a nuclear equation. calculate the amount of a radioactive substance that remains after a given period of time.


diagram the electromagnetic spectrum showing trends in frequency, wavelength and energy.

calculate the energy of a photon write the electron configuration for any element using the Aufbau principle, the Pauli

Exclusion Principle and Hund’s rule. Use these configurations to predict chemical behavior.

draw the Lewis dot structure for any atom or ion.Pacing2 weeks


Unit 5: Periodic Table

Chemistry Enrichment StandardsAtomic and Molecular Structure The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structureStudents will use the periodic table to identify metals, semimetals, non-metals, and halogens.Students will use the periodic table to identify trends in ionization energy, electronegativity, the relative sizes of ions and atoms and the number of electrons available for bonding.Students will relate the electronic configuration of elements and their reactivity to their position in the periodic table.Essential Question


How are elements arranged in the Periodic Table? Why does the Periodic Table have the shape that it does?


Unit Objectives


trace the development of the modern periodic table. identify areas of the periodic table that contain metals, non-metals and metalloids. apply the periodic law. identify patterns in electron configuration within groups and periods. define the trends in atomic mass, atomic number, atomic radius, electronegativity and

ionization energy.Skill Objectives

Students will:

identify general properties of main group elements. predict the charge or oxidation number of an element from its position on the periodic

table.Pacing

3 weeks


Unit 6: Bonding & Molecular StructureScience Core StandardsChemical Structures and Properties – Properties of MatterDue to its unique chemical structure, carbon forms many organic and inorganic compounds.Students will explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic molecules.Students will explain the general formation and structure of carbon-based polymers, including synthetic polymers, such as polyethylene, and biopolymers, such as carbohydrate.Chemical Structures and Properties – Science, Technology and SocietyChemical technologies present both risks and benefits to the health and well being of humans, plants and animals.Students will explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked polymers.Students will explain how the chemical structure of polymers affects their physical properties.Students will explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.Chemistry Enrichment StandardsChemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesStudents will explain that atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds.Students will identify chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules as covalent.Students will use Lewis dot structures to show models of atoms and molecules.Students will predict the shape of simple molecules and their polarity from Lewis dot structures.Essential Question


Why do atoms form chemical bonds? Are there different types of chemical bonds? How strong are chemical bonds? Does the arrangement of chemical bonds affect the strength of materials?

Core Topics Driving force behind bonding Types of chemical bonds VSEPR theory Molecular shape Polymerization


identify the reasons that atoms form chemical bonds. compare and contrast ionic, covalent and metallic bonding. differentiate between a molecule and a formula unit. define single, double and triple bonds.


define polymerization and the resulting physical properties of polymers.Skill ObjectivesStudents will:

illustrate ionic and covalent bonding using orbital notation and Lewis dot structures. apply the VSEPR model to explain basic molecular shape.

Pacing3 weeks


Unit 7: Formula Writing

Science Core StandardsChemical Structures and Properties – Properties of MatterAtoms react with one another to form new molecules.


Essential Question


What does a chemical formula tell us? How are chemical formulae written? How are compounds named?


Unit Objectives


analyze the significance of a chemical formula. distinguish between ionic and molecular compounds. differentiate among empirical, molecular, and structural formulas.

Skill Objectives

Students will:

construct the correct chemical formula for a given ionic or molecular compound. name and write formulas for acids, bases, polyatomic ions, and hydrates. name and write formulas for simple organic compounds. apply the rules for assigning oxidation numbers in elements and compounds.

Pacing

2.5 weeks



Chemistry Enrichment StandardsConservation of Matter and Stoichiometry




Essential Question


What is a “mole”? How is the mole used in Chemistry?

Core Topics Mole as amount Conversions Empirical formulas

Unit Objectives


define the mole concept using Avogadro’s number. define molar volume of a substance and list factors that affect its value.

Skill Objectives

Students will:

calculate formula mass, molar mass and percent composition of elements, compounds, and hydrates.

calculate the mass of a single atom or molecule. calculate empirical from percent composition data, actual mass data, and analysis of

experimental results.

Pacing

3.5 weeks



Science Core StandardsChemical Structures and Properties – Properties of MatterDue to its unique chemical structure, carbon forms many organic and inorganic compounds.Students will describe combustion reactions of hydrocarbons and their resulting by-products.Essential Question


How can we describe chemical reactions? What types of chemical reactions exist? How do we predict the products of a reaction?

Core Topics Parts of a chemical equation Evidence for chemical reactions Types of reactions Net ionic equations Solubility tables Reaction driving forces

Unit Objectives


predict the products of simple reactions, given the reactants. identify forms of evidence that a chemical reaction has occurred. interpret a balanced equation in terms of atoms, molecules, and ions. classify a reaction as synthesis, decomposition, single replacement, double replacement,

combustion, neutralization, precipitation, and redox reaction. predict whether a reaction will occur using the activity series of metals. compare and contrast dissolution and precipitation. determine whether a reaction is exothermic or endothermic using data or energy term

placement.Skill Objectives

Students will:

write the word equation, formula equation, and balanced chemical equation for a given chemical reaction.

write the net ionic equation of a precipitation reaction. collect data and use solubility tables to predict precipitate formation. assign oxidation numbers to reactants and products.

Pacing

3.5 weeks



Chemistry Enrichment StandardsConservation of Matter and Stoichiometry



Essential Question

How does the structure of matter affect the properties and uses of materials?Focus Question

What are the quantitative relationships in a chemical reaction?Core Topics

Ratios and amounts Limiting reactant Percent yield

Unit Objectives


determine the mole ratios of substances in a balanced chemical reaction. determine which of two reactants the limiting reactant in a given equation is.

Skill Objectives

Students will:

calculate the quantity of a reactant or product in a balanced chemical equation. convert among mass, moles, particles, and volumes between reactants and products using

a balanced chemical equation. calculate percent yield.

Pacing

3 weeks


Unit 11: Gas LawsScience Core StandardsGlobal Interdependence – Science, Technology and SocietyThe use of resources by human populations may affect the quality of the environment.Students will explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s greenhouse effect and may cause climate change.Chemistry Enrichment StandardsConservation of Matter and StoichiometryThe conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.Students will convert among moles, number of particles, or volume of gas at standard temperature and pressure using the mass of a molecular substance.Essential Question

How do science and technology affect the quality of our lives?Focus Questions

How do gasses behave? What is a “greenhouse” gas?

Core Topics Kinetic-molecular theory Pressure/temperature/volume relationships Real vs. ideal gasses


apply the kinetic-molecular theory to explain changes of state and the relationships among pressure, temperature, volume and number of moles of gases.

identify the physical properties of gases including the greenhouse effect. explain the significance of standard temperature and pressure (STP). compare and contrast real and ideal gases. identify real world applications for gas laws.


illustrate how a barometer and a manometer work. convert among the measurement units of the four gas variables (V. T, P, n). perform calculations using Boyle’s Law, Charles’ Law, Avogadro’s Hypothesis and Gay-

Lussac’s Law. solve problems involving the combined gas law, Dalton’s law of partial pressure,

Graham’s law of diffusion, and the ideal gas laws. collect data to determine the molar volume of a gas.

Pacing3 weeks


Unit 12: Solids, Liquids, and Solutions

Chemistry Enrichment StandardsChemical BondsBiological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and moleculesStudents will explain that solids and liquids held together by van der Waals forces or hydrogen bonds have effects on their volatility and boiling/melting point temperatures.Students will explain that the atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form.Essential Questions


How do solids and liquids behave? What factors affect solubility? How do solutions differ from pure substances?

Core Topics Changes of state Vapor pressure Solubility Colligative properties


apply kinetic molecular theory to explain the properties of solids and liquids and changes of state.

compare and contrast the different types of intermolecular forces. compare and contrast ionic, molecular, metallic, and network covalent solids. apply the principles of equilibrium to explain the concept of vapor pressure. relate the unusual properties of water to hydrogen bonding. trace the solution process and the factors affecting solubility. interpret data in solubility curves and tables. identify two colligative properties of a solution (boiling point elevation, freezing point

depression).Skill ObjectivesStudents will:

demonstrate the formation of the different types of solutions: saturated, supersaturated, unsaturated, dilute, and concentrated.

solve concentration problems using the concepts of molarity and molality.Pacing2.5 weeks


Unit 13: Kinetics, Equilibrium, and ThermodynamicsChemistry Enrichment StandardsReaction RatesChemical reaction rates depend on factors that influence the frequency of collision of reactant molecules.Students will explain that the rate of reaction is the decrease in concentration of reactants or the increase in concentration of products with time.Students will explain that reaction rates depend on such factors as concentration, temperature and pressure.Students will explain that equilibrium is established when forward and reverse reaction rates are equal.Students will explain that catalysts play a role in increasing the reaction rate by changing the activation energy in a chemical reaction.Essential Question

What is the role of energy in our world?Focus Questions

What factors affect reaction rate? What is chemical equilibrium?

Core Topics Reaction rate Catalyst Le Chatelier’s principle


apply collision theory to explain the factors that affect the rate of reaction. summarize the role of a catalyst in enzymes, catalytic convertors and solution chemistry. apply the concept of equilibrium to explain physical and chemical changes. distinguish between a reversible reaction that is in equilibrium and one that is not. apply Le Chatelier’s principle to explain the effects of changes in concentration, pressure

and temperature on an equilibrium system. Skill ObjectivesStudents will:

calculate the value of the equilibrium constant for a given reaction. predict precipitate formation using the solubility product (Ksp). measure enthalpy changes in chemical reactions.

Pacing3 weeks


Unit 14: Acids & Bases

Science Core StandardsChemical Structures and Properties – Properties of MatterAtoms react with one another to form new molecules.

Students will explain the chemical composition of acids and bases, and explain the change in pH in neutralization reactions.

Essential Question


What is an acid? What is a base? How do we categorize acids and bases?

Core Topics Classification acids and bases pH titration

Unit Objectives


identify the common physical and chemical properties of acids and bases. classify acids, bases, and salts, and recognize their presence in common substances. compare and contrast the Arrhenius and Bronsted-Lowry models for acids and bases.

Skill Objectives

Students will:

predict the products and write balanced equations for acid-base reactions. categorize acids and bases based on strength. use laboratory data to determine the strength of an acid or base. calculate the hydrogen ion and hydroxide ion concentrations in any solution. calculate pH from hydrogen ion concentration or hydroxide ion concentration. perform an acid-base titration to determine the concentration of an unknown solution.

Pacing

2 weeks


Appendix I: Chemistry 32 Big Ideas

1-Scientific Process 1.5 weeksqualitative vs. quantitativeindependent variables vs. dependent variablescontrol vs. variables held constantvalidity vs. reliabilityderivation of formulas spreadsheets and graphing on excel*career daydimensional analysis

2-What is Chemistry? 3 weekswhat is a chemical?matter and energycalorie/specific heat calculationschanges in matter physical vs. chemical Labatomic structure-calc. protons, neutrons, electron, isotopes, ions, avg. atomic massisotopes and calculating average atomic masslaw of conservation of mass and energyNO electromagnetic spectrum, models, history of atom dead guys, light, e configuration, lewis dot, half-life, radioactivityoptional E=MC2

Lab/Activity – Calorie lab, Bean lab, conservation of mass lab

3-Periodic Table 2 weeksAlien periodic table activityElectron cloudMetals, non-metals, metalloidsValence electrons and electron configurationOctet rule (don’t have to use the term)Trend - electronegativityNO history/developmentOptional – ionization E, radius

4 – Bonding 3 weeksLab - properties of ionic & molecular Lewis dotIon formationIonic vs. covalent bondingSingle and multiple bondsPolarityNO – polymerization, metallic bonds, VSEPR, orbital notationOptional - shape

----------------------------------end of marking period 1


5 – Formula writing 1.5 weeksGo Fish activityWriting ionic formulaeNaming of ionic compoundsWriting molecular formulaExposure to molecular naming (prefixes)Formulas for water, ammonia, carbon dioxide, hydrochloric acidNO naming of organic compounds, acids, bases, polyatomic ions, hydrates

6- The Mole 3.5 weeksMole day on 10/23Understanding the mole conceptMole conversions –grams to mole, moles to particles, moles to litersPercent compositionsRecognizing the difference between empirical formulas and molecular formulasNo calculating molecular formulas or mole conversions with hydratesOptional- Calculating empirical formulasActivities/labs - Thirsty? Zippy Pop

7- Chemical Reactions 3.5 weeksEvidence of reactions; precipitate formation, energy change, release of a gasDetermine whether a reaction is exothermic or endothermic using energy term placementConverting word equations into formula equationsBalance chemical reactionsTypes of reactions; synthesis, decomposition, single replacement, double replacement, combustionUse activity series to predict products of single replacementsComplete double replacement reactionsNo oxidation numbers or solubility----------------------------------------------------------Mid-Year Exam8- Stoichiometry 4 weeksUnderstanding of mole ratiosCalculate the quantity of a reactant or product in a balanced chemical equationConvert among mass, moles, particles, and volume between reactants and products using a balanced chemical equationLimiting reactantCalculate expected yield and find percent yieldEnergy calculations Activity/Labs- smores activity, sodium bicarbonate unknown lab

9-Gas laws 3 weeksKinetic molecular theoryPressure/temperature/volume relationshipsTemperature conversions- ºC to KUnderstanding atmospheric pressure and its variations


Perform calculations using Boyle’s law, Charles’ law, combined gas law, ideal gas law, and Dalton’s law Activity/Labs-Gas discovery lab

10-Solutions 3weeks Compare and contrast the different types of intermolecular forces Apply the principles of chemical equilibrium to explain vapor pressure Measuring and calculating concentrations; molarity calculationsInterpret data in solubility curvesIdentify and apply colligative propertiesComponents of solution; solute vs. solventBe able to distinguish between saturated, unsaturated, and supersaturated by using a solubility curveInterpret a phase change and phase diagramsActivity/Labs-solubility curve for KNO3

11-Acids and Bases 4 weeksNeutralization reactions/titrationsAcids and bases in the homepH scale and categorizing strong vs. weak acids/basesIdentify and name common acidsConverting pH to H+

Kw equation going to hydronium or hydroxide concentration