# 23 Ill. Adm. Code 27.160: Section 27.160 Chemistry

> Illinois · Regulations · In force

URL: https://www.frixlaw.com/law-library/statutes/STATE_IL_IAC_T23_P27_S27_160

## Section

- **Citation:** 23 Ill. Adm. Code 27.160
- **Heading:** Section 27.160 Chemistry
- **Jurisdiction:** Illinois
- **Kind:** Regulations
- **Status:** In force
- **Text as of:** August 14, 2026
- **Source:** Compiled text
- **Location:** Illinois Administrative Code / Title 23 EDUCATION AND CULTURAL RESOURCES / CHAPTER I: STATE BOARD OF EDUCATION / Part 27 STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS / Section 27.160 Chemistry

## Text

Section 27.160  Chemistry
By October 1, 2024, all candidates
for an endorsement in Science-Chemistry will be required to complete a program
aligned to the National Standards for Science Teacher Preparation (2012),
published by the National Science Teachers Association, 1840 Wilson Boulevard,
Arlington VA 22201, and posted at http://www.nsta.org/preservice/. (No later
amendments to or editions of these guidelines are incorporated.) The standards
effective until September 30, 2024 are as follows:
a)         In addition to the standards for all science teachers that are
set forth in Section 27.140, those who specialize in the teaching of chemistry
shall be required to meet the standards described in this Section.
b)         The competent chemistry teacher possesses basic scientific and
mathematical skills, utilizes safe laboratory practices, and is aware of issues
of public concern.
1)         Knowledge Indicators – The competent chemistry teacher:
A)        understands the appropriate mathematical skills for solving problems;
is aware of methods used in collecting, analyzing, and reporting data,
including basic statistical and computational concepts, and the use of
technology in the learning process.
B)        understands the appropriate experimental procedures and common
scientific equipment for measurement and determination of chemical reactions
and properties.
C)        understands chemical hygiene plans, safe and proper use of
equipment, and materials commonly used in chemistry laboratories, including
proper waste disposal and procedures for preventing and dealing with accidents
and injuries in the laboratory.
D)        understands the role of chemistry in daily life, including ways
in which basic research and the development of new technology affect society.
2)         Performance Indicators – The competent chemistry teacher:
A)        solves simple algebraic operations, uses scientific notation,
and plots and interprets graphs
or preventing and dealing with accidents
and injuries in the laboratory.
D)        understands the role of chemistry in daily life, including ways
in which basic research and the development of new technology affect society.
2)         Performance Indicators – The competent chemistry teacher:
A)        solves simple algebraic operations, uses scientific notation,
and plots and interprets graphs.
B)        uses computer programs to organize data and indicate
relationships.
C)        selects appropriate instrumentation and methods of chemical
analysis.
D)        implements an appropriate chemical hygiene plan as part of the
process of setting up and running a safe and effective chemistry laboratory
course.
E)        relates chemistry and technology to issues of societal
importance.
c)         The competent chemistry teacher understands and applies the
concepts of the nature of matter at the atomic level.
1)         Knowledge Indicators – The competent chemistry teacher:
A)        understands the chemical constitution of matter as elements,
compounds, and mixtures and the distinction between physical and chemical
changes.
B)        understands the development and central concepts of atomic
theory and atomic structure, including the quantum mechanical model.
C)        understands the names and electronic structure of common
elements and their ions.
D)        understands the periodic nature of the elements and the
relationship between their electron configuration and the periodic table.
E)        understands the description of the energy of an electron in an
atom or ion in terms of the four quantum numbers.
F)         understands the properties of an atomic nucleus that affect
its stability.
G)        understands nuclear decay sequences and products.
2)         Performance Indicators – The competent chemistry teacher:
A)        applies basic separation techniques based on differences in the
properties of matter
on of the energy of an electron in an
atom or ion in terms of the four quantum numbers.
F)         understands the properties of an atomic nucleus that affect
its stability.
G)        understands nuclear decay sequences and products.
2)         Performance Indicators – The competent chemistry teacher:
A)        applies basic separation techniques based on differences in the
properties of matter.
B)        describes the historical progression in the development of the
theory of the atom, including the contributions of Dalton, Thomson, Rutherford,
and Bohr.
C)        uses applicable principles to show the ground state electronic
configuration of the elements and their ions.
D)        explains the chemical and physical properties of the elements
in terms of electron configuration.
E)        explains the stability versus instability of specified nuclei
and their decay products.
F)         shows strategies for writing and balancing equations for
nuclear reactions.
d)         The competent chemistry teacher understands the combination of
elements to form bonds and the geometry and properties of the resulting
compounds.
1)         Knowledge Indicators – The competent chemistry teacher:
A)        understands the transfer of electrons in the formation of
ionically bonded materials, the sharing of electrons in covalently bonded
compounds, and the polarity of compounds in terms of electronegativity
differences.
B)        understands the concepts of hybridization, Valence Shell
Electron Pair Repulsion, and Lewis structures to describe molecular geometry
and bonding.
C)        understands general features and properties of compounds of
metals, nonmetals, and transition elements and materials derived from them.
D)        understands general features of three-dimensional structures,
bonding, molecular properties, and reactivity of organic molecules.
2)         Performance Indicators – The competent chemistry teacher:
A)        categorizes compounds as ionic, polar covalent, and nonpolar
covalent
s and properties of compounds of
metals, nonmetals, and transition elements and materials derived from them.
D)        understands general features of three-dimensional structures,
bonding, molecular properties, and reactivity of organic molecules.
2)         Performance Indicators – The competent chemistry teacher:
A)        categorizes compounds as ionic, polar covalent, and nonpolar
covalent.
B)        draws Lewis structures and describes the geometry of specified
compounds.
C)        describes geometry of coordination compounds based on
hybridization of the central atom.
D)        uses molecular models and predicts properties of organic
molecules based on bonding and structure.
e)         The competent chemistry teacher understands the nature and
properties of molecules in the gaseous, liquid, and solid states.
1)         Knowledge Indicators – The competent chemistry teacher:
A)        understands the kinetic molecular theory and its description of
solids, liquids, and gases.
B)        understands the combined gas laws, the ideal gas law, Dalton's
Law of Partial Pressures, and Graham's Law of Diffusion.
C)        understands intermolecular forces that explain the physical
properties of elements and compounds in all states of matter, classifying by
type of unit attraction.
2)         Performance Indicators – The competent chemistry teacher:
A)        explains the transitions between solids, liquids, and gases
using phase diagrams.
B)        describes the behavior of gases and demonstrates proper and
effective lab techniques for working with gases under various conditions.
C)        explains liquid properties in terms of intermolecular forces.
D)        classifies unknown solids as molecular, metallic, ionic, and
covalent network solids according to their physical and chemical properties.
f)         The competent chemistry teacher understands interactions of
particles in solution
proper and
effective lab techniques for working with gases under various conditions.
C)        explains liquid properties in terms of intermolecular forces.
D)        classifies unknown solids as molecular, metallic, ionic, and
covalent network solids according to their physical and chemical properties.
f)         The competent chemistry teacher understands interactions of
particles in solution.
1)         Knowledge Indicators – The competent chemistry teacher:
A)        understands concentrations and appropriate procedures for
preparing solutions.
B)        understands the mechanisms of the solution process, including
effects of temperature and pressure on solubility of liquids and gases.
C)        understands the colligative properties of solutions.
2)         Performance Indicators – The competent chemistry teacher:
A)        prepares solutions of specific concentrations (molality,
molarity, normality, mole fraction, and percent by weight).
B)        selects appropriate solvents for dissolution or purification of
solid compounds.
C)        applies colligative properties to practical solutions of
technological problems.
g)         The competent chemistry teacher understands acid-base
chemistry.
1)         Knowledge Indicators – The competent chemistry teacher:
A)        understands Arrhenius, Bronsted-Lowry, and Lewis concepts of
acids and bases.
B)        understands the relationship between acid and base strength and
molecular structure.
C)        understands how the chemical equilibrium of weak acids explains
buffered solutions.
2)         Performance Indicators – The competent chemistry teacher:
A)        uses the Arrhenius, Bronsted-Lowry, and Lewis concepts to
explain the pH of various solutions.
B)        prepares standardized solutions and conducts acid/base
titrations.
C)        explains how to prepare a buffer of a specified pH if given a
list of the Ka of various acids, and a standardized NaOH solution
lutions.
2)         Performance Indicators – The competent chemistry teacher:
A)        uses the Arrhenius, Bronsted-Lowry, and Lewis concepts to
explain the pH of various solutions.
B)        prepares standardized solutions and conducts acid/base
titrations.
C)        explains how to prepare a buffer of a specified pH if given a
list of the Ka of various acids, and a standardized NaOH solution.
h)         The competent chemistry teacher understands the laws of
thermodynamics and can apply them to chemical systems.
1)         Knowledge Indicators – The competent chemistry teacher:
A)        understands the relationships between enthalpy, entropy, Gibbs
free energy, and the equilibrium constant.
B)        understands the kinetic and thermodynamic dynamics that move a
reversible reaction to a position of chemical equilibrium.
C)        understands LeChatelier's Principle and its application to a
reversible reaction.
D)        understands oxidation/reduction reactions and their
relationship to standard reduction potentials.
E)        understands electrolysis reactions.
2)         Performance Indicators – The competent chemistry teacher:
A)        evaluates the energy potential of a variety of fuels in terms
of maximum possible useful work.
B)        evaluates the thermodynamic feasibility of various reactions
and performs appropriate thermodynamic calculations.
C)        demonstrates the implications of LeChatelier's Principle on a
variety of aqueous and gaseous equilibria.
D)        balances redox equations.
E)        devises and builds an electrochemical cell.
i)          The competent chemistry teacher understands the mechanisms of
chemical reactions and the theory and practical applications of reaction rates.
1)         Knowledge Indicators – The competent chemistry teacher:
A)        understands the classification of types of chemical reactions.
B)        understands common rate terms and experimental determination of
reaction rates as a function of concentration and time
t chemistry teacher understands the mechanisms of
chemical reactions and the theory and practical applications of reaction rates.
1)         Knowledge Indicators – The competent chemistry teacher:
A)        understands the classification of types of chemical reactions.
B)        understands common rate terms and experimental determination of
reaction rates as a function of concentration and time.
C)        understands the basics of collision and transition-state
theories and the significance of the Arrhenius equation.
D)        understands rate laws and their importance to mechanisms; rate
laws associated with common reactions and catalyzed reactions.
2)         Performance Indicators – The competent chemistry teacher:
A)        writes balanced equations to describe chemical reactions.
B)        experimentally determines and analyzes rate data and applies
them to mechanisms.
C)        explains how reactions occur, what factors are involved in
determining how fast a reaction proceeds, and the effects of temperature on
rates.
D)        uses kinetics to determine reaction mechanisms and explains
catalysis.
j)          The competent chemistry teacher understands major aspects of
organic chemistry.
1)         Knowledge Indicators – The competent chemistry teacher:
A)        understands the functional group classification and
nomenclature of organic compounds and general characteristics and reactions of
each group.
B)        understands the concepts and mechanisms of substitution,
addition, elimination, and other reactions of organic molecules.
C)        understands the importance and use of chromatography in the
separation and spectroscopy in the characterization of organic molecules.
D)        understands the general structure, properties and uses of
organic polymers, pharmaceuticals, pesticides, and other practical products
the concepts and mechanisms of substitution,
addition, elimination, and other reactions of organic molecules.
C)        understands the importance and use of chromatography in the
separation and spectroscopy in the characterization of organic molecules.
D)        understands the general structure, properties and uses of
organic polymers, pharmaceuticals, pesticides, and other practical products.
E)        understands the structure, properties, and function of common
biological molecules (carbohydrates, lipids, proteins and nucleic acids) and
how these biomolecules are used in processes necessary for life.
2)         Performance Indicators – The competent chemistry teacher:
A)        recognizes functional groups and predicts reactions thereof.
B)        writes simple mechanisms of organic reactions.
C)        sets up appropriate separation, purification, and
identification schemes for organic molecules.
D)        demonstrates and discusses practical organic materials.
E)        explains the overall biological function of common types of
biomolecules.

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