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Course Profile Chemistry (SCH4C), Grade 12, College
Preparation, Public
Course Overview
Prerequisite: Grade 10 Science, Academic or Applied, SNC2D or SNC2P
This
course introduces students to the concepts that form the basis of modern
chemistry. Students will study qualitative analysis, quantitative relationships
in chemical reactions, organic chemistry, electrochemistry, and chemistry as it
relates to the quality of the environment. Students will employ a variety of
laboratory techniques, develop skills in data collection and scientific
analysis, and communicate scientific information using appropriate terminology.
Emphasis will be placed on the role of chemistry in daily life and in the
development of new technologies and products.
SCH4C has
three goals identified in The Ontario Curriculum, Grades 11 and 12: Science,
2000, (p. 6).
·
to
relate science to technology, society, and the environment;
·
to
develop skills, strategies, and habits of mind required for scientific inquiry;
·
to
understand basic concepts of science.
The
activities and assessment tasks in this profile reflect the importance of the
three goals and have been developed around clusters of Specific Expectations. A
design-down approach was used in developing the overall course and individual
units. The Final Assessment Tasks for the course were developed first followed
by the End-of-Unit Tasks. The Expectations in each unit were clustered into activities
that connected together logically and provided the necessary background
knowledge and skills to be applied in the completion of the End-of-Unit Task.
However, this is not the only possible clustering. The unit activities were
then expanded following each overview chart. The suggested activities are
intended to be neither restrictive nor prescriptive; instead the intent is to
provide teachers with suggestions for course development. Teachers must adapt
the profile to suit their circumstances and to match the students needs while
ensuring that all Learning Expectations of the curriculum are addressed fully.
The
paramount task of science education is to equip all students with scientific
literacy the combination of knowledge, skills, and habits of mind that enable
them to think creatively, reason logically, evaluate information critically,
and communicate effectively. This is an essential base for making productive
and ethical decisions, not only about scientific and technological issues but
in all areas of life.
The
Ontario Curriculum, Grades 11 and 12: Science, 2000 (p. 4) notes that, Achieving excellence in
scientific literacy is not the same as becoming a science specialist. The
focus in Grade 12 chemistry is scientific literacy for all students, with
preparation for further studies in chemistry and related disciplines for some
students. The policy document goes on to note, The newer aspects of the
science curriculum especially those that focus on science, technology,
society, and the environment (STSE) call for students to deal with the
impacts of science on society and the environment, which includes both the
natural environment and the workplace environment. This requirement brings in
issues that relate to human values. Science can therefore not be viewed as
merely a matter of facts; rather, it is a subject in which students learn to
weigh the complex combinations of fact and value that developments in science
and technology have given rise to in modern society. (p. 4)
This perspective is consistent with the vision
advanced in this profile. The challenge in delivering the course is to find
ways to bring to the classroom an STSE focus from which the facts and chemistry
specific skills derive naturally.
At the
same time, SCH4C must adequately prepare those students who will opt for
further study of the subject in college and similar post secondary
institutions. Knowledge, Inquiry, Communication, and Making Connections expectations,
along with the Learning Skills, including study skills and independent learning
strategies, must be learned, practised, assessed, and evaluated at a standard
that will enable students to assess realistically their aptitude and chances
for success in further studies in chemistry and possible employment in a
related field.
The
Ontario Curriculum, Grades 11 and 12: Science, 2000 contains the following recommendations
regarding teaching approaches and curriculum expectations that are reflected in
this Course Profile and should be evident in courses developed using it as a
template. (pp. 810)
·
The
expectations in Science courses call for an active, experimental approach to
learning, and require all students to participate regularly in laboratory
activities;
·
Where
opportunity allows, students might be required, as part of their laboratory
activities, to design and conduct research on a real scientific problem for
which the results are unknown;
·
Where
possible, concepts should be introduced in the context of real-world problems
and issues;
·
In all
courses, a list of expectations is given that precedes the strands. These
expectations describe skills that are considered to be essential for scientific
investigation, e.g., skills in research, in the use of materials, and in the
use of units of measurement, and skills required for investigating possible
careers in the subject area. These skills apply to all areas of course content
and must be developed in all strands of the course. Assessment of
students mastery of these skills must be included in the evaluation of
students achievement of the expectations for the course. These expectations
are called Science Investigative Skills (SIS). When developing detailed course
plans, it is recommended that teachers use these SIS Expectations as a primary
guide. These skills serve as a lens through which all expectations in the
profile are interpreted.
As teachers organize and
plan the delivery of expectations of SCH4C, using and/or adapting activities
described in this profile, they should consider the following:
·
SCH4C
requires a focus on inquiry skills. Through a variety of investigations,
students describe objects and events, ask questions, construct explanations,
test those explanations against current scientific knowledge, and communicate
their ideas to others. They identify their assumptions, use critical and
logical thinking, and consider alternative explanations. Direct experience with
technology, materials, and laboratory equipment is necessary to illuminate
theoretical concepts and develop skills.
·
Learning
activities in this profile are set in a context that relates science to
technology, society, and the environment.
·
A
number of activities in this profile have a research focus that requires
accessing information beyond the laboratory or field trip. Students should be
taught how to use all available sources of information people, print, online
sources, and other media, both within the school and in the community. They
should also be given opportunities to use those skills, and to experience the
challenges that invariably accompany the location and acquisition of valid
information. However, care must be taken that student time is spent primarily
on processing information rather than accessing information, so that the
research does not become an end in itself.
·
Disposal
of products of laboratory investigations must be carried out in a safe and
environmentally responsible manner. The teacher must follow board policy with
respect to disposal of hazardous waste.
·
The
expectations are central to all aspects of this profile. The context in which
each unit is delivered, the skills and concepts developed, and the assessment
tasks used must be interconnected, and linked to the expectations. The
assessment data accumulated throughout the course must be sufficient (in kind
and number) to permit teachers to evaluate the consistent level of performance
for each student in each of the four categories in the Achievement Chart for
Science
·
Some
of the expectations are given special emphasis in learning activities and are
often revisited. These are expectations that are taught, assessed, evaluated
and where necessary revisited using alternate instructional strategies.
·
Students
interpret new information in terms of what they already know. They try to make
sense of what is taught by trying to fit it with their experiences. A key
concept is understood when students examine significant examples that represent
the concept, then create a generalization from those personal experiences. The
teacher must be aware of the experiences that students have had prior to Grade
12 and use them as the basis for new and more complex concepts. The
prerequisite for the course is either SNC2P or SNC2D; some students will
display strengths in practical problem solving, while others will arrive with a
more theoretical background. Students may also bring knowledge and skills from
a variety of technical courses. Students may also arrive with misconceptions
from prior experience that will interfere with their ability to understand new
concepts. Identifying misconceptions and revising them using concrete examples
may be required at times. A number of diagnostic tools and activities are suggested
throughout the profile.
·
Terminology,
formulae, and algorithms should be viewed by students as tools for describing
observations, solving problems, and communicating ideas, not as an end in
themselves and should not dominate the curriculum. It is important to emphasize
key skills and concepts without obscuring them by expecting students to
memorize a multitude of facts, equations, and formulae. Students could be
encouraged to develop reference sheets of significant formulae, algorithms and
concepts for use in class and on tests or examinations. When the size of the
sheet is limited, e.g., to a single-sided sheet of paper, handwritten,
preparation requires that students review their work, then identify and
summarize critical information. Teachers may also choose to supply a reference
sheet for student use. Use of reference sheets allows teachers to move the
focus of evaluation away from factual recall and toward higher level thinking
skills.
·
Assessment
and evaluation should focus on the application of terminology to explain
concepts and phenomena, not on terms and definitions in isolation. It is
essential that students understand the concept before acquiring the vocabulary.
·
This
Course Profile describes a Chemistry course in which students are encouraged to
ask their own questions and, in many cases, find their own answers by inquiry
(experiment or research). Fundamental to the skill set of a scientifically
literate person/citizen is the ability to ask incisive questions, to interpret
the answers critically, and to identify unstated assumptions.
·
Practical
applications and real world examples are key to the clustering of expectations
in SCH4C. Throughout the course students are shown, or investigate on their
own, how knowledge of chemistry concepts is applied. Career links, college
course offerings, and school-to-work linkages, both in the local community and
beyond, are also important considerations when implementing SCH4C.
·
In
this Course Profile, there is a reduced emphasis on traditional laboratory activities
in which students are provided step-by-step instructions. Teacher
demonstrations can be used in place of these activities and the time saved used
for developing students ability to devise and carry out true experimental
inquiry. The teachers role is to decide what knowledge and skills students
must have to proceed safely and successfully in a laboratory setting. Many
traditional laboratory exercises can be made more open ended by rewording
statements into questions, and replacing detailed procedures with a teacher-led
class discussion. This could be followed by a challenge, which requires
students to devise a procedure and have its safety confirmed by the teacher
prior to performance. By making decisions regarding what data to collect and
which format to use for reporting both data and results, students develop
skills of inquiry and communication essential in science.
Units
in this course profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. Teachers are reminded that much of the material n the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Note: The URLs for the websites were
verified by the writers prior to publication. Given the frequency with which
these designations change, teachers should always verify the website prior to
assigning them for student use.
The following references will be useful throughout the
course:
Barton, Mary Lee and Deborah L. Jordan. Teaching Reading in Science: A Supplement to Teaching Reading in the Content Areas Teachers Manual. Aurora: McRel, 2001. ISBN 1-893476-03-0
Bennet,
Barrie and Carol Rolheiser. Beyond Monet The Artful Science of
Instructional Integration. Toronto: Bookation, Inc., 2001. ISBN 0-9695388-3-9
Donovan,
et al. Chemicals In
Action. Toronto:
Holt, Rinehart & Winston, 1987. ISBN 0039219755
Harrison,
et al. Laboratory
Manual, Chemistry a First Course. Toronto: Addison Wesley Publishers, 1988. ISBN 0201178818
Morgan,
Nina. Chemistry in Action. New York: Oxford University Press, 1995. ISBN
0195210867
Richardson,
C. and T. Chasteen. A Laboratory Manual: Experience the Extraordinary
Chemistry of Ordinary Things. Toronto: John Wiley and Sons, 1995.
ISBN 0471059390
Slater,
A. and G. Rayner-Canham. Microscale Chemistry, Laboratory Manual.
Toronto: Addison Wesley, 1994. ISBN 0201602156
Smith,
et al. ALCHEM Chemistry: Science, Technology, Society. Toronto: J.M.
LeBel. Enterprises, 1990. ISBN 920008313
Popular
Science, Times
Mirror Magazines http://www.popsci.com
Discover
Magazine, Disney
Corp. http:// www.discover.com
National
Geographic
http://nationalgeographic.com
Scientific
American
http://www.sciam.com
This
course is structured such that the first two units provide the students with
skills and knowledge that can be applied in the remaining three units. Unit 1,
Matter and Qualitative Analysis, is taught first because it introduces students
to a systematic approach used in studying chemistry. Students are provided with
an opportunity to learn and practise process and communication skills such as
using flow charts to organize data and distinguishing between observations and
inferences. Applying qualitative analyses to the study of science helps develop
scientific literacy in students. Introducing this unit first enables students to
demonstrate mature scientific approaches to investigating chemistry. The second
unit of study, Chemical Calculations, again provides students with useful
skills that require application throughout the remainder of the course. The
three remaining units, Organic Chemistry, Electrochemistry and Chemistry in the
Environment, can be interchanged depending on individual teacher preference,
availability of supplies and weather considerations, e.g., the Chemistry in the
Environment may be best placed as the fifth unit in semester two.
|
Unit 1 |
Matter
and Qualitative Analysis |
20
hours |
|
* Unit
2 |
Chemical
Calculations |
20
hours |
|
Unit 3 |
Organic
Chemistry |
20
hours |
|
Unit 4 |
Electrochemistry |
20
hours |
|
Unit 5 |
Chemistry
in the Environment |
20
hours |
|
Unit 6 |
Final
Assessment Tasks |
10
hours |
* This
unit is fully developed in this Course Profile.
Key to
Abbreviations
K =
Knowledge/Understanding
I =
Inquiry
C =
Communication
MC =
Making Connections
Time: 20 hours
Unit
Description
This unit
serves to introduce students to the basic principles and techniques of
qualitative analysis. Students design investigations and use flow charts to
determine the identity of unknown compounds. The role of qualitative analysis
in society is also examined. The End-of-Unit Task requires students to organize
the information from the unit into a concept map or other graphic organizer.
For each cluster that is created on the map, students research several
connections to society, technology, and/or the environment.
Unit
Overview Chart
|
Activity/ Time |
Title/Focus |
Learning Expectations |
Assessment Categories |
|
1.1 4 h |
Qualitative
Technique |
MQV.01,
MQV.02, MQV.03, MQ1.01, MQ2.01, MQ2.02, MQ3.01 |
Communication |
|
1.2 3 h |
Understanding
Bohr |
MQV.01,
MQV.02, MQ1.02, MQ1.03, MQ2.02, MQ2.05 |
Inquiry |
|
1.3 5 h |
Chemical
Bonding |
MQV.01,
MQV.02, MQ1.02, MQ1.04, MQ1.05, MQ2.03 |
Communication |
|
1.4 5 h |
Identifying an Unknown |
MQV.02, MQV.03, MQ2.04, MQ2.01, MQ3.02 |
Communication |
|
1.5 3 h |
End-of-Unit
Task: Graphic Organizer |
MQV.01,
MQV.02, MQV.03 |
Inquiry |
Qualitative
Technique
1.1.1 Students observe several teacher demonstrations and take part in
a variety of activities to fulfill the following purposes: a diagnostic tool
for understanding chemistry concepts from Grade 9 and 10 Science (evidence of
chemical change, pH scale, Bohr model, physical and chemical properties); a
review of techniques and concepts from Grade 9 and 10 (use of molecular models,
physical and chemical changes, word and chemical equations, use of acid/base
indicators); an introduction to some of the concepts and activities in this
course (separation techniques, displacement reactions); and an opportunity for
students to record and explain observations. Students should then discuss their
observations and explanations and the difference between inference, expected
observation and true observation.
1.1.2 Following a brainstorming session on the elements of procedure
design and separation techniques, students propose a method and carry out an
investigation to separate the parts of a mechanical mixture. Initial separation
should involve physical techniques like filtration, use of magnetic properties,
and sedimentation centrifugation. The separation of the remaining components involves
chemical techniques, e.g., electrolysis. The procedure should be set up in a
flow chart and should include proper disposal of materials.
1.1.3 Students are introduced to the End-of-Unit Task and encouraged
to begin keeping records of the various methods of qualitative analyses as they
are encountered throughout the unit.
Assessment
Lab Flow Chart (C, I)
Understanding
Bohr
1.2.1 The teacher leads a discussion on the nature of light and the
electromagnetic spectrum. Demonstrate the use of the spectroscope and the
discreet line spectra for elements. Students research applications of
spectroscopy, e.g., eye lens research, cardiovascular disease research,
magnetic resonance imaging, organic substance identification emphasizing
related careers and current discoveries. Students record their findings in a
one-page report.
1.2.2 Students carry out flame tests on several different compounds
(some of the compounds should contain the same metals) and infer from their observations
a method for identifying ions. Students may also use the spectroscope when
observing the flame tests. They test their inferences by analysing unknown
samples, some of which may contain two different metals. Students could record
their findings on a Standard Results Sheet for evaluation and summarize their
results in a Qualitative Analysis Log Book.
1.2.3 Following an introduction to the absorption spectra using
several different gas samples, students observe and infer, and then attempt to
identify unknown gas samples. Teachers may wish to distinguish between
absorption spectra and emission spectra.
1.2.4 The teacher leads a lesson to review the
Bohr model of the atom and Rutherford-Bohr diagrams, then extends these
concepts to Lewis diagrams. Discuss the concept of quanta of energy and tie
observations from activities to the Bohr model.
Assessment Research (I, C, MC), Lab Report Standard
Result Sheet (I, C), Written Quiz (K/U)
Chemical
Bonding
1.3.1 The teacher leads a lesson on covalent bonding (a video on
bonding would complement this lesson) with a review of basic nomenclature of
common ionic and molecular compounds from Grade 10. Use Lewis structures to
show common covalent molecules including diatomic gases. Students may build
simple covalent structures using one of the following: atomic model kits;
toothpicks and coloured jujubes or polystryrene balls.
1.3.2 The teacher conducts a lesson on the formation of ions, ionic
bonds and the relationship between the charge on an ion and the number of
electrons lost or gained. The use of Rutherford-Bohr diagrams for ions may be
useful to illustrate these ideas. Introduce total and net ionic equations.
1.3.3 Students design investigations involving double displacement
reactions and use the solubility rules to determine the products. Volumes
should be on the order of drops. Products should be disposed of properly
according to board policy.
1.3.4 The teacher conducts a lesson on total and net ionic equations.
Students complete selected questions that involve determining net ionic
equations for various double displacement reactions using the solubility rules
for common ionic compounds.
Assessment Molecule
Building (I, K/U), Lab Report (K/U, I, C)
Identifying
an Unknown
1.4.1 Students perform a number of procedures used to identify anions
and cations. Procedures, summarized as flow charts, and results are recorded in
the Analytical Chemistry Log Book. Students should be made aware of safety
concerns (handling and disposal) for all chosen chemicals. Proper safety
equipment should be provided and its use explained.
1.4.2 Students are then presented with unknown sample(s). Students
identify the unknown compounds (anions and cations) by using the information
recorded in their Analytical Chemistry Log Books.
1.4.3 Students participate in a field trip to a local industry where
understanding and application of the knowledge and/or skills presented in this
unit are required. A guest speaker, or video may also be used, e.g., a forensic
scientist using a sample of paint to identify a car make and model.
Assessment Lab Report Flow Chart (C, I, K/U)
End-of-Unit
Task: Graphic Organizer
1.5.1 Students organize the concepts and skills of the unit into a
graphic organizer, e.g., a concept map, a web diagram, or a Venn diagram. To
begin, all information may be listed in point-form notes as if studying for a
test, then, the information should be clustered into appropriate groups. For
each cluster, students find one or more connections to the world outside the
classroom and include that in their organizer. The connections should focus on
career links and college programmes. This approach to summarizing unit material
allows students to learn/practise techniques that they could employ
independently in later units of this course and as students at a college or
other post-secondary institution.
1.5.2 Unit Test
Assessment Graphic Organizer; see Appendix A for rubric
(C, I, K/U, MC), Unit Test (K/U, MC)
Resources
Structure
of the Atom, a 6-part video series from TVO, provides information about the
Bohr model.
Biomedical
Applications of Spectroscopy
http://www.pfeiffer.com/Corporate/Website/Objects/Products/0,9049,88571,00.html
Imaging Spectroscopy http://
www.techexpo.com/WWW/opto-knowledge/IS_resources.html
Squier
Group: Education: Physical Chemistry: Spectroscopy
http:// www-wilson.ucsd.edu/education/pchem/spectroscopy/
Time: 20 hours
Unit
Description
This unit
is designed to expand the basic skills and knowledge of qualitative analysis,
encountered in Unit 1, to quantitative analysis, since this combination is
required for ensuing units. Real-life examples are used wherever possible and
skills are introduced in the context of technical careers to allow students to
appreciate chemistry in a practical setting. The activities show a progression
towards independent note taking and lab skills, with an emphasis on proper lab
technique, accuracy of results and procedures, and standardized recording of
data and results, as would be required in the pharmaceutical industry, and by
the International Organization for Standardization (ISO) or Canadian Good
Manufacturing Practices (CGMPs). The unit begins with a discussion on the
importance of accurate quantitative chemistry in industrial settings, including
Canadian industries, and an introduction to the mole concept. Mole quantities
are applied to both theoretical (calculating and quantifying relationships in
chemical equations) and experimental (preparing and reacting standard
solutions) situations. The End-of-Unit-Task involves designing an experiment to
determine the quantitative identity of a substance, in preparation for Unit 6
Final Assessment Tasks. It must be noted that this unit is
mathematics-intensive as well as lab-intensive, with a focus on the skills
required for quantitative analysis in industry, e.g., quality control lab.
Students are therefore advised to review basic algebraic manipulations,
calculations, and ratios. Teachers should adapt the complexity of chemical
calculations to the degree required to address the expectations. If such
equipment is available, this is also a good unit in which to introduce
micro-chemistry, since this simulates many real-life labs and reduces waste
and chemical pollution in the environment. Proper disposal of materials in an
environmentally responsible manner must be emphasised.
Unit
Overview Chart
|
Activity/ Time |
Title/Focus |
Learning Expectations |
Assessment Categories |
|
2.1 4 h |
The
Mole Concept |
CCV.01,
CCV.O2, CCV.03, CC1.01, CC2.02, CC2.03, CC2.05, CC3.01, CC3.02 |
Knowledge/
Understanding |
|
2.2 5 h |
Calculating
Concentrations |
CCV.O2,
CCV.03, CC2.01, CC2.02, CC2.05, CC2.06, CC2.08, CC3.01, CC3.02 |
Knowledge/
Understanding |
|
2.3 |
Stoichiometry
and Percentage Yield |
CCV.01,
CCV.O2, CCV.03, CC1.02, CC1.03, CC2.01, CC2.02, CC2.05, CC2.06, CC2.07,
CC2.08, CC3.02, CC3.03 |
Knowledge/
Understanding |
|
2.4 2 h |
Percentage
Composition |
CCV.O2,
CC2.04 |
Knowledge/
Understanding |
|
2.5 4 h |
End-of-Unit Task: Concentration of a
Non-standard Solution |
CCV.01, CCV.O2, CC1.02, CC1.01, CC2.01,
CC2.02, CC2.03, CC2.04, CC2.05, CC2.08 |
Knowledge/ Understanding |
Time: 20 hours
Unit
Description
Students
develop their understanding of organic substances by examining the
characteristics of the carbon atom then identifying functional group structures
that define common families, e.g., alkenes, alkynes, alcohols, aldehydes,
ketones, acids, esters, amines, and finally examining some reactions common to
groups of organic substances. Through experimentation and qualitative and
quantitative analysis students examine distillation, physical and chemical
properties of common organic compounds and key chemical reactions, such as
combustion of hydrocarbons and condensation polymerization. The End-of-Unit
Task involves students designing and completing a laboratory investigation to
identify an unknown liquid from a mixture. Students distil the liquid from a
fermentation mixture and determine physical and chemical properties to help
identify the unknown.
Unit
Overview Chart
|
Activity/ Time |
Title/Focus |
Learning Expectations |
Assessment Categories |
|
3.1 3 h |
Safety
and Awareness |
OCV.03,
OC3.03, OC3.04 |
Knowledge/Understanding
|
|
3.2 2 h |
Distillation |
OCV.01,
OCV.02, OCV.03, MQV.02, OC1.05, OC2.02, OC3.02 |
Knowledge/Understanding
|
|
3.3 4.5 h |
Organic
Families |
OCV.01,
OCV.02, OC1.01, OC1.02, OC1.03, OC2.01, OC2.03, OC2.04 |
Knowledge/Understanding
|
|
3.4 4.5 h |
Reactions |
OCV.01,
OCV.02, OC1.04, OC2.01, OC2.05, OC2.06, CC1.02 |
Knowledge/Understanding
|
|
3.5 3 h |
Applications |
OCV.03,
OC3.01, OC3.05 |
Knowledge/Understanding
|
|
3.6 3 h |
End-of-Unit
Task: Unknown Liquid |
OCV.01,
OCV.02, OCV.03, MQV.02, CCV.01 |
Knowledge/Understanding
|
Safety
and Awareness
3.1.1 The teacher directs a lesson identifying industries (and
associated careers) using organic solvents and explaining the dangers
associated with their use. Student awareness is increased regarding the
combustibility and toxicity of organic solvents. An emphasis is placed on the
necessary precautions taken when dealing with these substances. Safety should
be related to student use.
3.1.2 Students identify issues associated with the increasing use of
plastics such as: depletion of fossil fuels; appropriate waste disposal;
short-and-long term environmental impacts; and related careers. Students
suggest possible alternatives to plastic products, e.g., paper bags instead of
plastic for yard wastes; a caterer using glassware in place of plastic cups;
aluminium foil in place of plastic food wrap; cardboard boxes in place of
plastic grocery bags; cloth in place of disposable diapers. Products suggested
by students are compared based on flexibility of use, durability, cost to
manufacture, cost and method of disposal, biodegradability, etc. As students
would likely search for most of their information on the Internet, this would
be a good time to consider issues such as bias and website reliability.
Assessment Checklist
Safe Handling of Organic Substances (K/U), Plastic Alternatives (I, C, MC)
Distillation
3.2.1 Students participate in a class discussion where the teacher
encourages them to generate questions about the production of useful fuels.
This leads to a discussion about the principles of distillation and the role of
distillation and cracking to produce useful fuels from crude oil.
3.2.2 Students design an experiment to separate a mixture of liquids
by distillation. They use a flowchart to describe the procedure used. An
emphasis is placed on the safe handling and disposal of organic substances.
Students keep a sample of the separated liquids for examination later in the
unit. Students add information about distillation to their Analytical Chemistry
Log Books for use in completing the Final Assessment Task. Science
Investigative Skills could be assessed with a checklist.
Assessment Lab
report (I, C), Written Quiz (K/U, MC)
Organic
Families
3.3.1 The teacher directs a lesson (using model kits) to illustrate
characteristics specific to the carbon atom, including its ability to bond to
itself to form long chains.
3.3.2 Students investigate functional group structures that define
common families using one or more of the following: textbook, workbook,
Internet, software program or molecular model kits. They name and draw Lewis
structures of representative molecules from each group, e.g., alkenes, alkynes,
alcohols, aldehydes, ketones, acids, esters, and amines.
3.3.3 Students design an experiment to determine the chemical and
physical properties of organic substances, e.g., combustibility, conductivity, odour,
solubility. The teacher provides the students with a variety of organic
substances such as alcohols, carboxylic acids and esters to test. The teacher
must check board policy regarding organic substances allowed for student use.
Students must follow safe procedures and work in a fume hood. Students identify
the substance collected in Activity 3.2.2. A Standard Results Sheet could be
used to record data. An emphasis is placed on the students ability to collect
data and identify trends in their observations.
3.3.4 Students work in small groups to discuss results from Act 3.3.3.
This is followed with a teacher-directed lesson on the general properties of
molecules containing oxygen and nitrogen. Students predict the properties of
organic substances using terms such as electronegativity, covalent bond and
polar molecules.
Assessment Worksheet Groups of Organic Substances (K/U),
Lab Report Flow
Chart and Standard Results Sheet (I, C)
Reactions
3.4.1 Students investigate organic reactions through experimentation.
Some suggestions are: identify some of the products of the combustion of a
hydrocarbon and an alcohol, and write balanced chemical equations to represent
the combustion reaction; synthesize a condensation product (oil of
wintergreen); demonstrate the production of a synthesis polymer (polyvinyl);
and synthesize a common organic product (aspirin). Note: A fume hood is
required for these activities. Some reactants involve particular hazards. The
teacher may wish to demonstrate these. The teacher may assess the students
Science Investigative Skills using a checklist.
3.4.2 Students complete a worksheet based on chemical reactions. They
predict products, and describe, using structural formulae, typical organic
reactions such as addition, combustion, and addition polymerization. They also
demonstrate an understanding of how coefficients in balanced chemical
equations, quantity in moles, mass, and number of particles are related.
Assessment Lab - Results (K/U, C), Lab Quiz (I), Chemical
Reaction Worksheet (K/U)
Applications
3.5.1 Students gather information from the Internet, books,
periodicals, or any other source to explore how organic chemistry has led to
the development of a specific product, e.g., polyester, nylon, artificial heart
valve, indoor/outdoor carpet, teflon. They investigate how it is produced
(including reactants and reaction type); its uses; environmental impacts;
possible alternatives; the cost of manufacturing; and the molecular structure
of the compound. Students prepare a visual display or an electronic
presentation, e.g., electronic slide presentation, webpage to share the
information. Students assess each others work using guidelines provided by or
agreed upon by the teacher.
Assessment Visual Display or Presentation (K/U, I, C, MC)
End-of-Unit
Task: Unknown Liquid
3.6.1 Students are provided with a mixture containing an unknown liquid. They design and complete an experiment to isolate and identify the unknown liquid, using information from their Analytical Chemistry Log Book. The teacher prepares a fermented mixture by adding yeast, sugar, and warm water to a large bottle containing 500 mL of molasses and 2500 mL of warm water. Students distil the ethanol from the fermentation mixture and determine properties of the purified alcohol. Students use qualitative analysis, e.g., flow chart to describe the procedure used, and quantitative analysis, e.g., determine the moles of product produced.
3.6.2 Students then complete a Unit Test.
Assessment Lab
Report (I, C, MC), Unit Test (K/U, MC)
Resources
http://www.ameliaww.com/fpin/use_safety.htm
Contents
of common organic substances and necessary precautions.
Investigating
plastics site suggestions:
http://www.plasticsresource.com
http://www.plastics.org/
http://www.grc.nasa.gov/WWW/K-12/Summer_Training/Magnificat/Polymer_Project.html
Polymer
chemistry.
Nalepa,
R., R.L. Whitman, and E.E. Zinck. Chemistry Today Second Edition Laboratory
Manual. Scarborough, Ontario: Prentice-Hall Canada Inc., 1982. ISBN 0-13-129551-9
- End-of-Unit Task for
Unit 3 Organic Chemisty
Carbon Chemistry, video, Classroom Video, Burnaby
B.C.
Organic Chemistry, a 6-part video series from TVO
The
Plastics Industry in Canada, a resource package published by the Society of the Plastics Industry
of Canada, 1992.
Time: 20 hours
Unit
Description
This unit
begins with a review of some of the basic principles and practices of current
electricity from the Grade 9 Science course. Students then study reactions
involving electron transfer and applications of these redox reactions in
galvanic and electrolytic cells. The issue of corrosion is examined in terms of
the reactions involved and preventative measures. The End-of-Unit Task requires
students to design and construct an electrochemical cell, and justify their
choice of materials.
Unit
Overview Chart
|
Activity/ Time |
Title/Focus |
Learning Expectations |
Assessment Categories |
|
4.1 |
The
Flow of Electricity |
ELV.02,
EL2.02, EL2.03 |
Knowledge/Understanding |
|
4.2 6 h |
Reactions |
ELV.01,
ELV.02, EL1.01, EL2.04, EL2.05, EL2.07 |
Communication |
|
4.3 3.5 h |
Cells |
ELV.01,
ELV.02, ELV.03, EL1.01, EL2.01, EL2.02, EL2.06, EL3.01, EL3.02 |
Inquiry
|
|
4.4 5 h |
Corrosion |
ELV.01,
ELV.02, ELV.03, EL1.02, EL1.03, EL2.01, EL2.08, EL3.03, EL3.04 |
Communication |
|
4.5 3 h |
End-of-Unit
Task Cell Construction |
ELV.01,
ELV.02, ELV.03 |
Communication |
The Flow
of Electricity
4.1.1 Students brainstorm or participate in a graffiti activity to
assess prior knowledge on electricity, circuits, current, conductors, safety,
and other concepts covered in Grade 9 Science. This introduction is followed
with an activity involving basic circuit construction (using wires, cells and
voltmeters) and related measurements.
4.1.2 Students test various substances, e.g., metals, acids, bases,
salt solutions, and covalent substances with a conductivity tester for
electrical conductivity and classify these substances as conductors or
non-conductors of electricity.
4.1.3 The End-of-Unit Task is introduced and time is allowed for
students to ask clarification questions regarding the task or its assessment.
Assessment Diagnostic
(K/U)
Reactions
4.2.1 Students observe models or demonstrations illustrating the
components of various examples of electrochemical cells. The models are used to
introduce vocabulary such as anode, cathode, electrode, electrolyte, oxidation,
and reduction. The teacher conducts a lesson to cover both galvanic and
electrolytic cells, describing the chemical reactions (oxidation and reduction)
involved in generating the electrical flow.
4.2.2 As a follow up (may continue to use the models/demonstration
apparatus from Activity 4.2.1), the role of the different metals used for the
electrodes in cells is discussed. Students design and conduct experiments to
discover which metal elements will displace metals in solutions (single
displacement reactions). Results are summarized in a chart. The teacher
approves the design before allowing students to proceed.
4.2.3 A class discussion around the results of the metal displacement
activity ensues followed by a teacher-directed lesson on half-cell reactions,
direction of electron flow and direction of ion movement in electrochemical
cells. The activity series should be introduced and students should use this
information to completely describe a variety of electrochemical cells (anode,
cathode, ion migration, direction of electron flow, half-cell reactions).
4.2.4 Students use the activity series to predict the results of
displacement reactions among different metals and metallic salts and test their
predictions by conducting investigations. The metals should be ranked in order
based on their oxidizing or reducing strength.
4.2.5 Students write a brief report explaining the importance of the
choice of metals and electrolytes used in the production of electrochemical
cells. This activity may be used as a proposal for the materials to be used by
students in their End-of-Unit Task.
Assessment Lab report (I, C), Quiz (K/U, MC), Report (K/U,
MC)
Cells
4.3.1 In a class discussion, students differentiate between galvanic
cells and electrolytic processes. Using print sources or the Internet, students
research and summarize the use of electrolytic processes in the refining of
metals and the impacts of these processes on the environment. This may be done
as open-ended research or as a more directed approach (online scavenger hunt)
where students are provided with websites (see Resources) and questions to
guide their search.
4.3.2 Working in small groups, students construct simple galvanic
cells as described by the teacher. Using the cells as models, the students
discuss and list the advantages and disadvantages or limitations of galvanic
cells and the various uses of these cells. The groups will present their ideas
to the class to generate a more complete list to be recorded as notes.
4.3.3 Students participate in a field trip to a local industry where
electrochemical processes are used. A guest speaker, or video may also be used.
Assessment Galvanic
Cell (K/U, I)
Corrosion
4.4.1 Students participate in a discussion around the rusting or
corrosion of cars and factors that influence the process. The discussion may be
prompted by a walk in the school parking lot to assess the state of the metal
on the vehicles present. Brainstorm ways used to limit or slow the aging process.
Back in the classroom, have students describe (on paper or verbally) the effect
of acid rain and road salt on the metal of a car using terminology such as
oxidation, reduction, and electrolyte. Students will define corrosion and use a
Venn diagram to compare corrosion (as a chemical reaction) and reactions in an
electrochemical cell.
4.4.2 Students design and conduct investigations focused on factors
that influence the rate of corrosion. Factors that might be considered are bare
metal surfaces (file or sand a portion of the metal), bends, or stress points
in the metal, different types of metals, exposure of metals to water,
combinations of metals, etc. Class results could be summarized on a Standard
Results Sheet.
4.4.3 Students use the results from Activity 4.4.2 to hypothesize
techniques that may be used to prevent corrosion. They design and conduct
investigations focused on the prevention of corrosion or alternatively,
students may merely propose methods to slow the rate of corrosion. This
activity should involve an explanation of the chemical reactions involved in
corrosion and how, chemically, the technique slows this reaction.
Assessment Venn diagram (MC, K/U), Lab Report Standard
Results Sheet (I, C, MC),
Written Quiz (K/U,
MC)
End-of-Unit
Task Cell Construction
4.5.1 Students design and construct a model of a cell. They should
determine the cells voltage and potential uses. Safety concerns for the use of
this cell should be addressed and a written rationale of the design and
material choice should be handed in. Alternatively, students could present
their design to the class and include a sales promotion highlighting the
strengths of the design and answering for its weaknesses (peers should be
encouraged to question the design).
4.5.2 Written test.
Assessment Model/Presentation (C, I, K/U, MC), Written
test (K/U, MC)
Resources
A
Case Study in Battery Technology, a resource package published by the Manufacturing Resource Corporation
of Ontario (MRCO) and the Ontario Centre for Materials Research (OCMR), 1991.
http://www.cubicsci.com/chem/hs/index%20search/electro.htm
electrochemistry (redox reaction) tutorial site (links to background
information).
http://www.sparknotes.com/chemistry
link to electrochemistry background notes: galvanic cells, electrolytic cells,
terminology, and equations.
http://www.science.uwaterloo.ca/~cchieh/cact/c123/battery.html
chemistry of batteries, redox reactions and simple voltaic cells.
http://www.chinooksedge.ab.ca/bowden/highschool/chem/chem.html#ec
link to activities and worksheets on electrochemistry.
http://chemed.chem.purdue.edu/genchem/topicreview/bp/ch20/faraday.html
notes, background and examples of electrolytic cells
Electrochemistry, a 6 part video series from TVO,
1987.
Electroplating
applications/information-site suggestions:
http://www.finishing.com/faqs/howworks.html
http://www.douglas-plating.co.uk/studentframe.html
http://www.kodak.com/US/en/motion/support/processing/h245/h24056.shtml
http://www.oit.doe.gov/factsheets/aluminum/pdfs/dyninertmetanodes.pdf
http://www.efunda.com/processes/surface/electroplatings.cfm
Addison-Wesley:
Chemistry: A First Course activity series/oxidationreduction
reactions
Time: 20 hours
Unit
Description
This unit
builds on students understanding of key concepts found in two previous units,
Matter and Qualitative Analysis and Chemical Calculations. The End-of-Unit Task
includes an experimental investigation of water quality in the community. As
much as possible, students are expected to ask their own questions, collect
their own samples, and design their own procedures to test water quality, based
on techniques learned in this and previous units. Where a local concern does
not exist or student-directed investigations are not feasible, the teacher
could create a simulation activity that includes prepared samples to be tested
through student-designed procedures. This is a good unit to include the use of
Probeware.
Unit
Overview Chart
|
Activity/ Time |
Title/Focus |
Learning Expectations |
Assessment Categories |
|
5.1 2 h |
Diagnostic
Activities |
CEV.02,
CCV.02, MQV.02, CE2.01, CE2.03, CC2.01, CC2.03, CC2.08, MQ2.02, MQ2.03 |
Knowledge/Understanding
|
|
5.2 1 h |
Acids
and Bases |
CEV.01,
CEV.02, CE1.02, CE1.03, CE1.05, CE2.01 |
Knowledge/Understanding |
|
5.3 4 h |
Neutralization |
CEV.02,
CCV.02, CE2.01, CE2.02, CE2.04, CE2.05, CC2.02, CC2.08 |
Knowledge/Understanding
|
|
5.4 4 h |
The
Water We Drink |
CEV.01,
CEV.02, CEV.03, CE1.06, CE2.01, CE2.06, CE3.01, CE3.02, CE3.03 |
Knowledge/Understanding
|
|
5.5 4 h |
The Air
We Breathe |
CEV.01,
CEV.03, CE1.01, CE1.04, CE1.07, CE3.01, CE3.03 |
Knowledge/Understanding
Communication |
|
5.6 5 h |
End-of-Unit
Task Environmental Issue |
CEV.02, CEV.03,
CE2.05, CE2.06, CE3.01, CE3.03 |
Knowledge/Understanding
|
Diagnostic
Activities
5.1.1 The teacher creates a carousel of laboratory activities to
review acid and base concepts from Grade 10 Science and qualitative and
quantitative analysis from earlier in this course. The various stations should
be designed to assess student background knowledge before any formal
evaluation. Activities might include looking at solubility and quantitative
analysis of a precipitate, recognition of common acids and bases using
indicators, drop-by-drop neutralization reactions, factors that affect rates of
reaction, and antacid effectiveness.
5.1.2 Students are introduced to the End-of-Unit Task, the
investigation of a local or global environmental concern. Possible concerns
include acid rain, global warming, water hardness, smog, phosphate or nitrate
contamination, heavy metal contamination of soil or waterways, pesticide
residues, organic contamination of soil or waterways, ozone depletion, or
ground level ozone. Care should be taken to ensure that the topic has not been
previously studied and that the concern centres around chemicals. Students are
asked to list what they presently know about the issue and then to read a
newspaper article or other passage describing the issue. Students add any
pertinent information to their list and use the list as a starting point for
their research into the End-of-Unit Task. Students are reminded of the Final
Assessment Task.
Assessment The teacher assesses student knowledge of acid
and bases and the topic of the
End-of-Unit Task in order
to plan subsequent lessons. There is no formal evaluation.
Acids
and Bases
5.2.1 The teacher directs a lesson (including
demonstrations) on the properties of acids and bases. The depth and breadth of
this lesson is determined by the information about student understanding
gathered from Activity 5.1.1. Students should know basic definitions for acid
and base, be able to distinguish between strong and weak acids and bases and
understand the connection to solution conductivity, and be familiar with the dilution
process for acids.
Assessment Quiz (K/U)
Neutralization
5.3.1 The teacher conducts a lesson describing neutralization
reactions and indicators. Various applications for volumetric analysis and the
correct procedure for using pipettes and burettes should also be explained.
5.3.2 Students practise burette techniques using water first, and then
complete a titration with the entire class using the same stock base solution
and the same unknown concentration of hydrochloric acid.
5.3.3 Students prepare their own stock solutions of base and using
titration, calculate the concentration of an unknown sample of acetic acid.
Each student has a different unknown.
Assessment Checklist for Lab Technique and Accuracy (I),
Calculations (K/U)
The
Water We Drink
5.4.1 Students select a chemical from a list of possible chemical
contaminants of drinking water. Using the Internet or other research tools,
students access and record information on their contaminant, including
acceptable levels in drinking water, possible sources, environmental and
economic effects, effects on human health. Students create a spreadsheet
listing the results of their research.
5.4.2 Plan a field trip to a land fill site, sewage treatment
facility, or water purification plant with a focus on the disposal of household
and industrial chemicals. As an alternative, a guest speaker could be invited
to explain the disposal process and associated environmental concerns.
5.4.3 Students complete a laboratory activity where they determine the
concentration of an ion in a sample, such as calcium, by reacting it with a
sodium carbonate solution and comparing the colour intensity of the products to
test tubes of known concentrations and by filtering and massing the
precipitate. The ion tested could be related to the issue considered in the
End-of-Unit Task.
Assessment Spreadsheet (C, K/U, MC), Lab Report (I, K/U,
C)
The Air
We Breathe
5.5.1 The teacher conducts a lesson, including demonstrations,
describing qualitatively the properties of gases. (Boyles Law and Absolute
Zero demonstrations can be used.) As an extension, graphing skills could be
practised using data that could be analysed to determine the relationships of
Boyles, Charles and Gay-Lussacs Laws.
5.5.2 Students participate in a jigsaw activity examining the causes
and consequences of acid rain, global warming, ozone depletion, carbon monoxide
poisoning, etc.
5.5.3 Individual students write a letter to the editor, to a business
leader, or to a politician, describing their concerns with one of the environmental
problems outlined in the jigsaw activity and proposing possible solutions.
Assessment Quiz (K/U), Letter (C, MC)
End-of-Unit
Task - Environment Issue
5.6.1 Students investigate their own questions
related to an environmental issue. Samples could be taken of precipitation
(rain or snow), from soil, or from bodies of water (both surface and
underground) and analysed using techniques practised in this unit and previous
units. Students present their findings in a formal report or alternative means such
as a webpage or electronic slide presentation.
5.6.2 Written
and practical (skills-based) test.
Assessment Written and practical test (K/U, I), Report or
Alternate Presentation (C, I, MC)
Resources
Andrews,
W. A. Contours of the Environment, a series of four books. Toronto:
Prentice-Hall Canada, 1987.
Nebel,
B. and Wright, R. Environmental Science, The Way the World Works. New
Jersey: Prentice Hall, 1993. ISBN 0132854465
Gases:
One of the States of Matter A resource package published by Canadian Liquid Air Ltd., 1994.
Ozone
Depletion http://www.epa.gov/docs/ozone/
Drinking
Water http://www.eecs.umich.edu/~coalitn/sciedoutreach/funexperiments/
agesubject/lessons/cdwater.html
World
of Chemistry, TVO
Series, 1988. The following episodes would be useful in this unit:
Protons of Chemistry (acid and bases)
Water (water pollution)
Precious Envelop (air pollution)
Acids from the Scientific Eye series,
Marlin Motion Pictures, 1988.
Chemical
Survey/Solutions and Pollution Module, a CEPUP (Chemical Education for Public
Understanding Program) Kit and Resource book, California: Addison Wesley, Menlo
Park, 1990.
ISBN 0201284200
Time:
10 hours
Unit
Description
This
culminating unit provides students with an opportunity to use the skills and
knowledge acquired in the preceding units. Students carry out qualitative and
quantitative analysis to help identify unknown substances. Practical lab skills
such as distilling and determining conductivity, mass, volume, pH, and combustibility
are used. Students incorporate their understanding of physical and chemical
properties, chemical reactions, and environmental issues such as acid rain and
corrosion to make educated predictions. Students communicate their results and
assessments in a detailed report.
Unit Overview Chart
|
Activity/ Time |
Title/ Focus |
Learning Expectations |
Assessment Categories |
|
6.1 8 h |
Identifying
an Unknown |
MQV.02,
OCV.01, OCV.02, OC2.02, EL2.02, CCV.01, CC2.02, CEV.O2, CE2.02 |
Knowledge/
Understanding |
|
6.2 2 h |
Written
Exam |
MQV.01,
MQV.03, OCV.01, OCV.03, ELV.01, ELV.03, CCV.01, CCV.03, CEV.01, CEV.03 |
Knowledge/
Understanding |
Identifying
an Unknown
6.1.1 The students act as forensic scientists and
make use of the Analytical Chemistry Log Book that has been kept up-to-date
throughout the course. A suggested scenario follows. The Special Crimes Unit of
a regional police association is investigating a crime that took place on a
vacant lot north of a major city. The police have gathered evidence that needs
to be analysed to help determine when the crime was committed and by whom. The
students are supplied with three vials each containing a substance that needs
to be identified. Vial #1 (Organic mixture): Students design and carry out a
procedure to separate the mixture (distillation), determine the physical and
chemical properties and finally use the gathered data to identify the unknown.
Vial #2 (Acid Rain): Students determine the pH and conductivity. They explain
the impact this substance may have had on a metal tool (is it capable of
corroding metal) and conclude what it is and from where it may have come. Vial
#3 (Household Product): Students determine the ions present, perform flame
tests, complete precipitation reactions (using a flowchart to organize data)
and determine the mass (and moles) of the unknown. Students complete a sample
report for the police that may be used in court.
An alternative activity is Chemical Dumping.
Provide students with an unknown mixture that was hypothetically taken from a
body of water on the outskirts of a town. Some new industry is dumping what
they call safe chemicals into the water. Students design a procedure using
information from their Analytical Chemistry Log Book to test for the presence
of various ions, quantify the ions present in the sample (calculations) and
test the pH and conductivity.
Students use this
information to identify the chemical, explore the possible environmental
implication and suggest methods to clean up the problem.
6.1.2 Written Exam
Assessment Identifying the Unknown (I, C, MC), Written
Exam (K/U, MC)
Since the over-riding aims of this course are to develop scientific literacy in all students and to prepare students for chemistry or chemistry-related technology courses at college, the teacher should use a wide variety of instructional strategies to provide learning opportunities that accommodate a range of learning styles and interest. In planning activities for a chemistry class, make sure that students will have:
· opportunities to work individually, in pairs and small groups, and in large groups;
·
direct
instruction as well as opportunities for open-ended exploration;
·
opportunities
to develop concepts themselves from observed data;
·
tasks
in which they define some of the parameters (such as scope or procedure);
·
opportunities
to acquire knowledge and apply that knowledge in a variety of contexts;
·
opportunities
to communicate using standard formats (such as lab reports) as well as
opportunities to choose and develop the format;
·
opportunities
to develop skills that would help them succeed at college: note taking during a
lecture, preparing for an examination, taking a multiple-choice test,
conducting in-depth, independent research, writing a report and establishing
good time management habits;
·
opportunities
to make connections between this chemistry course and senior level technology
courses in which some students may also be enrolled.
Students need to be informed in advance of
methods of assessment and evaluation. From the beginning, students should
understand the nature and scope of the courses Final Assessment Tasks and how
the completion of the End-of-Unit Task assists them in gaining the skills and
knowledge necessary for its successful completion. Expectations are presented
in such a way as to prepare students for the End-of-Unit Task. Assessment and
evaluation then become an integral part of the teaching/learning strategies.
Many of the learning expectations describe inquiry skills. Students should be given repeated opportunities to carry out genuine inquiries in which they are responsible for defining one or more of the components of the inquiry: the topic or question, the methodology, the mode of presentation, the criteria for success. Within this course, students should have multiple opportunities to practise a variety of inquiry styles, including the following:
·
Research: accessing information that has
already been previously gathered, selecting the relevant details, analysing the
information for patterns and meaning, and communicating their findings or
conclusion. Students require instruction and practice in techniques for
effective use of library/resource centre resources, searching the Internet and
interviewing experts.
·
Experimentation: developing questions, identifying
controls and variables, designing the experimental procedure, observing and
measuring, analysing the data for patterns and meaning, and communicating
conclusions. This may occur in laboratories or the field. Ensure that
laboratory techniques and safety procedures are taught and assessed.
·
Design/Innovation: applying knowledge to define a
problem or challenge, setting criteria for a satisfactory solution, devising
and executing a procedure, and assessing the result.
Every inquiry should be driven by a clear question that is manageable and has relevance to the students. Students must be given instruction and repeated practice in: identifying and refining good inquiry questions; developing testable hypotheses; setting the parameters of the solutions to be sought; assessing results.
All forms of inquiry as well as other activities throughout the course help students develop Communications Skills. Although the traditional written report is one form of communication, students need to describe what they do and what they learn in other formats as well, e.g., poster presentations; computer presentations, video, music. Through various formats of cooperative learning, they discuss, debate and reflect on their own thinking and learning.
In addition to key chemical concepts, every learning activity should identify a technique or skill that is to be taught or reinforced and assessed. Over the length of the course, all skills required to meet the Overall Expectations should be practised repeatedly in a variety of contexts.
Initially, the teacher may assign specific review exercises from a textbook or other resource. Later students could simply be told to complete what questions they feel are necessary to ensure their own understanding of the concepts.
Computer applications should be included in activities whenever they enhance student learning since they enable them to complete work more efficiently or to complete work that otherwise could not be done. A wide variety of software tools should be used to record and display information. Examples include word-processing (e.g., reports), spreadsheets (e.g., class data from measurements taken in the laboratory), graphics (e.g., flow charts, concept maps, diagrams in place of written reports of investigations), databases (e.g., to gather observations taken by small groups or individuals into a class set); collections of data from replicated experiments, and presentation programs (e.g., an alternative for reporting on investigations, particularly by groups). Probeware should be used to collect data, e.g., to permit replications of experiments where complex procedures would limit students to single experiments. Simulations may substitute for experiences but should not be used to replace direct experiences that are safe, ethical and available. The portability of calculator-based laboratory systems makes them useful for work outside the classroom.
Online communication between teacher
and students could occur throughout the course. Homework assignments and
answers could be posted, along with reminders about upcoming assignment
deadlines and evaluation dates. Sample exam questions could be included and
links made to pertinent sites, covering a variety of topics. Online tutorials
could be arranged and one of the later units in the course could be presented
online. Many of these experiences will mirror what students will encounter at
college.
While not
evaluated for marks, learning skills Works Independently, Teamwork,
Organization, Work Habits/Homework, Initiatives are keys to success in school
and beyond. As with other skills, they should be taught, practised, and
assessed in the science classroom. Variety is essential: individual assignments
foster independence; small group cooperative learning experiences (including
laboratory work done in pairs) provides opportunities to develop teamwork.
The
Knowledge expectations of this course have intrinsic worth as useful
information, but they also serve as vehicles for developing other expectations:
·
acquisition
of knowledge through inquiry develops inquiry skills;
·
connecting
chemical concepts to social and environmental issues develops the necessary
habits of mind for making connections;
·
applying
scientific knowledge to practical problems makes connections to technology;
considering how scientific knowledge is acquired brings understanding of the
role that technology plays in scientific discovery.
During their study of chemistry, students should
be encouraged to develop awareness of the responsible acquisition and
application of scientific and technological knowledge to the mutual benefit of
self, society, and the environment.
Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other methods of evaluation.
Assessment
is the process of gathering information and providing descriptive feedback
about student learning. Evaluation is the process of judging work and assigning
a value, based on established criteria.
The purpose of assessment is to improve student learning. This means that judgements of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. Tools of varying complexity can facilitate this:
·
For
assessing/evaluating a test or quiz, a marking scheme is used.
·
Where
completion or non-completion is the issue, a checklist is sufficient.
·
Where
quality of performance is easily identifiable, a rating scale can be used.
·
For
more complex tasks, the criteria may be incorporated into a rubric where levels
of performance for each criterion are stated in language that can be understood
by students.
Rubrics
describe performance that is task-specific.
Marking schemes, checklists, rating scales and rubrics become powerful tools for improving learning when students understand the criteria and levels of performance before they undertake the task. Discussion of the criteria for success should be part of every learning task. Wherever possible, involve students in the development of the rating scale or rubric (identifying criteria and setting levels of achievement in terms they understand).
Assessment must be embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the activity. In every case, the desired demonstration of learning is articulated at the beginning and the learning activity is planned to make that demonstration possible. When planning learning activities for Chemistry, this process of beginning with the end in mind helps to focus on the expectations and to reduce the inclination to expand what is taught beyond what is required by the guideline.
Assessment, Evaluation and Reporting are tied to the Learning Expectations and Achievement Chart for Science, pp. 172175 in The Ontario Curriculum, Grades 11 and 12: Science, 2000. Every learning activity and its assessment should provide data for making judgements about performance in one or more of the Achievement Categories: Knowledge/Understanding, Inquiry, Communication and Making Connections. Within each unit and across the course, the teacher must collect sufficient data (in kind and number) to make valid judgements about student performances in all categories.
In the end, the evaluation of the assessment data is expressed as a percentage based on Achievement Chart levels. That evaluation must be based on individual student performances relative to the criteria, not to other students performances. Final evaluations should reflect the teachers informed, professional judgement of each students most consistent level of performance in each category of the Achievement Chart. Added weight should be given to more recent performances.
The teacher needs a wide and balanced range of assessment strategies to accommodate the varied learning styles of all students, to meet the needs of students with special needs, and to encompass a broad range of knowledge and skills expectations. The teachers should consult individual IEPs for specific direction on accommodation for individuals.
There must be opportunities for students to demonstrate
learning at all levels of the Achievement Chart. Strategies include:
·
diagnostic,
formative and summative assessments;
·
performance
tasks and pencil-and-paper instruments. Both are needed to assess the full
range of expectations;
·
teacher
assessment and student (self and peer) assessment. With clearly articulated
criteria, students become partners in the assessment process;
·
individual
and group assessment when students are engaged in group tasks it is
appropriate to consider group interaction as an indicator of learning skills.
However, assessment must focus primarily on students individual demonstration
of the learning expectations;
·
practical
assessments and laboratory-based tests and examination components.
Students
enrolled in SCH4C will come to this course with a wide variety of learning
experiences. Certainly, the number and kind of science courses in students
background will vary, but students will also have completed technology courses
in different disciplines. Part-time jobs and hobbies will also provide these
students with various sets of knowledge and skills. Diagnostic activities, at
the start of all units, are important for providing a context for the unit
design (based on student interest and background), for planning lessons to meet
student needs, for filling in gaps and correcting misconceptions, and for
tapping into student strengths. Diagnostic activities should consider
Knowledge/ Understanding, Inquiry, and Communication skills, and Making
Connections. A range of activities should be considered including:
·
pencil-and-paper
quiz (marks are not recorded);
·
class
discussion suggested by one or more focus questions;
·
brainstorming
activities, such as placemat or graffiti
(www.geocities.com/Athens/Parthenon/6549/art12.html);
·
carousel
of laboratory activities for assessment of skills;
·
KWL
charts (Know, Want to know, and then later, what was Learned);
·
carousel
of different applications;
·
student
survey;
·
responding
to a short reading passage (fiction or non-fiction) or a video clip (fiction,
documentary, or news broadcast) on a connected societal issue.
A
diagnostic activity suggested within the profile, can be substituted by any of
the above or one of the teachers own design. By varying the diagnostic
activity from unit to unit, different learning styles of students will be
addressed.
A number of group activities are described in this profile. These allow students opportunities to practise and be assessed and evaluated for teamwork, one of the five Learning Skills. Teamwork is often identified as a key employability skill. Initiative, organization, and work habits/homework, three other Learning Skills, can be practised, assessed, and evaluated to some extent.
However,
when group assignments are used to evaluate course expectations, the teacher
must ensure that this is done on an individual basis. This can be accomplished
in a number of ways:
·
Arrange
individual teacher/student conferences. Student responses to a series of
questions can be used to evaluate Knowledge, Communication Skills and Making
Connections most easily, but can also be used for Inquiry.
·
On a
regular basic, collect and evaluate work journals or log books, where students
describe their role and responsibility in completion of an activity.
·
Students
use reflection journals to describe their learnings from a certain activity,
and then are evaluated for Knowledge and Making Connections.
·
Work
logs and reflection journals can be in formats other than pencil-and-paper.
Some students might produce more complete and detailed answers if they were
using a tape recorder or a concept map. This would allow different learning
styles to be addressed.
·
Students
could pool their experimental or research results, and produce an independent,
individual final product that would be evaluated.
·
Students
could contract for different aspects of research or communication for a group
project. This is another opportunity to address individual learning styles.
When evaluating the group presentation, the teacher is aware of individual
responsibilities.
·
A quiz
could be used to evaluate specific Knowledge or Making Connection expectations
gained through a group activity.
·
Teacher
observation, using a checklist, and on the spot questioning can be used to
assess and evaluate meeting of expectations on an individual basis.
·
Acquisition
of technical skills could be evaluated in another, individual situation such as
a summative, practical skills test.
Self- and
peer assessment of individual performances within a group setting are
appropriate and useful to assist students in becoming self-monitoring. However
such assessments are not to be the basis for evaluation; evaluation is the
responsibility of the teacher.
Students intending to enroll in
Technology programs at a community college may be required to complete both
SCH4C and SPH4C for most programs. These students may also be enrolled in a
number of technological education courses related to their future community
college studies. Some schools may wish to package a number of these courses
together where numbers warrant to meet a community need. A Final Assessment
Task that involves work experience (a one- to four-week learning opportunity in
a workplace) could be designed using expectations from all the courses that
were packaged together. For example expectations from SCH4C (Organic
Chemistry), SPH4C (Mechanical Systems and Hydraulic and Pneumatic Systems), and
TTJ4C could all be met through a placement with a mechanic. Expectations from
SCH4C (Electrochemistry), SPH4C (Communications Technology and Electricity and
Electronics), and ICE4M are connected in the computer industry. The same SCH4C
and SPH4C expectations could link with expectations from TGJ4M in the
communications industry.
Exceptional
Students, whether identified formally or not, need additional supports to
achieve their full potential in Grade 12 Chemistry, College Preparation.
Teachers should consult individual student IEPs for specific direction on
accommodation for individuals. Where there are specific accommodations required
in an activity, the suggestions are noted within the activity. The following
are examples of accommodations and aids that may be helpful in a general way:
·
Ensure
that peer helpers are available when students are working in small groups.
·
Provide
handout sheets with sample calculations and specific skill instructions.
·
Help
students create data charts into which they record information.
·
Allow
students to report verbally to a scribe (teacher or student) who can then help
in note making.
·
Utilize
student strengths by permitting them a wide range of options for recording and
reporting their work, e.g., drawings, diagrams, flow charts, concept maps.
·
Extend
timelines to give students more time to process language and put their thoughts
into words.
·
Give
readings in advance or provide a selection of materials at different reading
levels.
·
Have
ESL students keep a science dictionary of terms using pictures and first
language words
·
Permit
the use of a translation dictionary on assessments.
·
Provide
additional time on assessments for dictionary use and processing language.
Students can apply and refine the skills, knowledge and habits of mind they acquire in SCH4C through Cooperative Education, work experience and service placements within the community.
A work site placement must be directly connected to the Expectations of SCH4C if it is to contribute to a students perspective of future careers or educational opportunities. Cooperative Education and Other Forms of Experiential Learning (Ontario, Ministry of Education, 2000) provides clear direction, and should be the focus of the personalized learning plans for students. The personalized learning plan must include the following: the curriculum expectations of the related course that describe the knowledge and skills the student will extend and refine through application and practice at the workplace (p. 23). The placement is not intended to introduce the student to the expectations, but should connect closely enough that significant Expectations are clearly extended and refined in a workplace setting. Both workplace and community experiences may offer unique opportunities for students to achieve aspects of the goal of SCH4C To relate science to technology, society, and the environment, and to gain experience in the Science Investigative Skills defined at the beginning of the course description in the guideline. The personalized placement-learning plan of a student who has an Individual Education Plan (IEP) must be developed with direct reference to the IEP.
Students
graduating from Ontario schools must be technologically literate. Through the
study of this science course, students must come to understand and apply
technological concepts, use computers in various applications, and analyse the
implications of technology on individuals and society.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Understanding Concepts |
-
limited unit information has been integrated |
- some
unit information has been integrated |
- most
unit information has been appropriately integrated |
- all
or almost all unit information has been appropriately integrated |
|
Communication Use of
terminology and spelling |
-
rarely communicates with clarity and precision -
rarely uses appropriate terminology and spelling |
-
sometimes communicates with clarity and precision - uses
some appropriate terminology and spelling |
-
usually communicates with clarity and precision - uses
appropriate terminology and spelling |
-
always communicates with clarity and precision -
routinely uses appropriate terminology and spelling |
|
Inquiry |
-
demonstrates few of the skills and strategies of scientific inquiry |
-
demonstrates some of the skills and strategies of scientific inquiry |
- demonstrates
most of the skills and strategies of scientific inquiry |
-
demonstrates all or almost all of the skills and strategies of scientific
inquiry |
|
Making
Connections |
- shows
limited understanding of connections among science, technology, society, and
the environment |
- shows
some understanding of connections among science, technology, society, and the
environment |
- shows
considerable understanding of connections among science, technology, society,
and the environment |
- shows
thorough understanding of connections among science, technology, society, and
the environment |
Note: A student whose achievement is below
Level 1 (50%) has not met the expectations for this assignment or activity.
Coded
Expectations, Chemistry, Grade 12, College Preparation, SCH4C
SIS.01
- demonstrate an
understanding of safe laboratory practices by selecting and applying
appropriate techniques for handling, storing, and disposing of laboratory
materials (e.g., safely disposing of organic solutions; correctly interpreting
Workplace Hazardous Materials Information System [WHMIS] symbols), and using
appropriate personal protection (e.g., wearing safety goggles);
SIS.02
- select
appropriate instruments and use them effectively and accurately in collecting
observations and data (e.g., use equipment such as a spectroscope and
centrifuge to conduct qualitative analysis);
SIS.03
- demonstrate the
skills required to plan and carry out investigations using laboratory equipment
safely, effectively, and accurately (e.g., manipulate burettes and other
instruments used in an acid/base titration);
SIS.04
- demonstrate a
knowledge of emergency laboratory procedures;
SIS.05
- select and use
appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental results
(e.g., represent ionic and molecular compounds by their accepted formulae and
names);
SIS.06
- select,
integrate, and interpret information derived from experiments and from print
and electronic sources, including Internet sites, and, either in writing or
using a computer, compile and display the information in various forms,
including diagrams, tables, graphs, and laboratory reports (e.g., using both
experimental results and information from other sources, compile a table
summarizing the physical and chemical properties of some common organic
compounds);
SIS.07
- express the
result of any calculation involving experimental data to the appropriate number
of decimal places or significant figures;
SIS.08
- select and use
appropriate SI units;
SIS.09
- identify and
describe science- and technology-based careers related to the subject area
under study (e.g., describe careers related to analytical chemistry, such as
laboratory technician or quality control officer).
MQV.01 · demonstrate an understanding of
the basic principles of qualitative analysis and underlying theories;
MQV.02 · carry out qualitative analyses,
using flow charts and appropriate laboratory equipment and instruments;
MQV.03 · describe the role and importance
in society of some of the applications of qualitative analysis.
Understanding
Basic Concepts
MQ1.01 explain the distinction between
observation and inference;
MQ1.02 describe and explain basic
processes and phenomena involved in qualitative analysis, including flame
tests, precipitation reactions, and absorption spectra;
MQ1.03 relate observations from flame
tests and absorption spectra to the concept of quanta of energy proposed by
Bohr;
MQ1.04 explain covalent bonding in simple molecules
using Lewis structures (e.g., H2, Cl2, O2, H2O,
CH4);
MQ1.05 demonstrate an understanding of
the formation of ionic bonds between metals and non-metals, and relate the
charge on an ion to the number of electrons lost or gained.
Developing
Skills of Inquiry and Communication
MQ2.01 use appropriate scientific
vocabulary to communicate ideas related to qualitative analysis (e.g., double
displacement, precipitate, energy levels);
MQ2.02 conduct qualitative analyses
using equipment and instruments such as the following: gas discharge tubes,
high voltage electrical sources, spectroscope, centrifuge;
MQ2.03 predict the precipitate formed in
a chemical reaction by writing double displacement and net ionic equations and
using a table of solubility rules;
MQ2.04 use a flow chart and experimental
procedures, including flame tests and precipitation reactions, to determine the
presence of ions in an unknown sample (e.g., analyse a household or workplace
chemical);
MQ2.05 identify an unknown gas sample
(e.g., hydrogen, helium, neon) by comparing its observed absorption spectrum
with those of known gases.
Relating
Science to Technology, Society, and the Environment
MQ3.01 describe some applications of
spectroscopy (e.g., in astronomy to identify the composition of stars);
MQ3.02 explain applications of
qualitative analysis in various fields (e.g., discuss the use of qualitative
analysis techniques in drug detection or in the identification of counterfeit
money).
OCV.01 · demonstrate an understanding of
the names and properties of organic compounds and some of their reactions;
OCV.02 · carry out various laboratory
tests and reactions involving organic compounds;
OCV.03 · describe the importance of
organic compounds in consumer products, technological devices, and biochemical
applications, and explain some of the issues related to their environmental and
social impact.
Understanding
Basic Concepts
OC1.01 demonstrate an understanding of
the particular characteristics of the carbon atom in terms of the type of
bonding and the formation of long chains;
OC1.02 explain the general properties of
molecules containing oxygen or nitrogen (e.g., polarity, solubility in water);
OC1.03 identify the functional group
structures that define common families (e.g., alkenes, alkynes, alcohols,
aldehydes, ketones, acids, esters, amines);
OC1.04 describe, using structural
formulae, typical organic reactions such as addition, combustion, and addition
polymerization reactions;
OC1.05 explain the principle underlying
the use of distillation to separate organic compounds.
Developing
Skills of Inquiry and Communication
OC2.01 use appropriate scientific vocabulary to
communicate ideas related to organic chemistry (e.g., electronegativity,
covalent bond, functional group, polymer);
OC2.02 select and use apparatus safely to separate
a mixture of liquids by distillation;
OC2.03 draw Lewis structures to
represent covalent bonding in organic molecules (e.g., methane, ethanol,
butene, acetylene);
OC2.04 determine through experimentation
the physical and chemical properties of some common organic compounds (e.g.,
aqueous and non-aqueous solubility, combustibility, conductivity, odour), and
identify patterns and trends in these observations;
OC2.05 identify through experimentation
some of the products of the combustion of a hydrocarbon and an alcohol, and
write balanced chemical equations to represent the combustion reaction;
OC2.06 synthesize a condensation product
(e.g., aspirin or an ester), a common organic compound (e.g., soap), and a
synthetic polymer (e.g., cross-link polyvinyl alcohol using a solution of
borax).
Relating
Science to Technology, Society, and the Environment
OC3.01 identify useful organic compounds
(e.g., non-stick coatings for cookware) on the basis of information gathered
from print and electronic sources, and illustrate their molecular structure and
functional groups using representations drawn by hand or by computer;
OC3.02 describe the role of distillation
and cracking in the production of useful fuels from crude oil;
OC3.03 explain the dangers associated
with the use of organic solvents (e.g., combustibility, toxicity) and the
necessary precautions to be taken;
OC3.04 identify issues connected to the
growing use of plastics (e.g., the consumption of fossil fuels, waste
disposal), and suggest alternative materials that could be used;
OC3.05 describe how organic chemistry
has led to the development of useful new products (e.g., synthetic fabrics,
automobile body panels, artificial heart valves).
ELV.01 · demonstrate an understanding of
the chemical processes that take place in galvanic and electrolytic cells;
ELV.02 · investigate through
experimentation the ease of oxidation of metals, and build electrochemical
cells and describe their functioning;
ELV.03 · explain the importance for
industry and the consequences for the environment of common electrochemical
processes.
Understanding
Basic Concepts
EL1.01 name the components of galvanic
and electrolytic cells, describe their role, and explain how they function in
terms of oxidation and reduction;
EL1.02 explain the chemical reactions
involved in corrosion, and describe their similarity to chemical reactions
occurring in an electrochemical cell;
EL1.03 identify and explain various
techniques used to prevent corrosion of metals (e.g., painting, cathodic
protection, galvanization).
Developing
Skills of Inquiry and Communication
EL2.01 use appropriate scientific vocabulary to
communicate ideas related to electrochemistry (e.g., ionic bonds, oxidation,
anode, electrolyte);
EL2.02 use the following laboratory equipment and
instruments safely and accurately: voltmeters, electrical sources, connecting
wires;
EL2.03 classify, using experimental
evidence, metals, acids, bases, salt solutions, and covalent substances as
conductors or non-conductors of electricity;
EL2.04 interpret observations from
experiments to determine an activity series of some metals;
EL2.05 predict the spontaneity of
displacement reactions between metal elements and metal salts based on the
activity series, and verify the predictions through experimentation;
EL2.06 construct a galvanic cell, and
determine its advantages and disadvantages (e.g., source of energy,
portability, rechargeability; chemical spillage, limited voltage);
EL2.07 describe an electrochemical cell
in terms of half-cell reactions, location of electrodes, direction of electron
flow, and direction of migration of ions;
EL2.08 design and carry out procedures
to determine the factors that affect rate of corrosion (e.g., stress, two-metal
contacts, surface oxide, nature of electrolyte, nature of metal).
Relating
Science to Technology, Society, and the Environment
EL3.01 describe applications of
electrochemical cells, such as batteries;
EL3.02 explain how electrolytic
processes are used in the refining of metals (e.g., Al, Cu, or Ni), and
evaluate the impact of such processes on the environment (e.g., production of
acid rain, high-energy consumption);
EL3.03 identify electrochemical
processes used in industry (e.g., chrome-plating);
EL3.04 describe the effects of road salt
and acid rain on the process of corrosion, and suggest possible ways of counteracting
these effects.
CCV.01 · demonstrate an understanding of
the mole concept as well as of quantitative relationships in chemical
reactions;
CCV.02 · use techniques of quantitative
analysis in the preparation of standard solutions, and solve problems involving
the analysis of quantities in chemical reactions, using both theoretical and
experimentally measured quantities;
CCV.03 · explain the importance of
quantitative chemical relationships in industry and in everyday life.
Understanding
Basic Concepts
CC1.01 define the mole concept and
demonstrate an understanding of its usefulness in the analysis of quantities
involved in chemical reactions (e.g., explain how the mole concept allows the
calculation of the number of atoms, ions, or molecules in a quantity of
substance);
CC1.02 explain how the following
variables are related: coefficients in balanced chemical equations, quantity in
moles, mass, and number of particles;
CC1.03 identify sources of experimental
error that would explain a percentage yield other than 100 per cent.
Developing
Skills of Inquiry and Communication
CC2.01 use appropriate scientific vocabulary to communicate
ideas related to stoichiometry (e.g., molar mass, molarity, percentage
yield, Avogadros number);
CC2.02 conduct quantitative analyses,
using correctly and accurately the following instruments: pipette, burette,
volumetric flask, spectrophotometer, electronic balance;
CC2.03 calculate the molecular mass and
molar mass of a compound with the aid of the periodic table;
CC2.04 calculate percentage composition
of a compound using experimental data or its chemical formula;
CC2.05 solve problems involving
relationships among the following variables: quantity in moles, mass, number of
particles, concentration, volume of solution;
CC2.06 solve problems involving
stoichiometric relationships in balanced chemical equations;
CC2.07 calculate percentage yield in a
chemical reaction using experimental data, and identify sources of error;
CC2.08 prepare aqueous solutions, using
appropriate concentration units (e.g., grams per litre, moles per litre), and
accurately dilute a stock solution to a specified lower concentration;
CC2.09 prepare standard solutions and
measure their absorbance in order to produce an experimental calibration curve.
Relating
Science to Technology, Society, and the Environment
CC3.01 give examples of everyday
situations in which an understanding of quantitative relationships of
substances is important (e.g., in making decisions about quantities in cooking
recipes, in determining dosages in medical prescriptions);
CC3.02 explain why it is important to
ensure accuracy in the concentration of certain solutions (e.g., cough syrup,
intravenous solutions);
CC3.03 explain why the profitability of
an industry (e.g., the pharmaceutical industry) depends in large part on its
ability to maximize percentage yield of its products.
CEV.01 · demonstrate an understanding of
the nature and role of elements and compounds in the environment, including
acids and bases, and gases in the atmosphere;
CEV.02 · use the techniques involved in
the quantitative analysis of solutions effectively and accurately;
CEV.03 · assess the effects and the
implications for society of the levels of various substances in the
environment, and demonstrate an awareness of the need for both government and
individual citizens to take measures that will ensure a healthy environment.
Understanding
Basic Concepts
CE1.01 explain in qualitative terms the
effect of temperature and pressure on the volume of a fixed quantity of gas;
CE1.02 state and explain the Arrhenius
definition of acids and bases;
CE1.03 explain the difference between
strong and weak acids and bases in terms of degree of dissociation (e.g., as
measured using solution conductivity);
CE1.04 identify the gases responsible
for acid rain, and describe their sources, the steps in acid-rain formation,
and the chemical methods used to reverse the process (e.g., neutralization);
CE1.05 demonstrate an understanding of the precise
meaning of the terms concentrated and dilute when applied to
acids (the terms do not indicate the reactivity of the acid e.g., acetic
acid, which is a weak acid, can be purchased in a concentrated form as glacial
acetic acid), and explain the safety procedures that must be followed in
diluting concentrated acids;
CE1.06 identify substances in
environmental water (including ions that contribute to hardness) whose
concentration must be measured and controlled to ensure that the water is fit
for human use;
CE1.07 identify gases in the atmosphere
that affect air quality (e.g., greenhouse gases, tropospheric and stratospheric
ozone, carbon monoxide, chlorofluorocarbons).
Developing
Skills of Inquiry and Communication
CE2.01 use appropriate scientific vocabulary to
communicate ideas related to chemical analysis (e.g., ozone, hard water,
titration, pH value);
CE2.02 use the following instruments correctly and
accurately: electronic balance, burette, pH meter;
CE2.03 demonstrate through
experimentation the acid-base character of solutions of oxides of metals and
non-metals, and compare these solutions to the substances present in acid rain;
CE2.04 write balanced chemical equations
to represent neutralization of acids and bases;
CE2.05 conduct an acid-base titration to
determine the concentration of an acid or a base (e.g., acetic acid in
vinegar);
CE2.06 determine the concentration of
dissolved ions (e.g., calcium ions) in a water sample, using gravimetric and
colorimetric analysis.
Relating
Science to Technology, Society, and the Environment
CE3.01 demonstrate an awareness of how
governmental regulations (e.g., the Great Lakes Action Plan) as well as the
actions of individual people can improve air and water quality (e.g., discuss
how individuals can contribute to the improvement of air quality through their
choice of transportation);
CE3.02 assess the environmental,
economic, and societal implications of methods of use and disposal of common
household products (e.g., analyse the issues involved in the use and disposal
in everyday life of detergents containing phosphates, or of batteries and
cleaners containing acids and bases);
CE3.03 explain the importance of quantitative analysis of substances in air and water samples (e.g., explain how measuring levels of dissolved oxygen in samples of lake or river water is important in monitoring the health and use of the surrounding ecosystem).
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