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Course Profile Chemistry (SCH4U), Grade 12, University
Preparation, Catholic
Course Overview
Prerequisite: Chemistry, SCH3U, Grade 11, University Preparation
This
course enables students to deepen their understanding of chemistry through the
study of organic chemistry, energy changes and rates of reactions, chemical
systems and equilibrium, electrochemistry, and atomic and molecular structure.
Students will further develop problem-solving and laboratory skills as they
investigate chemical processes, at the same time refining their ability to
communicate scientific information. Emphasis will be placed on the importance
of chemistry in daily life, and on evaluating the impact of chemical technology
on the environment.
This
course seeks to further the achievement of Ontario Catholic Graduate
Expectations through integrating Scripture, Catholic Church teaching, and moral
and ethical reflection. Students are encouraged to become discerning believers
who integrate faith with life. Students develop their decision-making skills
and critically reflect on the spiritual, moral, and ethical dimensions of issues
addressed in this course. They use and integrate the Catholic faith tradition
in the critical analysis of chemistry in everyday life and evaluate the impact
of chemical technology on the environment. As informed Catholic citizens,
students acknowledge and a
This
course provides students with the prerequisite knowledge and skills needed to
meet the entrance requirements for university chemistry. In planning, teachers
must deliver the rigorous provincial curriculum, emphasizing the theoretical
aspects of the course content, and including relevant and concrete
applications. Emphasis should be placed on the development and demonstration of
both independent research skills and learning skills. Teachers must incorporate
the skills essential for scientific investigation (The Ontario Curriculum,
Grade 11 and 12 Science, p. 55). These skills, coded SIS.01 to SIS.10, must
be developed in all course units. Assessment of these skills must be included
in the evaluation of students’ achievement. Throughout the course, students
should maintain a Data Book to help develop inquiry skills.
Teachers
are encouraged to give a diagnostic assessment at the beginning of each unit,
and should include a test at the end of each unit in addition to any
end-of-unit task. Students build on their prior knowledge from The Ontario
Curriculum, Grades 9 and 10 Science (Atoms and Elements in Grade 9,
Chemical Processes and Weather Dynamics in Grade 10), and The Ontario
Curriculum, Grade 11 and 12 Science (Chemistry SCH3U Grade 11, University
Preparation).
This
course is organized into six units, which match the strands used in the Grades
11 and 12 Science document; however, the units have been reordered to provide a
logical development of knowledge, theories, and skills, and a meaningful and
relevant framework for studying chemistry in a faith-filled context. The units
are Structure and Properties, Electrochemistry I (Oxidation and Reduction),
Organic Chemistry, Energy Changes and Rates of Reaction, Chemical Systems in
Equilibrium, and Electrochemistry II (Electrochemical and Electrolytic Cells).
The course begins with Structure and Properties, which builds on students’
prior knowledge of chemistry from the SCH3U Matter and Chemical Bonding unit,
and gives students the background knowledge they require to understand and
explain the major concepts developed throughout the course.
Next, the
expectations relating to oxidation and reduction from the Electrochemistry
strand are clustered as a unit to provide a basis for concepts required for the
Organic Chemistry strand. Students develop an understanding of oxidation and
reduction, and the skills for writing balanced equations for
oxidation-reduction systems. They then apply the knowledge and skills from this
unit when studying the oxidation-reduction reactions that are an important
class of organic reactions, e.g., oxidation of primary and secondary alcohols.
Next, in the Organic Chemistry unit, students build on the knowledge they
gained in the SCH3U Hydrocarbons and Energy unit, and apply concepts and skills
developed in the first two units. This Course Profile develops this unit since
it provides students opportunities to research and acquire knowledge, practice
and develop inquiry skills, and serves as the perfect medium to deal with the
impact of science on society and the environment. Students use and integrate
the Catholic faith tradition in the critical analysis of chemistry in everyday
life. They evaluate the impact of chemistry and chemical technology on our
standard of living and the environment, and as a result make informed and
ethical decisions. The next unit, Energy Changes and Rates of Reactions, builds
on these concepts. It allows the students to demonstrate an understanding of
the dependence of chemical technologies and processes on the energetics of
chemical reactions. The Chemical Systems and Equilibrium unit applies and
builds on the concepts from Rates of Reactions. Students apply the importance
of chemical equilibrium to various systems, including technological,
ecological, and biological systems. The course ends with Electrochemistry II
(Electrochemical and Electrolytic Cells), where students apply the knowledge
and concepts gained and demonstrate the inquiry and connection-making skills
they developed throughout the course. If teachers wish to cluster the
expectations differently than suggested in this Course Profile, they must
address all learning expectations, the different categories of learning, and
carefully consider the time spent on each unit. When using the Unit Overview
Charts, teachers should note that within each cluster one or more of the
categories of learning may have a greater focus — this category has been
printed in bold.
Throughout
the course, teachers must provide ample opportunities for students to engage in
safe, relevant laboratory activities. The health and safety of teachers and
students must be routinely addressed when conducting laboratory activities,
using safe laboratory practices and following Workplace Hazardous Materials
Information System (WHMIS) legislation. For a comprehensive list of safety
measures, see Unit 3 p.14
It is
critical that students develop strong communication skills, including the use
of information technology for collecting, organizing, and presenting
information. Furthermore, science cannot be taught in isolation but must be
linked to other disciplines. Encouraging students to develop an awareness of
controversial issues involving science and technology will allow them to make
connections to society and the environment. These are the skills that will
foster the qualities of responsible citizens. Students should be encouraged to
keep a Journal for reflections to further the achievement of the Ontario
Catholic Graduate expectations. (Note: The Ontario Catholic Graduate
Expectations and the journal are not to be assessed.) Teachers are encouraged
to incorporate the use of computer technologies such as computer-based simulations,
multimedia applications, and computer-assisted laboratory apparatus in the
delivery of this course. However, care must be taken to ensure that
computer-assisted laboratory programs are not used as a substitute in cases
where students’ essential scientific skills should be developed.
|
Unit 1 |
Structure
and Properties |
19
hours |
|
Unit 2 |
Electrochemistry
I (Oxidation and Reduction) |
8 hours |
|
* Unit
3 |
Organic
Chemistry |
20
hours |
|
Unit 4 |
Energy
Changes and Rates of Reaction |
22
hours |
|
Unit 5 |
Chemical
Systems and Equilibrium |
27
hours |
|
Unit 6 |
Electrochemistry
II (Electrochemical and Electrolytic Cells) |
14
hours |
* This
unit is fully developed in this Course Profile.
Time:
19 hours
Unit
Description
Students
build on the knowledge they gained in the SCH3U Matter and Chemical Bonding
unit. They develop an elementary understanding of a few basic quantum
mechanical ideas and explain how types of chemical bonding a
In
the first cluster of expectations, after a diagnostic activity and review of
required concepts from SCH3U, the teacher groups students for the jigsaw
activity to research and present the contributions of scientists associated
with the development of atomic structure. They explain the experimental
observations made by Rutherford and Bohr in the development of the planetary
model of the hydrogen atom. They describe the quantum mechanical model of the
atom and the contributions of individuals such as Planck, de Broglie, Einstein,
Heisenberg, and Schrödinger to this model. (Note: Teachers should
recognize that the most that students will have at the end of this unit is an
elementary understanding of a few quantum mechanical ideas. Any real
understanding of quantum mechanical theory will not come until an advanced
undergraduate course.) In addition, students highlight the contributions of
Canadian scientists to atomic and molecular theory, e.g., the contributions of
Ronald Gillespie to the Valence Shell Electron Pair Repulsion (VSEPR) model of
molecular geometry, which plays a prominent role in this course. Students
practise writing the electron configurations for elements in the periodic
table, using the Pauli exclusion principle and Hund’s rule. By examining and
describing a variety of elements representative of the s, p, d, and f blocks of
the periodic table, students explain the relationship between position of
elements in the periodic table, their properties, and their electron
configurations.
In
the second cluster, students review the concepts of chemical bonding from
SCH3U. Focusing on molecular compounds, students construct models to explain
how the VSEPR model can be used to predict molecular geometry (molecular
shape). Students carry out an activity where they predict molecular geometry
for simple molecules and ions using the VSEPR model. Using the molecular
geometry and electronegativity values of the elements in each molecule studied,
they predict the polarity of each molecule or ion and construct models of each
structure.
In
the third cluster, through a lab investigation, students describe the physical
properties of a variety of solids and liquids and use text or Internet sources
to find each substance’s melting points and boiling points. Students then
prepare a written lab report explaining how the properties of each substance
studied depend on the nature of the particles present and the types of forces
between them. As a follow up activity, students predict the type of solid
formed by a substance, e.g., ionic, molecular, covalent network or metallic,
and describe and summarize its properties.
In the
last cluster, students extend their knowledge of structure and properties of
matter. Students brainstorm various specialized new materials; for example,
Kevlar. They investigate and describe specialized new materials that have been
created on the basis of research findings about the structure of matter,
chemical bonding, and other properties of matter. In addition, they describe
applications of principles relating to atomic and molecular structure in the
fields of analytical chemistry and medical diagnosis, and investigate possible
careers related to these fields. As a conclusion to this unit, students are
invited to read the First Creation Story (Genesis 1:1 – 2:4a) and reflect in
their journals how the story of the creation of the universe relates to the
study of the world of atoms and molecules.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SPV.01,
.02, .03, SP1.01, 1.02, 1.03, 2.01, 2.02, 3.03 |
Knowledge/
Understanding |
·
Diagnostic activity ·
Small group jigsaw activity on scientists’ contributions to the
Quantum Mechanical Model and Canadian research on atomic and molecular theory ·
Writing electron configurations ·
Electron configuration and the Periodic Table |
|
2 |
SPV.01,
.02, SP1.05, 2.03, 2.04 |
Knowledge/
Understanding |
·
VSEPR Theory ·
Bonding and intermolecular forces ·
Quiz |
|
3 |
SPV.01,
.02, SP1.04, 2.05, 2.06 |
Knowledge/
Understanding |
·
Lab investigation on physical properties of substances and types of
bonding present |
|
4 |
SPV.03,
SP3.01, 3.02 |
Communication |
·
End-of-unit task: new materials based on structure of matter ·
Applications of atomic and molecular structure and related careers ·
Unit test |
Time:
8 hours
Unit
Description
Students
build on the knowledge they gained in the SCH3U Matter and Chemical Bonding
unit to demonstrate an understanding of fundamental concepts related to
oxidation and reduction.
In
the first cluster, students learn how to determine the oxidation number for
atoms and ions. They examine oxidation-reduction reactions, a process where
electrons are lost during oxidation and gained during reduction. Understanding
that oxidation number is simply a theoretical concept that allows one to track
the transfer of electrons between different types of atoms in a chemical
reaction, students are able to view oxidation-reduction reactions as a pair of
two half-cell reactions. Students write and balance chemical equations for
oxidation-reduction systems such as those involved in organic chemistry, which
will be studied in Unit 3.
In the
second cluster, students demonstrate oxidation-reduction reactions through
experimentation. Students compare the reactivity of selected metals by
arranging them in order of their ease of oxidation. This can be determined
through observation of their ability to displace other metals from compounds.
Students prepare a report explaining corrosion as an electrochemical process,
and describe a variety of corrosion-inhibiting techniques. Students use their
experimental results along with textbook and Internet sources to determine
which metals could provide cathodic protection to iron and investigate
preferred metals.
Unit Overview
Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ELV.01,
.02, EL1.01, 2.01, 2.03 |
Knowledge/
Understanding |
·
Diagnostic Activity ·
Determination of oxidation number ·
Definition of reduction and oxidation ·
Half cell reactions ·
Balancing oxidation-reduction (redox) reactions |
|
2 |
ELV.01,
.02, EL1.06, 2.01, 2.02 SIS.01,
.02, .03, .04, .05, .06, .07 |
Knowledge/
Understanding Communication |
·
Conduct a lab to demonstrate and analyse redox reactions ·
End-of-unit task: corrosion ·
Unit test |
Time:
20 hours
Unit
Description
Students
build on the knowledge they gained in the SCH3U Hydrocarbons and Energy unit to
study the structure of various organic compounds and the chemical reactions
involving these compounds. They name and represent the structures of organic
compounds using the IUPAC (International Union of Pure and Applied Chemistry)
system. Through research and experimentation, students investigate organic
compounds. They describe the physical properties of classes of organic
compounds, predict the products of organic reactions, and evaluate the impact
of organic compounds on society.
In
the first cluster, students recognize the vast variety of organic compounds
that touch their lives, e.g., medicines, dyes, polymers, synthetic fibres, food
additives, pesticides, etc. They are introduced to the different organic
functional groups, including alcohols, aldehydes, ketones, carboxylic acids,
esters, ethers, amines, and amides. Students recall the IUPAC system for
organic nomenclature introduced in the SCH3U Hydrocarbons and Energy unit, and
build on their skills to name and write the appropriate structures for the different
classes of organic compounds. They distinguish between the terms organic,
natural, and chemical, and critically evaluate the a
In
the second cluster, students apply the concepts learned in Unit 1, Structure
and Properties, to describe and explain the physical properties of the
different classes of organic compounds in terms of molecular polarity, melting
point, boiling point, solubility in different solvents, and odour. They
demonstrate their knowledge by performing a physical property model building
activity, where they build models of a variety of aliphatic (both open chain
and cyclic) and aromatic organic compounds, and make predictions about their
physical properties based on their structures. (Note: Teachers should
recognize that organic compounds are divided into two broad classes: aliphatic
compounds and aromatic compounds. Aliphatic compounds are the alkanes, alkenes,
and alkynes, and all the compounds that can be derived from them by replacing
the hydrogen atoms with other atoms or groups of atoms). Students are
introduced to the end-of-unit task, A “PRESS”ing Concern.
In the third cluster, students apply
their knowledge of the concepts related to oxidation-reduction studied in the
Electrochemistry Part 1 unit and build on their knowledge of functional groups
from the first cluster of this unit. Through teacher-directed presentations,
students examine the chemical properties of the different organic functional
groups and describe the different types of organic reactions, such as
substitution, addition, elimination, oxidation, esterification, and hydrolysis.
Students predict and name the products of the various organic reactions.
Through experimentation, students synthesize various organic compounds, such as
esters and simple polymers.
In
the fourth cluster, through a teacher-directed class discussion, students build
on their knowledge from Cluster 1 to recognize that all living organisms are
made of organic compounds. Through a cooperative group activity, students
research the importance of naturally o
In the
fifth cluster, students carry out the end-of-unit task, A “PRESS’ing Concern.
They research various organic synthetic products and analyse the risks and
benefits involved in their development and application. Each group’s research
is presented in the form of a press conference. At the press conference,
students share their research by answering questions posed to them by another
group who assume the role of reporters. As reporters, students use their
findings to write an editorial where they evaluate the impact that organic
synthetic compounds have on society and the environment. In their journals,
students reflect and recognize their role as stewards of the earth in
addressing environmental concerns and issues, thereby acquiring an appreciation
for the need to protect God’s Creation.
(Note:
Expectations OC3.02 and OC3.04 are introduced in Cluster 2 but assessed in
Cluster 4.)
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OCV.01,
.02, .03, OC1.01, 2.01, 2.02, 2.04, 3.01, 3.02 |
Knowledge/
Understanding |
·
Diagnostic activity ·
Organic compounds in everyday life ·
Nomenclature flash card activity ·
Quiz on organic nomenclature ·
Caveat Emptor Portfolio |
|
2 |
OCV.01,
.02, .03, OC1.02, 2.01, 2.03, 3.03 |
Knowledge/
Understanding |
·
Physical property model building activity ·
Quiz on the physical properties of organic compounds ·
A “PRESS”ing Concern assignment introduction |
|
3 |
OCV.01,
.02, OC1.03, 1.04, 2.01, 2.05, 2.06 |
Knowledge/
Understanding |
·
Worksheets on organic reactions ·
Quiz on organic reactions ·
Experiment: synthesis of organic compounds |
|
4 |
OCV.01,
.03, OC1.05, 3.02, 3.04 |
Knowledge/
Understanding Inquiry |
·
Jigsaw activity on compounds of life ·
Reflection ·
Database of solutions to health and environmental problems ·
Unit test |
|
5 |
OCV.03,
OC2.01, 3.02, 3.03 |
Knowledge/
Understanding |
·
End-of-unit task: press conference ·
Fact sheet ·
Editorial |
Time:
22 hours
Unit
Description
Students
build on their knowledge from the SCH3U Hydrocarbons and Energy unit to further
develop an understanding of the energy transformations and kinetics of chemical
changes. Using experimental data and calculations, they determine energy
changes for physical and chemical processes and rates of reaction. Through
research, students demonstrate an understanding of the dependence of chemical
technologies and processes on the energetics of chemical reactions.
In
the first cluster, students review the terms and conventions that were used to
study energy changes in chemical reactions in the SCH3U Hydrocarbons and Energy
unit. Using this information, students write thermochemical equations,
expressing the energy change as a DH value or as a heat term in the
equation. Students research and describe technologies that depend on exothermic
or endothermic changes. Through a lab investigation, students determine the
heat of reaction using a calorimeter, and use their experimental data to
calculate the enthalpy change for the observed reaction. Through a teacher-led
discussion, students compare the energy changes resulting from physical change,
chemical reactions, and nuclear reactions (fission and fusion). Students
research and compare conventional and alternative sources of energy with
respect to efficiency and environmental impact. In their journals, students
reflect on the wonder of God’s Creation and on their ability to use resources
responsibly and efficiently.
In
the second cluster, Hess’s Law is introduced through a teacher-directed lesson.
Students perform an experiment to demonstrate and explain Hess’s Law. They
apply Hess’s Law to solve problems and to calculate heat of reaction using
tabulated enthalpies of formation.
In
the third cluster, through an activity or demonstration, students review the
various factors that affect the rate of a reaction (from SNC2D). With the aid
of a graph, students describe the rate of a reaction as a function of the
change of concentration of a reactant or product with respect to time. They
express the rate of a reaction as a rate law equation (first or second order reactions
only), and explain the concept of half-life as another means of comparing the
rates of reactions. Using the collision theory and potential energy diagrams,
students explain how factors such as temperature, surface area, nature of
reactants, catalysts, and concentration all control the rate of chemical
reactions. Through a lab investigation, students determine the rate of reaction
and measure the effect of temperature, concentration, and catalysis on the
rate.
In
the fourth cluster, students analyse simple potential energy diagrams of
chemical reactions and use them to demonstrate an understanding that most
reactions o
In the
fifth cluster, students use textbook and Internet sources to research and
present factors used to inhibit or enhance the rate of a reaction, and specific
reactions whose rates can be controlled. Research should include applications
of catalysts used in industry and biochemical systems. Teachers should assign
the activity when rates of reaction are introduced at the end of Cluster 3.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ECV.01,
.02, .03, EC1.01, 2.02, 2.03, 3.01, 3.02 |
Knowledge/
Understanding |
·
Thermochemical equations ·
Applications of thermochemistry to industry ·
Calorimetry lab ·
Alternate Sources of Energy |
|
2 |
ECV.01,
.02, EC1.02, 2.04, 2.05 |
Knowledge/
Understanding |
·
Hess’s Law ·
Hess’s Law lab ·
Calculations using enthalpy of formation tables |
|
3 |
ECV.01,
.02, EC1.03 1.04, 2.01, 2.06 |
Knowledge/
Understanding |
·
Reaction rate definition ·
Reactions rate graphs ·
Collision theory as it applies to the rate of a reaction ·
Lab to measure the effect of temperature, concentration, and catalysts
on reaction rates |
|
4 |
ECV.01,
EC1.05, 1.06 |
Knowledge/
Understanding |
·
Potential energy diagrams for chemical reactions ·
Reactions mechanisms ·
Unit test |
|
5 |
ECV.03,
EC3.03, 3.04 |
Knowledge/
Understanding |
·
End-of-unit task: catalysts |
Time:
27 hours
Unit
Description
Students
develop an understanding of the concept of chemical equilibrium, Le Châtelier’s
Principle, and solution equilibria. Through experimentation, they investigate
the behaviour of different equilibrium systems, and build their problem-solving
skills as they solve problems involving the law of chemical equilibrium. In
addition, they research and explain the importance of chemical equilibrium in
various systems, including ecological, biological, and technological systems.
In the first cluster, through a lab
investigation, students are introduced to dynamic equilibrium and Le
Châtelier’s Principle. Students examine and illustrate the concept of dynamic
equilibrium with reference to systems such as liquid-vapour equilibrium, weak
electrolytes in solutions, and chemical reactions. They use Le Châtelier’s
Principle to predict the direction a system at equilibrium will shift when a
stress such as volume, pressure, concentration, or temperature is applied.
Students then perform an experiment where they predict and test how various
factors affect a chemical system in equilibrium. Through research of a
particular industry, students explain how equilibrium principles may be applied
to optimize the production of industrial chemicals. A suggestion would be to
study the Haber Process. As a follow-up activity to a class discussion on the
Haber Process and how chemicals can be misused, students make a journal entry
reflecting on their responsibilities to make ethical choices as informed
Catholic citizens.
In
the second cluster, students build on their knowledge from the Energy Changes
and Rates of Reaction unit as they are introduced to the concept of entropy.
They identify entropy changes associated with chemical and physical processes
and recognize that reactions tend to achieve minimum energy and maximum
entropy. The students examine the quantitative relationship of a system in
equilibrium, apply the law of chemical equilibrium to the concentrations of the
reactants and products in equilibrium, and define the constant expressions for
Keq. Students solve equilibrium problems involving concentrations of
reactants and products.
In
the third cluster, students apply equilibrium concepts to solutions. By solving
word problems dealing with Ksp and the common ion effect, students
apply the concept of equilibrium to solutions. Students perform an experiment
to determine Ksp of an ionic salt such as calcium hydroxide.
In
the fourth cluster, students apply equilibrium concepts to acids and bases.
Students review the concepts of acids and bases learned in SCH3U. Students
compare strong and weak acids or bases and their ability to ionize or
dissociate in varying degrees in water, and apply the concepts of equilibrium
to these systems. Students predict whether an aqueous salt solution forms an
acidic, basic, or neutral solution by studying the equilibrium between salts
and water. Students examine and describe the characteristics and components of
buffer solutions, and explain how buffering action affects our daily lives.
Finally, the concept of equilibrium is applied to acids and bases through the
mathematical study of Ka, Kb, pH, and pOH, including
titration reactions.
As an
end-of-unit task, students brainstorm and identify the many examples of the
effects of solubility on biological systems. By studying one of these systems
in detail (e.g., the quality of eggshells, or the carbonate/bicarbonate buffer
system in the human body), students investigate the complexity of God’s
creations.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CSV.01,
.02, .03, CS1.01, 1.03, 2.01, 2.02, 3.01 |
Knowledge/
Understanding |
·
Diagnostic assessment ·
Dynamic equilibrium ·
Le
Châtelier’s Principle ·
Lab
to demonstrate Le Châtelier’s Principle ·
Applications of Le Châtelier’s Principle to industry |
|
2 |
CSV.01,
.02, CS1.02, 1.04, 1.05, 1.07, 2.03, 2.06 |
Knowledge/
Understanding |
·
Law of chemical equilibrium ·
Entropy and enthalpy ·
Define and solve problems for Keq |
|
3 |
CSV.01,
.02, .03, CS1.06, 2.04, 2.05, 2.06 |
Knowledge/
Understanding |
·
Solutions and equilibrium ·
Molar solubility ·
Solve Ksp problems ·
Carry out lab to determine Ksp |
|
4 |
CSV.01,
.02, .03, CS1.08, 1.09, 2.07, 2.08, 2.06, 3.02, 3.03 |
Knowledge/
Understanding |
·
Acids and bases and equilibrium ·
Acidity of salts ·
Buffer solutions and their applications ·
Solve problems involving Ka, Kb, pH and pOH ·
Solve problems using acid-base titration data ·
End-of-unit task: the effect of solubility on biological systems ·
Unit test |
Time:
14 hours
Unit
Description
Students
review the major concepts learned in the Electrochemistry I unit, and build on
their knowledge of fundamental concepts related to oxidation-reduction and the
interconversion of chemical and electrical energy. Through lab investigations
they build and explain the functioning of simple galvanic and electrolytic
cells and use equations to describe these cells. They research and describe
some uses of batteries and fuel cells, and assess environmental and safety
issues associated with these technologies.
In
the first cluster, students learn about spontaneous reactions through the
construction of galvanic cells. Students determine oxidation and reduction
half-cell reactions, direction of current flow, electrode polarity, cell
potential, and ion movement. They describe electrochemical cells in terms of
oxidation and reduction half-cells whose voltages can be used to determine
overall cell potential. By building galvanic cells and measuring the
corresponding voltage put out by the cells, students compare their experimental
values with the calculated/theoretical values obtained from the standard
reduction potentials table. Using the standard reduction potential values,
students recognize that the reduction potentials are not direct measurements,
but measurements that are relative to the reduction potential of the hydrogen
half-cell. Students use standard reduction potential values to predict the
spontaneity of an electrochemical reaction, and use this concept to explain the
activity series of metals. Students research and design a brochure to advertise
a common galvanic cell and evaluate its environmental and societal impact.
In
the second cluster, students learn that non-spontaneous reactions o
In
the third cluster, students apply quantitative aspects of electrolysis to
electrochemical cells by studying Faraday’s Law and the physical factors
involved. Students perform an experiment where they measure the mass of metal
deposited by electroplating, and apply Faraday’s Law to relate the mass of
metal deposited to the amount of charge passed. Due to the complexity of the
experiment and the safety issues involved, it is recommended that this be done
through a computer-based lab if possible.
In the fourth cluster, through use
of text and Internet sources, students research and assess environmental,
health, and safety issues involving electrochemistry, e.g., the use of hydrogen
cells in cars. As stewards, students reflect on the wonder of God’s Creation
and their role in addressing environmental concerns and issues and the
responsible use of resources.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ELV.01,
.02, .03, EL1.03, 1.04, 2.01, 2.04, 2.05, 3.01 |
Knowledge/
Understanding |
·
Half-cells, electrochemical cells and cell potential ·
Lab to assemble and describe galvanic cells ·
Hydrogen half-cell ·
Reduction potential values ·
Spontaneity ·
Brochure advertising Galvanic cells and their impact on the
environment |
|
2 |
ELV.01,
.02, .03, EL1.02, 2.01, 2.04, 3.02 |
Knowledge/
Understanding |
·
Electrolytic cells ·
Lab to assemble and describe electrolytic cells ·
Applications of electrolytic processes in industry |
|
3 |
ELV.01,
.02, EL1.05, 2.01, 2.06, 2.07 |
Knowledge/
Understanding |
·
Faraday’s Law ·
Solve problems with Faraday’s Law ·
Lab applying Faraday’s Law to the mass of metal deposited by
electroplating |
|
4 |
ELV.01,
.03, EL2.01, 3.03 |
Knowledge/
Understanding |
·
End-of-unit task: report on environmental health and safety issues in
electrochemistry ·
Unit test |
In
planning this course, consideration should be given to both the course
expectations and the needs of individual students. The teacher should provide
learning experiences which promote interest, understanding, and excellence. In
order for this course to prepare students to meet the university entrance
requirements, the teacher must deliver the rigorous provincial curriculum
emphasizing the theoretical aspects of the course, while incorporating relevant
applications. The role of the teacher is to establish the conceptual framework
to help the students develop specific skills and attitudes while considering
the student’s individual learning style. By fostering an atmosphere where
learning is meaningful, integrative, challenging, active, and value-based,
teachers can help their students become excited about learning.
Throughout this course, students
should be given numerous and varied opportunities to acquire knowledge and
develop skills and attitudes through a variety of teaching and learning
strategies. The strategies that the teacher uses should provide students with
multiple opportunities to develop and demonstrate their learning and skills
across all four categories of the Achievement Chart.
Expectations that require Knowledge/Understanding can be
developed through:
·
brainstorming,
e.g., SP3.02, OC3.01, OC3.02;
·
teacher-directed
lessons and discussions, e.g., EC1.02, CSE3.01;
·
small
group instruction, e.g., OC3.02, OC3.O4;
·
independent
research, e.g., SP1.01, SP1.02, SP1.03, OC3.01, OC3.03;
·
self-directed
learning, etc., e.g., EC1.05.
Expectations that involve Inquiry can be met by:
·
conducting
and analysing experiments, e.g., EC2.03, HE2.04, HE2.05;
·
designing
lab investigations, e.g., OC2.06, EL2.04;
·
formulating
questions, e.g., SP3.02;
·
solving
problems, e.g., CS2.06, CS2.04, EL2.06.
Expectations that encourage Communication can be
demonstrated by:
·
written
reports, e.g., EL 2.01, EL3.03, EC3.03, EC3.04;
·
group
discussions, e.g., SP3.02;
·
debates,
e.g., EC3.01, EC3.02, OC3.01, OC3.03;
·
seminars,
e.g., EC3.03, EC3.04, OC3.02, OC3.04;
·
student
presentations, e.g., oral presentations, video and audio presentations, skits,
photo essays, etc. (OC3.01, OC3.03).
Expectations where students expand their knowledge to Make
Connections can be developed through:
·
independent
research, e.g., EC3.01, EC3.02, OC3.01, OC3.03;
·
exposure
to experts in their field (e.g., listening to guest speakers or attending
university lectures), e.g., OC3.04;
·
reflective
papers, e.g., EC3.01;
·
portfolios,
e.g., OC3.01, OC3.03;
·
participation
in science fairs, e.g., EC3.03;
·
reading
Church documents (see Resources), e.g., ECG.
In
order for students to demonstrate their mastery of the knowledge and skills
required for university entrance, the teacher should establish a balanced
assessment plan for the course and select appropriate methods, strategies, and
tools. Students must demonstrate that they have developed independent research
skills and independent learning skills, as well as having learned the value of
collaboration to work effectively as interdependent team members.
Assessment
is the process of gathering information from a variety of sources that a
Assessment and evaluation must be
based on the learning expectations for this course and the achievement levels
outlined in the Program Planning and Assessment, 2000 document. During
the design and planning of this course, the Learning Expectations were
clustered to balance the categories within the Achievement Chart. Teachers are
encouraged at the beginning and throughout the course to share the assessment
criteria with the students and their parents, and to give feedback that guides
the students’ efforts towards improvement.
The
assessment results should be used to motivate students and help them establish
next steps in their learning goals. To ensure that assessment and evaluations
are valid and reliable, the teacher should use assessment and evaluation
strategies that:
·
address
both what the students learn and how well they learn it;
·
are
based both on the categories of knowledge and skills and on the achievement
levels;
·
are
varied in nature, are administered over a period of time, and demonstrate the
full range of learning;
·
promote
the students’ ability to assess their own learning and to set specific goals.
Assessment practices should provide information on what
students write, say, and do.
Possible assessment strategies include:
·
paper-and-pencil:
tests, quizzes, concept maps, essays, written reports/lab reports, research
papers;
·
personal
communication: interviews, conferences, journals, classroom discussions;
·
performance
task: individual presentations, plays/skits, lab performance.
The tools used to effectively measure students’ learning
and mastery of skills include:
·
checklist;
·
marking
scheme;
·
rating
scale;
·
rubric.
As
this is a university preparation course, we recommend that teachers carefully
consider a balanced weighting of the four categories of achievement —
Knowledge/Understanding, Inquiry, Communication, and Making Connections —
throughout all the units and in the final evaluation. This helps to ensure that
the students have the opportunity to develop and demonstrate their achievement
of the knowledge and the independent research and learning skills necessary for
this university preparation course.
The
Provincial Report Card contains separate sections for reporting on achievement
of the curriculum expectations and for reporting on demonstrated skills
required for effective learning. The student’s final grade for this course will
be determined as follows:
·
Seventy
per cent (70%) of the grade will be based on evaluations conducted throughout
this course. This portion of the grade should reflect the students’ most
consistent level of achievement throughout the course, although special
consideration should be given to the most recent evidence of achievement.
·
Thirty
per cent (30%) of the grade will be based on a final evaluation administered
towards the end of the course. The weighting of each of the four categories in
the final evaluation should be consistent with the assessment/evaluation
practices used throughout the course. It is recommended that the final
evaluation for this university preparation course take the form of a final
examination comprised of both a written and a lab-based component. Teachers may
choose to use a final written exam along with a course culminating task.
Teachers
may choose to encourage students to design and conduct a Science Fair project,
which would allow them to further develop their independent research and
learning skills. This project could be considered as part of the final thirty
percent of the students’ grade; however, it must address expectations from
several units and represent individual student achievement.
Teachers
must consider the needs of exceptional students in the planning of the science
curriculum. A
Exceptional
students, as well as other students who are not identified as exceptional but
who have an IEP and are receiving special education programs and services,
should be given every opportunity to achieve the curriculum expectations set
out for this course.
A variety of teaching approaches may need to be used to
help exceptional students achieve the learning expectations of this course.
Examples of such approaches may include:
·
using
special resources, e.g., reading material consistent with students’ reading
levels and learning styles, audio tapes of difficult chapters, adapted
computers;
·
using
specialized equipment and assistance specific to the chemistry lab, e.g.,
providing a
·
using
a variety of Teaching/Learning strategies, e.g., special interest groupings for
research projects, collaborative groups, mentorship programs, independent study
plans;
·
collaborating
with resource teachers, teacher-librarians, and other professionals;
·
consulting
with parents about providing an appropriate study environment in the home;
·
allowing
more time for completion of assignments or achievement of the learning
expectations;
·
providing
alternative ways of completing tasks or presenting information, e.g., taped
answers;
·
simplifying
the language of instruction;
·
providing
alternative homework assignments;
·
providing
alternative tasks for highly motivated and gifted students, e.g., encouraging participation
in Science Fair competitions; subject-specific university-founded competitions
such as the University of Waterloo Chemistry Contests or the Chemical Institute
of Canada Crystal Growing Competition; attendance at university-sponsored
activities/lectures; and establishing mentorship programs with local colleges
and universities.
A
·
adjustment
of time requirements for assignments or assessment tasks;
·
format
of the assessment material, e.g., Braille;
·
use
of scribes, tape recorders, word processors, etc.
For
English as a Second Language (ESL) students or English Literacy Development
(ELD) students, teachers should provide opportunities for the students to demonstrate
their learning by alternate means, such as pairing written instructions with
verbal instructions; using key visuals to illustrate definitions; allowing
extra time for reading or written assignments; and encouraging the use of
first-language dictionaries for assignments.
For
students with physical or learning impairments, classroom and laboratory
activities should be altered to permit maximum participation.
The URLs
for the websites were verified by the writer prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
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 on 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
Burton,
G., J. Holman, G. Pilling, and D. Waddington. Salters Advanced Chemistry –
Chemical Storylines. Oxford: Heinemann Educational Publishers, 1994. ISBN
0-435-63106-3
Catechism
of the Catholic Church. Canadian Conference of Catholic Bishops, 1994. ISBN 088997-281-8
Chang,
Raymond. Chemistry. Toronto: McGraw-Hill, Inc., 1994. ISBN 0-07-011003-4
Gillespie,
R., D. Eaton, D. Humphreys, and E. Robinson. Atoms, Molecules, and
Reactions. Scarborough Prentice Hall, 1994. ISBN 0-13088790-0
Groome,
T. Educating for Life. Allen, Texas: Thomas More, 1998. ISBN
0-88347-383-6
McFague,
Sallie. Super, Natural Christians. Minneapolis: Fortress Press, 1997. ISBN
0-8006-3076-9
Royal
Society of Chemistry. The Age of the Molecule. ISBN 0-85404-945-2
Snyder,
C. The Extraordinary Chemistry of Ordinary Things. New York: John Wiley
and Sons, Inc., 1998. ISBN 0-471-17905-1
Crucible, Magazine of the Science Teachers’
Association of Ontario. ISSN –381-8047
Discover
Canadian Chemistry,
A newsletter for high school chemistry students. Published by the Chemical
Institute of Canada (Telephone: 1-613-232-6252)
Journal
of Chemical Education.
ISSN 0021-9584
Chem13
News, University of
Waterloo
Origins. Catholic News Service, 3211 4th
Str. N.E. Washington D.C. ISBN 200017-1100
Documents
from the Ontario Conference of Catholic Bishops:
a) For the Good of All (1992).
b) The People of the Land (1989).
Environmental
Ethics: Ideas for Classrooms Discussion. Durango Col. Group for Telly Productions,
1994. CBC. News for Review: 1996 – 1998.
Chemistry
Explorer 3.04.
Lewiston: Tangent Scientific, 1999.
Chemistry
with Computers,
Using Logger Pro. Dan D. Holmquist and Donald L. Volz, Vernier Software.
Interactive
General Chemistry,
Lewiston: Tangent Scientific, 1999.
A comprehensive listing of science sites –
www.enc.org
Chemical Institute of Canada –
http://www.chem-ist-can.org
ChemEd: Chemistry Education Resources –
http://www.hp
Chemistry
Lesson Plans – http://www.teach-nology.com
Chemistry
Resources – http://www.dist214.k12il/users/asander/chemhome2.html
Interactive
Chemistry – http://hamer.chem.wisc.edu/chapman/index.html
Journal
of Chemical Education – http://www.JChemEd.chem.wisc.edu
Science
Resource Centre – http://chem.lapeer.org
Annotated
list of websites for science educators
STAO
Classroom Resources for Science Teachers
– http://www.yorku.ca/faculty/academic/jlibman/staopage.htm
Students
can benefit from experiences in chemistry-related activities through a
Cooperative Education placement related to this course. Students should explore
chemistry-related careers throughout the course and consider them when they are
developing their Annual Education Plan (AEP).
Students
may choose to job-shadow. This gives them an opportunity to observe and gain a
better understanding of chemistry-related careers, for example, in the area of
chemical research, environmental sciences, health services, etc.
Students
should have a safe environment for learning free from harassment of all types,
violence, and expressions of hate. Learning activities should be designed to
help students develop respect for human rights and dignity, and to develop a
sense of personal, social, and civic responsibility.
Students
graduating from Ontario schools are expected to be technologically literate.
Through the study of this science course, students should be able to understand
and apply technological concepts to use computers in various applications and
to analyse the implications of technology on individuals and society.
Coded
Expectations, Chemistry, Grade 12, University, SCH4U
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 a
SIS.03
- demonstrate the
skills required to plan and carry out investigations using laboratory equipment
safely, effectively, and a
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., use the Valence Shell Electron Pair Repulsion [VSEPR] model to predict
the shapes of molecules);
SIS.06
- compile and
interpret data or other information gathered from print, laboratory, and
electronic sources, including Internet sites, to research a topic, solve a
problem, or support an opinion (e.g., research the uses of the most commonly
synthesized organic compounds);
SIS.07
- communicate the
procedures and results of investigations for specific purposes by displaying
evidence and information, either in writing or using a computer, in various
forms, including flow charts, tables, graphs, and laboratory reports (e.g.,
construct visual models that explain intermolecular and intramolecular forces);
SIS.08
- express the
result of any calculation involving experimental data to the appropriate number
of decimal places or significant figures;
SIS.09
- select and use
appropriate SI units;
SIS.10
- identify and
describe science- and technology-based careers related to the subject area
under study (e.g., describe careers related to thermochemistry, such as
chemical engineering).
OCV.01 · demonstrate an understanding of
the structure of various organic compounds, and of chemical reactions involving
these compounds;
OCV.02 · investigate various organic
compounds through research and experimentation, predict the products of organic
reactions, and name and represent the structures of organic compounds using the
IUPAC system and molecular models;
OCV.03 · evaluate the impact of organic
compounds on our standard of living and the environment.
Understanding
Basic Concepts
OC1.01 – distinguish among the different
classes of organic compounds, including alcohols, aldehydes, ketones,
carboxylic acids, esters, ethers, amines, and amides, by name and by structural
formula;
OC1.02 – describe some physical properties
of the classes of organic compounds in terms of solubility in different
solvents, molecular polarity, odour, and melting and boiling points;
OC1.03 – describe different types of
organic reactions, such as substitution, addition, elimination, oxidation,
esterification, and hydrolysis;
OC1.04 – demonstrate an understanding of the
processes of addition and condensation polymerization;
OC1.05 – describe a variety of organic
compounds present in living organisms, and explain their importance to those
organisms (e.g., proteins, carbohydrates, fats, nucleic acids).
Developing
Skills of Inquiry and Communication
OC2.01 – use appropriate scientific
vocabulary to communicate ideas related to organic chemistry (e.g., functional
group, polymer);
OC2.02 – use the IUPAC system to name and
write appropriate structures for the different classes of organic compounds,
including alcohols, aldehydes, ketones, carboxylic acids, esters, ethers,
amines, amides, and simple aromatic compounds;
OC2.03 – build molecular models of a
variety of aliphatic, cyclic, and aromatic organic compounds;
OC2.04 – identify some nonsystematic names
for organic compounds (e.g., acetone, isopropyl alcohol, acetic acid);
OC2.05 – predict and correctly name the
products of organic reactions, including substitution, addition, elimination,
esterification, hydrolysis, oxidation, and polymerization reactions (e.g.,
preparation of an ester, oxidation of alcohols with permanganate);
OC2.06 – carry out laboratory procedures
to synthesize organic compounds (e.g., preparation of an ester,
polymerization).
Relating
Science to Technology, Society, and the Environment
OC3.01 – present informed opinions on the
validity of the use of the terms organic, natural, and chemical in the
promotion of consumer goods;
OC3.02 – describe the variety and
importance of organic compounds in our lives (e.g., plastics, synthetic fibres,
pharmaceutical products);
OC3.03 – analyse the risks and benefits of
the development and application of synthetic products (e.g., polystyrene,
aspartame, pesticides, solvents);
OC3.04 – provide examples of the use of
organic chemistry to improve technical solutions to existing or newly
identified health, safety, and environmental problems (e.g., leaded versus
unleaded gasoline; hydrocarbon propellants versus chlorofluorocarbons [CFCs]).
ECV.01 · demonstrate an understanding of
the energy transformations and kinetics of chemical changes;
ECV.02 · determine energy changes for
physical and chemical processes and rates of reaction, using experimental data
and calculations;
ECV.03 · demonstrate an understanding of
the dependence of chemical technologies and processes on the energetics of
chemical reactions.
Understanding
Basic Concepts
EC1.01 – compare the energy changes
resulting from physical change, chemical reactions, and nuclear reactions
(fission and fusion);
EC1.02 – explain Hess’s law, using
examples;
EC1.03 – describe, with the aid of a
graph, the rate of reaction as a function of the change of concentration of a
reactant or product with respect to time; express the rate of reaction as a
rate law equation (first- or second-order reactions only); and explain the
concept of half-life for a reaction;
EC1.04 – explain, using collision theory
and potential energy diagrams, how factors such as temperature, surface area,
nature of reactants, catalysts, and concentration control the rate of chemical
reactions;
EC1.05 – analyse simple potential energy diagrams of
chemical reactions (e.g., potential energy diagrams showing the relative
energies of reactants, products, and activated complex);
EC1.06 – demonstrate understanding that
most reactions o
Developing
Skills of Inquiry and Communication
EC2.01 – use appropriate scientific
vocabulary to communicate ideas related to the energetics of chemical reactions
(e.g., enthalpy, activated complex);
EC2.02 – write thermochemical equations,
expressing the energy change as an DH value or as a heat term in the
equation;
EC2.03 – determine heat of reaction using
a calorimeter, and use the data obtained to calculate the enthalpy change for a
reaction (e.g., neutralization of sodium hydroxide and hydrochloric acid);
EC2.04 – apply Hess’s law to solve
problems, including problems that involve data obtained through experimentation
(e.g., measure heats of reaction that can be combined to yield the DH of combustion of magnesium);
EC2.05 – calculate heat of reaction using
tabulated enthalpies of formation;
EC2.06 – determine through experimentation
a rate of reaction (e.g., of hydrogen peroxide decomposition), and measure the
effect on it of temperature, concentration, and catalysis.
Relating
Science to Technology, Society, and the Environment
EC3.01 – compare conventional and
alternative sources of energy with respect to efficiency and environmental
impact (e.g., burning fossil fuels, solar energy, nuclear fission);
EC3.02 – describe examples of technologies
that depend on exothermic or endothermic changes (e.g., hydrogen rocket fuel,
hot and cold packs);
EC3.03 – describe the use of catalysts in
industry (e.g., catalytic converters) and in biochemical systems (e.g.,
enzymes) on the basis of information gathered from print and electronic
sources;
EC3.04 – describe examples of slow
chemical reactions (e.g., rusting), rapid reactions (e.g., explosions), and
reactions whose rates can be controlled (e.g., food decay, catalytic
decomposition of automobile exhaust).
CSV.01 · demonstrate an understanding of
the concept of chemical equilibrium, Le Châtelier’s principle, and solution
equilibria;
CSV.02 · investigate the behaviour of
different equilibrium systems, and solve problems involving the law of chemical
equilibrium;
CSV.03 · explain the importance of chemical
equilibrium in various systems, including ecological, biological, and
technological systems.
Understanding
Basic Concepts
CS1.01 – illustrate the concept of dynamic
equilibrium with reference to systems such as liquid-vapour equilibrium, weak
electrolytes in solution, and chemical reactions;
CS1.02 – demonstrate an understanding of
the law of chemical equilibrium as it applies to the concentrations of the
reactants and products at equilibrium;
CS1.03 – demonstrate an understanding of
how Le Châtelier’s principle can predict the direction in which a system at
equilibrium will shift when volume, pressure, concentration, or temperature is
changed;
CS1.04 – identify, in qualitative terms,
entropy changes associated with chemical and physical processes;
CS1.05 – describe the tendency of reactions to
achieve minimum energy and maximum entropy;
CS1.06 – describe, using the concept of
equilibrium, the behaviour of ionic solutes in solutions that are unsaturated,
saturated, and supersaturated;
CS1.07 – define constant expressions, such
as Ksp, Kw, Ka, and Kb;
CS1.08 – compare strong and weak acids and
bases using the concept of equilibrium;
CS1.09 – describe the characteristics and
components of a buffer solution.
Developing
Skills of Inquiry and Communication
CS2.01 – use appropriate vocabulary to
communicate ideas, procedures, and results related to chemical systems and
equilibrium (e.g., homogeneous, common ion, Ka value);
CS2.02 – apply Le Châtelier’s principle to
predict how various factors affect a chemical system at equilibrium, and
confirm their predictions through experimentation;
CS2.03 – carry out experiments to
determine equilibrium constants (e.g., Keq for iron[III]
thiocyanate, Ksp for calcium hydroxide, Ka for acetic
acid);
CS2.04 – calculate the molar solubility of
a pure substance in water or in a solution of a common ion, given the
solubility product constant (Ksp), and vice versa;
CS2.05 – predict the formation of
precipitates by using the solubility product constant;
CS2.06 – solve equilibrium problems
involving concentrations of reactants and products and the following
quantities: Keq, Ksp, Ka, Kb, pH,
pOH;
CS2.07 – predict, in qualitative terms,
whether a solution of a specific salt will be acidic, basic, or neutral;
CS2.08 – solve problems involving
acid-base titration data and the pH at the equivalence point.
Relating
Science to Technology, Society, and the Environment
CS3.01 – explain how equilibrium
principles may be applied to optimize the production of industrial chemicals
(e.g., production of sulfuric acid, ammonia);
CS3.02 – identify effects of solubility on
biological systems (e.g., kidney stones, dissolved gases in the circulatory
system of divers, the use of barium sulfate in medical diagnosis);
CS3.03 – explain how buffering action
affects our daily lives, using examples (e.g., the components in blood that
help it to maintain a constant pH level; buffered medications).
ELV.01 · demonstrate an understanding of
fundamental concepts related to oxidation-reduction and the interconversion of
chemical and electrical energy;
ELV.02 · build and explain the functioning
of simple galvanic and electrolytic cells; use equations to describe these
cells; and solve quantitative problems related to electrolysis;
ELV.03 · describe some uses of batteries
and fuel cells; explain the importance of electrochemical technology to the
production and protection of metals; and assess environmental and safety issues
associated with these technologies.
Understanding
Basic Concepts
EL1.01 – demonstrate an understanding of
oxidation and reduction in terms of the loss and the gain of electrons or
change in oxidation number;
EL1.02 – identify and describe the
functioning of the components in galvanic and electrolytic cells;
EL1.03 – describe electrochemical cells in
terms of oxidation and reduction half-cells whose voltages can be used to
determine overall cell potential;
EL1.04 – describe the function of the hydrogen
half-cell as a reference in assigning reduction potential values;
EL1.05 – demonstrate an understanding of
the interrelationship of time, current, and the amount of substance produced or
consumed in an electrolytic process (Faraday’s law);
EL1.06 – explain corrosion as an
electrochemical process, and describe corrosion-inhibiting techniques (e.g.,
painting, galvanizing, cathodic protection).
Developing
Skills of Inquiry and Communication
EL2.01 – use appropriate scientific vocabulary
to communicate ideas related to electrochemistry (e.g., half-reaction,
electrochemical cell, reducing agent, redox reaction, oxidation number);
EL2.02 – demonstrate oxidation-reduction
reactions through experiments, and analyse these reactions (e.g., compare the
reactivity of some metals by arranging them in order of their ease of
oxidation, which can be determined through observation of their ability to
displace other metals from compounds; investigate the reactivity of oxidizing
agents such as oxygen and various acids);
EL2.03 – write balanced chemical equations
for oxidation-reduction systems, including half-cell reactions;
EL2.04 – determine oxidation and reduction
half-cell reactions, direction of current flow, electrode polarity, cell
potential, and ion movement in typical galvanic and electrolytic cells,
including those assembled in the laboratory;
EL2.05 – predict the spontaneity of redox
reactions and overall cell potentials by studying a table of half-cell
reduction potentials;
EL2.06 – solve problems based on Faraday’s
law;
EL2.07 – measure through experimentation
the mass of metal deposited by electroplating (e.g., copper from copper II
sulfate), and apply Faraday’s law to relate the mass of metal deposited to the
amount of charge passed.
Relating
Science to Technology, Society, and the Environment
EL3.01 – describe examples of common
galvanic cells (e.g., lead-acid, nickel-cadmium) and evaluate their
environmental and social impact (e.g., describe how advances in the hydrogen
fuel cell have facilitated the introduction of electric cars);
EL3.02 – explain how electrolytic
processes are involved in industrial processes (e.g., refining of metals,
production of chlorine);
EL3.03 – research and assess
environmental, health, and safety issues involving electrochemistry (e.g., the
corrosion of metal structures by oxidizing agents; industrial production of
chlorine by electrolysis and its use in the purification of water).
SPV.01 · demonstrate an understanding of
quantum mechanical theory, and explain how types of chemical bonding a
SPV.02 · investigate and compare the
properties of solids and liquids, and use bonding theory to predict the shape
of simple molecules;
SPV.03 · describe products and
technologies whose development has depended on understanding molecular
structure, and technologies that have advanced the knowledge of atomic and
molecular theory.
Understanding
Basic Concepts
SP1.01 – explain the experimental
observations and inferences made by Rutherford and Bohr in developing the
planetary model of the hydrogen atom;
SP1.02 – describe the quantum mechanical
model of the atom (e.g., orbitals, electron probability density) and the
contributions of individuals to this model (e.g., those of Planck, de Broglie,
Einstein, Heisenberg, and Schrödinger);
SP1.03 – list characteristics of the s,
p, d, and f blocks of elements, and explain the relationship between
position of elements in the periodic table, their properties, and their
electron configurations;
SP1.04 – explain how the properties of a
solid or liquid (e.g., hardness, electrical conductivity, surface tension)
depend on the nature of the particles present and the types of forces between
them (e.g., covalent bonds, Van der Waals forces, dipole forces, and metallic
bonds);
SP1.05 – explain how the Valence Shell
Electron Pair Repulsion (VSEPR) model can be used to predict molecular shape.
Developing
Skills of Inquiry and Communication
SP2.01 – use appropriate scientific
vocabulary to communicate ideas related to structure and bonding (e.g., orbital,
absorption spectrum, quantum, photon, dipole);
SP2.02 – write electron configurations for
elements in the periodic table, using the Pauli exclusion principle and Hund’s
rule;
SP2.03 – predict molecular shape for
simple molecules and ions, using the VSEPR model;
SP2.04 – predict the polarity of various
substances, using molecular shape and the electronegativity values of the
elements of the substances;
SP2.05 – predict the type of solid (ionic,
molecular, covalent network, or metallic) formed by a substance, and describe
its properties;
SP2.06 – conduct experiments to observe
and analyse the physical properties of different substances, and to determine
the type of bonding present.
Relating
Science to Technology, Society, and the Environment
SP3.01 – describe some applications of
principles relating to atomic and molecular structure in analytical chemistry
and medical diagnosis (e.g., infrared spectroscopy, X-ray crystallography,
nuclear medicine, medical applications of spectroscopy);
SP3.02 – describe some specialized new
materials that have been created on the basis of the findings of research on
the structure of matter, chemical bonding, and other properties of matter
(e.g., bulletproof fabric, superconductors, superglue);
SP3.03 – describe advances in Canadian
research on atomic and molecular theory (e.g., the work of Richard Bader at
McMaster University in developing electron-density maps for small molecules;
the work of R.J. LeRoy at the University of Waterloo in developing the
mathematical technique for determining the radius of molecules called the LeRoy
Radius).
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life
of the church and demonstrates an understanding of the centrality of the
Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A Reflective
and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -a
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes
to the common good.
Unit
3 | Course Profiles Main Menu