- fuel combustion - water treatment

-

_air

bag

deployment

-

neutralization

of

^{excessstomachacid.}

Note:

Some

^oftheoutcomesaresupportedbyexamples. Theexamplesarewritten initalicsanddo notformpart oftherequired programbutareprovidedasanillustrationof

how

theoutcomes might bedeveloped.

General Outcome

1

Studentswillexplain

how

balancedchemical equations indicatethe quantitative relationships

between

reactantsand products involvedinchemical changes.

'

. -i. ;; ^.... ... .

~ ~~ —

v .. . :.. •••..-

— — _——.

Specific

Outcomes

forSkills (Science

and Technology

Emphasis)

Initiating and Planning

Studentswill:

20-D

1.1s formulate questions about observedrelationships

and

planinvestigationsofquestions, ideas,problems andissues

• plan

and

predictstates, productsandtheoreticalyieldsforchemical reactions

(IP-NS3) [ICT

C6-4.1]

• designan experimentto identifyanion;e.g.,precipitation,

flame

^test

(IP-NS2)

• describe procedures^forthe safe handling, storage

and

disposalofmaterials usedinthe laboratory, withreference to

WHMIS

and

consumer

productlabelling information (IP-ST3).

Performing and Recording

Studentswill:

20-D

¹.2s conductinvestigations into relationships

among

observable variables

and

use a broad range oftools

and

techniquesto gather

and

record data

and

information

• translate

word

equationsforchemical reactions into chemicalequations,including statesofmatterfor the productsandreactants

(CT-ST2)

• balancechemicalequations forchemicalreactions,usinglowest

whole-number

coefficients(AI-ST3).

Analyzingand Interpreting J

Studentswill:

20-D

1.3s analyze data

and

apply mathematical

and

conceptual

models

todevelop

and

assess possible solutions

• interpretstoichiometric ratios from chemicalreactionequations

(AI-ST3)

• perform calculationstodeterminetheoretical yields

(AI-NS3) [ICT

C6-4.1]

• use appropriate SInotation,fundamental

and

derivedunitsand significant digits

when

performingstoichiometric calculations

(AI-NS3, CT-ST2).

Communication

and

Teamwork

Studentswill:

20-D

1 4s

work

collaborativelyinaddressingproblems

and

applythe skills

and

conventionsof science in

communicating

informationandideas and inassessing results

• use integrated software effectively

and

efficientlytoincorporatedata

and

text

(AI-NS3, CT-ST2) [ICT

P4-4.3]

Note:

Some

^oftheoutcomes aresupportedbyexamples. Theexamples arewritteninitalicsanddo notform part of therequired

program

butareprovidedasanillustrationof

how

theoutcomes might bedeveloped.

UnitD: Quantitative Relationships in Chemical

Changes

Chemistry

20

/39

©AlbertaEducation, Alberta,Canada (2007)

Studentswilluse stoichiometryinquantitative analysis.

Specific

Outcomes

for

Knowledge

Studentswill:

20-D2.

Ik explainchemicalprinciples (i.e.,conservationof

mass

inachemical change),using quantitative analysis

20-D2.2k

identifylimiting andexcess reagents inchemicalreactions

20-D2.3k

definetheoretical yields

and

actualyields

20-D2.4k

explainthe discrepancybetweentheoretical andactual yields

20-D2.5k draw

andinterprettitrationcurves, usingdata

from

titrationexperiments involving strong monoproticacidsand strongmonoproticbases

20-D2.6k

describethe function

and

choice ofindicatorsin titrations

20-D2.7k

identifyequivalence points

on

strongmonoproticacid-strong monoproticbasetitration curves

and

differentiate

between

the indicatorendpointandthe equivalencepoint.

Specific

Outcomes

forScience,

Technology and

Society

(STS)

(Science and

Technology

Emphasis)

Studentswill:

20-D2.

lsts explainthat scientific

knowledge may

leadtothedevelopment of

new

technologies,

and new

technologies

may

leadtoorfacilitate scientificdiscovery(ST4)

[ICT

F2-4.4]

• describe

how

industriesapplyprinciples

of

stoichiometrytominimize waste

and

maximizeyield

20-D2.2sts explain

how

theappropriateness,risksandbenefitsoftechnologiesneedto beassessed for j eachpotential applicationfrom avarietyofperspectives, includingsustainability (ST7)

[ICT

F3-4.1]

• assess thesignificance

of

specificby-products

from

industrial, commercial

and

household chemicalreactions

• analyze the use

of

technologies, suchassmokestacks

and

catalytic converters, to

reduceemissions thatare harmfultotheenvironment, suchas

S0

2(g)

and

greenhouse gases.

Note:

Some

oftheoutcomesaresupportedbyexamples. Theexamplesarewritteninitalicsand do notformpart oftherequired

program

butareprovidedasanillustrationof

how

theoutcomes might bedeveloped.

General Outcome

2

Studentswilluse stoichiometry in quantitative analysis.

Specific

Outcomes

for Skills (Scienceand

Technology

Emphasis)

Initiating and Planning

Studentswill:

20-D2.

Is formulate questions about observed relationshipsand plan investigationsofquestions, ideas,problems

and

issues

• design a procedure, usingcrystallization, filtrationortitration,todeterminethe concentrationofasolution

(IP-ST2)

• describeprocedures forthe safehandling, storage

and

disposal

of

materialsusedinthe laboratory,with referenceto

WHMIS

^and

consumer

productlabellinginformation

(IP-ST3)

• predicttheapproximate equivalence pointfora strongmonoproticacid-strong monoproticbasetitration andselectanappropriate indicator

(IP-NS3, IP-NS4).

Performing and Recording

Studentswill:

20-D2.2s

conductinvestigations into relationships

between

and

among

^observablevariables

and

use abroad range oftools

and

techniquestogather

and

recorddata

and

information

• performatitrationto determinetheconcentrationof an acidor abaserestrictedto strongmonoprotic acid-strongmonoprotic base combinations

(PR-NS3)

• useprobes

and

softwareto collecttitrationdata

(PR-NS2) [ICT

C6-4.4]

• research

methods

usedbyindustrytoreduce emissions

(PR-ST1) [ICT

F2-4.4]

• design

a

prototype

ofa

chemicalindustrialplant(P

R-ST2)

.

Analyzing and Interpreting

Studentswill:

20-D2.3s

analyze data

and

apply mathematical

and

conceptual

models

to develop

and

assess possible solutions

• calculate theoreticalandactual yieldandpercentyield

and

error,

and

accountfor discrepanciesbetweenthe theoretical

and

actualyields

(AI-NS3, AI-NS4)

[ICT

C6-4.1]

• analyze

and

evaluateexperimental dataofaprecipitation reactiontodeterminethe concentrationofasolution

(AI-NS3, AI-NS4, AI-NS6) [ICT

C7-4.2]

• graph

and

analyzetitration curvesforacid-baseexperiments restricted tostrong monoproticacid-strongmonoproticbase combinations

(PR-NS4)

• use appropriate SI notation, fundamental

and

derived units

and

significant digits

when

performing stoichiometric calculations

(CT-ST2).

Note:

Some

oftheoutcomesaresupportedbyexamples. Theexamplesarewritteninitalicsanddonotformpart of the required

program

butareprovidedasanillustrationof

how

theoutcomesmight be developed.

UnitD: Quantitative Relationships in Chemical

Changes

Chemistry

20

/41

©AlbertaEducation, Alberta,Canada (2007)

Studentswilluse stoichiometry inquantitative analysis.

Communication

and

Teamwork

Studentswill:

20-D2.4s work

collaboratively inaddressingproblemsand applythe^skillsandconventionsof science in

communicating

informationandideasandinassessing results

• standardizeanacidicorabasicsolutionand

compare

group results

(PR-NS2)

•

draw a

flowchartfor

an

industrialchemical process

(CT-ST2)

• use integrated softwareeffectively

and

efficiently to

produce work

thatincorporates data, graphics

and

text

(CT-ST2) [ICT

P4-4.3).

Note:

Some

oftheoutcomesaresupportedbyexamples. Theexamplesarewrittenin italicsanddonotformpart of therequired

program

butareprovidedasanillustrationof

how

theoutcomesmightbedeveloped.

CHEMISTRY 30

Implementationof Chemistry 30ismandatoryin

September

2008.

Implementation prior tothisdate ^isnot approved.

Chemistry30 consistsoffourunitsofstudy:

A.

Thermochemical Changes

B. Electrochemical

Changes

C. Chemical

Changes

of Organic

Compounds

D. Chemical Equilibrium Focusing

on

Acid-Base Systems

Attitude

Outcomes

Students willbe encouraged todeveloppositive attitudes thatsupportthe responsible acquisition

and

application of

knowledge

related toscienceandtechnology.

The

followingattitude

outcomes

are to be developed throughout Chemistry 30, inconjunctionwiththe specific

outcomes

for

Knowledge;

Science,

Technology and

Society(STS);

and

Skills ineachunit.

Interest in Science

Studentswillbe

encouraged

to:

show

interestinscience-relatedquestionsand issuesandconfidentlypursue personalinterests

and

career possibilitieswithin science-relatedfields; e.g.,

• appreciate

how

scientific

problem

solving

and

thedevelopment

of new

technologiesarerelated

• recognize thecontributions

of

^science

and

technologytotheprogress

of

civilizations

• demonstrate interest inscience

and

technologytopicsrelatedtoeverydaylife

• recognize the usefulness

of

beingskilled atmathematics

and problem

solving

• explore

where

further science-

and

technology-related studies

and

^careers

^can

be

pursued

• investigatecafeers inthe_flelds

of

^research

and

industry.

Mutual

Respect

Studentswillbe

encouraged

to:

appreciatethat scientific understandingevolves

from

the interaction

of

ideas involvingpeople with differentviews

and

backgrounds;e.g.,

• useamultiperspective approach, consideringscientific, technological, economic, cultural, political

and

environmentalfactors

when

formulatingconclusions, solving

problems

or

making

decisions

on an STS

issue

• recognize thecontributions

of

^variouspeoples

and

cultures in

advancing

understanding

and

applications

of

^chemistry

• recognizethatthe scientific

approach

^isone

of many _{ways of}

viewing the universe

• recognizetheresearch contributions

of

both

men and women

• develop

an

interest inglobalenergyissues

and

the effectiveness

of

^localactivities incontributingto thesolution

ofproblems

relatedtoenergy.

Attitude

Outcomes

Chemistry30 /43

©AlbertaEducation, Alberta,Canada (2007)

Studentswillbe

encouraged

to:

seekand apply evidence

when

evaluatingalternative approachesto investigations,problems and issues;

e.g.,

• value the

need

for accuracy

and

precisionindata^collection

• appreciate the creativity

and

perseverance requiredtodevelop workablesolutionsto

problems

• toleratethe uncertainty involvedin experimentation

• appreciate that

knowledge of

^chemistryhasbeen

enhanced

byevidenceobtained

from

^the

application

of

technology, particularly instrumentsfor

making

measurements

and managing

data

• researchalternativemodels, explanations

and

theories

when

confronted with discrepant events

• evaluate, critically, inferences

and

conclusions

and

recognizebias, being

aware of

^the

many

variablesinvolvedinexperimentation

• appreciatethe importance

of

careful laboratory techniques

and

precise calculations inobtaining accurate results.

Collaboration

Studentswillbe

encouraged

to:

work

collaborativelyinplanningandcarrying outinvestigations andingeneratingandevaluatingideas;

eg.,

•

assume a

variety

of

^{roles within}

a

group, asrequired

• acceptresponsibilityfor

any

taskthathelpsthe

group

complete

an

activity

• evaluate theideas

of

^othersobjectively

• seekthepoints

of

^view

of

others

and

consider

a

multitude

of

perspectives.

Stewardship

Studentswillbe

encouraged

to:

demonstrate sensitivityand responsibilityinpursuing a balancebetweentheneedsof

humans

anda sustainableenvironment;e.g.,

• consider

a

variety

of

perspectives

when

addressingissuesrelatedjo energy use, weighingscientific, technological

and

ecological factors

• develop

a

sense

of

responsibility

toward

the use

of

^energy

• develop

a

sense

of

responsibilityregardingtheuse

and

disposal

of

^chemicals

and

materials

• identify

and

evaluate

ways of

usingchemicalpotentialenergysourcesefficiently

• develop

an

awareness that theapplication

of

^{technologyhasrisks}

and

benefits

• evaluate thecontributions

of

technologicalinnovations toquality

of

life

and

care

of

^theenvironment

• evaluate thechoices that scientists

and

technologists

make when

carrying out controversial research.

Safety

Students willbe

encouraged

to:

show

concernfor safety inplanning, carrying outand reviewingactivities, referring to the

Workplace Hazardous

Materials InformationSystem

(WHMIS)

and

consumer

productlabellinginformation;e.g.,

• include safetyas

a

requirementin scientific

and

technologicalendeavours

• use equipment

and

materials appropriately

•

assume

responsibilityforthe safety

of

allthose

who

share

a common

working environment

• useminimalquantities

of

^chemicals

when

performing experiments

• keepthe workstationuncluttered, ensuringthatonly appropriate laboratory materials are present

• cleanupafter

an

activity

and

dispose

of

materials inasafe place, according^tosafety guidelines.

In document problems and issues. By doing so, students become aware of the role of science in responding (Page 40-47)