Download - Chemistry Ontario Curriculum syllabus
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7/25/2019 Chemistry Ontario Curriculum syllabus
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Chemistry Ontario, Canada
Grade 11
Big Ideas
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Matter, Chemical Trends,
and Chemical Bonding
Every element has predictable chemical and physical properties determined by its structure.
The type of chemical bond in a compound determines the physical and chemical properties of that compound.
It is important to use chemicals properly to minimie the ris!s to human health and the environment.
Chemical Reactions Chemicals react in predictable "ays.
Chemical reactions and their applications have significant implications for society and the environment.Quantities in Chemical
Reactions
#elationships in chemical reactions can be described $uantitatively.
The efficiency of chemical reactions can be determined and optimied by applying an understanding of
$uantitative relationships in such reactions.
Solutions and Solubility %roperties of solutions can be described $ualitatively and $uantitatively, and can be predicted.&iving things depend for their survival on the uni$ue physical and chemical properties of "ater.
%eople have a responsibility to protect the integrity of Earth's "ater resources.
Gases and Atmospheric
Chemistry
%roperties of gases can be described $ualitatively and $uantitatively, and can be predicted.
(ir $uality can be affected by human activities and technology.
%eople have a responsibility to protect the integrity of Earth's atmosphere.
A. Scientific Investigation Skills and Career Exploration
Overall Expectations
Throughout this course, students "ill)
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(1. demonstrate scientific investigation s!ills *related to both in$uiry and research+ in the four areas of s!ills *initiating and planning, performing
and recording, analysing and interpreting, and communicating+
(-. Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to
those fields.
Learning
objective
Science process
skill
Specific Expectations / Learning Outcome
(1.
cientific
Investigation
!ills
Initiating and
lanning !I"#
Throughout this course, students "ill)
(1.1 formulate relevant scientific $uestions about observed relationships, ideas, problems, or issues, ma!e
informed predictions, and/or formulate educated hypotheses to focus in$uiries or research(1.- select appropriate instruments *e.g., a balance, glass"are, titration instruments+ and materials *e.g.,
molecular model !its, solutions+, and identify appropriate methods, techni$ues, and procedures, for each
in$uiry
(1.0 identify and locate a variety of print and electronic sources that enable them to address research topics
fully and appropriately(1. apply !no"ledge and understanding of safe laboratory practices and procedures "hen planning
investigations by correctly interpreting 2or!place 3aardous 4aterials Information ystem *234I+
symbols by using appropriate techni$ues for handling and storing laboratory e$uipment and materials and
disposing of laboratory materials and by using appropriate personal protection *e.g., "earing safety goggles+
erforming and
$ecording !$"#
(1.5 conduct in$uiries, controlling relevant variables, adapting or e6tending procedures as re$uired, and
using appropriate materials and e$uipment safely, accurately, and effectively, to collect observations and data(1.7 compile accurate data from laboratory and other sources, and organie and record the data, using
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appropriate formats, including tables, flo" charts, graphs, and/or diagrams
(1.8 select, organie, and record relevant information on research topics from a variety of appropriate
sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of
academic documentation
Anal%sing and
Interpreting !AI"#
(1.9 synthesie, analyse, interpret, and evaluate $ualitative and $uantitative data solve problems involving
$uantitative data determine "hether the evidence supports or refutes the initial prediction or hypothesis and
"hether it is consistent "ith scientific theory identify sources of bias and error and suggest improvements to
the in$uiry to reduce the li!elihood of error(1.: analyse the information gathered from research sources for logic, accuracy, reliability, ade$uacy, and
bias
(1.1; dra" conclusions based on in$uiry results and research findings, and
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#aymond &emieu6, &ouis Taillefer, =. >enneth 3are+, to the fields under study
&. 'atter( C)emical *rends( and C)emical &onding
Overall Expectations
By the end of this course, students "ill)
B1. (nalyse the properties of commonly used chemical substances and their effects on human health and the environment, and propose "ays to
lessen their impact
B-. Investigate physical and chemical properties of elements and compounds, and use various methods to visually represent them
B0. ?emonstrate an understanding of periodic trends in the periodic table and ho" elements combine to form chemical bonds.
Learning
objective
Science
process
skill
Specific Expectations / Learning Outcome Sample issue Sample +uestion
B1. #elating
cience to
Technology,
ociety, and the
Environment
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(I, CA
By the end of this course, students "ill)
B1.1 analyse, on the basis of research, the properties of a
commonly used but potentially harmful chemical substance
*e.g., fertilier, pesticide, a household cleaning product,
materials used in electronics and batteries+ and ho" that
substance affects the environment, and propose "ays to lessen
the harmfulness of the substance *e.g., by reducing the amount
used, by modifying one of its chemical components+ or identify
alternative substances that could be used for the same purpose
Sample issue: 4any
commercial household
cleaning products contain
corrosive substances that
can accumulate in the
environment. There are
no" many green
cleaners that do not
contain these substances,
although some of these
products may not be as
Sample questions:
2hy is it more
environmentally
friendly to use late6
rather than oilDbased
paint 2hy should
paint never be poured
do"n a drain
2hat properties of
some common
pharmaceuticals allo"
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@(I, CA
B1.- evaluate the ris!s and benefits to human health of some
commonly used chemical substances *e.g., chemical additives
in foods pharmaceuticals cosmetics and perfumes household
cleaning products+
environmentally friendly
as claimed.
Sample issue: (rtificial
s"eeteners, such as
aspartame, are used as
sugar substitutes to reduce
calories in processed foods
and beverages. (lthough
such s"eeteners may
benefit people "ho are
"atching their "eight, or
those "ith diabetes, some
e6perts say that their
harmful effects on human
health may out"eigh their
benefits.
them to stay in "ater
systems and influence
the gro"th and
development of
organisms 2hat are
some "ays in "hich
this impact can be
reduced
Sample questions:
3o" can the use of
nonDstic! coo!"are
help reduce the
amount of fat in our
diet 2hat ris!s are
associated "ith the use
of such coo!"are
2hat are the ris!s and
benefits of using
sunscreens that
contain %(B( 2hat
are the ris!s and
benefits of using
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insect repellents that
contain ?EET
B-. ?eveloping
!ills of
Investigation
and
Communicatio
n
@CA
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CA
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By the end of this course, students "ill)
B-.1 use appropriate terminology related to chemical trends
and chemical bonding, including, but not limited to) atomic
radius, effective nuclear charge, electronegativity, ionization
energy, and electron affinity
B-.- analyse data related to the properties of elements "ithin a
period *e.g., ioniation energy, atomic radius+ to identify
general trends in the periodic table
B-.0 use an in$uiry process to investigate the chemical
reactions of elements *e.g., metals, nonDmetals+ "ith other
substances *e.g., o6ygen, acids, "ater+, and produce an activityseries using the resulting data
B-. dra" &e"is structures to represent the bonds in ionic and
molecular compounds
B-.5 predict the nature of a bond *e.g., nonDpolar covalent,
polar covalent, ionic+, using electronegativity values of atomsB-.7 build molecular models, and "rite structural formulae, for
molecular compounds containing single and multiple bonds
*e.g., CO-, 3-O, C-3+, and for ionic crystalline structures
*e.g., FaCl+
B-.8 "rite chemical formulae of binary and polyatomic
compounds, including those "ith multiple valences, and name
the compounds using the International nion of %ure and
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(pplied Chemistry *I%(C+ nomenclature system
B0.
nderstanding
Basic Concepts
By the end of this course, students "ill)
B0.1 e6plain the relationship bet"een the atomic number and
the mass number of an element, and the difference bet"een
isotopes and radioisotopes of an element
B0.- e6plain the relationship bet"een isotopic abundance of an
element's isotopes and the relative atomic mass of the element
B0.0 state the periodic la", and e6plain ho" patterns in the
electron arrangement and forces in atoms result in periodic
trends *e.g., in atomic radius, ioniation energy, electron
affinity, electronegativity+ in the periodic table
B0. e6plain the differences bet"een the formation of ionic
bonds and the formation of covalent bondsB0.5 compare and contrast the physical properties of ionic and
molecular compounds *e.g., FaCl and C3 FaO3 and 3-O+
C. Chemical #eactions
Overall E6pectations
By the end of this course, students "ill)
C1. analyse chemical reactions used in a variety of applications, and assess their impact on society and the environmentC-. investigate different types of chemical reactions
C0. demonstrate an understanding of the different types of chemical reactions
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Learning
objective
Science
process
skill
Specific Expectations / Learning Outcome Sample issue Sample +uestion
C1. #elating
cience to
Technology,
ociety, and the
Environment
@I%, %#,
(I, CA
By the end of this course, students "ill)C1.1 analyse, on the basis of research, chemical reactions used
in various industrial processes
*e.g., pulp and paper production, mining, chemical
manufacturing+ that can have an impact on the health and
safety of local populations
Sample issue: crubber
systems are a group of air
pollution control devices
used by industry to
remove or neutralie acid
e6haust gases before they
reach the atmosphere.
crubber technologieshelp to reduce acid
precipitation, but there are
many different scrubbing
techni$ues "ith varying
levels of effectiveness in
controlling acid gas
emissions.
Sample issue: Base metal
smelting produces useful
metals such as inc, lead,
Sample questions:
3o" are chemical
reactions used to
remediate
environments affected
by chemical spills
3o" can tailing ponds
be rehabilitated tolessen the effects of
haardous chemicals
on plant populations
2hat types of
chemical reactions can
change a to6ic
chemical into one that
is less to6ic or nonD
to6ic
Sample questions:
2hat are some
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@(I, CA
C1.- assess the effectiveness of some applications of chemical
reactions that are used to address social and environmental
needs and problems
copper, and nic!el directly
from their ores. 3o"ever,
during smelting, harmful
compounds can be
released into the
environment, including
cadmium, arsenic, sulfur
dio6ide, and mercury, all
of "hich can endanger the
health and safety of local
populations.
chemical reactions
used in the
manufacture of paper
3o" might the
reactants or products of
the pulp and paper
production process
affect the health of
people living near the
plant In "hat "ays
might the leaching of
chemicals from tailing
ponds affect the "ater
$uality in a local
community In "hat
"ays do to6ic chemical
fires affect local
communities
C-. ?eveloping
!ills of
Investigation
and
@CA
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By the end of this course, students "ill)
C-.1 use appropriate terminology related to chemical reactions,
including, but not limited to) neutralization, precipitate, acidic,
and basic
C-.- "rite balanced chemical e$uations to represent synthesis,
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Communicatio
n
CA
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decomposition, single displacement, double displacement, and
combustion reactions, using the I%(C nomenclature system
C-.0 investigate synthesis, decomposition, single displacement,
and double displacement reactions, by testing the products of
each reaction *e.g., test for products such as gases, the presenceof an acid, or the presence of a base+
C-. predict the products of different types of synthesis and
decomposition reactions *e.g., synthesis reactions in "hich
simple compounds are formed synthesis reactions of metallic
or nonDmetallic o6ides "ith "ater decomposition reactions, in
"hich a chemical compound is separated into several
compounds+
C-.5 predict the products of single displacement reactions,
using the metal activity series and the halogen series
C-.7 predict the products of double displacement reactions
*e.g., the formation of precipitates or gases neutraliation+
C-.8 design an in$uiry to demonstrate the difference bet"een a
complete and an incomplete combustion reaction
C-.9 plan and conduct an in$uiry to compare the properties of
nonDmetal o6ide solutions and metal o6ide solutions *e.g.,
carbon dio6ide reacts "ith "ater to ma!e "ater acidic
magnesium o6ide reacts "ith "ater to ma!e "ater basic+
C-.: investigate neutraliation reactions *e.g., neutralie a
dilute solution of sodium hydro6ide "ith a dilute solution of
hydrochloric acid, and isolate the sodium chloride produced+
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C-.1; plan and conduct an in$uiry to demonstrate a single
displacement reaction, using elements from the metal activity
series
C0.
nderstanding
Basic Concepts
By the end of this course, students "ill)
C0.1 identify various types of chemical reactions, including
synthesis, decomposition, single displacement, double
displacement, and combustion
C0.- e6plain the difference bet"een a complete combustion
reaction and an incomplete combustion reaction *e.g., complete
and incomplete combustion of hydrocarbon fuels+
C0.0 e6plain the chemical reactions that result in the formation
of acids and bases from metal o6ides and nonDmetal o6ides
*e.g., calcium o6ide reacts "ith "ater to produce a basicsolution carbon dio6ide reacts "ith "ater to produce an acidic
solution+
?. Huantities in Chemical #eactions
Overall E6pectations
By the end of this course, students "ill)
?1. analyse processes in the home, the "or!place, and the environmental sector that use chemical $uantities and calculations, and assess the
importance of $uantitative accuracy in industrial chemical processes
?-. investigate $uantitative relationships in chemical reactions, and solve related problems
?0. demonstrate an understanding of the mole concept and its significance to the $uantitative analysis of chemical reactions.
Learning Science Specific Expectations / Learning Outcome Sample issue Sample +uestion
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objective process
skill
?1. #elating
cience to
Technology,ociety, and the
Environment
@(I, CA
@I%, %#,
(I, CA
By the end of this course, students "ill)
?1.1 analyse processes in the home, the "or!place, and the
environmental sector that involve the use of chemical
$uantities and calculations
*e.g., mi6ing household cleaning solutions, calculating
chemotherapy doses, monitoring pollen counts+
?1.- assess, on the basis of research, the importance of
$uantitative accuracy in industrial chemical processes and the
potential impact on the environment if $uantitative accuracy is
not observed
Sample issue: 3ealth care
professionals are e6pected
to calculate dosages of
prescription drugs
accurately and safely. This
re$uires precision in
applying fractions,
decimals, ratios,
percentages, and metric
conversions.
?espite the care ta!en by
health care professionals,
improper medication use
by patients accounts for
about 0; of hospital
emergency department
visits.
Sample issue: Errors in
$uantitative accuracy have
Sample questions:
2hy is ba!ing po"der
used in ca!e batter
2hat happens "hen
too much or too little
of that ingredient is
used 2hy might t"o
people on the same
drug regimen not
necessarily ta!e the
same dosage to treat
the same illness 3o"
are carbon dio6ide
emissions calculated
and "hy are they
monitored
Sample questions:
2hy is it important to
use the correct saltD
sand mi6 on high"ays
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played a role in many
industrial chemical
disasters "orld"ide.
=ailing to ad
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@(IA
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number of particles, and atomic mass
?-. determine the empirical formulae and molecular formulae
of various chemical compounds, given molar masses and
percentage composition or mass data
?-.5 calculate the corresponding mass, or $uantity in moles or
molecules, for any given reactant or product in a balanced
chemical e$uation as "ell as for any other reactant or product
in the chemical reaction
?-.7 solve problems related to $uantities in chemical reactions
by performing calculations involving percentage yield and
limiting reagents
?-.8 conduct an in$uiry to determine the actual yield,
theoretical yield, and percentage yield of the products of a
chemical reaction *e.g., a chemical reaction bet"een steel "ool
and copper*II+ sulfate solution+, assess the effectiveness of the
procedure, and suggest sources of e6perimental error
?0.
nderstanding
Basic Concepts
By the end of this course, students "ill)?0.1 e6plain the la" of definite proportions
?0.- describe the relationships bet"een (vogadro's number,
the mole concept, and the molar mass of any given substance
?0.0 e6plain the relationship bet"een the empirical formula
and the molecular formula of a chemical compound
?0. e6plain the $uantitative relationships e6pressed in a
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balanced chemical e$uation, using appropriate units of measure
*e.g., moles, grams, atoms, ions, molecules+
E. olutions and olubility
Overall E6pectationsBy the end of this course, students "ill)
E1. analyse the origins and effects of "ater pollution, and a variety of economic, social, and environmental issues related to drin!ing "ater
E-. investigate $ualitative and $uantitative properties of solutions, and solve related problems
E0. demonstrate an understanding of $ualitative and $uantitative properties of solutions.
Learning
objective
Science
process
skill
Specific Expectations / Learning Outcome Sample issue Sample +uestion
E1. #elating
cience to
Technology,
ociety, and the
Environment
@(I, CA
By the end of this course, students "ill)
E1.1 analyse the origins and cumulative effects of pollutants
that enter our "ater systems *e.g., landfill leachates,
agricultural runDoff, industrial effluents, chemical spills+, and
e6plain ho" these pollutants affect "ater $uality
Sample issue: Golf
courses use fertilier and
irrigation systems to
sustain the vegetation.
3o"ever, chemical
substances, "hen
combined "ith "ater, may
Sample questions:
2hat pollutants might
be found in untreated
"aste"ater from a
chic!en farm or a
poultryDprocessing
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@(I, CAE1.- analyse economic, social, and environmental issues
related to the distribution, purification, or use of drin!ing "ater
*e.g., the impact on the environment of the use of bottled
"ater+
run off and pollute local
"ater systems.
Sample issue: In
developing countries,
thousands of people,
many of them children,
die every year from
drin!ing contaminated
"ater.
4any of these countries
cannot afford to build
"ater treatment plants. In
Forth (merica, "here
safe "ater is generally
plant 3o" do
leachates from old
landfill sites enter our
"ater system 3o"
might they affect the
"ater $uality of local
streams 2hat are
some of the sources
and effects of mercury
in "ater systems
2hat impact might this
contaminant have on
(boriginal
communities that
depend on fishing as a
source of food
Sample questions:
2hat are the economic
costs of building,
maintaining, and
monitoring "aterD
purification plants
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available, "e spend
millions of dollars on
bottled "ater, draining
sources of fresh "ater and
challenging "asteD
disposal systems.
2hat are the social and
environmental costs if
these plants are not
properly maintained
and monitored 3o"
effective are municipal
"aste"ater treatment
processes at removing
pharmaceuticals such
as hormones and
antibiotics from our
drin!ing "ater 2hat
public health concerns
are associated "ith the
consumption of "ater
bottled in plastic
containers
E-. ?eveloping
!ills of
Investigation
and
Communicatio
@CA
@(I, CA
By the end of this course, students "ill)
E-.1 use appropriate terminology related to a$ueous solutionsand solubility, including, but not limited to) concentration,
solubility, precipitate, ionization, dissociation, pH, dilute,
solute, andsolvent
E-.- solve problems related to the concentration of solutions
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n
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by performing calculations involving moles, and e6press the
results in various units *e.g., moles per litre, grams per 1;; m&,
parts per million or parts per billion, mass, volume per cent+
E-.0 prepare solutions of a given concentration by dissolving a
solid solute in a solvent or by diluting a concentrated solution E-. conduct an investigation to analyse $ualitative and
$uantitative properties of solutions *e.g., perform a $ualitative
analysis of ions in a solution+
E-.5 "rite balanced net ionic e$uations to represent
precipitation and neutraliation reactions
E-.7 use stoichiometry to solve problems involving solutions
and solubility
E-.8 determine the concentration of an acid or a base in a
solution *e.g., the concentration of acetic acid in vinegar+,
using the acidJbase titration techni$ue
E-.9 conduct an investigation to determine the concentrations
of pollutants in their local treated drin!ing "ater, and compare
the results to commonly used guidelines and standards *e.g.,
provincial and federal standards+
E0.nderstanding
Basic Concepts
By the end of this course, students "ill)E0.1 describe the properties of "ater *e.g., polarity, hydrogen
bonding+, and e6plain "hy these properties ma!e "ater such a
good solvent
E0.- e6plain the process of formation for solutions that are
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produced by dissolving ionic and molecular compounds *e.g.,
salt, o6ygen+ in "ater, and for solutions that are produced by
dissolving nonDpolar solutes in nonDpolar solvents *e.g., grease
in vegetable oil+
E0.0 e6plain the effects of changes in temperature and pressureon the solubility of solids, li$uids, and gases *e.g., e6plain ho"
a change in temperature or atmospheric pressure affects the
solubility of o6ygen in la!e "ater+
E0. identify, using a solubility table, the formation of
precipitates in a$ueous solutions *e.g., the use of iron or
aluminum compounds to precipitate and remove phosphorus
from "aste"ater+
E0.5 e6plain the (rrhenius theory of acids and basesE0.7 e6plain the difference bet"een strong and "ea! acids, and
bet"een strong and "ea! bases, in terms of degree of
ioniation
=. Gases and (tmospheric
Chemistry
Overall E6pectations
By the end of this course, students "ill)
=1. analyse the cumulative effects of human activities and technologies on air $uality, and describe some Canadian initiatives to reduce air pollution,
including "ays to reduce their o"n carbon footprint
=-. investigate gas la"s that e6plain the behaviour of gases, and solve related problems
=0. demonstrate an understanding of the la"s that e6plain the behaviour of gases.
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Learning
objective
Science
process
skill
Specific Expectations / Learning Outcome Sample issue Sample +uestion
=1. #elating
cience toTechnology,
ociety, and the
Environment
@(I, CA
@(I, CA
By the end of this course, students "ill)
=1.1 analyse the effects on air $uality of some technologies and
human activities *e.g., smelting driving gasDpo"ered vehicles+,
including their o"n activities, and propose actions to reduce
their personal carbon footprint
=1.- assess air $uality conditions for a given Canadian
location, using Environment Canada's (ir Huality 3ealth
Inde6, and report on some Canadian initiatives to improve air
$uality and reduce greenhouse gases *e.g., Ontario's ?riveClean program to control vehicle emissions+
Sample issue: GasD
po"ered la"nmo"ers cutgrass $uic!ly and
efficiently, but they emit
greenhouse gases.
3o"ever, there are several
alternatives, including
electric or push mo"ers or
replacing la"n "ith a
naturalied garden.
Sample issue:
3istorically, mining andsmelting polluted the air,
land, and "ater around
udbury, Ontario. 4ore
Sample questions: In
"hat "ays does ourconsumption of
products imported
from distant countries
affect our carbon
footprint 3o" might
eat localJbuy local
initiatives help to
reduce our carbon
footprint 3o"
effectively does the use
of digital
communications for
business reduce our
carbon footprint
Sample questions:
3o" effective has
Ontario's ?rive Clean
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recently, as a result of
government regulations,
industry has significantly
reduced emissions,
leading to an
improvement in air
$uality and reversal in the
acidification of local
"ater"ays.
program been in
reducing greenhouse
gas emissions in the
province 2hat are
some industrial and
geographic factors that
might ma!e air $uality
in some communities
very different from that
in others 2hat are
some municipal
governments doing to
improve local air
$uality 3o" can
public transit
initiatives help
improve air $uality
2hat are the
limitations of suchinitiatives
=-. ?eveloping
!ills of
Investigation
By the end of this course, students "ill)
=-.1 use appropriate terminology related to gases and
atmospheric chemistry, including, but not limited to)standard
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and behaviour of gases in terms of types and degrees of
molecular motion
=0. describe, for an ideal gas, the $uantitative relationships
that e6ist bet"een the variables of pressure, volume,
temperature, and amount of substance=0.5 e6plain ?alton's la" of partial pressures, Boyle's la",
Charles's la", GayD&ussac's la", the combined gas la", and the
ideal gas la"
=0.7 e6plain (vogadro's hypothesis and ho" his contribution
to the gas la"s has increased our understanding of the chemical
reactions of gases
Chemistry, Grade 1-
Big Ideas
rganic
Chemistry
Organic compounds have predictable chemical and physical properties determined by their respective structures.Organic chemical reactions and their applications have significant implications for society, human health, and the
environment.
Structure and
!roperties o"
Matter
The nature of the attractive forces that e6ist bet"een particles in a substance determines the properties and limits the uses of
that substance.
Technological devices that are based on the principles of atomic and molecular structures can have societal benefits and
costs.
#nergy Changes Energy changes and rates of chemical reactions can be described $uantitatively.
Efficiency of chemical reactions can be improved by applying optimal conditions.
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and Rates o"
Reaction
Technologies that transform energy can have societal and environmental costs and benefits.
Chemical
Systems and
#quilibrium
Chemical systems are dynamic and respond to changing conditions in predictable "ays.
(pplications of chemical systems at e$uilibrium have significant implications for nature and industry.
#lectrochemistry O6idation and reduction are paired chemical reactions in "hich electrons are transferred from one substance to another in a
predictable "ay.
The control and applications of o6idation and reduction reactions have significant implications for industry, health and
safety, and the environment.
(. cientific Investigation !ills and Career E6ploration
Overall E6pectations
Throughout this course, students "ill)
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(1. demonstrate scientific investigation s!ills *related to both in$uiry and research+ in the four areas of s!ills *initiating and planning, performing
and recording, analysing and interpreting, and communicating+
(-. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to
those fields.
Learningobjective
Science processskill
Specific Expectations / Learning Outcome
(1.
cientific
Investigation
!ills
Initiating and
%lanning @I%AK
(1.1 formulate relevant scientific $uestions about observed relationships, ideas, problems, or issues, ma!e
informed predictions, and/or formulate educated hypotheses to focus in$uiries or research(1.- select appropriate instruments *e.g., glass"are, calorimeter, thermometer+ and materials
*e.g., chemical compounds and solutions+, and identify appropriate methods, techni$ues, and procedures, for
each in$uiry
(1.0 identify and locate a variety of print and electronic sources that enable them to address research topics
fully and appropriately(1. apply !no"ledge and understanding of safe laboratory practices and procedures "hen planning
investigations by correctly interpreting 2or!place 3aardous 4aterials Information ystem *234I+
symbols by using appropriate techni$ues for handling and storing laboratory e$uipment and materials and
disposing of laboratory materials and by using appropriate personal protection *e.g., "earing safety goggles+
%erforming and
#ecording @%#AK
(1.5 conduct in$uiries, controlling relevant variables, adapting or e6tending procedures as re$uired, and
using appropriate materials and e$uipment safely, accurately, and effectively, to collect observations and data
(1.7 compile accurate data from laboratory and other sources, and organie and record the data, using
appropriate formats, including tables, flo" charts, graphs, and/or diagrams(1.8 select, organie, and record relevant information on research topics from a variety of appropriate
sources, including electronic, print, and human sources, using suitable formats and an accepted form of
academic documentation
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(nalysing and
Interpreting @(IAK
(1.9 synthesie, analyse, interpret, and evaluate $ualitative and/or $uantitative data solve problems
involving $uantitative data determine "hether the evidence supports or refutes the initial prediction or
hypothesis and "hether it is consistent "ith scientific theory identify sources of bias and error and suggest
improvements to the in$uiry to reduce the li!elihood of error
(1.: analyse the information gathered from research sources for logic, accuracy, reliability, ade$uacy, andbias
(1.1; dra" conclusions based on in$uiry results and research findings, and
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Overall E6pectations
By the end of this course, students "ill)
B1. assess the social and environmental impact of organic compounds used in everyday life, and propose a course of action to reduce the use of
compounds that are harmful to human health and the environment
B-. investigate organic compounds and organic chemical reactions, and use various methods to represent the compounds
B0. demonstrate an understanding of the structure, properties, and chemical behaviour of compounds "ithin each class of organic compounds.
Learning
objective
Science
process
skill
Specific Expectations / Learning Outcome Sample issue Sample +uestion
B1. #elating
cience to
Technology,
ociety, and the
Environment
@(I, CA
By the end of this course, students "ill)
B1.1 assess the impact on human health, society, and the
environment of organic compounds used in everyday life *e.g.,
polymers, nutritional supplements, food additives,
pharmaceuticals, pesticides+
Sample issue: Organic
solvents can dissolve
many substances such as
paint, oil, and grease.
They are used to produce
plastics, dyes, detergents,
te6tiles, and
pharmaceuticals.
3o"ever, "or!ers
e6posed to organic
solvents may e6perience
longDterm effects on their
health. (lso, solvents
Sample questions:
2hat methods should
be used to safely
dispose of volatile
organic compounds
2hat 234I symbols
or 3ousehold
3aardous 2aste
ymbols *332+should appear on
containers of
pesticides 2hy are
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from industrial spills and
lea!s can leach into soil
and ground"ater, posing
serious health and
environmental ris!s.
organic compounds
added to food
products 2hat impact
can these additives
have on human health
@(I, CA B1.- propose a personal course of action to reduce the use of
compounds that are harmful to human health and the
environment *e.g., "eed la"ns by hand rather than using
herbicides, use cloth bags for shopping to reduce the number of
plastic bags in landfill sites, choose fuelDefficient or hybrid
vehicles to reduce fossil fuel emissions+
Sample issue: 4any
Ontario communities have
banned the use of
pesticides. (s a
conse$uence of these byD
la"s, many homeo"ners
are see!ing alternative
"ays of controlling "eeds
in their la"ns.
Sample questions:
3o" long does it ta!e
for plastic garbage
bags to decompose in a
landfill site 2hat
biodegradable
materials can be used
to replace polystyrene
as a pac!aging
material 2hat are
some technologies and
features that are
ma!ing ne" cars more
fuelDefficient
B-. ?eveloping
!ills of
Investigation
@CA
By the end of this course, students "ill)
B-.1 use appropriate terminology related to organic chemistry,
including, but not limited to) organic compound, functional
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and
Communicatio
n
@(I, CA
@%#, (IA
group, saturated hydrocarbon, unsaturated hydrocarbon,
structuralisomer, stereoisomer, andpolymer
B-.- use International nion of %ure and (pplied Chemistry
*I%(C+ nomenclature conventions to identify names, "rite
chemical formulae, and create structural formulae for the
different classes of organic compounds, including
hydrocarbons, alcohols, aldehydes, !etones, carbo6ylic acids,
esters, ethers, amines, amides, and simple aromatic compounds
B-.0 build molecular models for a variety of simple organic
compounds @%#, (I, CA B-. analyse, on the basis of in$uiry,
various organic chemical reactions *e.g., production of esters,
polymeriation, o6idation of alcohols, multiple bonds in an
organic compound, combustionreactions, addition reactions+
B0.
nderstanding
Basic Concepts
By the end of this course, students "ill)
B0.1 compare the different classes of organic compounds,
including hydrocarbons, alcohols, aldehydes, !etones,
carbo6ylic acids, esters, ethers, amines, and amides, by
describing the similarities and differences in names and
structural formulae of the compounds "ithin each class
B0.- describe the similarities and differences in physicalproperties *e.g., solubility in different solvents, odour, melting
point, boiling point+ "ithin each class of organic compounds
B0.0 e6plain the chemical changes that occur during various
types of organic chemical reactions, including substitution,
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addition, elimination, o6idation, esterification, and hydrolysis
B0. e6plain the difference bet"een an addition reaction and a
condensation polymeriation reactionB0.5 e6plain the concept of isomerism in organic compounds,
and ho" variations in the properties of isomers relate to their
structural and molecular formulae
C. tructure and %roperties of 4atter
Overall E6pectationsBy the end of this course, students "ill)
C1. assess the benefits to society and evaluate the environmental impact of products and technologies that apply principles related to the structure
and properties of matter
C-. investigate the molecular shapes and physical properties of various types of matter
C0. demonstrate an understanding of atomic structure and chemical bonding, and ho" they relate to the physical properties of ionic, molecular,
covalent net"or!, and metallic substances.
Learning
objective
Science
process
skill
Specific Expectations / Learning Outcome Sample issue Sample +uestion
C1. #elating
cience to
Technology,
ociety, and the
Environment
@(I, CA
By the end of this course, students "ill)
C1.1 assess the benefits to society of technologies that are
based on the principles of atomic and molecular structures
*e.g., magnetic resonance imaging @4#IA, infraredspectroscopy, LDray crystallography, nuclear energy, medical
applications of spectroscopy and mass spectrometry+
Sample issue: In
medicine, radioisotopes
are bonded "ith chemical
compounds to form
radioactive tracers, "hich
are then in
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radiation emitted by the
tracers allo"s doctors to
obtain images of organ
systems, facilitating the
early and accurate
diagnosis of disease.
3o"ever, to avoid
radioactive contamination,
care must be ta!en in the
storage, use, and disposal
of this material.
mass spectrometry
advanced our
understanding of
atomic and molecular
structure 2hat social
benefits are associated
"ith such advances
@(I, CA C1.- evaluate the benefits to society, and the impact on the
environment, of specialied materials that have been created on
the basis of scientific research into the structure of matter and
chemical bonding *e.g., bulletproof fabric, nanotechnologies,
superconductors, instant adhesives+
Sample issue:
Fanoparticles have many
potential applications in
medicine, including the
improvement of drug
delivery systems, the
enhancement of
diagnostic images, and
use in surgical robotics,
all of "hich could
improve the effectiveness
of our health care system.
Sample questions:
2hat precautions are
ta!en to protect the
health and safety of
people "or!ing "ith
nanoparticles 2hat
properties of
disposable diapers
enable them to hold so
much li$uid 2hat
impact has the
"idespread use of such
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3o"ever, nanoparticle
contamination can have a
negative effect on the
environment.
diapers had on the
environment 2hat
impact has the
development of
synthetic fibres, such
as nylon, had on
society 2hat "ould
your life be li!e if
there "ere no plastics
In "hat "ays has the
invention of the silicon
chip changed societyC-. ?eveloping
!ills of
Investigation
and
Communicatio
n
By the end of this course, students "ill)
C-.1 use appropriate terminology related to structure and
properties of matter, including, but not limited to) orbital,
emission spectrum, energy level,photon, and dipole @CA
C-.- use the %auli e6clusion principle, 3und's rule, and the
aufbau principle to "rite electron configurations for a variety
of elements in the periodic table @(I, CA
C-.0 predict the shapes of simple molecules and ions *e.g.,
C3, O0, O-, 3-O, F3M+, using the valence shell electron
pair repulsion *NE%#+ model, and dra" diagrams to represent
their molecular shapes @(I, CA
C-. predict the polarity of various chemical compounds,
-
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based on their molecular shapes and the difference in the
electronegativity values of the atoms @(IA
C-.5 predict the type of solid *ionic, molecular, covalent
net"or!, metallic+ formed by a given substance in a chemical
reaction, and describe the properties of that solid @(IA
C-.7 conduct an in$uiry to observe and analyse the physical
properties of various substances *e.g., salts, metals+ and to
determine the type of chemical bonding present in each
substance @%#, (IA
C0.
nderstanding
Basic Concepts
By the end of this course, students "ill)
C0.1 e6plain ho" e6perimental observations and inferences
made by Ernest #utherford and Fiels Bohr contributed to the
development of the planetary model of the hydrogen atom
C0.- describe the electron configurations of a variety of
elements in the periodic table, using the concept of energy
levels in shells and subshells, as "ell as the %auli e6clusion
principle, 3und's rule, and the aufbau principle
C0.0 identify the characteristic properties of elements in each
of thes, p, and dbloc!s of the periodic table, and e6plain the
relationship bet"een the position of an element in the periodic
table, its properties, and its electron configurationC0. e6plain ho" the physical properties of a solid or li$uid
*e.g., solubility, boiling point, melting point, melting point
suppression, hardness, electrical conductivity, surface tension+
depend on the particles present and the types of intermolecular
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and intramolecular forces *e.g., covalent bonding, ionic
bonding, Nan der 2aals forces, hydrogen bonding, metallic
bonding+
C0.5 describe a Canadian contribution to the field of atomic
and molecular theory *e.g., the "or! of #ichard =.2. Bader of
4c4aster niversity on electronic density in small molecules
the "or! of #obert . &e#oy of the niversity of 2aterloo on
the mathematical techni$ue to determine the atomic radius of
molecules !no"n as the &e#oy #adius the "or! of #onald .
Gillespie of 4c4aster niversity on the NE%# model+
,. Energ% C)anges and $ates of $eaction
Overall Expectations
By the end of this course, students "ill)
?1. analyse technologies and chemical processes that are based on energy changes, and evaluate them in terms of their efficiency and their effects on
the environment
?-. investigate and analyse energy changes and rates of reaction in physical and chemical processes, and solve related problems
?0. demonstrate an understanding of energy changes and rates of reaction.
Learningobjective
Scienceprocess
skill
Specific Expectations / Learning Outcome Sample issue Sample +uestion
?1. #elating
cience to
By the end of this course, students "ill)
?1.1 analyse some conventional and alternative energy
Sample issue: The
cooling of homes and
Sample questions:
2hat proportion of
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Technology,
ociety, and the
Environment
technologies *e.g., fossil fuelJburning po"er plants, hydroD
po"ered generators, solar panels, "ind turbines, fuel cells+,
and evaluate them in terms of their efficiency and impact on
the environment @(I, CA
commercial buildings in
summer re$uires more
energy than heating in the
"inter at pea! times.
Bro"nouts are more
li!ely in summer than in
"inter. 3o"ever, ne"
technologies use deep
la!e "ater cooling as an
alternative to conventional
air conditioning systems
in office to"ers. Thissignificantly reduces
energy use and its
environmental impact.
Ontario's energy needs
is served by solar and
"ind technologies
2hat are the pros and
cons of e6panding the
availability of these
technologies
2hat types of
chemical reactions
occur in different types
of fuel cells 2hat are
the advantages and
disadvantages, in terms
of efficiency and
environmental impact,
of using corn to
produce ethanol fuel
?1.- analyse the conditions *e.g., temperature, pressure,
presence of a catalyst+ re$uired to ma6imie the efficiency of
some common natural or industrial chemical reactions *e.g.,
decomposition, combustion, neutraliation+, and e6plain ho"
the improved efficiency of the reaction contributes to
Sample issue: Bleaches
such as hydrogen
pero6ide and chlorine are
used "hen fibres are
processed into paper or
Sample questions:
3o" can you increase
the rate of
decomposition in a
home composter
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environmental sustainability @(I, CA te6tiles. Concentrations of
these substances can harm
the environment, but if
enymes are added to
these processes as
biocatalysts, fe"er
chemicals are needed, less
energy is consumed, and
there is less
environmental impact.
2hat can be done to
improve the efficiency
of an automobile that
runs entirely on fossil
fuels 2hy is
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and e6press the results in energy per mole of fuel @/molA+ @(I,
CA
?-. plan and conduct an in$uiry to calculate, using a
calorimeter, the heat of reaction of a substance *e.g., the heat of
solution of ammonium nitrate, or of combustion of a
hydrocarbon+, compare the actual heat of reaction to the
theoretical value, and suggest sources of e6perimental error @I%,
%#, (I, CA
?-.5 solve problems related to energy changes in a chemical
reaction, using 3ess's la" @(IA
?-.7 conduct an in$uiry to test 3ess's la" *e.g., measure heats
of reaction from the combustion of magnesium, and combine
them to yield the PH value of the reaction+ @%#, (IA?-.8 calculate the heat of reaction for a formation reaction,
using a table of standard enthalpies of formation and applying
3ess's la" @(IA
?-.9 plan and conduct an in$uiry to determine ho" various
factors *e.g., change in temperature, addition of a catalyst,
increase in surface area of a solid reactant+ affect the rate of a
chemical reaction @I%, %#, (IA
?0.
nderstanding
Basic Concepts
By the end of this course, students "ill)
?0.1 compare the energy changes resulting from physical
change *e.g., boiling "ater+, chemical reactions *e.g., bleaching
a stain+, and nuclear reactions *e.g., fission, fusion+, in terms of
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"hether energy is released or absorbed
?0.- compare the energy change from a reaction in "hich
bonds are formed to one in "hich bonds are bro!en, and
e6plain these changes in terms of endothermic and e6othermic
reactions
?0.0 e6plain ho" mass, heat capacity, and change in
temperature of a substance determine the amount of heat
gained or lost by the substance
?0. state 3ess's la", and e6plain, using e6amples, ho" it is
applied to find the enthalpy changes of a reaction
?0.5 e6plain, using collision theory and potential energy
diagrams, ho" factors such as temperature, the surface area of
the reactants, the nature of the reactants, the addition of
catalysts, and the concentration of the solution control the rate
of a chemical reaction
?0.7 describe simple potential energy diagrams of chemical
reactions *e.g., the relationships bet"een the relative energies
of reactants and products and the activation energy of the
reaction+
?0.8 e6plain, "ith reference to a simple chemical reaction
*e.g., combustion+, ho" the rate of a reaction is determined by
the series of elementary steps that ma!e up the overall reaction
mechanism
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E. Chemical ystems and E$uilibrium
Overall E6pectations
By the end of this course, students "ill)
E1. analyse chemical e$uilibrium processes, and assess their impact on biological, biochemical, and technological systems
E-. investigate the $ualitative and $uantitative nature of chemical systems at e$uilibrium, and solve related problems
E0. demonstrate an understanding of the concept of dynamic e$uilibrium and the variables that cause shifts in the e$uilibrium of chemical systems.
Learning
objective
Science
process
skill
Specific Expectations / Learning Outcome Sample issue Sample +uestion
E1. #elating
cience to
Technology,
ociety, and the
Environment
By the end of this course, students "ill)
E1.1 analyse the optimal conditions for a specific chemical
process related to the principles of e$uilibrium that ta!es place
in nature or is used in industry *e.g., the production of sulfuric
acid, electrolyte balance in the human body, sedimentation in
"ater systems+ @(I, CA
Sample issue: The
principle of dynamic
e$uilibrium is used in
industrial processes to
ma6imie the
concentration of products
and minimie leftover
reactants. Industrial
chemists determine ideal
pressure and temperature
conditions, and proper
catalysts, so that fe"er
materials and less energy
are used.
Sample questions:
2hy are lo"
temperature conditions
not used "ith
e6othermic reactions
3o" do chemicals
dissolved in human
blood help maintain a
blood p3 level
bet"een 8.- and 8.
E1.- assess the impact of chemical e$uilibrium processes on Sample issue: 3eavy Sample questions:
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various biological, biochemical, and technological systems
*e.g., remediation in areas of heavy metal contamination,
development of gallstones, use of buffering in medications, use
of barium sulphate in medical diagnosis+ @(I, CA
metals such as copper,
lead, and inc can
accumulate to to6ic levels
in the human body. (
process called chelation,
"hich causes a chemical
reaction involving an
e$uilibrium shift, removes
the metals from the
body before permanent
organ damage occurs.
2hy are headache
tablets buffered 2hy
is barium sulfate safe
to use for
LDrays of the digestive
system even though
barium ions are
poisonous 3o" do
!idney stones form
E-. ?eveloping
!ills of
Investigation
and
Communicatio
n
By the end of this course, students "ill)
E-.1 use appropriate terminology related to chemical systemsand e$uilibrium, including, but not limited to) homogeneous,
closed system, reversible reaction, equilibrium constant,
equilibrium concentration, molar solubility,and buffer @CA
E-.- predict, applying &e ChRtelier's principle or the reaction
$uotient for a given reaction, ho" various factors *e.g., changes
in volume, temperature, or concentration of reactants or
products in a solution+ "ould affect a chemical system at
e$uilibrium, and conduct an in$uiry to test those predictions
@%#, (IA
E-.0 conduct an in$uiry to determine the value of an
e$uilibrium constant for a chemical reaction *e.g., >e$ for
-
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iron*III+ thiocyanate, >sp for calcium hydro6ide, >a for acetic
acid+ @%#, (IA
E-. solve problems related to e$uilibrium by performing
calculations involving concentrations of reactants and products
*e.g., >e$, >sp, >a, p3, pO3, >p, >b+ @(IA
E-.5 solve problems related to acidJbase e$uilibrium, using
acidJbase titration data and the p3 at the e$uivalence point
@(IA
E0.
nderstanding
Basic Concepts
By the end of this course, students "ill)E0.1 e6plain the concept of dynamic e$uilibrium, using
e6amples of physical and chemical e$uilibrium systems *e.g.,
li$uidJvapour e$uilibrium, "ea! electrolytes in solution,
reversible chemical reactions+
E0.- e6plain the concept of chemical e$uilibrium and ho" it
applies to the concentration of reactants and products in a
chemical reaction at e$uilibrium
E0.0 e6plain &e ChRtelier's principle and ho" it applies to
changes to a chemical reaction at e$uilibriumE0. identify common e$uilibrium constants, including >e$,
>sp, >", >a, >b, and >p, and "rite the e6pressions for each
E0.5 use the ioniation constant of "ater *>"+ to calculate p3,
pO3, @30O-A, and @O3JA for chemical reactionsE0.7 e6plain the BrSnstedD&o"ry theory of acids and bases
E0.8 compare the properties of strong and "ea! acids, and
strong and "ea! bases, using the concept of dynamic
e$uilibrium
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E0.9 describe the chemical characteristics of buffer solutions
=. ElectrochemistryOverall E6pectations
By the end of this course, students "ill)
=1. analyse technologies and processes relating to electrochemistry, and their implications for society, health and safety, and the environment
=-. investigate o6idationDreduction reactions using a galvanic cell, and analyse electrochemical reactions in $ualitative and $uantitative terms
=0. demonstrate an understanding of the principles of o6idationDreduction reactions and the many practical applications of electrochemistry.
Learning
objective
Science
process
skill
Specific Expectations / Learning Outcome Sample issue Sample +uestion
=1. #elating
cience to
Technology,
ociety, and the
Environment
By the end of this course, students "ill)
=1.1 assess, on the basis of research, the viability of using
electrochemical technologies as alternative sources of energy
*e.g., fuel cells for emergency po"er generation or as po"er
sources in remote locations+, and e6plain their potential impact
on society and the environment @I%, %#, (I, CA
Sample issue: 3ydrogen
fuel cells use hydrogen as
the fuel and o6ygen as the
o6idant, and produce
"ater, rather than
environmentally harmful
greenhouse gases, as
"aste. (lthough some
cars run on such cells,
practical problems must
Sample questions:
2hat is the capacity of
a standard rechargeable
battery before it has to
be recharged 2hat
methods should be
used to dispose of
depleted batteries
2hat impact has the
use of rechargeable
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be resolved before this
source of energy is
commonly used in the
transportation sector.
batteries in portable
electronic devices had
on society
=1.- analyse health and safety issues involving
electrochemistry *e.g., corrosion of metal pipes in drin!ing
"ater systems+ @(I, CA
Sample issue: Corrosion
is a leading cause of
structural degradation of
bridges and road"ays.Fot only does rust "ea!en
metal structures, but as it
builds up it forces apart
connecting parts of thestructure, causing the
structure to fail and
ris!ing public safety. et,
methods used to prevent
corrosion may also have
negative effects on human
health.
Sample questions:
2hat health and safety
haards are associated
"ith "aste generated
by electroplating
companies 2hy do
metal orthodontic
braces not corrode
2hat are some of the
to6ic substances that
can escape from
electronic "aste into
the environment 2hat
are the potential effects
of these poisons on our
health
=-. ?eveloping
!ills of
By the end of this course, students "ill)=-.1 use appropriate terminology related to electrochemistry,
-
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Investigation
and
Communicatio
n
including, but not limited to) half-reaction, electrochemical
cell, reducing agent, oxidizing agent, redox reaction, and
oxidationnumber @CA
=-.- conduct an in$uiry to analyse, in $ualitative terms, an
o6idationDreduction *redo6+ reaction @%#, (I, CA
=-.0 "rite balanced chemical e$uations for o6idationDreduction
reactions, using various methods including o6idation numbers
of atoms and the halfDreaction method of balancing @(I, CA
=-. build a galvanic cell and measure its cell potential @%#,
(IA
=-.5 analyse the processes in galvanic cells, and dra" labelled
diagrams of these cells to sho" the o6idation or reduction
reaction that occurs in each of the halfDcells, the direction of
electron flo", the electrode polarity *anode and cathode+, the
cell potential, and the direction of ion movement @(I, CA
=-.7 predict the spontaneity of redo6 reactions, based on
overall cell potential as determined using a table of standard
reduction potentials for redo6 halfDreactions @(IA
=0.
nderstanding
Basic Concepts
By the end of this course, students "ill)
=0.1 e6plain redo6 reactions in terms of the loss and gain of
electrons and the associated change in o6idation number=0.- identify the components of a galvanic cell, and e6plain
ho" each component functions in a redo6 reaction
=0.0 describe galvanic cells in terms of o6idation and reduction
halfDcells "hose voltages can be used to determine overall cell
-
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potential
=0. e6plain ho" the hydrogen halfDcell is used as a standard
reference to determine the voltages of another halfDcell=0.5 e6plain some applications of electrochemistry in common
industrial processes *e.g., in refining metals such as aluminum
and inc in the production of hydrogen+=0.7 e6plain the corrosion of metals in terms of an
electrochemical process, and describe some common
corrosionDinhibiting techni$ues *e.g., painting, galvaniing,
cathodic protection+