Grade 12 - Chemistry 30 (2014)

Science

Attitude Outcomes

Thermochemical Changes

Electrochemical Changes

Chemical Changes of Organic Compounds

Chemical Equilibrium Focusing on Acid-Base Systems

Interest in Science

Mutual Respect

Scientific Inquiry

Collaboration

Stewardship

Safety

Students will determine and interpret energy changes in chemical reactions  

Students will explain and communicate energy changes in chemical reactions  

Students will explain the nature of oxidation-reduction reactions  

Students will apply the principles of oxidation-reduction to electrochemical cells  

Students will explore organic compounds as a common form of matter.  

Students will describe chemical reactions of organic compounds

Students will explain that there is a balance of opposing reactions in chemical equilibrium systems

Students will determine quantitative relationships in simple equilibrium systems  

Students will be encouraged to: show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields

Students will be encouraged to: appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds

Students will be encouraged to: seek and apply evidence when evaluating alternative approaches to investigations, problems and issues

Students will be encouraged to: work collaboratively in planning and carrying out investigations and in generating and evaluating ideas

Students will be encouraged to: demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment

Students will be encouraged to: show concern for safety in planning, carrying out and reviewing activities, referring to the Workplace Hazardous Materials Information System (WHMIS) and consumer product labelling information

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)

Specific Outcomes for Skills (Social and Environmental Contexts Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)

Specific Outcomes for Skills (Social and Environmental Contexts Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)

Specific Outcomes for Skills (Nature of Science Emphasis)

Specific Outcomes for Knowledge

Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Nature of Science Emphasis)

e.g. appreciate how scientific problem solving and the development of new technologies are related

e.g. recognize the contributions of science and technology to the progress of civilizations

e.g. demonstrate interest in science and technology topics related to everyday life

e.g. recognize the usefulness of being skilled at mathematics and problem solving

e.g. explore where further science- and technology-related studies and careers can be pursued

e.g. investigate careers in the fields of research and industry

e.g. use a multiperspective approach, considering scientific, technological, economic, cultural, political and environmental factors when formulating conclusions, solving problems or making decisions on an STS issue

e.g. recognize the contributions of various peoples and cultures in advancing understanding and applications of chemistry

e.g. recognize that the scientific approach is one of many ways of viewing the universe

e.g. recognize the research contributions of both men and women

e.g. develop an interest in global energy issues and the effectiveness of local activities in contributing to the solution of problems related to energy

e.g. value the need for accuracy and precision in data collection

e.g. appreciate the creativity and perseverance required to develop workable solutions to problems

e.g. tolerate the uncertainty involved in experimentation

e.g. appreciate that knowledge of chemistry has been enhanced by evidence obtained from the application of technology, particularly instruments for making measurements and managing data

e.g. research alternative models, explanations and theories when confronted with discrepant events

e.g. evaluate, critically, inferences and conclusions and recognize bias, being aware of the many variables involved in experimentation

e.g. appreciate the importance of careful laboratory techniques and precise calculations in obtaining accurate results

e.g. assume a variety of roles within a group, as required

e.g. accept responsibility for any task that helps the group complete an activity

e.g. evaluate the ideas of others objectively

e.g. seek the points of view of others and consider a multitude of perspectives

e.g. consider a variety of perspectives when addressing issues related to energy use, weighing scientific, technological and ecological factors

e.g. develop a sense of responsibility toward the use of energy

e.g. develop a sense of responsibility regarding the use and disposal of chemicals and materials

e.g. identify and evaluate ways of using chemical potential energy sources efficiently

e.g. develop an awareness that the application of technology has risks and benefits

e.g. evaluate the contributions of technological innovations to quality of life and care of the environment

e.g. evaluate the choices that scientists and technologists make when carrying out controversial research

e.g. include safety as a requirement in scientific and technological endeavours

e.g. use equipment and materials appropriately

e.g. assume responsibility for the safety of all those who share a common working environment

e.g. use minimal quantities of chemicals when performing experiments

e.g. keep the workstation uncluttered, ensuring that only appropriate laboratory materials are present

e.g. clean up after an activity and dispose of materials in a safe place, according to safety guidelines

recall the application of Q = mc∆t to the analysis of heat transfer

explain, in a general way, how stored energy in the chemical bonds of hydrocarbons originated from the sun

define enthalpy and molar enthalpy for chemical reactions

write balanced equations for chemical reactions that include energy changes

use and interpret ∆H notation to communicate and calculate energy changes in chemical reactions

predict the enthalpy change for chemical equations using standard enthalpies of formation 

explain and use Hess’ law to calculate energy changes for a net reaction from a series of reactions

use calorimetry data to determine the enthalpy changes in chemical reactions

identify that liquid water and carbon dioxide gas are reactants in photosynthesis and products of cellular respiration and that gaseous water and carbon dioxide gas are the products of hydrocarbon combustion in an open system

classify chemical reactions as endothermic or exothermic, including those for the processes of photosynthesis, cellular respiration and hydrocarbon combustion

explain that the goal of technology is to provide solutions to practical problems (ST1) [ICT F2–4.4] • provide examples of personal reliance on the chemical potential energy of matter, such as the use of fossil fuels • identify ways to use energy more efficiently • identify and explain the selection of different fuels used by communities in urban, rural and remote areas, and compare that selection to the fuels used by the early inhabitants of a particular area of Alberta

explain that technological problems often require multiple solutions that involve different designs, materials and processes and that have both intended and unintended consequences (ST3) [ICT F3–4.1] • explain the applications of fossil fuels, with examples from industries in Alberta • evaluate the impact of the combustion of various energy sources, including fossil fuels and biomass, on personal health and the environment and describe the technologies used by early peoples to mitigate the harmful effects of combustion.

Initiating and Planning:     formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues • design a method to compare the molar enthalpy change when burning two or more fuels (e.g., octane, propane, ethanol and historic fuels such as seal or whale oil), identifying and controlling major variables (IP–ST1, IP–ST2) • describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP–ST3).

Performing and Recording:     conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information • perform calorimetry experiments to determine the molar enthalpy change of chemical reactions (PR–NS3) [ICT C6–4.1] • use thermometers or temperature probes appropriately when measuring temperature changes (PR–NS3, PR–ST3) [ICT C6–4.4] • use a computer-based laboratory to compile and organize data from an experiment to demonstrate molar enthalpy change (PR–NS4) [ICT C6–4.2] • select and integrate information from various print and electronic sources to create multiple-linked documents about the use of alternative fuels (PR–ST1) [ICT C1–4.1, P5–4.1].

Analyzing and Interpreting:     analyze data and apply mathematical and conceptual models to develop and assess possible solutions • compare energy changes associated with a variety of chemical reactions through the analysis of data and energy diagrams (AI–NS3) [ICT C7–4.2] • manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases or spreadsheets (AI–ST3) [ICT P2–4.1].

Communication and Teamwork:     work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results • use appropriate Système international (SI) units, fundamental and derived units and significant digits (CT–ST2)􏰀 • use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results (CT–ST2)􏰀 • use advanced menu features within word processing software to accomplish a task and to insert tables, graphs, text and graphics (CT–ST2) [ICT P4–4.3].

define activation energy as the energy barrier that must be overcome for a chemical reaction to occur

explain the energy changes that occur during chemical reactions, referring to bonds breaking and forming and changes in potential and kinetic energy

analyze and label energy diagrams of a chemical reaction, including reactants, products, enthalpy change and activation energy

explain that catalysts increase reaction rates by providing alternate pathways for changes, without affecting the net amount of energy involved; e.g., enzymes in living systems.

explain that the goal of technology is to provide solutions to practical problems (ST1) [ICT F2–4.4] • explain how catalysts, such as catalytic converters on automobiles, reduce air pollution resulting from the burning of fuels

explain that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability (ST7) [ICT F2–4.2, F3–4.1] • assess, qualitatively, the risks and benefits of relying on fossil fuels as energy sources 

explain that the products of technology are devices, systems and processes that meet given needs; however, these products cannot solve all problems (ST6) [ICT F3–4.1] • evaluate the economic and environmental impacts of different fuels by relating carbon dioxide emissions and the heat content of a fuel

Initiating and Planning:     formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues • describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP–ST3) • design an experimental procedure to illustrate the effect of a catalyst on a chemical reaction (IP–ST2).

Performing and Recording:     conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information • draw enthalpy diagrams, indicating changes in energy for chemical reactions (PR–NS4) • use library and electronic research tools to compile information on the energy content of fuels used in Alberta power plants (PR–ST1) [ICT C1–4.1] • design and build a heating device (PR–ST2).

Analyzing and Interpreting:     analyze data and apply mathematical and conceptual models to develop and assess possible solutions • draw and interpret enthalpy diagrams for chemical reactions (AI–NS2) [ICT C7–4.2] • explain the discrepancy between the theoretical and actual efficiency of a thermal energy conversion system (AI–NS3) • determine the efficiency of thermal energy conversion systems (AI–NS3) • assess whether coal or natural gas should be used to fuel thermal power plants in Alberta (AI–ST2) • evaluate a personally designed and constructed heating device, including a calculation of its efficiency (AI–ST2).

Communication and Teamwork:     work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results • • • use appropriate Système international (SI) units, fundamental and derived units and significant digits to calculate and communicate enthalpy changes (CT–ST2) work cooperatively with others to develop a plan to build an energy conversion device and seek feedback, test and review the plan, make revisions and implement the plan (CT–ST1) use advanced menu features within word processing software to accomplish a task and to insert tables, graphs, text and graphics (CT–SEC2) [ICT P4–4.3].

define oxidation and reduction operationally and theoretically

define oxidizing agent, reducing agent, oxidation number, half-reaction, disproportionation

differentiate between redox reactions and other reactions, using half-reactions and/or oxidation numbers

identify electron transfer, oxidizing agents and reducing agents in redox reactions that occur in everyday life, in both living systems (e.g., cellular respiration, photosynthesis) and nonliving systems; i.e., corrosion

compare the relative strengths of oxidizing and reducing agents, using empirical data

predict the spontaneity of a redox reaction, based on standard reduction potentials, and compare their predictions to experimental results

write and balance equations for redox reactions in acidic and neutral solutions by • using half-reaction equations obtained from a standard reduction potential table • developing simple half-reaction equations from information provided about redox changes • assigning oxidation numbers, where appropriate, to the species undergoing chemical change

perform calculations to determine quantities of substances involved in redox titrations

explain how the goal of technology is to provide solutions to practical problems (ST1) [ICT F2–4.4] • describe the methods and devices used to prevent corrosion; i.e., physical coatings and cathodic protection • describe how the process of trial and error was used by early peoples to extract metals from ore 

explain that technological problems often require multiple solutions that involve different designs, materials and processes and that have both intended and unintended consequences (ST3) [ICT F3–4.1] • analyze redox reactions used in industry and commerce, such as pulp and paper, textiles, water treatment and food processing. 

Initiating and Planning:     formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues • design an experiment to determine the reactivity of various metals (IP–NS1, IP–NS2, IP–NS3) [ICT C6–4.5] • describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP–ST3).

Performing and Recording:     conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information • select and correctly use the appropriate equipment to perform a redox titration experiment (PR–NS2, PR–NS3) [ICT C6–4.5, F1–4.2] • use a standard reduction potential table as a tool when considering the spontaneity of redox reactions and their products (PR–ST3) • create charts, tables or spreadsheets that present the results of redox experiments (PR– NS4) [ICT P2–4.1].

Analyzing and Interpreting:     analyze data and apply mathematical and conceptual models to develop and assess possible solutions • evaluate data from an experiment to derive a simple reduction table (AI–ST3, AI–NS4) • interpret patterns and trends in data derived from redox reactions (A1–NS2) [ICT C7–4.2] • identify the limitations of data collected from redox experiments (A1–NS4).

Communication and Teamwork:     work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results • select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate equations for redox reactions and answers to problems related to redox titrations (CT–ST2).

define anode, cathode, anion, cation, salt bridge/porous cup, electrolyte, external circuit, power supply, voltaic cell and electrolytic cell

identify the similarities and differences between the operation of a voltaic cell and that of an electrolytic cell

predict and write the half-reaction equation that occurs at each electrode in an electrochemical cell

recognize that predicted reactions do not always occur; e.g., the production of chlorine gas from the electrolysis of brine

explain that the values of standard reduction potential are all relative to 0 volts, as set for the hydrogen electrode at standard conditions

calculate the standard cell potential for electrochemical cells

predict the spontaneity or nonspontaneity of redox reactions, based on standard cell potential, and the relative positions of half-reaction equations on a standard reduction potential table

calculate the mass, amounts, current and time in single voltaic and electrolytic cells by applying Faraday's law and stoichiometry

explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery (ST4) [ICT F2–4.4, F2–4.8] • analyze the relationship of scientific knowledge and technological development in the applications of voltaic and electrolytic cells in such applications as batteries, electroplating, refining metals from ores, electrowinning and sanitizing swimming pools with chlorine compounds

describe science and technology applications that have developed in response to human and environmental needs (ST6) [ICT F3–4.1] • investigate the use of technology, such as galvanism, metallurgy, magnesium coupling, painting, cathodic protection, to solve practical problems related to corrosion

explain that science and technology have influenced, and been influenced by, historical development and societal needs (SEC2) [ICT F2–4.4, F2–4.8] • evaluate the economic importance to modern society of electrochemical cells, particularly fuel cells, and predict their future importance in transportation, the recycling of metals and the reduction of emissions from smokestacks.

Initiating and Planning:     formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues • design an experiment, including a labelled diagram, to test predictions regarding spontaneity, products and the standard cell potential for reactions occurring in electrochemical cells (IP–NS1, IP–NS2, IP–NS3) • describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP–ST3) • develop a plan to build a battery and seek feedback, test and review the plan and make revisions to the plan (IP–ST2).

Performing and Recording:     conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information • construct and observe electrochemical cells (PR–ST2, PR–ST3, PR–NS5) • investigate the issue of the disposal of used batteries and propose alternative solutions to this problem (PR–ST1, AI–ST2) [ICT C2–4.1] • compile and display evidence and information about voltaic and electrolytic cells in a variety of formats, including diagrams, flowcharts, tables, graphs and scatterplots (PR–NS4) [ICT P2–4.1].

Analyzing and Interpreting:     analyze data and apply mathematical and conceptual models to develop and assess possible solutions • identify the products of electrochemical cells (AI–ST3) • compare predictions with observations of electrochemical cells (AI–ST3) • identify the limitations of data collected on an electrochemical cell (AI–NS4) • explain the discrepancies between the theoretical and actual cell potential (AI–NS4) • evaluate the efficiencies and practicalities of various electrochemical cells for use as batteries (AI–ST1) • evaluate experimental designs for voltaic and electrolytic cells and suggest improvements and alternatives (AI–ST1).

Communication and Teamwork:     work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results • • use appropriate SI notation, fundamental and derived units and significant digits to communicate answers to problems related to functioning electrochemical cells (CT–ST2) create multiple-linked documents, selecting and integrating information from various print and electronic sources or from several parts of the same source, to prepare a presentation on the use of hydrogen fuel cells for transportation and heating (CT–SEC2) [ICT C1–4.1, C1–4.4, PS–4.1].

define organic compounds as compounds containing carbon, recognizing inorganic exceptions such as carbonates, cyanides, carbides and oxides of carbon

identify and describe significant organic compounds in daily life, demonstrating generalized knowledge of their origins and applications; e.g., methane, methanol, ethane, ethanol, ethanoic acid, propane, benzene, octane, glucose, polyethylene

name and draw structural, condensed structural and line diagrams and formulas, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature guidelines, for saturated and unsaturated aliphatic (including cyclic) and aromatic carbon compounds • containing up to 10 carbon atoms in the parent chain (e.g., pentane; 3-ethyl-2,4- dimethylpentane) or cyclic structure (e.g., cyclopentane) • containing only one type of a functional group (with multiple bonds categorized as a functional group; e.g., pent-2-ene), including simple halogenated hydrocarbons (e.g., 2- chloropentane), alcohols (e.g., pentan-2-ol), carboxylic acids (e.g., pentanoic acid) and esters (e.g., methyl pentanoate), and with multiple occurrences of the functional group limited to halogens (e.g., 2-bromo-1-chloropentane) and alcohols (e.g., pentane-2,3-diol)

identify types of compounds from the hydroxyl, carboxyl, ester linkage and halogen functional groups, given the structural formula

define structural isomerism as compounds having the same molecular formulas, but with different structural formulas, and relate the structures to variations in the properties of the isomers

compare, both within a homologous series and among compounds with different functional groups, the boiling points and solubility of examples of aliphatics, aromatics, alcohols and carboxylic acids

describe, in general terms, the physical, chemical and technological processes (fractional distillation and solvent extraction) used to separate organic compounds from natural mixtures or solutions; e.g., petroleum refining, bitumen recovery.

explain how science and technology are developed to meet societal needs and expand human capability (SEC1) [ICT F2–4.4, F2–4.8] • describe where organic compounds are used in processes and common products, such as in hydrogenation to produce margarine and esters used as flavouring agents • describe Aboriginal use of organic substances for waterproofing, tanning, dyeing, medicines, salves and insect repellents

explain that science and technology have influenced, and been influenced by, historical development and societal needs (SEC2) [ICT F2–4.8] • explain how, as a result of chemistry and chemical technology, synthetic compounds of great benefit to society, such as plastics, medicines, hydrocarbon fuels and pesticides, have been produced. 

Initiating and Planning:     formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues • design a procedure to identify types of organic compounds (IP–NS1, IP–NS2, IP–NS3) • describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP–SEC3) • design a procedure to separate a mixture of organic compounds, based on boiling point differences (IP–ST2, IP–ST3).

Performing and Recording:     conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information • build molecular models depicting the structures of selected organic and inorganic compounds (PR–NS4) [ICT C6–4.4] • perform an experiment to compare the properties of organic compounds with inorganic compounds, considering properties such as solubility, viscosity, density, conductivity, reactivity (PR–NS2, PR–NS3, PR–NS5).

Analyzing and Interpreting:     analyze data and apply mathematical and conceptual models to develop and assess possible solutions • follow appropriate IUPAC guidelines when writing the names and formulas of organic compounds (AI–NS1) • compile and organize data to compare the properties of structural isomers; e.g., pairs of hydrocarbon isomers and primary, secondary and tertiary alcohols (AI–NS1) [ICT C6–4.2] • interpret the results of a test to distinguish between a saturated and an unsaturated aliphatic, using aqueous bromine or potassium permanganate solutions (AI–NS2) • analyze the contributions and limitations of scientific and technological knowledge in societal decision making, in relation to the costs and benefits of societal use of petrochemicals, pharmaceuticals and pesticides (AI–SEC2) [ICT F3–4.1] • explore aspects of present-day reliance on extracted or synthesized nutrients, with consideration of the synergy of compounds (reliance on vitamin supplements, meal replacements and nutraceuticals versus traditional methods of consuming natural foods) (AI–SEC2).

Communication and Teamwork:     work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results • use advanced menu features within word processing software to accomplish a task and to insert tables, graphs, text and graphics (CT–SEC2) [ICT P4–4.3].

define, illustrate and provide examples of simple addition, substitution, elimination, esterification and combustion reactions

predict products and write and interpret balanced equations for the above reactions

define, illustrate and provide examples of monomers (e.g., ethylene), polymers (e.g., polyethylene) and polymerization in living systems (e.g., carbohydrates, proteins) and nonliving systems (e.g., nylon, polyester, plastics)

relate the reactions described above to major reactions that produce thermal energy and economically important compounds from fossil fuels

explain how science and technology are developed to meet societal needs and expand human capability (SEC1) • describe processes for obtaining economically important compounds from fossil fuels; e.g., − compare hydrocracking and catalytic reforming − describe bitumen upgrading • describe major reactions used in the petrochemical industry in Alberta, such as in the production of methanol, ethylene glycol, polyethylene, polyvinyl chloride (PVC) and urea formaldehyde • investigate the application of nanoscience and nanotechnology in the petrochemical industry and the medical sciences

explain that science and technology have influenced, and been influenced by, historical development and societal needs (SEC2) [ICT F2–4.8] • describe processes involved in producing fuels; e.g., − adjusting octane/cetane rating − reducing sulfur content − adding compounds such as oxygenated additives (blending with ethanol)

explain how science and technology have both intended and unintended consequences for humans and the environment (SEC3) [ICT F3–4.1] • assess the positive and negative effects of various reactions involving organic compounds, relating these processes to quality of life and potential health and environmental issues; e.g., − burning fossil fuels and climate change − production of pharmaceuticals and foods − by-products (CO2, dioxins) of common reactions − recycling of plastics − impact of chlorofluorocarbons (CFCs) and hydrochlorofluorocarbons(HCFCs) on the ozone layer − transfats in the diet • evaluate the implications of the development of nanoscience and nanotechnology, for application in the petrochemical industry and the medical sciences, on society and the environment.

Initiating and Planning:    formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues • predict the ester formed from an alcohol and an organic acid (IP–NS3) • describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP–SEC3) • design a procedure to prepare a polymer (IP–NS1).

Performing and Recording:    conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information • perform an experiment to investigate the reactions of organic compounds; e.g., − synthesize a polymer, such as nylon or “slime” − produce an ester − investigate methods of making soap (IP–NS1, IP–NS2, IP–NS3, IP–NS4) • use library and electronic research tools to collect information on: − bitumen upgrading − the octane/cetane ratings of fuels and how they are determined − the costs and benefits of supporting the petrochemical industry (PR–SEC1, PR–SEC2) [ICT C1–4.1].

Analyzing and Interpreting:    analyze data and apply mathematical and conceptual models to develop and assess possible solutions • use IUPAC conventions when writing organic chemical reactions (AI–NS1) • investigate the issue of greenhouse gases; identify some greenhouse gases, including methane, carbon dioxide, water and dinitrogen oxide (nitrous oxide); and analyze their contribution to climate change (AI–SEC1, AI–SEC2) [ICT F3–4.1] • draw or use models to illustrate polymers (CT–ST2) • analyze a process for producing polymers (AI–ST1) • analyze efficiencies and negative by-products related to chemical processes in organic chemistry (AI–ST2) [ICT F3–4.1].

Communication and Teamwork:    work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results • use advanced menu features within word processing software to insert tables, graphs, text and graphics when preparing a report on an issue related to society’s use of organic chemistry (CT–SEC2) [ICT P4–4.3].

define equilibrium and state the criteria that apply to a chemical system in equilibrium; i.e., closed system, constancy of properties, equal rates of forward and reverse reactions

identify, write and interpret chemical equations for systems at equilibrium

predict, qualitatively, using Le Chatelier’s principle, shifts in equilibrium caused by changes in temperature, pressure, volume, concentration or the addition of a catalyst and describe how these changes affect the equilibrium constant

define Kc to predict the extent of the reaction and write equilibrium-law expressions for given chemical equations, using lowest whole-number coefficients

describe Brønsted–Lowry acids as proton donors and bases as proton acceptors

write Brønsted–Lowry equations, including indicators, and predict whether reactants or products are favoured for acid-base equilibrium reactions for monoprotic and polyprotic acids and bases

identify conjugate pairs and amphiprotic substances

define a buffer as relatively large amounts of a weak acid or base and its conjugate in equilibrium that maintain a relatively constant pH when small amounts of acid or base are added.

explain that the goal of science is knowledge about the natural world (NS1) • apply equilibrium theories and principles to analyze a variety of phenomena; e.g., − carbon dioxide escaping from an open bottle/can of carbonated beverage − role of the oceans in the carbon cycle − solubility of oxygen gas in lake water − acid precipitation (deposition) − blood gases in deep-sea diving − buffers in living systems

explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations (NS2) • research how equilibrium theories and principles developed 

explain that the goal of technology is to provide solutions to practical problems (ST1) [ICT F2–4.4] • analyze how equilibrium principles have been applied in industrial processes; e.g., − Haber–Bosch process for producing ammonia − Solvay process for producing sodium carbonate − production of methanol.

Initiating and Planning:     formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues • predict variables that can cause a shift in equilibrium (IP–NS3) • design an experiment to show equilibrium shifts; e.g., colour change, temperature change, precipitation (IP–NS2) • describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP–NS4) • design a procedure to prepare a system capable of buffering (PR–ST2).

Performing and Recording:     conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information • perform an experiment to test, qualitatively, predictions of equilibrium shifts; e.g., colour change, temperature change, precipitation and gas production (PR–NS3, PR–NS4, PR–NS5) • prepare a buffer and investigate its relative abilities, with a control (i.e., water), to resist a pH change when a small amount of strong acid or strong base is added (AI–NS6).

Analyzing and Interpreting:     analyze data and apply mathematical and conceptual models to develop and assess possible solutions • write the equilibrium law expression for a given equation (AI–NS1) • analyze, qualitatively, the changes in concentrations of reactants and products after an equilibrium shift (AI–NS6) • interpret data from a graph to determine when equilibrium is established and to determine the cause of a stress on the system (AI–NS2, AI–NS6) [ICT C6–4.1] • interpret, qualitatively, titration curves of monoprotic and polyprotic acids and bases for strong acid–weak base and weak acid–strong base combinations, and identify buffering regions (AI–NS2).

Communication and Teamwork:     work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results • work cooperatively to develop an illustration and explanation of reversible reactions (CT–ST2) • use advanced menu features within word processing software to insert tables, graphs, text and graphics when developing a group report on equilibrium systems (CT–SEC2) [ICT C1–4.4].

recall the concepts of pH and hydronium ion concentration and pOH and hydroxide ion concentration, in relation to acids and bases

define Kw , Ka , Kb and use these to determine pH, pOH, [H3O+] and [OH–] of acidic and basic solutions

calculate equilibrium constants and concentrations for homogeneous systems and Brønsted–Lowry acids and bases (excluding buffers) when • concentrations at equilibrium are known • initial concentrations and one equilibrium concentration are known • the equilibrium constant and one equilibrium concentration are known. Note: Examples that require the application of the quadratic equation are excluded; however, students may use this method when responding to open-ended questions.

explain that technological development may involve the creation of prototypes, the testing of prototypes and/or the application of knowledge from related scientific and interdisciplinary fields (ST2) • analyze, on the basis of chemical principles, the application of equilibrium − industrial processes or medical sciences − buffering in living systems − acid precipitation.

Initiating and Planning:     formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues • design an experiment to show qualitative equilibrium shifts in concentration under a given set of conditions (IP–SEC3) • describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP–NS4).

Performing and Recording:      conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information • perform an experiment to show equilibrium shifts in concentration (PR–NS3) [ICT C6–4.1].

Analyzing and Interpreting:     analyze data and apply mathematical and conceptual models to develop and assess possible solutions • use experimental data to calculate equilibrium constants (AI–NS3). Communication and Teamwork

Communication and Teamwork:     work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results • use advanced menu features within word processing software to insert tables, graphs, text and graphics when developing a group report on equilibrium applications in Alberta industries (CT–SEC2) [ICT C1–4.4].