Gizmos for Saskatchewan - Science: Chemistry 30 (Saskatchewan Foundational and Learning Objective adopted 1992)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

I: : Review of Basic Principles

I.1: : Exhibit an understanding of the language and organization of chemistry.

I.1.3: : Use the periodic table.

I.1.4: : Write the formula of a compound, given its name.

I.1.5: : Write the name of a compound, given the formula.

I.1.7: : Balance chemical equations for mass and for charge.

I.2: : Develop their abilities to meet their own learning needs.

I.2.2: : Analyze information from graphs and tables.

II: : Laboratory Activities

II.1: : Acquire concrete experiences of chemical events which form the basis for abstract understandings.

II.2: : Gain proficiency in manipulating laboratory equipment.

II.3: : Strengthen understanding within chemistry through applying knowledge of numbers and their interrelationships.

II.4: : Develop a contemporary view of technology.

III: : Independent Research

III.1: : Develop abilities to meet own learning needs.

III.1.5: : Explore issues or topics which address their interests and concerns.

III.3: : Develop an understanding of how knowledge is created, evaluated, refined and changed within chemistry.

III.3.1: : Participate in scientific inquiry.

III.4: : Develop compassionate, empathetic and fair-minded students who can make positive contributions to society as individuals and as members of groups.

III.4.5: : Share the results of their research project with other students, teachers, parents, or members of the community.

III.4.6: : Share the results of their research by developing displays, exhibits, performances, presentations, demonstrations, lectures, or other appropriate methods.

IV: : Case Study

IV.1: : Apply knowledge of chemistry to understanding how that chemistry is developed or used.

IV.1.1: : Determine the basic chemical principles which were under study or in use in the case.

IV.3: : Understand how knowledge is created, evaluated, refined and changed within chemistry.

IV.3.4: : Share the results of research by developing displays, exhibits, performances, presentations, demonstrations, lectures, or other appropriate means.

V: : Solubility and Solutions

V.4: : Promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, and experiences in meaningful contexts.

V.4.4: : Generate and explore rules underlying categories.

V.4.5: : Propose generalizations which explain relationships.

VI: : Energy Changes in Chemical Reactions

VI.1: : Examine the relationships between heat energy and reactions.

VI.1.1: : Recognize that energy changes are associated with chemical reactions.

VI.1.3: : Differentiate between endothermic and exothermic reactions.

VI.1.5: : Explain the difference between heat and temperature.

VI.2: : Understand the quantitative description of enthalpy change.

VI.2.1: : Measure some energy changes in chemical reactions.

VI.5: : Strengthen understanding of chemistry through applying knowledge of numbers and their interrelationships.

VI.5.1: : Read, and interpret meaning from, graphs, charts and tables.

VI.5.3: : Use graphs, charts and tables to help explain concepts and ideas about energy changes.

VI.6: : Develop an understanding of how knowledge is created, evaluated, refined and changed within chemistry.

VI.6.1: : Make careful observations of energy effects in reactions, and explain how those effects can be used to make inferences about the atomic and molecular rearrangements.

VII: : Reaction Kinetics

VII.1: : Examine the factors which influence reaction rates in the context of the collision theory.

VII.1.1: : Suggest some ways in which the rate of a chemical reaction could be measured.

VII.1.2: : Identify some factors which affect the rate of chemical reactions.

VII.1.3: : Apply collision theory to account for the factors which affect the rates of chemical reactions.

VII.1.5: : Understand how a series of simple reactions can constitute a reaction mechanism for a complex reaction.

VII.2: : Consider molecular level events in a chemical reaction.

VII.2.4: : Explain the role of catalysts in chemical reactions.

VII.2.6: : Describe the use of catalysts in a variety of applications.

VII.3: : Strengthen knowledge and understanding of how to compute, measure, estimate and interpret quantitative data, when to apply these skills and techniques, and why these processses are important in studying chemical energetics.

VII.3.2: : Understand the principles and difficulties of measuring rates of chemical reactions, and inventing suitable procedures for measurement.

VII.4: : Promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, and experiences in meaningful contexts.

VII.4.4: : Discover relationships and patterns.

VII.4.5: : Generate, classify and explore reasons or rules underlying categories.

VII.6: : Develop their abilities to meet their own learning needs.

VII.6.4: : Interpret and report results of learning experiences.

VIII: : Equilibrium

VIII.1: : Recognize the characteristics and dynamics of equilibrium reactions.

VIII.1.1: : Observe and describe some reactions which are easily reversible and some which are not easily reversible.

VIII.1.3: : Discuss non-chemical analogies which illustrate or simulate equilibria.

VIII.1.4: : Distinguish between dynamic equilibria and steady-state processes.

VIII.1.6: : Understand why Le Chatelier's principle works.

VIII.1.7: : Use Le Chatelier's principle to predict how various equilibrium systems will shift in response to external stress.

VIII.2: : Understand some quantitative aspects of equilibrium systems.

VIII.2.1: : Write the equilibrium constant expression for a chemical reaction using the general equation: aA(aq) + bB(aq) equilibrium symbol cC(g) + dD(aq).

VIII.2.2: : Recognize that Keq values are dependent upon temperature but are independent of concentration.

VIII.2.4: : Interpret Keq values to determine whether products or reactants are favoured once equilibrium has been reached.

VIII.2.5: : Solve problems involving the equilibrium constant expression for a chemical reaction, with concentrations expressed in mol×litre to the -1 power and kPa.

VIII.3: : Use a wide range of language experiences for developing knowledge of equilibrium systems.

VIII.3.1: : Show understanding of equilibrium by rephrasing text or classroom definitions and explanations, creating models, drawing diagrams and concept maps.

VIII.3.2: : Discuss the relationships between the activities and analogies used to illustrate equilibrium and the principles of equilibria.

VIII.3.3: : Ask pertinent questions (prior questions, contextual questions, evaluative questions) and discuss multiple responses to those questions.

VIII.4: : Strengthen knowledge and understanding of how to compute, measure, estimate and interpret mathematical data, when to apply these skills and techniques, and why these processes apply within chemistry.

VIII.4.2: : Understand the quantitative nature of equilibria.

VIII.4.5: : Use problem solving tools such as tables and calculators.

IX: : Acid-Base Equilibria

IX.1: : Investigate the nature of acids and bases.

IX.1.4: : Describe the Bronsted-Lowry conceptual definition of acids and bases.

IX.1.5: : Identify the conjugate bases formed in acid dissociation.

IX.1.7: : Identify the conjugate acid of any base.

IX.1.9: : Compare the strengths of the dissociations in the dissociation series for a polyprotic acid.

IX.2: : Consider how the ionization of water interacts with acid and base dissociations.

IX.2.5: : Express the [H+] as a pH value.

IX.2.7: : Estimate the pH of solutions, using indicator solutions and indicator papers.

IX.3: : Explore the principles of neutralization.

IX.3.3: : Solve mathematical problems involving data from titrations.

IX.3.4: : Develop skill in doing titrations.

IX.4: : Strengthen understanding of equilibria through quantitative analysis of acid/base reactions.

IX.4.5: : Use information from Ka tables to calculate pH values in solutions and check results of calculations with indicators.

IX.5: : Develop an understanding of how knowledge is created, refined and changed within chemistry.

IX.5.2: : Develop and conduct investigations and research.

Correlation last revised: 9/16/2020

Saskatchewan - Science: Chemistry 30

Saskatchewan Foundational and Learning Objective | Adopted: 1992