Alberta Curriculum and Program of Studies | Adopted: 2014
This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.
20-A: : The Diversity of Matter and Chemical Bonding
1.1: : Diversity and Matter
20-A.1: : describe the role of modelling, evidence and theory in explaining and understanding the structure, chemical bonding and properties of ionic compounds.
1.1.1.1: : Science, Technology and Society (STS)
20-A1.2sts: : Students will: explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations
20-A1.2sts.1: : describe how an understanding of electronegativity contributes to knowledge of relative bond strength, melting points and boiling points of ionic compounds
Polarity and Intermolecular Forces
Combine various metal and nonmetal atoms to observe how the electronegativity difference determines the polarity of chemical bonds. Place molecules into an electric field to experimentally determine if they are polar or nonpolar. Create different mixtures of polar and nonpolar molecules to explore the intermolecular forces that arise between them.
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20-A1.2s: : Students will: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
20-A1.2s.1: : draw electron dot diagrams
Covalent Bonds
Choose a substance, and then move electrons between atoms to form covalent bonds and build molecules. Observe the orbits of shared electrons in single, double, and triple covalent bonds. Compare the completed molecules to the corresponding Lewis diagrams.
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Use protons, neutrons, and electrons to build elements. As the number of protons, neutrons, and electrons changes, information such as the name and symbol of the element, the Z, N, and A numbers, the electron dot diagram, and the group and period from the periodic table are shown. Each element is classified as a metal, metalloid, or nonmetal, and its state at room temperature is also given.
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20-A1.2s.3: : perform an investigation to illustrate properties of ionic compounds
Melting Points
Every substance has unique transition points, or temperatures at which one phase (solid, liquid, or gas) transitions to another. Use a realistic melting point apparatus to measure the melting points, boiling points, and/or sublimation points of different substances and observe what these phase changes look like at the microscopic level. Based on the transition points, make inferences about the relative strengths of the forces holding these substances together.
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20-A1.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-A1.3s.1: : analyze experimental data to determine the properties of ionic compounds
Melting Points
Every substance has unique transition points, or temperatures at which one phase (solid, liquid, or gas) transitions to another. Use a realistic melting point apparatus to measure the melting points, boiling points, and/or sublimation points of different substances and observe what these phase changes look like at the microscopic level. Based on the transition points, make inferences about the relative strengths of the forces holding these substances together.
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20-A.2: : describe the role of modelling, evidence and theory in explaining and understanding the structure, chemical bonding and properties of molecular substances.
1.1.2.1: : Science, Technology and Society (STS)
20-A2.2sts: : Students will: explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations
20-A2.2sts.1: : relate chemical properties to predicted intermolecular bonding by investigating melting and boiling points
Melting Points
Every substance has unique transition points, or temperatures at which one phase (solid, liquid, or gas) transitions to another. Use a realistic melting point apparatus to measure the melting points, boiling points, and/or sublimation points of different substances and observe what these phase changes look like at the microscopic level. Based on the transition points, make inferences about the relative strengths of the forces holding these substances together.
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20-A2.2s: : Students will: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
20-A2.2s.1: : build models depicting the structure of simple covalent molecules, including selected organic compounds
Covalent Bonds
Choose a substance, and then move electrons between atoms to form covalent bonds and build molecules. Observe the orbits of shared electrons in single, double, and triple covalent bonds. Compare the completed molecules to the corresponding Lewis diagrams.
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20-A2.2s.2: : carry out an investigation to determine the melting or boiling point of a molecular substance
Melting Points
Every substance has unique transition points, or temperatures at which one phase (solid, liquid, or gas) transitions to another. Use a realistic melting point apparatus to measure the melting points, boiling points, and/or sublimation points of different substances and observe what these phase changes look like at the microscopic level. Based on the transition points, make inferences about the relative strengths of the forces holding these substances together.
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20-A2.2s.4: : carry out an investigation to compare the physical properties of molecular substances
Melting Points
Every substance has unique transition points, or temperatures at which one phase (solid, liquid, or gas) transitions to another. Use a realistic melting point apparatus to measure the melting points, boiling points, and/or sublimation points of different substances and observe what these phase changes look like at the microscopic level. Based on the transition points, make inferences about the relative strengths of the forces holding these substances together.
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20-B.1: : explain molecular behaviour, using models of the gaseous state of matter.
2.1.1.2: : Skills
20-B.1.1: : Initiating and Planning
20-B1.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-B1.1s.1: : state hypotheses and make predictions based on information about the pressure, temperature and volume of a gas
Boyle's Law and Charles's Law
Investigate the properties of an ideal gas by performing experiments in which the temperature is held constant (Boyle's Law), and others in which the pressure remains fixed (Charles's Law). The pressure is controlled through the placement of masses on the lid of the container, and temperature is controlled with an adjustable heat source. Gay-Lussac's law relating pressure to temperature can also be explored by keeping the volume constant.
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Explore relationships between amount, temperature, pressure, and volume for an ideal gas in a chamber with a moveable piston. Discover rules of proportionality contained in Boyle's law, Charles's law, Avogadro's law, and Gay-Lussac's law. Use these relationships to derive the ideal gas law and calculate the value of the ideal gas constant.
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20-B1.1s.3: : design an experiment to illustrate Boyle’s and/or Charles’s gas laws
Boyle's Law and Charles's Law
Investigate the properties of an ideal gas by performing experiments in which the temperature is held constant (Boyle's Law), and others in which the pressure remains fixed (Charles's Law). The pressure is controlled through the placement of masses on the lid of the container, and temperature is controlled with an adjustable heat source. Gay-Lussac's law relating pressure to temperature can also be explored by keeping the volume constant.
5 Minute Preview
Explore relationships between amount, temperature, pressure, and volume for an ideal gas in a chamber with a moveable piston. Discover rules of proportionality contained in Boyle's law, Charles's law, Avogadro's law, and Gay-Lussac's law. Use these relationships to derive the ideal gas law and calculate the value of the ideal gas constant.
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20-B1.1s.4: : design an investigation to determine the universal gas constant (R) or absolute zero
Ideal Gas Law
Explore relationships between amount, temperature, pressure, and volume for an ideal gas in a chamber with a moveable piston. Discover rules of proportionality contained in Boyle's law, Charles's law, Avogadro's law, and Gay-Lussac's law. Use these relationships to derive the ideal gas law and calculate the value of the ideal gas constant.
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20-B1.2s: : Students will: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
20-B1.2s.1: : perform an experiment, in which variables are identified and controlled, to illustrate gas laws
Boyle's Law and Charles's Law
Investigate the properties of an ideal gas by performing experiments in which the temperature is held constant (Boyle's Law), and others in which the pressure remains fixed (Charles's Law). The pressure is controlled through the placement of masses on the lid of the container, and temperature is controlled with an adjustable heat source. Gay-Lussac's law relating pressure to temperature can also be explored by keeping the volume constant.
5 Minute Preview
Explore relationships between amount, temperature, pressure, and volume for an ideal gas in a chamber with a moveable piston. Discover rules of proportionality contained in Boyle's law, Charles's law, Avogadro's law, and Gay-Lussac's law. Use these relationships to derive the ideal gas law and calculate the value of the ideal gas constant.
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20-B1.2s.4: : perform an investigation to determine molar mass from gaseous volume
Ideal Gas Law
Explore relationships between amount, temperature, pressure, and volume for an ideal gas in a chamber with a moveable piston. Discover rules of proportionality contained in Boyle's law, Charles's law, Avogadro's law, and Gay-Lussac's law. Use these relationships to derive the ideal gas law and calculate the value of the ideal gas constant.
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20-B1.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-B1.3s.1: : graph and analyze experimental data that relate pressure and temperature to gas volume
Boyle's Law and Charles's Law
Investigate the properties of an ideal gas by performing experiments in which the temperature is held constant (Boyle's Law), and others in which the pressure remains fixed (Charles's Law). The pressure is controlled through the placement of masses on the lid of the container, and temperature is controlled with an adjustable heat source. Gay-Lussac's law relating pressure to temperature can also be explored by keeping the volume constant.
5 Minute Preview
Explore relationships between amount, temperature, pressure, and volume for an ideal gas in a chamber with a moveable piston. Discover rules of proportionality contained in Boyle's law, Charles's law, Avogadro's law, and Gay-Lussac's law. Use these relationships to derive the ideal gas law and calculate the value of the ideal gas constant.
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20-C.1: : investigate solutions, describing their physical and chemical properties
3.1.1.2: : Skills
20-C.1.1: : Initiating and Planning
20-C1.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-C1.1s.2: : design a procedure to determine the concentration of a solution containing a solid solute
Solubility and Temperature
Add varying amounts of a chemical to a beaker of water to create a solution, observe that the chemical dissolves in the water at first, and then measure the concentration of the solution at the saturation point. Either potassium nitrate or sodium chloride can be added to the water, and the temperature of the water can be adjusted.
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20-C1.2s: : Students will: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
20-C1.2s.4: : perform an investigation to determine the solubility of a solute in a saturated solution
Solubility and Temperature
Add varying amounts of a chemical to a beaker of water to create a solution, observe that the chemical dissolves in the water at first, and then measure the concentration of the solution at the saturation point. Either potassium nitrate or sodium chloride can be added to the water, and the temperature of the water can be adjusted.
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20-C1.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-C1.3s.1: : use experimental data to determine the concentration of a solution
Solubility and Temperature
Add varying amounts of a chemical to a beaker of water to create a solution, observe that the chemical dissolves in the water at first, and then measure the concentration of the solution at the saturation point. Either potassium nitrate or sodium chloride can be added to the water, and the temperature of the water can be adjusted.
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20-C.2: : describe acidic and basic solutions qualitatively and quantitatively.
3.1.2.2: : Skills
20-C.2.1: : Initiating and Planning
20-C2.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-C2.1s.1: : design an experiment to differentiate among acidic, basic and neutral solutions
pH Analysis: Quad Color Indicator
Test the acidity of many common everyday substances using pH paper (four color indicators). Materials including soap, lemon juice, milk, and oven cleaner can be tested by comparing the color of the pH strips to the calibrated scale.
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20-C2.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-C2.3s.1: : use indicators to determine the pH for a variety of solutions
Titration
Measure the quantity of a known solution needed to neutralize an acid or base of unknown concentration. Use this information to calculate the unknown concentration. A variety of indicators can be used to show the pH of the solution.
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Test the acidity of many common everyday substances using pH paper (four color indicators). Materials including soap, lemon juice, milk, and oven cleaner can be tested by comparing the color of the pH strips to the calibrated scale.
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20-D: : Quantitative Relationships in Chemical Changes
4.1: : Matter and Change
20-D.1: : explain how balanced chemical equations indicate the quantitative relationships between reactants and products involved in chemical changes
4.1.1.1: : Science, Technology and Society (STS)
20-D1.1sts: : Students will: explain that the products of technology are devices, systems and processes that meet given needs; however, these products cannot solve all problems
20-D1.1sts.1: : analyze the chemical reactions involved in various industrial and commercial processes and products that use stoichiometric and chemical principles:
20-D1.1sts.1.d: : water treatment
Water Crisis - High School
There has been an outbreak of legionnaires’ disease in a small town. This disease is caused by legionella bacteria that proliferate in contaminated water supplies. Students take on the role of an environmental chemist to investigate the source of legionella and use stoichiometry to decontaminate the water supply and remediate the disease outbreak.
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20-D1.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-D1.1s.1: : plan and predict states, products and theoretical yields for chemical reactions
Limiting Reactants
Explore the concepts of limiting reactants, excess reactants, and theoretical yield in a chemical reaction. Select one of two different reactions, choose the number of molecules of each reactant, and then observe the products created and the reactants left over.
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20-D1.2s: : Students will: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
20-D1.2s.2: : balance chemical equations for chemical reactions, using lowest whole-number coefficients
Balancing Chemical Equations
Balance and classify five types of chemical reactions: synthesis, decomposition, single replacement, double replacement, and combustion. While balancing the reactions, the number of atoms on each side is presented as visual, histogram, and numerical data.
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Practice balancing chemical equations by changing the coefficients of reactants and products. As the equation is manipulated, the amount of each element is shown as individual atoms, histograms, or numerically. Molar masses of reactants and products can also be calculated and balanced to demonstrate conservation of mass.
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Explore the concepts of limiting reactants, excess reactants, and theoretical yield in a chemical reaction. Select one of two different reactions, choose the number of molecules of each reactant, and then observe the products created and the reactants left over.
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There has been an outbreak of legionnaires’ disease in a small town. This disease is caused by legionella bacteria that proliferate in contaminated water supplies. Students take on the role of an environmental chemist to investigate the source of legionella and use stoichiometry to decontaminate the water supply and remediate the disease outbreak.
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20-D1.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-D1.3s.1: : interpret stoichiometric ratios from chemical reaction equations
Stoichiometry
Solve problems in chemistry using dimensional analysis. Select appropriate tiles so that units in the question are converted into units of the answer. Tiles can be flipped, and answers can be calculated once the appropriate unit conversions have been applied.
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There has been an outbreak of legionnaires’ disease in a small town. This disease is caused by legionella bacteria that proliferate in contaminated water supplies. Students take on the role of an environmental chemist to investigate the source of legionella and use stoichiometry to decontaminate the water supply and remediate the disease outbreak.
Video Preview
20-D1.3s.2: : perform calculations to determine theoretical yields
Limiting Reactants
Explore the concepts of limiting reactants, excess reactants, and theoretical yield in a chemical reaction. Select one of two different reactions, choose the number of molecules of each reactant, and then observe the products created and the reactants left over.
5 Minute Preview
20-D1.3s.3: : use appropriate SI notation, fundamental and derived units and significant digits when performing stoichiometric calculations
Stoichiometry
Solve problems in chemistry using dimensional analysis. Select appropriate tiles so that units in the question are converted into units of the answer. Tiles can be flipped, and answers can be calculated once the appropriate unit conversions have been applied.
5 Minute Preview
There has been an outbreak of legionnaires’ disease in a small town. This disease is caused by legionella bacteria that proliferate in contaminated water supplies. Students take on the role of an environmental chemist to investigate the source of legionella and use stoichiometry to decontaminate the water supply and remediate the disease outbreak.
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20-D.2: : use stoichiometry in quantitative analysis.
4.1.2.2: : Skills
20-D.2.1: : Initiating and Planning
20-D2.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-D2.1s.1: : design a procedure, using crystallization, filtration or titration, to determine the concentration of a solution
Titration
Measure the quantity of a known solution needed to neutralize an acid or base of unknown concentration. Use this information to calculate the unknown concentration. A variety of indicators can be used to show the pH of the solution.
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20-D2.2s: : Students will: conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
20-D2.2s.1: : perform a titration to determine the concentration of an acid or a base restricted to strong monoprotic acid–strong monoprotic base combinations
Titration
Measure the quantity of a known solution needed to neutralize an acid or base of unknown concentration. Use this information to calculate the unknown concentration. A variety of indicators can be used to show the pH of the solution.
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20-D2.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-D2.3s.3: : graph and analyze titration curves for acid-base experiments restricted to strong monoprotic acid–strong monoprotic base combinations
Titration
Measure the quantity of a known solution needed to neutralize an acid or base of unknown concentration. Use this information to calculate the unknown concentration. A variety of indicators can be used to show the pH of the solution.
5 Minute Preview
20-D2.3s.4: : use appropriate SI notation, fundamental and derived units and significant digits when performing stoichiometric calculations
Titration
Measure the quantity of a known solution needed to neutralize an acid or base of unknown concentration. Use this information to calculate the unknown concentration. A variety of indicators can be used to show the pH of the solution.
5 Minute Preview
Students assume the role of a scientist trying to solve a real world problem. They use scientific practices to collect and analyze data, and form and test a hypothesis as they solve the problems.
