Gizmos for Alberta - Science: Chemistry 30 (Program of Studies adopted 2007)

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

1: : Thermochemical Changes

1.1: : Attitudes

1.1.1: : develop an interest in the energy transformations happening around them

1.1.3: : value the need for accuracy and precision in data collection related to energy

1.1.4: : develop a sense of responsibility toward the use of energy

1.1.1.A: : energy changes can be measured and quantified, by extending from Science 9, Unit 3, the concepts of heat and temperature and Science 10, Unit 1 and Unit 4, the law of conservation of energy, the laws of thermodynamics, definitions for kinetic and potential energy, heat of fusion and calculations involving temperature and phase changes in water, based on q=mcDt, as well as extending from Chemistry 20, Unit 3, the meaning of bond dissociation energy, exothermic and endothermic change, and by:

1.1.1.A.1: : explaining what is meant by the energy change of a system in terms of heating and cooling, thermal equilibrium, temperature change, phase change, forces between particles, particle movement and heat content

1.1.1.A.4: : explaining that catalysts provide an alternative pathway for chemical changes without affecting the net amount of energy produced or absorbed

1.1.1.A.8: : explaining how energy stored as potential energy in the chemical bonds of fossil fuels originates in the Sun and is converted by the process of photosynthesis in living plants, represented simply as: 6CO2(g)+6H2O(l) -> C6H12O6(s)+6O2(g)

1.1.1.A.11: : providing simple, qualitative explanations based on intermolecular forces, chemical bonds and nuclear forces for the energy changes that occur during phase, chemical and nuclear changes to matter

1.1.3.A: : understanding that the energy changes associated with changes to matter can be measured and quantified by explaining the energy change of a system; providing simple, qualitative explanations for energy changes in phase, chemical and nuclear changes; performing calculations related to physical and chemical changes to matter; and by drawing and interpreting energy diagrams; and designing, performing and evaluating experiments to determine molar enthalpies and energy efficiency, within the context of:

1.1.3.A.1: : providing examples of personal reliance on the chemical potential energy of matter; e.g., of fuels and identifying and evaluating ways of using energy more efficiently in the home and community in order to use natural resources judiciously to ensure adequate supplies for future generations

1.1.3.A.2: : providing examples of how catalysts play a role in many important chemical and biochemical processes; e.g., enzymes in cell processes, catalysts in reducing air pollution

2: : Electrochemical Changes

2.1: : Attitudes

2.1.1: : develop an interest in oxidation-reduction reactions that occur in everyday life

2.1.1.A: : oxidation-reduction reactions involve a transfer of electrons, by extending from Science 10, Unit 3, the structure of the atom and from Chemistry 20, Unit 3, the meanings for electronegativity, oxidation-reduction and the activity series, and by:

2.1.1.A.4: : describing oxidation-reduction in simple biochemical processes; e.g., cellular respiration of glucose to carbon dioxide, C6H12O6(s)+6O2(g) -> 6CO2(g)+6H2O(l); photosynthesis in green plants, 6CO2(g)+6H2O(l) -> C6H12O6(s)+6O2(g)

2.1.3: : develop a willingness to try various problemsolving strategies, and risk being wrong

2.1.3.A: : understanding that many chemical changes involve a transfer of electrons by defining terms related to oxidation-reduction; identifying, writing and balancing equations for oxidation- reduction reactions, calculating unknown quantities from oxidation-reduction titration reactions; and by designing, performing and evaluating experiments for deriving a simple reduction table and testing predictions about oxidation-reduction, within the context of:

2.1.3.A.1: : analyzing, as an example of the functioning of products and processes based on scientific principles, oxidation-reduction reactions that occur in everyday life; e.g., corrosion, metallurgy, respiration, photosynthesis; identifying half-reactions, oxidizing and reducing agents

2.2: : Energy is involved in electrochemical changes.

2.2.1: : Knowledge

2.2.1.A: : electrochemical (Voltaic) cells operate on the energy of spontaneous oxidation-reduction reactions, while electrolytic cells require electrical energy to cause nonspontaneous oxidation-reduction reactions to occur, by extending from Science 9, Unit 4, the design of a wet cell and from Chemistry 20, Unit 2, qualitative relationships in chemical changes, and by:

2.2.1.A.1: : defining and identifying, on diagrams of electrochemical (Voltaic) and electrolytic cells, the following: anode, cathode, anion, cation; as well as salt bridge/porous cup and external circuit for the former and power supply for the latter

2.2.1.A.7: : performing calculations to determine quantities of mass, volume, concentration, current and time in single electrochemical (Voltaic) and single electrolytic cells.

3: : Equilibrium, Acids and Bases in Chemical Changes

3.1: : Attitudes

3.1.2: : value the role of precise observation and careful experimentation in learning about the chemistry of acids and bases

3.1.1: : appreciate the usefulness of the mathematical model in describing chemical equilibrium

3.1.1.A: : chemical reactions involving gases, acids and bases can be described as dynamic equilibrium systems, by extending from Chemistry 20, Unit 1, the model for equilibrium in a saturated solution, and by:

3.1.1.A.2: : writing and interpreting chemical reaction equations for chemical systems at equilibrium

3.2: : Acid and base systems are quantitatively and qualitatively described.

3.2.1: : Knowledge

3.2.1.A: : acid and base systems are quantitatively and qualitatively described in a variety of ways, by extending from Science 8, Unit 1, Science 9, Unit 5 and Science 10, Unit 3, the properties of solutions, acids and bases, and from Chemistry 20, Unit 1, the definitions for acids, bases and pH, and by:

3.2.1.A.7: : performing calculations to determine any of pH, pOH, [H3O+ (aq)], [OH- (aq)], Ka, or Kb from the masses of solute, volumes and concentrations of solutions

3.2.2: : Skills

3.2.2.A: : designing and performing an experiment to differentiate among strong and weak acids and bases and a variety of neutral solutions

3.3: : Acid-base chemistry involves proton transfer.

3.3.1: : Knowledge

3.3.1.A: : Brønsted-Lowry acid-base reactions involve proton transfer, by extending from Chemistry 20, Unit 1, the Arrhenius definitions for acids and bases and neutralization, and from Chemistry 20, Unit 2, quantitative relationships in chemical changes, and by:

3.3.1.A.5: : describing examples of substances that can accept or donate more than one proton, and writing and interpreting related chemical equations

3.3.2: : Skills

3.3.2.F: : using indicators to determine the approximate pH of an acid or base solution

3.3.3: : STS Connections

3.3.3.A: : understanding the Brønsted-Lowry definition of acids and bases by analyzing, predicting and writing chemical equations for acid and base reactions; explaining indicators, buffers and titration; performing calculations related to reactions between strong acids and strong bases; and by designing, performing and evaluating experiments to investigate acids, bases and buffer action; performing a titration experiment, and drawing and interpreting titration curve graphs, within the context of:

3.3.3.A.4: : any other relevant context.

Correlation last revised: 2/26/2010

Alberta - Science: Chemistry 30

Program of Studies | Adopted: 2007

1: : Thermochemical Changes

2: : Electrochemical Changes

3: : Equilibrium, Acids and Bases in Chemical Changes