Chemistry 20 Course OutlineFall 2015
InstructorMr. McIlroy
LocationRoom 161
Program Overview
Chemistry 20 consists of four units of study:
A. The Diversity of Matter and Chemical Bonding
B. Forms of Matter: Gases
C. Matter as Solutions, Acids and Bases
D. Quantitative Relationships in Chemical Changes
Specific Outcomes
Unit A: The Diversity of Matter and Chemical Bonding
Themes: Diversity and Matter
Overview: Concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations. The major focus of this unit is to relate theories about bonding to the properties of matter and to develop explanations and descriptions of structure and bonding through scientific models. Students learn about the diversity of matter through the investigation of ionic compounds and molecular substances.
This unit builds on:
• Grade 9 Science, Unit B: Matter and Chemical Change
• Science 10, Unit A: Energy and Matter in Chemical Change
This unit provides a background for:
• Chemistry 30, Unit A: Thermochemical Changes, Unit B: Electrochemical Changes and Unit C: Chemical Changes of Organic Compounds
Unit A will require approximately 20% of the time allotted for Chemistry 20.
Focusing Questions:Why do some substances dissolve easily, whereas others do not? Why do different substances have different melting and boiling points and enthalpies of fusion and vaporization? How can models increase understanding of bonding?
General Outcomes:
1. describe the role of modelling, evidence and theory in explaining and understanding the structure, chemical bonding and properties of ionic compounds
2. describe the role of modelling, evidence and theory in explaining and understanding the structure, chemical bonding and properties of molecular substances.
Key Concepts:• chemical bond
• ionic bond
• covalent bond
• electronegativity
• polarity
• valence electron / • intramolecular and intermolecular forces
• hydrogen bond
• electron dot diagrams
• Lewis structures
• valence-shell electron-pair repulsion (VSEPR) theory
Unit B: Forms of Matter: Gases
Themes: Matter, Change and Energy
Overview: Students expand their knowledge of the nature of matter through the investigation of the properties and behaviour of gases.
This unit builds on:
• Grade 9 Science, Unit B: Matter and Chemical Change
• Science 10, Unit A: Energy and Matter in Chemical Change
This unit provides a background for:
• Chemistry 30, Unit D: Chemical Equilibrium Focusing on Acid-Base Systems
Unit B will require approximately 16% of the time allotted for Chemistry 20.
Focusing Questions: How do familiar observations of gases relate to specific scientific models describing the behaviour of gases? What is the relationship among the pressure, temperature, volume and amount of a gas? How is the behaviour of gases used in various technologies?
General Outcome:
- explain molecular behaviour, using models of the gaseous state of matter.
Key Concepts:
• Celsius and Kelvin temperature scales
• absolute zero
• real and ideal gases
• law of combining volumes
• Charles’s law / • Boyle’s law
• ideal gas law
• standard temperature and pressure (STP)
• standard ambient temperature and pressure (SATP)
Unit C: Matter as Solutions, Acids and Bases
Themes: Matter, Diversity, Systems and Change
Overview: Students gain insight into the nature of matter through an investigation of change in the context of solutions, acids and bases.
This unit builds on:
• Grade 8 Science, Unit A: Mix and Flow of Matter
• Grade 9 Science, Unit B: Matter and Chemical Change and Unit C: Environmental Chemistry
• Science 10, Unit A: Energy and Matter in Chemical Change
This unit provides a background for:
• Chemistry 20, Unit D: Quantitative Relationships in Chemical Changes
• Chemistry 30, Unit B: Electrochemical Changes and Unit D: Chemical Equilibrium Focusing on Acid-Base Systems
Unit C will require approximately 32% of the time allotted for Chemistry 20.
Focusing Questions: How is matter as solutions, acids and bases differentiated on the basis of theories, properties and scientific evidence? Why is an understanding of acid-base and solution chemistry important in our daily lives and in the environment?
General Outcomes:
1. investigate solutions, describing their physical and chemical properties
2. describe acidic and basic solutions qualitatively and quantitatively.
Key Concepts:.• homogeneous mixtures
• solubility
• electrolyte/nonelectrolyte
• concentration
• dilution
• strong acids and bases / • weak acids and bases
• monoprotic/polyprotic acid
• monoprotic/polyprotic base
• Arrhenius (modified) theory of acids and bases / • indicators
• hydronium ion/pH
• hydroxide ion/pOH
• neutralization
Unit D: Quantitative Relationships in Chemical Changes
Themes: Matter and Change
Overview: Students focus on chemical change and the quantitative relationships contained in balanced chemical equations. They are required to use stoichiometric principles and mathematical manipulation to predict quantities of substances consumed or produced in chemical reaction systems.
This unit builds on:
• Science 10, Unit A: Energy and Matter in Chemical Change
This unit provides a background for:
• Chemistry 30, Unit A: Thermochemical Changes, Unit B: Electrochemical Changes and Unit D: Chemical Equilibrium Focusing on Acid-Base Systems
Unit D will require approximately 32% of the time allotted for Chemistry 20.
Focusing Questions: How do scientists, engineers and technologists use mathematics to analyze chemical change? How are balanced chemical equations used to predict yields in chemical reactions? − modes of failure
− performance requirements
− margin of safety
General Outcomes
1. explain how balanced chemical equations indicate the quantitative relationships between reactants and products involved in chemical changes
2. use stoichiometry in quantitative analysis.
Key Concepts:• chemical reaction equations
• net ionic equations
• spectator ions
• reaction stoichiometry
• precipitation
• limiting and excess reagents / • actual, theoretical and percent yield
• titration
• end point
• equivalence point
• titration curves for strong acids and bases
Chemistry 20 Scope and Sequence
Unit ASeptember
Unit BSeptember- October
Unit C October - November
Unit DDecember - January
Review for FinalJanuary
Assessment:
A student’s final grade is based on a weighted percentage between the June final exam, test/quiz marks, assignments and projects. The breakdown is as follows:
Final Exam30%
Assignments40%
Tests/Quizzes30%
Total100%
Chemistry 20 Procedures
- Students should be on time with their textbook, notebook, and a writing implement. Extra materials are not allowed (such as personal entertainment devices or computers) unless authorized by the teacher. Students should pay attention in class as the teacher will tell students if they need additional materials for the next class. It is the students’ responsibility to remember these additional items and students should not waste class time in collecting these materials.
- Students are expected to be engaged with the course material. This involves students actively participating in the class and using their class time to complete assignments. Ample class time will be provided for students to complete their work and it is expected that they will use it accordingly. The excuse of “I’ll do it at home” is not allowed.Students who do not complete their assignments will be directed to attend room 161 at lunch.
- Students are expected to use class time for learning and should expect to remain in the classroom until the end of class. Personal business that needs to be attended to, such as getting a drink, going to the bathroom or talking to another teacher, must be accomplished before the start of class. Emergent issues will be considered on an individual basis. Students should acknowledge that emergencies are infrequent events.
- Students should realize that food and drink are not necessary for the understanding of course material. The consumption of said items should occur during the parts of the day that are designated for these activities unless an underlying medical condition precludes this.
- Students are to hand in any completed assignments on the day that they are due. Students will often be asked to complete an assignment for the end of the period. If this is the case, the students will need to complete the assignment during the class period.
- Students should take pride in all things they do in class and this should be reflected in the state in which an assignment is submitted for grading. Folded, creased, torn or soiled work will not be assessed and will be returned to the student for resubmission once the errors have been corrected.
- It is expected that any assignment or project handed in for assessment must include the students first and last name, date the assignment was due and the course that they are in. On written assignments this information should be written in the upper right hand corner of the first page. Poster assignments must have the name on the upper right hand side of the reverse of the poster. Assignments that involve building a model must have the student information clearly stated on the base on which the model has been attached. PowerPoint assignments should have a title slide that contains the required student information. Excel assignments should include the student information on the main document on the upper right hand side of the spreadsheet. Improper labeling of submitted student assignments will cause the assignment to not be marked until the assignment is properly identified.
- When submitting electronic documents through email, it is required that students write in the subject line of their email the name of the assignment and its due date. Failure to do so will cause the student to have to resubmit the assignment in the proper fashion. Students should also carbon copy the electronic document to their own account to ensure that the document was correctly inserted into the email.
- Students are to realize that when they are absent it is their responsibility to get caught up on missed classwork and any notes that were taken during the absence. It is advisable that students have a homework buddy to collect material that was handed out when they were gone. If the students need to ask the teacher about missing assignments they are to remember that class time is for learning and that they should ask when the class is dismissed at the end of the period. Students are encouraged to miss as little time as possible due to the importance of the material discussed in class.
Please return and sign with parental signature.
Signature:______