SCH 3U Unit 1: Matter, Chemical Trends and Chemical Bonding
SCH 3U Unit 1: Matter, Chemical Trends and Chemical Bonding
Overall Expectations:
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);
A2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
B1. analyse the properties of commonly used chemical substances and their effects on human health and the environment, and propose ways to lessen
their impact;
B2. investigate physical and chemical properties of elements and compounds, and use various methods to visually represent them;
B3. demonstrate an understanding of periodic trends in the periodic table and how elements combine to form chemical bonds.
Topic / Specific Course Expectation / Textbook Reference / Activities/Suggested Text Questions1 / Review of Grade 10 material, lab safety, lab notebook / Handouts
2 / Atomic Theory
a) Review of the terms element, compound, atom, nucleus, proton, neutron, electron, valence electron, orbits or shells, atomic number, mass number, isotope, ion, cation, anion, Bohr diagram, Lewis dot diagram
b) Accuracy, Precision, Significant Digits
c) Models of the atom
d) The Electrons of the Atom
e) The Nucleus of the Atom: Values of A and Z
f) Radioisotopes – definition; comparison to isotopes
g) Calculations of the relative atomic mass of an element (average weighted atomic mass) from isotopic abundance / B3.1 explain the relationship between the atomic number and the mass number of an element,
and the difference between isotopes and radioisotopes
of an element
B3.2 explain the relationship between isotopic abundance of an element’s isotopes and the relative atomic mass of the element / c) Pg. 10-12
d) Pg. 12-13
e) Pg. 14-16
f) Pg. 16
g) Pg. 18 / a) Grade 10 review; class handouts;
b) Handout; pg. 614-615
c and d) Pg. 14 #1-6; pg. 100 #55. 56
e) Grade 10 review, class notes; pg. 98 #29
f) Pg. 21 #6
g) Handout; pg. 19 #1-10; pg. 21 #4, 7-11
3 / Trends in the Periodic Table
a) Contributions of Mendeleev to the modern periodic table
b) Modern Periodic Law and periodicity
c) Periodic Table Trends in atomic radius, [and effective nuclear charge (ENC)], ionic radius, ionization energy, electron affinity, electronegativity, chemical reactivity / B2.1 use appropriate terminology related to chemical trends and chemical bonding, including, but not limited to: atomic radius, effective nuclear charge, electronegativity, ionization energy, and electron affinity [C]
B3.3 state the periodic law, and explain how patterns in the electron arrangement and forces
in atoms result in periodic trends (e.g., in atomic radius, ionization energy, electron affinity,
electronegativity) in the periodic table
B2.2 analyse data related to the properties of elements within a period (e.g., ionization energy, atomic radius) to identify general trends in the periodic table [AI]
B2.3 use an inquiry process to investigate the chemical reactions of elements (e.g., metals,
non-metals) with other substances (e.g.,oxygen, acids, water), and produce an activity series using the resulting data [PR, AI]
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas
of skills (initiating and planning, performing and recording, analysing and interpreting,
and communicating) / a) Pg 22, 23; section summary pg. 30
b) Pg. 23
c) Pg. 31-40; class notes / a and b) Pg 26 #30 #1, 2
c) Pg. 26 #8
Atomic radius pg. 34 #13-18; pg. 40 #1-4, 13, 14
Ionization energy pg. 40 #5-9;
Electron affinity pg. 40 #10, 11
Class assignment
More Practice
Pg. 98 #14 – 16
Lab: Activity Series
4 / IUPAC nomenclature
- Give formulae and proper IUPAC names for binary and diatomic molecules and binary and oxoacids ; for binary ionic compounds; for ionic compounds containing polyatomic ions and/or for any ionic compound containing mono- or multivalent metals; for hydrates. Use classical names for binary and oxoacids (both are molecules).
system [AI, C]
(In our course, we are more likely to use the classical system for naming acids and bases on a regular basis rather than the IUPAC system.) / a) Molecular Compounds including acids pg.
68 - 72
b) Ionic compounds pg. 65 – 68 / Molecular Compounds
Pg. 90 #22, 23; pg. 92 #4; pg. 93 #18, 19
Ionic Compounds
Pg. 90 #19, 20 pg. 93 #16, 17
Hydrates
Name the compounds found in #51 – 54 pg. 278.
Combination questions pg. 70 #7 – 10, 12; pg. 73 #1 1- 10; pg. 75 #2 – 10; pg. 98 #31 - 35
5 / Molecules versus Ionic Compounds
a) Explain the differences between the formation and representation of ionic bonds compared to covalent bonds.
b) Draw Lewis structures to represent the bonds in ionic and molecular compounds.
c) Build models and write structural formulas for molecular compounds containing single and multiple bonds and for ionic crystals.
d) Predict the nature of a bond (e.g. non-polar covalent, polar covalent or ionic) between two atoms using electronegativity values.
e) Compare and contrast the physical properties and intermolecular forces (London Forces, dipole- dipole, hydrogen bonding) of molecular compounds.
f) Properties of ionic compounds (linked to their structure) / B2.4 draw Lewis structures to represent the bonds in ionic and molecular compounds [PR, C]
B2.6 build molecular models, and write structural formulae, for molecular compounds containing single and multiple bonds (e.g., CO2, H2O, C2H4),and for ionic crystalline structures (e.g., NaCl) [PR, AI, C]
B3.4 explain the differences between the formation
of ionic bonds and the formation of covalent bonds
B2.5 predict the nature of a bond (e.g., non-polar covalent, polar covalent, ionic), using electronegativity values of atoms [AI]
B3.5 compare and contrast the physical properties of ionic and molecular compounds (e.g., NaCl
and CH4; NaOH and H2O) / a, b, c) Molecular compounds
pg. 56, 57and pg. 74;
Ionic compounds:
pg. 54, 55 and Lewis diagrams for ionic compounds,
pg. 65
d) pg. 60 – 62
e) and f) Comparing properties of ionic and molecular compounds
pg. 76 – 82. / a, b, c) Dry lab; pg. 59 #1 – 6; pg. 90 #17, 18; [g. 93 #12, 13, 14; pg. 98 #24
d) pg. 63 #10 – 63; pg. 89 #2, 3, 12 – 16; pg. 90 #28; pg. 93 #15
e and f) pg. 89 #1, 7, 8; pg. 90 #25; pg. 91 #30, 31; pg. 92 #7 – 10; pg. 93 #21; [g/ 97 #9,10; pg. 98 #20, 21, 27
6 / Research Assignment / A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas
of skills (initiating and planning, performing and recording, analysing and interpreting,
and communicating);
A2. identify and describe careers related to the fields of science under study, and describe the
contributions of scientists, including Canadians, to those fields.
B1.1 analyse, on the basis of research, the properties of a commonly used but potentially harmful chemical substance (e.g. fertilizer, pesticide, a household cleaning product, materials used in electronics and batteries) and how that substance affects the environment, and propose ways to lessen the harmfulness of the substance (e.g., by reducing the amount used, by modifying one of its chemical components) or identify alternative substances that could be used for the same purpose [IP, PR, AI, C]
B1.2 evaluate the risks and benefits to human health of some commonly used chemical substances (e.g., chemical additives in foods; pharmaceuticals; cosmetics and perfumes;
household cleaning products) [AI, C] / TBA
7 / Unit Review / Your text has a solid unit review on pages 97 – 103. Here is a list of suggested questions from these pages: #1 – 21, 23 – 36; 38, 41 – 49; #55 – 61; #64, 66; pg 102 – 103, all
8 / Unit Test / You’ll need a calculator and something to write with.
If you have specific requests related to an IEP, it is your responsibility to check in with the teacher about setting things up well BEFORE the test period. If you know you will be absent on test day, it is your responsibility to speak to the teacher well BEFORE the test day. If you are unavoidably absent, be prepared to write the test the next period you are back to class. A phone call to parents will occur when a major evaluation is missed.
Missed quizzes – Come to room 127 to write a missed quiz the lunch period of the day you return to school. If you cannot stay to write, it is still important to speak with the teacher at this time.