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Ohm am a CURRICULUM 41 A316 1992 gr 1-12 . 1 CURRGDHT Ex LIBRIS UNIVERSITATIS ALBERDENSIS Chemistry 20-30 Program of Studies This document is a field validation draft, being used to prepare support material and to validate the program of studies. CB 92 02 11 Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/chemistry2030progr92albe ty LIBRARY SITY OF ALBERTA Vision Senior High Science Programs The senior high science programs will help all Students will be expected to show appreciation students attain the scientific awareness needed for the roles of science and technology in to function as effective members of society. understanding nature, and maintain a lifelong Students will be able to pursue further studies interest in science. They will possess enthusiasm and careers in science, and come to a better and positive attitudes toward science. understanding of themselves and the world around them. To achieve this, appropriate The learning context is an integral part of the curriculum components are identified, and senior high science programs. The context is approached from a common philosophical intended to foster the expected attitudes in position in each science course. These students, further the development of students' components include expected student skills and increase students' understanding of knowledge, skills and attitudes. science knowledge, science process, and the connections among science, technology and In the senior high science programs students society. The context for learning will be relevant focus on students learning the big to students' lives, so they will experience science interconnecting ideas and principles. These as interesting and dynamic. Learning ideas, or major principles, originate from opportunities will be made meaningful by science knowledge that transcends and unifies providing concrete experiences that students can the natural science disciplines. These major relate to their world. ideas include change, diversity, energy, equilibrium, matter and systems; the process by The senior high science programs place students which scientific knowledge is developed, at the centre. Students are active learners and includingthe role ofexperimental evidence; and will assume increased responsibility for their the connections among science, technology and learning. society. The ideas will also form a framework for the curriculum, provide continuity with the This framework was used for the development of junior high program, and build on students' programs including Science 10-20-30, Biology previous learning. 20-30, Chemistry 20-30, Physics 20-30, Science 14-24 and Science 16-26. The programs have a The senior high science programs place common rationale and philosophy, goals and increased emphasis on developing methods of general learner expectations. As well, each inquiry that characterize the study of science. program will have specific learner expectations For example, students will further their ability and standards ofachievement. to ask questions, investigate and experiment; gather, analyze and assess scientific information; and test scientific principles and their applications. They will develop their problem-solving ability and use technology appropriately. By providing students with opportunities to develop and apply these skills, they will better understand the knowledge they have acquired. CB 92 02 11 Page 1 Chemistry 20-30 PROGRAM RATIONALE AND PHILOSOPHY Goals Chemistry is the study of matter and its changes. The major goals of the Chemistry 20-30 program Through its study ofscience, students are given the are: opportunity to explore and understand the natural world and to become aware of the importance of • to develop in students an understandingofthe chemistry to their lives. Young people learn best biginterconnectingideas and principles that from concrete experiences that present an transcend and unify the natural science authentic view of science. In Chemistry 20-30, disciplines students learn science in relevant contexts and engage in meaningful activities. This facilitates • to provide students with an enhanced the transfer of knowledge to new contexts. understandingofthe scientific world view, Students are encouraged to participate in lifelong inquiry and enterprise learning about chemistry and to appreciate science as a remarkable, inspiring and stimulating human • to help students attain the level ofscientific enterprise with practical impact on their lives and awareness that is essential for all citizens in a on society as a whole. scientifically literate society Chemistry, as with all science, is an experimental • tohelp students make informed decisions about discipline requiring creativity and imagination. further studies and careers in science Methods of inquiry characterize its study. In Chemistry 20—30, students further develop their • to provide students with opportunitiesfor ability to ask questions, investigate and acquiringknowledge, skills and attitudes that experiment; to gather, analyze and assess scientific contribute to personal development. information; and to test scientific laws and principles and their applications. In the process, students exercise their creativity and develop Chemistry 20-30 is an academic program that helps students better understand and apply critical thinking skills. Through experimentation, problem-solving activities and independent study, fundamental concepts and skills. The focus is on students develop an understanding ofthe processes helping students understand the chemical by which scientific knowledge evolves. principles behind the natural events they experience and the technology they use in their The Chemistry 20-30 program places students at daily lives. The program encourages enthusiasm the centre. Students are active learners and will for the scientific enterprise and develops positive assume increased responsibility for their learning attitudes about chemistry as an interesting human as they work through the program. Students are activity with personal meaning. It develops in encouraged to make appropriate applications of students the attitudes, skills and knowledge to help cexhpeemcitceadl cotonceppatrstitcoitphaetier daacitliyvelliyves.inSttuhdeeinrtsoawrne tgohaelsm,bmeackoimnegcianpfaobrlmeeodf,chaonidcecsomamnidtatcetdintgo,insewttaiynsg Alenarenminpgh;asitseaocnhetrhseakcetyasconccoelpltabsoraantdorpsrionrcigpuliedseso.f that will improve their own lives and life in their communities. chemistry provides students with a more unified view ofthe sciences and a greater awareness ofthe connections amongthem. CB 92 02 11 Page 2 GENERAL LEARNER prediction or inference - and those new ideas, EXPECTATIONS when incorporated with previous learning, can create a new knowledge structure. Eventually, an outcome such as a solution, an answer or a The general learner expectations outline the decision is reached. Finally, criteria are many facets of scientific awareness and serve as established to judge ideas and information in the foundation for specific learner expectations. order to assess both the problem-solving process The general learner expectations are developed and its outcomes. through the study of individual units in Chemistry 20-30 and, though listed sequentially, The following skills are not intended to be are not meant to be developed sequentially or developed sequentially or separately. Effective separately. thinking appears to be non-linear and recursive. Students should be able to access skills and Attitudes strategies flexibly; select and use a skill, process or technology that is appropriate to the task; and Students will be encouraged todevelop: monitor, modify or replace it with a more effective strategy. • an enthusiasm for, and a continuinginterest • Initiatingand Planning in, science • the effective attributes ofscientists at work; - identify and clearly state the problem or such as, respectfor evidence, tolerance of issue to be investigated uncertainty, intellectual honesty, creativity, - differentiate between relevant and perseverance, cooperation, curiosity and a irrelevant data or information desire to understand - assemble and recordbackground information • positive attitudes toward scientific skills - identify all variables and controls involvingmathematics, problem-solvingand - identify materials and apparatus required process skills - formulate questions, hypotheses and/or • open-mindedness and respectfor others' predictions to guide research points ofview - design and/or describe a plan for research or to solve the problem • a sensitivity to the livingand non-living - prepare required observation charts or environment diagrams • an appreciation forthe roles ofscience and • Collecting and Recording technology in our understanding ofthe natural world. - carry out and modify the procedure if necessary - organize and correctly use apparatus and Skills materials to collectreliable experimental data Students will be expected to develop an ability to - accurately observe, gather and record use thinking processes associated with the information or data accordingto safety practice of science for understanding and regulations (e.g., WHMIS) and exploring natural phenomena, problem solving, environmental considerations and decision making. These processes involve many skills that are to be developed within the • Organizing and Communicating context ofthe program content. - organize and present data (themes, The skills framework presented here assumes groups, tables, graphs, flow charts and that thinking processes often begin with an Venn diagrams) in a concise and effective unresolved problem or issue or an unanswered form question. The problem, issue or question is - communicate data more effectively, using usually defined and hypotheses formulated mathematical and statistical calculations before information gathering can begin. At where necessary certain points in the process, the information - express measured and calculated needs to be organized and analyzed. Additional quantities to the appropriate number of ideas may be generated - for example, by significantdigits, and use appropriate SI CB 92 02 11 Page 3 units for all quantities Knowledge - communicate the findings oftheir investigations in a clearly written report 1. Science Themes Analyzing Students will be expected to demonstrate - analyze data or information fortrends, an understanding of themes that transcend apactctuerrancsy, relationships, reliability and utnhietydiasmciopnlginethebonuantduarrailesscieanncdes,sihnocwluditnhge: - identify and discuss sources oferror and their effect on results • Change: how all natural entities - identify assumptions, attributes, biases, haroewmtohdeifdiierdecotvieonr toifme, claims orreasons - identify main ideas change mightbe predicted and, in some instances, how change • Connecting, Synthesizingand Integrating can be controlled — predictfrom data or information • Diversity: the array ofliving and — formulate further testablehypotheses non-livingforms ofmatter and the procedures used supported by the knowledge and understandinggenerated to understand, classify — identifyfurtherproblems or issues to be and distinguish those forms on the basis of investigated — recurringpatterns identify alternativesfor consideration — propose and explain interpretations or conclusions • Energy: the capacity for doing — develop theoretical explanations work, which drives much — relate the dataorinformation to laws, ofwhattakes place in the principles, models ortheories identified universe through its in background information variety ofinterconvertible — answerthe problem investigated forms — summarize and communicatefindings — decide on a course ofaction Equilibrium: the state in which opposingforces or • Evaluatingthe Process or Outcomes processes balance in a static or dynamic way — establish criteria tojudge data or • Matter: the constituentparts and information — consider consequences and perspectives the variety ofstates ofthe — identifylimitations ofthe dataor material in the physical world information, interpretations or conclusions as aresultofthe Systems: the interrelated groups of experimental/research/project/design processes or methods used things or events that can — suggest alternatives and consider be defined by their improvements to experimental technique boundaries and, in some and design instances, by their inputs — evaluate and assess ideas, information and outputs. and alternatives Further Reading For a more detailed discussion on how to integrate thinking and research skills into the science classroom, refer to the Alberta Education publications: Teaching Thinking: Enhancing Learning (1990) andFocus onResearch (1990). CB 92 02 11 Page 4 2. Science, Technology and Society SPECIFIC LEARNER Students will be expected to demonstrate EXPECTATIONS an understanding of the processes by which scientific knowledge is developed, and of the interdependent relationships of science, Learning Cycle technology and society, including: The specific learner expectations consist of the • the central role ofexperimental evidence attitudes, skills and knowledge that are to be in the accumulation ofknowledge, and addressed in Chemistry 20—30. The use of the the way in which proposed theories may learning cycle allows students to progressfrom: be supported, modified or refuted • an introduction thatframes a lesson in an STS • the inability ofscience to provide answers connection that is relevant to the lives ofthe to all questions learners, to • the functioning ofproducts or processes • the experiential exploration ofa new idea or based on scientific principles content, through • the ways that science advances • ahypothesis-building stage where concepts are technology and technology advances developed to describe the results ofthe initial science exploration, to • the use oftechnology to solve practical • an application phase where the hypothesis, problems vocabulary and patterns previously developed are applied to new situations and related to • the limitations ofscientificknowledge key concepts and principles ofscience, to and technology • afinal evaluation ofthe significance ofthe new • the influence ofthe needs, interests and learningin a STS context. financial support ofsociety on scientific and technological research Students examine phenomena in a variety of topics in chemistry to show the relationships • the ability and responsibility, through among the sciences. Wherever possible, examples science and technology, that societyhas are drawn from their own experience to enable to protect the environment and students to make the connection between scientific judiciously use natural resources to knowledge and the society around them, the ensure quality oflife forfuture technology that societies have developed, and the generations. nature ofscience itself. Further Reading PROGRAM OVERVIEW For further reading on integrating science, The Chemistry 20—30 program emphasizes the key technology and society into the classroom, refer science themes: energy, matter, change, systems, to the Alberta Education publication: STS diversity and equilibrium. The themes show the Science Education: Unifying the Goals ofScience connections among the units of study and provide Education (1990). a framework for teachers to show students how individual sections ofthe program relate to the big ideas ofscience. In addition to developing a solid understanding of the fundamental science concepts and principles, Chemistry 20-30 has the goal of educating students about the nature ofthe physical sciences and the interaction between chemistry and technology. Students are made aware of the tremendous impact of chemistry and associated technology on society, as well as the roles and limitations of the physical sciences, science in general and oftechnology in problem solving in a societal context. CB 92 02 11 Page 5 Course Overview: Chemistry 20 Course Overview: Chemistry 30 Matter and chemical change are the themes The themes of systems, energy and change are common to all the units in Chemistry 20. An central in Chemistry 30. Also highlighted to a understanding of the nature of matter and lesser extent are the themes of equilibrium and analysis of its changes is essential for matter. The components of a system, which may understanding what is happening and for be a collection of substances or processes, predicting what will happen; control of change is influence each other by the transfer ofenergy and essential for the design of technological systems. matter. Changes to one part result in changes to The principles ofconservation of mass and energy other parts of the system. In a system at help to predict and explain the changes that occur equilibrium, opposingreactions are balanced. in a closed system. Chemistry 20 students are developmentally ready to begin defining matter in Chemistry 30 consists ofthree units ofstudy: conceptual terms. Observations that provide evidence to support theories are stressed through Unit 1: Thermochemical Changes experimentation, linking empirical and theoretical Unit 2: Electrochemical Changes knowledge. Unit 3: Equilibrium, Acids and Bases in Chemical Changes Chemistry20 consists offour units ofstudy: Chemistry 30 expands upon the concepts and Unit 1: Matter as Solutions, Acids, Bases and skills introduced in Science 10 and Chemistry 20. Gases Each unitin Chemistry 30 uses a different context Unit2: Quantitative Relationships in Chemical to investigate the nature ofchemical change. The Changes themes are addressed using examples from Unit3: Chemical Bondingin Matter inorganic and organic chemistry to emphasize the Unit4: The Diversity ofMatter: An Introduction unity of science. Energy as it relates to chemical to Organic Chemistry change is the focus ofUnit 1. Energy in the form ofheat is most commonly absorbed or released in Each unitin Chemistry 20 uses a different context chemical reactions. Thermochemistry is the study to investigate the nature of matter; to identify of these heat changes. Changes in physical and common patterns and the processes by which nuclear systems are briefly explored for matter and systems are modified. Unit 1 focuses comparison. In Unit 2, electrochemical systems on the nature ofmatter, specifically solutions and are examined, oxidation-reduction reactions are gases, by examining their properties, identifying analyzed, and the matter and energy involved patterns and analyzing changes. In Unit 2, the quantified. In Unit 3, the focus is on chemical quantitative relationships in chemical reactions systems at equilibrium. Few chemical reactions are explored in predicting masses of substances proceed in only one direction; most are somewhat reacted or produced as a result ofchemicalchange. reversible. Chemical systems involving acids and In Unit 3, models of the atom are extended to bases are studied as examples. models ofbonding as the properties ofmatter and theoretical explanations about its behaviour are linked. In Unit 4, organic compounds are investigated and compared with inorganic matter. Change as it relates to chemical reactions of organic compounds in living and non-living systems is also examined. CB92 02 11 Page 6