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Iimcr-sin of viiuTiaUbran 1620 18M2 0072 Chemistry 20-30 Program Outcomes Resource Development Draft June 2005 Note: The philosophy and rationale that relates to these outcomes is in the Secondary Science Revisions Program Introduction Links to the various . frameworks within that document are identified in bold with parentheses ( ) after the program outcomes. Links to the Information and Communication Technology (ICT) Program ofStudies are identified in bold with square brackets [ ]. This resource development draft ofthe program outcomes was initiated based on information d during the secondary science needs assessment conducted in 1998. It was developed e guidance ofthe Alberta Learning Science Interbranch Team with advice from the 10-12 Advisory Committee made up ofteachers and education stakeholders from across vince. Additional revisions were made based on responses to a questionnaire and other QD ations. Additional ICT links will be identified in the program. FirstNations, Metis and 41 aboriginal) perspectives have yet to be infused into the program. Further changes may A316 fter field testing. 2005 CURR GD HIST Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/chemistry2030progra05albe Chemistry 20-30 Program Outcomes Resource Development Draft June 2005 Note: The philosophy and rationale that relates to these outcomes is in the Secondary Science Revisions Program Introduction Links to the various . frameworks within that document are identified in bold with parentheses ( ) after the program outcomes. Links to the Information and Communication Technology (ICT) Program ofStudies are identified in bold with square brackets [ ]. This resource development draft ofthe program outcomes was initiated based on information collected during the secondary science needs assessment conducted in 1998. It was developed under the guidance ofthe Alberta Learning Science Interbranch Team with advice from the Science 10-12 Advisory Committee made up ofteachers and education stakeholders from across the province. Additional revisions were made based on responses to a questionnaire and other consultations. Additional ICT links will be identified in the program. FirstNations, Metis and Inuit (Aboriginal) perspectives have yet to be infused into the program. Further changes may occur after field testing. Ex LlBRIS Universitatis Albertensis CHEMISTRY 20 Chemistry 20 consists offour units ofstudy: A. The Diversity ofMatter and Chemical Bonding B. Forms ofMatter: Gases C. Matter as Solutions, Acids and Bases D. Quantitative Relationships in Chemical Changes Attitude Outcomes for Chemistry 20 Students will be encouraged to develop positive attitudes that support the responsible acquisition and application ofknowledge related to science and technology. The following attitude outcomes are to be developed throughout the Chemistry 20 program, in conjunction with the outcomes for Knowledge, Science, Technology and Society (STS) and Skills in each unit. Interest in Science Students will be encouragedto: show interest in science-related questions and issues and confidently pursue personal interest and career possibilities within science-related fields, e.g., • appreciate how scientificproblem solvingandnew technologies are beingdevelopedand implemented • appreciate the usefulness ofmodels andtheories in helpingto explain thestructure andbehaviour of matter • investigate careers infields such asfoodscience, engineering, laboratory technology, environmental chemistry, agriculture, water treatmentandforensic science • develop an interest in the role ofchemistry in daily life • develop a questioningattitude anda desire to understandmore about matter • express interest in science andtechnology topics notdirectlyrelatedto thestudents'formalstudies • develop an awareness ofthe relationship between chemicalprinciples andapplications ofchemistry • identify' industrial, commercialandhouseholdprocesses andproducts andassociatedcareers that require a knowledge ofquantitative analysis. Mutual Respect Students will be encouragedto: appreciate that scientific understanding evolves from the interaction ofideas involving people with different views and backgrounds, e.g., • recognize that theories develop as a result ofthesharingofideas by manyscientists • trace,from a historicalperspective, how the observations andexperimentalworkofmany individuals ledto modern understandings ofmatter • value traditionalknowledge ofcommon solutions andsubstances • research the roleofchemistry in the InternationalSpaceStationproject • investigate how earlypeoples developedrecipesforcommonfoods, cleaners andremedies. Note: Someoftheoutcomes are supported by examples. The examples arewritten in italics and do not form part ofthe required program but are provided as an illustration ofhowthe outcomes might bedeveloped. June 2005 Resource Development Draft Chemistry 20 l\ ©AlbertaEducation. Alberta. Canada Scientific Inquiry Students will be encouragedto: seek and apply evidence when evaluating alternative approaches to investigations, problems and issues, e.g., • develop curiosityabout the nature ofchemistry • tolerate the uncertainty involvedinprovidingexplanations andtheoreticaldefinitions • appreciate the limitednature ofevidence when interpretingobservedphenomena • appreciate thatscientific evidence is thefoundationforgeneralizations andexplanations about chemistry • value the role ofprecise observation andcarefulexperimentation in learningaboutchemistry. Collaboration Students willbe encouragedto: work collaboratively in planning and carrying out investigations and in generating and evaluating ideas, e.g., • assume a varietyofroles within agroup, as required • evaluate the ideas ofothers objectively • acceptresponsibilityfor any taskthat helps thegroup complete an activity • seek thepoints ofview ofothers andconsider a multitude ofperspectives. Stewardship Students will be encouragedto: demonstrate sensitivity and responsibility in pursuing a balance between the needs ofhumans and a sustainable environment, e.g., • willinglyevaluate the impactoftheirown choices or the choices scientists make when they carryout an investigation • remain critical-mindedregardingtheshort- andlong-term consequences ofhuman actions • considera varietyofperspectives when addressing issues, weighingscientific, technological, economic, politicalandecologicalfactors. Safety Students willbeencouragedto: show concern for safety in planning, carrying out and reviewing activities with reference to the Workplace Hazardous Materials Information System (WHMIS) and consumer product modelling information, e.g., • treat equipment with respectandcarefully manipulatematerials • value the needforsafe handlingandstorage ofchemicals • recognize thesignificantrole that chemicalresearchers andthechemical industryplay in identifying risks anddevelopingguidelines in safe exposure, e.g., Responsible Care® • dispose ofusedmaterials appropriately • use minimalquantities ofchemicals whenperformingexperiments • assumeresponsibilityfor thesafety ofall those who sharea common workingenvironment, by cleaning up after an activityanddisposingofmaterials in a safeplace accordingtosafetyguidelines. Note: Someoftheoutcomes are supported by examples. The examples arewritten in italics and do not form part ofthe required program but are provided as an illustration ofhowthe outcomes might be developed. 2/ Chemistry 20 June 2005 Resource Development Draft ©AlbertaEducation,Alberta, Canada UNIVERSITY LIBRARY UNIVERSITY fiF ALBERTA Unit A: The Diversity ofMatter 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 ofthis unit is to relate theories about bonding to the properties ofmatter and to develop explanations and descriptions ofstructure and bonding through scientific models. Students learn more about the diversity ofmatter from selected examples oforganic compounds. This unit builds on: • Science 9, Unit 5: Chemical Properties ofChange • Science 10, Unit C: Energy and Matter in Chemical Change This unit provides an introduction to Chemistry 30, Unit A: Thermochemical Changes, Unit B: Electrochemical Changes and Unit C: Chemical Changes ofOrganic Compounds. This unit will require approximately 20% ofthe allotted time for Chemistry 20. Links to Mathematics: Thefollowingmathematics topics arenot consideredasprerequisites. Topics: These topics may be found in the following courses: • plotting linear and non-linear data Pure Mathematics 10, specific outcome 3.1 • rational equations that reduce to linear Pure Mathematics 10, specific outcome 2.7; Applied equations Mathematics 10, specific outcomes 1.2, 1.3 and 5.1 • experimental results and experimental Applied Mathematics 20, specific outcomes 6.2, 6.3 error and 6.4 Focusing Questions: Why do some substances dissolve easily, whereas others do not? Why do different substances have different melting and boiling points and heats offusion and vaporization? How can models increase understanding ofbonding? General Outcomes: There are two major outcomes in this unit. Students will: 1. describe the role ofmodeling, evidence and theory used in explaining and understanding the structure, chemical bonding and properties ofionic compounds 2. describe the role ofmodeling, evidence and theory used in explaining and understanding the structure, chemical bonding and properties ofmolecular substances. Key Concepts: The following concepts are developed in this unit and may also be addressed in other units at other levels. The intended level and scope oftreatment is defined by the learning outcomes. • chemical bond • electronegativity • ionic bond • intramolecular and intermolecular forces • polarity • electron dot diagrams • covalent bond • Lewis structures • valence electron • valence-shell electron-pair repulsion (VSEPR) theory • hydrogen bond June 2005 Resource Development Draft Chemistry 20 /3 CAlbertaEducation. Alberta. Canada General Outcome 1: Students willdescribe the role ofmodeling, evidence and theory used in explaining and understanding the structure, chemical bonding and properties ofionic compounds. Outcomes for Knowledge Students will: 20-Al.lk recall principles for assigning names to ionic compounds 20-A1.2k explain why formulas for ionic compounds refer to the simplest whole-number ratio ofions that result in a net charge ofzero 20-A1.3k define valence electron, electronegativity, ionic bond and intramolecular force 20-A1.4k use the periodic table and electron dot diagrams to support and explain ionic bonding theory 20-A1.5k explain how an ionic bond results from the simultaneous attraction ofoppositely charged ions 20-A1.6k explain that ionic compounds form lattices and that these structures relate to their properties, e.g., meltingpoint, dissolving, reactivity. Outcomes for Science, Technology and Society (Emphasis on the nature ofscience) Students will: 20-ALists explain that the goal ofscience is knowledge about the natural world (NSI) by • identifyingeverydayprocesses andproducts in which ionic compounds aresignificant, such as in thecomposition ofhouseholdproducts andfoods andin lifeprocesses 20-A1.2sts explain that scientific knowledge and theories develop through hypotheses, collection of evidence through experimentation and the ability to provide explanations (NS2) by • describinghow an understandingofelectronegativitycontributes to the knowledge of relative bondstrength, meltingpoints andboilingpoints ofionicsubstances 20-A1.3sts explain that scientific knowledge may lead to the development ofnew technologies and that new technologies may lead to scientific discovery (ST4) by • explaininghow scientific research andtechnology interact in theproduction and distribution ofbeneficial materials, includingsemiconductors, ceramics andcomposite materials. Note: Someoftheoutcomesare supported by examples. Theexamples arewritten in italics and do not form part ofthe required program butare provided as an illustration ofhowtheoutcomes might be developed. 4/ Chemistry 20 June 2005 Resource Development Draft ©AlbertaEducation,Alberta, Canada General Outcome 1: Students willdescribe the role ofmodeling, evidence and theory used in explaining and understandingthe structure, chemical bonding and properties ofionic compounds. Skill Outcomes (Focus on scientific inquiry) Initiating and Planning Students will: 20-Al.ls ask questions about observed relationships and plan investigations ofquestions, ideas, problems and issues by • designing an investigation to determine the properties ofionic compounds (solubility, conductivity, melting point) (IP-NS4) [ICT Cl-4.2] • describing procedures for safe handling, storage and disposal ofmaterials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP-NS4) • researching the question "Shouldallscientificresearch have apracticalapplication?" (IP-NS1)[ICTC2-4.1] • designing an experiment to explore theformation ofionic compounds (IP-NS2) [ICT C2-4.2]. Performing and Recording Students will: 20-A1.2s conduct investigations into relationships among observable variables and use a broad range oftools and techniques to gather and record data and information by • drawing electron dot diagrams and building models ofionic solids (CT-NS2) [ICT P3^1.3] • performingan investigation to illustrateproperties ofionic compounds (IP-STS2) [ICTC6-4.1] • usingtheperiodic table to makepredictions about bondingandnomenclature (PR-NS1, AI-NS1) [ICT C6-4.2] • usingmodel buildingsoftware to collectandintegrate information on the structure of ionic crystals (PR-NS4) [ICT C7-4.3]. Analyzing and Interpreting Students will: 20-A1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions by • analyzing experimental data to determine the properties ofionic compounds (AI-NS6) [ICTP2^U] • usingdatafrom various sources topredict thestrength ofbonds between ions (PR-NS1, AI-NS2) [ICT Cl-4.1]. Communication and Teamwork Students will: 20-A1.4s work as members ofa team in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results by • critically analyzing models ofionic compounds built by others (CT-NS3) [ICTP6-4.1]. Note: Someofthe outcomes are supported by examples. The examples are written in italics and do not form part ofthe required program but are provided as an illustration ofhowtheoutcomes might be developed. June 2005 Resource Development Draft Chemistry 20 /5 ©AlbertaEducation, Alberta, Canada General Outcome 2: Students willdescribe the role ofmodeling, evidence and theory used in explaining and understanding the structure, chemical bonding and properties ofmolecular substances. Outcomes for Knowledge Students will: 20-A2. k recall principles for assigning names to molecular substances 1 20-A2.2k explain why formulas for molecular substances refer to the number ofatoms ofeach constituent element 20-A2.3k relate electron pairing to multiple and covalent bonds 20-A2.4k draw electron dot diagrams ofatoms and molecules, writing structural formulas for molecular substances and using Lewis structures to predict bonding in simple molecules 20-A2.5k apply VSEPR theory to predict molecular shapes for linear, bent, tetrahedral, pyramidal and trigonal planar molecules 20-A2.6k illustrate, by drawing or building models, the structure ofsimple molecular substances 20-A2.7k explain intermolecular forces, London (dispersion) forces, dipole-dipole-forcesand hydrogen bonding 20-A2.8k relate properties ofsubstances (e.g., meltingandboilingpoints, heats offusion and vaporization) to the predicted intermolecular bonding in the substance 20-A2.9k determine the polarity ofa molecule based on simple structural shapes and unequal charge distribution 20-A2.10k describe bonding as a continuum ranging from complete electron transferto equal sharing ofelectrons. Outcomes for Science, Technology and Society (Emphasis on the nature ofscience) Students will: 20-A2.1sts explain that scientific knowledge and theories develop through hypotheses, the collection ofevidence through experimentation and the ability to provide explanations (NS2) by • relatingchemicalproperties to theirpredictedintermolecular bondingby investigating meltingandboilingpoints 20-A2.2sts explain that scientific knowledge is subject to change as new evidence comes to light and as laws and theories are tested and subsequently restructured, revised or reinforced (NS4, ST4) by • explaininghow scientific research andtechnology interact in theproduction and distribution ofbeneficialmaterials, e.g.,polymers, householdproducts, lifeprocesses, solvents • investigatinghow basic knowledge about thestructureofmatter is challengedin nanotechnologyresearch anddevelopment. Note: Someoftheoutcomes are supported by examples. The examples are written in italics and do not form part ofthe required program butare provided as an illustration ofhowthe outcomes might bedeveloped. 6/ Chemistry 20 June 2005 Resource Development Draft ©AlbertaEducation, Alberta, Canada