Download Chem. 20 Outline 2018

W.G. Murdoch High School
CHEMISTRY 20 COURSE OUTLINE
Teacher: Ms. Black [email protected]
Course Description: This course is an introduction to the study of chemistry. The emphasis is on integrating
an understanding of science, technology and society (STS). The basic goal is to show students how the
fundamental principles of chemistry affect their day-to-day activities. The content and strategies of this
program are designed for the student who will pursue further studies in a chemistry related field.
It is recommended that students attain a grade of at least 65% in Chemistry 20 as a prelude to success in
Chemistry 30 which will be offered in the spring semester.
Textbook: Inquiry into Chemistry, McGraw-Hill Ryerson, 2007
Materials Required: scientific calculator, graphing paper, and other regular classroom materials.
Course Content:
Weighting
Science 10 Review
Unit A: Chemical Bonding
Unit B: Gases
Unit C: Solutions, Acids and Bases
Unit D: Quantitative Relationships in Chemical Change
5%
13%
10%
21%
21%
Final Exam
30%
Introduction to Chemistry & Review of Science 10
- Review of Science 10 Chemistry fundamentals: lab safety &WHMIS, classification of matter, periodic table, atomic
models, compounds, reactions, balancing...
- Mathematics and Chemistry; significant figures, unit analysis ...
Unit A: The Diversity of Matter and Chemical Bonding
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.
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: There are two major outcomes in this unit.
Students will:
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: The following concepts are developed in this unit.
- Chemical bond
- ionic bond
- covalent bond
- Electronegativity
- polarity
- valence electron
- Hydrogen bond
- electron dot diagrams
- Lewis structures
- Intramolecular and intermolecular forces
- valence-shell electron-pair repulsion (VSEPR) theory
Unit B: Forms of Matter: Gases
Overview: Students expand their knowledge of the nature of matter through the investigation of the properties and
behaviour of gases.
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 Outcomes: There is one major outcome in this unit.
Students will: 1. explain molecular behaviour, using models of the gaseous state of matter.
Key Concepts: The following concepts are developed in this unit.
- Absolute zero
- real and ideal gases
- law of combining volumes
- Charles’s law
- Boyle’s law
- ideal gas law
- Celsius and Kelvin temperature scale
- Standard temperature and pressure (STP)
- standard ambient temperature and pressure (SATP)
Unit C: Matter as Solutions, Acids and Bases
Overview: Students gain insight into the nature of matter through an investigation of change in the context of solutions,
acids and bases.
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: There are two major outcomes in this unit.
Students will: 1. Investigate solutions, describing their physical and chemical properties
2. Describe acidic and basic solutions qualitatively and quantitatively.
Key Concepts: The following concepts are developed in this unit.
- Homogeneous mixtures
- solubility
- Electrolyte/nonelectrolyte
- Concentration
- dilution
- Strong acids and bases
- Weak acids and bases
- Indicators
- Monoprotic/polyprotic acid/base
- Hydronium ion/pH
- hydroxide ion/pOH
- Arrhenius (modified) theory of acids/base
- Neutralization
Unit D: Quantitative Relationships in Chemical Changes
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.
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?
General Outcomes: There are two major outcomes in this unit.
Students will:
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: The following concepts are developed in this unit.
- 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
Evaluation: for each unit of study
Assignments…………………………………………………………………15%
Labs………………………………………………………………………….15%
Quizzes………………………………………………………………………15%
Unit Tests……………………………………………………………………25%
Final Exam…………………………………………………………………..30%
Chemistry 20 evaluation explanations:
Each unit will provide opportunity for formative and summative evaluations. Formative
evaluations (not for marks) will take many forms including teacher
observation/interaction, unmarked and unrecorded assignments/quizzes, group
discussions and peer teaching/assessment. Formative evaluations are designed to help
you understand areas of weakness that can be corrected prior to summative evaluation.
With this in mind, please do not ask “Is this for marks?”, all assignments and course
material chosen is designed to strengthen your science skills and will ultimately affect
your mark.
Summative evaluations (for marks) are used to accurately evaluate your progress and to
ensure that course learning objectives are being met. These will consist primarily of
assignments, projects, labs, quizzes, tests and exams. Ample opportunity and time will
be provided to complete summative evaluations. Please be aware that there will be no
opportunity for “extra credit” assignments so it is imperative that you do your best work
throughout the term.
Cumulative marks will be presented periodically throughout the term and will be
available at the PowerSchool to allow students and their parents to be aware of the
student’s academic standing in the course.
Students who obtain an exemption certificate can choose to exempt the final examination
if all criteria is met (They didn’t exempt Science 10 or they are taking enough required
upper level Science classes.) I would STRONGLY recommend writing the Chemistry 20
Final exam even if you have exempted it, as it will be good practice for the diploma in
Chemistry 30.
Absences:
Students will be given a mark of zero if they miss an assignment or are absent during a
test, quiz, or class work. A student may only make-up the missed work by meeting the
following criteria:
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Absence is excused (illness, family crisis)
Student attends tutorial the morning that he/she returns in order to discuss the
missed test and/or to hand in an assignment or lab.
Late Assignments:
Students will lose 10% for any material that is handed in late. The assignment or lab must
be handed in during tutorial the following day or on the day that the student returns to
school from an excused absence.
It is the student’s responsibility to find out what material is missed in class. Students
should consult classmates or teacher on or before their return date.
These rules are in place not only to ensure that each student is given an equal and fair
opportunity to succeed, but also to maintain the security and validity of our testing
resources.
Academic misconduct will not be tolerated. Please be sure to maintain your integrity by
not becoming involved with plagiarism, copying assignments, bringing crib notes into
exams, “helping” others by leaving your answers in view, sharing assignment answers or
any other conduct which could be interpreted as cheating. In addition to the loss of your
reputation (parents and administration will be notified), you will receive a mark of zero
and face suspension for violations of this policy.
Academic Eligibility: You are at W.G. Murdoch to receive an education, and though I
support and encourage extracurricular activities, my main focus is to make sure that you
are able to master the concepts in Chemistry 20. I know what you are capable of and if I
find that you are not putting in the necessary time and commitment required to reach your
full potential I will revoke your academic eligibility until improvements are made. If you
have any questions concerning this please come and see me.
Chemistry 20 is different than Science 10 in that a higher level of student maturity is
expected since there are more concepts and terminology to learn in less time. If you
approach this course with a mature attitude and a willingness to work at mastering the
objectives I am sure you will be successful.
A successful student will:
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Come to class on time and participate in all activities and assignments.
Plan for at least 15 minutes of nightly home-study.
Ask questions if concepts are not understood. Be bold and take responsibility for your
learning.
Arrange to get help before/after school or at lunch if concepts are not understood.
Pay attention and use your time wisely. Respect the teacher’s right to teach those
who want to learn.
Observe all safety procedures in the lab. Due to safety concerns, a Zero tolerance
policy applies to those who misbehave during a lab. The student will be asked to
leave and will receive a zero for the activity.
I look forward to the privilege of teaching you and helping you to succeed in Chemistry
20!!