Stoichiometry
Atomic and Molar Mass
Students will be expected to
 define molar mass and perform mole-mass inter-conversions for pure substances
 explain the relative nature of atomic mass
 explain how a major scientific milestone, the mole, changed chemistry
 identify the unit for counting atoms, ions, or molecules as the mole
 define the mole as the number of atoms in exactly twelve grams of carbon-12
(Avogadro’s number)
 define atomic and molar mass
 define molar mass of an element and a compound
 solve a variety of problems by performing calculations relating the number of particles,
moles, and mass of various substances
 calculate the percent composition from a compound’s formula
 calculate empirical and molecular formulas
 perform lab experiments to determine the empirical formula of a hydrate or an oxide
 define concentration in terms of molarity (moles per litre of solution) and use it to
calculate moles and mass of a required substance
 demonstrate the proper use of SI units and computations
 demonstrate the proper use of significant digits in computations
Calculations and Chemical Equations
Students will be expected to
 identify five types of chemical reaction equations (synthesis, decomposition, single
substitution, metathetic, and combustion of a hydrocarbon)
 balance chemical equations by inspection
 translate word equations into a chemical equation and balance them by inspection
 given reactants, complete and balance chemical equations for metathetic reactions
(especially acid-base neutralization), reaction of a metallic oxide with water, a metal with
water, a metal with an acid, a metal with oxygen, the heating of carbonates, and the
complete combustion of a hydrocarbon
 identify mole ratios of reactants and products to the coefficients in a balanced chemical
equation
 define mole ratio, and use mole ratios to represent the relative amounts of reactants and
products involved in a chemical reaction
 perform stoichiometric calculations related to chemical equations
 know the Law of Conservation of Mass
 perform mass-to-mass, mass-to-mole, mole-to-mass, and mole-to-mole stoichiometric
calculations
 using prediction and factor-label methods (dimensional analysis) in stoichiometric
calculations
 define theoretical, actual, percent yield, and perform calculations that involve these
concepts
 identify limiting species in chemical reactions, and calculate predicted and experimental
yields
 perform stoichiometric calculations to identify a limiting reagent and the amount of
excess reagent that should remain upon completion of a reaction
 explain quantitative analysis, using chemical principles
Stoichiometric Experimentation
Students will be expected to
 design stoichiometric experiments identifying and controlling major variables
 use instruments effectively and accurately for collecting data
 identify and explain sources of error and uncertainty in measurement and express results in
a form that acknowledges the degree of uncertainty
 identify practical problems that involve technology where chemical equations were used
 communicate questions, ideas, and intentions, and receive, interpret, understand, support,
and respond to the ideas of others
 identify various constraints that result in tradeoffs during the development and
improvement of technologies
 state a prediction and a hypothesis based on available evidence and back ground
information
Applications of Stoichiometry
Students will be expected to
 identify various stoichiometric applications
 predict how the yield of a particular chemical process can be maximized
 explain how data support or refute the hypotheses or prediction of a chemical reaction
 compare processes used in science with those used in technology
 analyze society’s influence on science and technology
Students will be expected to
 identify and describe the properties of ionic and molecular compounds and metallic
substances
 differentiate, on the basis of properties (conductivity, indicators) among ionic and molecular
compounds, including acids and bases
 using the theory of ionic bonding, explain the general properties of ionic compounds:
brittleness, high melting and boiling points, and the ability to conduct electricity when
molten or in aqueous solution
 using the theory of metallic bonding, explain why metals are malleable, ductile, good
conductors of heat and electricity, and have a wide range of melting and boiling points
 compare the strengths of ionic and covalent bonds
Properties of Ionic, Molecular, and Metallic Substances
Bonding
Students will be expected to
 illustrate and explain the formation of ionic, covalent, and metallic bonds
 determine the distribution of electrons in the major energy levels for the first thirtyeighth elements and for ions in groups 1, 2, 3, 15, 16, and 17
 state the octet rule
 predict the ionic charge for ions in the main group elements from their group number
and using the octet rule
 use the periodic table to find electronegativities
 describe the bonding continuum from complete electron transfer (ionic) to unequal
sharing of electrons (polar covalent) to equal sharing of electrons (non-polar covalent)
 explain the importance of electron transfer in ionic bond formation, and use electron dot
diagrams to illustrate ion and ionic bond formation
 define valence electrons, electronegativity, electron pairing, ionic bond and covalent
bond
 state that chemical bonds are attractive forces that hold all substances together
 define the relationship between electronegativities of the atoms and the type of bonding
in a compound
 identify the possible bond type(s), ionic or covalent, from a chemical formula
 explain why formulas for ionic compounds refer to the simplest whole number ratio of
ions that results in a net charge of zero, while the formulas for molecular compounds
refer to the number of atoms of each constituent element in one molecule
 use the theory of ionic bonding to explain the general properties of ionic compounds
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identify and describe the properties of molecular compounds
compare the strengths of ionic and covalent bonds
do a lab involving different bond types
classify ionic, molecular, and metallic substances according to their properties
define, explain, and write Lewis structures
define and identify single, double, and triple covalent bonds
define a metallic bond, and use it to explain bonding within metals
demonstrate ionic, covalent, and metallic bonding using the position of the considered
elements in the periodic table
use the model for metallic bonding to explain the theory of why metals are malleable,
ductile, good conductors of heat and electricity, and have a wide range of melting and
boiling points
define crystal lattice, formula unit, and empirical formulas as they apply to ionic
compounds
Structural Models of Bonding
Students will be expected to
 explain how knowledge of bonding evolved as new evidence theories are tested and
subsequently revised or replaced
 explain the structural model of a substance in terms of the various bonds that define it
 explain the three-dimensional nature of molecules using VSEPR theory
 determine the shapes about central atoms in simple molecules by applying VSEPR
theory to the electron dot diagrams
 understand the relationships between electronegativity of atoms and the degree of bond
polarity
 analyze examples of Canadian contributions to the knowledge of bonding
 analyze and describe examples where technologies were developed based on knowledge of
bonding
 analyze, from a variety of perspectives, the risks and benefits to society and the
environment of applying knowledge of bonding or introducing a particular technology
Polar and Non-Polar Covalent Bonding
Students will be expected to
 illustrate and explain hydrogen bonds and van der Waals' forces
 explain the special nature of hydrogen as an exception to the octet rule
 identify types of intermolecular forces between molecules in a substance
 define polar and pure covalent bonds
 use library and electronic research tools to collect information
 select and integrate information from various print and electronic sources or from several
parts of the same source
 compile and display evidence and information, by hand or computer, in a variety of formats,
including diagrams, flow charts, tables, graphs, and scatter plots
Bond Energies
Students will be expected to
 identify limitations of a given classification system and identify alternative ways of
classifying to accommodate anomalies
 describe how the different types of bonds account for the properties of ionic and molecular
compounds and metallic substances
 explain the general properties of ionic compounds: brittleness, high melting and boiling
points, and the ability to conduct electricity when molten or in aqueous solution
 explain, in simple terms, the energy changes of bond breaking and bond formation, relating
this to why some changes are exothermic while others are endothermic
 identify trends in electronegativity within periods and families of the periodic table
 using bond dipoles and the shapes of molecules as predicted by VSEPR, determine if a
molecule has a molecular dipole
 compare the melting points or boiling points of simple molecular substances by comparing
the strengths of their intermolecular forces
Organic Chemistry
So Many Compounds
Students will be expected to
 explain the large number and diversity of organic compounds with reference to the unique
nature of the carbon atom
 compare organic and inorganic compounds in terms of the presence of carbon, variety of
compounds formed, and relative molecular size and mass
 understand carbon’s bonding capacity and carbon’s ability to form multiple bonds and to
bond in a variety of stable structures
 identify the geometry of carbon compounds, the strong bonds between carbon atoms, and
the low reactivity of carbon compounds
 realize that many organic molecules are derived from living sources and understand the
historical significance of the name “organic” chemistry and how the conception of organic
compounds has changed since the first synthesis of an organic compound, urea from an
inorganic compound
 use model kits to investigate the symmetry of simple organic compounds
Influences of Organic Compounds on Society
Students will be expected to
 explain how synthesizing organic molecules revolutionized thinking in the scientific
community
 explain how organic chemistry evolves as new evidence comes to light (e.g. explain how
Kekulé’s invention of the concept of the ring structure of benzene revolutionized thinking in
chemistry
 identify various constraints that result in tradeoffs during the development and improvement
of technologies
 explain the trend in boiling points as the number of carbons increases
 provide examples of how science and technology are an integral part of their lives and their
community
 analyze natural and technological systems to interpret and explain their structure and
dynamics
Environmental Impact of Organic Chemistry
Students will be expected to
 evaluate the design of a technology and the way it functions, on the basis of a variety of
criteria that they have identified themselves
 identify and apply criteria, including the presence of bias, for evaluating evidence and
sources of information
 describe and evaluate the design of technological solutions and the way they function, using
scientific principles
 analyze from a variety of perspectives the risks and benefits to society and the environment
of applying scientific knowledge or introducing a particular technology
 develop, present, and defend a position or course of action, based on findings
Classifying Organic Compounds
Students will be expected to
 classify various organic compounds by determining to which families they belong, based on
their names or structures
 classify alkanes, alkenes, alkynes, cycloalkanes, aromatics, and organic halides
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classify alcohols, ethers, aldehydes, ketones, carboxylic acids, esters, amines, amides,
and mercaptans
draw Lewis structures and use molecular models for hydrocarbons and their derivatives
define aromatics as compounds similar to benzene in their bonding
draw electron dot diagrams to show the bonding in ethane, ethene, and ethyne
describing the bonding in benzene using the term "delocalized electrons", and
explaining how its unreactive nature and the equal C-C bond lengths in benzene are
evidence that it does not have alternating single and double bonds
drawing structures for simple monosubstituted benzenes given the name, and vice-versa
drawing structures for simple disubstituted benzenes given their names (IUPAC and
ortho, meta, or para) and vice-versa
differentiating between pure hydrocarbons and hydrocarbon derivatives on the basis of
composition
defining functional group and identifying alcohols, ethers, aldehydes, ketones, organic
acids, organic halides and esters from their names and the functional groups in their
structural formulas
Naming and Formula Writing for Organic Compounds
Students will be expected to
 write the formula and provide the IUPAC name for a variety of organic compounds
 describing the composition, bonding, and structural formulas for aliphatic
hydrocarbons: alkanes, alkenes, and alkynes (straight, branched, and cyclic, maximum
two double or one triple bond)
 describing the bonding shapes around each of the carbon atoms involved in a single,
double, or triple bond
 writing the general formulas for alkanes, alkenes (one double bond), alkadienes (two
double bonds), alkynes (one triple bond), nonsubstituted cycloalkanes and cycloalkenes
 defining and being able to give examples of saturated and unsaturated hydrocarbons
 being able to name all the prefixes for one to ten carbons in a compound or alkyl group
 writing names, molecular formulas, and structural (complete and condensed) formulas
using IUPAC rules for the organic compounds described above
 naming and drawing structures for derivatives of hydrocarbons (alcohols, ethers,
aldehydes, ketones, organic acids, organic halides, esters, amines, amides, and
mecaptans) with only one functional group (organic halides may be multisubstituted
with branching of an alkyl stem limited to meth-, eth-, and prop-)
Applications of Organic Chemistry
Students will be expected to
 identify limitations of a given classification system and identify alternative ways of
classifying to accommodate anomalies
 distinguish between scientific questions and technological problems
 select and use apparatus and material safely
 provide a statement that addresses the problem or answers the question investigated in light
of the link between data and the conclusion
Isomers in Organic Chemistry
Students will be expected to
 define isomers and illustrate the structural formulas for a variety of organic isomers
 defining and giving examples of structural isomerism
 being able to draw all structural isomers of hydrocarbons with general formula CnH2n+2
(up to six carbons)
 being able to draw all structural isomers (including cyclic forms) of hydrocarbons with
general formula CnH2n (up to six carbons)
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being able to draw all structural isomers (including cyclic forms) of hydrocarbons with
general formula CnH2n–2 (up to six carbons)
Writing and Balancing Chemical Equations (Organic)
Students will be expected to
 write and balance chemical equations to predict the reactions of selected organic
compounds
 defining and giving examples of addition, substitution, elimination, esterification, and
combustion reactions of hydrocarbon derivatives
 defining thermal and catalytic cracking
 comparing hydrocarbon cracking and reforming
 given the reactants in an organic reaction, being able to determine which type of
reaction will proceed, and predict what the products will be, including the formation of
isomers. (Reactions should be limited to the formation of no more than two structural
isomers; if more are possible, students should have to indicate that more isomeric
products are possible)
 drawing structural diagrams of all organic reactants and products in the above reactions,
including up to two isomeric products where relevant
 given an organic reaction with one reactant missing, determining the name and structure
of that reactant
 writing and balancing chemical equations for representative reactions of hydrocarbons
 providing examples of reactions of organic compounds in living and nonliving systems
(e.g., the combustion of fossil fuels, cellular respiration, photosynthesis)
 predicting the products of a chemical reaction based upon the reaction type
Experimentation and Polymerization
Students will be expected to
 define and delimit problems to facilitate investigation
 design an experiment identifying and controlling major variables
 describe processes of polymerization and identify some important natural and synthetic
polymers
 defining and outlining the structures of monomers, polymers, and polymerization
 identifying the two types of polymerization reactions (addition and condensation)
 providing examples of polymerization in living and/or non-living systems
Risks and Benefits of Organic Chemistry
Students will be expected to
 select and integrate information from various print and electronic sources or from several
parts of the same source
 synthesize information from multiple sources or from complex and lengthily texts and make
inferences based on this information
 debate the merits of funding specific scientific or technological endeavours and not others
communicate questions, ideas, and intentions, and receive, interpret, understand, support, and
respond to the ideas of others
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