Chemistry 12 Curriculum Review
April Gordon, Scott Milton, and Joey Williams
The Atlantic Canada Science Curriculum Chemistry 11 and Chemistry 12 covers
the program design and components, the curriculum outcomes framework, the chemistry
11 outcomes, and the chemistry 12 outcomes. This document will focus on the chemistry
12 outcomes. The curriculum document discusses the three processes of scientific
literacy, how to meet the learner’s needs, and assessment and evaluation in science
classes. Each unit in the document is broken down into the four general curriculum
outcomes: STSE, skills, knowledge, and attitudes. Chemistry 12 is composed of four
units: thermochemistry; solutions, kinetics, and equilibrium; acids and bases; and
electrochemistry.
Order in which units should be taught:
1. Thermochemistry
2. Solutions, kinetics, and equilibrium
3. Acids and Bases
4. Electrochemistry
Unit Details:
Thermochemistry
Description
Kinetics,
Equilibrium and
Solutions
Students are
Students are
expected to
expected to have
understand how
an understanding
energy is involved
of the rate of
in various systems. chemical
Students will
reactions which
develop their
can be described
planning,
using equations,
recording,
calculations,
analyzing, and
concentrations
energy change
and experiments.
evaluation skills.
Students will be
Students should
expected to
evaluate how fuels collect and
provide energy for
arrange solution
industry, from
data, using
foods, and other
specific formats
sources. This unit
and data
should help
treatment.
students develop
Calculating
an interest in global molarities of
energy issues and
solutions and
possible solutions. molar solubility
Lab work and
will be expected.
calculations for
Knowledge of the
Acids and Bases
Electrochemistry
This unit builds
upon the basic
skills acquired in
previous years
and elaborates on
the solutions unit.
Students will
learn varying
definitions of
acids and bases
up to the
Brønsted-Lowry
understanding.
WHMIS and
nomenclature will
be used to
promote safe
chemical
handling, storage,
and disposal.
Problem solving
and laboratory
work are the
suggested means
of teaching
Students are
expected to
understand that
energy is involved
in electrochemical
changes. This will
be achieved by
applying theories of
electrical forces,
matter, and energy
in chemical
changes. In this
unit, students will
learn to calculate
quantitative
relationships in
these chemical
changes. By
strengthening their
skills in problem
solving and
decision making,
an interest for the
application of
technology will be
solidify their
understanding of
energy changes.
terms exothermic,
endothermic,
enthalpy,
activation energy,
activated
complex,
reactants and
products will be
expected.
Specific
Curriculum
Outcomes
-Thermochemisty
STSE
-Experiments with
Energy Changes
-Thermochemistry
and
Potential Energy
-Bonding and
Hess’ Law
-Science Decisions
Involving
Thermochemistry
Materials
- Hot pack/Cold
pack
- Styrofoam cup
calorimeter
- Thermometers
- NH4Cl
- NaOH
- Powdered iron,
NaCl, H2O, and
vermiculite
- Propanol
- Glow sticks
-Concentration,
Properties, and
Solubility
-Solubility and
Precipitates
-Kinetics and
Rate of
Reaction
-Collision Theory,
Reaction
Mechanisms,
and
Catalysts
Equilibrium
Applications
- NaOH
- CuSO4
- NaCl
- Sugar
- Beakers
- Computers
- Bleach
- Fruit juice
students so that
they may apply
the theory
learned in class
to real problems.
Students must be
able to predict
chemical
products,
determine the pH
of solutions with
given acid-base
concentrations,
and compare
strong or weak
acids and/or
bases.
-Properties and
Definitions of
Acids and Bases
-Acid/Base
Reactions
-Using the
Equilibrium
Concept with
Acids and Bases
-Indicators and
Acids and Bases
Acid/Base
Titrations
H+, OH-, and Le
Châtelier
- Vinegar
- Baking Soda
- Matches
- pH meter/strips
- Ammonia and
other acids or
bases
- Titration Graphs
- Microsoft Excel
- pH indicator
solutions
- Esterification
and hydrolysis
reactions
- Distilled water
conveyed to the
students. In
addition to theory
based questions,
laboratory work
should be used for
more hands on
experience. Global
environmental
problems will be
introduced and
explained through
oxidative and
reductive reactions.
-Oxidation and
-Reduction
Redox and Half
Reactions
-Electrochemical
and Electrolytic
Cells
-Redox Reactions
with Standard
Reduction
Potentials
-Energy Efficiency
of Cells
- Batteries
- Flash light bulb
- Two 30.0 cm
lengths of
insulated wire
- Voltmeter
- Salt and distilled
water
- Zinc, copper, and
iron salts
- Paperclips,
orange, potato,
lemon, etc
- Magnesium
- Matches
- Copper(II)
sulphate
- Zinc
- Flatware or
jewellery to plate
with copper
- Electrodes
Key
Questions
- On a hot summer
day, why is it
possible for the
sand to be very
hot yet the water
is very cold?
- Define the term
enthalpy.
- Define entropy.
- Define a practical
problem involving
energy change.
Propose a
possible solution.
- As a living
person my
energy exchange
position is
exothermic.
Explain this.
- Why is it
important for
objects to reach
room
temperature
before finding
their mass?
- Why should you
fill a thermos with
hot water before
filling it with a hot
beverage?
- Explain the
variations in
solubility when
different pure
substances are
dissolved in the
same solvent.
- How can the
solubility
generalization
be used to
predict the
formation of
precipitates.
- If like dissolves
like, why does
sodium chloride
dissolve in
water?
- What
information do
we need to
calculate the
molarity of a
solution?
- What are the
advantages of
using a catalyst
versus
increased
temperature to
increase the
reaction rate?
- When is it
desirable to
speed up a
chemical
reaction?
- Describe
collision theory.
- What is meant
by dynamic
- Predict products
in acid and
base reactions.
- How does a Ka
value relate to
the pH of the
solution?
- How does the
pH of human
blood stay
constant?
- Explain why 0.1
M HCl has a
low pH.
- How do acidbase indicators
function?
- What is the
equivalence
point and end
point?
- Explain which
indicators would
work best for a
chosen set of
pH values.
- Determine the
concentration of
acid/base in a
solution using
stoichiometry.
- Design an
experiment to
test the
effectiveness of
a series of
antacids.
- Describe the
interactions of
the H+ and OH–
ions using Le
Chåtliers
- What does the
study of
electrochemistry
involve?
- Explain how the
flow of electrons
in a flashlight
produces light.
- Explain why
some reactions
are spontaneous
and others are
not.
- List explain of
redox reactions
that occur in your
home
- Explain the
process of
electrolysis and
electroplating.
- Explain how
electrical energy
is produced in a
hydrogen fuel
cell.
- Compare
electrochemical
and electrolytic
cells in terms of
energy efficiency,
electron
flow/transfer, and
chemical change.
equilibrium?
- If a process is in
equilibrium,
does that mean
nothing is
changing?
Drawbacks
- A unit planned
solely on data
collection and
manipulation will
lose students’
attention.
Interaction must
be added to keep
students
engaged.
- Students who
are not
mathematically
inclined may
need extra
assistance in
order to
understand the
material.
principle.
- Students who
excel at
academic
evaluations may
be stretched
from their
comfort zone as
there is more of
an emphasis on
real word
problems.
- Many of the
laboratory
exercises
require
expensive
equipment.
- Students not
able to partake
in some
laboratory work
due to
disabilities.
- Laboratory
precautions
may become an
issue.
- Some initial lab
equipment
purchases may
be outside of the
allowable budget
but are re-usable.
- Repetitive styles
of experiments
may leave
students
uninterested in
the material.
Safety:
Throughout these units there are many chemicals that will be used. It is important to
train the students to work safely around many of these chemicals, as some are
hazardous. It is up to the teacher to provide the students with the knowledge and safety
precautions required to use these chemicals. Before starting the semester, a laboratory
period informing the students of the safety precautions and procedures for any accidents
in the lab should be conducted. The students need to take labs seriously. Before every
laboratory experiment, the safety precautions should be stated. Chemicals should be
properly stored in cabinets so that chemical stored together will not react with one
another. Of the chemicals used the Chemistry 12, some are flammable, combustible and
reducing agents, which need to be stored away from oxidizing agents. Acids should be
stored away from bases while organics are stored separately from inorganics. Before
beginning laboratory work, the teacher should review the MSDSs for the chemicals
being used, in the event of any accidents or spills. When participating in laboratory
activities that deal with chemicals, teachers and students should always wear safety
glasses. Teachers should always practice due diligence and minimize all possible
dangers in the laboratory.
Resources:
1.
Current Textbook: Mustoe, F., Jansen, M. P., Webb, M., Doram, T., Hayhoe, C.,
Gaylor, J., et al. (2004). Chemistry. Whitby, Ontario, Canada: McGraw-Hill Ryerson
Limited.
2.
APEF Chemistry Data Booklet (Atlantic Provinces Education Foundation)
3.
Nova Scotia Education
<lrt.EDnet.ns.ca>
4.
Reference Textbook: Chang, R. (2006). General Chemistry: The Essential
Concepts. New York, New York, United States of America: McGraw-Hill.
5.
Laboratory Workbook (Johnson)
6.
WHMIS Sheets
7.
CRC Handbook for Physics and Chemistry
8.
The Merck Index
9.
Johnson, K. (n.d.). Synthesis of Fragrant Esters. Retrieved 09 22, 2009, from
<http://faculty.eicc.edu/kjohnson/labbook/physicalscience/esters.pdf>
Learning
Resources
and
Technology
Website
10. Useful website links < http://www.accessexcellence.org/RC/chemistry.php>
11. AP
Chemistry
Activities
–
Possible
http://chem.lapeer.org/Chem2Docs/>
Laboratory
Investigations
<
12. Interactive periodic table < http://profmokeur.ca/chemistry/>
13. Chemistry Evaluations – Possible test questions < http://chem.lapeer.org/Exams/>
14. Chemistry Crosswords - < http://users.rcn.com/fvirzi/x-word-home.htm>
15. Journal of Chemical Education - <http://jchemed.chem.wisc.edu/>
16. Learning Outcomes Framework: Science 7-10, Crown Copyright, Province of Nova
Scotia, 2008.
17. Atlantic Canada Science Curriculum: Chemistry 12, Crown Copyright, Province of
Nova Scotia, 2003.
18. Science Safety Guidelines, Grades Primary – 12, Crown Copyright, Province of
Nova Scotia, 2005.