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Chemistry 3202

Department Of Education

Division of Instruction

Authorized by the Minister

CHEMISTRY 3202

COURSE DESCRIPTION

DIVISION OF INSTRUCTION AUTHORIZED BY THE MINISTER

FEBRUARY, 198 3

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FOREWORD

There has been a significant increase in the number and variety of

courses offered in Newfoundland and Labrador high schools as a result of the

reorganized program introduced September, 1981. Course descriptions make an

essential contribution to the implementation of the program by defining

philosophy, objectives, and content of the courses developed for introduction

during the three-year implementation period.

Developed co-operatively by the Division of Instruction, School Districts

and teachers, through a network of working groups across the Province. these

publications are designed to assist teachers in translating course objectives

into challenging learning experiences.

I trust the course descriptions will be of value to you in planning

activities which enrich learning experiences for high school students.

~~-<~ Lynn Verge

Minister of Education

January, 1983

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ACKNOWLEDGMENTS

The Department of Education gratefully acknowledges the contribution of

the Chemistry Working Group in the preparation of this course description.

Members of the Working Group are as follows:

Mr. Howard Bugden Teacher Herdman Collegiate Corner Brook

Dr. Claude Clarke Chemistry Department Memorial University of Newfoundland St . John's

Mr. Melvin Pike Teacher Grant Collegiate Springdale

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TABLE OF CONTENTS

Statement of Purpose...................................................... 1

Course Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Course Content. . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Course Materials 9

Philosophy of Instruction 10

Evaluation 13

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STATEMENT OF PURPOSE

Chemistry is concerned with the fundamental structure of matter and the

interactions of matter and energy. As a result, it helps integrate scientific

knowledge and provides e~lanations for many natural phenomena that influence

our daily lives. The study of chemistry is important in helping students

understand our complex society, which is very dependent on science and

technology.

1In the past decade, there has been a dramatic shift in the approach to

the study of chemistry. The descriptive study of chemistry, pursued in the

sixties, was replaced by a theoretical mathematical approach. This latter

approach has challenged students to think about concepts and relationships in

chemistry. However, it does not place appropriate emphasis on the descriptive

aspects of introductory chemistry and thus, the base for theoretical chemistry

is not developed sufficiently. History and social relationships are often

ignored. Therefore, this program attempts to balance the descriptive and the

theoretical aspects of chemistry, includes historical and social issues, and

aids in the development of necessary thinking skills y

Chemistry 3202 relates specifically to the following Category B

objectives presented in the Handbook for Senior High Schools of Newfoundland

and Labrador:

1. the provision of opportunities for students to develop attitudes

which are conducive to intellectual maturation and critical thinking:

(i) a belief that the world can be understood in rational terms

(ii) a belief in cause and effect relationships

(iii) a habit of holding ideas tentatively and changing opinions when new evidence comes to light

2. the development of fundamental skills of communication and

mathematics, and other skills necessary to further study in various

disciplines

3. the promotion of science and technology as products of our heritage

4. the fostering of an appreciation for the work of others, including an

appreciation of the methods used by scientists and an appreciation of

scientists' responsibilities to society.

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COURSE OBJECTIVES

Bes ijes t h e general ob jec tives previously stated, a chemistry program

also has content-specific objec tives. It i s not the purpose of a high school

chemi s try program to train c hemists or ev en to train prospective university

c hemistry students. Rather , the program must continue to develop the

processes o f sc i e nce wh ich are fi r st encount ered by students at the elementary

and junio r- !d.gh s c hool levels . At the se nior high school level , e mphasis must

a l s o be place d on s uc h products of scie nce as l aws , hypotheses, and theories.

Some of the content-specific objectives around which this c hemistry

program was de ve lope d are as follows:

l . Student s should be exposed to a basic core of cognitive learning in

chemistry . Such a core consists of a broa d range of chemical

concepts , treated a t an elementary level, that will prepare students

to continue the study of chemistry if they s o desire.

2 . Students should become aware of some of the applications and

limita tions of chemistry in our society. This could include such

areas of interest as the following :

(a) chemistry in the home (consume r c hemistry)

(b) c he mistry in industry

(c) optimum use of resour-ces

(d) the role of the chemist in resea rch and industry

(e) leisure time activities

(f) food c hemistry a nd pe rsona l health

(g) environmental problems.

3 . Students s hould acquire an appreciation of t he r e l at ionship of

c hemistry to other branches of science.

4. Students s hould be introduced in a general way to the major branches

of c hemistry and how they f it together.

5. Students should be exposed to a judic ious mixture of the historical

development of chemical knowledge and the social c hanges brought

a bout by important discoveries .

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COURSE CONTENT

Chemistry 3202 attempts to balance four crucial areas of knowledge:

theoretical, mathematical, applied-descriptive, and social-historical. The

course must a lso meet t:he f ollowi ng criteria derived from the objectives

sta t ed e.:1rlie r:

1. It mus t contain material comprehensible to the student.

2. It must provide laboratory work.

3. It mus t balance concrete and abstract ideas.

4. It must provide knowledge and skills prerequisite to further study

and po tential interests.

The course i s structur ed on a core and elective ba·sis. Elective units

complement the core units in various ways to make the study of chemistry more

meaningful . There are two types of elective units: the first increases the

depth of the knowledge bas e established by the core topics; the second

branches out into a new area that allows students to broaden their knowledge

base. With elective units of both types available, teacher and students

should be able to choose the combination of core and elective units that best

serves their needs and interests.

Chemistry 3202 is designed to be within the capabilities of the average

student. However, more able students can be challenged by the elective topics

presented and other enrichment topics teachers or students may wish to

present.

UNIT I: ,. G

CHEMI CAL BONDING v

A. Introduction ~

CORE UNITS

1~ Review of background information

2. The general nature of the chemical bond

B. Major Types of Chemical Bonding~

1. Ionic bonding

2. Covalent bonding

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UNIT II:

C. Bonding, Structure and Properties qo 1. Bond i ng in the elements

2. The compounds: bonding and properties

D. Molecular Architecture - Optional.u>

1. Valence shell electron-pair repulsion theory

2. Shapes of molecules

3. Use of the periodic table

SO LUTlON CHEMISTRY "'C

A. Introduction '"" ~ I

L. Terminology

2. Types of solutions

8. The Solution Process

1. Factors affec ting solubility

2 . Energy of solution process

3 . Ionic solute and water

V 4. Polar covalent solute and water

5. Non-polar covalent solute and water

6. Other solvents: alcohol; acetone

C. <I-onic Equations <

1. Procedures for writing ionic equations

2. Procedure for deriving net ionic equations from total ionic

equations

D. Solution Concentration ~ 1. Preparing molar solutions

2. Molar dilutions

3. Stoichiometric problems

UN[T III: REACTION KINETICS AND EQUILIBIUUM

A. Chemical Kinetics

1. Bond forming and bond breaking

2 . Chemical reactions are reversible

3 . Reaction rates and measurement

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UNIT IV:

B~ Factors Affecting Rates of Chemical Reactions

1. Nature of reactions

2. Concentration of reactions

3. Temperature of the system

4. Catalysts

5. Surface area of reactants

C. Chemical Equilibrium

1. Characteristics of equilibrium systems

2. Le Chatelier's principle

D • . Solubility Equilibria - Optional

ACIDS, BASES, AND IONIC EQUILIBRIA

A. Acid - Base Theories

1. Operational definitions

2. Arrhenius Theory

3. Bronsted - Lowry Theory

4 . Lewis Theory

B. Ion Concentration and pH

1. Strong acids and bases

2. Self-ionization of wate r

3. pH scale

C. Acid - Base Equilibria

1. Weak acids and bases

2. Acid dissociation constant K a

3. Interpretation of K a 4. Use of K tables

a D. Titrations and Indicators

1. Principle of titration

2. Selecting appropriate indicator s

3. Titration curves

4. Calculations

E. Practical Perspectives

1. Acids and bases in the home

2. Acids and bases in industry

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ELECTIVE UNITS

Two electives are to be chosen, one from Topics V and VI and one from VII

and VII[. --UNIT V:

UNIT VI:

CHEMISTRY OF NATURAL RESOURCES AND MAN-MADE MATERIALS

A. Industrial Processes

1. Metals

2. Inorganic chemical industry

3. Organic chemical industry

B. Cons umer Chemistry

Sele cted features and properties pertaining to the following

products:

l. drugs and hallucinogens

2. cosme tics

3. food additives

4. kitchen chemicals

5. fibres for clothing

6. plastics for containers

C. Energy as a Natural Resource

1. Present sources and uses

2. Depletion of fossil fuels

3. Hydroelectric vs nuclear energy

4. Solar energy

5. Unconventional sources

CARBON CHEMISl'RY .z=:

A. Introduc tion

v~l· Organic vs inorganic compounds

2. Elemental carbon

v 3. Empirical, molecular, and structural formulas

B. Hydrocarbons

~.Y· Structure in chains and rings

J:- Alkanes, a lkenes, and a lkynes

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B Chemistry of Selected Organic Compounds

1 • ._...Alcohol

UNIT VII: tJ

2. '-'Carboxylic acids

3. Esters

D. The Petrothemical Industry

1. Raw materials

2. The products

ELECTROCHEMISTRY: OXIDATION AND REDUCTION '-

A. The Process of Oxidation - Reduction: Redox Equations

1. Identifying redox reactions

2. Balancing redox equations

3. Predicting redox reactions

B. Electrochemical Cells: Spontaneous Redox

1. Principles

2. Applications

C. Electrolytic Cells: Non-Spontaneous Redox

1. Principles

2. Applications

UNIT VIII ~ NUCLEAR CHEMISTRY

A. Nature of Radioactivity

1. Alpha, beta, and gamma emission

2. Rate of decay

B. Nuclear Reactions

1. Introduction

2. Types of nuclear changes

c. Radiation Expos.ure

1. Sources, dosages, and detection

2. Biological effects

3. Atomic, hydrogen, neutron bombs

4. Protection

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D. Practical Perspectives

1. Radio isotopes as tracers

2. Electric power - nuclear reactors

3. Particle accelerators

4. Cancer therapy

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COURSE MATERIALS

Required

Student:

Jenkins, Frank, et al. ALCHEM 20, ALCHEM 30 . Edmonton, Alberta: J. M.

Label Enterprises, 1982.

Teacher:

Jenkins, Frank, et al. ALCHEM 20, ALCHEM 30. (Teacher's Guide)

Edmonton , Alberta: J. M. Label Enterprises, 1982.

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PHILOSOPHY OF INSTRUCTION

Th e objectives of this course require that students be actively involved

in the l earni ng process. They must be allowed to question the hypotheses,

laws, and theories of chemisty. They must be presented with challenging

problems and taught to develop satisfactory methods of solution. involving

selective r- esearch, planned exper.imentation, objective observation, and

careful measurement.

Th is approach to chemistry me~ns that teachers must be careful not to set

themselves up a s experts wlth all the answers. Students must be encouraged to

seek their own so lutions and recognize that some questions will go unansHe r-ed

\) r, at best, part ially answered. While at times authoritative, the t eacher's

role must be primari ly that of leader and facilitator of the learning process.

The key word in teaching strategies is flexibility. Teachers must adapt

their methods to comply with a variety of factors: the characteristics of

their classes, school and community environment, availability of laboratory

and andio-visual materials, and time limitations imposed by the school and the

syllabus.

The student-centered activity approach is the one currently favoured, but

any approach or combination of approaches may be used as long as two basic

premises are kept in mind:

l. Chemistry is both an activity and an accumulation of facts, theories,

and concep ts. Any approach that divorces the two will make

understanding the subject matter more difficult than it needs to be.

2. Students are being introduced to a new subject with which they have

little or no experience . They are required to learn the language of

science and new skills and attitudes. The process is slow; over time

and with practice, students should develop an interest in the subject

matter. Rega rdless of approach, the teacher wi 11 need patience,

persistence, and imaglnation in helping students realize that

c hemistry, though rigorous, can be an exciting challenge a nd a

rewarding experience.

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A combination of the following teaching-learning strategies is suggested,

to achieve the objectives outlined earlier.

Lecture-Discussion

The teacher plays q dominant role. Active student participation is

l imited . There is little opportunity for direct, hands-on activity.

Demonstrat i on

Equipment and materials are handled by the teacher or by a small number

of students. The class is involved in collecting information, formulating

conclusions, and evolving inferences. Again the teacher dominates, with

limited parti c i pation by class.

Structured Experiences

The students are provided with materials and procedures. Sometimes it is

useful for all students to follow the same direction in pursuit of an answer

or conclusion. At other times, different directions are followed to arrive at

a relationship. These experiences are often teacher-directed; they are

limited in content and scope, and designed to reinforce a specific concept or

set of skills. They may involve laboratory or classroom activities.

Guided Discovery

This is a less structured activity, designed to allow the student to

"discover" new relationships and new concepts. There is more room for

individual initiative. Frequently, a problem is posed and materials or

references or both, that may help the student solve it are suggested.

Pure Discovery

Students are provided with. laboratory or research materials, or both, and

minimum direction. Using the materials, they determine their own methods for

tackling the problem and, by themselves, interpret data, draw conclusions, and

formulate hypotheses for further testing. In the extreme, students would be

required to find their own problem and select their own material.

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The effective presentation of a chemistry course will involve many of the

approaches 1 is ted a bove . There will be occasions during the year when a

teacher will see the need . to present a l ecture on a given topic or give a

demonstrat L•)n to illustrate a certain phenomenon.

Teacher-student discussion is encouraged, to facilitate the learning of

sc i entifi c concepts a nd improve communication. The degree of direction needed

in the deve lopment of thes e concepts depends on their level of difficulty and

the abiliti es of the students involved. Teachers will, therefore, have to

know their studl:'nts we ll in order to determine the best approach to the

development of a s pecific concept.

What e ver Lhe teiiching strategy selected, careful planning is paramount.

The compl e xity of planning increases as one ranges from the traditional

lecture to pure discovery. ·/ reachers must incorporate all of the strategies

mentioned a nd avoid using one approach almost exclusively.

Teachers should not feel tied to the text and the teaching manual. They

should use as many audio-visual aids as possible. There are a variety of

films, filmstrips, slides, and transparencies available on most topics.

Consistent, overt references to these aids by the teacher will encourage

students to go beyond the text, and thereby broaden their scope of learning

and deepen their understanding.

Laboratory activities should be integrated as much as possible into the

content parts of the course . A classroom-lab facility where the class could

'{ :f. move easily from text to lab would be ideal. Unfortunately, it will remain a n

ide al for some time. However , it is important to remember that it is often

through laboratory activity that the abstractions of chemistry are given the

concrete ba ses so nec essary to student comprehension, given the students'

level of mental maturity.

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EVALUATION

Classroom evaluation should be a major consideration in all curriculum

and instructional planning. It is only through evaluation that it is possible

to determine the degree· to which students have achieved the objectives

es t abl:tshed f o r a program. When evaluating science programs, it must be

realized that the objectives of science demand an evaluation of the cognitive,

affective, and psychomotor domains.

Problems often arise when evaluating those three domains of learning,

especially the latter two, because of difficulty in differentiating between:

(a) evalua tion which is ongoing and used for the purpose of improving

instruction and student performance - formative

(b) evaluation for the purpose of grading and certifying students -

summative.

Formative evaluation refers to the systematic evaluation of learning

which is ongoing throughout the school year. It aids both the teaching and

learning process, and it evaluates all three domains of learning.

In formative evaluation, the teacher should use various techniques of

student evaluation such as quizzes, progress tests, interviews,

self-evaluation by students, and standardized tests and observation,

especially for evaluating laboratory objectives.

from the various sources should be used:

The information received

(a) to find specific student weaknesses and strengths

(b) to give feedback to students about their strengths and weaknesses

(c) to motivate students

(d) to modify instruction and improve the classroom process.

Formative evaluation should not be used for the purpose of grading. One

of its purposes, however, is to prepare students to perform at their optimum

level on any evaluation exercise used to help determine a student's standing

in a course.

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Summative eva luat ion is used for- the pur-pose of gr-ading or certifying

student s , but i t does not r efe r- to a one-shot evaluation at the end of a

course. It takes place at the end of a learning episode: a unit of study, a

school t erm, etc. Its purpose is t o judge students' achievement in relation

to some standard of excellence or in relation to some body of knowledge t hey

have attempted to master.

Summative eva luation , which takes place a t various times during the

school year, should not be confused with formative evaluation which also takes

place d uring the year.

t eachers s hould be

When written tes t s are used in summative evaluation ,

more concerned with methods of appropriate test

constr-uction and with the reliability and valid i ty of tes t s they use , than

when the y use the same techniques in formative evaluation, which is not

concerned with cer·t.J.fying and grading.*

Teachers are reminded that students taking this course are subject to a

written public examination administered by the Department of Education. The

Senior High School Certification Handbook is published annually, and tea chers

should consult it for a generai description of the examination and for

procedural and scheduling d~tails .

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*For a more detailed discussion on evaluation, see The Evaluation of Students

in the Classroom, Depa rtme nt of Education, 1979, available from the

Evaluat i o n Consultant, Division of Instruction (Testing).

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D 1 1993

I • r f "' ' : ' 1- .

. ' 1995.

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DATE DUE

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