SCH3U Final Summative Concept Map
MATTER TRENDS AND BONDING
#2 Students will explain the structure, formation, and properties of ionic and covalent compounds. [Comm.]
I can use appropriate terminology related to chemical bonding. (2.1)
I can use electronegativity values to predict bond type (i.e. ionic, polar covalent and nonpolar covalent). (2.2)
I can draw Lewis structures & build models to represent molecules. (2.3)
#3 Students will identify, name and provide chemical formulae for a variety of different compounds. [Comm.]
I can name and write the chemical formulae for binary ionic, polyatomic & variant compounds (including those with multiple valences). (3.1)
I can name and write the chemical formulae for covalent compounds. (3.2)
I can name and write the chemical formulae for binary and oxyacids (including oxy acid variants), and hydrates. (3.3)
#4 Students will identify societal, safety and/or environmental issues associated with a common chemical. [App.]
I can research and analyze the structure and properties of a commonly used, but potentially harmful chemical substance (e.g. a pesticide, fertilizer, household cleaning product, material from electronic device/battery, etc.). (4.1)
In this commonly chemcials used assignment I easily described the many chemical compounds and properties such as low metling point due to covalentbond as they can easily be broken as the don;ty only have intermoleculer forces that are joining them together. rather they share there electrons. I also explained the impact on the envrionemtn and how nitrous oxide can easily contaminate near by lakes with process of acid rain.
I can explain the environmental impacts of using that substance, and how they can be mitigated. (4.2)
#5 Students will properly communicate their knowledge, research, and/or investigation planning, results, and analysis.
I can properly cite and reference a variety of appropriate sources using APA formatting (5.2)
Clearly I have shwon you my APA fromating in the common chemcial assignment and the first assignment for the video capmign. On the rubric I got 4/4 on both of these apa ciatation documents showing it's correct
I can properly analyze quantitative data by including any formulae utilized, showing all steps in problem solving, and/or using proper SI units. (5.4)
Chemical reactions
#1 Students will understand and use appropriate terminology related to quantities in chemical reactions, including, but
not limited to: stoichiometry, percentage yield, molar mass
limiting reagent, mole, and atomic mass [C]
I can explain the meaning of each term - moles, molar mass, percent composition, limiting reagent, excess reagent and percent yield. 1.1
I have clearly expressed different terms in this page and also expressed the unit in subtitle dots.
I can express each quantity using appropriate units.1,.2
#2 students will describe the relationships and solve problems between Avogadro’s number, the mole concept, and the molar mass of any given substance. [KU and TI]
I can use the appropriate formula to isolate the unknown quantity in Nx = n x NA and n = m/M
2.1
I can solve word problems based on these formulas.
2.2
I have shwon many word problems in which I use the traingle shown in 2.1 to solve for different purposes
#6 Students will analyze and assess processes that involve the use of chemical quantities and calculations and understand their importance in real life. [App.
I can analyze the processes in the home, workplace and the environment that involve chemical quantities and calculations.
6.1
This describes real life explanations of stochiometry that involves quantities and calculations. Although basic, it still shows how we still need to use stochiometry to meet our daily needs in our everyday life.
I can assess the importance of quantatiatve accuracy in real life applications and their impact on the envrionment if accuracy is not observed. 6.2
#5 Students will explain the quantitative relationships in a balanced chemical equation and solve problems based on percentage yield and limiting reagents. [TI]
I can solve word problems involving stoichiometry, limiting and excess reagents
5.1
This is a worksheet answers from the stochiometry package we had. I also used this in preperation for the unit test on stochiometry!
I can solve word problems related to percent yield and describe factors that impact the yield.
This question asks to find the percent yield of the compound and I was able to find it with ease.
I clearly described factors that affect yeild as I did the expirement with the cruicble with magneisum and oxygen reacting to form magensium oxide (synthesis reaction).
Quantities in chemical reactions
#1 Students will demonstrate an understanding of the periodic table and its trends. [KU, TI]
I can identify different types of reactions from the given description or given chemical equations. 1.1
I can predict the products of chemical reactions based on the type of reactions. 1.2
Subtopic
I have clearly shown the different phases of the chemical reaction based off the type of reaction as seen in the problems done in the worklsheet.
I can use the activity series to predict the products of a single displacement reaction. 1.3
Subtopic
I can use the solubility chart to predict the products of a double displacement reaction. 1.4
Subtopic
I can explain the difference between a complete and incomplete combustion reaction. 1.5
Subtopic
I used a question from the unit test and I EXPLAINED THE DIFFERENCE BETWEN COMPLETE AND INCOMPLETE COMBUSTION USIGN A VENN DIAGRAM WHICH IS ONE OF MY GRPAGHIC ORGANIZERS!
#2 Students will write balanced chemical equations to represent different types of reactions using the IUPAC nomenclature system [C]
I can write word equations based on the given description. 2.1
I can write formula equations based on the given description. 2.2
I can include the states of reactants and products in the equation. 2.3
#3 Students will investigate different reactions by testing the products of each reaction [TI]
I can carry out tests for products such as gasses (oxyge n, hydrogen and carbon dioxide 3.2
I can plan and conduct an inquiry to demonstrate different types of reactions. 3.1
This was a planning of the brainstrom part of the alka slezter lab along with the brainstorming of the percent compostion lab along with the planning of the types of reactions lab.
#4 Students will analyze on the basis of research, chemical reactions used in various industrial processes that can have an impact on the health and safety of local populations. [App.]
I can research and analyze the chemical reactions used in various industrial processes that can have an impact on the health and safety of local populations. 4.1
In this video I described the impacts that agricultural farming could have showing all the munure going and polluting our rivers through the process of precipitation and boosting algal blooms destroying lake depdent bussinesses such as suhshi stores or seafood markes.
I can assess the effectiveness of some applications of chemical reactions that are used to address social and environmental needs and problems. 4.2
Here was the common chemcial assignment and I dsecribed how nitrous oxide is useful for making whip cream cans, for uses in healthcare idnsutry for oxgyen tanks, and also how it's used in toothpaste to make them chemicals eat away at the harmful bacteria that may expire the toothpaste faster
Solutions and solubility
#1 Students will understand the meaning and use appropriate terminology related to aqueous solutions and solubility, including, but not limited to: solute, solvent, concentration, solubility, precipitate, ionization, dissociation, pH, dilute, solute, and solvent [C]
I can explain the meaning of different terms used in this unit. 1.1
I can use them appropriately where required. 1.2
I can identify and use the impact of different factors on solubility of a substance in water.
1.3
#2 students will describe the properties of water and use IMF’s to explain them. They should be able to predict and explain the behaviour of ionic, polar and nonpolar covalent substances in water. [KU and TI]
I can describe the properties of water using hydrogen bonding. 2.1
I have clearly used terms such as polar covalent bond along with explanation of how oxygen develops postive charge and how hyrogen develops negative charge which I used to describe certin rpoperties of water such as high boiling point
I can use IMF’s to predict and explain the behaviour of ionic, polar and nonpolar covalent compounds in water. 2.2
I have clearly explained how intermoleculer forces of verying levels such as electronegatvity when changed directly determine if a compound is non-polar covalent, polar covalent compound or ionic.
I can use appropriate concentration formulas to solve word problems related to solution concentration.
3.1
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This artifact meets both 3.1 and 3.2 becuase I have solved many problems that involved moles to liters, parts per million, parts per billion, etc etc
I can express the solution concentration in appropriate units. 3.2
I can convert one concentration unit to another concentration unit
#4 Students will identify, using a solubility table, the formation of precipitates in aqueous solutions and write balanced total and net ionic equations to represent precipitation and neutralization reactions [C and TI]
I can write balanced double displacement reactions that involve formation of a precipitate. 4.1
In this artifact I was able to check off 4.1 and 4.2 becuase I have clearly shown the fromation of precipate in a double displacement reaction and shown the solubility of the precipate formed.
I can predict the formation of a precipitate using the solubility chart. 4.2
I can write balanced total and net ionic equations
4.3
#5 Students will use stoichiometry to solve problems involving solutions and solubility [TI]
I can use stoichiometry flow charts to solve problems related to solutions and solubility. 5.1
This word problem I clearly demonstrated a flow chart in the bottom rigth and used it step by step to convert to volume B from volume A using the molarity factor
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Gases and atmospheric chemistry
#1 use appropriate terminology related to gasses
and atmospheric chemistry, including, but not
limited to: standard temperature, standard pressure,
molar volume, and ideal gas [C]
describe the different states of matter, and
explain their differences in terms of the forces
between atoms, molecules, and ions
I can define STP and SATP, molar volume, ideal gas constant (1.1)
I can describe the difference between an ideal gas and real gas (1.2)
I can use the kinetic molecular theory to explain the properties and behaviour of gasses in terms of types and degrees of molecular motion (1.3)
#2 determine, through inquiry, the quantitative
and graphical relationships between the pressure,
volume, and temperature of a gas [PR, AI]
I can describe the relationship (direct or inverse) between temp & volume, temp & pressure and volume & pressure (2.1)
This artifact answerrs both 2.1 and 2.2 becuase I have shown the grapghic relationship on the top left corner for much factor i.e. volume, temprturue, and pressure. Furthermore, I have shown if it's either inverse of direct on the right side
I can graphically show the relationship between the pressure, volume, and temperature of a gas
I can solve problems involving Boyle’s law, Charles’s law, Gay-Lussac’s law, (3.1)
I can solve problems involving the combined gas law (3.2)
I can apply Dalton’s law of partial pressures (3.3)
I have done multipule word problems showing how to solve daltons law of partial pressure
I can solve problems involving the ideal gas law (3.4)
These pictures described many word problems in detail and I have answered them by using Graasss method.
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#1 Student wills demonstrate an understanding of the periodic table and its trends [Ku,Ti]
I can name and describe the subatomic particles, explain the difference between isotopes and radioisotopes and discuss their use/impacts on society and the environment (1.1)
I can describe and explain general trends in the periodic table using electron arrangement and nuclear charge (e.g. ionization energy, electron affinity, electronegativity and atomic radius). (1.2)
This was the indivisual gropu assignment and I have clrearly desmonsrates great understnading of the terms as I have shown you differewnt graphs of the trends and answered questions based off of their coinciding reltionships between each other
I can analyze data pertaining to elements in the periodic table and identify trends. (1.3)
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This table shows the relationships between the amount of ionization energy value and the corespsonding bond type effectivly explaining their deep relationship with each other |(this is also one of my grpaghic organizers along with the venn diagrams
All these are multpiule evidence of my understnading of istopes and radiosotopes along with subatomic particles in the worksheet given by you. Furthermore, I went as far as creating a venn diagram to show similatieries between them showing deep understanding
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I can communicate my knowledge using a variety of means (oral, written, electronic presentations, videos etc.) (5.3)
Clearly I have shown the difference betwene chemcial covalent, and ionic bond in the vennd iagram showing a deep understanding as I was also note dwon some of the similiaratieis between these . I also on the commonly chemical assignment described the covalent bond, polarity and other terms
Clearly I have used terms such as electron affanity, ionization energy and other terms to answer questions that were on a unit test ofr sorry quest for unit 1
I have clearly shown the different moelculer strucutres using electron dot gfiragram along with showing the lewis strcutures of various compounds who are ionic of covalent
Here I described the different between the acids and bases using a venn diagram showing once againa deep understanding of the dffereinces between them.. I also have explained in an example on the evidence on the right hand side of how to naem it and I wrote examples on the bottom left.
I have clearly named many covaLENT COMPOUNDs epsically in the types of reactions test you can see I have many covalent compounds. I also have a grapghic organizer explaining how to name and write them on the top . I also have my chemsitry vrieivew sheet for naming compounds and it explains how to name it very well aswell.
These are many grapghic organizer for me to understand differencet types of bonding and how to name these. This is for understanding whereas the other row of notes if for understanding how to do questions and I actually did many worksheets which or on the right row in this learning goal checkbox
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Here you can see the process of grass and how I EFFECTIVLY USED IT TO ANSWER THE QUESTIONS. tHEN THE 2ND EVIDENCE SHOWS HOW i AGAIN USED GRASS (given required, analzysis, solution, and scetence). The next one after that shows grapghical relationship of the different laws in unit 5, and the last peiace of evidence is a chart filled out for the cohemical reactions lab showing I can easily organize and arrange my work in a table.
iN THIS EVIDENCE i SHOWED THE GRASS METHOD OF ORANGISING SHOWING ALL MY STEPS
I was able to make a video about the ontarian government and the argiculture problem . Remember I introduced doug ford as special guest. Then I also did google slides presentation for the common chemcials assignment. Lastly, I also shown oral means of communication as I WROTE A PRAGRAPGH ONTHE DIFFERENT CHEMICAL FACILITIES THAT ENDANGER poc IN CANADA/
i CLEARLY WROTE WHICH TYPE OF REACTION IT WAS ON THRE RIGHT SIDE
I used the activity series in this unit test quyestion to explain the different states and predict the product sof the single displacement reactions some had NR wirtten meaning no reaction becuase they werent compitble on the activity series, showing I understand the series and the question.
Clearly I showed if the reaction was going to form a preicpiate or not by putting S or aq from the solubility chart which predicted the products of the double displacement reaction
fOR THIS i WROTE THE CHEMICAL EQUATIONS BASED ON THE GIVEN DESCRIPTION OF THE CHEMICAL EUQATION
I have clearly wrriten aq or s for solid, or g for g or l, for lquird to o makes rue I understood this concept I did practice problem as seen under the types of reaction lab
I have clearly wrten the formula from given description which is incomplete combustion reaction which gave products of water and co
I have done mupitule rtypes of reactions in the types of reactions lab we used the splint test asnd we heard the pop sound indicating it is hydrogen . We also lit the stick and put it in the compound and it become reflame therefore it is oxygen.
This was an reserch part of the first assignment from the video this also describes the impact of that pollination has on the air quality in sarnia and why putting so many faiclities and posionous companies have riuned the air quaility of that area by alot.
#4 Students will explain the relationship between the empirical formula and the molecular formula of a chemical compound and solve problems based on it. [C and TI]
I can explain the difference between empirical and molecular formulas.
4.1
I have used a grapghic organizer of a venn diagram to illusrate the difference between them and some examples
I can calculate the empirical and molecular formulas of compounds based on the percent composition data. 4.2
I have demonstrated by using the percent compostion values assuming that there is 100g of the compound, I have correctly shown the steps to know the molecular formul;a and the empirical fomrula
#3 Students will conduct an inquiry to calculate the percentage composition of a compound
and understand the law of definite proportions. [TI]
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I can explain the law of definite proportions. 3.1
I have clearly defined the law of proportions on the terms listed in the bottom of this page
I can conduct an experiment to find the percent composition of a compound. 3.2
This artifact clearly checks off 3.2 as I listed my percent compostion lab and have found the pcercent compostion average of whole class
I can analyze the data obtained during the experiment and make conclusions. 3.3
Clearly I explained that the whole class made expirimental errors which is why prouse in this case was not right . But if we use the periodic table then prouse should alwaYS BE RIGHT BE THIS IS VERY RARELY SEEN WHERE WE DON'T HAVE ANY ERROR
This artifact has all my notes of unit 4 and quite clearly explains all the terms which are highlighted in red.
This artifact meets both goals becuase I was used terms such as solubility, polar bonds, polar coavlent bonds in the explanation of how different factors impact the solubility of water.
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I converted one concentration unit (parts per million) to another oncentration unit (parts perbillion)
Clearyl, I balenced the total ionic euqations by seperasting the ions anfd then I showed my final answer which is the netionic equation rightfully checking off 4.3
I gave a diagram explaining how changing different pressure or volume or temprturue changes another factor thus explaining the complex relationship in terms of molecular motion.
These are prevoius notes taken during class. They define all the terms required therefore meeting the learning goal.
First I listed the properties of an ideal gas and then I stated the properties of a real gas. I also answered true or false questions showing a deep level of understanding.
I have solved multpule assignment problemns and these are my answer clearly showing evidence of learning.