Unit 1: Periodic Trends
Key Concept:
Related Concept(s):
Global Context:
- Orientation in Space and Time: Discoveries
Statement of Inquiry:
- The form of the periodic table is evolving due to knowledge-challenging discoveries, thus enhancing its function of showing trends in the physical and chemical properties of the elements.
Summative Assessment Criteria:
Approaches to Learning (ATLs) Skills:
- Thinking (Critical Thinking – CT):
- Interpret data.
- Use brainstorming and visual diagrams to generate new ideas and inquiries.
- Thinking (Transfer – T):
- Apply skills and knowledge in unfamiliar situations.
- Communication (C):
- Give and receive meaningful feedback.
- Self-Management (Organization – SM):
- Keep and use a weekly planner for assignments.
Curriculum Standards:
- The periodic table shows the positions of metals, non-metals, and metalloids.
- Metals tend to lose electrons and form cations, while non-metals tend to gain electrons and form anions.
- Elements in a group have the same oxidation state and similar chemical properties.
- Shielding is the decrease in attraction between an electron and the nucleus in any atom with more than one electron shell.
- Shielding increases with the number of electron shells.
- No change in shielding occurs across a period.
- Trends in the periodic table for atomic radius, ionization energy, and electronegativity:
- Atomic radius increases down a group and decreases across a period.
- Ionization energy decreases down a group and increases across a period.
- Electronegativity decreases down a group and increases across a period.
Unit 2: Stoichiometry
Key Concept:
Related Concept(s):
Global Context:
- Scientific and Technical Innovation: How humans use their understanding of scientific principles
Statement of Inquiry:
- The scientifically constructed systems for balancing chemical equations require the numbers and types of atoms to be conserved.
Summative Assessment Criteria:
Approaches to Learning (ATLs) Skills:
- Thinking (Critical Thinking – CT):
- Use models and simulations to explore complex systems and issues.
- Consider multiple alternatives, including those that might be unlikely or impossible.
- Social (Collaboration – S):
- Use social media networks appropriately to build and develop relationships.
- Make fair and equitable decisions.
- Communication (C):
- Read critically and for comprehension.
- Self-Management (Organization – SM):
- Create plans to prepare for summative assessments (exams and performances).
- Research (Information Literacy – R):
- Collect, record, and verify data.
- Research (Media Literacy – ML):
- Compare, contrast, and draw connections among (multi)media resources.
Curriculum Standards:
- Concept of the mole
- Avogadro’s number
- Relative molecular mass and relative atomic mass
- Empirical and molecular formula
- Percentage composition
- Stoichiometric calculations
- Solutions and problems involving concentrations
Unit 3: Gas Laws
Key Concept:
Related Concept(s):
Global Context:
- Scientific and Technical Innovation: How humans use their understanding of scientific principles
Statement of Inquiry:
- Humans can manipulate the conditions impacting gas particles, thereby determining their movement.
Summative Assessment Criteria:
Approaches to Learning (ATLs) Skills:
- Thinking (Critical Thinking – CT):
- Evaluate evidence and arguments.
- Self-Management (Reflection – SM):
- Identify strengths and weaknesses of personal learning strategies (self-assessment).
- Research (Information Literacy – R):
- Make connections between various sources of information.
- Social (Collaboration – S):
Curriculum Standards:
- Kinetic molecular theory
- Conversions for temperature and pressure
- Graphing and calculations
Unit 4: Redox Reactions
Key Concept:
Related Concept(s):
Global Context:
- Scientific and Technical Innovation: How humans use their understanding of scientific principles
Statement of Inquiry:
- Designers use the balanced systems maintained by the transfer of electrons in redox reactions to develop a range of products.
Summative Assessment Criteria:
- Criterion B
- Criterion C
- Criterion D
Approaches to Learning (ATLs) Skills:
- Thinking (Critical Thinking – CT):
- Formulate factual, topical, conceptual, and debatable questions.
- Generate metaphors and analogies.
- Self-Management (Reflection – SM):
- Keep a journal to record reflections.
- Social (Collaboration – S):
- Communication (C):
- Negotiate ideas and knowledge with peers and teachers.
- Self-Management (Organization – SM):
- Plan short and long-term assignments; meet deadlines.
- Research (Information Literacy – R):
- Identify primary and secondary sources.
- Research (Media Literacy – ML):
- Seek a range of perspectives from multiple and varied sources.
Curriculum Standards:
- Definition of oxidation and reduction (electron transfer)
- Rules for assigning oxidation numbers
- Definition of oxidising agent and reducing agent
- Half reactions
- Reactivity series
- Factors affecting cell voltage (e.g., concentration, types of electrode)
- Electrolysis reactions
- Electrolytic cells and factors affecting electrolysis reactions (e.g., concentration of solutions, temperature, types of solutions)
- Applications of redox reactions (e.g., batteries, purification of metals, galvanizing)
Unit 5: Food Chemistry
Key Concept:
Related Concept(s):
- Influences
- Balance
- Conditions
Global Context:
- Identities and Relationships: Personal Health
Statement of Inquiry:
- A person’s health is influenced by cultural and conditional changes to their diet.
Summative Assessment Criteria:
Approaches to Learning (ATLs) Skills:
- Thinking (Critical Thinking – CT):
- Evaluate and manage risks.
- Apply existing knowledge to generate new ideas, products, or processes.
- Self-Management (Reflection – SM):
- Consider ethical, cultural, and environmental implications.
- Thinking (Transfer – T):
- Apply skills and knowledge in unfamiliar situations.
- Communication (C):
- Structure information in summaries, essays, and reports.
- Research (Information Literacy – R):
- Understand and use technology systems.
- Research (Media Literacy – ML):
- Understand the impact of media representations and modes of presentation.
Curriculum Standards:
- Determining caloric values of food
- Macromolecules and enzymes
- Colour and flavour
- Shelf life
- Additives
- Food technology