30?A.1.1k: recall the application of Q = mc(delta)t to the analysis of heat transfer

Calorimetry Lab

30?A.1.5k: use and interpret (delta)H notation to communicate and calculate energy changes in chemical reactions

Chemical Changes

30?A.1.9k: identify that liquid water and carbon dioxide gas are reactants in photosynthesis and products of cellular respiration and that gaseous water and carbon dioxide gas are the products of hydrocarbon combustion in an open system

Cell Energy Cycle

30?A.1.10k: classify chemical reactions as endothermic or exothermic, including those for the processes of photosynthesis, cellular respiration and hydrocarbon combustion.

Chemical Changes

30-A: Thermochemical Changes

30-A.1: Students will determine and interpret energy changes in chemical reactions.

30-A.1.3s.1: compare energy changes associated with a variety of chemical reactions through the analysis of data and energy diagrams

Chemical Changes

30-A.1.4s.1: use appropriate International System of Units (SI) notation, fundamental and derived units and significant digits

Unit Conversions 2 - Scientific Notation and Significant Digits

30?A.2.3k: analyze and label energy diagrams of a chemical reaction, including reactants, products, enthalpy change and activation energy

Chemical Equations
Equilibrium and Concentration

30?A.2.4k: explain that catalysts increase reaction rates by providing alternate pathways for changes, without affecting the net amount of energy involved; e.g., enzymes in living systems.

Collision Theory

30-A.2: Students will explain and communicate energy changes in chemical reactions.

30-A.2.3s.2: explain the discrepancy between the theoretical and actual efficiency of a thermal energy conversion system

Energy Conversion in a System

30?B.2.4k: recognize that predicted reactions do not always occur; e.g., the production of chlorine gas from the electrolysis of brine

Equilibrium and Concentration

30?B.2.3sts: explain that science and technology have influenced, and been influenced by, historical development and societal needs

DNA Analysis

30?C.1.1sts: explain how science and technology are developed to meet societal needs and expand human capability

DNA Analysis

30?C.1.2sts: explain that science and technology have influenced, and been influenced by, historical development and societal needs

DNA Analysis

30?C.1.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

Pendulum Clock

30?C.2.2k: predict products and write and interpret balanced equations for the above reactions

Balancing Chemical Equations
Chemical Equations

30?C.2.3k: define, illustrate and provide examples of monomers (e.g., ethylene), polymers (e.g., polyethylene) and polymerization in living systems (e.g., carbohydrates, proteins) and nonliving systems (e.g., nylon, polyester, plastics)

Dehydration Synthesis

30?C.2.1sts: explain how science and technology are developed to meet societal needs and expand human capability

DNA Analysis

30?C.2.2sts: explain that science and technology have influenced, and been influenced by, historical development and societal needs

DNA Analysis

30-C: Chemical Changes of Organic Compounds

30-C.2: Students will describe chemical reactions of organic compounds.

30-C.2.3s.2: investigate the issue of greenhouse gases; identify some greenhouse gases, including methane, carbon dioxide, water and dinitrogen oxide (nitrous oxide); and analyze their contribution to climate change

Carbon Cycle
Greenhouse Effect - Metric

30?C.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

Pendulum Clock

30?D.1.1k: define equilibrium and state the criteria that apply to a chemical system in equilibrium; i.e., closed system, constancy of properties, equal rates of forward and reverse reactions

Equilibrium and Concentration
Equilibrium and Pressure

30?D.1.2k: identify, write and interpret chemical equations for systems at equilibrium

Equilibrium and Concentration
Equilibrium and Pressure

30?D.1.3k: predict, qualitatively, using Le Chatelier?s principle, shifts in equilibrium caused by changes in temperature, pressure, volume, concentration or the addition of a catalyst and describe how these changes affect the equilibrium constant

Equilibrium and Concentration
Equilibrium and Pressure

30?D.1.4k: define Kc to predict the extent of the reaction and write equilibrium-law expressions for given chemical equations, using lowest whole-number coefficients

Equilibrium and Concentration
Equilibrium and Pressure

30?D.1.6k: write Brønsted?Lowry equations, including indicators, and predict whether reactants or products are favoured for acid-base equilibrium reactions for monoprotic and polyprotic acids and bases

Titration

30?D.1.7k: identify conjugate pairs and amphiprotic substances

Titration

30?D.1.8k: define a buffer as relatively large amounts of a weak acid or base and its conjugate in equilibrium that maintain a relatively constant pH when small amounts of acid or base are added.

Titration

30-D: Chemical Equilibrium Focusing on Acid-Base Systems

30-D.1: Students will explain that there is a balance of opposing reactions in chemical equilibrium systems.

30-D.1.1s.1: predict variables that can cause a shift in equilibrium

Equilibrium and Concentration
Equilibrium and Pressure

30-D.1.1s.2: design an experiment to show equilibrium shifts; e.g., colour change, temperature change, precipitation

Coral Reefs 2 - Biotic Factors

30-D.1.2s.1: perform an experiment to test, qualitatively, predictions of equilibrium shifts; e.g., colour change, temperature change, precipitation and gas production

Diffusion
Equilibrium and Concentration
Equilibrium and Pressure
Seed Germination

30-D.1.3s.1: write the equilibrium law expression for a given equation

Equilibrium and Concentration
Equilibrium and Pressure

30-D.1.3s.2: analyze, qualitatively, the changes in concentrations of reactants and products after an equilibrium shift

Equilibrium and Concentration

30-D.1.3s.3: interpret data from a graph to determine when equilibrium is established and to determine the cause of a stress on the system

Equilibrium and Pressure

30-D.1.3s.4: interpret, qualitatively, titration curves of monoprotic and polyprotic acids and bases for strong acid?weak base and weak acid?strong base combinations, and identify buffering regions

Titration

30?D.1.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

Pendulum Clock

30?D.2.2k: define Kw, Ka, Kb and use these to determine pH, pOH, [H3O+] and [OH?] of acidic and basic solutions

Titration

30-D.2: Students will determine quantitative relationships in simple equilibrium systems.

30-D.2.3k.1: concentrations at equilibrium are known

Titration

30-D.2.3k.2: initial concentrations and one equilibrium concentration are known

Titration

30-D.2.3k.3: the equilibrium constant and one equilibrium concentration are known.

Titration

30-D.2.1s.1: design an experiment to show qualitative equilibrium shifts in concentration under a given set of conditions

Diffusion
Equilibrium and Concentration

30-D.2.2s.1: perform an experiment to show equilibrium shifts in concentration

Equilibrium and Concentration

30-D.2.3s.1: use experimental data to calculate equilibrium constants

Equilibrium and Concentration
Equilibrium and Pressure

30?D.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

Pendulum Clock

Correlation last revised: 9/24/2019

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.