Course Profile - Curriculum Services Canada

Chemical Reactions
5.3.1 The teacher conducts a lesson describing different types of chemical reactions, such as
substitution, addition, elimination, oxidation, esterification, and hydrolysis. Students generate
their own notes and review them with other students.
5.3.2 Students work in pairs. The teacher provides each pair with a list of reactants and the students
build models to represent the reactants, predict the type of reaction and build and name the
products. Students complete a model reaction for the teacher and submit a completed worksheet.
5.3.3 Students design and carry out a lab activity to synthesize an ester. They investigate the safe use
and disposal of required reactants and products. This is a good opportunity for teachers to assess
the student’s scientific investigation skills, e.g., disposing and handling of organic materials,
using appropriate personal protection.
Assessment Student-Generated Note (Knowledge/Understanding, Communication),
Reactions Worksheet (Knowledge/Understanding, Communication),
Lab Report – safety and results (Knowledge/Understanding, Inquiry, Communication)
Polymer Chemistry
5.4.1 The teacher demonstrates the production of a polymer, e.g., nylon, reviews the structure of the
reactants, and encourages students to predict the chemical formula of the product. This is
followed by a class discussion about the processes of addition and condensation polymerization.
Students generate their own notes.
5.4.2 Students participate in a group (Jigsaw) activity. Each expert group concentrates on a different
type of organic substance, e.g., plastics, pharmaceuticals, synthetic fibres, asphalt. They are
responsible for writing a one-page handout demonstrating an understanding of how the substance
is produced, the chemical formula of the substance, the uses and the importance in our lives.
Students also explore careers related to the development of the product. The handout is shared
with others.
Assessment
Note (Knowledge/Understanding, Communication),
Quiz (Knowledge/Understanding, Communication, Making Connections),
Research Handout (Knowledge/Understanding, Inquiry, Communication)
Organic Chemistry and Living Organisms
5.5.1 The teacher describes the reactants and the reaction responsible for the production of fats. This
leads to a class discussion describing the importance of organic compounds present in living
organisms. Students investigate the structure, production, and importance of proteins,
carbohydrates, and nucleic acids. Students generate their own notes.
5.5.2 Students complete a worksheet or selected questions based on organic compounds present in
living organisms.
Assessment Worksheet/Questions (Knowledge/Understanding, Communication)
Consumer Reports
5.6.1 Students participate in a seminar activity. They research and review material concerning the
validity of promoting consumer goods using terms such as organic, natural, and chemical.
Working in smaller groups, students discuss their findings.
5.6.2 Students write a letter to a local newspaper informing the public about the validity of the use of
the terms organic, natural, and chemical in the promotion of consumer goods.
Assessment Letter (Knowledge/Understanding, Inquiry, Communication, Making Connections)
End-of-Unit Task: Risks and Benefits
5.7.1 Students write a one-to-two page essay or present their findings in another way, such as a website
or concept map, describing the importance of organic compounds in our daily lives. Students
provide evidence with examples of substances used to improve current health, safety and
environmental problems, and an analysis of the risks and benefits associated with the
development and application of synthetic products.
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• Chemistry – University Preparation