Course Profile - Curriculum Services Canada

2.1.3 Students participate in a seminar activity. They gather information from a variety of sources to:
compare the energy changes resulting from physical change, chemical reactions and nuclear
reactions (fission and fusion); compare conventional and alternative sources of energy with
respect to efficiency and environmental impact. Working in smaller groups students discuss and
record their findings.
2.1.4 Students research and describe examples of technologies that depend on exothermic and
endothermic changes, e.g., hydrogen rocket fuel, hot and cold packs, and the primary
reaction(s)involved in the processes. They also investigate careers related to the use and
development of these technologies.
Assessment Lab Report – Abstract and Results (Knowledge/Understanding, Inquiry,
Communication), Seminar (Knowledge/Understanding, Inquiry, Communication),
Research (Inquiry, Making Connections)
Hess’s Law and Thermochemical Equations
2.2.1 A teacher-directed lesson on: enthalpy of reaction; enthalpy of formation; thermochemical
equations; energy changes as a ∆H value or as a heat term in the equation; the difference between
heat and enthalpy; Hess’s Law; and the application of Hess’s Law to determine the net change in
enthalpy. Students generate their own note.
2.2.2 Students work in small groups to solve problems calculating the heat of a reaction using
tabulated enthalpies of formation and data obtained through experimentation.
2.2.3 Students choose a reaction, formulate a question, and design an experiment to measure the heat
of reaction, e.g., reactions that can be combined to yield the ∆H of combustion of magnesium or
the ∆H of reaction of calcium metal with cold water.
Assessment
Problems (Knowledge/Understanding, Communication), Lab Report – Procedure and
Analysis of Results, (Inquiry, Communication),
Written Quiz (Knowledge/Understanding, Communication)
Rates of Reaction
2.3.1 The teacher demonstrates how reaction rates can be measured, e.g., observe volume of gas for
metal and acid. Follow this up with a brainstorming activity on practical means of measuring
various rates of reactions, including common environmental and industrial reactions.
2.3.2 Students work independently, using several graphs provided by the teacher and a textbook, to
describe the rate of a reaction as a function of change in concentration of reactant or product with
respect to time. They also express the rate of a reaction as a rate law equation. Students discuss
their findings with the class.
2.3.3 Students work in small groups to: determine patterns in concentration changes for sets of
reactants and products (given data); define first-order and second-order reactions; classify
reactions into correct reaction-order categories; plot given data to observe any patterns for first
and second order reactions; and explain the half-life of a reaction. Students generate their own
note.
2.3.4 Students formulate a question and design an experiment to determine the rate of a reaction. The
teacher may direct students to a list of possible reactions from which they can choose. An
emphasis is placed on students defining the method used to determine the rate of the reaction.
2.3.5 The teacher conducts a class discussion about the results of Act 2.3.4 followed with a teacherdirected
lesson on potential energy diagrams for molecules in a system, and the effect of
temperature, concentration and catalysts on the number of reactive molecules.
2.3.6 Students gather information using a variety of sources to describe the use of catalysts in industry
and in biochemical systems, and to explore related career opportunities.
Assessment Written quiz (Knowledge/Understanding, Making Connections),
Lab Report – Procedure (Knowledge/Understanding, Inquiry, Communication)
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• Chemistry – University Preparation