Chemistry 30

- Determine and interpret energy changes in chemical reactions.

- Explain and communicate energy changes in chemical reactions.

- Recall how to apply Q = mc∆t to analyze heat transfer.

- Explain, in general terms, how stored energy in the chemical bonds of hydrocarbons originated from the Sun.

- Define enthalpy and molar enthalpy for chemical reactions.

- Write balanced chemical equations that include energy changes.

- Use and interpret ∆H notation to communicate and calculate energy changes in chemical reactions

- Calculate the enthalpy change of a reaction using standard enthalpies of formation.

- Explain and apply Hess’ law to calculate energy changes for a net reaction from a series of reactions.

- Use calorimetry data to determine enthalpy changes in chemical reactions.

- Identify liquid water and carbon dioxide gas as reactants in photosynthesis and as products of cellular respiration. - Identify gaseous water and carbon dioxide gas as products of hydrocarbon combustion in an open system.

- Classify chemical reactions as endothermic or exothermic, including photosynthesis, cellular respiration, and hydrocarbon combustion.

- Define activation energy as the energy barrier that must be overcome for a chemical reaction to occur.

- Explain energy changes in chemical reactions, including bond breaking and forming and changes in potential and kinetic energy.

- Analyze and label energy diagrams of a chemical reaction, including reactants, products, enthalpy change, and activation energy.

- Explain that catalysts increase reaction rates by providing an alternative reaction pathway without affecting the net energy change; e.g., enzymes in living systems.

- Formulate questions about observed relationships and plan investigations of related questions, ideas, problems, and issues. - Design a method to compare the molar enthalpy change when burning two or more fuels (e.g., octane, propane, ethanol, historic fuels such as seal or whale oil), identifying and controlling major variables (IP–ST1, IP–ST2). - Describe procedures for the safe handling, storage, and disposal of laboratory materials, with reference to WHMIS and consumer product labelling information (IP–ST3).

- Explain that the goal of technology is to provide solutions to practical problems (ST1) [ICT F2–4.4]. - Provide examples of personal reliance on the chemical potential energy of matter, such as the use of fossil fuels. - Identify ways to use energy more efficiently. - Identify and explain the selection of different fuels used by communities in urban, rural, and remote areas, and compare that selection to the fuels used by the early inhabitants of a particular area of Alberta.

- Conduct investigations into relationships among observable variables, using a range of tools and techniques to gather and record data. - Perform calorimetry experiments to determine the molar enthalpy change of chemical reactions (PR–NS3) [ICT C6–4.1]. - Use thermometers or temperature probes appropriately to measure temperature changes (PR–NS3, PR–ST3) [ICT C6–4.4]. - Use a computer-based laboratory to compile and organize experimental data demonstrating molar enthalpy change (PR–NS4) [ICT C6–4.2]. - Select and integrate information from print and electronic sources to create multiple-linked documents about the use of alternative fuels (PR–ST1) [ICT C1–4.1, P5–4.1].

- Explain that technological problems often require multiple solutions involving different designs, materials, and processes, and that these have intended and unintended consequences (ST3) [ICT F3–4.1]. - Explain the applications of fossil fuels, with examples from industries in Alberta. - Evaluate the impact of combusting various energy sources, including fossil fuels and biomass, on personal health and the environment. - Describe technologies used by early peoples to mitigate the harmful effects of combustion.

- Analyze data and apply mathematical and conceptual models to develop and assess possible solutions. - Compare energy changes in a variety of chemical reactions by analyzing data and energy diagrams (AI–NS3) [ICT C7–4.2]. - Manipulate and present data using appropriate tools, such as scientific instrumentation, calculators, databases, or spreadsheets (AI–ST3) [ICT P2–4.1].

- Work collaboratively to solve problems and apply scientific skills and conventions to communicate information and assess results. - Use appropriate Système international (SI) units, fundamental and derived units, and significant digits (CT–ST2). - Use numeric, symbolic, graphical, and linguistic modes to communicate ideas, plans, and results (CT–ST2). - Use advanced menu features within word processing software to accomplish tasks and insert tables, graphs, text, and graphics (CT–ST2) [ICT P4–4.3].

- Formulate questions about observed relationships and plan investigations into related questions, ideas, problems, and issues. - Describe procedures for safe handling, storage, and disposal of laboratory materials, referencing WHMIS and consumer product labelling information (IP–ST3). - Design an experimental procedure to illustrate the effect of a catalyst on a chemical reaction (IP–ST2).

- Explain that technology aims to solve practical problems (ST1) [ICT F2–4.4]. - Explain how catalysts (e.g., automotive catalytic converters) reduce air pollution from fuel combustion.

- Investigate relationships among observable variables using a broad range of tools and techniques to gather and record data and information - Draw enthalpy diagrams indicating energy changes for chemical reactions (PR–NS4) - Use library and electronic research tools to compile information on the energy content of fuels used in Alberta power plants (PR–ST1) [ICT C1–4.1] - Design and build a heating device (PR–ST2)

- Explain that the appropriateness, risks, and benefits of technologies must be assessed for each application from multiple perspectives, including sustainability (ST7) [ICT F2–4.2, F3–4.1]. - Assess qualitatively the risks and benefits of relying on fossil fuels as energy sources.

- Analyze data and apply mathematical and conceptual models to develop and assess possible solutions. - Draw and interpret enthalpy diagrams for chemical reactions (AI–NS2) [ICT C7–4.2]. - Determine the efficiency of thermal energy conversion systems and explain discrepancies between theoretical and actual values (AI–NS3). - Assess whether coal or natural gas should be used to fuel thermal power plants in Alberta (AI–ST2). - Evaluate a personally designed and constructed heating device, including calculating its efficiency (AI–ST2).

- Explain that technological products are devices, systems, and processes that meet given needs, but cannot solve all problems (ST6) [ICT F3–4.1]. - Evaluate the economic and environmental impacts of different fuels by relating carbon dioxide emissions to the heat content of each fuel.

- Work collaboratively to address problems and apply the skills and conventions of science to communicate information and ideas and assess results. - Use appropriate Système international (SI) units, fundamental and derived units, and significant digits to calculate and communicate enthalpy changes (CT–ST2). - Work cooperatively with others to develop a plan to build an energy conversion device; seek feedback, test and review the plan, make revisions, and implement the plan (CT–ST1). - Use advanced menu features within word processing software to accomplish a task and insert tables, graphs, text, and graphics (CT–SEC2) [ICT P4–4.3].