| Curricular Competency |
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence |
Chemistry 12 |
Processing and analyzing data and information |
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| Curricular Competency |
Construct, analyze, and interpret graphs, models and diagrams |
Chemistry 12 |
Processing and analyzing data and information |
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| Curricular Competency |
Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies |
Chemistry 12 |
Processing and analyzing data and information |
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| Curricular Competency |
Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information |
Chemistry 12 |
Processing and analyzing data and information |
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| Curricular Competency |
Experience and interpret the local environment |
Chemistry 12 |
Processing and analyzing data and information |
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| Curricular Competency |
Processing and analyzing data and information |
Chemistry 12 |
Processing and analyzing data and information |
| Keyword: Processing and analyzing data and information |
Elaboration: Sample opportunities to support student inquiry:Research the types of materials that are present in clay deposits traditionally used to treat skin conditions.Compare and contrast factors affecting the rates of both homogeneous and heterogeneous reactions.Predict, with reference to entropy and enthalpy, whether reacting systems will reach equilibrium when:both favour productsboth favour reactantsthey oppose each otherCalculate the rate of a reaction using experimental data.Draw and label PE diagrams for both exothermic and endothermic reactions, including ΔH, activation energy, and the energy of the activated complex.Use a KE distribution curve to explain how changing the temperature or adding a catalyst changes the rate of a reaction.Interpret titration curves plotted from experimental data. |
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| Curricular Competency |
Apply the concepts of accuracy and precision to experimental procedures and data:- significant figures
- uncertainty
- scientific notation
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Chemistry 12 |
Planning and conducting |
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| Curricular Competency |
Use appropriate SI units and appropriate equipment, including digital technologies, to systematically and accurately collect and record data |
Chemistry 12 |
Planning and conducting |
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| Curricular Competency |
Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods |
Chemistry 12 |
Planning and conducting |
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| Curricular Competency |
Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative) |
Chemistry 12 |
Planning and conducting |
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| Curricular Competency |
Planning and conducting |
Chemistry 12 |
Planning and conducting |
| Keyword: Planning and conducting |
Elaboration: Sample opportunities to support student inquiry:Determine the rate of a reaction through experimentation.Identify an unknown ion through experimentation involving a qualitative analysis scheme.Devise a method for determining the concentration of a specific ion by titration or gravimetric methods (e.g., concentration of chloride ion using a precipitation reaction with silver ion).Design, perform, and analyze a titration experiment involving:primary standardsstandardized solutionstitration curvesappropriate indicatorsproper techniquePrepare a buffer system.From data for a series of simple redox reactions, create a simple table of reduction half-reactions.Construct an electrochemical cell. Determine the half-reactions that take place at each electrode, the overall reaction, and the resulting mass of the electrodes.Design and label the parts of an electrolytic cell:used for the electrolysis of a molten binary salt (e.g., NaCl(l))capable of electrolyzing an aqueous salt (e.g., KI(aq), not requiring the use of overpotential effect)used to electroplate an object |
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| Curricular Competency |
Formulate multiple hypotheses and predict multiple outcomes |
Chemistry 12 |
Questioning and predicting |
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| Curricular Competency |
Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world |
Chemistry 12 |
Questioning and predicting |
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| Curricular Competency |
Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest |
Chemistry 12 |
Questioning and predicting |
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| Curricular Competency |
Questioning and predicting |
Chemistry 12 |
Questioning and predicting |
| Keyword: Questioning and predicting |
Elaboration: Sample opportunities to support student inquiry:What observable properties would you use to determine a reaction rate?Observe catalyzed reactions, such asdecomposition of hydrogen peroxide, catalyzed by MnO2decomposition of bleach, catalyzed by CoCl2autocatalysis of oxalic acid and KMnO4Predict qualitative changes in the solubility equilibrium upon the addition of a common ion or the removal of an ion. |
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