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Chemistry Outcomes

The curriculum outcomes for chemistry will cover Unit A (thermodynamics) with the two general outcomes being: 1) students will determine and interpret energy changes in chemical reactions; and 2) students will explain and communicate energy changes in reactions. This will be explored using lectures, in-class worksheets, labs, and interdisciplinary links to art. Students will explore energy exchange, activation energy, combustion and other such chemical processes of thermodynamics. See below for a more in-depth breakdown of the sections we will be covering in chemistry. 

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  • 30–A1.1k recall the application of Q = mc∆t to the analysis of heat transfer 
     

  • 30–A1.2k explain, in a general way, how stored energy in the chemical bonds of hydrocarbons originated  from the sun   
     

  • 30–A1.3k define enthalpy and molar enthalpy for chemical reactions 30–A1.4k write balanced equations for chemical reactions that include energy changes 
     

  • 30–A1.5k use and interpret ∆H notation to communicate and calculate energy changes in chemical reactions  
     

  • 30–A1.6k predict the enthalpy change for chemical equations using standard enthalpies of formation   
     

  • 30–A1.7k explain and use Hess’ law to calculate energy changes for a net reaction from a series of reactions 
     

  • 30–A1.10k classify chemical reactions as endothermic or exothermic, including those for the processes of photosynthesis, cellular respiration and hydrocarbon combustion. 
     

  • 30–A1.1sts explain that the goal of technology is to provide solutions to practical problems
     

  • 30–A1.2sts explain that technological problems often require multiple solutions that involve different designs, materials and processes and that have both intended and unintended consequences` 
     

  • 30–A1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues 
     

  • 30–A1.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information 
     

  • 30–A1.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
     

  • 30–A2.1k define activation energy as the energy barrier that must be overcome for a chemical reaction to occur  
     

  • 30–A2.2k explain the energy changes that occur during chemical reactions, referring to bonds breaking and forming and changes in potential and kinetic energy 
     

  • 30–A2.3k analyze and label energy diagrams of a chemical reaction, including reactants, products, enthalpy change and activation energy 
     

  • 30–A2.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues 

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