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Theoretical Concepts Progression Grid
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Notes
- Prior learning is an
integral part of gaining knowledge and it is assumed that learners have
a good grasp on topics taught in previous grade. Many concepts, although
necessary, are not repeated in higher grades for the same reason.
Teachers are free to make a revision or reinforcement schedule as deemed
necessary.
- Much of the content was
prepared by taking international curricula for O Level (5070), IGCSE
(0620), A-Level (9701), IB MYP and IB DP subject guides. Some parts are
taken verbatim and will be improved, paraphrased and reviewed in future
revisions.
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Grade 9
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Grade 10
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Grade 11
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Grade 12
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Domain A:
Chemical Foundation
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Standard: Students should be able to:
Describe the
nature of matter and its properties, including physical and chemical
properties.
Identify the
branches of chemistry and explain the interdisciplinary relationships between
chemistry and other sciences.
Discuss the
importance of chemistry in daily life and the role of chemists in society.
Convert units and numbers in standard or scientific notation
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Benchmark 1:
Students can explain
the fundamental concepts and definitions of chemistry, including the nature
of matter and its composition, chemical elements, and chemical compounds.
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Benchmark 1:
The student can
determine the balanced chemical equation for a reaction, understand what
compounds and mixtures are and identify the type of compound or mixture
present in a given scenario.
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Introduction to
Chemistry
[SLO: C-09-A-01]
●
Describe chemistry
as study of properties, reactions and behavior of matter and use of those
substance to create new ones.
[SLO: C-09-A-02]
●
Recognize that
people who study chemistry are called chemists
[SLO: C-09-A-03]
●
Explain that
chemistry has many subfields and involves interdisciplinary fields.
[SLO: C-09-A-04]
●
Recognize the
following broad subfields with their examples (definitions are not required,
an understanding should be developed); Analytical chemistry, Biochemistry,
Inorganic chemistry, Organic chemistry, Neurochemistry, Nuclear chemistry,
Physical Chemistry, Theoretical Chemistry.
●
Interdisciplinary
fields may include agro chemistry, Cosmo chemistry, environmental chemistry,
molecular biology, organometallic chemistry, nanotechnology and pharmacology.
[SLO: C-09-A-05]
●
Identify
applications of sub-disciplines of chemistry such as Nano chemistry, Cosmo
chemistry in drug delivery, genetic engineering, electronics, catalysis
Units
[SLO: C-09-A-06]
●
Understand that
units are standardized for better communication and collaboration.
[SLO: C-09-A-07]
●
Be familiar with SI
units especially mass, time and amount of matter
[SLO: C-09-A-08]
●
Understand that
units can be combined with terms for magnitude especially kilo, deci, and
milli
[SLO: C-09-A-09]
●
Understand that
chemists use cm3, g and s as more practical units when working
with small amounts in lab
[SLO: C-09-A-10]
●
Understand that
errors are inherent part of measurement, and we can manage precision and
accuracy with better tools and techniques
Scientific
Notation/Standard Form
[SLO: C-09-A-11]
●
use the standard
form A × 10^n where n is a positive or negative integer, and ⩽ A < 10
[SLO: C-09-A-12]
●
Convert numbers into
and out of standard form.
[SLO: C-09-A-13]
●
Calculate with
values in standard form.
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N/A
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Introduction to the
particulate nature of matter and chemical change
[SLO: C-11-A-01]
●
Atoms of different
elements combine in fixed ratios to form compounds, which have different
properties from their component elements.
[SLO: C-11-A-02]
●
Mixtures contain
more than one element and/or compound that are not chemically bonded together
and so retain their individual properties.
[SLO: C-11-A-03]
●
Mixtures are either
homogeneous or heterogeneous.
[SLO: C-11-A-04]
●
Deduction of
chemical equations when reactants and products are specified.
[SLO: C-11-A-05]
●
Application of the
state symbols (s), (l), (g) and (aq) in equations.
[SLO: C-11-A-06]
●
Explanation of
observable changes in physical properties and temperature during changes of
state.
[SLO: C-11-A-07]
●
Balancing of
equations should include a variety of types of reactions.
[SLO: C-11-A-08]
●
Names of the changes
of state—melting, freezing, vaporization (evaporation and boiling),
condensation, sublimation and deposition—should be covered.
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N/A
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Benchmark 2:
Students can apply the scientific units and measurements used in chemistry,
explain the kind of errors that can appear in such measurements, and use
different graphical techniques to present the collected data.
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N/A
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N/A
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Uncertainties and errors
in measurement and results
Qualitative data includes
all non-numerical information obtained from observations not from
measurement.
[SLO: C-11-A-09]
●
Quantitative data
are obtained from measurements, and are always associated with random
errors/uncertainties, determined by the apparatus, and by human limitations
such as reaction times.
[SLO: C-11-A-10]
●
Propagation of
random errors in data processing shows the impact of the uncertainties on the
final result.
[SLO: C-11-A-11]
●
Experimental design
and procedure usually lead to systematic errors in measurement, which cause a
deviation in a particular direction.
[SLO: C-11-A-12]
●
Repeat trials and
measurements will reduce random errors but not systematic errors
Graphical techniques
[SLO: C-11-A-13]
●
Graphical techniques
are an effective means of communicating the effect of an independent variable
on a dependent variable, and can lead to determination of physical
quantities.
[SLO: C-11-A-14]
●
Sketched graphs have
labelled but unscaled axes, and are used to show qualitative trends, such as
variables that are proportional or inversely proportional.
[SLO: C-11-A-15]
●
Drawn graphs have
labelled and scaled axes, and are used in quantitative measurements
Spectroscopic
identification of organic compounds
[SLO: C-11-A-16]
●
The degree of
unsaturation or index of hydrogen deficiency (IHD) can be used to determine
from a molecular formula the number of rings or multiple bonds in a molecule.
[SLO: C-11-A-17]
●
Mass spectrometry
(MS), proton nuclear magnetic resonance spectroscopy (1H NMR) and infrared
spectroscopy (IR) are techniques that can be used to help identify compounds and
to determine their structure
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N/A
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Domain B:
Nature of Science in Chemistry
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Standard:
Students should be able to:
Identify key
historical figures in the development of chemistry and explain their
contributions to the field.
Discuss the
role of chemistry in society, including its impact on industry, medicine, and
technology.
Describe how
the study of chemistry has changed over time and how these changes have
impacted the field.
Describe the
scientific method and its application in chemistry.
Identify the
relationships between chemistry and other scientific disciplines, including
physics, biology, and materials science.
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Benchmark 1:
Students can describe the history of chemistry, including major contributors
and key developments in the field.
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N/A
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History of Chemistry
[SLO: C-09-B-01]
●
The ancient
Egyptians, Greeks, and Chinese all made significant contributions to the
field of chemistry.
[SLO: C-09-B-02]
●
The medieval Islamic
world made significant advancements in alchemy, which laid the foundation for
modern chemistry.
[SLO: C-09-B-03]
●
Robert Boyle is
considered the father of modern chemistry for his work in the 17th century
on the properties of gases.
[SLO: C-09-B-04]
●
Antoine Lavoisier is
considered the father of modern chemistry for his work in the 18th century
on the nature of matter and the law of conservation of mass.
[SLO: C-09-B-05]
●
Dmitri Mendeleev
created the first periodic table of elements in 1869, which helped to
organize the known elements and predict the properties of new ones.
[SLO: C-09-B-06]
●
Marie Curie was the
first woman to win a Nobel Prize, and the first person to win multiple Nobel
Prizes (in physics and chemistry) for her work on radioactivity.
[SLO: C-09-B-07]
●
The discovery of the
structure of DNA in the 1950s by James Watson and Francis Crick
revolutionized the field of biology and has had far reaching implications in
medicine and genetics.
[SLO: C-09-B-08]
●
Chemistry plays a
crucial role in many fields including medicine, agriculture, energy, and
materials science.
TOK and Nature of Chemistry
[SLO: C-09-B-09]
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Chemistry is an
experimental science that combines academic study with the acquisition of
practical and investigational skills
[SLO: C-09-B-10]
●
Chemistry is often
called the central science as chemical principles underpin both the physical
environment and all biological systems
[SLO: C-09-B-11]
●
Chemistry is a
prerequisite for many other courses in higher education and serves as useful
preparation for employment
[SLO: C-09-B-12]
●
Chemistry has its
roots in the study of alchemy, the early days of alchemists who aimed to
transmute common metals into gold
[SLO: C-09-B-13]
●
Observations remain
essential at the core of chemistry and scientific processes carried out by
the most eminent scientists in the past are the same ones followed by working
chemists today and accessible to students in schools
[SLO: C-09-B-14]
●
The body of
scientific knowledge has grown in size and complexity, and the tools and
skills of theoretical and experimental chemistry have become specialized
[SLO: C-09-B-015]
●
Both theory and
experiments should be undertaken by all students and should complement each
other naturally
[SLO: C-09-B-016]
●
Allow students to
develop traditional practical skills, mathematics skills, interpersonal
skills, and digital technology skills.
Scientific Method
[SLO: C-09-B-17]
●
Understanding and
use of the scientific method to conduct scientific research and make
discoveries. The steps of the scientific method include Making observations
and asking a question
Forming a hypothesis, or an educated guess, about the answer to
the question Designing and conducting experiments to test the hypothesis Analyzing the data collected from the experiments Drawing conclusions and determining whether the data supports or
disproves the hypothesis The scientific method is based on the
principles of observation, experimentation, and replication.
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N/A
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History of Chemistry
[SLO: C-11-B-01]
●
The ancient
Egyptians, Greeks, and Chinese all made significant contributions to the
field of chemistry.
[SLO: C-11-B-02]
●
The medieval Islamic
world made significant advancements in alchemy, which laid the foundation for
modern chemistry.
[SLO: C-11-B-03]
●
Robert Boyle is
considered the father of modern chemistry for his work in the 17th century on
the properties of gases.
[SLO: C-11-B-04]
●
Antoine Lavoisier is
considered the father of modern chemistry for his work in the 18th century on
the nature of matter and the law of conservation of mass.
[SLO: C-11-B-05]
●
Dmitri Mendeleev
created the first periodic table of elements in 1869, which helped to
organize the known elements and predict the properties of new ones.
[SLO: C-11-B-06]
●
Marie Curie was the
first woman to win a Nobel Prize, and the first person to win multiple Nobel
Prizes (in physics and chemistry) for her work on radioactivity.
[SLO: C-11-B-07]
●
The discovery of the
structure of DNA in the 1950s by James Watson and Francis Crick
revolutionized the field of biology and has had far-reaching implications in
medicine and genetics.
[SLO: C-11-B-08]
●
Chemistry plays a
crucial role in many fields including medicine, agriculture, energy, and
materials science.
TOK and Nature of
Chemistry
[SLO: C-11-B-09]
●
Chemistry is an
experimental science that combines academic study with the acquisition of
practical and investigational skills
[SLO: C-11-B-10]
●
Chemistry is often
called the central science as chemical principles underpin both the physical
environment and all biological systems
[SLO: C-11-B-11]
●
Chemistry is a
prerequisite for many other courses in higher education and serves as useful
preparation for employment
[SLO: C-11-B-12]
●
Chemistry has its
roots in the study of alchemy, the early days of alchemists who aimed to
transmute common metals into gold
[SLO: C-11-B-13]
●
Observations remain
essential at the core of chemistry and scientific processes carried out by
the most eminent scientists in the past are the same ones followed by working
chemists today and accessible to students in schools
[SLO: C-11-B-14]
●
The body of
scientific knowledge has grown in size and complexity, and the tools and
skills of theoretical and experimental chemistry have become specialized
[SLO: C-11-B-15]
●
Both theory and
experiments should be undertaken by all students and should complement each
other naturally
[SLO: C-11-B-16]
●
Allow students to
develop traditional practical skills, mathematics skills, interpersonal
skills, and digital technology skills.
Scientific Method
[SLO: C-11-B-17]
Understanding and use of the scientific method to solve
practical problems and design an investigation in chemistry
The steps of the scientific method include:
a.
Making observations
and asking a question
b.
Forming a
hypothesis, or an educated guess, about the answer to the question
c.
Designing and
conducting experiments to test the hypothesis
d.
Analyzing the data
collected from the experiments
e.
Drawing conclusions
and determining whether the data supports or disproves the hypothesis
f.
The scientific
method is based on the principles of observation, experimentation, and
replication.
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N/A
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Domain C:
Physical Chemistry
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Standard:
(Matter) Students should be able to:
Define
matter and describe its physical and chemical properties.
Describe the
structure of atoms and their role in the properties of matter.
Classify
matter as elements, compounds, or mixtures, and explain the characteristics
that define each type.
Discuss the
behavior of matter at the macroscopic and microscopic levels, including the
kinetic molecular theory and phase changes.
Apply the
mole concept to chemical calculations, including stoichiometry and chemical
reactions.
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Benchmark 1:
Students can explain the nature of matter and its composition, including
atoms, elements, and molecules.
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N/A
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[SLO: C-09-C-01]
●
Define matter as a
substance having mass and occupying space
[SLO: C-09-C-02]
●
State the
distinguishing macroscopic properties of commonly observed states solids,
liquids and gases in particular density, compressibility, and fluidity
[SLO: C-09-C-03]
●
Understand that
state is a distinct form of matter and be familiar with plasma, intermediate
states and exotic states e.g. BEC or liquid crystals
[SLO: C-09-C-04]
●
Explain the
allotropic forms of solids in particular diamond, graphite, and fullerenes
[SLO: C-09-C-05]
●
Describe the
differences between elements, compounds and mixtures
[SLO: C-09-C-06]
●
Identify solutions,
colloids, and suspensions as mixtures and give an example of each
[SLO: C-09-C-07]
●
Describe the effect
of temperature on solubility and formation of unsaturated and saturated
solutions
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N/A
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N/A
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N/A
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Benchmark 2:
Students can understand the states of matter and phase changes, and can
explain the impact of temperature and pressure on matter.
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N/A
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N/A
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[SLO: C-10-C-01]
●
Describe and explain
changes of state and internal energy without change in temperature (melting,
boiling, freezing, condensation, sublimation and deposition) in terms of
kinetic particle theory
[SLO: C-10-C-02]
●
State the
differences in evaporation and boiling
[SLO: C-10-C-03]
●
Interpret and
explain the heating and cooling curves in terms of kinetic theory
[SLO: C-10-C-04]
●
Describe
qualitatively, in terms of kinetic particle theory, the effects of changing
any one of pressure, temperature and volume of a gas on the other two with
regards to Boyle's law, Charles' Law, Guy-Lussac's Law and Avogadro's Law.
[SLO: C-10-C-05]
●
Describe
qualitatively the effect of external pressure on rate of boiling and
evaporation
[SLO: C-10-C-06]
●
Describe and explain
diffusion in terms of kinetic particle theory
[SLO: C-10-C-07]
●
Describe
qualitatively the effect of molecular mass and temperature on rate of
diffusion
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N/A
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N/A
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Standard:
(Atomic Structure) Students should be able to:
Describe the
structure of atoms, including the nucleus and electron shells.
Explain the
concept of atomic number and its relationship to the number of protons in an
atom.
Describe the
arrangement of electrons in the electron shells and explain how this
arrangement affects the chemical properties of an atom.
Discuss the
principles of isotopes, including atomic mass and isotopic abundance.
Explain the
concept of ionization and describe the formation of ions.
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Benchmark 1:
Students can describe the structure of atoms, including the protons,
neutrons, and electrons.
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Benchmark 1:
The student will be able to explain the energy levels and electron
configurations of atoms, and use these models to predict and interpret trends
in the periodic table, such as atomic radius and electron shielding.
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[SLO: C-09-C-08]
●
Describe the structure of atom as a
central positively charged nucleus surrounded by negatively charged cloud of
electrons due to electrostatic attraction
[SLO: C-09-C-09]
●
Understand that, unlike orbits,
shells and subshells are energy levels of electrons and a bigger shell
implies greater energy and average distance from nucleus
[SLO: C-09-C-10]
●
Electrons are quantum particles with
probabilistic paths whose exact paths and locations cannot be mapped (with
reference to the uncertainty principle)
[SLO: C-09-C-011]
●
Nucleus is made of protons and
neutrons held together by strong force
[SLO: C-09-C-12]
●
Understand that atomic model is a
model to aid understanding and if an atom were to be 'photographed' it will
be a fuzzy cloud
[SLO: C-09-C-13]
●
State the relative charge and
relative masses of a subatomic particles (an electron, proton and neutron)
[SLO: C-09-C-14]
●
Draw and interpret the relation
between a subatomic particle's charge and path in a uniform electric field
[SLO: C-09-C-15]
●
Define proton number/atomic number as
the number of protons in the nucleus of an atom
[SLO: C-09-C-16]
●
Understand that it
is unique to each element and used to place elements in periodic table
[SLO: C-09-C-17]
●
Understand that
radioactivity can change the proton number and alter an atom's identity
[SLO: C-09-C-18]
●
Define nucleon
number/atomic mass as sum of number of protons and neutrons in the nucleus of
an atom
[SLO: C-09-C-19]
●
Determine the
electronic configuration of elements and their ions with proton numbers to
2as (pl check for bullets or a,b,c,d option usage)
a. simple configuration e.g. 2,8,
b. subshells e.g. 1s2, 2s2,
2p6, 2s1
c. Students should be able to determine
both of these from periodic table and are not required to memorize these
d. understand that chemical properties of
an atom are governed by valence electrons
[SLO: C-09-C-20]
●
Define isotopes as
different atoms of the same element that have same number of protons but
different neutrons
a.
state that isotopes
can affect molecular mass but not chemical properties of an atom
b.
calculate number of
protons and neutrons of different isotopes
c.
be familiar with
radioactive isotopes and their usage in nuclear medicine and carbon-dating
[SLO: C-09-C-21]
●
Interpret and use
the symbols for atoms and ions
[SLO: C-09-C-22]
●
Calculate relative
atomic mass of an element from relative masses and abundance of its isotopes,
and calculate the relative mass of an isotope given relative atomic mass and
abundance of all stable isotopes
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N/A
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[SLO: C-11-C-01]
●
Describe the
structure of atom as a central positively charged nucleus surrounded by
negatively charged cloud of electrons due to electrostatic attraction
[SLO: C-11-C-02]
●
understand that,
a.
unlike orbits,
shells and subshells are energy levels of electrons and a bigger shell
implies greater energy and average distance from nucleus
b.
electrons are
quantum particles with probabilistic paths whose exact paths and locations
cannot be mapped (with reference to the uncertainty principle)
c.
nucleus is made of
protons and neutrons held together by strong force
[SLO: C-11-C-03]
●
understand that
atomic model is a model to aid understanding and if an atom were to be
'photographed' it will be a fuzzy cloud
[SLO: C-11-C-04]
●
Identify and
describe protons, neutrons and electrons in terms of their relative charges
and relative masses
[SLO: C-11-C-05]
●
Understand the terms
atomic and proton number; mass and nucleon number
[SLO: C-11-C-06]
●
Describe the
distribution of mass and charge within an atom
[SLO: C-11-C-07]
●
Describe the
behavior of beams of protons, neutrons and electrons moving at the same
velocity in an electric field
[SLO: C-11-C-08]
●
Determine the
numbers of protons, neutrons and electrons present in both atoms and ions
given atomic or proton number, mass or nucleon number and charge
[SLO: C-11-C-09]
●
Explain
qualitatively the variations in atomic radius and ionic radius across a period
and down a group
|
N/A
|
|
N/A
|
Benchmark 2:
Students can apply the principles of atomic structure, including the concept
of isotopes, ionization, and electron configuration, to explain and predict
the behavior of atoms in chemical reactions.
|
|
N/A
|
N/A
|
[SLO: C-11-C-10]
●
Define the term isotope
in terms of numbers of protons and neutrons
[SLO: C-11-C-11]
●
Understand the
notation for isotopes
[SLO: C-11-C-12]
●
State that and
explain why isotopes of the same element have the same chemical properties
and different physical properties, limited to mass and density
[SLO: C-11-C-13]
●
Understand the
terms: shells, sub-shells and orbitals, principal quantum number (n), ground
state, limited to electronic configuration
[SLO: C-11-C-14]
●
Describe the number
of orbitals making up s, p and d sub-shells, and the number of electrons that
can fill s, p and d sub-shells
[SLO: C-11-C-15]
●
Describe the order
of increasing energy of the sub-shells within the first three shells and the
4s and 4p sub-shells
[SLO: C-11-C-16]
●
Describe the
electronic configurations to include the number of electrons in each shell,
sub-shell and orbital11Explain the electronic configurations in terms of
energy of the electrons and inter-electron repulsion
[SLO: C-11-C-17]
●
Determine the
electronic configuration of atoms and ions given the atomic or proton number
and charge, using either of the following conventions
[SLO: C-11-C-18]
●
Understand and use
the electrons in boxes notation
[SLO: C-11-C-19]
●
Describe and sketch
the shapes of s and p orbitals
[SLO: C-11-C-20]
●
Describe a free
radical as a species with one or more unpaired electrons
[SLO: C-11-C-21]
●
Understand the
concept of ionization energy and its trends across a period and down a group
of the Periodic Table and the variation in successive ionization energies of
an element
[SLO: C-11-C-22]
●
Understand that
ionization energies are due to the attraction between the nucleus and the
outer electron
[SLO: C-11-C-23]
●
Explain the factors
influencing the ionization energies of elements in terms of nuclear charge,
atomic/ionic radius, shielding by inner shells and sub-shells and spin-pair
repulsion
[SLO: C-11-C-24]
●
Deduce the
electronic configurations of elements using successive ionization energy data
[SLO: C-11-C-25]
●
Deduce the position
of an element in the Periodic Table using successive ionization energy data
[SLO: C-11-C-26]
●
Use mass
spectrometer to determine the relative atomic mass of an element from its
isotopic composition.
[SLO: C-11-C-27]
●
Perform calculations
involving non-integer relative atomic masses and abundance of isotopes from
given data, including mass spectra.
[SLO: C-11-C-28]
●
Understand the
concept of emission spectra and use it to deduce the electronic configuration
of elements.
|
N/A
|
|
|
|
|
|
|
Standard:
(Chemical Bonding) Students should be able to:
Explain the
concept of chemical bonding and describe the different types of bonds,
including ionic, covalent, and metallic bonds.
Discuss the
factors that affect bond strength, including bond length and bond energy.
Describe the
properties of molecular compounds and how they are affected by the type of
bond they contain.
Apply the
principles of chemical bonding to explain the behavior of substances in
different physical states.
Describe the
role of chemical bonding in chemical reactions, including the formation and
breaking of bonds
|
|
Benchmark 1:
Students can describe the types of chemical bonds, including ionic, covalent,
and metallic bonds.
|
Benchmark 1:
Students can apply the concepts of chemical bonding to predict the structure
and properties of compounds, including molecular geometry, polarity, and
reactivity.
|
|
[SLO: C-09-C-23]
●
Understand that
noble gas electronic configuration, octet and duplet rules help predict
chemical properties of main group elements
[SLO: C-09-C-24]
●
Describe the
formation of positive ions, namely cations, and negative ions, namely, anions
[SLO: C-09-C-25]
●
The idea that metals
form cations and non-metals form anions only should be avoided
[SLO: C-09-C-26]
●
Students should use
noble gas electronic configuration as guiding principle combined with
ionization energy to determine the most stable ion of a given atom from
elements 1-20
[SLO: C-09-C-27]
●
Define three main
kinds of chemical bond
Ionic Bond as strong electrostatic attraction between oppositely
charged ions Covalent bond as strong electrostatic attraction between shared
electrons and two nuclei Metallic bond as strong electrostatic attraction between
cloud/sea of delocalized electrons and positively charged cations
Coordinate covalent bond/dative bond as a covalent bond where
both electrons are from the same atom
[SLO: C-09-C-28]
●
Describe and explain
the properties of compounds in terms of bonding and structure
[SLO: C-09-C-29]
●
Strength of forces
and their impact on melting and boiling point
Giant structure including ionic, metallic and covalent
compounds, with many strong forces of attraction, having high melting
and boiling points Simple molecular substances, with weak intermolecular forces,
having low melting and boiling point (types of intermolecular forces are
not required)
[SLO: C-09-C-30]
●
availability of free
charged particles (electrons or ions) for conduction of electricity;
ionic compounds being good electrolytes when molten or aqueous
(free ions) but poor conductors as solids (no free ions)
graphite and metals being good conductors due to free electrons
being available,
diamond and silicon(IV) oxide not conducting due to
unavailability of free electrons
[SLO: C-09-C-31]
●
some substances can
ionize when dissolved e.g. acids and water and conduct electricity
[SLO: C-09-C-32]
●
suitability of usage
graphite as lubricant or an electrode
diamond in cutting tools
metals for wires, and sheets
[SLO: C-09-C-33]
●
Describe formation
of
ionic bonds in binary compounds using dot-and-cross diagram and
Lewis-dot structure
simple molecules including H2, Cl2, O2,
N2, H2O, CH4, NH3, HCl, CH3OH,
C2H4, CO2, HCN, and similar molecules using
dot-and-cross diagram and Lewis-dot structure
[SLO: C-09-C-34]
●
Understand that
molecular ions/polyatomic ions can have expanded octets e.g. sulfate and
nitrate
[SLO: C-09-C-35]
●
Describe the
formation of dative bond in CO, ozone and H3O+ ion
(resonance structure not required)
|
N/A
|
[SLO: C-11-C-29]
●
Define
electronegativity as the power of an atom to attract electrons to itself
[SLO: C-11-C-30]
●
Explain the factors
influencing the electronegativities of the elements in terms of nuclear charge,
atomic radius and shielding by inner shells and sub-shells
[SLO: C-11-C-31]
●
State and explain
the trends in electronegativity across a period and down a group of the
Periodic Table
[SLO: C-11-C-32]
●
Use the differences
in Pauling electronegativity values to predict the formation of ionic and
covalent bonds
[SLO: C-11-C-33]
●
Define ionic bonding
as the electrostatic attraction between oppositely charged ions (positively
charged cations and negatively charged anions) and describe ionic bonding
including the examples of sodium chloride, magnesium oxide and calcium
fluoride
[SLO: C-11-C-34]
●
Define metallic
bonding as the electrostatic attraction between positive metal ions and
delocalized electrons
[SLO: C-11-C-35]
●
Define covalent
bonding as electrostatic attraction between the nuclei of two atoms and a
shared pair of electrons, describe covalent bonding in molecules, use the
concept of hybridization to describe sp, spand sporbitals and use bond energy
values and the concept of bond length to compare the reactivity of covalent
molecules
[SLO: C-11-C-36]
●
State and explain
the shapes of, and bond angles in, molecules by using VSEPR theory, predict
the shapes of, and bond angles in, molecules and ions analogous to those
specified
[SLO: C-11-C-37]
●
Describe the types
of van der Waals’ force:
a.
instantaneous
dipole – induced dipole (id-id) force, also called London dispersion forces
b.
permanent dipole –
permanent dipole (pd-pd) force, including hydrogen bonding
c.
Hydrogen bonding as
a special case of permanent dipole – permanent dipole force between molecules
where hydrogen is bonded to a highly electronegative atom
[SLO: C-11-C-38]
●
Describe hydrogen
bonding, limited to molecules containing N–H and O–H groups, including
ammonia and water as simple examples
[SLO: C-11-C-39]
●
Use the concept of
hydrogen bonding to explain the anomalous properties of H2O (ice
and water)
[SLO: C-11-C-40]
●
Use the concept of
electronegativity to explain bond polarity and dipole moments of molecules
[SLO: C-11-C-41]
●
Describe van der
Waals’ forces as the intermolecular forces between molecular entities and
explain the types of van der Waals’ force
[SLO: C-11-C-42]
●
State that, in
general, ionic, covalent and metallic bonding are stronger than
intermolecular forces
[SLO: C-11-C-43]
●
Use dot-and-cross
and Lewis dot diagrams to show the arrangement of electrons in covalent
molecules and ions.
|
N/A
|
|
Standard:
(Stoichiometry) Students should be able to:
Explain the
mole concept and its application in chemical calculations, including
stoichiometry.
Apply the
law of conservation of mass to predict the quantities of reactants and
products in chemical reactions.
Describe the
process of balancing chemical equations.
Use
stoichiometry to calculate the amount of reactants and products in a chemical
reaction.
Describe the
relationship between moles, mass, and volume, and apply this relationship to
stoichiometric calculations.
|
|
Benchmark 1:
Students can balance chemical equations and perform stoichiometry
calculations using the mole concept.
|
Benchmark 1:
Students can use stoichiometry to predict the quantities of reactants and
products in chemical reactions, identify the limiting reactants and write
balanced chemical equations.
|
|
[SLO: C-09-C-36]
●
State the formulae
of elements and compounds named in the subject content
[SLO: C-09-C-37]
●
Define molecular
formula of a compounds as the number and type of different atoms in one
molecule
[SLO: C-09-C-38]
●
Define empirical
formula of a compound as the simples whole number ratio of different atoms or
ions in a compound
[SLO: C-09-C-39]
●
Deduce the formula
and name of a binary ionic compound from ions given relevant information
[SLO: C-09-C-40]
●
Deduce the formula
of a molecular substance from diagram
[SLO: C-09-C-41]
●
Construct word
equation, chemical equation and ionic equations to show reactant forming
products, including state symbols
[SLO: C-09-C-42]
●
Deduce the symbol
equation with state symbols for a chemical reaction given relevant
information
[SLO: C-09-C-43]
●
Define relative
atomic mass as the average mass of isotopes of an element compared to 1/12th
of mass of an atom of Carbon 12
|
[SLO: C-10-C-08]
Define mole as amount of
substance containing avogadro's number (6.02x10^23)of particles
[SLO: C-10-C-09]
Use the relationship amount
of substance = mass / molar mass to calculate number of moles, mass, molar
mas, relative mass (atomic/molecular/formula) and number of particles
[SLO: C-10-C-10]
Use the molar gas volume,
2dm^3 at room temperature and pressure, in calculations involving gases
[SLO: C-10-C-11]
Define concentration, use
both g/dm^3 and mol/dm^3, and convert between them
[SLO: C-10-C-12]
Calculate stoichiometric
reacting masses, limiting reactants, volume of gases at r.t.p., volumes of
solution and concentrations of solutions in g/dm^3 or mol/dm3,
including conversion between cm and dm3
[SLO: C-10-C-13]
Use experimental data to
calculate concertation of a solution in a titration
[SLO: C-10-C-14]
Calculate empirical
formulae and molecular formulae from appropriate data
[SLO: C-10-C-15]
Calculate percentage yield,
percentage composition by mass, percentage purity from appropriate data
|
[SLO: C-11-C-44]
●
Understanding of
balanced chemical equations in terms of moles, representative particles,
masses, and volumes of gases (at STP).
[SLO: C-11-C-45]
●
Have the Have the
ability to calculate mole ratios from balanced equations for use in
stoichiometric problems.
[SLO: C-11-C-46]
●
Have the ability to
perform stoichiometric calculations using moles, representative particles,
masses, and volumes of gases (at STP).
[SLO: C-11-C-47]
●
Understanding of
limiting reagents and how to calculate the maximum amount of product and
amount of any unreacted excess reagent.
[SLO: C-11-C-48]
●
Have the ability to
calculate theoretical yield, actual yield, and percentage yield when given
appropriate information.
[SLO: C-11-C-49]
●
Understanding of the
volume of one mole of a gas at STP and how to use it in mole-volume problems.
[SLO: C-11-C-50]
●
Understanding of how
to calculate the gram molecular mass of a gas from density measurements at
STP.
[SLO: C-11-C-51]
●
Understanding of how
to convert measurements of mass, volume, and number of particles using moles.
[SLO: C-11-C-52]
●
Understanding of the
mole and Avogadro's constant and how to use it to define moles in terms of
the Avogadro’s constant.
[SLO: C-11-C-53]
●
Understanding of how
to write ionic compounds formula from ionic charges and oxidation numbers
[SLO: C-11-C-54]
●
Understanding of how
to write balanced equations, including ionic equations, and use appropriate
state symbols in equations.
[SLO: C-11-C-55]
●
Understanding of the
terms empirical and molecular formula, anhydrous, hydrated, and water of
crystallization.
[SLO: C-11-C-56]
●
Have the ability to
calculate empirical and molecular formulae using given data.
[SLO: C-11-C-57]
●
Understanding of
reacting masses and volumes of solutions and gases and have the ability to
perform calculations involving reacting masses, volumes of gases, volumes,
and concentrations of solutions, limiting reagent and excess reagent,
percentage yield calculations.
[SLO: C-11-C-58]
●
Understanding the
mole concept, understanding the mole is a fixed number of particles, the
relative atomic mass, relative isotopic mass, relative molecular mass,
relative formula mass, molar mass, empirical and molecular formula, Have the
ability to calculate molar masses of atoms, ions, molecules, and formula
units, Have the ability to solve problems involving the relationships
between the number of particles, the amount of substance in moles, and the
mass in grams, Have the ability to interconvert the percentage composition
by mass and the empirical formula.
|
N/A
|
|
|
|
|
|
|
Standard:
(Electrochemistry) Students should be able to:
Describe the
principles of electrochemistry, including the movement of electrons in
chemical reactions.
Explain the
concept of oxidation and reduction, including the role of electrons in these
processes.
Describe the
process of electrolysis and its applications.
Discuss the
relationship between electricity and chemical reactions, including the use of
electrodes and electrolytes.
Apply the
principles of electrochemistry to explain the behavior of batteries, fuel
cells, and other electrochemical devices.
|
|
Benchmark 1:
Students can describe the principles of electricity and electrochemistry,
including redox reactions, oxidation and reduction, and the behavior of
electrolytes.
|
|
[SLO: C-09-C-44]
●
Define redox
reactions as simultaneous oxidation and reduction in terms of oxygen, electrons
and changes in oxidation state
[SLO: C-09-C-45]
●
Use roman numeral to
indicate oxidation number of an element in a compound
[SLO: C-09-C-46]
●
Define and identify
oxidizing and reducing agents in a redox reaction
[SLO: C-09-C-47]
●
Identify that:
a. the oxidation number of elements in
their uncombined state is zero
b. the oxidation number of a monatomic ion
is the same as the charge on the ion
c. the sum of the oxidation numbers in a
compound is zero
d. the sum of the oxidation numbers in an
ion is equal to the charge on the ion
[SLO: C-09-C-48]
●
Identify redox
reactions by the colour changes involved when using acidified aqueous
potassium manganate(VII) or aqueous potassium iodide
[SLO: C-09-C-49]
●
Define corrosion,
discuss methods to prevent corrosion (barrier method such as using paint,
galvanizing, electroplating; sacrificial protection such as using magnesium
blocks in ships
|
[SLO: C-10-C-16]
●
Define electrolysis
as decomposition of ionic compound, in molten or aqueous solution, by passage
of electric current
[SLO: C-10-C-17]
●
Identify and label in
simple electrolytic cells, the anode (+), cathode (-), electrolyte and
direction of flow of electrons in external circuit,
[SLO: C-10-C-18]
●
Describe the
transfer of charge in external circuit, movement of ions in the electrolyte
and transfer of electrons at electrodes
[SLO: C-10-C-19]
●
Identify the
products formed at electrodes and describe the observations made during the
electrolysis of molten lead(II) chloride, concentrated aqueous sodium
chloride, dilute sulfuric acid using inert electrodes (platinum or
carbon/graphite)
|
N/A
|
[SLO: C-12-C-01]
●
Understand and use
the concept of oxidation numbers in identifying oxidation and reduction
reactions
[SLO: C-12-C-02]
●
Use changes in
oxidation numbers to balance chemical equations
[SLO: C-12-C-03]
●
Understand the terms
redox, oxidation, reduction, and disproportionation in terms of electron
transfer and changes in oxidation number
[SLO: C-12-C-04]
●
Understand the
concepts of oxidizing and reducing agents, and their role in redox reactions
[SLO: C-12-C-05]
●
Use Roman numerals
to indicate the magnitude of the oxidation number of an element
[SLO: C-12-C-06]
●
Understand the
concept of the activity series of metals and how it relates to the ease of
oxidation
[SLO: C-12-C-07]
●
Understand the use
of the Winkler Method to measure biochemical oxygen demand (BOD) and its use
as a measure of water pollution
[SLO: C-12-C-08]
●
Understand how
electrolytic cells convert electrical energy to chemical energy, with
oxidation at the anode and reduction at the cathode.
[SLO: C-12-C-09]
●
Students should be
able to predict the identities of substances liberated during electrolysis
based on the state of the electrolyte, position in the redox series, and
concentration.
[SLO: C-12-C-10]
●
Students should
understand and be able to apply the relationship between the Faraday
constant, Avogadro constant, and the charge on the electron.
[SLO: C-12-C-11]
●
Students should be
able to calculate the quantity of charge passed during electrolysis and the
mass or volume of substance liberated during electrolysis.
[SLO: C-12-C-12]
●
Students should
understand the determination of the Avogadro constant by an electrolytic
method.
[SLO: C-12-C-13]
●
Students should be
able to define and describe the terms standard electrode potential and
standard cell potential
[SLO: C-12-C-14]
●
Students should be
able to describe the standard hydrogen electrode and methods used to measure
standard electrode potentials.
[SLO: C-12-C-15]
●
Students should be
able to calculate standard cell potentials by combining two standard
electrode potentials and use them to predict the feasibility of a reaction
and the direction of electron flow in a simple cell.
[SLO: C-12-C-16]
●
Students should be
able to deduce the relative reactivity of elements, compounds, and ions as
oxidizing agents or reducing agents from their electrode potential values.
[SLO: C-12-C-17]
●
Students should be
able to construct redox equations using relevant half-equations.
[SLO: C-12-C-18]
●
Students should
understand how electrode potentials vary with the concentrations of aqueous
ions and use the Nernst equation to predict this quantitatively.
[SLO: C-12-C-19]
●
Students should
understand and use the equation for Gibbs free energy.
|
|
Benchmark 2:
Students can apply the concepts of electrochemistry to explain and predict
the behavior of electrochemical cells and the transfer of electrons in
chemical reactions. They also understand the role of electrochemistry in
real-world applications, such as batteries, corrosion, and electroplating.
|
|
|
N/A
|
[SLO:
C-10-C-20]
●
Identify the
products formed at electrodes and describe the observations made during the
electrolysis of dilute copper(II) sulfate using inert electrode or copper
electrode
[SLO:
C-10-C-21]
●
Predict the identity
of products of electrolysis of a halide compound in dilute or concentrated
solution
[SLO:
C-10-C-22]
●
Construct ionic
half-equations for reaction at either electrode 1Describe electroplating
[SLO:
C-10-C-23]
●
Label an
electrovoltaic cell e.g. Daniel cell, flow of electrons in external circuit,
and use the voltage data given to determine order of reactivity of any two
metals
|
N/A
|
[SLO: C-12-C-20]
●
Understand how
voltaic (galvanic) cells convert energy from spontaneous, exothermic chemical
processes to electrical energy, with oxidation at the anode and reduction at
the cathode
|
|
|
|
|
|
|
Standard:
(States and Phases of Matter )
The students
will be able to:
Identify and
describe the physical and chemical properties of solids, liquids, and gases.
Compare and
contrast intermolecular forces, including hydrogen bonding, and explain how
they affect the states and phases of matter.
Describe and
interpret molar heat capacity, heat of fusion, and heat of vaporization for
different substances.
Explain the
concept of phase transitions and predict the energy changes associated with
these transitions.
Describe the
properties and uses of liquid crystals and identify the different types of
solids based on their structures.
|
|
N/A
|
Benchmark 1:
Explain and apply the kinetic molecular theory to predict the properties of
gases, liquids and solids based on molecular motion and intermolecular
forces. Analyze the impact of hydrogen bonding on the properties of
substances, including boiling points and solubility.
|
|
N/A
|
N/A
|
[SLO: C-11-C-59]
●
Describe simple
properties of liquids e.g., diffusion, compression, expansion, motion of
molecules, spaces between them, intermolecular forces and kinetic energy
based on Kinetic Molecular Theory.
[SLO: C-11-C-60]
●
Explain applications
of dipole-dipole forces, hydrogen bonding and London forces.
[SLO: C-11-C-61]
●
Describe physical
properties of liquids such as evaporation, vapor pressure, boiling point,
viscosity and surface tension.
[SLO: C-11-C-62]
●
Use the concept of
Hydrogen bonding to explain the following properties of water: high surface
tension, high specific heat, low vapor pressure, high heat of vaporization,
and high boiling point.
[SLO: C-11-C-63]
●
Define molar heat of
fusion and molar heat of vaporization.
[SLO: C-11-C-64]
●
Describe how heat of
fusion and heat of vaporization affect the particles that make up matter.
[SLO: C-11-C-65]
●
Relate energy
changes with changes in intermolecular forces.
[SLO: C-11-C-66]
●
Define dynamic
equilibrium between two physical states.
[SLO: C-11-C-67]
●
Describe liquid
crystals and give their uses in daily life.
[SLO: C-11-C-68]
●
Differentiate liquid
crystals from pure liquids and crystalline solids.
|
N/A
|
|
N/A
|
Benchmark 2:
Explain the properties of solids depending on the type of solid in context.
|
|
N/A
|
N/A
|
[SLO:
C-11-C-69]
●
Describe simple
properties of solids e.g., diffusion, compression, expansion, motion of
molecules, spaces between them, intermolecular forces and kinetic energy
based on kinetic molecular theory.
[SLO:
C-11-C-70]
●
Differentiate
between amorphous and crystalline solids.
[SLO:
C-11-C-71]
●
Describe properties
of crystalline solids like geometrical shape, melting point, cleavage planes,
habit of a crystal, crystal growth.
|
N/A
|
|
Standard:
(Energetics) Students should be able to: Describe the nature of energy,
including kinetic and potential energy.
Explain the
relationship between energy and chemical reactions, including exothermic and
endothermic reactions.
Apply the
principles of thermochemistry to calculate heat transfer and changes in
enthalpy.
Describe the
laws of thermodynamics and their application in chemical systems.
Discuss the
relationship between energy and work, and apply this relationship to
thermodynamic processes.
|
|
Benchmark 1:
Students can define and use energy concepts, including energy change,
internal energy, enthalpy, and thermochemistry, in chemical reactions.
|
Benchmark 1:
Students can apply the laws of thermodynamics to analyze and predict energy
changes in chemical systems, including exothermic and endothermic reactions,
standard heat of formation, enthalpy and entropy changes, and Gibbs free
energy.
|
|
[SLO: C-09-C-50]
●
Understand the idea
of system and surroundings and that energy is transferred from one to another
in a chemical reaction
[SLO: C-09-C-51]
●
Identify that
exothermic reactions transfer energy to surrounding increasing their
temperature and give examples of such reactions including respiration,
neutralization, electrovoltaic reactions
[SLO: C-09-C-52]
●
Identify that
endothermic reactions absorb energy from surrounding decreasing their
temperature and give examples of such reactions including decomposition and electrolysis
[SLO: C-09-C-53]
●
State that this
thermal energy is called enthalpy change and determine its sign; negative for
exothermic and positive for endothermic reactions
[SLO: C-09-C-54]
●
Define activation
energy as the minimum energy that colliding particles must have for a
successful collision, and understand that this depends on reaction pathway
which can be changed using catalysts or enzyme (detailed pathways not
required)
[SLO: C-09-C-55]
●
Draw, label and
interpret reaction pathway diagram for exothermic and endothermic reaction to
include enthalpy change, activation energy (uncatalyzed and catalyzed),
reactants and products
[SLO: C-09-C-56]
●
State that bond
breaking is endothermic and bond making is exothermic processes and explain
that enthalpy change is sum of energies absorbed and released in bond
breaking and bond forming
[SLO: C-09-C-57]
●
Calculate enthalpy
change of a reaction given bond energy values
|
N/A
|
[SLO: C-11-C-72]
●
Understand that
chemical reactions are accompanied by enthalpy changes and these changes can
be exothermic (ΔH is negative) or endothermic (ΔH is positive)
[SLO: C-11-C-73]
●
Construct and
interpret a reaction pathway diagram, in terms of the enthalpy change of the
reaction and of the activation energy
[SLO: C-11-C-74]
●
Define and use terms
such as standard conditions, enthalpy change, reaction, formation,
combustion, neutralisation
[SLO: C-11-C-75]
●
Understand that
energy transfers occur during chemical reactions because of the breaking and
making of bonds
[SLO: C-11-C-76]
●
Use bond energies to
calculate enthalpy change of reaction, ΔH
[SLO: C-11-C-77]
●
Understand that some
bond energies are exact and some bond energies are averages
[SLO: C-11-C-78]
●
Calculate enthalpy
changes from appropriate experimental results, including the use of the
relationships q = mcΔT and ΔH = –mcΔT/n
[SLO: C-11-C-79]
●
Define and use terms
such as enthalpy change of atomization, ΔH, lattice energy, ΔH, first
electron affinity, EA
[SLO: C-11-C-80]
●
Explain the factors
affecting the electron affinities of elements
[SLO: C-11-C-81]
●
Describe and explain
the trends in the electron affinities of the Group 1 and Group 1 elements
[SLO: C-11-C-82]
●
Construct and use
Born–Haber cycles for ionic solids
[SLO: C-11-C-83]
●
Carry out
calculations involving Born–Haber cycles
[SLO: C-11-C-84]
●
Explain the effect
of ionic charge and ionic radius on the numerical magnitude of a lattice
energy
[SLO: C-11-C-85]
●
Define and use the
term enthalpy change with reference to hydration, and solution
[SLO: C-11-C-86]
●
Construct and use an
energy cycle involving enthalpy change of solution, lattice energy and
enthalpy change of hydration
[SLO: C-11-C-87]
●
Carry out
calculations involving the energy cycles
[SLO: C-11-C-88]
●
Explain the effect
of ionic charge and ionic radius on the numerical magnitude of an enthalpy
change of hydration
[SLO: C-11-C-89]
●
Define the term
entropy, S, as the number of possible arrangements of the particles and their
energy in a given system
[SLO: C-11-C-90]
●
Predict and explain
the sign of the entropy changes that occur during a change in state,
temperature change and a reaction in which there is a change in the number of
gaseous molecules
[SLO: C-11-C-91]
●
Calculate the
entropy change for a reaction, ΔS, given the standard entropies, S, of the
reactants and products
[SLO: C-11-C-92]
●
Understand the
concept of heat as a form of energy
[SLO: C-11-C-93]
●
Understand the
relationship between temperature and kinetic energy of particles
[SLO: C-11-C-94]
●
Understand that
total energy is conserved in chemical reactions
[SLO: C-11-C-95]
●
Understand the
concept of endothermic and exothermic reactions
[SLO: C-11-C-96]
●
Understand the
concept of standard conditions and standard states in measuring energy
changes
[SLO: C-11-C-97]
●
Understand the
concept of Hess's Law and how to apply it to calculate enthalpy changes in a
reaction carried out in multiple steps.
[SLO: C-11-C-98]
●
Understand the
relationship between bond formation and energy, and bond breaking and energy
[SLO: C-11-C-99]
●
Understand the
concept of average bond enthalpy.
|
N/A
|
|
|
|
|
|
|
Standard:
(Reaction Kinetics) Students should be able to: Describe the nature of
chemical reactions, including the activation energy and rate of reaction.
Explain the
factors that affect the rate of reaction, including temperature,
concentration, and catalysts.
Apply the
concept of reaction rate to the prediction of reaction products and the rate
at which they are produced.
Describe the
role of enzymes in biological systems and how they affect reaction kinetics.
Discuss the
mathematical models used to describe reaction kinetics, including rate laws
and rate constants.
|
|
Benchmark 1:
Students can apply the principles of reaction kinetics to analyze and predict
the rate of chemical reactions, including order and rate laws, reaction
mechanisms, and the effect of changing conditions on reaction rate.
|
Benchmark 1:
The student will be able to calculate the rate of reaction and rate constant
using the rate law equation and be able to interpret the meaning of the rate
constant in terms of reaction rate.
|
|
N/A
|
[SLO: C-10-C-24]
●
Describe collision
theory in terms of number of particles per unit volume, frequency of
collisions of particles, kinetic energy of particles and activation energy
[SLO: C-10-C-25]
●
State that catalyst
increases the rate of reaction, provides alternate pathway with lower
activation energy, and remains unchanged at the end of a reaction
[SLO: C-10-C-26]
●
Describe, evaluate
and interpret date, including graph, of practical methods for investigating
rate of reaction including change in mass, temperature, and formation of gas
|
[SLO: C-11-C-100]
●
Understand the
concept of collision theory and how it relates to the rate of chemical
reactions
[SLO: C-11-C-101]
●
Explain how changes
in concentration and pressure affect the rate of a reaction in terms of
frequency of effective collisions
[SLO: C-11-C-102]
●
Use experimental
data to calculate the rate of a reaction
[SLO: C-11-C-103]
●
Understand the
concept of activation energy and its role in chemical reactions
[SLO: C-11-C-104]
●
Use the Boltzmann
distribution to explain the effect of temperature on the rate of a reaction
[SLO: C-11-C-105]
●
Understand the
concept of catalysts and how they increase the rate of a reaction by lowering
the activation energy
[SLO: C-11-C-106]
●
Interpret and
construct reaction pathway diagrams, including in the presence and absence of
catalysts
[SLO: C-11-C-107]
●
Understand the
relationship between Gibbs free energy change, ΔG, and the feasibility of a
reaction
[SLO: C-11-C-108]
●
Understand and use
rate equations, including orders of reaction and rate constants
[SLO: C-11-C-109]
●
Calculate the
numerical value of a rate constant using the initial rates and half-life
method
[SLO: C-11-C-110]
●
Suggest a reaction
mechanism that is consistent with a given rate equation and rate-determining
step
[SLO: C-11-C-111]
●
Describe the effect
of temperature change on the rate constant and rate of a reaction.
|
N/A
|
|
Benchmark 2:
Students can describe the factors that influence the rate of chemical
reactions, including concentration, temperature, and catalysts, and how these
factors affect the activation energy.
|
N/A
|
|
N/A
|
[SLO:
C-10-C-27]
Describe and
explain the effect on rate of reaction of changing concentration of solution,
pressure of gases, surface area of solids, temperature, presence of catalyst
(including enzymes) using collision theory
|
N/A
|
N/A
|
|
|
|
|
|
|
Standard:
(Equilibria) Students should be able to: Describe the concept of chemical
equilibrium and the dynamic nature of chemical reactions.
Explain the
relationship between concentration and the position of equilibrium.
Apply the
law of mass action to predict the position of chemical equilibrium.
Discuss the
effect of temperature and pressure on chemical equilibria.
Describe the
concept of Le Chatelier's principle and its application in predicting the
effect of changes on chemical equilibria.
|
|
Benchmark 1:
Students can describe the concept of chemical equilibrium and its role in
determining the distribution of reactants and products in a chemical
reaction.
|
Benchmark 1:
Students can apply the principles of chemical equilibrium to analyze and
predict the position and extent of chemical reactions, including the effect
of changes in concentration, temperature, and pressure on equilibrium
constant and the direction of reaction.
|
|
[SLO: C-09-C-58]
●
Understand that
reversible reaction are shown by symbol ⇌ and may not go to completion
[SLO: C-09-C-59]
●
Describe how
changing condition can change the direction of reversible reaction for
a.
effect of heat on
hydrated compounds
b.
addition of water to
anhydrous substances in particular copper(II) sulfate
[SLO: C-09-C-60]
●
State that
reversible reactions can achieve equilibrium in a closed system when rate of
forward reaction is equals rate of
|
N/A
|
[SLO: C-11-C-112]
●
Understand what is
meant by a reversible reaction and dynamic equilibrium in terms of the rate
of forward and reverse reactions being equal and the concentration of
reactants and products remaining constant
[SLO: C-11-C-113]
●
State the necessary
conditions for equilibrium and the ways that equilibrium can be recognized.
[SLO: C-11-C-114]
●
Describe the
microscopic events that occur when a chemical system is in equilibrium.
[SLO: C-11-C-115]
●
Write the
equilibrium expression for a given chemical reaction in terms of
concentration, partial pressure, number of moles and mole fraction.
[SLO: C-11-C-116]
●
Propose microscopic
events that account for observed macroscopic changes that take place during a
shift in equilibrium.
[SLO: C-11-C-117]
●
Determine if the
equilibrium constant will increase or decrease when temperature is changed,
given the equation for the reaction.
[SLO: C-11-C-118]
●
State Le Chatelier's
Principle and be able to apply it to systems in equilibrium with changes in
concentration, pressure, temperature, or the addition of catalyst.
[SLO: C-11-C-119]
●
Explain industrial
applications of Le Chatelier's Principle using Haber's process as an example.
[SLO: C-11-C-120]
●
Use the concept of
hydrolysis to explain why aqueous solutions of some salts are acidic or basic.
[SLO: C-11-C-121]
●
Use concept of
hydrolysis to explain why the solution of a salt is not necessarily neutral.
[SLO: C-11-C-122]
●
Define and explain
leveling effect.
[SLO: C-11-C-123]
●
Calculate the fourth
parameter when given three of four parameters in a titration experiment,
assuming a strong acid and strong base reaction.
[SLO: C-11-C-124]
●
Calculate the [H30+]
given the Ka and molar concentration of weak acid.
[SLO: C-11-C-125]
●
Calculate
concentrations of ions of slightly soluble salts.
[SLO: C-11-C-126]
●
Perform acid-base
titrations to calculate molality and strength of given sample solutions.
[SLO: C-11-C-127]
●
sketch the pH
titration curves of titrations using combinations of strong and weak acids
with strong and weak alkalis
[SLO: C-11-C-128]
●
select suitable
indicators for acid-alkali titrations, given appropriate data (pKa values
will not be used)
|
[SLO: C-12-C-21]
●
Define and explain
solubility product.
[SLO: C-12-C-22]
●
Define and explain
common ion effect giving suitable examples.
[SLO: C-12-C-23]
●
Use the extent of
ionization and the acid dissociation constant, Ka, to distinguish between
strong and weak acids.
[SLO: C-12-C-24]
●
Use the extent of
ionization and the base dissociation constant, Kb, to distinguish between
strong and weak bases.
[SLO: C-12-C-25]
●
Define a buffer, and
show how a buffer system works.
a.
define a buffer
solution
b.
explain how a buffer
solution can be made
c.
explain how buffer
solutions control pH; use chemical equations in these explanations
d.
describe and explain
the uses of buffer solutions, including the role of HCO3– in controlling pH
in blood
[SLO: C-12-C-26]
●
Make a buffer
solution and explain how such a solution maintains a constant pH, even with
the addition of small amounts of strong acid or strong base.
[SLO: C-12-C-27]
●
Calculate
concentrations of ions of slightly soluble salts.
Partition Coefficient
[SLO: C-12-C-28]
●
state what is meant
by the term partition coefficient, Kpc
[SLO: C-12-C-29]
●
calculate and use a
partition coefficient for a system in which the solute is in the same
physical state in the two solvents
[SLO: C-12-C-30]
●
understand the
factors affecting the numerical value of a partition coefficient in terms of
the polarities of the solute and the solvents used
|
|
|
|
|
|
|
Standard:
(Acid-Base Chemistry and pH) Students should be able to:
Define acids
and bases and describe their properties.
Explain the
concept of pH and describe the relationship between pH and the concentration
of hydrogen ions in a solution.
Describe the
different types of acid-base reactions, including neutralization and proton
transfer.
Discuss the
use of buffers to control pH, including the relationship between buffer
capacity and the concentration of buffer components.
Apply the
concepts of acids and bases to explain the behavior of biological and
environmental systems, including the role of acids and bases in digestion and
metabolic processes.
|
|
Benchmark 1:
Students can identify and distinguish between acids and bases based on their
properties, chemical behavior, and their definition using Brønsted-Lowry
theory.
|
N/A
|
|
[SLO: C-09-C-61]
●
State that aqueous
solutions of acids contain H+ ions and aqueous solutions of
alkalis contain OH ions
[SLO: C-09-C-62]
●
Write dissociation
equations for an acid or base in aqueous solution.
[SLO: C-09-C-63]
●
Define acids as
proton donors and bases as proton acceptor
[SLO: C-09-C-64]
●
State that bases are
oxides or hydroxides of metals and that alkalis are water-soluble bases
[SLO: C-09-C-65]
●
State that Lewis
acids accept lone pair, and Lewis bases donate lone pair, and understand that
this makes a coordinate covalent bond.
[[SLO: C-09-C-66]
●
Describe the
characteristic properties of acids in terms of their reactions with metals,
bases and carbonates
[SLO: C-09-C-67]
●
Describe the
characteristic properties of bases in terms of their reactions with acids and
ammonium salts
|
N/A
|
Acid-Base Theory
[SLO: C-11-C-129]
●
understand and use
the terms conjugate acid and conjugate base
[SLO: C-11-C-130]
●
define conjugate
acid–base pairs, identifying such pairs in reactions
[SLO: C-11-C-131]
●
define
mathematically the terms pH, Ka, pKa and Kw and use them in calculations (Kb
and the equation
Kw = Ka × Kb will not be tested)
[SLO: C-11-C-132]
●
calculate [H+(aq)]
and pH values for:
(a)
strong acids
(b)
strong alkalis
(c)
weak acids
(d)
weak alkalies
[SLO: C-11-C-133]
●
calculate the pH of
buffer solutions, given appropriate data
[SLO: C-11-C-134]
●
understand and use
the term solubility product, Ksp
[SLO: C-11-C-135]
●
write an expression
for Ksp
[SLO: C-11-C-136]
●
calculate Ksp from
concentrations and vice versa
(a)
understand and use the common ion effect to explain the different solubility
of a compound in a solution containing a common ion
(b)
perform calculations using Ksp values and concentration of a common ion
[SLO: C-11-C-137]
●
Use the concept of
hydrolysis to explain why aqueous solutions of some salts are acidic or
basic.
|
N/A
|
|
Benchmark 2:
Students can calculate and interpret the pH of a solution and understand the
relationship between pH, concentration, and the strength of acids and bases.
|
N/A
|
|
[SLO:
C-09-C-68]
●
State that a
neutralization reaction occurs between an acid and a base
[SLO:
C-09-C-69]
●
Describe acids and
alkalis in terms of their effects on litmus and methyl orange
[SLO:
C-09-C-70]
●
Define a strong acid
as an acid that completely dissociates in aqueous solution and a weak acid as
an acid that partially dissociates in aqueous solution. (Students should be
able to write symbol equations to show these for hydrochloric acid, sulfuric
acid, nitric acid and ethanoic acid.)
[SLO:
C-09-C-71]
●
Describe pH as a way
to compare hydrogen ion concentration, neutrality, relative acidity and
relative alkalinity and also in terms of colour of universal indicator
(Students are not required to memorize the colors corresponding to pH, nor
are they required to calculate ion concentrations for pH)
[SLO:
C-09-C-72]
●
Understand the role
of acids and bases in daily life with examples from the kitchen and cleaning
supplies
|
N/A
|
N/A
|
The pH scale
[SLO: C-12-C-31]
●
Understandings:
pH = − log[H+(aq)] and [H+] = 10−pH. A change of one pH unit represents a 10-fold change in the
hydrogen ion concentration [H+]. pH values distinguish between acidic, neutral and alkaline
solutions. The ionic product constant, 𝐾𝑤 = [H+][OH−] = 10−14 at
298K
|
|
|
|
|
|
|
Standard:
(Salts) Students should be able to: Describe the nature of salts, including
their formation from the reaction of acids and bases.
Explain the
concept of ionic compounds, including the arrangement of ions in a crystal
lattice.
Discuss the
properties of salts, including solubility, conductivity, and melting point.
Apply the
principles of chemical bonding to explain the behavior of salts in different
physical states.
Describe the
role of salts in chemical reactions, including their effect on acid-base
equilibria.
|
|
Benchmark 1:
Students can differentiate between different types of salts based on their
properties and solubility.
|
N/A
|
|
N/A
|
[SLO: C-10-C-28]
Describe the general
solubility rules for salts:
sodium, nitrate, potassium and ammonium salts are soluble
chlorides are soluble except lead and silver
carbonates are insoluble except sodium, potassium and ammonium
hydroxides are insoluble except sodium, potassium, ammonium and
calcium (partially)
|
N/A
|
N/A
|
|
Benchmark 2:
Students can explain the principles behind various separation and
purification techniques used in industry and the laboratory, including
crystallization, filtration, and chromatography.
|
N/A
|
|
N/A
|
[SLO: C-10-C-29]
●
Describe the
preparation, separation and purification of soluble salts by reactions of
acids with alkali (titration), excess metal, excess insoluble base, excess
insoluble carbonate
[SLO: C-10-C-30]
●
Define a hydrolyzed
substance as a substance chemically combined with water and an anhydrous
substance as a substance containing no water.
[SLO: C-10-C-31]
●
Define the term
water of crystallization as water molecules present in hydrated crystals in
particular CuSO4.5H2O
|
N/A
|
N/A
|
|
|
|
|
|
|
Domain D:
Inorganic Chemistry
|
|
Standard:
(Periodic Table and Periodicity) Students should be able to: Describe the
organization of the periodic table, including the arrangement of elements by
atomic number, electron configuration, and chemical properties.
Explain the
concept of periodicity, including the repeating patterns of physical and
chemical properties of elements.
Discuss the
trends in the periodic table, including ionization energy, electron affinity,
and electronegativity.
Apply the
principles of periodicity to predict the properties and reactivity of
elements.
Describe the
role of the periodic table in the study of chemistry and its importance in
the prediction of chemical behavior.
|
|
Benchmark 1:
The students will be able to explain the similarities and differences in
properties of elements within the same group (vertical column) and across the
periods (horizontal row) of the periodic table, including the demarcation of
elements into s and p groups based on their electron configurations.
|
Benchmark 1:
The student will be able to interpret and explain the periodic trends of
electron configuration, ionization energy, electron affinity, and atomic
radius, predict the properties and reactivity of elements based on their
position in the periodic table and use periodic properties to classify
elements and compounds into groups and identify relationships between them.
|
|
[SLO: C-09-D-01]
●
Describe periodic
table as an arrangement of elements in periods and groups, in order of
increasing proton number/atomic number
[SLO: C-09-D-02]
●
Identify the group
or period or block of an element using its electronic configuration
[SLO: C-09-D-03]
●
Describe the
relationship between group number and the charge of ions formed from elements
in the group
[SLO: C-09-D-04]
●
Explain similarities
in the chemical properties of elements in same group in terms of their
electronic configuration
[SLO: C-09-D-05]
●
Identify trends in
group and periods, given information about the elements, including trends for
atomic radius, electron affinity, ionization energy and metallic character
[SLO: C-09-D-06]
●
Determine the
demarcation of periodic table into s and p block
[SLO: C-09-D-07]
●
predict the
characteristic properties of an element in a given group by using knowledge
of chemical periodicity
[SLO: C-09-D-08]
●
deduce the nature,
possible position in the Periodic Table and identity of unknown elements from
given information about physical and chemical properties
|
N/A
|
[SLO: C-11-D-01]
●
Understand that the
periodic table consists of groups (vertical columns) and periods (horizontal
rows)
[SLO: C-11-D-02]
●
Understand that the
periodic table is arranged into four blocks associated with the four
sublevels—s, p, d, and f.
[SLO: C-11-D-03]
●
Understand that the
period number (n) is the outer energy level that is occupied by electrons.
[SLO: C-11-D-04]
●
Understand that the
number of the principal energy level and the number of the valence electrons
in an atom can be deduced from its position on the periodic table.
[SLO: C-11-D-05]
●
Understand that the
periodic table shows the positions of metals, non-metals and metalloids.
[SLO: C-11-D-06]
●
Understand that
vertical and horizontal trends in the periodic table exist for atomic radius,
ionic radius, ionization energy, electron affinity and electronegativity.
[SLO: C-11-D-07]
●
Understand that
trends in metallic and non-metallic behavior are due to the trends in valence
electrons.
The terms alkali metals, halogens, noble gases,
transition metals, lanthanoids and actinoids should be known. The group numbering scheme from group to group
18, as recommended by IUPAC, should be used.
[SLO: C-11-D-08]
●
Deduction of the
electron configuration of an atom from the element’s position on the periodic
table, and vice versa.
[SLO: C-11-D-09]
●
describe, and write
equations for, the reactions of the elements with oxygen, chlorine and water
(Na and Mg only)
[SLO: C-11-D-10]
●
state and explain
the variation in the oxidation number of the oxides and chlorides (NaCl, MgCl
in terms of their outer shell (valence shell) electrons
[SLO: C-11-D-11]
●
describe, and write
equations for, the reactions, if any, of the oxides with water including the
likely pHs of the solutions obtained
[SLO: C-11-D-12]
●
describe, explain,
and write equations for, the acid / base behavior of the oxides and the
hydroxides NaOH, Mg(OH)including, where relevant, amphoteric behavior in
reactions with acids and bases (sodium hydroxide only)
[SLO: C-11-D-13]
●
describe, explain,
and write equations for, the reactions of the chlorides with water including
the likely pHs of the solutions obtained
[SLO: C-11-D-14]
●
explain the
variations and trends in terms of bonding and electronegativity
[SLO: C-11-D-15]
●
suggest the types of
chemical bonding present in the chlorides and oxides from observations of
their chemical and physical properties
[SLO: C-11-D-16]
●
predict the
characteristic properties of an element in a given group by using knowledge
of chemical periodicity
[SLO: C-11-D-17]
●
deduce the nature,
possible position in the Periodic Table and identity of unknown elements from
given information about physical and chemical properties
|
N/A
|
|
|
|
|
|
|
Standard:
(Group Properties and Elements) Students should be able to: Describe the
group properties of elements, including their electron configurations and
reactivity.
Explain the
trends in reactivity, size, and electronegativity of elements within a group.
Discuss the
chemical behavior of elements in different oxidation states and their role in
chemical reactions.
Apply the
concepts of electron configuration and electron transfer to explain the
reactivity of elements.
Describe the
properties and applications of elements in different groups, including the
alkali metals, alkaline earth metals, halogens, and noble gases.
|
|
Benchmark 1:
Students can describe the physical and chemical properties of elements in
different groups of the periodic table, including their reactivity and their
tendency to form compounds.
|
N/A
|
Group I Properties
[SLO: C-09-D-09]
●
Describe Group I
Alkali metals as relatively soft metals with general trends down the group
limited to decreasing melting point, increasing density, increasing
reactivity
[SLO: C-09-D-10]
●
Predict properties
of other elements in group I, given information about the elements and
arrange these elements in order of reactivity given relevant information
Group VII Properties
[SLO: C-09-D-11]
●
Describe group VII
halogens as diatomic non-metals with general trends limited to increasing
density, and decreasing reactivity.
[SLO: C-09-D-12]
●
State the appearance
of halogens at rtp as flourine as pale yellow gas, chlorine as yellow-green
gas, bromine as red-brown liquid, iodine as grey-black solid
[SLO: C-09-D-13]
●
Describe and explain
the displacement reactions of halogens with other halide ions and also as
reducing agents
[SLO: C-09-D-14]
●
Predict the
properties of other elements in group VII, given information about the
elements
[SLO: C-09-D-15]
●
explain the use of
chlorine in water purification to include the production of the active
species HOCl and ClO– which kill bacteria
[SLO: C-09-D-16]
●
describe the
relative thermal stabilities of the hydrogen halides and explain these in
terms of bond strengths
Transition elements
[SLO: C-09-D-17]
●
Describe the
transition elements as metals that:
a.
have high densities
b.
have high melting
points
c.
have variable
oxidation numbers
d.
form coloured
compounds
e.
often act as
catalysts as elements and in compounds in particular Haber process, catalytic
converters, Contact process and manufacturing of margarine
Noble gases
[SLO: C-09-D-18]
●
Describe the Group
VIII noble gases as unreactive, monatomic gases and explain this in terms of
electronic configuration
Properties of metals
[SLO: C-09-D-19]
●
Compare the general
physical properties of metals and non-metals, including:
a.
thermal conductivity
b.
electrical
conductivity
c.
malleability and
ductility
d.
melting points and
boiling points
|
Nitrogen and Sulfur
[SLO: C-10-D-01]
●
explain the lack of
reactivity of nitrogen, with reference to triple bond strength and lack of
polarity
[SLO: C-10-D-02]
●
describe and
explain:
(a)
the basicity of ammonia, using the Brønsted–Lowry theory
(b)
the structure of the ammonium ion and its formation by an acid–base reaction
(c)
the displacement of ammonia from ammonium salts by an acid–base reaction
[SLO: C-10-D-03]
●
state and explain
the natural and man-made occurrences of oxides of nitrogen and their
catalytic removal from the exhaust gases of internal combustion engines
[SLO: C-10-D-04]
●
understand that
atmospheric oxides of nitrogen (NO and NO2) can react with
unburned hydrocarbons to form peroxyacetyl nitrate, PAN, which is a component
of photochemical smog, and describe the role of NO and NO2 in the
formation of acid rain both directly and in their catalytic role in the
oxidation of atmospheric sulfur dioxide
[SLO: C-10-D-05]
●
State the symbol
equation for the production of ammonia in the Haber process, N2(g) + 3H2(g) ⇌ 2NH3(g)
[SLO: C-10-D-06]
●
State the sources of
the hydrogen (methane) and nitrogen (air) in the Haber process
[SLO: C-10-D-07]
●
State the typical
conditions in the Haber process as 450°C, 20000kPa /20atm and an iron
catalyst
[SLO: C-10-D-08]
●
State the symbol
equation for the conversion of sulfur dioxide to sulfur trioxide in the
Contact process, 2SO2(g) + O2(g) ⇌ 2SO3(g)
[SLO: C-10-D-09]
●
State the sources of
the sulfur dioxide (burning sulfur or roasting sulfide ores) and oxygen (air)
in the Contact process
[SLO: C-10-D-10]
●
State the typical
conditions for the conversion of sulfur dioxide to sulfur trioxide in the
Contact process as 450°C, 200kPa /atm and a vanadium(V) oxide catalyst
Oxides
[SLO: C-10-D-11]
●
Describe amphoteric
oxides as oxides that react with acids and bases to produce a salt and water
[SLO: C-10-D-12]
●
Classify oxides as
acidic, including SO2 and CO2, basic, including CuO and
CaO, or amphoteric, limited to Al2Oand ZnO, related to metallic and
non-metallic character
Properties of metals
[SLO: C-10-D-13]
●
Describe the general
chemical properties of metals, limited to their reactions with:
-
dilute acids
-
cold water and steam
-
oxygen
[SLO: C-10-D-14]
●
Arrange metals in
order of reactivity given relevant information
|
|
|
|
Standard:
(Group 2)
The students
will be able to:
Identify and
classify Group elements based on their position in the periodic table
Explain the
reactivity trends of Group elements based on their electron configuration and
oxidation state
Describe the
industrial and everyday uses of Group elements, such as magnesium in alloys,
calcium in construction, and bromine in flame retardants
Explain the
methods for extraction and purification of Group elements, such as thermal
reduction and electrolysis
Discuss the
solubility and other properties of Group compounds, such as the high
solubility of Group hydroxides in water and the low reactivity of Group
carbonates.
|
|
N/A
|
Benchmark 1:
Describe the trend of atomic properties in Group and their chemical
reactivity with the other elements. These include the trends of reactivity
and solubility, and reactions to form oxides and carbonates.
|
|
N/A
|
N/A
|
N/A
|
[SLO: C-12-D-01]
●
Understand the
properties and trends of Group elements, including their electron
configurations, reactivity, and common compounds such as oxides, hydroxides
and carbonates
[SLO: C-12-D-02]
●
Describe the
chemical reactivity of Group elements, including their reactions with oxygen,
water, and acids.
[SLO: C-12-D-03]
●
Explain the
reactivity of Group elements in terms of their electron configuration and
valence electrons.
[SLO: C-12-D-04]
●
Describe the
industrial and everyday uses of Group compounds, including their role in
medicine and agriculture.
[SLO: C-12-D-05]
●
Understand and use
the term reactivity series and its application in predicting the outcome of
chemical reactions.
[SLO: C-12-D-06]
●
Explain the
extraction and purification process of Group elements and their compounds.
[SLO: C-12-D-07]
●
Understand and use
the term thermal decomposition and its application in the analysis of Group
compounds especially carbonates and nitrates.
[SLO: C-12-D-08]
●
Explain the trend in
solubility of group sulfates and hydroxides using terms enthalpy of hydration
and enthalpy of solution
[SLO: C-12-D-09]
●
Compare and contrast
the properties and reactivity of Group elements with other groups in the
periodic table.
[SLO: C-12-D-10]
●
Understand and use
the term complex ion and its application in the formation of Group compounds.
[SLO: C-12-D-11]
●
Understand and use
the term basic oxide and its application in the formation of Group compounds.
Solubility
[SLO: C-12-D-12]
●
describe and explain
qualitatively the trend in the thermal stability of the nitrates and
carbonates including the effect of ionic radius on the polarisation of the
large anion
[SLO: C-12-D-13]
●
describe and explain
qualitatively the variation in solubility and of enthalpy change of solution,
ΔH⦵ sol, of the
hydroxides and sulfates in terms of relative magnitudes of the enthalpy
change of hydration and the lattice energy
|
|
Standard:
(Group 17)
The students
will be able to:
Describe the
trends in the properties of Group 1elements (fluorine, chlorine, bromine,
iodine, and astatine) including volatility, reactivity, and
electronegativity.
Explain the
industrial and everyday uses of Group 1elements and their compounds, such as
the production of refrigerants and disinfectants.
Identify the
halide ions (chloride, bromide, and iodide) and predict their reactivity
based on the trends in Group 1elements.
Demonstrate
an understanding of the reactions of Group 1elements and their compounds with
other elements, including redox reactions and halide exchange reactions.
Discuss the
environmental impacts of the use of Group 1elements and their compounds,
including ozone depletion and halogenated organic compound pollution.
|
|
N/A
|
Benchmark 1:
Describe trends and reactivity of Halogens and their tendency to form
compounds with various of elements in the periodic table.
|
|
N/A
|
N/A
|
[SLO: C-11-D-18]
●
Describe the colors
and trend in volatility of chlorine, bromine and iodine
[SLO: C-11-D-19]
●
Describe and explain
the trend in bond strength of halogen molecules
[SLO: C-11-D-20]
●
Interpret the
volatility of the elements in terms of instantaneous dipole-induced dipole
forces
[SLO: C-11-D-21]
●
Describe the
relative reactivity of the halogen elements as oxidizing agents
[SLO: C-11-D-22]
●
Describe the
reactions of the elements with hydrogen and explain their relative reactivity
in these reactions
[SLO: C-11-D-23]
●
Describe the
relative thermal stabilities of the hydrogen halides and explain these in
terms of bond strengths
[SLO: C-11-D-24]
●
Describe the
relative reactivity of halide ions as reducing agents
[SLO: C-11-D-25]
●
Describe and explain
the reactions of halide ions with aqueous silver ions and concentrated
sulfuric acid
[SLO: C-11-D-26]
●
Describe and
interpret the reaction of chlorine with cold and hot aqueous sodium hydroxide
as disproportionation reactions
[SLO: C-11-D-27]
●
Explain the use of
chlorine in water purification, including the production of the active
species HOCl and ClO- which kill bacteria.
|
N/A
|
|
Standard:
(Nitrogen and Sulphur) The students will be able to:
Describe the
reactivity of nitrogen and sulfur compounds.
Describe the
major chemical reactions and products involving nitrogen and sulfur.
Discuss the
environmental effects of nitrogen and sulfur compounds.
Explain the
differences between nitrification and denitrification.
Describe the
industrial processes for the production of nitrates and sulfates.
|
|
N/A
|
Benchmark 1:
Describe the reactivity of Nitrogen and Sulphur and the properties of their
compounds in addition to their reactions and roles in our environment.
|
|
N/A
|
N/A
|
Nitrogen
[SLO: C-11-D-28]
●
Explain the lack of
reactivity of nitrogen due to its triple bond strength and lack of polarity
[SLO: C-11-D-29]
●
Describe and explain
the basicity of ammonia using the Brønsted–Lowry theory
[SLO: C-11-D-30]
●
Understand the
structure of the ammonium ion and how it is formed by an acid-base reaction
[SLO: C-11-D-31]
●
Describe how ammonia
can be displaced from ammonium salts through acid-base reactions
[SLO: C-11-D-32]
●
Understand the
natural and man-made occurrences of oxides of nitrogen and their catalytic
removal from exhaust gases of internal combustion engines
[SLO: C-11-D-33]
●
Explain the role of
NO and NO in the formation of photochemical smog, specifically in the
reaction with unburned hydrocarbons to form peroxyacetyl nitrate (PAN)
[SLO: C-11-D-34]
●
Describe the role of
NO and NO in the formation of acid rain, both directly and through their
catalytic role in the oxidation of atmospheric sulfur dioxide.
Sulfur
[SLO: C-11-D-35]
●
Explain the lack of
reactivity of sulfur, with reference to its bonding and stability of its
compounds.
[SLO: C-11-D-36]
●
Describe and explain
the different oxidation states of sulfur and their relative stability.
[SLO: C-11-D-37]
●
Understand the
properties and uses of sulfuric acid, including its production and industrial
applications.
[SLO: C-11-D-38]
●
Describe the role of
sulfur in the formation of acid rain and its impact on the environment.
[SLO: C-11-D-39]
●
Identify and
describe the chemical reactions and processes involving sulfur, such as
combustion and oxidation.
[SLO: C-11-D-40]
●
Understand the uses
of sulfur compounds in industry and everyday life, such as in fertilizers,
gunpowder and rubber, and in the Synthetic organic chemistry, including the synthesis
of dyes, drugs and fragrances.
|
[SLO: C-12-D-14]
●
recall the reactions
by which amines can be produced: reaction of a halogenoalkane with NH3
in ethanol heated under pressure
[SLO: C-12-D-15]
●
recall the reactions
by which nitriles can be produced: reaction of a halogenoalkane with KCN in
ethanol and heat
[SLO: C-12-D-16]
●
recall the reactions
by which hydroxy nitriles can be produced: the reaction of aldehydes and
ketones with HCN, KCN as catalyst, and heat
[SLO: C-12-D-17]
●
describe the
hydrolysis of nitriles with dilute acid or dilute alkali followed by
acidification
Primary and secondary amines
[SLO: C-12-D-18]
●
recall the reactions
(reagents and conditions) by which primary and secondary amines are produced:
(a)
reaction of halogenoalkanes with NH3 in ethanol heated under
pressure
(b)
reaction of halogenoalkanes with primary amines in ethanol, heated in a
sealed tube / under pressure
(c)
the reduction of amides with LiAlH4
(d)
the reduction of nitriles with LiAlH4 or H/ Ni
[SLO: C-12-D-19]
●
describe the
condensation reaction of ammonia or an amine with an acyl chloride at room
temperature to give an amide
[SLO: C-12-D-20]
●
describe and explain
the basicity of aqueous solutions of amines
Phenylamine and azo compounds
[SLO: C-12-D-21]
●
describe the
preparation of phenylamine via the nitration of benzene to form nitrobenzene
followed by reduction with hot Sn/concentrated HCl , followed by NaOH(aq)
[SLO: C-12-D-22]
●
describe:
(a)
the reaction of phenylamine with Br2(aq) at room temperature
(b)
the reaction of phenylamine with HNO2 or NaNO2 and
dilute acid below 1°C to produce the diazonium salt; further warming of the
diazonium salt with H2O to give phenol
[SLO: C-12-D-23]
●
describe and explain
the relative basicities of aqueous ammonia, ethylamine and phenylamine
[SLO: C-12-D-24]
●
recall the following
about azo compounds:
(a)
describe the coupling of benzenediazonium chloride with phenol in NaOH(aq) to
form an azo compound
(b)
identify the azo group
(c)
state that azo compounds are often used as dyes
(d)
that other azo dyes can be formed via a similar route
Amides
[SLO: C-12-D-25]
●
recall the reactions
(reagents and conditions) by which amides are produced:
(a)
the reaction between ammonia and an acyl chloride at room temperature
(b)
the reaction between a primary amine and an acyl chloride at room temperature
[SLO: C-12-D-26]
●
describe the
reactions of amides:
(a)
hydrolysis with aqueous alkali or aqueous acid
(b)
the reduction of the CO group in amides with LiAlH4 to form an amine
[SLO: C-12-D-27]
●
state and explain
why amides are much weaker bases than amines
|
|
Standard:
Transition Metals
|
|
N/A
|
Benchmark 1:
Identify the elements in the d-block of the periodic table and understand
their general properties.
|
|
N/A
|
N/A
|
[SLO: C-11-D-41]
●
General physical and
chemical properties of the first row of transition elements, titanium to
copper
[SLO: C-11-D-42]
●
define a transition
element as a d-block element which forms one or more stable ions with
incomplete d orbitals
[SLO: C-11-D-43]
●
sketch the shape of
a 3dxy orbital and 3dz2 orbital
[SLO: C-11-D-44]
●
understand that
transition elements have the following properties:
a)
they have variable
oxidation states
b)
they behave as
catalysts
c)
they form complex
ions
d)
they form coloured
compounds
[SLO: C-11-D-45]
●
explain why
transition elements have variable oxidation states in terms of the similarity
in energy of the 3d and the 4s sub-shells
[SLO: C-11-D-46]
●
explain why
transition elements behave as catalysts in terms of having more than one
stable oxidation state, and vacant d orbitals that are energetically
accessible and can form dative bonds with ligands
[SLO: C-11-D-47]
●
explain why
transition elements form complex ions in terms of vacant d orbitals that are
energetically accessible
|
N/A
|
|
N/A
|
Benchmark 2:
Be acquainted with the terminology of ligands and identify different ligands
and their reactions with different transition metals.
|
|
N/A
|
N/A
|
[SLO: C-11-D-48]
●
General
characteristic chemical properties of the first set of transition elements,
titanium to copper
[SLO: C-11-D-49]
●
describe and explain
the reactions of transition elements with ligands to form complexes,
including the
[SLO: C-11-D-50]
●
complexes of
copper(II) and cobalt(II) ions with water and ammonia molecules and hydroxide
and chloride ions
[SLO: C-11-D-51]
●
define the term
ligand as a species that contains a lone pair of electrons that forms a
dative covalent bond to a central metal atom / ion
[SLO: C-11-D-52]
●
understand and use
the terms
a.
monodentate ligand
including as examples H2O, NH3, Cl – and CN–
b.
bidentate ligand
including as examples 1,2-diaminoethane, en, H2NCH2CH2NH2
and the ethanedioate ion, C2O42–polydentate
ligand including as an example EDTA4–
[SLO: C-11-D-53]
●
define the term
complex as a molecule or ion formed by a central metal atom / ion surrounded
by one or more ligands
[SLO: C-11-D-54]
●
describe the
geometry (shape and bond angles) of transition element complexes which are
linear, square
[SLO: C-11-D-55]
●
planar, tetrahedral
or octahedral
(a)
state what is meant by coordination number
(b)
predict the formula and charge of a complex ion, given the metal ion, its
charge or oxidation state, the ligand and its coordination number or geometry
[SLO: C-11-D-56]
●
explain
qualitatively that ligand exchange can occur, including the complexes of
copper(II) ions and cobalt(II) ions with water and ammonia molecules and
hydroxide and chloride ions
[SLO: C-11-D-57]
●
predict, using E⦵ values, the feasibility of redox
reactions involving transition elements and their ions
[SLO: C-11-D-58]
●
describe the
reactions of, and perform calculations involving:
(a)
MnO4– / C2O4– in acid
solution given suitable data
(b)
MnO4– / Fe2+ in acid solution given suitable
data
(c)
Cu2+ / I– given suitable data
[SLO: C-11-D-59]
●
perform calculations
involving other redox systems given suitable data
|
N/A
|
|
|
Benchmark 3:
Predict the colors of different complexes that these transition metals create
upon their reactions with other elements.
|
|
N/A
|
N/A
|
Colour of complexes
[SLO: C-11-D-60]
●
define and use the
terms degenerate and non-degenerate d orbitals
[SLO: C-11-D-61]
●
describe the
splitting of degenerate d orbitals into two non-degenerate sets of d orbitals
of higher energy,and use of Δ E in:
(a) octahedral complexes,
two higher and three lower d orbitals
(b) tetrahedral complexes,
three higher and two lower d orbitals
[SLO: C-11-D-62]
●
explain why
transition elements form coloured compounds in terms of the frequency of
light absorbed as an electron is promoted between two non-degenerate d
orbitals
[SLO: C-11-D-63]
●
describe, in
qualitative terms, the effects of different ligands on Δ E, frequency of
light absorbed, and hence the complementary colour that is observed
[SLO: C-11-D-64]
●
use the complexes of
copper(II) ions and cobalt(II) ions with water and ammonia molecules and
hydroxide, chloride ions as examples of ligand exchange affecting the colour
observed
|
N/A
|
|
N/A
|
Benchmark 4:
|
|
N/A
|
N/A
|
Stereoisomerism in transition element complexes
[SLO: C-11-D-65]
●
describe the types
of stereoisomerism shown by complexes, including those associated with
bidentate ligands:
(a)
geometrical (cis-trans) isomerism, e.g. square planar such as [Pt(NH3)2Cl
2] and octahedral such as [Co(NH3)4(H2O)2]2+
and [Ni(H2NCH2CH2NH2)2(H2O)2]2+
(b)
optical isomerism, e.g. [Ni(H2NCH2CH2NH2)3]2+
and [Ni(H2NCH2CH2NH2)2(H2O)2]2+
[SLO: C-11-D-66]
●
deduce the overall
polarity of complexes
Stability constants, Kstab
[SLO: C-11-D-67]
●
define the stability
constant, Kstab, of a complex as the equilibrium constant for the
formation of the complex ion in a solvent (from its
constituent ions or molecules)
[SLO: C-11-D-68]
●
write an expression
for a Kstab of a complex ([H2O] should not be included)
[SLO: C-11-D-69]
●
use Kstab
expressions to perform calculations
[SLO: C-11-D-70]
●
describe and explain
ligand exchanges in terms of Kstab values and understand that a
large Kstab is due to the formation of a stable complex ion
|
N/A
|
|
|
|
|
|
|
Domain E:
Environmental Chemistry
|
|
|
|
|
Standard:
(Atmosphere) Students should be able to: Describe the composition and
structure of the Earth's atmosphere, including the major gases and trace
gases.
Explain the
role of the atmosphere in the Earth's climate, including the greenhouse
effect.
Discuss the
sources and effects of atmospheric pollutants, including greenhouse gases and
air pollutants.
Apply the
principles of chemical reactions to explain the formation and removal of
atmospheric pollutants.
Describe the
role of atmospheric chemistry in environmental chemistry and its impact on
air quality and climate.
|
|
Benchmark 1:
Demonstrate an understanding of the composition, structure and functions of
the Earth's atmosphere, including the role of atmospheric gases, pollutants
and greenhouse effect.
|
Benchmark 1:
Evaluate the impact of various pollutants on the environment and life and
describe possible solutions to mitigate these impacts.
|
|
[SLO: C-09-E-01]
●
State the
composition of clean, dry air as approximately 78% nitrogen, N2,
21% oxygen, O2, and the remainder as a mixture of noble gases and
carbon dioxide, CO2
[SLO: C-09-E-02]
●
State the source of
each of these air pollutants:
a.
carbon dioxide from
the complete combustion of carbon-containing fuels
b.
carbon monoxide and
particulates from the incomplete combustion of carbon-containing fuels
c.
methane from the
decomposition of vegetation and waste gases from digestion in animals
d.
oxides of nitrogen
from car engines
e.
sulfur dioxide from
the combustion of fossil fuels which contain sulfur compounds
f.
ground level ozone
from reactions of oxides of nitrogen, from car engines, and volatile organic
compounds, in presence of light
[SLO: C-09-E-03]
●
State the adverse
effects of these air pollutants:
a. carbon dioxide: higher levels of carbon
dioxide leading to increased global warming, which leads to climate change
b. carbon monoxide: toxic gas
c. particulates: increased risk of
respiratory problems and cancer
d. methane: higher levels of methane
leading to increased global warming, which leads to climate change
e. oxides of nitrogen: acid rain,
photochemical smog and respiratory problems
f. sulfur dioxide: acid rain and haze
[SLO: C-09-E-04]
●
Describe how the
greenhouse gases carbon dioxide and methane cause global warming, limited to:
a. the absorption, reflection and emission
of thermal energy
b. reducing thermal energy loss to space
[SLO: C-09-E-05]
●
State and explain
strategies to reduce the effects of these environmental issues, limited to:
a. climate change: planting trees,
reduction in livestock farming, decreasing use of fossil fuels, increasing
use of hydrogen and renewable energy, e.g. wind, solar
b. acid rain: use of catalytic converters
in vehicles, reducing emissions of sulfur dioxide by using low sulfur fuels
and flue gas desulfurization with calcium oxide
[SLO: C-09-E-06]
●
Explain how oxides
of nitrogen form in car engines and describe their removal by catalytic
converters, e.g. CO + 2NO → 2CO+ N2
[SLO: C-09-E-07]
●
Describe
photosynthesis as the reaction between carbon dioxide and water to produce
glucose and oxygen in the presence of chlorophyll and using energy from light
[SLO: C-09-E-08]
●
State the word
equation and symbol equation for photosynthesis
[SLO: C-09-E-09]
●
understand and use
tools to reduce personal exposure to harmful pollutants including the usage
of masks, air quality indices, and CO detectors
[SLO: C-09-E-10]
●
Identify high risk
situations in life including those where long-term exposure to these pollutants
can lead to respiratory issues and reduction in quality and longevity of life
|
N/A
|
[SLO: C-11-E-01]
●
Understanding of the
properties and composition of air and the factors that affect air quality
[SLO: C-11-E-02]
●
Recall the sources
and understand the effects of air pollution, including both natural and
human-caused pollutants including Carbon monoxide (CO), Sulfur dioxide (SO2),Nitrogen
oxides (NOx), Particulate matter (PM), Ozone (O3), Lead (Pb),
Mercury (Hg), Polycyclic aromatic hydrocarbons (PAHs), Persistent organic
pollutants (POPs), Greenhouse gases (such as carbon dioxide, methane, and
nitrous oxide), Chlorofluorocarbons (CFCs) and other ozone-depleting
substances, Volatile organic compounds (VOCs), Heavy metals (such as lead,
mercury, and cadmium))
[SLO: C-11-E-03]
●
Familiarize with use
of the methods and techniques to measure and monitor air quality
[SLO: C-11-E-04]
●
Understand of the
impact of human activities on the atmosphere, including the effects of
burning fossil fuels and deforestation
[SLO: C-11-E-05]
●
Recall and
understand the chemical reactions and processes that occur in the
atmosphere, such as the formation of smog and acid rain
[SLO: C-11-E-06]
●
Be familiar with
with the laws and regulations related to air quality and the measures used to
control air pollution
[SLO: C-11-E-07]
●
Have the ability to
analyze data and interpret air quality measurements and trends
[SLO: C-11-E-08]
●
Understanding of the
link between air quality and human health and the Have the ability to
evaluate the potential health risks associated with air pollution
[SLO: C-11-E-09]
●
Recall and
understand the technologies and strategies used to reduce air pollution and
improve air quality, such as emissions control and renewable energy sources.
[SLO: C-11-E-10]
●
Have the ability to
design experiments and collect data to test hypotheses about air quality
[SLO: C-11-E-11]
●
Be familiar with
with the global scale problems of air pollution, such as global warming and
the greenhouse effect.
[SLO: C-11-E-12]
●
Think critically
about the economic, social and political issues related to air pollution and
air quality management and demonstrate through answers.
[SLO: C-11-E-13]
●
Be familiar with
light pollution, microplastics, noise pollution, toxic waste and plastic
pollution.
|
N/A
|
|
Standard:
(Water) Students should be able to: Describe the properties and composition
of water, including its chemical and physical properties.
Explain the
sources and cycling of water on Earth, including the water cycle and
groundwater.
Discuss the
effects of pollutants on water quality, including acid rain, chemical
pollutants, and eutrophication.
Apply the
principles of chemical reactions to explain the formation and removal of
water pollutants.
Describe the
role of water in environmental chemistry and its impact on water resources
and aquatic ecosystems.
|
|
Benchmark:
Explain how to measure the purity of water and evaluate the role of water in
various natural and industrial processes, and describe the impact of human
activities on the quality and availability of fresh water resources.
|
N/A
|
|
[SLO: C-09-E-11]
●
Describe chemical
tests for the presence of water using anhydrous copper(II) sulfate
[SLO: C-09-E-12]
●
Describe how to test
for the purity of water using melting point and boiling point
[SLO: C-09-E-13]
●
Explain that
distilled water is used in practical chemistry rather than tap water because
it contains fewer chemical impurities
[SLO: C-09-E-14]
●
State that water
from natural sources may contain substances, including:
a.
dissolved oxygen
b.
metal compounds
c.
plastics
d.
sewage
e.
harmful microbes
f.
nitrates from
fertilizers
g.
phosphates from
fertilizers and detergents
[SLO: C-09-E-15]
●
State that some of
these substances are beneficial, including:
a.
dissolved oxygen for
aquatic life
b.
some metal compounds
provide essential minerals for life
[SLO: C-09-E-16]
●
State that some of
these substances are potentially harmful, including:
a.
some metal compounds
are toxic
b.
some plastics harm
aquatic life
c.
sewage contains
harmful microbes which cause disease
d.
nitrates and
phosphates lead to deoxygenation of water and damage to aquatic life (Details
of the eutrophication process are not required)
[SLO: C-09-E-17]
●
Describe the
treatment of the domestic water supply in terms of:
(a)
sedimentation and filtration to remove solids
(b)
use of carbon to remove tastes and odours
(c)
chlorination to kill microbes
[SLO: C-09-E-18]
●
Describe various
water-borne diseases and what steps can be taken to avoid them
[SLO: C-09-E-19]
●
Identify water
pollutants, describe their effects on life and ways to avoid them
[SLO: C-09-E-20]
●
Understand
responsible use of water and water scarcity as an important issue faced by
Pakistan and ways in which it can be resolved
Fertilizers
[SLO: C-09-E-21]
●
State that urea,
ammonium salts and nitrates are used as fertilizers
[SLO: C-09-E-22]
●
Describe the use of
NPK fertilizers to provide the elements nitrogen, phosphorus and potassium
for improved plant growth
|
N/A
|
[SLO: C-11-E-14]
●
Understanding of
different types of water pollution, such as point source and nonpoint source
pollution
[SLO: C-11-E-15]
●
Be familiar with
common water pollutants, such as oil, pesticides, and heavy metals
[SLO: C-11-E-16]
●
Recall and
understand the sources and effects of water pollution on human health and
the environment
[SLO: C-11-E-17]
●
Understanding of
water treatment methods and technologies, such as filtration and purification
[SLO: C-11-E-18]
●
Be familiar with
laws and regulations related to water pollution and conservation
[SLO: C-11-E-19]
●
Understanding of the
impact of human activities on water resources, such as agriculture and
industrial processes
[SLO: C-11-E-20]
●
Recall and
understand conservation and management strategies for protecting and
preserving water resources
[SLO: C-11-E-21]
●
Understanding of the
chemical properties of water and how they relate to water quality and
pollution.
|
N/A
|
|
Domain F:
Organic Chemistry
|
|
Standard:
Basics of organic chemistry (catenation, isomerism, nomenclature, functional
groups, homologous series) Students should be able to: Describe the concept
of catenation, including the ability of carbon atoms to bond with each other
to form complex structures.
Explain the
concept of isomerism in organic compounds, including structural and
stereoisomers.
Discuss the
systematic nomenclature of organic compounds, including IUPAC rules.
Describe the
functional groups in organic compounds, including alcohols, carboxylic acids,
amines, and aldehydes.
Explain the
concept of homologous series, including the similarity in properties and
reactivity among members of a series.
|
|
Benchmark 1:
Recognize and classify organic compounds based on their functional groups,
nomenclature, isomerism, and homologous series.
|
Benchmark 1:
Analyze the chemical and physical properties of organic compounds based on
their functional groups and be acquainted with the structures and terminology
of different compounds and organic mechanisms.
|
|
|
[SLO: C-10-F-01]
●
Formulae, functional
groups and terminology
[SLO: C-10-F-02]
●
State that a
structural formula is an unambiguous description of the way the atoms in a
molecule are arranged, including CH2=CH2, CH3CH2OH,
CH3COOCH3
[SLO: C-10-F-03]
●
Draw and interpret
the displayed formula of a molecule to show all the atoms and all the bonds
[SLO: C-10-F-04]
●
Write and interpret
general formulae of compounds in the same homologous series, limited to:
(a)
alkanes
(b)
alkenes
(c)
alcohols
(d)
carboxylic acids
[SLO: C-10-F-05]
●
Define structural
isomers as compounds with the same molecular formula, but different
structural formulae, including C4H10 as CH3CH2CH2CH3
and CH3CH(CH3)CH3 and C4H8
as CH3CH2CH=CH2and CH3CH=CHCH3
[SLO: C-10-F-06]
●
Identify a
functional group as an atom or group of atoms that determine the chemical
properties of a homologous series including that for alcohols, aldehydes,
ketones, phenols, carboxylic acids, amine, esters, and amide.
[SLO: C-10-F-07]
●
Describe the general
characteristics of a homologous series as:
(a)
having the same functional group
(b)
having the same general formula
(c)
differing from one member to the next by a –CH2– unit
(d)
displaying a trend in physical properties
(e)
sharing similar chemical properties
[SLO: C-10-F-08]
●
State that a
saturated compound has molecules in which all carbon–carbon bonds are single
bonds
[SLO: C-10-F-09]
●
State that an
unsaturated compound has molecules in which one or more carbon–carbon bonds
are not single bonds
[SLO: C-10-F-10]
●
Naming organic
compounds
[SLO: C-10-F-11]
●
Name and draw the
structural and displayed formulae of unbranched:
(a)
alkanes
(b)
alkenes, including but-1-ene and but-2-ene
(c)
alcohols, including propan-1-ol, propan-2-ol, butan-1-ol and butan-2-ol
(d)
carboxylic acids
(e)
the products of the reactions stated in next sections containing up to four
carbon atoms per molecule
[SLO: C-10-F-12]
State the type of compound
present given the chemical name ending in -ane, -ene, -ol, or -oic acid or
from a molecular, structural or displayed formula
[SLO: C-10-F-13]
Name and draw the displayed
formulae of the unbranched esters which can be made from unbranched alcohols
and carboxylic acids, each containing up to four carbon atoms
|
[SLO: C-11-F-01]
●
Understand that
hydrocarbons are compounds made up of C and H atoms only
[SLO: C-11-F-02]
●
Understand that
alkanes are simple hydrocarbons with no functional group
[SLO: C-11-F-03]
●
Understand that
compounds in a table contain a functional group which dictates their physical
and chemical properties
[SLO: C-11-F-04]
●
Interpret and use
the general, structural, displayed and skeletal formulae of the classes of
compounds
[SLO: C-11-F-05]
●
Understand and use
systematic nomenclature of simple aliphatic organic molecules with functional
groups
[SLO: C-11-F-06]
●
Deduce the molecular
and/or empirical formula of a compound, given its structural, displayed or
skeletal formula
[SLO: C-11-F-07]
●
Understand and use
terminology associated with types of organic compounds and reactions:
homologous series, saturated and unsaturated, homolytic and heterolytic
fission, free radical, initiation, propagation, termination, nucleophile,
electrophile, nucleophilic, electrophilic, addition, substitution,
elimination, hydrolysis, condensation, oxidation and reduction
[SLO: C-11-F-08]
●
Understand and use
terminology associated with types of organic mechanisms: free-radical
substitution, electrophilic addition, nucleophilic substitution, nucleophilic
addition
[SLO: C-11-F-09]
●
Describe organic
molecules as either straight-chained, branched or cyclic
[SLO: C-11-F-10]
●
Describe and explain
the shape of, and bond angles in, molecules containing sp, sp2,
and sp3 hybridized atoms
[SLO: C-11-F-11]
●
Describe the
arrangement of σ and π bonds in molecules containing sp, sp2, and
sp3 hybridized atoms
[SLO: C-11-F-12]
●
Understand and use
the term planar when describing the arrangement of atoms in organic molecules
[SLO: C-11-F-13]
●
Describe structural
isomerism and its division into chain, positional and functional group
isomerism
[SLO: C-11-F-14]
●
Describe
stereoisomerism and its division into geometrical (cis/trans) and optical
isomerism
[SLO: C-11-F-15]
●
Describe geometrical
(cis/trans) isomerism in alkenes, and explain its origin in terms of
restricted rotation due to the presence of π bonds
[SLO: C-11-F-16]
●
Explain what is
meant by a chiral center and that such a center gives rise to two optical
isomers (enantiomers)
[SLO: C-11-F-17]
●
Identify chiral
centers and geometrical and deduce possible isomers
[SLO: C-11-F-18]
●
Understand that
enantiomers have identical physical and chemical properties except for their
ability to rotate plane-polarized light and potential biological activity.
[SLO: C-11-F-19]
●
Understand and use
the terms optically active and racemic mixture.
[SLO: C-11-F-20]
●
Describe the effect
on plane-polarized light of the two optical isomers of a single substance.
Note that compounds can have more than
one chiral center, but knowledge of meso compounds and nomenclature such as
diastereoisomers is not required.
|
[SLO: C-12-F-01]
●
Understand that
hydrocarbons are compounds made up of C and H atoms only
[SLO: C-12-F-02]
●
Understand that
alkanes are simple hydrocarbons with no functional group
[SLO: C-12-F-03]
●
Understand that
compounds in a table contain a functional group which dictates their physical
and chemical properties
[SLO: C-12-F-04]
●
Interpret and use
the general, structural, displayed and skeletal formulae of the classes of
compounds
[SLO: C-12-F-05]
●
Understand and use
systematic nomenclature of simple aliphatic organic molecules with functional
groups
[SLO: C-12-F-06]
●
Deduce the molecular
and/or empirical formula of a compound, given its structural, displayed or
skeletal formula
[SLO: C-12-F-07]
●
Understand and use
terminology associated with types of organic compounds and reactions:
homologous series, saturated and unsaturated, homolytic and heterolytic
fission, free radical, initiation, propagation, termination, nucleophile,
electrophile, nucleophilic, electrophilic, addition, substitution,
elimination, hydrolysis, condensation, oxidation and reduction
[SLO: C-12-F-08]
●
Understand and use
terminology associated with types of organic mechanisms: free-radical
substitution, electrophilic addition, nucleophilic substitution, nucleophilic
addition
[SLO: C-12-F-09]
●
Describe organic
molecules as either straight-chained, branched or cyclic
[SLO: C-12-F-10]
●
Describe and explain
the shape of, and bond angles in, molecules containing sp, sp2,
and sp3 hybridized atoms
[SLO: C-12-F-11]
●
Describe the
arrangement of σ and π bonds in molecules containing sp, sp2, and
sp3 hybridized atoms
[SLO: C-12-F-12]
●
Understand and use
the term planar when describing the arrangement of atoms in organic molecules
[SLO: C-12-F-13]
●
Describe structural
isomerism and its division into chain, positional and functional group
isomerism
[SLO: C-12-F-14]
●
Describe
stereoisomerism and its division into geometrical (cis/trans) and optical
isomerism
[SLO: C-12-F-15]
●
Describe geometrical
(cis/trans) isomerism in alkenes, and explain its origin in terms of
restricted rotation due to the presence of π bonds
[SLO: C-12-F-16]
●
Describe and explain
the shape of benzene and other aromatic molecules, including sp
hybridisation, in terms of σ bonds and a delocalised π system
[SLO: C-12-F-17]
●
Explain what is
meant by a chiral center and that such a center gives rise to two optical
isomers (enantiomers)
[SLO: C-12-F-18]
●
Identify chiral
centers and geometrical and deduce possible isomers
[SLO: C-12-F-19]
●
Understand that
enantiomers have identical physical and chemical properties except for their
ability to rotate plane-polarized light and potential biological activity.
[SLO: C-12-F-20]
●
Understand and use
the terms optically active and racemic mixture.
[SLO: C-12-F-21]
●
Describe the effect
on plane-polarized light of the two optical isomers of a single substance.
[SLO: C-12-F-22]
●
Explain the
significance of chirality in the synthetic preparation of drug molecules,
including the potential different biological activity of enantiomers, the
need to separate racemic mixtures, and the use of chiral catalysts to produce
a single pure optical isomer.
Note that compounds can have more than
one chiral center, but knowledge of meso compounds and nomenclature such as
diastereoisomers is not required.
|
|
Standard:
(Hydrocarbons) Students should be able to: Describe the structures and
properties of alkanes, alkenes, and alkynes, including their classification
as saturated and unsaturated hydrocarbons.
Explain the
reaction mechanisms and products of alkane, alkene, and alkyne reactions,
including combustion, addition, and substitution reactions.
Discuss the
applications of hydrocarbons, including their use as fuels and starting
materials for the synthesis of other organic compounds.
Apply the
concepts of chemical bonding and reactivity to predict the products of
hydrocarbon reactions.
Describe the
importance of hydrocarbons in organic chemistry and their role in industry
and daily life.
|
|
Benchmark 1:
Classify and identify different types of hydrocarbons (alkanes, alkenes,
alkynes) based on their molecular structure, reactivity, and physical
properties.
|
Benchmark 1:
Demonstrate an understanding of the formation and reactions of hydrocarbons,
their nomenclature, shapes and properties.
|
|
N/A
|
Alkanes
[SLO: C-10-F-14]
●
State that the
bonding in alkanes is single covalent and that alkanes are saturated hydrocarbons
[SLO: C-10-F-15]
●
Describe the
properties of alkanes as being generally unreactive, except in terms of
combustion and substitution by chlorine
[SLO: C-10-F-16]
●
State that in a
substitution reaction one atom or group of atoms is replaced by another atom
or group of atoms
[SLO: C-10-F-17]
●
Describe the
substitution reaction of alkanes with chlorine as a photochemical reaction,
with ultraviolet light providing the activation energy, Ea, and
draw the structural or displayed formulae of the products, limited to
monosubstitution
[SLO: C-10-F-18]
●
Describe, using
symbol equations, preparation of alkanes from cracking of larger
hydrocarbons, hydrogenation of alkenes and alkynes, and reduction of alkyl
halides
Alkenes
[SLO: C-10-F-19]
●
State that the
bonding in alkenes includes a double carbon–carbon covalent bond and that
alkenes are unsaturated hydrocarbons
[SLO: C-10-F-20]
●
Describe the
manufacture of alkenes and hydrogen by the cracking of larger alkane
molecules using a high temperature and a catalyst
[SLO: C-10-F-21]
●
Describe the reasons
for the cracking of larger alkane molecules
[SLO: C-10-F-22]
●
Describe the test to
distinguish between saturated and unsaturated hydrocarbons by their reaction
with aqueous bromine
[SLO: C-10-F-23]
●
State that in an
addition reaction only one product is formed
[SLO: C-10-F-24]
●
Describe the
properties of alkenes in terms of addition reactions with:
a.
bromine or aqueous
bromine
b.
hydrogen in the
presence of a nickel catalyst
c.
steam in the
presence of an acid catalyst and draw the structural or displayed formulae of
the products
[SLO: C-10-F-25]
●
Describe, using
symbol equations, preparation of alkenes by elimination reaction in
halogenalkanes and alcohols
Alkynes
[SLO: C-10-F-26]
●
Identify alkynes as
hydrocarbons containing triple carbon-carbon covalent bond and that alkynes
are unsaturated hydrocarbons
[SLO: C-10-F-27]
●
Describe the use of
ethyne as fuel for welding and in artificially ripening fruits
|
[SLO: C-11-F-21]
●
Classify
hydrocarbons as aliphatic and aromatic.
[SLO: C-11-F-22]
●
Describe
nomenclature of alkanes and cycloalkanes.
[SLO: C-11-F-23]
●
Explain the shapes
of alkanes and cycloalkanes exemplified by ethane and cyclopropane.
[SLO: C-11-F-24]
●
Explain unreactive
nature of alkanes towards polar reagents.
[SLO: C-11-F-25]
●
Define homolytic and
heterolytic fission, free radical initiation, propagation and termination.
[SLO: C-11-F-26]
●
Describe the
mechanism of free radical substitution in alkanes exemplified by methane and
ethane.
[SLO: C-11-F-27]
●
Identify organic
redox reactions.
[SLO: C-11-F-28]
●
Explain what is
meant by a chiral center and show that such a center gives rise to optical
isomerism.
[SLO: C-11-F-29]
●
Identify chiral
centers in given structural formula of a molecule.
[SLO: C-11-F-30]
●
Explain the
nomenclature of alkenes.
[SLO: C-11-F-31]
●
Explain shape of
ethene molecule in terms of sigma and pi C-C bonds.
[SLO: C-11-F-32]
●
Describe the
structure and reactivity of alkenes as exemplified by ethene.
[SLO: C-11-F-33]
●
Define and explain
with suitable examples the terms isomerism, stereoisomerism and structural
isomerism.
[SLO: C-11-F-34]
●
Explain dehydration
of alcohols and dehydrohalogenation of RX for the preparation of ethene.
[SLO: C-11-F-35]
●
Describe the
chemistry of alkenes by the following reactions of ethene: hydrogenation,
hydrohalogenation, hydration, halogenation, halohydration, epoxidation,
ozonolysis, polymerization.
[SLO: C-11-F-36]
●
Explain the concept
of conjugation in alkenes having alternate double bonds.
[SLO: C-11-F-37]
●
Use the IUPAC naming
system for alkenes.
|
[SLO: C-12-F-23]
●
Explain the shape of
benzene molecule (molecular orbital aspect).
[SLO: C-12-F-24]
●
Define resonance,
resonance energy and relative stability.
[SLO: C-12-F-25]
●
Compare the
reactivity of benzene with alkanes and alkenes.
|
|
Standard:
(Halogenalkanes)
The students
will be able to:
Explain the
production methods of halogenalkanes and their classifications based on their
molecular structure.
Describe the
common reactions of halogenalkanes, including elimination reactions and
substitutions, with a focus on SNand SNmechanisms.
Predict the
reactivity of halogenalkanes based on their molecular structure and the
reaction conditions.
Perform
simple halogenalkane syntheses and explain the organic functional groups
involved in the reactions.
Analyze the
mechanisms and products of halogenalkane reactions, using retro-synthesis to
deduce the starting materials.
|
|
N/A
|
Benchmark 1:
Explain the reactions by which Halogenalkances are produced and the nature,
reactions and uses of these compounds.
|
|
N/A
|
N/A
|
[SLO: C-11-F-38]
●
Recall the reactions
(reagents and conditions) by which halogenoalkanes can be produced:
●
the free-radical
substitution of alkanes by Cl or Br in the presence of ultraviolet light, as
exemplified by the reactions of ethane
●
electrophilic
addition of an alkene with a halogen, X2, or hydrogen halide,
HX(g), at room temperature
●
substitution of an alcohol,
e.g. by reaction with HX or KBr with H2SO4 or H3PO4;
or with PCl3 and heat; or with PCl5; or with SOCl2
[SLO: C-11-F-39]
●
classify
halogenoalkanes into primary, secondary and tertiary
[SLO: C-11-F-40]
●
describe the
following nucleophilic substitution reactions:
the reaction with NaOH(aq) and heat to produce an alcohol the reaction with KCN in ethanol and heat to produce a nitrile the reaction with NH3 in ethanol heated under
pressure to produce an amine the reaction with aqueous silver nitrate in ethanol as a method
of identifying the halogen present as exemplified by bromoethane
[SLO: C-11-F-41]
●
describe the
elimination reaction with NaOH in ethanol and heat to produce an alkene as
exemplified by bromoethane
|
N/A
|
|
N/A
|
Benchmark 2:
Identify various substitution reactions and how different halogenalkances
undergo these substituion and the compounds they produce.
|
|
N/A
|
N/A
|
[SLO:
C-11-F-42]
●
describe the SN1
and SN2 mechanisms of nucleophilic substitution in halogenoalkanes
including the inductive effects of alkyl groups
[SLO:
C-11-F-43]
●
recall that primary
halogenoalkanes tend to react via the SN1 mechanism; tertiary
halogenoalkanes via the SN2 mechanism; and secondary
halogenoalkanes by a mixture of the two, depending on structure
[SLO:
C-11-F-44]
●
describe and explain
the different reactivities of halogenoalkanes (with particular reference to
the relative strengths of the C–X bonds as exemplified by the reactions of
halogenoalkanes with aqueous silver nitrates)
|
N/A
|
|
|
|
|
|
|
Standard:
(Hydroxy Compounds) Students should be able to: Describe the structure and
properties of alcohols, including primary, secondary, and tertiary alcohols.
Explain the
reaction mechanisms and products of alcohol reactions, including oxidation,
esterification, and dehydration.
Discuss the
applications of alcohols, including their use as solvents, fuels, and
starting materials for organic synthesis.
Apply the
concepts of chemical bonding and reactivity to predict the products of
alcohol reactions.
Describe the
importance of alcohols in organic chemistry and their role in industry and
daily life.
|
|
Benchmark 1:
Identify the processes for manufacturing ethanol and its uses and effects.
|
Benchmark 1:
Analyze the different reactions through which different hydroxy compounds can
be produced and the physical and chemical properties of corresponding alchohols.
|
|
N/A
|
Alcohols
[SLO: C-10-F-28]
●
Describe the
manufacture of ethanol by:
[SLO: C-10-F-29]
●
fermentation of
aqueous glucose at 25–35°C in the presence of yeast and in the absence of
oxygen
[SLO: C-10-F-30]
●
catalytic addition
of steam to ethene at 300°C and 6000kPa /6atm in the presence of an acid
catalyst including a comparison of the advantages and disadvantages of the
two methods
[SLO: C-10-F-31]
●
Describe the
combustion of alcohols
[SLO: C-10-F-32]
●
State the uses of
ethanol as:
a)
a solvent
b)
a fuel and additive
to fuels
[SLO: C-10-F-33]
●
Describe harmful
effects of intoxication of alcohol
|
[SLO: C-11-F-45]
●
recall the reactions
(reagents and conditions) by which alcohols can be produced:
a)
electrophilic
addition of steam to an alkene, H2O(g) and H3PO4
catalyst
b)
reaction of alkenes
with cold dilute acidified potassium manganate(VII) to form a diol
c)
substitution of a
halogenoalkane using NaOH (aq) and heat
d)
reduction of an
aldehyde or ketone using NaBH4 or LiAlH4
e)
reduction of a
carboxylic acid using LiAlH4
f)
hydrolysis of an
ester using dilute acid or dilute alkali and heat
[SLO: C-11-F-46]
●
describe:
a)
the reaction with
oxygen (combustion)
b)
substitution to
halogenoalkanes, e.g. by reaction with HX or KBr with H2SO4
or H3PO4; or with PCl3 and heat; or with PCl5;
or with SOCl2
c)
the reaction with
Na(s)
d)
oxidation with
acidified K2Cr2O7 or acidified KMnO4
to: carbonyl compounds by distillation, carboxylic acids by refluxing
(primary alcohols give aldehydes which can be further oxidised to carboxylic
acids, secondary alcohols give ketones, tertiary alcohols cannot be oxidised)
e)
dehydration to an
alkene, by using a heated catalyst, e.g. Al2O3 or a
concentrated acid
f)
formation of esters
by reaction with carboxylic acids and concentrated H2SO4
or H3PO4 as catalyst as exemplified by ethanol
[SLO: C-11-F-47]
●
classify alcohols as
primary, secondary and tertiary alcohols, to include examples with more than
one alcohol group
[SLO: C-11-F-48]
●
state characteristic
distinguishing reactions, e.g. mild oxidation with acidified K2Cr2O7,
colour change from orange to green
[SLO: C-11-F-49]
●
deduce the presence
of a CH3CH(OH)– group in an alcohol, CH3CH(OH)–R, from
its reaction with alkaline I2(aq) to form a yellow precipitate of
tri-iodomethane and an ion, RCO2–
[SLO: C-11-F-50]
●
explain the acidity
of alcohols compared with water
|
[SLO: C-12-F-26]
●
describe the
reaction with acyl chlorides to form esters using ethyl ethanoate
[SLO: C-12-F-27]
●
recall the reactions
(reagents and conditions) by which phenol can be produced: reaction of phenylamine with HNO3 or NaNO3
and dilute acid below 1°C to produce the diazonium salt; further warming of
the diazonium salt with H2O to give phenol
[SLO: C-12-F-28]
●
recall the chemistry
of phenol, as exemplified by the following reactions:
●
with bases, for
example NaOH (aq) to produce sodium phenoxide
●
with Na(s) to
produce sodium phenoxide and H2(g) in NaOH(aq) with diazonium salts, to give azo compounds
●
nitration of the
aromatic ring with dilute HNO3(aq) at room temperature to give a
mixture of 2-nitrophenol and 4-nitrophenol
●
bromination of the
aromatic ring with Br2(aq) to form 2,4,6-tribromophenol
[SLO: C-12-F-29]
●
explain the acidity
of phenol
[SLO: C-12-F-30]
●
describe and explain
the relative acidities of water, phenol and ethanol
[SLO: C-12-F-31]
●
explain why the
reagents and conditions for the nitration and bromination of phenol are
different from those for benzene
[SLO: C-12-F-32]
●
recall that the
hydroxyl group of a phenol directs to the 2-, 4- and 6-positions
[SLO: C-12-F-33]
●
apply knowledge of
the reactions of phenol to those of other phenolic compounds, e.g. naphthol
|
|
|
|
|
|
|
Standard:
(Carboxylic Acids and Esters) Students should be able to: Describe the
structure and properties of carboxylic acids and esters, including their
characteristic functional groups.
Explain the
reaction mechanisms and products of carboxylic acid reactions, including
decarboxylation, esterification, and acid-base reactions.
Discuss the
applications of carboxylic acids and esters, including their use as
fragrances, flavors, and starting materials for organic synthesis.
Apply the
concepts of chemical bonding and reactivity to predict the products of
carboxylic acid reactions.
Describe the
importance of carboxylic acids and esters in organic chemistry and their role
in industry and daily life.
|
|
Benchmark 1:
Identify and explain the properties and reactions of carboxylic acids and
esters, including their preparation, structure, and use in industry and daily
life.
|
Benchmark 1:
Explain the reactions by which Carboxylix acids are produced and the nature,
reactions and uses of these aldehydes and ketones.
|
|
N/A
|
Carboxylic acids
[SLO: C-10-F-34]
●
Describe the
reactions of carboxylic acids with:
a. metals
b. bases
c. carbonates
including names
and formulae of the salts produced
[SLO: C-10-F-35]
●
Describe the
formation of ethanoic acid by the oxidation of ethanol: with acidified
aqueous potassium manganate(VII) & by bacterial oxidation during vinegar
production
[SLO: C-10-F-36]
●
Describe the
reaction of a carboxylic acid with an alcohol using an acid catalyst to form
an ester
|
[SLO: C-11-F-51]
●
recall and state the
reactions (reagents and conditions) by which aldehydes and ketones can be
produced:
a. the oxidation of primary alcohols using
acidified K2Cr2O7 or acidified KMnO4
and distillation to produce aldehydes
b. the oxidation of secondary alcohols
using acidified K2Cr2O7 or acidified KMnO4
and distillation to produce ketones
[SLO: C-11-F-52]
describe:
the reduction of aldehydes and ketones, using NaBH4
or LiAlH4 to produce alcohols
the reaction of aldehydes and ketones with HCN, KCN as catalyst,
and heat to produce hydroxynitriles exemplified by ethanal and propanone
[SLO: C-11-F-53]
●
describe the
mechanism of the nucleophilic addition reactions of hydrogen cyanide with
aldehydes and ketones
●
describe the use of
2,4-dinitrophenylhydrazine (2,4-DNPH reagent) to detect the presence of
carbonyl compounds
●
deduce the nature
(aldehyde or ketone) of an unknown carbonyl compound from the results of
simple tests (Fehling’s and Tollens’ reagents; ease of oxidation)
●
deduce the presence
of a CH3CO – group in an aldehyde or ketone, CH3CO–R,
from its reaction with alkaline I2(aq) to form a yellow
precipitate of tri-iodomethane and an ion, RCO2
●
recall the reactions
by which carboxylic acids can be produced:
a)
oxidation of primary
alcohols and aldehydes with acidified K2Cr2O7 or
acidified KMnO4 and refluxing
b)
hydrolysis of
nitriles with dilute acid or dilute alkali followed by acidification
c)
hydrolysis of esters
with dilute acid or dilute alkali and heat followed by acidification
[SLO: C-11-F-54]
describe:
the redox reaction with reactive metals to produce a salt and H2(g)
the neutralisation reaction with alkalis to produce a salt and H2O(l
)
the acid–base reaction with carbonates to produce a salt and H2O(l)
and CO2(g)
esterification with alcohols with concentrated H2SO4
as catalyst
reduction by LiAlH4 to form a primary alcohol
[SLO: C-11-F-55]
●
recall the reaction
(reagents and conditions) by which esters can be produced: the condensation
reaction between an alcohol and a carboxylic acid with concentrated H2SO4
as catalyst
[SLO: C-11-F-56]
●
describe the
hydrolysis of esters by dilute acid and by dilute alkali and heat
|
[SLO: C-12-F-34]
●
recall and state the
reaction by which benzoic acid can be produced: reaction of an alkylbenzene
with hot alkaline KMnO4 and then dilute acid, exemplified by methylbenzene
[SLO: C-12-F-35]
●
describe the
reaction of carboxylic acids with PCl3 and heat, PCl5,
or SOCl2 to form acyl chlorides
[SLO: C-12-F-36]
●
recognise that some
carboxylic acids can be further oxidised:
(check whether it should be bullets or
a,b)
o the oxidation of methanoic acid, HCOOH,
with Fehling’s reagent or Tollens’ reagent or acidified KMnO4 or acidified K2Cr2O7 to carbon
dioxide and water
o the oxidation of ethanedioic acid,
HOOCCOOH, with warm acidified KMnO4 to carbon dioxide
[SLO: C-12-F-37]
●
describe and explain
the relative acidities of carboxylic acids, phenols and alcohols
[SLO: C-12-F-38]
●
describe and explain
the relative acidities of chlorine-substituted carboxylic acids
[SLO: C-12-F-39]
●
recall the reaction
by which esters can be produced: reaction of alcohols with acyl chlorides
using the formation of ethyl ethanoate and phenyl benzoate as examples
[SLO: C-12-F-40]
●
recall the reactions
(reagents and conditions) by which acyl chlorides can be produced: reaction
of carboxylic acids with PCl3 and heat, PCl5, or SOCl2
[SLO: C-12-F-41]
●
describe the
following reactions of acyl chlorides: (check either bullets or add a,b,c,d)
hydrolysis on addition of water at room temperature to give the
carboxylic acid and HCl
reaction with an alcohol at room temperature to produce an ester
and HCl
reaction with phenol at room temperature to produce an ester and
HCl
reaction with ammonia at room temperature to produce an amide
and HCl
reaction with a primary or secondary amine at room temperature
to produce an amide and HCl
[SLO: C-12-F-42]
●
describe the
addition-elimination mechanism of acyl chlorides in reactions
[SLO: C-12-F-43]
●
explain the relative
ease of hydrolysis of acyl chlorides, alkyl chlorides and halogenoarenes
(aryl chlorides)
|
|
|
|
|
|
|
Standard:
(Polymer) Students should be able to: Describe the structure and properties
of polymers, including homopolymers and copolymers.
Explain the
formation and synthesis of polymers, including addition polymerization and
condensation polymerization.
Discuss the
applications of polymers, including their use in various industries such as
plastics, textiles, and biomedicine.
Apply the
concepts of chemical bonding and reactivity to predict the properties and
reactivity of polymers.
Describe the
importance of polymers in materials science and their impact on society and
the environment.
|
|
Benchmark 1:
Identify and describe the structure, properties, reactions and applications
of various polymers, including natural and synthetic types.
|
Benchmark 1:
Describe the polymerization process and factors that affect polymer
properties and performance.
|
|
N/A
|
[SLO: C-10-F-37]
●
Define polymers as
large molecules built up from many smaller molecules called monomers
[SLO: C-10-F-38]
●
Identify the repeat
units and/or linkages in addition polymers and in condensation polymers
[SLO: C-10-F-39]
●
Deduce the structure
or repeat unit of an addition polymer from a given alkene and vice versa
[SLO: C-10-F-40]
●
Deduce the structure
or repeat unit of a condensation polymer from given monomers and vice versa,
limited to:
a.
polyamides from a
dicarboxylic acid and a diamine
b.
polyesters from a
dicarboxylic acid and a diol
[SLO: C-10-F-41]
●
Describe the
differences between addition and condensation polymerisation
[SLO: C-10-F-42]
●
State that plastics
are made from polymers
[SLO: C-10-F-43]
●
Describe how the
properties of plastics have implications for their disposal
[SLO: C-10-F-44]
●
Describe the
environmental challenges caused by plastics, limited to:
disposal in land fill sites
accumulation in oceans
formation of toxic gases from burning
[SLO: C-10-F-45]
●
Describe and draw
the structure of:
nylon, a polyamide
PET, a polyester
The full name for PET,
polyethylene terephthalate, is not required
[SLO: C-10-F-46]
●
State that PET can
be converted back into monomers and re-polymerised
|
N/A
|
[SLO: C-12-F-44]
●
Explain the chemical
processes and properties of PVC and Nylon, and the applications of these
polymers in the industry.
[SLO: C-12-F-45]
●
Discuss the
importance of chemical industries in the economy of Pakistan, and describe
the raw materials that are available in the country for various chemical
industries.
[SLO: C-12-F-46]
●
Describe the
chemical processes of addition and condensation polymerization and the
differences between them. Examples include
addition polymers such as poly(ethene) and poly(chloroethene),
PVC,
polyesters (from reactions of diol and dicarboxylic or dioyl
acid, and from hydroxycarboxylic acid),
polyamides (from reactions of a diamine and a dicarboxylic acid
or dioyl chloride, of an aminocarboxylic acid, or between amino acids)
[SLO: C-12-F-47]
●
identify the polymer
formed, the monomer present in a section of polymer, and classify them as one
of the two polymers.
[SLO: C-12-F-48]
●
Deduce the repeat
unit of a polymer obtained from a given monomer or pair of monomers and
identify the monomers present in a given section of a polymer molecule.
[SLO: C-12-F-49]
●
Predict the type of
polymerization reaction for a given monomer or pair of monomers, and explain
the challenges associated with the disposal of non-biodegradable polymers.
[SLO: C-12-F-50]
●
recognise that
poly(alkenes) are chemically inert and can therefore be difficult to
biodegrade
[SLO: C-12-F-51]
●
recognise that some
polymers can be degraded by the action of light
[SLO: C-12-F-52]
●
recognise that
polyesters and polyamides are biodegradable by acidic and alkaline hydrolysis
|
|
Standard:
(Organic Synthesis)
The students
will be able to:
Identify and
name common organic functional groups and their physical and chemical
properties.
Demonstrate
understanding of the basic mechanisms of common organic reactions of
functional groups.
Design a
synthetic route for simple organic compounds using reagents and reaction
conditions.
Perform
basic retro-synthetic analysis to deduce the starting materials for the
synthesis of a target molecule.
Evaluate the
feasibility and efficiency of synthetic routes for the preparation of target
molecules.
|
|
N/A
|
Benchmark 1:
Understand that different functional groups react differently and how they
interconvert including how to synthesize one organic compound of a functional
group from another.
|
|
N/A
|
N/A
|
[SLO: C-11-F-57]
●
Understand the
concept of organic synthesis and functional group interconversions.
[SLO: C-11-F-58]
●
Identify organic
functional groups using the reactions in the syllabus.
[SLO: C-11-F-59]
●
Predict properties
and reactions of organic molecules based on functional group presence.
[SLO: C-11-F-60]
●
Devise multi-step
synthetic routes for preparing organic molecules using the reactions in the
syllabus.
[SLO: C-11-F-61]
●
Analyze a given
synthetic route in terms of type of reaction and reagents used for each step
of it, and possible by-products.
[SLO: C-11-F-62]
●
Understand the
concept of retro-synthesis and its application in organic synthesis.
|
[SLO: C-12-F-53]
●
Understand the
concept of organic synthesis and functional group interconversions.
[SLO: C-12-F-54]
●
Identify organic
functional groups using the reactions in the syllabus.
[SLO: C-12-F-55]
●
Predict properties
and reactions of organic molecules based on functional group presence.
[SLO: C-12-F-56]
●
Devise multi-step
synthetic routes for preparing organic molecules using the reactions in the
syllabus.
[SLO: C-12-F-57]
●
Analyze a given
synthetic route in terms of type of reaction and reagents used for each step
of it, and possible by-products.
[SLO: C-12-F-58]
●
Understand the
concept of retro-synthesis and its application in organic synthesis.
|
|
Standard:
Biochemistry (carbohydrates, proteins, fats, DNA, vitamins) Students should
be able to: Describe the structure and properties of carbohydrates, proteins,
and lipids, including their classification as monosaccharides, disaccharides,
polysaccharides, amino acids, peptides, and fatty acids.
Explain the
metabolic pathways and functions of carbohydrates, proteins, and lipids in
living organisms, including energy storage and transfer, structural support,
and regulatory roles.
Describe the
structure and function of DNA and RNA, including the role of DNA in genetics
and the mechanism of transcription and translation.
Discuss the
importance of vitamins and minerals in human nutrition, including their role
in metabolic processes and the consequences of deficiencies.
Apply the
concepts of biochemistry to understand the molecular basis of biological
processes, diseases, and treatments.
|
|
Benchmark 1:
Identify and draw the structure and function of carbohydrates, proteins,
fats, DNA and vitamins in biological systems.
|
Benchmark 1:
Explain the structures of different biochemical compound, their reactions and
role inside living organisms.
|
|
N/A
|
[SLO: C-10-F-47]
●
Describe proteins as
natural polyamides and that they are formed from amino acid monomers with the
general structure
[SLO: C-10-F-48]
●
Describe and draw
the structure of proteins
[SLO: C-10-F-49]
●
Explain the sources,
use and structure of proteins, lipids and carbohydrates
[SLO: C-10-F-50]
●
Describe the
importance of nucleic acids
[SLO: C-10-F-51]
●
Describe and explain
vitamins, their sources and their importance to health
[SLO: C-10-F-52]
●
Identify
applications of biochemistry in testing (blood test, pregnancy test, cancer
screening, parental genetic testing), genetic engineering, gene therapy and
cloning
|
|
[SLO: C-12-F-59]
●
Explain the basis of
classification and structure-function relationship of Carbohydrates
[SLO: C-12-F-60]
●
Explain the role of
various Carbohydrates in health and diseases
[SLO: C-12-F-61]
●
Identify the
nutritional importance and their role as energy storage
[SLO: C-12-F-62]
●
Explain the basis of
classification and structure-function relationship of proteins
[SLO: C-12-F-63]
●
Describe the role of
various proteins in maintaining body functions and their nutritional
importance
[SLO: C-12-F-64]
●
Describe the role of
enzyme as biocatalyst and relate this role to various functions such as
digestion of food
[SLO: C-12-F-65]
●
Identify factors
that affect enzyme activity such as effect of temperature and pH.
[SLO: C-12-F-66]
●
Explain the role of
inhibitors of enzyme catalyzed reactions
[SLO: C-12-F-67]
●
Describe the basis
of classification and structure-function relationship of lipids
[SLO: C-12-F-68]
●
Identify the
nutritional and biological importance of lipids
[SLO: C-12-F-69]
●
Identify the
structural components of DNA and RNA
[SLO: C-12-F-70]
●
Recognize the
structural differences between DNA polymer (double strand) and RNA (single
strand).
[SLO: C-12-F-71]
●
Relate DNA sequences
to its function as storage of genetic information
[SLO: C-12-F-72]
●
Relate RNA sequence
(transcript) to its role in transfer of information to protein (Translation)
[SLO: C-12-F-73]
●
Identify the
sources of minerals such as Iron, Calcium, Phosphorous and Zinc
[SLO: C-12-F-74]
●
Describe the role
of Iron, Calcium, Phoshorous and Zinc in nutrition
[SLO: C-12-F-75]
●
Explain why animals
and humans have large glycogen deposits for sustainable muscular activities.
Hibernating animals (polar bear, reptiles and amphibians) accumulate fat to
meet energy resources during hibernation
[SLO: C-12-F-76]
●
Identify complex
Carbohydrates which provide lubrication to elbow and Knee.
[SLO: C-12-F-77]
●
Describe fibrous
proteins from hair and silk
[SLO: C-12-F-78]
●
Explain how
Cholesterol and amino acid serve as hormones
[SLO: C-12-F-79]
●
Identify insulin as
a protein hormone whose deficiency leads to diabetes mellitus
[SLO: C-12-F-80]
●
Explain the role of
minerals in structure and function
[SLO: C-12-F-81]
●
Identify Calcium as
a requirement for coagulation
[SLO: C-12-F-82]
●
Identify how milk
proteins can be precipitated by lowering the pH using lemon juice
|
|
Domain G:
Lab and Analysis Skills
|
|
Standard:
(Analytical Techniques) Students should be able to: Understand the principles
of different analytical techniques and methods, including spectroscopy,
chromatography, and electrochemistry.
Perform
experimental procedures and techniques accurately and safely, using
appropriate equipment and instruments.
Analyze and
interpret data from experiments, using mathematical and statistical tools as
needed.
Evaluate the
accuracy and precision of data, and identify sources of error and uncertainty
in the experimental results.
Communicate
experimental results clearly and effectively, using appropriate graphical and
written formats.
|
|
Benchmark 1:
Explain the basic principles of common analytical techniques, including
gravimetric analysis, titration, and spectrophotometry, and their
applications in determining the identity and quantity of chemical compounds.
|
N/A
|
|
[SLO: C-09-G-01]
●
analyze mass spectra
in terms of m/e values and isotopic abundances (knowledge of the working of
the mass spectrometer is not required)
[SLO: C-09-G-02]
●
calculate the
relative atomic mass of an element given the relative abundances of its
isotopes, or its mass spectrum
[SLO: C-09-G-03]
●
understand the
applications of spectroscopy including chemical combination of stellar bodies
|
[SLO: C-10-G-01]
●
describe radiocarbon
dating as an important analytical technique with application in calculating
age of an object containing organic substance (detailed working is not
required but students should be able to determine age of a sample given
relevant data)
[SLO: C-10-G-02]
●
describe
transmission electron microscopy as a major analytical tool with applications
in cancer research, nanotechnology, understanding pollution and
semiconductors (detailed understanding of working principles or terminologies
is not required but students should know and appreciate the significance of
this technology)
|
N/A
|
N/A
|
|
|
|
|
|
|
Standard:
(Separation Techniques) Students should be able to: Understand the principles
of different separation techniques and methods, including chromatography,
distillation, and extraction.
Perform
experimental procedures and techniques accurately and safely, using
appropriate equipment and instruments.
Analyze and
interpret data from experiments, using mathematical and statistical tools as
needed.
Evaluate the
efficiency and selectivity of different separation techniques for specific
mixtures, and choose the appropriate technique for a given problem.
Communicate
experimental results clearly and effectively, using appropriate graphical and
written formats.
|
|
Benchmark 1:
Describe the principles and process of separation techniques in chemistry
such as chromatography, distillation, and crystallization, and explain how
each technique is used to separate mixtures based on their physical and
chemical properties.
|
N/A
|
|
[SLO: C-09-G-04]
●
Experimental design
[SLO: C-09-G-05]
●
Name appropriate
apparatus for the measurement of time, temperature, mass and volume,
including:
a.
stopwatches
b.
thermometers
c.
balances
d.
burettes
e.
volumetric pipettes
f.
measuring cylinders
g.
gas syringes
[SLO: C-09-G-06]
●
Suggest advantages
and disadvantages of experimental methods and apparatus
[SLO: C-09-G-07]
●
Describe a:
a)
solvent as a
substance that dissolves a solute
b)
solute as a
substance that is dissolved in a solvent
c)
solution as a
mixture of one or more solutes dissolved in a solvent
d)
saturated solution
as a solution containing the maximum concentration of a solute dissolved in
the
e)
solvent at a
specified temperature
f)
residue as a
substance that remains after evaporation, distillation, filtration or any
similar process
g)
filtrate as a liquid
or solution that has passed through a filter
Chromatography
[SLO: C-09-G-08]
●
Describe how paper
chromatography is used to separate mixtures of soluble substances, using a
suitable solvent
[SLO: C-09-G-09]
●
Describe the use of
locating agents when separating mixtures containing colorless substances.
Knowledge of specific locating agents is not required
[SLO: C-09-G-10]
●
Interpret simple
chromatograms to identify:
a)
unknown substances
by comparison with known substances
b)
pure and impure
substances
[SLO: C-09-G-11]
●
State and use the
equation for Rf
a)
Separation and
purification
[SLO: C-09-G-12]
●
Describe and explain
methods of separation and purification using:
a)
a suitable solvent
b)
filtration
c)
crystallisation
d)
simple distillation
e)
fractional
distillation
[SLO: C-09-G-13]
●
Suggest suitable
separation and purification techniques, given information about the
substances involved, and their usage in daily life
[SLO: C-09-G-14]
●
Identify substances
and assess their purity using melting point and boiling point information
|
N/A
|
N/A
|
N/A
|
|
Standard:
(Qualitative Analysis) Students should be able to: Understand the principles
of qualitative analysis, including the use of reagents and reaction tests to
identify unknown substances.
Perform
experimental procedures and techniques accurately and safely, using
appropriate equipment and instruments.
Analyze and
interpret data from experiments, using logical reasoning and inferential
thinking to deduce the identity of unknown substances.
Evaluate the
reliability and validity of experimental results, and identify sources of
error and uncertainty in the analysis.
Communicate
experimental results clearly and effectively, using appropriate graphical and
written formats, and draw conclusions about the identity of unknown
substances.
|
|
Benchmark 1:
Demonstrate understanding of the principles and applications of various
qualitative analysis techniques, including observation, precipitation,
oxidation-reduction, and complexation reactions.
|
N/A
|
|
[SLO: C-09-G-15]
●
Identification of
ions and gases
[SLO: C-09-G-16]
●
Describe tests to
identify the gases:
a.
ammonia, NH3,
using damp red litmus paper
b.
carbon dioxide, CO2,
using limewater
c.
chlorine, Cl2,
using damp litmus paper
d.
hydrogen, H2,
using a lighted splint
e.
oxygen, O2,
using a glowing splint
f.
sulfur dioxide, SO2,
using acidified aqueous potassium manganate(VII)
[SLO: C-09-G-17]
●
Describe the use of
a flame test to identify the cations:
a)
lithium, Li+
b)
sodium, Na+
c)
potassium, K+
d)
calcium, Ca2+
e)
barium, Ba2+
f)
copper(II), Cu2+
|
N/A
|
N/A
|
N/A
|
|
Benchmark 2:
Evaluate the results of qualitative analysis experiments, including
interpretation of data, accuracy and precision of results, and identification
of errors and sources of error.
|
N/A
|
|
N/A
|
Acid–base tritrations
[SLO: C-10-G-03]
●
Describe an
acid–base titration to include the use of a:
a. burette
b. volumetric pipette
c. suitable indicator
[SLO: C-10-G-04]
●
Describe how to
identify the end-point of a titration using an indicator
Identification of ions
and gases
[SLO: C-10-G-05]
●
Describe tests to
identify the anions:
carbonate by reaction with dilute acid and then testing for
carbon dioxide gas
chloride, bromide and iodide , by acidifying with dilute nitric
acid then adding aqueous silver nitrate
nitrate by reduction with aluminum foil and aqueous sodium
hydroxide and then testing for ammonia gas
sulfate by acidifying with dilute nitric acid then adding
aqueous barium nitrate
sulfite by reaction with acidified aqueous potassium
manganate(VII)
[SLO: C-10-G-06]
●
Describe tests using
aqueous sodium hydroxide and aqueous ammonia to identify the aqueous cations:
aluminum, Al3+
ammonium, NH4+
calcium, Ca2+
chromium(III), Cr3+
copper(II), Cu2+
iron(II), Fe2+
iron(III), Fe3+
zinc, Zn2+
|
●
N/A
|
N/A
|
|
Standard:
(Combustion Analysis) Students will be able to:
Accurately
measure the mass of a sample before and after combustion.
Properly set
up and use a combustion apparatus for the analysis of a sample.
Interpret
and analyze data collected from the combustion reaction to determine the
empirical formula and percent composition of the sample.
Evaluate the
accuracy and precision of the results obtained from the combustion analysis.
Communicate
the results and conclusions from the combustion analysis using appropriate
chemical terminology and conventions.
|
|
N/A
|
Benchmark 1:
|
|
|
N/A
|
N/A
|
[SLO: C-11-G-01]
●
Solve simple
problems involving combustion analysis
|
N/A
|
|
Standard:
(Mass Spectrometry)
The students
will be able to:
Interpret
mass spectra and identify isotopes based on their m/e values and relative
abundances
Determine
the atomic mass of an element from its isotopic composition and mass spectrum
Analyze the
molecular mass of organic compounds by analyzing the molecular ion peak in a
mass spectrum
Predict the
identity of fragmented molecules in a given mass spectrum
Determine
the number of carbon atoms in a compound using the M +peak and the formula n
=10× (abundance of M +ion) / (1.× abundance of M + ion)
|
|
N/A
|
Benchmark 1:
Understand how mass spectrometers can help separate different atoms including
isotopes based on their e/m values and identify molecules based on their
masses while looking at their mass spectra.
|
|
N/A
|
N/A
|
[SLO: C-11-G-02]
●
analyse mass spectra
in terms of m/e values and isotopic abundances (knowledge of the working of
the mass spectrometer is not required)
[SLO: C-11-G-03]
●
calculate the
relative atomic mass of an element given the relative abundances of its
isotopes, or its mass spectrum
[SLO: C-11-G-04]
●
deduce the molecular
mass of an organic molecule from the molecular ion peak in a mass spectrum
[SLO: C-11-G-05]
●
suggest the identity
of molecules formed by simple fragmentation in a given mass spectrum
[SLO: C-11-G-06]
●
deduce the number of
carbon atoms, n, in a compound using the M +peak and the formula n =10×
(abundance of M+ ion) / (1× abundance of M+ ion)
[SLO: C-11-G-07]
●
deduce the presence
of bromine and chlorine atoms in a compound using the M+ peak
|
N/A
|
|
Standard:
(Spectroscopy)
The students
will be able to:
Describe the
principles of spectroscopy and relate it to the interaction of
electromagnetic radiation with matter.
Analyze
spectra to determine the presence and concentration of chemical species.
Explain the
relationship between the absorption/emission spectrum of a substance and its
electronic structure.
Compare and
contrast different types of spectroscopy (e.g. infrared, ultraviolet-visible,
nuclear magnetic resonance).
Use
spectroscopic techniques to identify unknown compounds in a mixture.
|
|
N/A
|
Benchmark 1:
Understand how Spectroscopy works and can be used to identify different
functional groups and structures of compounds and explain how emission and
absorption spectra work.
|
|
N/A
|
N/A
|
[SLO:
C-11-G-08]
●
analyse an infrared
spectrum of a simple molecule to identify functional groups (see the Data
section for the functional groups required)
[SLO: C-11-G-09]
●
Determine structures
of phenol, toluene, acetone and ethanol from its IR spectrum.
[SLO: C-11-G-10]
●
Predict whether a
given molecule will absorb in the UV/visible region.
[SLO: C-11-G-11]
●
Predict the color of
a transition metal complex from its UV/visible spectrum.
[SLO: C-11-G-12]
●
Define and explain
atomic emission and atomic absorption spectrum.
|
N/A
|
|
Standard:
(NMR)
The students
will be able to:
Describe the
basic principles of NMR spectroscopy and explain how it is used to determine
the structure of organic molecules
Distinguish
between the different types of NMR spectra and interpret the information they
provide
Use NMR
spectra to determine the number and type of carbon atoms in an organic
molecule
Explain how
carbon-1NMR spectra provides unique information about the structure of
organic molecules.
Analyze
carbon-1NMR spectra to deduce the structure of simple organic compounds and
recognize common spectral patterns in the spectra of different types of
compounds.
|
|
N/A
|
Benchmark 1:
Explain how NMR can be used to identify the compounds present and help
ascertain its structure in addition to deducing the relative number numbers
of different types of protons present inside a molecule.
|
|
N/A
|
N/A
|
N/A
|
[SLO: C-12-G-01]
●
Understand and
analyze the different environments of carbon atoms present in a simple
molecule using a carbon-1NMR spectrum.
[SLO: C-12-G-02]
●
Use a carbon-13 NMR
spectrum to deduce possible structures of a simple molecule.
[SLO: C-12-G-03]
●
Predict the number
of peaks in a carbon-13 NMR spectrum for a given molecule.
[SLO: C-12-G-04]
●
Understand and
analyze the different environments of protons present in a simple molecule
using a proton (1H) NMR spectrum.
[SLO: C-12-G-05]
●
Use a proton (1H)
NMR spectrum to deduce relative numbers of each type of proton present, the
number of equivalent protons on the carbon atom adjacent to the one to which
the given proton is attached, and possible structures of a simple molecule.
|
|
Standard:
(Chromatography)
The students
will be able to:
Define
chromatography and explain the principles of its different types including
paper chromatography, column chromatography, thin layer chromatography, and
gas chromatography.
Analyze the
results of a chromatography experiment, including identifying spots or peaks
and determining their relative sizes and positions.
Design and
execute chromatography experiments to separate mixtures of compounds based on
their physical and chemical properties including the interpretation of Rf
values.
Identify any
unknown materials in the mixture and determine its quantity.
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N/A
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Benchmark 1:
Understand how chromatography works and how one can separate different
components of a mixture.
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N/A
|
N/A
|
N/A
|
[SLO: C-12-G-06]
●
Explain the
principles and applications of thin-layer chromatography and gas/liquid
chromatography in forensic chemistry and analysis of unknown materials.
[SLO: C-12-G-07]
●
Identify and
interpret Rf values and retention times in chromatograms to determine the
composition of a mixture.
[SLO: C-12-G-08]
●
Understand the
importance of selecting the appropriate stationary and mobile phases in
chromatography and their impact on the separation of compounds.
[SLO: C-12-G-09]
●
Describe the use of
mass spectrometry in combination with chromatography for identifying and
quantifying small amounts of unknown materials in forensic analysis.
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Standard:
(Materials)
The students
will be able to:
Describe the
properties of various materials, including metals, polymers, ceramics, and
composites, and explain how these properties are related to the structure of
the material.
Discuss the
extraction of materials from natural sources and the environmental impact of
these processes.
Predict the
outcome of chemical reactions involving materials, including
oxidation-reduction reactions, precipitation reactions, and acid-base reactions.
Evaluate the
sustainability of recycling processes for various materials, including the
energy and material inputs required, as well as the environmental impacts of
these processes.
Assess the
toxicity of materials and the effects of exposure on human health and the
environment, and recommend measures to reduce these impacts.
Explain the
principles and applications of X-ray crystallography, including the
determination of crystal structures, the analysis of crystal defects, and the
design of new materials with desired properties.
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N/A
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Benchmark 1:
Explain the properties of different materials, their extraction techniques,
uses and effects on the atmosphere.
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N/A
|
N/A
|
N/A
|
[SLO: C-12-G-10]
●
Understand the
properties of different materials and how they can be applied to desired
structures.
[SLO: C-12-G-11]
●
Explain the process
of extracting metals from ores and alloying them to achieve desired
characteristics.
[SLO: C-12-G-12]
●
Understand the
mechanism of catalysts and how they increase the rate of a reaction while
remaining unchanged at the end.
[SLO: C-12-G-13]
●
Explain the
challenges associated with recycling and toxicity of some materials produced
through materials science.
[SLO: C-12-G-14]
●
Explain the use of
X-ray crystallography in analyzing structures.
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|
Standard:
(Energy)
The students
will be able to:
Compare and
contrast the different energy sources based on their availability,
efficiency, and environmental impact.
Analyze the
extraction, processing, and utilization of fossil fuels, including their
effects on the environment and human health.
Evaluate the
advantages and disadvantages of nuclear energy, including the impact on the
environment and safety concerns.
Evaluate the
potential of solar energy as a sustainable source of energy and analyze the
feasibility of its implementation.
Analyze
energy consumption patterns and develop strategies to reduce energy waste and
increase energy efficiency.
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N/A
|
Benchmark 1:
Understand the use of different sources of energy, their properties and
reusability and explain the effect of these sources on the atmosphere.
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|
N/A
|
N/A
|
[SLO: C-11-G-13]
●
Understand the
difference between petrochemical and chemicals derived from them, and
identify the various raw materials for the petrochemical industry.
[SLO: C-11-G-14]
●
Explain the process
of fractional distillation and refining of petroleum, and identify the
important fractions.
[SLO: C-11-G-15]
●
Describe the basic
building block processes in petrochemical technology, and explain the
petrochemical process technology.
[SLO: C-11-G-16]
●
List some major
petrochemicals, and understand the importance of petrochemicals in the modern
world.
[SLO: C-11-G-17]
●
Understand the
energy density and specific energy of different energy sources, and explain
the efficiency of energy transfer.
[SLO: C-11-G-18]
●
Understand the
formation, properties, and uses of fossil fuels, and explain the importance
of fossil fuels in the modern world.
[SLO: C-11-G-19]
●
Understand the
mechanism and importance of nuclear fusion and fission, and explain the
importance of nuclear energy in the modern world.
[SLO: C-11-G-20]
●
Understand the
importance and mechanism of solar energy, and explain the importance of
renewable energy in the modern world.
[SLO: C-11-G-21]
●
Understand the
environmental impact of energy consumption, particularly in relation to
global warming, and be able to explain the importance of reducing carbon
footprint and moving towards sustainable energy sources.
[SLO: C-11-G-22]
●
Apply their
knowledge of energy sources and their properties to critically evaluate the
advantages and disadvantages of different energy sources and make informed
decisions about energy consumption.
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N/A
|
|
Standard:
(Medicine)
The students
will be able to:
Explain the
concept of therapeutic index and therapeutic window, and how it affects drug
efficacy and safety.
Analyze the
mechanisms of action of commonly used medications such as aspirin,
penicillin, and opiates.
Evaluate the
pH regulation of the stomach and its impact on drug absorption.
Evaluate the
uses and limitations of antiviral medications.
Analyze the
trade-off between the benefits and potential side effects of different
medications.
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N/A
|
Benchmark 1:
Identify common drugs used in medicines and their reactivity inside the
bodies of living organisms. Understand how these drugs bind to different
receptors and affect their performance.
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N/A
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N/A
|
N/A
|
[SLO: C-12-G-15]
●
Understand the
concept of therapeutic index and therapeutic window in relation to drug
administration and be able to calculate the same
[SLO: C-12-G-16]
●
Understand the
mechanism of action and uses of Aspirin and Penicillin and explain the
chemical structure of the same
[SLO: C-12-G-17]
●
Understand the
mechanism of action of Opiates and the concept of opioid receptors in the
brain
[SLO: C-12-G-18]
●
Understand the pH
regulation of stomach and the concept of non-specific reactions and active
metabolites
[SLO: C-12-G-19]
●
Understand the
challenges in treating viral infections with drugs and the concept of
Antiviral medications.
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|
Standard:
(Agriculture)
The students
will be able to:
Describe the
chemistry of fertilizers and its impact on plant growth and soil health.
Evaluate the
benefits and risks of using pesticides in agriculture, including their
effects on the environment and human health.
Analyze the
impact of acid rain on soil and plant growth, and explain ways to mitigate
its effects.
Describe the
basic principles and applications of genetic engineering in agriculture,
including the use of transgenic crops.
Assess the role
of temperature in crop growth and development, and explain how changes in
temperature can impact crop yields and quality.
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N/A
|
Benchmark 1:
Identify the chemical nature of majorly used compounds in agriculture
including those in fertilizers and pesticides, their positive and negative
effects on crops and their reactivity based on external conditions like
temperature and moisture.
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|
N/A
|
N/A
|
N/A
|
[SLO: C-12-G-20]
●
understand the
chemical composition and function of different types of fertilizers,
including their role in providing essential nutrients to crops and the impact
of their application on soil health.
[SLO: C-12-G-21]
●
identify the
different types of pesticides used in agriculture and describe their mode of
action, including the potential benefits and risks associated with their use.
[SLO: C-12-G-22]
●
understand the
chemical reactions that occur when acid rain falls on crops and soil and the
effects it has on crop growth, including nutrient uptake and crop yield.
[SLO: C-12-G-23]
●
understand the
basics of genetic engineering and how it is used in agriculture, including
the development of genetically modified crops and the potential benefits and
risks associated with their use.
[SLO: C-12-G-24]
●
understand how
changes in temperature, precipitation, and extreme weather events can affect
crop growth and yield, including the potential for crop failures and food
shortages, as well as the potential to develop new crop varieties that are
more resilient to changing climate conditions.
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|
Standard:
(Industry)
The students
will be able to:
Analyze the
impact of industrial processes on the environment and human health
Evaluate the
sustainability of different industrial processes based on energy consumption,
waste generation and material use.
Describe the
role of chemistry in key industrial sectors such as petrochemical,
pharmaceutical and materials manufacturing.
Analyze the
use of catalysts and reaction optimization in industrial processes.
Discuss the
challenges and opportunities in using renewable raw materials and alternative
energy sources in industrial processes.
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N/A
|
Benchmark 1:
Describe industrial use of chemical compounds for manufacturing, and
elaborate on the reactions of various industrially used chemicals.
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|
N/A
|
N/A
|
N/A
|
[SLO: C-12-G-25]
●
Understand the
importance and significance of industrial chemistry in various industries
such as manufacturing, energy, healthcare, and environmental protection.
[SLO: C-12-G-26]
●
Describe the
chemical processes involved in industrial production, including addition and
condensation polymerization, and the properties and uses of resulting
materials.
[SLO: C-12-G-27]
●
Identify the raw
materials and resources used in industrial chemistry, including those readily
available in the context of Pakistan.
[SLO: C-12-G-28]
●
Explain the
applications of industrial chemistry in industries such as petrochemical,
cosmetics, cement, food production and more.
[SLO: C-12-G-29]
●
Elaborate on the
safety measures and precautions necessary in industrial chemical processes
and facilities.
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|
Domain H:
Chemistry in Context
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|
Standard:
Students should be able to: Explain the chemical processes involved in the
digestion, absorption, and metabolism of food, and the role of nutrients in
maintaining health and energy.
Describe the
chemical properties and reactions of major food components, including
carbohydrates, proteins, lipids, vitamins, and minerals.
Evaluate the
nutritional content and quality of different food sources, and make informed
choices about diet and nutrition.
Explain the
chemical processes involved in the production and consumption of energy,
including combustion, oxidation, and reduction reactions.
Describe the
properties and composition of different types of fuels, including fossil
fuels (coal, oil, natural gas) and alternative fuels (biofuels, hydrogen, etc.).
Evaluate the
energy content and efficiency of different fuels, and compare their
advantages and disadvantages.
Analyze the
impact of fuel combustion on the environment, including greenhouse gas
emissions, air and water pollution, and resource depletion.
Evaluate the
sustainability of different fuel sources, and consider the implications of
energy production and consumption on the global energy market.
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|
Benchmark 1:
Understanding the role of macronutrients (carbohydrates, proteins, fats) in
providing energy to the body and their sources in food.
|
N/A
|
|
Nutrition
[SLO: C-09-H-01]
●
Understand the
importance and basics of nutrition and healthy eating
[SLO: C-09-H-02]
●
Describe main
biomolecules; carbohydrates, proteins, lipids and nucleic acids, as polymers
and identify their monomers, their sources, and required daily intake for
young adults
[SLO: C-09-H-03]
●
Understand
carbohydrates as a source of energy
|
N/A
|
N/A
|
N/A
|
|
Benchmark 2:
Describe the composition and properties of various energy fuels, such as
coal, oil, natural gas, and biofuels and explain the chemical reactions
involved in the combustion of energy fuels
|
N/A
|
|
N/A
|
Energy
[SLO: C-10-H-01]
●
Name fossil fuels;
coal, natural gas and petroleum
[SLO: C-10-H-02]
●
Name methane as main
constituent of natural gas
[SLO: C-10-H-03]
●
State that petroleum
is a mixture of hydrocarbons, compounds containing hydrogen and carbon only
[SLO: C-10-H-04]
●
Describe separation
of petroleum into useful fraction by fractional distillation
[SLO: C-10-H-05]
●
Describe how the
properties of fractions obtained from petroleum change from the bottom to the
top of the fractionating column, limited to:
a. decreasing chain length
b. higher volatility
c. lower boiling points
d. lower viscosity
[SLO: C-10-H-06]
●
Name the uses of the
fractions as:
a. refinery gas fraction for gas used in
heating and cooking
b. gasoline /petrol fraction for fuel used
in cars
c. naphtha fraction as a chemical feedstock
d. kerosene /paraffin fraction for jet fuel
e. diesel oil/ gas oil fraction for fuel
used in diesel engines
f. fuel oil fraction for fuel used in ships
and home heating systems
g. lubricating oil fraction for lubricants,
waxes and polishes
h. bitumen fraction for making roads
[SLO: C-10-H-07]
●
State that
hydrogen-oxygen fuel cell uses hydrogen and oxygen to produce electricity
with water as the only chemical product
[SLO: C-10-H-08]
●
Describe the
advantages and disadvantages of using hydrogen–oxygen fuel cells in
comparison with gasoline /petrol engines in vehicles
[SLO: C-10-H-09]
●
Understand how
respiration (aerobic and anaerobic), an exothermic process, provides energy
for biological systems and lipids as reserve stores of energy.
[SLO: C-10-H-10]
●
Describe and explain
how electrovoltaic cells convert chemical energy from redox reactions to
electrical energy using Cu-Zn galvanic cell as an example
[SLO: C-10-H-11]
●
Identify
photovoltaic cells as a sustainable way to meet energy demands using
photovoltaic principle
●
Understand the
concept of carbon footprint and describe ways in which it can be reduced for
people and organizations
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N/A
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N/A
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