School: Vincent Massey High School
Year & Semester: 2014-15 – Semester 1
Teacher: Mr. A. Dyson
Room Number: 50
Chemistry 30S Course Outline
This Chemistry 30S course outline provides an overview of the course content &
evaluation requirements for regular programming as per Brandon School Division’
Student Assessment Policy & Vincent Massey High School requirements.
Course Description: Chemistry 30S is designed to develop in students a level of
literacy essential for effective analysis and understanding of chemistry in the classroom,
laboratory and the community. This course will build on the chemistry knowledge, skills
and attitudes acquired in Science 20F/20FA while addressing more advanced topics in
chemical structures, properties and reactions.
General Learning Outcomes:
The Chemistry 30S Curriculum will allow students to:
 Develop an understanding of the basic principles of physical science.
 Develop critical thinking and problem solving abilities.
 Develop the skills and processes of scientific inquiry.
 Develop and understanding of the interconnecting ideas and principles that
transcend and unify the natural science disciplines.
 Attain the level of scientific awareness essential for all citizens in a scientific
literate society.
 Make informed decisions about further studies and careers in science.
 Develop positive attitudes towards science.
 Develop an understanding and an appreciation of the effect technology has on
society.
Course Evaluation Structure (approximate):
 Unit Tests: 40%
 Assignments, Labs, and Projects: 35%
 Final Exam: 25% (comprised of 2 sections: lab (5%), and written (20%))
Tests will strongly feature the applications of the content in each unit. Your final exam
will strongly emphasize the many connections between different topics.
My expectations for you are high but fair. If you start to fall behind for any reason
you must see me to make a recovery plan. You will be held responsible for
catching up work by the agreed deadline. See Student Responsibility Guidelines
for Assessment and Evaluation at the end of this outline.
Resources: Text: Chemistry a First Course, Computer Probeware, Internet and other
resources as selected by instructor.
Course Final Standing
All term marks earned in Chemistry 30S are weighted according to the value of the test,
lab, assignment etc. These marks are cumulative throughout the entire course.
Unit Descriptions
The topics listed below are those prescribed by the Manitoba Department of Education.
These topics may not be addressed in the sequence described. Some topics may be
incorporated into one or more units.
Unit 1: Physical Properties of Matter
Approximate Instructional Time for Unit of Study: 2 weeks
Learning Outcomes:
 Describe the properties of gases, liquids, solids, and plasma
 Use Kinetic Molecular Theory (KMT) to explain properties of gases.
 Explain the properties of liquids and solids using the KMT.
 Explain the processes of melting, solidification, and deposition in terms of the
KMT.
 Use the KMT to explain the process of evaporation and condensation.
 Operationally define vapour pressure in terms of observable and measurable
properties.
 Operationally define normal boiling temperature in terms of vapour pressure.
 Interpolate and extrapolate the vapour pressure and boiling temperature of
various substances from pressure verses temperature graphs.
Unit 2: Gases and the Atmosphere
Approximate Instructional Time for Unit of Study: 3 weeks
Learning Outcomes:
 Identify the abundances of the naturally occurring gases in the atmosphere and
examine how these abundances have changed over geologic time.
 Research Canadian and global initiatives to improve air quality.
 Examine the historical development of the measurement of pressure.
 Describe the various units used to measure pressure.
 Experiment to develop the relationship between pressure and volume of a gas
using visual, numerical and graphical representations.
 Experiment to develop the relationship between volume and temperature of a
gas using visual, numerical and graphical representations.
 Experiment to develop the relationship between pressure and temperature of a
gas using visual, numerical and graphical representations.
 Solve quantitative problems involving the relationships among pressure,
temperature and volume of a gas using dimensional analysis.
 Identify various industrial, environmental, and recreational applications of gases.
Unit 3: Chemical Reactions
Approximate Instructional Time for Unit of Study: 6 weeks
Learning Outcomes:
 Determine average atomic mass using isotopes and their relative abundance.
 Research the importance and applications of isotopes.














Write formulae and names for polyatomic compounds using IUPAC
nomenclature.
Calculate the mass of compounds in atomic mass units.
Write and classify balanced chemical equations from written descriptions of
reactions.
Predict the products of chemical reactions given the reactants and type of
reaction.
Describe the concept of the mole and its importance to measurement in
chemistry.
Calculate the molar mass of various substances.
Calculate the volume of a given mass of a gaseous substance from its density at
a given temperature and pressure.
Solve problems requiring inter-conversions between moles, mass, volume, and
number of particles.
Determine empirical and molecular formulas from percent composition or mass
data.
Interpret a balanced equation in terms of moles, mass, and volumes of gases.
Solve stoichiometric problems involving moles, mass, and volume, given the
reactants and products in a balanced chemical reaction.
Identify the limiting reactant and calculate the mass of product, given the reaction
equation and reactant data.
Perform a lab involving mass-mass or mass-volume relations, identify the limiting
reactant.
Discuss the importance of stoichiometry in industry and describe specific
applications.
Unit 4: Solutions
Approximate Instructional Time for Unit of Study: 3 weeks
Learning Outcomes:
 Describe and give examples of various types of solutions.
 Describe the structure of water in terms of electronegativity and the polarity of its
chemical bonds.
 Explain the solution process of simple ionic and covalent compounds, using
visual, particulate representations and chemical equations.
 Explain heat of solution with reference to specific applications.
 Perform a lab to illustrate the formation of solutions in terms of the polar and nonpolar nature of substances.
 Construct, from experimental data, a solubility curve of a pure substance in
water.
 Differentiate among saturated, unsaturated, and supersaturated solutions.
 Use a graph of solubility data to solve problems
 Explain how a change in temperature affects the solubility of gases
 Explain how a change in pressure affects the solubility of gases
 Perform a lab to demonstrate freezing-point depression and boiling-point
elevation
 Explain freezing-point depression and boiling-point elevation at the molecular
level.
 Differentiate among, and give examples of the use of various representations of
concentration.
 Solve problems involving calculation for concentration, moles, mass, and volume.





Prepare a solution given the amount of solute (in grams) and the volume of
solution (in mL) and determine the concentration in moles/liter.
Solve problems involving the dilution of solutions
Perform a dilution from a solution of known concentration.
Describe examples of situations where solutions of known concentration are
important.
Describe the process of treating a water supply, identifying the allowable
concentrations of metallic and organic species in water suitable for consumption.
Unit 5: Organic Chemistry
Approximate Instructional Time for Unit of Study: 3 ½ weeks
Learning Outcomes:
 Compare and contrast inorganic and organic chemistry.
 Identify the origins and major sources of hydrocarbons and other organic
compounds
 Describe the structural characteristics of carbon.
 Compare and contrast the molecular structures of alkanes, alkenes, and
alkynes.
 Differentiate between saturated and unsaturated hydrocarbons
 Name, draw and construct molecular models of the first ten alkanes.
 Name, draw and construct molecular models of branched alkanes
 Name, draw and construct molecular models of isomers for alkanes up to six
carbon atoms.
 Outline the transformation of alkanes to alkenes and vice versa.
 Name, draw and construct molecular models of alkenes and branched
alkenes
 Outline the transformation of alkenes to alkynes and vice versa.
 Name, draw and construct molecular models of alkynes and branched
alkynes
 Compare and contrast the structure of aromatic and aliphatic hydrocarbons.
 Describe practical uses of aromatic hydrocarbons
 Write formulas for and name common alcohols.
 Describe uses of methyl, ethyl and isopropyl alcohols.
 Write formulas for and name organic acids.
 Describe uses of common organic acids.
 Perform a lab involving the formation of esters, and examine the process of
esterification.
 Write formulas for and name esters.
 Describe uses of common esters.
 Describe the process of polymerization and identify important natural and
synthetic polymers.
 Describe how the products of organic chemistry have influenced quality of
life.
 Use the decision-making process to investigate an issue related to organic
chemistry.
Student Responsibility Guidelines for Assessment and Evaluation
Students actively engaged in their learning are the essence of the Brandon School Division’s mission of educating
the whole child.
The assessment, evaluation and reporting of student learning and achievement involves students, teachers,
principals, parents, superintendents and the Board of Trustees. It is the responsibility of professional educators to
assess, evaluate, and report on each student’s degree of engagement and resulting learning outcomes. Such
assessment, evaluation and reporting is a continuous and fundamental part of the student’s learning process.
Students are responsible for:





their own learning with the expertise, assistance and motivation of their teachers;
engaging individually and collectively in school/community learning opportunities;
improving their learning involvement
playing an active role in assessing their own learning
providing evidence of their learning within established timelines
The purpose of this document is to identify student responsibilities in assessment and evaluation practices,
provide clear guidelines and consequences so students can make informed decisions, and to provide structures
that improve the relationship between student learning and assessment.
All assessments and/or evaluations will be assigned a reasonable completion date by the classroom teacher.
When a student demonstrates negligence and/or disregard towards the assessment and/or evaluation due date,
the teacher can assign a “0” grade for the incomplete assessment and/or evaluation.
For a “0” grade to remain permanent on the student’s record for that unit of study, a teacher’s records will
demonstrate that he/she had advised the student and the parent/guardian that there was an opportunity to
complete the original assessment or an alternate assessment, but that it would have been penalized in accordance
to divisional guidelines.
Penalization for late assessments is as follows:




Grade 9 – 10%
Grade 10 – 15%
Grade 11 – 20%
Grade 12 – 25%
Example: Grade 10 student receives 80% for a late assessment. The penalty for the late assessment would be (80)
(0.15) = 12. The adjusted mark would be 80-12 = 68%.
Once the late assessment is marked, the penalized assessment mark will replace the “0” grade that was originally
assigned to the student by the teacher.
If the original or alternate assessment is not submitted by the new completion date or if the student refuses to
submit a required assessment, the “0” grade assigned to it will remain on the student’s evaluation records. The
“0” grade(s) will be calculated into the student’s final mark for the unit of study and will be used in the calculation
of the final grade of the course.