SCH3U Final Summative Concept Map

Matter mind map

by Bhatty Shayan

ZARA

by 기 장

Aviation Safety

by Fatima Embalo

RAMAS DE LA QUIMICA

by FRANKLKIN MURILO THERAN

I demonstrated that I can concisely present information in appropriate formats (charts, graphs, tables, etc.), using appropriate terminology.

I demonstrated that I can solve problems involving the ideal gas law.

I demonstrated that I can apply Dalton’s law of partial pressures.

I demonstrated that I can solve problems involving the combined gas law.

I demonstrated that I can solve problems involving Boyle’s law, Charles’s law, Gay-Lussac’s law.

Learning goal 3: solving quantitative problems by performing calculations based on Boyle’s law, Charles’s law, Gay-Lussac’s law, the combined gas law, Dalton’s law of partial pressures, and the ideal gas law

I demonstrated that I can graphically show the relationship between the pressure, volume, and temperature of a gas using Google Drawing.

Graph

I demonstrated that I can describe the relationship (direct or inverse) between temp & volume, temp & pressure and volume & pressure.

Unit 1 Test

Learning goal 2: determining, through inquiry, the quantitative and graphical relationships between the pressure, volume, and temperature of a gas

I demonstrated on this test that I am able to use the kinetic molecular theory to explain the properties and behaviour of gasses in terms of types and degrees of molecular motion.

I demonstrated that I am able to explain the distinction between an ideal gas and a real gas in a very simple way.

I demonstrated that I can define STP and SATP, molar volume, and ideal gas constant.

Learning goal 1: using appropriate terminology related to gasses and atmospheric chemistry, including, but not limited to: standard temperature, standard pressure, molar volume, and ideal gas

I showed that I can use stoichiometry and its flow charts to solve problems related to solutions and solubility.

Learning goal 5: use stoichiometry to solve problems involving solutions and solubility

I showed that I can write balanced double displacement reactions that result in the production of a precipitate and that I can use the solubility chart to predict the precipitate's production. I can also develop equations for balanced total and net ionic equations.

Learning goal 4: identifying, using a solubility table, the formation of precipitates in aqueous solutions and write balanced total and net ionic equations to represent precipitation and neutralization reactions

I can write balanced double displacement reactions that involve formation of a precipitate.

I can predict the formation of a precipitate using the solubility chart.

I can write balanced total and net ionic equations

Learning goal 3: solving problems related to the concentration of solutions by performing calculations involving moles, and express the results in various units

I can convert one concentration unit to another concentration unit

I can express the solution concentration in appropriate units.

I can use appropriate concentration formulas to solve word problems related to solution concentration.

I demonstrated that I could use hydrogen bonding to describe the characteristics of water. I also can use IMF’s to predict and explain the behaviour of ionic, polar and nonpolar covalent compounds in water.

Learning goal 2: describing the properties of water and use IMF’s to explain them.

I can describe the properties of water using hydrogen bonding.

I can use IMF’s to predict and explain the behaviour of ionic, polar and nonpolar covalent compounds in water.

I showed that I could define the various concepts used in this chapter. Additionally, I am capable of using them effectively when needed and understand how various factors affect a substance's solubility in water.

Learning goal 1: understanding the meaning and use appropriate terminology related to aqueous solutions and solubility, including, but not limited to: solute, solvent, concentration, solubility, precipitate, ionization, dissociation, pH, dilute, solute, and solvent.

I can explain the meaning of different terms used in this unit.

I can use them appropriately where required.

I can identify and use the impact of different factors on solubility of a substance in water.

Slides

I can assess the importance of quantitative accuracy in real life applications and their impact on the environment if accuracy is not observed.

I showed that I can evaluate daily things that need calculations and chemical amounts in the workplace, at home, and in the environment by a real life example; a bike.

Learning goal 6: analyzing and assessing processes that involve the use of chemical quantities and calculations and understand their importance in real life.

I can analyze the processes in the home, workplace and the environment that involve chemical quantities and calculations.

I demonstrated my ability to resolve word problems involving percent yield, actual yield, and theoretical yield on the Moles and Stoichiometry Unit Test.

I can solve word problems related to percent yield and describe factors that impact the yield.

Notes

These were the Moles and Stoichiometry Unit Test and some class notes, where I proved my ability to balance equations and apply my understanding of stoichiometry to solve problems. I also showed that I was able to find the limiting and excess reagents by using stoichiometry.

I can solve word problems involving stoichiometry, limiting and excess reagents

Learning goal 5: explaining the quantitative relationships in a balanced chemical equation and solve problems based on percentage yield and limiting reagents.

I was able to describe the difference between the empirical and molecular formulas and show that I understand how they relate to one another. This enables me to know the relationship between the two formulas.

In the first image, I showed that I can determine the empirical and molecular formulae of compounds using the data regarding their percent compositions. I also uploaded the Moles and Stoichiometry Unit Test because there were several questions about the empirical and molecular formulas on the multiple choice section that I answered correctly.

Moles and Stoichiometry Unit Test

I can calculate the empirical and molecular formulas of compounds based on the percent composition data.

I can explain the difference between empirical and molecular formulas.

Learning goal 4: explaining the relationship between the empirical formula and the molecular formula of a chemical compound and solve problems based on it.

I answered three difficult questions in this picture, asking me to determine the percentage composition of each element. I made this because I unexpectedly performed poorly on the Percent Composition Lab and I wanted to prove my ability to figure out the percent composition. With the use of molar mass, I showed that I could calculate the percent composition for each element.

I can use the appropriate formula to isolate the unknown quantity in Nx = n x NA and n = m/M. I can explain the meaning of each term - moles, molar mass, percent composition, limiting reagent, excess reagent and percent yield AND I can express each quantity using appropriate units.

I demonstrated that I can research and analyze the chemical reactions used in various industrial processes that can have an impact on the health and safety of local populations as well as I can assess the effectiveness of some applications of chlorine dioxide that are used to address social and environmental needs and problems which, as a result, helps me reach my learning goal.

In this lab, I have demonstrated my ability to determine the percent composition efficiently several times. Additionally, I demonstrated my ability to develop a conclusion based on my understanding, however I did not connect it to my experimental results. a room for improvement.

I have shown that I can explain the law of definite proportions, which aids me in achieving the big learning goal.

The Law of Constant Composition Lab

I can conduct an experiment to find the percent composition of a compound.

I can explain the law of definite proportions.

Learning goal 3: conducting an inquiry to calculate the percentage composition of a compound and understand the law of definite proportions.

I've demonstrated that, with the right units, I can answer word problems based on the formulae Nx = n x NA and n = m/M and apply the right formula to isolate the unknown amount.

I can solve word problems based on these formulas.

Notes

I can use the appropriate formula to isolate the unknown quantity in Nx = n x NA and n = m/M

Learning goal 2: describing the relationships and solving problems between Avogadro’s number, the mole concept, and the molar mass of any given substance.

I have shown that, by using the proper units, I am able to define each term, including moles, molar mass, percent composition, limiting reagent, excess reagent, and percent yield.

I can express each quantity using appropriate units.

I can explain the meaning of each term - moles, molar mass, percent composition, limiting reagent, excess reagent and percent yield.

Learning goal 1: understanding and using appropriate terminology related to quantities in chemical reactions, including, but not limited to: stoichiometry, percentage yield, molar mass limiting reagent, mole, and atomic mass.

In this lab, I demonstrated that I can carry out tests for products such as gasses (oxygen, hydrogen and carbon dioxide) as well as planned and conducted an inquiry to demonstrate different types of reactions. That helped me investigate different reactions by testing the products of each reaction.

I can plan and conduct an inquiry to demonstrate different types of reactions.

On the Unit 1 Gas Project, we, as a group, demonstrated that we can communicate our knowledge using a variety of means (oral, written, electronic presentations, videos etc.)

I can assess the effectiveness of some applications of chemical reactions that are used to address social and environmental needs and problems.

I can research and analyze the chemical reactions used in various industrial processes that can have an impact on the health and safety of local populations. AND I can assess the effectiveness of some applications of chemical reactions that are used to address social and environmental needs and problems.

https://docs.google.com/document/d/1X4CrJs_ssgEyIvkTtm7SvuQRVjQzfEwlSiWn8M9VPtQ/edit?usp=sharing

I was able to demonstrate that I have a solid understanding of the periodic trends, particularly the atomic radius in this screenshot, where I showed which elements are found at the main peaks and valleys on the graph as well as predicting the smallest and largest element on the periodic table.

I can analyze data pertaining to elements in the periodic table and identify trends.

I demonstrated that I can research and analyze the chemical reactions used in various industrial processes that can have an impact on the health and safety of local populations.

I can research and analyze the chemical reactions used in various industrial processes that can have an impact on the health and safety of local populations.

Learning goal 4: analyzing chemical reactions used in various industrial processes that can have an influence on the health and safety of local communities based on research.

In this lab, I demonstrated that I can carry out tests for products such as gasses (oxygen, hydrogen and carbon dioxide)

I can carry out tests for products such as gasses (oxygen, hydrogen and carbon dioxide)

Learning goal 3: investigating different reactions by testing the products of each reaction

In this lab, I showed that I could write formula equations and word equations based on the given description. Additionally, I predicted single displacement and double displacement reactions. I demonstrated my ability to distinguish between various types of reactions and to predict the result of chemical processes based on the kind of reactions. Finally, I also demonstrated that I can include the states of reactants and products in the equation.

Types of Reactions Lab

I demonstrated that I can write balanced formula equations and word equations based on the given description.

I can write balanced formula equations based on the given description.

I can write word equations based on the given description.

Learning goal 2: writing balanced chemical equations to represent different types of reactions using the IUPAC nomenclature system

I demonstrated that I understand the difference between a complete and incomplete combustion reaction.

I demonstrated that I can predict the results of a single displacement reaction using the activity series. Additionally, I can predict the results of a double displacement reaction using the solubility table.

I proved that I am able to distinguish between several sorts of reactions from given words or chemical equations and predict the final product of chemical reactions based on the type of reactions.

I can explain the difference between a complete and incomplete combustion reaction.

I can use the solubility chart to predict the products of a double displacement reaction.

I can use the activity series to predict the products of a single displacement reaction.

Class Notes

I can predict the products of chemical reactions based on the type of reactions.

I can identify different types of reactions from the given description or given chemical equations.

Learning goal 1: demonstrating an understanding of various types of chemical reactions

On the Unit 1 Gas Project, I demonstrated that I can properly cite and reference a variety of appropriate sources using APA formatting.

https://www.youtube.com/watch?v=moGSrv8MXks

I can communicate my knowledge using a variety of means (oral, written, electronic presentations, videos etc.)

Unit 1 Gas Project

I can properly cite and reference a variety of appropriate sources using APA formatting

Learning goal 5: communicating knowledge, research, and investigating planning, results, and analysis.

On this assignment, I was able to research and explain the environmental impacts of chlorine dioxide, and how they can be mitigated. I came to a conclusion that there are no significant environmental effects of this chemical.

On this assignment, I was able to research and analyze the physical properties of a quite harmful commonly used; chlorine dioxide, a disinfectant.

On this assignment, I was able to research and analyze the structure and chemical properties of a quite harmful commonly used; chlorine dioxide, a disinfectant.

I was able to demonstrate my knowledge of naming and writing the chemical formulas for binary ionic, polyatomic & variant compounds, covalent compounds, binary and oxyacids, and hydrates on this quiz.

On this practice package, I was able to demonstrate my mastery of naming and writing chemical formulae for mixed nomenclature problems that included 52 questions of binary ionic, polyatomic & variant compounds, covalent compounds, binary and oxyacids, and hydrates questions.

Mixed Nomenclature Practice Part A

Mixed Nomenclature Practice Part B

Nomenclature Quiz Part B

I was capable of demonstrating my understanding of covalent bonding by sketching Lewis structures and making models of molecules.

Covalent Bonding Activity

Nomenclature Quiz Part A

I was capable of demonstrating my understanding of ionic bonding by sketching Lewis structures and making models of molecules.

Learning goal 3: identifying, naming and providing chemical formulae for a variety of different compounds.

Ionic Bonding Activity

I can draw Lewis structures & build models to represent molecules.

I can explain the environmental impacts of using that substance, and how they can be mitigated.

I can research and analyze the structure and properties of a commonly used, but potentially harmful chemical substance (e.g. a pesticide, fertilizer, household cleaning product, material from electronic device/battery, etc.).

Learning goal 4: identifying societal, safety and environmental issues associated with a common chemical.

I was able to demonstrate that I have a solid understanding of electronegativity values to predict bond type.

I demonstrated the application of appropriate terminology related to the chemical bonding of the covalent substance "Chlorine dioxide."

I was able to demonstrate that I have a solid understanding of the periodic trends, particularly with electron affinity. I showed where chlorine and oxygen stand in terms of this trend and by what factors.

I was able to demonstrate that I have a solid understanding of the periodic trends, particularly with ionization energy. I showed where chlorine and oxygen stand in terms of this trend and by what factors.

I was able to demonstrate that I have a solid understanding of the periodic trends, particularly with electronegativity. I showed where chlorine and oxygen stand in terms of their electronegativity and by what factors.

I was able to demonstrate that I have a solid understanding of the periodic trends, particularly the atomic radius, where I showed where chlorine and oxygen stand in terms of their radius and by what factors.

I was able to demonstrate my comprehension of isotopes by determining the average mass of isotopes.

I was able to demonstrate that I recognize the periodic trends, specifically the atomic radius. I made a prediction regarding the order of increasing atomic radius and supported it with reasons. Also, I illustrated how the atomic radius trend relates to the shielding effect, nuclear charge, and electron shells.

I was able to demonstrate that I have a solid understanding of the periodic trends, particularly ionization energy and electron affinity. I made a prediction about the order of increasing ionization energy and supported it with justifications. Additionally, I showed that I can predict an element—in this case, Chlorine—just by understanding its surrounding trends.

These two responses come from the Unit 2 - Matter and Bonding Quest.

This response come from the Unit 2 - Matter and Bonding Quest.

I can use appropriate terminology related to chemical bonding.

Learning goal 2: explaining the structure, formation, and properties of ionic and covalent compounds.

Ionic, Polar Covalent or Non-Polar Covalent?

I can use electronegativity values to predict bond type (i.e. ionic, polar covalent and nonpolar covalent).

Learning goal 1: demonstrating an understanding of the periodic table and its trends.

Matter and Bonding - Quest 1

Commonly Used Chemicals Assignment

I can describe and explain general trends in the periodic table using electron arrangement and nuclear charge (e.g. ionization energy, electron affinity, electronegativity and atomic radius).

SCH3U Final Summative Concept Map

The text discusses the understanding and application of various chemistry concepts. It highlights the law of definite proportions, periodic trends such as ionization energy and electron affinity, and the ability to predict elements based on these trends.

Matter mind map

ZARA

Aviation Safety

RAMAS DE LA QUIMICA

I demonstrated that I can concisely present information in appropriate formats (charts, graphs, tables, etc.), using appropriate terminology.

I demonstrated that I can solve problems involving the ideal gas law.

I demonstrated that I can apply Dalton’s law of partial pressures.

I demonstrated that I can solve problems involving the combined gas law.

I demonstrated that I can solve problems involving Boyle’s law, Charles’s law, Gay-Lussac’s law.

Learning goal 3: solving quantitative problems by performing calculations based on Boyle’s law, Charles’s law, Gay-Lussac’s law, the combined gas law, Dalton’s law of partial pressures, and the ideal gas law

I demonstrated that I can graphically show the relationship between the pressure, volume, and temperature of a gas using Google Drawing.

Graph

I demonstrated that I can describe the relationship (direct or inverse) between temp & volume, temp & pressure and volume & pressure.

Unit 1 Test

Learning goal 2: determining, through inquiry, the quantitative and graphical relationships between the pressure, volume, and temperature of a gas

I demonstrated on this test that I am able to use the kinetic molecular theory to explain the properties and behaviour of gasses in terms of types and degrees of molecular motion.

I demonstrated that I am able to explain the distinction between an ideal gas and a real gas in a very simple way.

I demonstrated that I can define STP and SATP, molar volume, and ideal gas constant.

Learning goal 1: using appropriate terminology related to gasses and atmospheric chemistry, including, but not limited to: standard temperature, standard pressure, molar volume, and ideal gas

I showed that I can use stoichiometry and its flow charts to solve problems related to solutions and solubility.

Learning goal 5: use stoichiometry to solve problems involving solutions and solubility

I showed that I can write balanced double displacement reactions that result in the production of a precipitate and that I can use the solubility chart to predict the precipitate's production. I can also develop equations for balanced total and net ionic equations.

Learning goal 4: identifying, using a solubility table, the formation of precipitates in aqueous solutions and write balanced total and net ionic equations to represent precipitation and neutralization reactions

I can write balanced double displacement reactions that involve formation of a precipitate.

I can predict the formation of a precipitate using the solubility chart.

I can write balanced total and net ionic equations

Learning goal 3: solving problems related to the concentration of solutions by performing calculations involving moles, and express the results in various units

I can convert one concentration unit to another concentration unit

I can express the solution concentration in appropriate units.

I can use appropriate concentration formulas to solve word problems related to solution concentration.

I demonstrated that I could use hydrogen bonding to describe the characteristics of water. I also can use IMF’s to predict and explain the behaviour of ionic, polar and nonpolar covalent compounds in water.

Learning goal 2: describing the properties of water and use IMF’s to explain them.

I can describe the properties of water using hydrogen bonding.

I can use IMF’s to predict and explain the behaviour of ionic, polar and nonpolar covalent compounds in water.

I showed that I could define the various concepts used in this chapter. Additionally, I am capable of using them effectively when needed and understand how various factors affect a substance's solubility in water.

Learning goal 1: understanding the meaning and use appropriate terminology related to aqueous solutions and solubility, including, but not limited to: solute, solvent, concentration, solubility, precipitate, ionization, dissociation, pH, dilute, solute, and solvent.

I can explain the meaning of different terms used in this unit.

I can use them appropriately where required.

I can identify and use the impact of different factors on solubility of a substance in water.

Slides

I can assess the importance of quantitative accuracy in real life applications and their impact on the environment if accuracy is not observed.

I showed that I can evaluate daily things that need calculations and chemical amounts in the workplace, at home, and in the environment by a real life example; a bike.

Learning goal 6: analyzing and assessing processes that involve the use of chemical quantities and calculations and understand their importance in real life.

I can analyze the processes in the home, workplace and the environment that involve chemical quantities and calculations.

I demonstrated my ability to resolve word problems involving percent yield, actual yield, and theoretical yield on the Moles and Stoichiometry Unit Test.

I can solve word problems related to percent yield and describe factors that impact the yield.

Notes

These were the Moles and Stoichiometry Unit Test and some class notes, where I proved my ability to balance equations and apply my understanding of stoichiometry to solve problems. I also showed that I was able to find the limiting and excess reagents by using stoichiometry.

I can solve word problems involving stoichiometry, limiting and excess reagents

Learning goal 5: explaining the quantitative relationships in a balanced chemical equation and solve problems based on percentage yield and limiting reagents.

I was able to describe the difference between the empirical and molecular formulas and show that I understand how they relate to one another. This enables me to know the relationship between the two formulas.

Moles and Stoichiometry Unit Test

I can calculate the empirical and molecular formulas of compounds based on the percent composition data.

I can explain the difference between empirical and molecular formulas.

Learning goal 4: explaining the relationship between the empirical formula and the molecular formula of a chemical compound and solve problems based on it.

I can use the appropriate formula to isolate the unknown quantity in Nx = n x NA and n = m/M. I can explain the meaning of each term - moles, molar mass, percent composition, limiting reagent, excess reagent and percent yield AND I can express each quantity using appropriate units.

In this lab, I have demonstrated my ability to determine the percent composition efficiently several times. Additionally, I demonstrated my ability to develop a conclusion based on my understanding, however I did not connect it to my experimental results. a room for improvement.

I have shown that I can explain the law of definite proportions, which aids me in achieving the big learning goal.

The Law of Constant Composition Lab

I can conduct an experiment to find the percent composition of a compound.

I can explain the law of definite proportions.

Learning goal 3: conducting an inquiry to calculate the percentage composition of a compound and understand the law of definite proportions.

I've demonstrated that, with the right units, I can answer word problems based on the formulae Nx = n x NA and n = m/M and apply the right formula to isolate the unknown amount.

I can solve word problems based on these formulas.

Notes

I can use the appropriate formula to isolate the unknown quantity in Nx = n x NA and n = m/M

Learning goal 2: describing the relationships and solving problems between Avogadro’s number, the mole concept, and the molar mass of any given substance.

I have shown that, by using the proper units, I am able to define each term, including moles, molar mass, percent composition, limiting reagent, excess reagent, and percent yield.

I can express each quantity using appropriate units.

I can explain the meaning of each term - moles, molar mass, percent composition, limiting reagent, excess reagent and percent yield.

Learning goal 1: understanding and using appropriate terminology related to quantities in chemical reactions, including, but not limited to: stoichiometry, percentage yield, molar mass limiting reagent, mole, and atomic mass.

In this lab, I demonstrated that I can carry out tests for products such as gasses (oxygen, hydrogen and carbon dioxide) as well as planned and conducted an inquiry to demonstrate different types of reactions. That helped me investigate different reactions by testing the products of each reaction.

I can plan and conduct an inquiry to demonstrate different types of reactions.

On the Unit 1 Gas Project, we, as a group, demonstrated that we can communicate our knowledge using a variety of means (oral, written, electronic presentations, videos etc.)

I can assess the effectiveness of some applications of chemical reactions that are used to address social and environmental needs and problems.

https://docs.google.com/document/d/1X4CrJs_ssgEyIvkTtm7SvuQRVjQzfEwlSiWn8M9VPtQ/edit?usp=sharing

I was able to demonstrate that I have a solid understanding of the periodic trends, particularly the atomic radius in this screenshot, where I showed which elements are found at the main peaks and valleys on the graph as well as predicting the smallest and largest element on the periodic table.

I can analyze data pertaining to elements in the periodic table and identify trends.