| Content |
equilibrium constant (Keq) |
Chemistry 12 |
No CCG |
| Keyword: equilibrium constant |
Elaboration: homogeneous and heterogeneous systemspure solids and liquidseffect of changes in temperature, pressure, concentration, surface area, and a catalyst |
|
| Content |
Le Châtelier’s principle and equilibrium shift |
Chemistry 12 |
No CCG |
| Keyword: Le Châtelier’s principle and equilibrium shift |
Elaboration: concentrations of reactants and productsenthalpy and entropypresence of a catalystapplications (e.g., Haber process, hemoglobin and oxygen in the blood) |
|
| Content |
dynamic nature of chemical equilibrium |
Chemistry 12 |
No CCG |
| Keyword: dynamic nature of chemical equilibrium |
Elaboration: reversible nature of reactions, relationship to PE diagram |
|
| Content |
catalysts |
Chemistry 12 |
No CCG |
| Keyword: catalysts |
Elaboration: applications (e.g., platinum in automobile catalytic converters, catalysis in the body, chlorine from CFCs in ozone depletion) |
|
| Content |
reaction mechanism |
Chemistry 12 |
No CCG |
| Keyword: reaction mechanism |
Elaboration: relationship of the overall reaction to a series of steps (collisions)rate-determining step |
|
| Content |
energy change during a chemical reaction |
Chemistry 12 |
No CCG |
| Keyword: energy change |
Elaboration: relationship between PE, KE, enthalpy (ΔH), and catalysis |
|
| Content |
collision theory |
Chemistry 12 |
No CCG |
| Keyword: collision theory |
Elaboration: collision geometryrelationship between successful collisions and reaction raterelationship of activated complex, reaction intermediates, and activation energy to PE diagrams |
|
| Content |
reaction rate |
Chemistry 12 |
No CCG |
| Keyword: reaction rate |
Elaboration: heterogeneous and homogeneous reactionsfactors that affect reaction ratecontrolling reaction rate |
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| Curricular Competency |
Express and reflect on a variety of experiences, perspectives, and worldviews through place |
Chemistry 12 |
Communicating |
| Keyword: place |
Elaboration: Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives. |
|
| Curricular Competency |
Communicate scientific ideas and information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations |
Chemistry 12 |
Communicating |
|
| Curricular Competency |
Formulate physical or mental theoretical models to describe a phenomenon |
Chemistry 12 |
Communicating |
|
| Curricular Competency |
Communicating |
Chemistry 12 |
Communicating |
| Keyword: Communicating |
Elaboration: Sample opportunity to support student inquiry:Cooperatively plan and present a chemistry-related project to an interested or simulated stakeholder group such as:an industrial process (e.g., electrolytic refining, hydrogen fuel cells)an environmental concern (e.g., ozone layer depletion, mine-waste-water remediation, carbon sequestration, the ocean as a carbon sink)a biochemical equilibrium process (e.g., blood chemistry) |
|
| Curricular Competency |
Consider the role of scientists in innovation |
Chemistry 12 |
Applying and innovating |
|
| Curricular Competency |
Implement multiple strategies to solve problems in real-life, applied, and conceptual situations |
Chemistry 12 |
Applying and innovating |
|
| Curricular Competency |
Contribute to finding solutions to problems at a local and/or global level through inquiry |
Chemistry 12 |
Applying and innovating |
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