- I can define a contaminant as an agent that causes changes in the physical, chemical or biological properties of an environment or an organism.
- I can describe bioaccumulation as being the accumulation, in an organism, of a contaminant originating in its environment or food
- I can explain bioaccumulation in trophic levels (bio amplification)
- I can define bioconcentration as a special case of bioaccumulation where an organism accumulates a contaminant while in direct contact with its habitat (sources other than its food)
- I can define the toxicity threshold of a substance as the minimum quantity of a substance that can produce a considerable harmful effect on an organism
- I can describe factors that influence the toxicity of a contaminant (e.g. concentration, characteristics of the environment in which it is released, nature of the organisms with which it comes into contact, duration of exposure)
- I can describe the concept of ecological footprint
- I can explain the usefulness of the concept of ecological footprint
- I can describe the treatments used to decontaminate wastewater
- I can describe method of biodegrading pollutants (eg. phytoremediation)
- I can name contaminants found in the soil
- I can define the concept of soil depletion
- I can explain how human activity contributes to soil depletion
- I can define the buffering capacity of the soil as its ability to limit pH variations
- I can explain the advantages of a soil with good buffering capacity
- I can name contaminants found in the air
- I can describe the effect of prevailing winds on the dispersion of pollutants in a given region
- I can apply the direction of the prevailing winds in Quebec to how contaminants are spread.
- I can describe the changes related to the circulation of phosphorus (e.g. erosion of rocks, degradation of fertilizers)
- I can name contaminants found in the hydrosphere.
- I can describe the catchment area and how contaminants are spread from the lithosphere into the hydrosphere.
- I can describe the consequences of eutrophication.
- I can describe how human activities speed up eutrophication.
- I can locate the groups and periods in the periodic table
- I can describe he common characteristics of a family (eg. number of valence electrons, chemical reactivity)
- I can associate the number of electronic shells in an element with the number of its period
- I can represent an atom’s electron configuration using the simplified notation
- I can represent an atom of an element using the simplified atomic model (which must include numbers of protons and neutrons in the nucleus)
- I can associate the atomic number of an element with the number of protons it has
- I can describe the concept of relative atomic mass (don’t mix it up with the average atomic mass)
- I can calculate the average atomic mass (don’t mix it up with the relative atomic mass)
- I can define an isotope as the atom of an element where the nucleus contains a different number of neutrons giving the atom a different atomic mass.
- I can define a radioactive isotope as an isotope that has an unstable nucleus
- I can determine the number of valence electrons in an element
- I can define “nuclear stability” as the cohesion of the nucleus resulting from the fact that an atom has an optimal number of neutrons
- I can represent the decay if I was given the half-life of an isotope
- I can define “radioactivity” as the emission of particles or energy by the nuclei of atoms following nuclear transformations
- I can apply nomenclature and notation rules to name a molecule or write the molecular formula for binary compounds
- I can represent atoms using Lewis notation
- I can represent binary compound using he Lewis notation.
- I can recognize common polyatomic ions (e.g. NH4+, OH-, NO3-, CO3-2, SO4-2, PO4-3) by their name, their formula or their composition
- I can define a covalent bond as a bond involving the sharing of electron
- I can represent a covalent bond schematically
- I can identify molecules containing covalent bonds (e.g. N2, CO2)
- I can define an ionic bond as a bond involving the gain or loss of an electron
- I can represent an ionic bond schematically
- I can identify molecules containing ionic bonds (e.g. NaCl, NH4OH)
- I can associate the presence of an ionic bond with an electrolytic substance
- I can associate the strength of an electrolyte with its degree of dissociation, qualitatively speaking.
- I can represent the presence of dissociation schematically (like ones on page 191).
- I can represent the lack of dissociation schematically (like ones on page 191)
- I can distinguish between nuclear fusion and nuclear fission
- I can associate the use of radioactivity with technological applications (e.g. radiation therapy, carbon dating)
Part 1 of 2
Part 2 of 2
- I can define the concept of mole
- I can express a quantity of matter in moles
- I can express a number of particles using Avogadro’s number
- I can describe the periodicity of certain properties of the elements (e.g. chemical reactivity, atomic radius, electronegativity)
- I can define the concept of solubility
- I can determine the concentration of an aqueous solution (mol/L)
- I can represent a precipitation reaction using the particle model
- I can prepare a solution with a specific concentration from solid
- I can prepare a solution with a specific concentration from a stock solution
- I can recognize an acid-base neutralization reaction based on its equation
- I can determine the molecular formula of the salt formed during an acid-base neutralization reaction
- I can use the pH value to describe the acidity/basicity of a solution
- I can associate oxidation reactions with chemical equations in which oxygen gas is one of the reagents
- I can associate known chemical reactions with decomposition or synthesis reactions (e.g. respiration, photosynthesis, combustion, digestion)
- I can balance a chemical equation
- I can determine the quantity of reagents or products using stoichiometric calculations
- I can select the right equipment for the right function.
*ex. NEVER measure liquid using a beaker.
- I can use the equipment correctly and safely.
- I can follow the lab safety protocol. Tie up long hair, closed toe shoes, no food and drink, etc.
- Given the scenario & the goal of an experiment:
- I can explain the scientific principles
- I can formulate a hypothesis related to the context of the scenario and justifies it
- I can design an experimental procedure by choosing the best measuring instruments
- I can conduct the experiment accordingly to my procedure safely
- I can record all relevant data and observations
- I can analyze the result and produces an appropriate analysis
- I can verify the hypothesis
- I can assess the validity of the measurements and of the result
- I can propose a solution to the problem in the scenario