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Big Idea - Reactants must collide to react, and the reaction rate is dependent on the surrounding conditions

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quantitative relationships

quantitative problems using relationships between variables such as:

in equilibrium systems (e.g., Keq, initial concentrations, equilibrium concentrations)

in solutions (e.g., Ksp, prediction of precipitate formation, calculating the maximum allowable concentration)

in water as an equilibrium system (e.g., Kw, [H3O⁺] or [OH⁻], pH and pOH)

in a titration (e.g., pH of a solution, Ka of an indicator)

pH in hydrolysis of ions in salt solutions

in a redox titration (e.g., grams, moles, molarity)

in an electrochemical cell (e.g., E⁰)

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quantitative relationships quantitative problems using relationships between variables such as: in equilibrium systems (e.g., Keq, initial concentrations, equilibrium concentrations) in solutions (e.g., Ksp, prediction of precipitate formation, calculating the maximum allowable concentration) in water as an equilibrium system (e.g., Kw, [H3O+] or [OH-], pH and pOH) in a titration (e.g., pH of a solution, Ka of an indicator) pH in hydrolysis of ions in salt solutions in a redox titration (e.g., grams, moles, molarity) in an electrochemical cell (e.g., E0)

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Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies.

Construct, analyze, and interpret graphs, models and diagrams.

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence.

Consider the role of scientists in innovation.

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quantitative relationships

quantitative problems using relationships between variables such as:

in equilibrium systems (e.g., Keq, initial concentrations, equilibrium concentrations)

in solutions (e.g., Ksp, prediction of precipitate formation, calculating the maximum allowable concentration)

in water as an equilibrium system (e.g., Kw, [H3O⁺] or [OH⁻], pH and pOH)

in a titration (e.g., pH of a solution, Ka of an indicator)

pH in hydrolysis of ions in salt solutions

in a redox titration (e.g., grams, moles, molarity)

in an electrochemical cell (e.g., E⁰)

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quantitative relationships quantitative problems using relationships between variables such as: in equilibrium systems (e.g., Keq, initial concentrations, equilibrium concentrations) in solutions (e.g., Ksp, prediction of precipitate formation, calculating the maximum allowable concentration) in water as an equilibrium system (e.g., Kw, [H3O+] or [OH-], pH and pOH) in a titration (e.g., pH of a solution, Ka of an indicator) pH in hydrolysis of ions in salt solutions in a redox titration (e.g., grams, moles, molarity) in an electrochemical cell (e.g., E0)

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Key Question: How can I maintain student engagement throughout Chemistry 12?
Description: Jim Hebden is a well-known retired BC chemistry teacher. He has made a large number of his Chemistry 11 and 12 resources available for all teachers to use. These resources include demonstrations, student experiments, study guides and strategies to teach chemistry.

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British Columbia Science Teachers' Association

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Jim Hebden's name is well known among Chemistry teachers in British Columbia. He retired from Kamloops Secondary School in June of 2003 after teaching Chemistry at the school for 28 years. He first books, Chemistry: Theory and Problems, Book 1 and 2 were published in 1980.

Later in his career, he would write the text for the ministry Small Schools Project for Chemistry 12. When after a few years, the Ministry changed direction, Jim rewrote the works and in 1997 published the first of two books, Hebden: Chemistry 12, A Workbook For Students, followed the next year by Hebden: Chemistry 11, A Workbook For Students. These two books are currently used in a large proportion of high schools schools in B.C.

In 2000, the B.C. Science Teachers' Association awarded Jim Hebden with the Science Teacher of the Year for 2000 Award and then in 2004 he was bestowed the B.C.Sc.T.A. Distinguished Service Award.

At the end of his teaching career, Jim put together many of his resources and provided them to the B.C.Sc.T.A to be provided freely to science teachers.
Resources Read me (a note from Jim Hebden) General Demos Chem 11 Demos Chem 11 Demo appendix Chem 12 Demos AP.Electrochemistry Chem AP demos Chem Resource Books Coin composition Elementary Lab aid training Magic Show Demos Making Buffers peroxide test Chemistry teaching strategies Study Notes Chem 12 Study notes general

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Jim Hebden's name is well known among Chemistry teachers in British Columbia. He retired from Kamloops Secondary School in June of 2003 after teaching Chemistry at the school for 28 years. He first books, Chemistry: Theory and Problems, Book 1 and 2 were published in 1980.

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Reaction Rate Hook Video - The Chemistry of Cookies

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Reaction Rate Hook Video - The Chemistry of Cookies

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Key Question: Where do we see reaction kinetics in real-life?
Description: A short, easy-to-understand TED Ed video about some of the reactions that occur during the process of baking cookies. This would be a fun video to show students to promote further questions and discussion about why it is important to understand reaction kinetics in the food chemistry industry.

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Stephanie Warren: The chemistry of cookies

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You stick cookie dough into an oven, and magically, you get a plate of warm, gooey cookies. Except it's not magic; it's science. Stephanie Warren explains via basic chemistry principles how the dough spreads out, at what temperature we can kill salmonella, and why that intoxicating smell wafting from your oven indicates that the cookies are ready for eating.

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Key Question: What do I need to know in order to teach reaction kinetics?
Description: This is a condensed detailed notes package that teachers who are new to teaching Chemistry 12 could read through or refer to in order to become familiar with the course content. Teachers could also share this resource with students as traditional notes, or give to a student who is going to be away on vacation during part of this unit.

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Unit Introduction/Review Rate of Reactions Webquest

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Unit Introduction/Review Rate of Reactions Webquest

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Key Question: What are the factors that affect the rates of chemical reactions?
Description: This webquest guides students through an exploration of the factors that affect reaction rates. Students compete this assignment in groups and will need access to technology in order to access the online links.

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Professor Dave Explains Video - Enthalpy Changes in Chemical Reactions

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Professor Dave Explains Video - Enthalpy Changes in Chemical Reactions

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Key Question: What is enthalpy and how does it relate to endothermic and exothermic reactions?
Description: This short video clearly describes and gives examples of how to assign a positive or negative value to ΔH. The Professor Dave Explains YouTube channel contains hundreds of videos about a variety of chemistry and general science topics.

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PhET Simulation - Energy Forms & Changes

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PhET Simulation - Energy Forms & Changes

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Key Question: How will heat flow from one system to another when objects are heated or cooled?
Description: An online simulation by the University of Colorado Boulder that gives students the opportunity to build their own system to explore heat transfer between various objects. Students can create tables to record the results of their virtual experiments in order to analyze them later.

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Explore how heating and cooling iron, brick, water, and olive oil adds or removes energy. See how energy is transferred between objects. Build your own system, with energy sources, changers, and users. Track and visualize how energy flows and changes through your system.

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Key Question: What does it look like when atoms and molecules react with each other and what is an activated complex?
Description: This great video clearly shows a model of how individual atoms and molecules interact during a chemical reaction. It covers the conditions required in order for a reaction to proceed and shows a model of the activated complex which is often difficult for students to imagine.

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Key Question: What affects whether a reaction will happen when atoms and molecules collide?
Description: An online simulation by the University of Colorado Boulder that enables students to see what happens between atoms and molecules during a chemical reaction at the microscopic level. Students can analyze the resulting graphs to form conclusions about Collision Theory.

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Explore what makes a reaction happen by colliding atoms and molecules. Design experiments with different reactions, concentrations, and temperatures. When are reactions reversible? What affects the rate of a reaction?

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Key Question: How are catalysts used in real-life?
Description: This ~1600 word article discusses some important uses of catalysts in the human body and in industry. It would be a good article for students to read (possibly at home for a flipped-classroom approach) and then discuss and summarize in groups in class.

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A Brief History of Catalysis

Long before chemists recognized the existence of catalysts, ordinary people had been using the process of catalysis for a number of purposes: making soap, for instance, or fermenting wine to create vinegar, or leavening bread. Early in the nineteenth century, chemists began to take note of this phenomenon.

In 1812, Russian chemist Gottlieb Kirchhof was studying the conversion of starches to sugar in the presence of strong acids when he noticed something interesting. When a suspension of starch in water was boiled, Kirchhof observed, no change occurred in the starch. However, when he added a few drops of concentrated acid before boiling the suspension (that is, particles of starch suspended in water), he obtained a very different result. This time, the starch broke down to form glucose, a simple sugar, while the acid-which clearly had facilitated the reaction-underwent no change.

Around the same time, English chemist Sir Humphry Davy (1778-1829) noticed that in certain organic reactions, platinum acted to speed along the reaction without undergoing any change. Later on, Davy's star pupil, the great British physicist and chemist Michael Faraday (1791-1867), demonstrated the ability of platinum to recombine hydrogen and oxygen that had been separated by the electrolysis of water. The catalytic properties of platinum later found application in catalytic converters, as we shall see.

AN IMPROVED DEFINITION.

In 1835, Swedish chemist Jons Berzelius (1779-1848) provided a name to the process Kirchhof and Davy had observed from very different perspectives: catalysis, derived from the Greek words kata ("down") and lyein ("loosen.") As Berzelius defined it, catalysis involved an activity quite different from that of an ordinary chemical reaction. Catalysis induced decomposition in substances, resulting in the formation of new compounds-but without the catalyst itself actually entering the compound.

Berzelius's definition assumed that a catalyst manages to do what it does without changing at all. This was perfectly adequate for describing heterogeneous catalysis, in which the catalyst and the reactants are in different phases of matter. In the platinum-catalyzed reactions that Davy and Faraday observed, for instance, the platinum is a solid, while the reaction itself takes place in a gaseous or liquid state. However, homogeneous catalysis, in which catalyst and reactants are in the same state, required a different explanation, which English chemist Alexander William Williamson (1824-1904) provided in an 1852 study.

In discussing the reaction observed by Kirchhof, of liquid sulfuric acid with starch in an aqueous solution, Williamson was able to show that the catalyst does break down in the course of the reaction. As the reaction takes place, it forms an intermediate compound, but this too is broken down before the reaction ends. The catalyst thus emerges in the same form it had at the beginning of the reaction.

Enzymes: Helpful Catalysts in the Body

In 1833, French physiologist Anselme Payen (1795-1871) isolated a material from malt that accelerated the conversion of starch to sugar, as for instance in the brewing of beer. Payen gave the name "diastase" to this substance, and in 1857, the renowned French chemist Louis Pasteur (1822-1895) suggested that lactic acid fermentation is caused by a living organism.

In fact, the catalysts studied by Pasteur are not themselves separate organisms, as German biochemist Eduard Buchner (1860-1917) showed in 1897. Buchner isolated the catalysts that bring about the fermentation of alcohol from living yeast cells-what Payen had called "diastase," and Pasteur "ferments." Buchner demonstrated that these are actually chemical substances, not organisms. By that time, German physiologist Willy Kahne had suggested the name "enzyme" for these catalysts in living systems.

Enzymes are made up of amino acids, which in turn are constructed from organic compounds called proteins. About 20 amino acids make up the building blocks of the many thousands of known enzymes. The beauty of an enzyme is that it speeds up complex, life-sustaining reactions in the human body-reactions that would be too slow at ordinary body temperatures. Rather than force the body to undergo harmful increases in temperature, the enzyme facilitates the reaction by opening up a different reaction pathway that allows a lower activation energy.

One example of an enzyme is cytochrome, which aids the respiratory system by catalyzing the combination of oxygen with hydrogen within the cells. Other enzymes facilitate the conversion of food to energy, and make possible a variety of other necessary biological functions.

Because numerous interactions are required in their work of catalysis, enzymes are very large, and may have atomic mass figures as high as 1 million amu. However, it should be noted that reactions are catalyzed at very specific locations-called active sites-on an enzyme. The reactant molecule fits neatly into the active site on the enzyme, much like a key fitting in a lock; hence the name of this theory, the "lock-and-model."

Catalysis and the Environment

The exhaust from an automobile contains many substances that are harmful to the environment. As a result of increased concerns regarding the potential damage to the atmosphere, the federal government in the 1970s mandated the adoption of catalytic converters, devices that employ a catalyst to transform pollutants in the exhaust to less harmful substances.

Platinum and palladium are favored materials for catalytic converters, though some nonmetallic materials, such as ceramics, have been used as well. In any case, the function of a catalytic converter is to convert exhausts through oxidation-reduction reactions. Nitric oxide is reduced to molecular oxygen and nitrogen; at the same time, the hydrocarbons in petroleum, along with carbon monoxide, are oxidized to form carbon dioxide and water. Sometimes a reducing agent, such as ammonia, is used to make the reduction process more effective.

A DANGEROUS CATALYST IN THE ATMOSPHERE.

Around the same time that automakers began rolling out models equipped with catalytic converters, scientists and the general public alike became increasingly concerned about another threat to the environment. In the upper atmosphere of Earth are traces of ozone, a triatomic (three-atom) molecular form of oxygen which protects the planet from the Sun's ultraviolet rays. During the latter part of the twentieth century, it became apparent that a hole had developed in the ozone layer over Antarctica, and many chemists suspected a culprit in chlorofluorocarbons, or CFCs.

CFCs had long been used in refrigerants and air conditioners, and as propellants in aerosol sprays. Because they were nontoxic and noncorrosive, they worked quite well for such purposes, but the fact that they are chemically unreactive had an extremely negative side-effect. Instead of reacting with other substances to form new compounds, they linger in Earth's atmosphere, eventually drifting to high altitudes, where ultraviolet light decomposes them. The real trouble begins when atoms of chlorine, isolated from the CFC, encounter ozone.

Chlorine acts as a catalyst to transform the ozone to elemental oxygen, which is not nearly as effective as ozone for shielding Earth from ultra-violet light. It does so by interacting also with monatomic, or single-atom oxygen, with which it produces ClO, or the hypochlorite ion. The end result of reactions between chlorine, monatomic oxygen, hypochlorite, and ozone is the production of chlorine, hypochlorite, and diatomic oxygen-in other words, no more ozone. It is estimated that a single chlorine atom can destroy up to 1 million ozone molecules per second.

Due to concerns about the danger to the ozone layer, an international agreement called the Montreal Protocol, signed in 1996, banned the production of CFCs and the coolant Freon that contains them. But people still need coolants for their homes and cars, and this has led to the creation of substitutes-most notably hydrochlorofluorocarbons (HCFCs), organic compounds that do not catalyze ozone.

Other Examples of Catalysts

Catalysts appear in a number of reactions, both natural and artificial. For instance, catalysts are used in the industrial production of ammonia, nitric acid (produced from ammonia), sulfuric acid, and other substances. The ammonia process, developed in 1908 by German chemist Fritz Haber (1868-1934), is particularly noteworthy. Using iron as a catalyst, Haber was able to combine nitrogen and hydrogen under pressure to form ammonia-one of the world's most widely used chemicals.

Eighteen ninety-seven was a good year for catalysts. In that year, it was accidentally discovered that mercury catalyzes the reaction by which indigo dye is produced; also in 1897, French chemist Paul Sabatier (1854-1941) found that nickel catalyzes the production of edible fats. Thanks to Sabatier's discovery, nickel is used to transform inedible plant oils to margarine and shortening.

Another good year for catalysts-particularly those involved in the production of polymers-was 1953. That was the year when German chemist Karl Ziegler (1898-1973) discovered a resin catalyst for the production of polyethylene, which produced a newer, tougher product with a much higher melting point than polyethylene as it was produced up to that time. Also in 1953, Italian chemist Giulio Natta (1903-1979) adapted Ziegler's idea, and developed a new type of plastic he called "isotactic" polymers. These could be produced easily, and in abundance, through the use of catalysts.

One of the lessons of chemistry, or indeed of any science, is that there are few things chemists can do that nature cannot achieve on a far more wondrous scale. No artificial catalyst can compete with enzymes, and no use of a catalyst in a laboratory can compare with the grandeur of that which takes place on the Sun. As German-American physicist Hans Bethe (1906-) showed in 1938, the reactions of hydrogen that form helium on the surface of the Sun are catalyzed by carbon-the same element, incidentally, found in all living things on Earth.

WHERE TO LEARN MORE

"Bugs in the News: What the Heck Is an Enzyme?" University of Kansas (Web site). <http://falcon.cc.ukans.edu/~jbrown/enzyme.html> (June 9, 2001).

"Catalysis." University of Idaho Department of Chemistry (Web site). <http://www.chem.uidaho.edu/~honors/rate4.html> (June 9, 2001).

"Catalysts" (Web site). <http://edie.cprost.sfu.ca/~rhlogan/catalyst.html> (June 9, 2001).

Ebbing, Darrell D.; R. A. D. Wentworth; and James P. Birk. Introductory Chemistry. Boston: Houghton Mifflin, 1995.

"Enzymes." Strategis (Web site). <http://strategis.ic.gc.ca/SSG/tc00048e.html> (June 9, 2001).

"Enzymes: Classification, Structure, Mechanism." The Hebrew University (Web site). <http://www.md.huji.ac.il/MedChem/Mechanism-Chymotrypsin/> (June 9, 2001).

Oxlade, Chris. Chemistry. Illustrated by Chris Fairclough. Austin, TX: Raintree Steck-Vaughn, 1999.

"Ozone Depletion" (Web site). <http://www.energy.rochester.edu/iea/1992/p1/2-3.htm> (June 9, 2001).

"University Chemistry: Chemical Kinetics: Catalysis." University of Alberta Department of Chemistry (Web site). <http://www.chem.ualberta.ca/courses/plambeck/p102/p0217x.htm> (June 9, 2001).

Zumdahl, Steven S. Introductory Chemistry: A Foundation, 4th ed. Boston: Houghton Mifflin, 2000.

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Long before chemists recognized the existence of catalysts, ordinary people had been using the process of catalysis for a number of purposes: making soap, for instance, or fermenting wine to create vinegar, or leavening bread. Early in the nineteenth century, chemists began to take note of this phenomenon.

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Field Trip - Summerland Research & Development Centre

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Field Trip - Summerland Research & Development Centre

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Key Question: Where can my students see reaction kinetics in action?
Description: The Summerland Research and Development Centre is federal research facility located about a 10 minute drive from all high schools in our district.Their research focuses on improving and protecting Canadian agriculture. Reaction kinetics play a large role in the preservation of fruits and vegetables after they have been picked as well as identifying the best conditions for growth.

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The Summerland Research and Development Centre (Summerland RDC) was established in 1914 in the heart of the Okanagan Valley, British Columbia. It is one of Agriculture and Agri-Food Canada's (AAFC) network of 20 research and development centres.

Areas of Research

Research at the Summerland RDC addresses the mitigation of environmental pressures, control of biological threats and integration of sustainable production and processing systems for the delivery of high quality, value-added horticultural and agri-food products. Research activities focus on high value horticultural crops, particularly wine grapes and tree fruits, and the development of environmentally and economically sustainable methodologies and strategies to ensure the success of our agricultural industries locally, nationally and internationally.

Summerland RDC is one of seven sites where field trials on potential pest management tools and technology trials are conducted for AAFC's Minor Use Pesticides Program. The centre also houses the Canadian National Collection of Plant Viruses.

Sector Needs

The Summerland RDC supports innovative research, development, technology and knowledge transfer activities related to the following AAFC Science Sector Strategies:

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Summerland Research and Development Centre

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The Summerland Research and Development Centre (Summerland RDC) was established in 1914 in the heart of the Okanagan Valley, British Columbia. It is one of Agriculture and Agri-Food Canada's (AAFC) network of 20 research and development centres.