Course Profile Science, Grade 10,
Academic, Public
Unit 1: Chemical Processes
Time: 24 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7
In this unit, students examine and describe chemical reactions by designing and conducting a variety of investigations. Throughout, there are opportunities for students to develop skills in the selection and use of appropriate apparatus and to apply WHMIS and laboratory safety procedures. In the end-of-unit task students investigate a chemical consumer product and present their findings in a class fair. As well, students are introduced to communication formats and develop classroom procedures that are used throughout the course.
Strand(s): Chemistry
Overall Expectations: CHV.01D, CHV.02D, CHV.03D.
Specific Expectations: CH1.01D, CH1.02D, CH1.03D, CH1.04D, CH1.05D, CH1.06D, CH1.07D, CH1.08D, CH2.01D, CH2.02D, CH2.03D, CH2.04D, CH2.05D, CH2.06D, CH2.07D, CH2.08D, CH2.09D, CH2.10D, CH2.11D, CH2.12D, CH2.13D, CH3.01D, CH3.02D, CH3.03D, CH3.04D.
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Activity 1.1 |
Introduction to Chemistry |
60 minutes |
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Activity 1.2 |
Chemical Compounds |
240 minutes |
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Activity 1.3 |
Types of Chemical Reactions |
300 minutes |
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Activity 1.4 |
Introduction to Acids and Bases |
240 minutes |
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Activity 1.5 |
Neutralization Reactions |
150 minutes |
|
Activity 1.6 |
Rates of Reactions |
200 minutes |
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Activity 1.7 |
Analysis of an Existing Household Chemical Product |
250 minutes |
· Lab safety procedures from Grade 9
· Understanding of chemical symbols and periodic table from Grade 9
· Chemical and physical change concepts from Grade 9
· Skills in designing an experiment, controlling variables, and writing a lab report from Grade 9 and earlier
· Research and presentation skills from a variety of courses
· Read through all the activities to determine ahead of time the equipment, materials, and safety procedures required.
· See that the required safety equipment is available and that students know how to use it properly. Be prepared to teach, model, and enforce the proper handling, labelling (see WHMIS), and disposal of chemicals. Monitor student activity at all times to ensure that safe practices are followed. Intervene and redirect students if required.
· Review chemistry concepts, if necessary, through consultation with chemistry specialists in the school or reference to standard texts such as those listed under Resources.
· In addition to the resources listed, consult reference materials in your own department, especially lab manuals and teacher guides which have more detail on many of the lab exercises suggested in the activities.
· Analyse the final unit (Making Connections) to identify the required skills and knowledge that must be developed in this unit and other units throughout the course.
· Review the end-of-unit task and arrange access to the Internet and required resources. Collect additional resources as required.
· Develop a list of suitable household products for the end-of-unit task, and collect reference material related to them (e.g., consult web sites listed on labels or call the toll-free numbers provided to get more information sent to the school).
· In the end-of-unit task where students work with household chemicals chosen by themselves, make plans to ensure that no student has to transfer a hazardous chemical to or from school.
· Establish the lab report format to be used in this unit and throughout the course (see TSM 1C: Lab Report Format for suggestions).
· Consider when and how a response journal could be used throughout this and successive units (see TSM 1A: Response Journals for suggestions).
· Prepare a bulletin board for use as the Futures/Career Wall during this and successive units (see TSM 4: Futures/Career Wall for suggestions).
· Consult with Guidance regarding career education materials and connections to Choices into Action.
· Review co-operative learning strategies (see TSM in Grade 9 Essential Science Course Profile, pp. 18-25) and how they are incorporated into activities.
· Review the approach to note-taking that is used in order to give guidance to students regarding your expectations. (See TSM 1B: Note-taking Styles.)
· Make arrangements in advance for Internet and resource access for the end-of-unit task.
· Review the references on microscale chemistry and see that the required microscale equipment (spot plates, droppers, etc.) is available.
· If the units are being presented in a different sequence, consider having some of the teacher demonstrations carried out as student activities. As this unit was designed as the first unit, more emphasis was put on teacher modelling of procedures in order to develop classroom procedures and expectations.
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Activity |
Strategies |
Description |
|
1.1: Introduction to Chemistry |
Class discussion Small group discussion and note-taking Career assignment |
Introduction to chemistry through identification of everyday materials produced using chemical processes and connections to careers |
|
1.2: Chemical Compounds |
Teacher demonstration Lab exercise in pairs |
Investigation of ionic and molecular compounds and their representation |
|
1.3: Types of Chemical Reactions |
Small group task Lab exercises at stations Experimental design |
Examination and classification of a variety of chemical reactions and then design of an experiment to illustrate the Law of Conservation of Mass |
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1.4: Introduction to Acids and Bases |
Lab exercises Note-taking Teacher demonstration |
Identification of properties of acids and bases, then design of an exercise to test the pH of various common substances. Also includes a study of the production of oxides |
|
1.5: Neutralization Reactions |
Group research task Direct instruction Experimental design |
Investigation of antacid liquids as an example of a consumer product in order to study neutralization. |
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1.6: Rates of Reactions |
Teacher demonstration Experimental design |
Investigation of factors affecting rates of reaction, including design of an experiment to test one factor |
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1.7: Analysis of a Household Product |
Individual project involving research, lab work, and presentation |
Investigation of a household consumer product |
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Activity |
Task |
Tool |
Connection to Achievement Chart or Learning Skills |
|
1.1: Introduction to Chemistry |
Career summaries; Notes on Chemical Products |
Teacher observation; Diagnostic assessment, Anecdotal comments |
Knowledge, Making Connections, Communication Teamwork, Initiative |
|
1.2: Chemical Compounds |
Observation chart; Group work; Quiz (identifying ionic and covalent substances) |
Checklist, Marking scheme |
Knowledge, Inquiry Organization, Teamwork |
|
1.3: Types of Chemical Reactions |
Lab safety; group work; Lab report with emphasis on hypothesis and reporting |
Peer checklist on science safety Group work rubric Lab report rubric |
Inquiry, Communication Independent and group work |
|
1.4: Introduction to Acids and Bases |
Lab report with emphasis on observation chart and conclusion; Teacher observation; Method design; Note-taking |
Lab report rubric – observation chart and conclusions, Method design, Anecdotal comments, Quiz |
Inquiry, Communication, Knowledge,
Making Connections Various learning skills |
|
1.5: Neutralization Reactions |
Group work; Lab activity; Lab report with emphasis on hypothesis and reporting |
Group work rubric; Lab report |
Inquiry, Communication, Making Connections Teamwork |
|
1.6: Rates of Reactions |
Group lab activity; Lab report |
Teacher checklist; Lab report rubric with emphasis on method design and conclusions |
Knowledge, Inquiry, Communication Teamwork, Organization |
|
1.7: Analysis of a Household Product |
Process of research and final presentation in class fair |
Checklist; Presentation rubric |
Knowledge, Inquiry, Communication,
Making Connections Various learning skills |
http://www.webelements.com
(Periodic table and extensive information on elements)
http://www.umsl.edu/~chemist/books/journals/journals.html
(extensive listing of journals of interest to chemical educators)
http://www.chem-inst-can.org
(Chemical Institute of Canada site – provides links to a variety of other
Canadian organizations and could be useful for careers and industry
information.)
http://www.acs.org/index.html
(American Chemical Society – provides links to a variety of chemical sites and
education resources.)
http://www.neis.com/associations.html
(Chemical Industry Home Page – useful for career and industry-related
information)
http://www.pdlab.com/welcome.htm
(Online Product Development Resource)
antoine.frostburg.edu/chem/senese/101/index.shtml
(General Chemistry Online)
users.erols.com/merosen/labs.htm
(Lab activities site with links to a variety of labs done in this unit, as well
as information for the final activity.)
Chem13 News. Published nine times per year by Department of Chemistry, University of Waterloo, Waterloo, ON N2L 3G1 (519-888-4567 Extension 2505)
ChemMatters: Student magazine with lots of ideas for making chemistry relevant for students. Comes with an excellent teachers’ guide. Index and more information on ordering available at www.acs.org/education/curriculum/tgindex.html
Journal of Chemical Education. Available from Publisher’s Information Center, PO Box 606, Vineland, NJ 08360 (610-250-7264)
Percival, S. and R. Wilson. Chemistry, a Human Venture. Toronto: Irwin Publishing, 1988. (good basic coverage for those wanting to review basics of chemistry)
Slater, Alan and G. Rapier-Canham. Microscale
Chemistry Lab Manual. Addison-Wesley, 1994.
ISBN 0-201-60216-4; (Teachers’ Guide), ISBN 0-201-60215-6
Time: 60 minutes
This activity introduces students to the role chemistry plays in their everyday lives. Students identify chemical products and processes they use along with the impact they have on society and environment. They are also introduced to the use of the Futures/Career Wall through exploration of some of the careers related to these products.
Strand(s): Chemistry
Specific Expectations
CH3.04D - describe careers based on technologies that utilize chemical reactions;
CH3.02D - describe how an understanding of chemical reactions has led to the development of new consumer products and technological processes (e.g., antacids, fire-retardant materials);
CH2.04D - through investigations and applications of basic concepts select and integrate information from various sources including electronic and print resources, community resources, and personally collected data, to answer the questions chosen.
· Review the end of unit task and identify the connections with this activity.
· Collect samples of magazines with advertisements that can be used as examples of consumer products with identifiable chemical properties that can be related to their use.
· Consult with Guidance teachers regarding information on career and educational choices in chemistry; obtain materials that can be used for student research.
· Understanding of Chemistry concepts from Grade 9
1.1.1 Student Activity: Students write the names of least three consumer products on separate sticky notes and then, in small groups, place their notes on a piece of chart paper and work to put them in categories. They brainstorm additional items to add to each category. Each group posts their sheet and shares their categories. Students then participate in a class discussion on the chemical products we encounter in our everyday life, with a focus on how their properties are related to their function. Students create a note listing the categories and some properties of products within each category.
Teacher Facilitation: The teacher reviews co-operative learning strategies prior to the group task, including reviewing brainstorming and identifying that, by starting with written ideas, everyone is given a chance to contribute to the group. The teacher assists the groups by asking questions to make them think about the products they use for different activities during the day. (The categories students develop may include personal care products, health care products, prepared foods, stationery supplies, fuels, paints, and cleaning products). The teacher leads the summary class discussion, beginning by identifying some of the chemical properties of classes of products (e.g., window washers are ionizers, bleaching agents are oxidizers), asking questions such as “Why does club soda lift stains better than water?” and emphasizing that the way a product works depends on its chemical properties. The teacher can also make reference to the success of newer products, such as home dry cleaning, longer-lasting lipstick, and different kinds of paint finishes, as being related to their properties. The teacher introduces the approach to note-taking to be used for the course using a prepared chart for note-taking (see TSM 1B: Note-taking Styles). This is also an opportunity to discuss the importance of learning skills and the way in which they are assessed in the course.
1.1.2 Student Activity: Students locate a print advertisement for one of the products and identify at least one career associated with its production. Using materials available in the classroom, students research and make a brief summary of that career to be posted along with the advertisement on the Futures/Career Wall.
Teacher Facilitation: The teacher works through an example using an advertisement from one of the magazines available and then assists students as they work on the task. The teacher summarizes the purpose of the Futures/Career Wall, identifying how it is used as a theme throughout the course to help students see the options they have open to them in their future choices. The teacher may relate this to Teacher Adviser activities in which students are involved and to their Annual Education Plan. The teacher may also introduce the use of a response journal with a prompt such as: Of the careers posted on the wall the one I would choose is..., I would like to learn more about becoming... .
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Task |
Tool |
Link to Achievement Chart |
Learning Skills |
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Group discussion 1.1.1 |
Teacher observation with informal comments to students |
|
Teamwork, Initiative |
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Career summaries, Notes on chemical products 1.1.2 |
Diagnostic assessment |
Knowledge, Making Connections, Communication |
|
· Provide a format or worksheet for the career summary.
· Assign group roles.
Time: 240 minutes
This activity introduces students to chemical compounds, including the use of names, formulae and molecular structure along with the concept of ionic and covalent compounds. Students have the opportunity to review their understanding of atomic structure and relate it to molecular structure. Students are also introduced to word and symbol equations for chemical reactions.
Strand(s): Chemistry
Specific Expectations
CH1.01D - recognize the relationships among chemical formulae, composition, and names;
CH1.08D - name and write the formulae of common ionic and molecular compounds, using a periodic table and IUPAC table of ions;
CH2.08D - represent simple chemical reactions using molecular models, word equations, and balanced chemical equations;
CH2.13D - conduct appropriate chemical tests to identify common gases.
Parts of : CH2.13D, CH2.07D.
· Set up about 20 stations, each with a chemical compound in a properly labelled container with its Material Safety Data Sheet, along with a small container of the substance (open, if safety precautions allow, for student observation), and a small beaker of water with a small amount of the material added to it for students to investigate solubility. Include common substances such as glucose, sodium chloride, calcium carbonate, as well as some colourful compounds such as copper II sulfate, potassium permanganate, iron II chloride, substances with varying solubilities, as well as liquids and gases. Gases could be included in sealed gas bottles, or students could be referred to the properties of their breath (carbon dioxide) and the air around them (nitrogen, oxygen).
· Students are not expected to develop a systematic knowledge of nomenclature. The emphasis should be placed on knowing the difference between ionic and molecular compounds and becoming familiar with names of some commonly used compounds.
· Prepare a handout of a blank periodic table.
· Review WHMIS references such as the training materials for your board and determine the approach to take for introducing WHMIS to the class.
· Chemical tests used to identify oxygen, hydrogen, and carbon dioxide
· Periodic table, symbols, and names of the first 20 elements
· Organization of periodic table (metals and non metals, families, periods)
· Chemical and physical changes
· Atomic theory (Law of Definite Proportions)
· Bohr Model of atomic structure
· Formation of an ion
· Lab safety procedures
1.2.1 Student Activity: The student reviews the assignment for the end-of-unit task and participates in a class discussion about how the products we use are developed and produced.
Teacher Facilitation: The teacher presents the assignment for the end-of-unit task, reviewing the requirements and the rubric used for evaluation. The teacher leads a discussion emphasizing the need to understand more about chemicals, their properties, and reactions in order to complete the final assignment and connects to the initial discussion of products in Activity 1.1.
1.2.2 Student Activity: In pairs, students investigate, at a series of stations, a variety of chemical compounds and record data in an observation table. From the label and the Material Safety Data Sheet they record name, formula, and properties listed (e.g. melting point). From visual examination of the samples they describe appearance (state, colour, texture, etc.) and test the solubility in water. Using a periodic table they identify whether the elements present in the compound are metals, non-metals, or both.
Teacher Facilitation: The teacher works through one example with the class and helps them to develop a table for observations. The teacher provides instruction on how to examine the samples, reminding students never to taste a substance, and reviews WHMIS requirements for labelling and information sheets. The teacher directs students to an orderly rotation through the stations and provides individual assistance at the stations as necessary.
1.2.3 Student Activity: Students take notes or complete a text-based activity to review the structure of ions and the formation and general properties of ionic compounds. Students then review their observation table from Activity 1.2.2 and identify those compounds which are ionic. In pairs, students draw electron-dot formulae for ionic compounds (showing the positive and negative ions) and then create a crystal lattice model for one ionic compound, using varying sizes of styrofoam balls, for display in the classroom.
Teacher Facilitation: The teacher assigns the text activity or leads the note-taking session, including demonstrating one example of an electron dot formula and a lattice model. The teacher assigns ionic compounds to student pairs, including compounds observed in Activity 1.2.2.
1.2.4 Student Activity: Students take notes or complete a text-based activity on the structure and general properties of molecular compounds. They complete a table comparing the properties of ionic and molecular compounds. In pairs, students represent several compounds, using electron-dot formulae showing electron pair sharing, and then create molecular models using model kits or plasticine and toothpicks.
Teacher Facilitation: The teacher assigns the text activity or leads the note-taking session. A sample T-chart is shown below:
|
Sample note on ionic and molecular substances |
|
|
Ionic |
Molecular |
|
Made up of metal and non-metal |
Made up of two non-metals |
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Usually solid at room temperature |
Usually gas or liquid at room temperature |
|
High melting points |
Lower melting points |
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Not very volatile |
More volatile |
|
Forms a crystal lattice |
Forms molecules |
|
E.g., NaCl sodium chloride |
E.g., CO carbon monoxide |
The teacher demonstrates a couple of examples of electron-dot formulae. The teacher introduces and provides an initial demonstration of the molecular modelling procedure. The teacher assigns some compounds for all students to complete and then provides a further selection from which students can choose.
1.2.5 Student Activity: Students observe demonstrations of reactions with magnesium and write word equations and symbol equations for them.
Teacher Facilitation: The teacher uses a demonstration of two reactions involving magnesium (burning of magnesium to form magnesium oxide and the reaction of magnesium with hydrochloric acid, including a demonstration of testing for hydrogen) to introduce the concept of word equations and symbol equations. The teacher emphasizes the proper format including the identification of the state along with the symbol. Students must be cautioned not to observe the flame of burning magnesium directly. The teacher explains that with the understanding they now have of chemical compounds students are able to carry out their own investigation of reactions during the next activity.
|
Task |
Tool |
Link to Achievement Chart |
Learning Skills |
|
Observation Chart 1.2.2 |
Checklist |
Inquiry |
Organization |
|
Quiz on ionic and molecular compounds 1.2.3,1.2.4,1.2.5 |
Marking scheme |
Knowledge and Inquiry |
|
|
Test question 1.2 |
Marking scheme |
Knowledge and Inquiry |
Work habits |
· Provide data table.
· For students with impaired motor skills have them make observations and predictions while a partner performs the physical activity.
· In Activity 1.2.4 provide extensions by encouraging the selection of more challenging molecules.
· As an extension introduce the concept of polyatomic ions.
Time: 300 minutes
Students apply their knowledge of chemical compounds to develop an understanding of chemical reactions. Safe laboratory procedures and appropriate chemical handling and disposal are practised while examining a variety of reaction types. Students design and perform an experiment to test a hypothesis about mass changes during a chemical reaction. They use the law of Conservation of Mass and atomic theory to explain the need to balance chemical equations.
Strand(s): Chemistry
Specific Expectations
CH1.01D - recognize the relationships among chemical formulae, composition, and names;
CH2.05D - through investigations and applications of basic concepts analyse data and information and evaluate evidence and sources of information, identifying flaws such as error and bias;
CH2.06D - through investigations and applications of basic concepts describe experimental procedures in the form of a laboratory report;
CH2.09D - compare theoretical and empirical values and account for discrepancies when investigating conservation of mass;
CH1.02D - explain, using the law of conservation of mass and atomic theory, the rationale for balancing equations;
CH1.03D - describe, using their observations, the reactants and products of a variety of chemical reactions, including synthesis, decomposition, and displacement reactions.
· Review safe science procedures, handling and disposal of chemicals (MSD sheets and WHMIS).
· Review the activity directions and prepare the materials.
· Try out any unfamiliar demonstrations.
· Depending on the class, consider having some of the teacher demonstrations done as student activities, or of doing the demonstrations all at once and the letting students work through the rest of the activities on their own. This requires more skill and commitment on the part of students.
· Lab safety procedures, MSD sheets, and WHMIS
· Appropriate use and disposal of chemicals
· Atomic theory, i.e., Dalton, and the particle theory of matter
· The definition of mass and how to accurately measure it
· Evidence of a chemical change
1.3.1 Student Activity: Students record observations of a demonstration of a synthesis reaction and write both word and symbol equations for it. In pairs, students then carry out another synthesis reaction, after reviewing the procedure and safety precautions. They record observations and write word and symbol equations.
Teacher Facilitation: The teacher reminds the class about the burning of magnesium to form magnesium oxide in Activity 1.2 and uses it as an example to explain synthesis reactions. The teacher then demonstrates the formation of zinc or iron sulfide, using a fume hood, and emphasizes the format for writing of word and symbol equations. The teacher draws attention to how we know that a reaction has taken place, reviewing the concepts of physical and chemical properties and chemical change. The teacher provides instructions for the student lab exercise involving the synthesis of calcium hydroxide from mixing calcium oxide with water, reviewing procedures for obtaining equipment, for safety, and for the recording of observations. (See TSM 1C: Lab Report Format.)
1.3.2 Student Activity: Following the model developed in Activity 1.3.1 students observe a demonstration of a decomposition reaction and then carry out another decomposition reaction as a lab exercise. They record observations and write word and symbol equations.
Teacher Facilitation: The teacher demonstrates the decomposition of potassium chlorate, including the testing of oxygen as one of the products. The teacher provides instructions for the decomposition of hydrogen peroxide with manganese dioxide as a catalyst, including testing the gas produced, and provides assistance with naming and writing the formulae for the compounds.
1.3.3 Student Activity: Students again observe a demonstration, this time of a single displacement reaction, and then carry out their own single displacement reaction. Again they record observations and write word and symbol equations.
Teacher Facilitation: The teacher demonstrates the reaction of calcium and water, including the test for hydrogen as a product. The teacher discusses some of the problems presented by studying reactions where it is difficult to isolate the reactants or the products to determine their properties. The teacher also emphasizes that sometimes it is difficult to determine if a reaction has taken place, as close observation may be necessary to see if there are new products with different properties. The teacher then provides instructions for the student exercise investigating the reaction between copper and silver nitrate and, possibly, also for some other reactions between metals and metal salts (such as zinc and copper II sulfate or iron and copper II sulfate). Students could choose their own combinations of metals and salts and determine if a reaction has taken place. Precise concentrations are not needed for this setup. Metal salt solutions can be prepared by adding a small scoop to a small beaker of water. The metal samples used should be small pieces, not powdered.
1.3.4 Student Activity: Students observe the final demonstration, this time of a double displacement reaction, again recording observations and writing word and symbol equations. Students then complete their own double displacement reaction and complete discussion questions related to all eight reactions they have observed.
Teacher Facilitation: The teacher demonstrates the bubbling of breath through limewater (calcium hydroxide), the test for carbon dioxide, as an example of a double displacement reaction. The teacher then provides instructions for students to design their investigation of the reaction between sodium sulfate and barium chloride. The teacher also provides final discussion questions in which students may be asked “In which reactions were one of the reactants present in the air? In which reactions was it difficult to separate the products and why? In which reactions was it difficult to contain the products and why? How did the properties of the reactants differ from those of the products?”
1.3.5 Student Activity: Drawing on skills they developed in carrying out the above lab exercises, and using either the reaction between iron and copper sulfate or the reaction between sodium sulfate and barium chloride, students design and conduct an experiment to answer the question “What happens to the total mass of reactants during a chemical change?” In pairs, students make a hypothesis; plan their method, their observation table, and their safety procedures; and have it checked by the teacher before carrying it out. Students write a formal report of their experiment, including a discussion of sources of error.
Teacher Facilitation: The teacher reviews the lab exercises on types of reactions and presents them with the question for experimentation. The teacher reviews the format to be used for writing a full formal report, since emphasis to this point has been on observations and equations only. (See TSM 1C: Lab Report Format.) The teacher also reviews the use of the balance for massing materials.
1.3.6 Student Activity: Students create a summary note, based on discussion of results from Activity 1.3.5, on the law of conservation of mass. They then write a summary of all the symbol equations they have encountered so far and use numerical coefficients to balance the equations and demonstrate their understanding that this is necessary because of the law of conservation of mass. They also complete an assignment in which they categorize a set of equations as to type of reaction, and balance as necessary.
Teacher Facilitation: The teacher leads a class discussion and points out the importance of conservation of mass to the representation of chemical reactions. The teacher may demonstrate a reaction using molecular models to emphasize this point. The teacher provides the follow-up assignment of summarizing, categorizing, and balancing equations to provide more practice with equations such as the following:
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Sample reactions used to categorize and balance |
|
|
1 |
NaOH(aq) + HCl(aq) Õ NaCl(aq) + H2O(l) |
|
2 |
Mg(s) + 2HCl(aq) Õ MgCl2(s) + H2(g) |
|
3 |
2HgO(s) Õ 2Hg(l) + O2(g) |
|
4 |
Zn(s) + CuSO4(aq) Õ ZnSO4(aq) + Cu(s) |
|
5 |
Zn(s) + S(s) Õ ZnS(s) |
|
6 |
H2CO3(aq) Õ H2O(l) + CO2(g) |
|
7 |
S(s) + O2(g) Õ SO2(g) |
|
8 |
BaCl2(aq) + (NH4)2SO4(aq) Õ BaSO4(s) + 2NH4Cl(aq) |
|
9 |
2 KClO3(s) Õ 2KCl(s) + 3O2(g) |
|
10 |
Cl2(g)+ CaBr2(aq) Õ Br2(g) + CaCl2(aq) |
|
11 |
FeS(s) + 2HCl(aq) Õ H2S(g) + FeCl2(aq) |
|
12 |
CaO(s) + H2O(l) Õ Ca(OH)2(aq) |
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Task |
Tool |
Link to Achievement Chart |
Learning Skills |
|
Lab safety 1.3 |
Peer checklist |
|
Works independently |
|
Equations 1.3 |
Checklist |
Knowledge/ |
|
|
Discussion questions 1.3.4 |
Rubric |
Thinking/Inquiry, Communication |
|
|
Group Work 1.3 |
Rubric based on Collaborative Group Work Rubric – TSM from Grade 9 Science, Academic Profile, page x |
|
Group work |
|
Lab report emphasis on hypothesis and reporting 1.3.5 |
Marking scheme based on Partial Rubric for Inquiry – Experimenting TSM from Grade 9 Science, Academic Profile, page xi or Lab Report Rubric in TSM Grade 9 Science |
Thinking/Inquiry, Communication |
Work habits |
|
Test question to categorize types of reactions 1.3.6 |
Marking scheme |
Thinking/Inquiry, Communication |
|
· Provide an alternate assignment for students who are sensitive to a variety of chemicals.
· As an extension have students explain why it would be difficult to use some of the reactions in the assignment to provide evidence for the Law of Conservation of Mass.
· As an extension of Activity 1.3.3 students also investigate whether silver reacts with copper (II) nitrate and attempt to explain the results.
Time: 240 minutes
This activity provides an introduction to acid/base terminology, properties of acids and bases, and pH. Students initially identify common properties of acids and bases in a simple discovery lab. Then students test the pH of various common substances such as food and over the counter medications by designing their own lab. They use a number of different paper and liquid indicators to test these products for their pH. The skill of testing pH is required for the end-of-unit task. In addition, the teacher demonstrates to students the interrelationships among metals and non-metals, acidic and basic oxides, and acids, bases, and salts.
Strand(s): Chemistry
Specific Expectations
CH1.01D - recognize the relationships among chemical formulae, composition, and names;
CH1.05D - explain the interrelationships among metals and non-metals, acidic and basic oxides, and acids, bases, and salts;
CH1.07D - describe how the pH scale is used to identify the acidity of solutions;
CH2.06D - through investigations and applications of basic concepts describe experimental procedures in the form of a laboratory report;
CH2.07D - through investigations and applications of basic concepts select and use appropriate vocabulary, SI units, and numeric, symbolic, graphic, and linguistic modes of representation to communicate scientific ideas, plans, results, and conclusions;
CH2.10D - conduct experiments to identify the acidity and basicity of some common substances;
CH2.11D - conduct experiments on the combustion of metals and non-metals and react the oxides formed with water to produce acidic or basic solutions;
CH2.09D - compare theoretical and empirical values and account for discrepancies when investigating conservation of mass.
· Prepare the materials required for laboratory activities, including the initial discovery lab (Student Activity 1.4.1), which include: 1.0 M solutions of three acids and three bases (for example – HCl, H2SO4, CH3COOH, NaOH, NH4OH, limewater); pH testing materials: red and blue litmus paper and three liquid indicators (i.e., Phenolphthalein (PPH), Bromothymol blue (BTB), methyl orange (MO)); strips of magnesium metal; and baking soda. Spot plates should be used to minimize the quantities of the above materials.
· Consider the use of natural pH indicators such as red cabbage or cranberries.
· Obtain various common consumable substances, preferably liquid, which may include the following: vinegar, baking powder/soda, distilled water, lemon juice, milk, corn starch, toothpaste, mouthwash, juice, pop, bottled water, gum, or candy.
· Review proper safety techniques so that the teacher can model them during all demonstrations.
· Chemical and physical properties
· Safety procedures
· From Grade 9: gas tests, chemical equations - reactants/products, chemical names and symbols, some properties of metals
1.4.1 Student Activity: Students test and record observations on six samples of clear, colourless solutions set out at stations in order to determine the similarities and differences among the properties of the samples.
Teacher Facilitation: The teacher, making no reference at this point to acids and bases but emphasizing the investigation of chemical properties, demonstrates the tests to be carried out on the samples (reaction with red and blue litmus paper, with two or three liquid indicators, with magnesium metal, and with sodium bicarbonate). The teacher also assists students to develop an observation table (e.g., full page, multiple heading with sub-headings). The teacher provides assistance to facilitate student understanding that while the samples appear similar they have different properties.
1.4.2 Student Activity: Building on their observations in Activity 1.4.1. students write a summary note on acids and bases. Students should become familiar with the acid/base liquid and paper indicators.
Teacher Facilitation: The teacher leads the discussion and note-taking session on acids and bases, reviewing properties, providing examples from everyday life, relating them to the end-of-unit task, and introducing the concept of measurement of pH using the pH scale.
1.4.3 Student Activity: Students develop an efficient method for testing the pH of at least six household substances using both paper and liquid indicators as well as pH probes. They also develop an observation table (including a column for their prediction as whether it is an acid or a base) such as the following:
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Household Substances |
Hypothesis |
Indicators |
Conclusion |
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Paper |
Liquid |
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pH |
Red Litmus |
Blue Litmus |
MO |
BTB |
PPH |
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Once they receive teacher approval they carry out their method.
Teacher Facilitation: The teacher provides at least a dozen materials to be tested. The teacher discusses how to determine pH of solids by first dissolving them in water and how to use the pH probes. The teacher gives direction on a format for the method which can be presented as an annotated diagram (see TSM 1B: Note-taking Styles), emphasizing the need for a method which minimizes the use of chemicals and washing of the spot plate and also highlights the safety issues (including how to avoid contamination), and issues of sources of error in measuring pH when the substance is not clear and colourless. Students can be encouraged to include the paper test samples on their report as a visual reminder of the reaction. The teacher discusses the format for the final lab report including components such as length, method of presentation of hypothesis, observations, and conclusions.
1.4.4 Student Activity: Students apply their new understanding of acids and bases to further their study of chemical reactions by carrying out lab exercises in which they test the product of synthesis reactions. Students write reports in which they include their observations, word and symbol equations, and answers to discussion questions.
Teacher Facilitation: The teacher provides direction for two lab exercises. The first exercise involves the oxidation of magnesium, a metal (approximately 1.0 g of magnesium ribbon is heated in a crucible with the lid slightly ajar to allow entry of air), in which students also determine the mass of the magnesium and the oxide produced, allowing them to explain the results using the conservation of mass, followed by testing of the pH of the product when dissolved in water. The second involves the oxidation of carbon, a non-metal, using a deflagrating spoon, by igniting it in a Bunsen burner and then allowing it to burn in a gas jar with some water at the bottom so that the gaseous product can be dissolved in the water and tested for pH. As this is the first opportunity for students to use Bunsen burners in this course, the teacher reviews the safety aspects thoroughly.
1.4.5 Student Activity: Students gain more practice with acids and bases, reactions, and experimental design as they design a method to investigate the reactions between metals and acids, including safety precautions, observation table, and expected results. They then write a formal report.
Teacher Facilitation: The teacher reminds students of the reaction, from Activity 1.2, in which magnesium was reacted with hydrochloric acid and hydrogen was one of the products. However, the other product was not tested. The teacher then challenges the students to develop a method for investigating the reaction between various metals (magnesium, zinc, iron, aluminum), including testing for both products, reviewing the tests for gaseous products, and safety precautions. The teacher also assists students with interpreting the results they get, as the magnesium, when heated by the reaction with the acid, also reacts with the water and results in the formation of magnesium hydroxide. The teacher may remind students about the reaction with calcium and water they saw previously as well.
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Task |
Tool |
Link to Achievement Chart |
Learning Skills |
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Observation Chart Conclusion for Activity 1.4.1 |
Lab report rubric |
Inquiry and Communication |
Organization |
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Teacher observation; Method design for Activity 1.4.2 |
Teacher anecdotal; Lab report rubric stressing clarity and conciseness |
Inquiry and Communication |
Teamwork |
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Final lab report for Activity 1.4.2
(hypothesis/observation/ |
Lab report rubric and assessment for efficiency |
Knowledge, Inquiry, Communication |
Organization |
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Quiz based or test questions based on notes on properties of acids and bases 1.4. |
Marking scheme |
Knowledge, Making Connections |
Works independently |
· Provide an alternate assignment for students who are sensitive to a variety of chemicals, such as interpretation of written observations or observations made from a videotape of the reaction.
· Provide one-on-one support during design activity for exceptional students or provide written steps instead.
Web site for information on household
substances
qlink.queensu.ca/~6jem4/house.html
Time: 150 minutes
Students develop an understanding of neutralization reactions through an investigation of the properties of antacid liquids as an example of a consumer product. An emphasis is placed on the skills required to plan and conduct an inquiry.
Strand(s): Chemistry
Specific Expectations
CH2.03D - through investigations and applications of basic concepts demonstrate the skills required to plan and conduct an inquiry into chemical processes using a broad range of tools and techniques safely and accurately, and controlling major variables and adapting of or extending procedures where required;
CH2.02D - through investigations and applications of basic concepts formulate scientific questions about practical problems and issues involving chemical processes;
CH2.06D - through investigations and applications of basic concepts describe experimental procedures in the form of a laboratory report;
CH1.06D - describe qualitatively acid-base neutralization through observation of simple acid-base reactions;
CH3.04D - describe how an understanding of chemical reactions has led to the development of new consumer products and technological processes;
CH3.01D - explain how environmental challenges can be addressed through an understanding of chemical substances.
Parts of: CH2.01.
· Obtain samples of several simple liquid antacid products.
· Ask students beforehand to bring in labels or containers (preferably empty) of antacid products.
· Review safety procedures required for working with acids and bases.
· The definition of a variable and how to conduct a controlled experiment
· The ability to use probes to determine pH
· Properties of acid and bases
· Examples of bases
1.5.1 Student Activity: Students participate in a discussion about over-the-counter remedies used for stomach upsets caused by too much acidity. They observe a teacher demonstration of a neutralization of 1.0 M HCl with 1.0 M NaOH and make notes.
Teacher Facilitation: The teacher leads the class discussion, connecting to Activity 1.4, asking students how the remedies work and what their active ingredients are. The teacher then demonstrates the neutralization reaction, summarizing the process and providing a range of examples of where neutralization is used, including environmental problems such as acid spills or scrubbing of smokestacks. The discussion should include reference to the equal concentrations of the materials used and ask what you would do if you had a strong acid and a weak base, or vice versa. The way in which you determine when neutralization is completed should also be discussed, drawing on familiarity with indicators from Activity 1.4.
1.5.2 Student Activity: In pairs or small groups, students choose one of the antacid liquids available and design an experiment to test the efficacy of the antacid in neutralizing a sample of hydrochloric acid. After carrying out their test they complete a product description, in which they identify active ingredients, their properties, and the neutralizing capacity.
Teacher Facilitation: The teacher provides the antacid liquids, approves the design, and assists students as necessary.
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Task |
Tool |
Category |
Learning Skills |
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Lab activity 1.5.2 |
Rubric based on Collaborative Group Work Rubric- TSM from Grade 9 Science, Academic Profile, page x |
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Team work |
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Product description |
Rubric |
Inquiry, Knowledge, Communication, Making Connections |
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· Provide extra time for students.
· As an extension have students compare two different brands with similar active ingredients or with different ingredients or try the tests with antacid tablets.
Time: 200 minutes
A variety of factors that influence the rate of reactions is examined. Once these factors are understood, students design and plan an experiment to evaluate one factor that influences the rate of a reaction. This further develops student skills in designing experiments and further improves their safety and laboratory skills.
Strand(s): Chemistry
Specific Expectations
CH1.04D - describe and explain qualitatively how factors such as energy, concentration, and surface area can affect rates of chemical reactions;
CH3.03D - identify everyday examples where the rates of chemical reactions are modified (e.g., the use of kindling to increase surface area in order to start a fire; the refrigeration of food to slow down spoilage);
CH2.01D - through investigations and applications of basic concepts select and use appropriate apparatus, and apply WHMIS safety procedures for the handling, storage, disposal, and recycling of laboratory materials;
CH2.06D - through investigations and applications of basic concepts describe experimental procedures in the form of a laboratory report;
CH2.12D - design an experiment to determine qualitatively the factors that influence chemical reactions.
· Consider giving a test at the end of this activity in preparation for the final activity.
· Prepare concentrations of HCl in advance for the design lab.
· At least two different forms of CaCO3 (pellet, powder) should be available.
· Thermometers, hot plates, and beakers should be available for the demonstration and the design lab.
· Develop a worksheet or locate a textbook activity for 1.6.3.
· Safety and lab skills
· PHAMOD lab reports (see TSM 1C)
· Designing methods
· Note-taking styles (see TSM 1B)
1.6.1 Student
Activity: Students participate in a discussion on antacid
tablets and how they can be made to work faster. Students choose one of the
questions posed and design an experiment to answer it, writing a report on
their method design and results.
Teacher Facilitation: The teacher refers to the liquid antacids from the previous activity, and discusses why some people would use tablets instead (What properties do they have?). The teacher then poses questions such as “How much faster do the tablets react at body temperature? How much should you chew them before you swallow? What happens if you take two of them at once?” The teacher provides directions for the activity, including the requirements for a laboratory report, and assists students as they carry out their design.
1.6.2 Student Activity: Students participate in a follow-up discussion about reaction rates, including everyday examples where the rates of chemical reactions are modified. Students record the observations of a teacher demonstration/lesson on factors that affect reaction rates. The teacher demonstrates the reaction between calcium carbonate and HCl. After some questioning, students should determine that some factors that may influence the rate of a reaction include: concentration of solution, form of solid, and temperature of reaction. Students complete a lab in which they react calcium carbonate (CaCO3) and hydrochloric acid (HCl).
Teacher Facilitation: The teacher should demonstrate the reaction between CaCO3 and HCl and then probe students with questions to get them to think about what could affect the rate of this particular reaction and how the rate can be measured. The teacher should lead them to temperature, surface area, and concentration as three possible factors.
1.6.3 Student Activity: Students complete a text-based or worksheet activity in which they examine everyday reactions and investigate strategies that are used to speed up or slow down reactions (e.g., rusting, the use of drain cleaner, dyeing hair, bleaching fabric, ripening of fruit).
Teacher Facilitation: The teacher introduces the activity with a familiar example such as rusting and then assists students with the activity.
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Task |
Tool |
Link to Achievement Chart |
Learning Skills |
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Laboratory group work 1.6.1 |
On-the-spot teacher assessment while students are completing the lab |
Inquiry |
Teamwork |
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Design method Conclusion 1.6.1 |
Lab report rubric emphasizing method design and conclusion |
Knowledge, Inquiry, Communication |
Organization |
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Test question 1.6.2, 1.6.3 |
Marking scheme |
Knowledge, Making Connections |
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· Provide assistance with the experimental design.
· Provide a note summary for Activity 1.6.2.
Shakhashiri, Bassam Z. Chemical Demonstrations.
Time: 250 minutes
Students work individually or in pairs to investigate the main active chemical component of a household consumer product and present their findings in a one-day consumer product fair. There is an opportunity for students to further develop the safe laboratory skills required for measuring the pH of a substance, build models to represent the chemical structure of the chemical in their chosen household product, use research skills to find information on the environmental impact and chemical processes involved, and utilize problem-solving techniques for suggesting improvements or alternatives to their household product. In addition, students become familiar with some careers associated with these household chemicals.
Strand(s): Chemistry
Specific Expectations
CH1.01 - recognize the relationships among chemical formulae, composition, and names;
CH1.07 - describe how the pH scale is used to identify the acidity of solutions;
CH1.08 - name and write the formulae of common ionic and molecular compounds;
CH2.01 - through investigations and applications of basic concepts select and use appropriate apparatus, and apply WHMIS safety procedures for the handling, storage, disposal, and recycling of laboratory materials;
CH2.04 - through investigations and applications of basic concepts select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen;
CH2.08 - represent simple chemical reactions using molecular models, word equations, and balanced chemical equations;
CH2.10 - conduct experiments to identify the acidity and basicity of some common substances;
CH3.01 - explain how environmental challenges can be addressed through an understanding of chemical substances;
CH3.02 - describe how an understanding of chemical reactions has led to the development of new consumer products and technological processes.
· Consider inviting another science class to provide feedback to students at the consumer products fair.
· Consult with your teacher-librarian for assistance with the teaching of research skills and to make arrangements to have students complete some research in the Library/Resource Centre (Internet searches, etc.).
· Provide the rubric to students ahead of time.
· Prepare to review presentation and group work skills with students if necessary.
· Collect information/resources about household substances and associated careers.
· Have a list of suitable products available from which students can choose, if necessary. Avoid the use of toxic materials. Health care products, cosmetics, water-based paints or finishes, inks, markers, mild cleaning materials, personal care products such as shampoos are all reasonable choices.
· Students should be able to identify and build models of various chemical formulas using molecular model kits.
· Test pH of a substance
· Identify WHMIS symbols and know to safely store and handle different hazardous chemical substances
· Identify safety symbols found on household chemical substances
· Presentation skills
· Research skills
1.7.1 Student Activity: Students choose one household substance to investigate. The main active chemical component of the household substance should be able to be identified from the label. For the identified chemical students research the following: the chemical structure and formula, environmental impacts, safe handling and storage techniques, the chemical process involved in the production of this main component, and any improvements that can be made or alternatives to the main chemical. They prepare a poster, report, or computer presentation on the information.
Teacher Facilitation: The teacher provides the rubric to students before beginning this activity. There should be a sign up sheet for household substances, so that each student is working with a different one. Students can be allowed to pick their own substance, but it should be one that allows for success in the project (i.e., one where the active ingredient is reasonably simple in structure, pH testing is possible, and information on its manufacture, handling, storage, and/or environmental impacts is available).
1.7.2 Student Activity: Students research one career that is associated with this household product, including: job title, job description, and education required. The information should be displayed on the Futures/Career Wall.
Teacher Facilitation: The teacher provides suggestions to students, based on the research they have done in 1.7.1, on appropriate careers to choose.
1.7.3 Student Activity: Students give their presentation in a class fair, including a test of the pH of their substance on the spot and a display of a molecular model of the active chemical in their product.
Teacher Facilitation: The teacher sets up the fair. A suggestion could be to invite another class to come to the fair and listen to each student discuss their household substance and assess this with the rubric or split the class in half – half present/half assess and then switch.
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Task |
Tool |
Link to Achievement Chart |
Learning Skills |
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Research process 1.7.1 |
Checklist |
Knowledge, Inquiry, Communication, Making Connections |
Various learning skills |
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Career Information 1.7.2 |
Marking Scheme |
Making Connections |
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Peer assessment and teacher evaluation of the presentation 1.7.3 |
Rubric |
Knowledge, Inquiry, Communication, Making Connections |
Various learning skills |
· Provide step-by-step instructions on the research process.
· Monitor daily progress.
http://www.acs.org/index.html
(American Chemical Society – provides links to a variety of chemical sites and
education resources.)
http://www.neis.com/associations.html
(Chemical Industry Home Page – useful for career and industry related
information)
http://www.iceman.org/ereschem.htm
(Chemical Industry Research Help)
http://www.pdlab.com/welcome.htm
(Online Product Development Resource)
http://www2.msstate.edu/~gmm4/chemistry/index.html
users.erols.com/merosen/labs.htm
(Lab activities site with links to a variety of labs done in this unit, as well
as information for the final activity.)