Course Profile Chemistry,
Grade 11, University Preparation, Catholic
Unit 1: Gases and Atmospheric Chemistry
Time: 24 hours (1440 minutes)
Activity 1 | Activity 2
| Activity 3 | Activity 4
In
the first cluster of this unit, students examine the nature of the atmosphere
by identifying its major and minor components, recognize the importance of the
atmosphere in supporting life on earth, and determine the relevancy of gases in
their lives. As informed responsible citizens, the students reflect on how the
use of technological products can enhance the quality of life and contribute to
the common good. They explain the intermolecular forces found in different
states of matter and further describe the gaseous state using kinetic molecular
theory. Students describe natural phenomena and technological products
associated with gases.
In
the second cluster, students use experimental data to develop the mathematical
relationships for Boyle’s law, Charles’ law, and Gay-Lussac’s law and
incorporate the knowledge of these laws to develop the combined gas law
equation. Students use Dalton’s law of partial pressure to solve numerical
problems that involve the collection of a gas by the downward displacement of
water. Students use research to identify technological products and the
corresponding safety concerns associated with the use of compressed gases,
e.g., propane tanks in the home and workplace.
In
the third cluster, students state Avogadro’s hypothesis and demonstrate an
understanding of Avogadro’s number, the mole, and molar mass. Students experimentally
determine the molar volume of a gas and solve quantitative problems involving
the ideal gas law.
In
the fourth cluster, students describe technological advances and applications
of gases in other disciplines, examine gas related environmental issues
affecting society, and explain Canadian initiatives to improve air quality.
Students plan, organize, and participate in the “Gases and Life” conference.
Throughout the unit, students recognize their role as stewards of the earth in
addressing the environmental concerns and issues relating to Canada’s
atmosphere.
(Note:
Expectation QC1.01 is addressed in this unit and revisited in Unit
3: Quantities in Chemical Reactions. In addition, expectation GA2.05
will not be covered in Unit 1, but addressed in Unit 3 along with other
stoichiometry problems).
Unit
Synopsis Chart
|
Activity |
Time |
Expectations |
Assessment |
Task |
|
1. Gases and the Atmosphere 1.1 The Atmosphere 1.2 Explaining Properties of Gases 1.3 Introducing End-of-Unit Task |
300 min. |
GAV.01,
GAV.03, GA1.01, GA1.02, GA1.06, GA3.01, SIS.06 CGE1d,i;
2e; 3b; 7d,i,j |
K, C MC |
-
Concept Map and class discussion -
Reflection (atmosphere) -
Poster of Natural Phenomena and Technological Products |
|
2. Gas Laws 2.1 Boyle’s Law 2.2 Charles’ Law 2.3 Gay-Lussac’s Law 2.4 Combined and Dalton’s Laws 2.5 Gas Law Game 2.6 Consumer Pamphlet 2.7 Preparing End-of-Unit Task |
540 min. |
GAV.01,
GAV.02, GAV.03, GA1.03, GA1.04, GA2.01, GA2.02, GA2.03, GA2.04, GA3.03,
SIS.01, SIS.02, SIS.03, SIS.04, SIS.05, SIS.07, SIS.08 CGE1d;
2e; 3b,c,d,e |
K, I C MC |
-
Experiments: -
Boyle’s Law -
Charles’ Law -
Gay-Lussac’s Law -
Problem solving and game -
Consumer pamphlet and presentation |
|
3. Avogadro
and Molar Calculations 3.1 Avogadro’s
Law 3.2
Mole and Molar Mass 3.3
End of Unit Task 3.4
Molar Volume 3.5
Ideal Gas Law |
375 min. |
GAV.01, GAV.02, GA1.05, QC1.01,
GA2.04, GA2.06, SIS.05, SIS.07, SIS.09 CGE3c; 4f; 5f,g |
K I |
- Counting Activity - Problem solving - Molar volume lab |
|
4. Gases and Life 4.1 Gases in Other Disciplines 4.2 Air Quality |
225 min. |
GAV.03,
GA3.02, GA3.04, SIS.10 CGE
1d,e; 2e,3b,c,d,e; 4f; 5e; 7a,b,d,i,j |
K, I, C, MC |
-
Conference: Exhibits and Displays - Air
Quality seminars |
Time: 300 minutes
Students examine the nature of the
atmosphere by identifying its major and minor components. Students recognize
the importance of the atmosphere in supporting life on Earth, and determine the
relevancy of gases in their lives. As informed responsible citizens, the
students reflect on how the use of technological products can enhance the
quality of life and contribute to the common good. They explain the
intermolecular forces found in different states of matter and further describe
the gaseous state using the kinetic molecular theory. Lastly, students describe
natural phenomena and technological products associated with gases.
Overall
Expectations
GAV.01 -
demonstrate an understanding of the laws that govern the behaviour of gases;
GAV.03 -
describe how knowledge of gases has helped to advance technology, and how such technological
advances have led to a better understanding of environmental phenomena and
issues.
Specific
Expectations
GA1.01 -
explain different states of matter in terms of the forces between atoms,
molecules, and ions;
GA1.02 -
describe the gaseous state, using kinetic molecular theory, in terms of degree
of disorder and types of motion of atoms and molecules;
GA1.06 -
identify the major and minor components of the atmosphere;
GA3.01 -
describe natural phenomena and technological products associated with gases.
Scientific
Investigation Skills
SIS.06 -
compile and interpret data or other information gathered from print,
laboratory, and electronic sources, including Internet sites, to research a
topic, solve a problem, or support an opinion.
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE1i -
integrates faith with life;
CGE2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, technology and information systems to enhance the quality of
life;
CGE3b -
creates, adapts, evaluates new ideas in light of the common good;
CGE7d - promotes the sacredness of life;
CGE7i -
respects the environment and uses resources wisely;
CGE7j -
contributes to the common good.
·
Air
pollution and environmental issues associated with air quality are introduced
in Activity 1 to stress their significance and to provide a focus for the
end-of-unit task, “Gases and Life” conference found in Activity 4.
·
Photos
of atmospheric phenomena, e.g., Aurora Borealis, and information on various
forms of air pollution, e.g., smog, acid rain, global warming, or ozone layer,
should be gathered in advance to provide students with an appreciation of the
Earth’s atmosphere and the role of gases in the universe. These should be used
throughout the unit, whenever appropriate.
·
The
end-of-unit task for this Unit is a conference, called “Gases and Life”,
consisting of student workshops/seminars on Canadian initiatives to improve air
quality, and displays/exhibits of applications of gases in their lives. The
exhibits should display students’ products developed in Activities 1.1
(poster), 2.6 (pamphlet), and 4.1(newspaper flyer). The student groups for
Activities 1.1, 2.6, and 4.1 should remain the same throughout the Unit and new
groups with specific assigned roles are established for the student
workshops/seminars (Activity 4.2). Students should be provided with ample
opportunities to research their topics throughout the Unit so that they have
sufficient time to prepare and present the finished products for the
conference. The time allocated for this conference is 450 minutes, of which 225
minutes is evenly distributed over Activities 1, 2, and 3. The remaining time,
(225 minutes) is used in Activity 4.
·
Teachers
are encouraged to use local resources available from their communities and
environmental agencies, and locate web sites directly by researching air
quality for their particular area, e.g., www.airqualityontario.com.
·
Prepare
all materials and equipment as required, e.g., readings, photos, handouts, etc.
·
A
barometer would be useful for measuring atmospheric pressure. If possible,
invite a weather specialist to discuss how barometric readings are used in
weather forecasting.
·
Make
arrangements to have the students visit the school Library/Resource Centre as
required. If it is not available, collect resources for classroom use or
arrange Internet access through your computer department.
·
Review
the ethical use of the Internet with the students.
·
It
is recommended that a Unit test be given before Activity 4.
·
Grade
10 Science: Chemistry and Earth and Space Science
·
Grade
9 Science: Chemistry and Earth and Space Science
The teacher:
·
arranges
groups and instructs students to make a concept map for gases using the
possible headings: definitions, properties, examples, and uses/applications;
·
reviews
briefly the formation of the universe outlining the importance of gases;
·
reads
in unison with the class A Prayer of Gratitude (Appendix A);
·
introduces
Earth’s atmosphere as a mixture of gases and identifies the major and minor
components of the atmosphere by providing students with atmospheric composition
data;
·
leads
a class discussion on the importance of clean air to life on Earth;
·
assists
students in identifying possible air pollutants and in recognizing
environmental issues in Canada and world-wide related to air quality;
·
instructs
students to read passages from Scripture, the Psalms especially, and write a
reflection on the importance of the atmosphere to life on Earth;
·
introduces
the end-of-unit task, the “Gases and Life” conference, to be held in Activity
4;
·
groups
students in pairs and assigns a poster presentation which describes a natural
phenomena, e.g., geysers, volcanic eruptions, or a technological product, e.g.,
rocket engine, pressurized tanks, carbonated drinks, or air bags, associated
with gases. The poster should include the following: the specific gases
involved (identified as major or minor components of the atmosphere), a
labelled diagram of the natural phenomena or technological product, and a
written summary describing the chosen topic;
·
conferences
with groups to ensure their poster topics and content are relevant and
appropriate;
·
assesses
the poster and the presentation;
·
instructs
students to write a reflection on one of the technological products described
commenting on whether its use enhances quality of life and contributes to the
common good.
Students:
·
brainstorm,
in their assigned groups, to create a concept map for gases;
·
read
the prayer, reflect, and comment on the importance of air to life on Earth;
·
identify
and record the major and minor components of the atmosphere;
·
list
air pollutants and identify the environmental issues in Canada and world-wide
related to air quality;
·
read
the passages from Scripture that make reference to wind and air (e.g., Genesis
8:1; Exodus 10:13; Numbers 11:31; Proverbs 11:29; Ecclesiastes 1:6; John 3:8;
Acts 2:2; 1Kings 19:11-13);
·
write
a reflection on the importance of the atmosphere to life on Earth;
·
choose,
research, and gather information on an approved topic for their poster;
·
submit
their poster for assessment and present their work to the class;
·
write
a reflection on one of the technological products described commenting on
whether its use enhances quality of life and contributes to the common good.
The teacher:
·
reviews
the terms atoms, molecules, and ions;
·
provides
samples of solids, liquids, and gases for visual comparison and instructs
students, working in pairs, to compare and contrast the properties of the three
states of matter in chart form and asks them to hypothesize why gases are
different from liquids and solids;
·
defines
kinetic energy and reviews the postulates of the Kinetic Molecular Theory,
(KMT);
·
leads
a class discussion on the role of attractive forces between particles;
·
defines
pressure using familiar examples, e.g., tire pumps, balloons, etc.,
demonstrates how to measure atmospheric pressure using a barometer, and
describes other devices to measure pressure of enclosed gases, e.g., gauges,
manometers;
·
introduces
and states the SI units for volume, temperature, and pressure;
·
directs
students to use KMT to describe the gaseous state;
·
assigns
and assesses a student summary sheet describing the gaseous state in terms of
intermolecular forces, degree of disorder, and types of motion of atoms and
molecules explaining why gases are different from liquids and solids.
Students:
·
record
the definitions of atoms, molecules, and ions and provide examples;
·
prepare
a chart to compare and contrast the properties of the three states of matter;
·
brainstorm
possible reasons for differences between the states of matter;
·
define
kinetic energy and summarize the postulates of KMT;
·
through
class discussions, explain the different states of matter in terms of the
forces between atoms, molecules, and ions;
·
record
definitions of relevant terms and units for pressure, volume, and temperature;
·
use
KMT to explain the gaseous state;
·
write
and submit a summary describing the gaseous state using kinetic molecular
theory and explain the different attractive forces in solids, liquids, and
gases.
The teacher:
·
presents
the workshop/seminar component of the conference involving the Canadian
initiatives to improve air quality;
·
assigns
roles, e.g., government, environment specialists, etc., directs students to
work on their end-of-unit task, Activity 4.2, and conferences with each
research team to ensure they remain on task.
Students:
·
meet
throughout the unit to research and conference with each other and the teacher;
·
work
collaboratively to gather information for the assigned task.
·
The
poster may be assessed for Knowledge/Understanding, Communication, and Making
Connections using a rubric. (GA1.06, GA3.01, SIS.06)
·
The
summary sheet may be assessed for Knowledge/Understanding and Communication
using a marking scheme. (GA1.01, GA1.02)
·
See
the Course Overview for general accommodations.
·
Possible
enrichment activities:
· Investigate and write a report on the role of the atmosphere in determining the weather.
· Research the reactions involved when an air bag is deployed and explain how they involve oxidation and reduction.
· Identify the major air pollutants and their sources in your community.
· Explain what happens when a liquid boils.
· Apply the KMT to explain the compressibility and diffusion of gases.
· Explore the use and symbolism of air and wind in Scripture.
Dunlop,
Stewart and Michael Jackson. Understanding Our Environment.
Gillespie,
R., D. Humphreys, N. Baird, and E. Robinson. Chemistry.
Rayner-Canham,
G., et al. Chemistry: A Second Course. Don Mills: Addison-Wesley
Publishers.1989.
ISBN 0-201-17885-0
Whitman,
R., E. Zinck, and R. Nalepa. Chemistry Today 1.
Internet
Sites
Air
Quality
Chemistry
Visualized: The World of Physical Chemistry
–
http://www-wilson.ucsd.edu/educationeducation.html
Church
Documents – http://www.vatican.va
David
Suzuki Foundation –
http://www.davidsuzuki.org
Environment
Encyclopedia
of the Atmospheric Environment –
http://www.doc.mmu.ac.uk/aric/eae/enter.htm
Kinetic
Molecular Theory and Gas Laws Table of Contents
–
http://dbhs.wvusd.k12.ca.us/GasLaw/KMT-Gas-Laws.html
Videotapes
Chemistry
of the Environment.
Time: 540 minutes
Through lab inquiries, students
develop the quantitative and graphical relationships among the pressure,
volume, and temperature of ideal gases. Students use the data collected in
these inquiries to develop the mathematical relationships for Boyle’s law,
Charles’ law, and Gay-Lussac’s law. They incorporate the knowledge of these
laws to develop the combined gas law equation. Students use
Overall
Expectations
GAV.01 -
demonstrates an understanding of the laws that govern the behaviour of gases;
GAV.02 -
investigate through experimentation the relationship among pressure, volume and
temperature of a gas and solve problems involving quantity of a substance in
moles, molar masses and volume, and the gas laws;
GAV.03 -
describe how knowledge of gases has helped to advance technology, and how such
technological advances have led to a better understanding of environmental
phenomena and issues.
Specific
Expectations
GA1.03 -
describe the quantitative relationships that exist among the following
variables for an ideal gas: pressure, volume, temperature, and amount of
substance;
GA1.04 -
explain
GA2.01 - use
appropriate scientific vocabulary to communicate ideas related to gases;
GA2.02 -
use and interconvert appropriate units to express pressure and temperature;
GA2.03 -
determine through experimentation the quantitative and graphical relationships
among the pressure, volume, and temperature of an ideal gas;
GA2.04 -
solve quantitative problems involving the following gas laws: Charles’ law,
Boyle’s law, Gay-Lussac’s law,
GA3.03 -
identify technological products and safety concern associated with compressed
gases.
Science
Investigation Skills
SIS.01 -
demonstrate an understanding of safe laboratory practices by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials, and using appropriate personal protection (e.g., safety
goggles);
SIS.02 -
select appropriate instruments and use them effectively and accurately in
collecting observations and data (e.g., use a balance to accurately measure the
mass of a precipitate);
SIS.03 -
demonstrate the skills required to plan and carry out investigations using
laboratory equipment safely, effectively, and accurately;
SIS.04 -
demonstrate knowledge of emergency laboratory procedures;
SIS.05 -
select and use appropriate numeric, symbolic, graphical, and linguistic modes
of representation to communicate scientific ideas, plans, and experimental
results;
SIS.07 -
communicate the procedures and results of investigations for specific purposes
by displaying evidence and information, either in writing or using a computer,
in various forms, including flow charts, tables, graphs, and laboratory;
SIS.08 -
express the results of any calculation involving experimental data to the
appropriate number of decimal places or significant figures.
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, technology and information systems to enhance the quality of
life;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE3e -
adopts a holistic approach to life by integrating learning from various subject
areas and experience.
·
As
laboratory experiments are performed for the first time in this activity, the
importance of safety, the format of lab reports and/or Data Books should be
discussed with the students.
·
Homework
should be assigned to provide enough opportunity to develop student knowledge
and problem-solving skills since the gas laws will not be revisited until
university. Students should be encouraged to set goals in order to improve
their individual problem-solving skills.
·
Due
to safety concerns, dry ice should be used for teacher demonstrations only.
·
There
is available a variety of equipment to illustrate the gas laws, including
syringes, probes and sensors that interface with computers, and
overhead-projector, teacher-demonstration kits. References for experiments and
equipment can be found in the Resources section of this profile.
·
It
is recommended that a variety of equipment be used for these experiments. For
example, if computer interface probes or sensors are available, one computer
station could be set up for each of the gas law activities so that students can
gain experience using this technology. If an Absolute Zero apparatus is not
available, teachers could supply students with dry lab data for Gay-Lussac’s
law.
·
There
are a number of different computer simulations available with activities on the
gas laws. These programs might be useful if a student was absent or if the
above apparatus is not available;
·
Teachers
are encouraged to use graphing calculators or appropriate graphing software.
·
The
self-discovery method used in this activity/profile might require modifications
depending on time limitations and the needs of particular classes.
·
Prepare
sets of gas law problems, answer sheets, and prizes for the game in Activity
2.5.
·
Prepare
the paper-and-pencil quiz on all gas law problems for Activity 2.5.
·
The
research and assessment criteria for the consumer product pamphlet should be
introduced in advance to allow students sufficient time to research and produce
the final product.
·
In
this Activity, the students should be provided with 75 minutes to work on their
air quality seminars for the end-of-unit task (Activity 2.7).
·
Review
the ethical use of the Internet with students.
·
Make
arrangements to have the students visit the school Library/Resource Centre as
required. If it is not available, collect resources for classroom use or
arrange Internet access through your computer department.
·
Grade
10 Science: Chemistry and Earth and Space Science
·
Grade
9 Science: Chemistry
The teacher:
·
reviews
safety in the laboratory;
·
introduces
the consumer product pamphlet - Activity 2.6;
·
instructs
students on the format of a Data Book for observations and calculations and
informs students that lab and inquiry skills are being assessed;
·
provides
lab procedures for an experiment demonstrating Boyle’s law using the computer
interface and traditional equipment. Sample experiments can be found in most
lab manuals.
·
reviews
the concept of dependent and independent variables;
·
ensures
that a working barometer is available to determine the atmospheric pressure, if
needed;
·
directs
students to prepare a chart in their Data Books with the following headings:
volume (V), pressure (P), 1/V, and PxV, perform the experiment, complete the
chart, analyse all data, and compare their experimental results with their
peers;
·
conferences
with individual students as they make their measurements and assesses their
completed charts and their lab skills;
·
instructs
students to plot graphs of V vs. P, and 1/V vs. P, using a graphing calculator
or appropriate graphing software, if possible;
·
uses
the class data to develop the mathematical relationship for Boyle’s law;
·
uses
relevant examples to demonstrate the proper procedure for solving problems and
reviews the proper use of significant figures in expressing a numerical answer;
·
assigns
and takes up problems related to Boyle’s law;
·
arranges
the class into groups of four and distributes the apparatus and instructions needed
to make a “Cartesian Diver” (1 empty plastic pop bottle (1L) + lid + 1
eyedropper). The groups make the model and explain “how it works” using Boyle’s
law and discuss practical examples that illustrate Boyle’s law e.g., inflating
a tire, using a fire extinguisher, scuba diving, and ear popping with changes
in altitude, etc.
Students:
·
read
the assigned experiment and prepare the chart in their Data Books;
·
working
in pairs, safely conduct the lab investigation, record all observations,
analyse all data and compare their experimental results with their peers;
·
plot
the graphs, using a graphing calculator, if available; participate in the class
discussion to develop the mathematical relationship for Boyle’s law; and solve
problems related to Boyle’s law expressing their numerical answers to the
appropriate number of significant figures;
·
work
cooperatively in a group to construct the Cartesian diver, arrive at a group
explanation of the “Cartesian Diver,” and record practical examples that
illustrate Boyle’s law in their notebook.
The teacher:
·
sets
up a demonstration of a balloon in warm water and ice cold water, and uses the
results to discuss the qualitative relationship between temperature and volume.
·
chooses
an experiment to illustrate the quantitative relationship of Charles’ law and
sets up a computer lab station, if an interface is available;
·
describes
the lab procedure, making sure students are aware of the proper handling of
equipment;
·
directs
students to read the lab procedure, perform the experiment, and submit a lab
report;
·
assigns
appropriate questions (found in lab manuals) that direct the students to plot a
volume, temperature graph, extrapolate to Absolute Zero, and determine the
mathematical relationship for Charles’ law;
·
conferences
with students, while they plot their graphs and answer questions, to provide
feedback on their development of the mathematical relationship for Charles’
law;
·
assigns
and corrects practice problems related to Charles’ law;
·
uses
the examples of popping popcorn, hot air
balloons, aerosol cans, and anesthetic gas to introduce and discuss practical
applications.
Students:
·
read
and complete the experiment as outlined by the teacher following proper safety
guidelines;
·
complete
the graph of temperature and volume and extrapolate to find the temperature for
V=0;
·
answer
questions to determine the mathematical relationship between Absolute
temperature and volume; individually, complete and submit the lab report.
·
solve
mathematical problems related to Charles’ law and express their answers to the
appropriate number of significant figures; participate in class discussion of
applications of Charles’ law summarizing examples in their notebook.
The teacher:
·
reviews
the previous two laws;
·
to
illustrate and discuss the qualitative relationship between pressure and
temperature, uses a variety of
demonstrations, e.g., places a beaker of warm water in a vacuum pump and
gradually reduces the pressure until the water boils or quickly inverts a
steaming pop into a tray of cold water;
·
directs
students to prepare a temperature, pressure chart in their Data Books;
·
sets
up an Absolute Zero apparatus or an appropriate computer interface to
demonstrate Gay-Lussac’s law, and assigns students to prepare water samples at
various temperatures for the demonstration;
·
conducts
the demonstration and instructs students to record the temperature and
corresponding pressure in their charts;
Note: If an Absolute Zero apparatus is not available
teachers should supply students with dry lab data;
·
directs
students to plot the graph of pressure versus temperature, extrapolate to
Absolute Zero, and determine the mathematical relationship for Gay-Lussac’s
law, if graphing calculators are available, students can verify the linear
relationship of their hand plotted graphs;
·
directs
students to peer share their graphs;
·
conferences
with each student as they develop the mathematical relationship of Gay-Lussac’s
law;
·
instructs
students to submit their Data Books to assess their problem solving and
graphing skills.
Students:
·
participate
in the class discussion of the demonstration(s);
·
prepare
a suitable observation chart in their Data Books, and record the pressure of
the gas for each different temperature, graph all data and verify their results
using a graphing calculator;
·
peer
share their results to determine any discrepancies and sources of error;
·
arrive
at the mathematical relationship for Gay-Lussac’s law;
·
individually,
submit their Data Books to be assessed.
The teacher:
·
uses
the example of weather balloons to demonstrate how changes in both temperature
and pressure will affect the volume of a fixed amount of gas;
·
develops
the combined gas law using the mathematical relationships from Boyle’s law,
Charles’ law, and Gay-Lussac’s law;
·
provides
examples and assigns problems using the combined gas law;
·
demonstrates
the collection of a sample gas using the downward displacement of water, and
uses an example of a combined gas law problem that gives the pressure of a gas
collected over water and discusses the need to correct the pressure for the
presence of water vapour;
·
introduces
·
assigns
related problems and directs students to peer assess the word problems.
Students:
·
participate
in developing the combined gas law equation;
·
solve
combined gas law problems and use
The teacher:
·
prepares
five different sets of problems and assembles three stations for each problem
set for a total of 15 stations, and sets up simple answer sheets for each set
of numerical problems with a point system that increases in value with the
level of difficulty of the problem;
·
arranges
students in pairs to move through all five different stations;
·
instructs
students that the purpose of the game is to improve problem solving skills,
encourages students to answer as many questions as possible in the given time
line (4-6 minutes per station);
·
runs
the game and tallies all the points at the end of the game and arranges prizes
for the winners;
·
prepares,
administers, and assesses a paper-and-pencil quiz on all gas laws.
Students:
·
working
in pairs move from Station #1 to #5;
·
work
as a team to solve as many problems as possible in the time allowed and submit
answers to the teacher;
·
write
a quiz on the gas laws.
The teacher:
·
introduces
the Consumer Product Pamphlet project earlier in the Unit as suggested in the
planning notes and arranges time in the Library/Resource Centre or computer
labs for access to the Internet or other resources;
·
leads
a class discussion to identify technological products and safety concerns
associated with compressed gases, e.g., propane tanks, fire extinguisher, air
conditioners, scuba tanks and undersea exploration, welders’ tanks, etc.;
·
assigns
the Consumer Product Pamphlet that describes a technological product and the
safety concerns associated with the product;
·
using
the input of the class develops the criteria required for the rubric that will
be used to assess the Consumer Product Pamphlets and the oral presentations;
·
distributes
the oral presentation and pamphlet rubrics for peer and teacher assessment (Note:
peer assessments are not used for student evaluation) and assesses
presentations;
·
allows
students to improve their pamphlet based on peer assessments;
·
collects
and assesses the final products;
·
instructs
students to write a reflection on whether the uses of compressed gases have
enhanced the quality of life and contributed to the common good.
Students:
·
brainstorm
to identify possible products of compressed gases and any safety concerns;
·
participate
in the development of the rubrics;
·
working
in assigned pairs, choose a topic, research and describe how the product works
and the safety concerns associated with the product;
·
design
and complete the pamphlet and give a presentation on their consumer product;
·
participate
in peer assessment of the presentations and the pamphlets;
·
use
the peer assessments to improve their consumer product pamphlets;
·
submit
their pamphlet for assessment;
·
write
a reflection on the contributions of compressed gases to the common good.
The teacher:
·
directs
students to work on their end-of-unit task – Activity 4.2;
·
conferences
with each research team to ensure they remain on task.
Students:
·
meet
throughout the Unit to research and conference with each other and the teacher;
·
work
collaboratively to gather information for the assigned task.
·
Student
lab performance skills and charts for Activity 2.1(Boyle’s law) may be assessed
for Inquiry using a suitable checklist. (SIS.01) (SIS.02) (SIS.03) (SIS.04)
(GA2.03)
·
The
lab report in Activity 2.2 (Charles’ law) may be assessed for
Knowledge/Understanding, Inquiry and Communication using a lab rubric.
(GA1.03)(GA2.03) (GA2.01) (SIS.05) (SIS.07)
·
The
graphs and calculations for Activity 2.3 (Gay-Lussac’s law) may be assessed for
Inquiry and Communication using a marking scale. (GA2.03) (SIS.07)
·
The
paper-and-pencil quiz may be assessed for Knowledge/Understanding using a
marking scheme. (GA1.03) (GA1.04) (GA2.04) (SIS.08)
·
The
consumer product pamphlet and presentation may be assessed for
Knowledge/Understanding, Communication, and Making Connections using
appropriate rubrics. (GA3.03)
·
See
the Course Overview for general accommodations.
·
Additional
practice problems could be assigned to allow students to practise and improve
their problem-solving skills. Students can take advantage of the numerous
computer tutorials available.
·
Graphing
calculators and peer reviews can reinforce graphing skills.
·
A
lab station can be set up for wheelchair access.
·
Large
print scales on instruments can be used for visually challenged students.
·
Possible
enrichment activities:
· Design and create a computer-generated version of the Gas law game.
· Research and write an editorial on the safety concerns of compressed gases in the home.
· Design and build a working model of one of the applications, e.g., hot air balloon, airbags etc.
· Write a biography on one of the scientists in this activity.
· Design a web page or tutorial to help students improve their problem-solving or graphing skills.
· Prepare for University bound contests, e.g., Avogadro, Hall of Fame, Chemical Institute of Canada.
· Visit a nearby automotive service centre, and observe the precautions and techniques necessary for the repair or removal of refrigeration products for automotive air-conditioning systems. Inquire about disposal procedures for these refrigerants.
· Research the various colour codes used in the shipping of industrial canisters of compressed gases.
· Compare and explain why commercial dry cake mixes have two different sets of preparation instructions on their packages.
Harrison,
R., D. Fisher, and G. Rayner-Canham. Laboratory Manual Chemistry A First
Course. Don Mills: Addison-Wesley Publishers, 1988. ISBN 0-201-17881-8
Holmquist,
Dan and Donald L. Volz. Chemistry With Computers Using Logger Pro.
Portland: Vernier Software, 1997. ISBN 0-918731-95-X
Lynn,
David. Understanding Chemistry Laboratory Manual. Toronto: John Wiley
& Sons, 1988.
ISBN 0- 471-79695-6
Tocci,
Salvatore, and C. Viehland. Holt Chemistry Visualizing Matter. Austin: Holt,
Rinehart and Winston, 1989. ISBN 0-03-000193-5
Whiteman,
R.L., E.E. Zinck, and R.A. Nalepa. Chemistry Today 1, 3rd ed. Laboratory
Manual. Scarborough: Prentice-Hall, 1989. ISBN 0-13-129321-4
Internet
Sites
Scuba
Physics – http://www.cei.net/~dvines/laws.html
The
Plain Man’s Guide to Aerosols –
http://www.yorks.karoo.net/aerosol/index.htm
School
Science Projects with Hot Air Balloons –
http://www.overflite.com/science.html
Time: 375 minutes
Students
state Avogadro’s hypothesis and describe his contribution to our understanding
of reactions of gases. In addition, students demonstrate an understanding of
Avogadro’s number, the mole, and molar mass. Through experimentation, students
determine the molar volume of a gas. Furthermore, students solve quantitative
problems involving the ideal gas law.
Strand(s): Gases and Atmospheric Chemistry
Overall
Expectations
GAV.01 -
demonstrate an understanding of the laws that govern the behaviour of gases;
GAV.02 -
investigate through experimentation the relationships among the pressure,
volume, and temperature of a gas, and solve problems involving quantity of
substance in moles, molar masses and volumes, and the gas laws.
Specific
Expectations
GA1.05 -
state Avogadro’s hypothesis and describe his contribution to our understanding
of reactions of gases;
QC1.01 -
demonstrate an understanding of Avogadro’s number, the mole concept, and the
relationship between the mole and molar mass;
GA2.04 -
solve quantitative problems involving the following gas laws: Charles’s law,
Boyle’s law, the combined gas law, Gay-Lussac’s law, Dalton’s law of partial
pressures, the ideal gas law;
GA2.06 -
determine the molar volume of a gas through experimentation.
Scientific
Investigation Skills
SIS.05 -
select and use appropriate numeric, symbolic, graphical, and linguistic modes
of representation to communicate scientific ideas, plans, and experimental
results;
SIS.07 -
communicate the procedures and results of investigations for specific purposes
by displaying evidence and information, either in writing or using a computer,
in various forms, including flow charts, tables, graphs, and laboratory
reports;
SIS.09 -
select and use appropriate SI units (units of measurement of the Système
international d’unités, or International System of Units).
Ontario
Catholic School Graduate Expectations
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE4f -
applies effective communication, decision-making, problem-solving, time and
resource management skills;
CGE5f -
exercises Christian leadership in the achievement of individual and group
goals;
CGE5g -
achieves excellence, originality, and integrity in one’s own work and supports
these qualities in the work of others.
·
Homework
should be assigned to develop student knowledge and problem-solving skills.
·
Teacher
prepares one mole samples of several different substances, e.g., S, Cu, Pb, C,
H2O, etc., labelling each closed container with the chemical
symbol/formula, mass, and all necessary WHMIS information (Activity 3.2).
·
When
stating Avogadro’s hypothesis, stress that at constant temperature and pressure
the amount of substance relates to the number of particles and not the mass (a
common misconception).
·
Blowing
up a balloon illustrates Avogadro’s Law, V1/n1 = V2/n2.
·
The
mole concept and Avogadro’s number are introduced in this activity. Students
also solve problems involving molar mass of a substance and the molar volume of
gas; however, (GA2.05), stoichiometric calculations involving gases in chemical
reactions are covered in Unit 3, Quantities in Chemical Reactions.
·
For
the counting activity, building blocks, paper clips, magnets, or molecular
model kits could be used to represent molecules. Students first build models of
the molecules of the reactants placing them in a beaker according to the
relationship: one volume of a gas represents four molecules in a beaker.
Students begin with one volume of each of the reactants. They then disassemble
the models and use the exact same materials to construct the models of the
products. (Note: Students may need to use more than one beaker of a
particular reactant since all the reactant atoms must be used to construct the
products.) The students then place the constructed models of the product
molecules in beakers according to the same relationship, i.e., four molecules
of product per one volume. They then count the number of reactant and product molecules
and relate them to the volume, e.g., one volume contains four molecules and two
volumes contain eight molecules. The students represent their findings using a
schematic diagram showing the molecules and volumes for the reactants and
products.
·
Teachers
should be aware of all the safety precautions involved with the use of gas
cylinders and need to follow school board regulations.
·
Balloons
filled with various gases can be used as a teacher demonstration to reinforce
that at the same temperature and pressure, equal volumes of different gases
have different masses.
·
In
this activity students should be provided with 75 minutes to work on Activity 4
in order to prepare for the conference.
·
Stress
proper mathematical form, SI units, and significant figures when solving word
problems.
·
When
introducing the ideal gas law, stress that “n” represents the quantity
of gas in moles and not the number of moles (a common misconception). Students
should understand that real gases behave ideally only at high temperatures and
low pressures (a common misconception).
·
Find
suitable experiment to determine the molar volume of a gas (Activity 3.4).
·
Prepare
a Unit test to be administered at the end of this activity.
·
Grade
10 Science: Chemistry – Chemical Processes
·
Grade
9 Science: Chemistry – Atoms and Elements
The teacher:
·
provides
students with balloons to inflate and deflate in order to consider the
qualitative relationship between volume and the amount of gas in the balloon;
·
describes
Gay-Lussac’s law of Combining Volumes;
·
introduces
the counting activity described in the Planning Notes and uses it to illustrate
the reaction
A + B ÕAB;
·
leads
a class discussion to develop Avogadro’s hypothesis and instructs students
working in pairs to model Avogadro’s hypothesis for specific reactions in their
Data Books;
·
conferences
with students to provide feedback on their understanding of Avogadro’s
hypothesis;
·
collects
Data Books to assess their schematic diagrams of the reactions.
Students:
·
qualitatively
determine the relationship between volume and the amount of a substance;
·
summarize
Gay-Lussac’s Law of Combining Volumes and Avogadro’s Hypothesis;
·
in
their Data Books draw schematic diagrams to model Avogadro’s hypothesis for the
reactions:
|
A) H2 (g) |
+ |
Cl2
(g) |
Õ |
2 HCl
(g) |
|
B) 2 H2 (g) |
+ |
O2
(g) |
Õ |
2 H2O
(g) |
|
C) N2 (g) |
+ |
O2
(g) |
Õ |
2 NO
(g) |
·
submit
their Data Books for assessment.
The teacher:
·
defines
the mole and explains the relationship between the mole and Avogadro’s number;
·
displays
one mole samples of several different substances, e.g., S, Cu, Pb, C, H2O,
etc. The samples should be in closed containers labelled with chemical
symbol/formula, mass, and all necessary WHMIS information, and instructs
students to prepare a table with the headings: name of substance, chemical
symbol/formula, mass;
·
distributes
periodic tables and instructs students to compare the mass given on each
container to the atomic mass or molecular mass obtained/calculated from the
periodic table, in order to determine the relationship between the mass of one
mole of each substance and its corresponding atomic/molecular mass;
·
to
illustrate the concept that equal volumes of different gases at the same
temperature and pressure have different masses, poses the question: Why does a
balloon filled with helium rise, but one filled with an equal volume of carbon
dioxide does not?;
·
defines
molar mass and distributes a worksheet on molar mass calculations;
·
administers
a quiz on the mole concept and molar mass.
Students:
·
record
the chemical symbol/formula and the masses for each of the samples on display,
and compare these to atomic masses/molecular masses obtained/calculated from
the periodic table;
·
examine
balloons filled with equal volumes of helium and carbon dioxide and hypothesize
why the helium balloon rises;
·
complete
assigned molar mass calculations and find a partner to check their
calculations;
·
write
a quiz on the mole concept and molar mass.
The teacher:
·
explains
the requirements for Activity 4.1, the newspaper flyer assignment;
·
directs
students to collect research materials and monitors their progress.
Students:
·
work
collaboratively to research and prepare the newspaper flyer assignment.
The teacher:
·
discusses
the experimental procedures to determine the molar volume of hydrogen gas
produced by the reaction of magnesium metal with a dilute solution of
hydrochloric acid;
·
defines
standard temperature and pressure (STP) and reviews Dalton’s law of partial
pressures;
·
prepares
a set-up of the apparatus for students to model;
·
discusses
safety precautions related to the use of hydrochloric acid;
·
conferences
with students during the lab investigation to check that students are following
procedures and to assist with
calculations, and guides students in sources of error;
·
collects
student Data Books and assesses the experimental data and calculations.
Students:
·
in
pairs, conduct the lab investigation to determine the molar volume of hydrogen
gas, and perform calculations using experimental data; peer share the results
of the experiment with other groups in order to compare and discuss possible
sources of error;
·
submit
their individual data analysis for assessment.
The teacher:
·
reviews
previous concepts by asking students the following questions: If samples of two
different gases, A and B, are at the
same temperature and pressure, sample A contains 6.022x1023
particles and sample B contains 6.022x1023 particles, should they
each occupy the same volume? Would they each have the same molar mass?;
·
guides
students in deriving the ideal gas law, PV=nRT;
·
shows
a sample calculation using the ideal gas law for determining the quantity of a
gas in moles;
·
asks
students to calculate the molar volume of a gas at STP, using the ideal gas
law. This value could be compared to the experimental results obtained in
Activity 3.4;
·
instructs
students to create and solve two appropriate and relevant numerical problems
involving the ideal gas law. Each problem should solve for a different
variable;
·
directs
students to peer share, peer edit and solve a variety of student prepared ideal
gas problems;
·
assesses
the word problems and solutions.
Students:
·
use
Avogadro’s hypothesis, Boyle’s law and Charles’s law to derive the ideal gas
law;
·
calculate
the molar volume of a gas at STP using the ideal gas law, and compare this
value to the molar volume determined for hydrogen gas in Activity 3.4,
suggesting possible reasons for discrepancies;
·
compose
and then answer two original realistic numerical problems involving the ideal
gas law;
·
peer
edit and comment on the creativity, clarity, and level of difficulty of the
questions;
·
peer
share and solve a variety of student created ideal gas law problems;
·
submit
individual ideal gas law problems with solutions.
·
The
schematic diagrams modelling Avogadro’s hypothesis can be assessed for
Knowledge/Understanding using a rating scale. (GA1.05)
·
The
quiz can be assessed for Knowledge/Understanding using a marking scheme.
(QC1.01)
·
The
data analysis for Activity 3.4 can be assessed for Knowledge/Understanding,
Inquiry, Communication, and Making Connections using a lab rubric.
(GA2.06,SIS.05,SIS.07)
·
The
student created gas law problems can be assessed for Knowledge/Understanding
and Communication using a rating scale. (GA2.04, SIS.09)
·
See
the course overview for general accommodations.
· Computer tutorials can be used for additional practice in problem solving.
· A lab station can be set up for wheel-chair access.
· Large print scales can be used for the visually challenged students.
·
Possible
enrichment activities:
· Prepare a biography of Avogadro, outlining his achievements and impacts on chemistry.
· Estimate the number of moles of water drops in the Great Lakes using the area, average depth, and the number of water drops in 1 mL.
· Ammonia is used in the manufacture of fertilizers. How is it produced? Why it is stored as a liquid?
DiSpezio,
M., T. Hall, D. Morrison, C. Schrader, D. Scodellaro, and J. Young. Heath
Chemistry Laboratory Experiments. Canada: D.C. Heath Canada Ltd., 1987.
ISBN 0-669-95291-5
Herron,
J., D. Kukla, C. Schrader, D. Morrison, M. DiSpezio, J. Erickson, and D.
Scodellaro.
Heath Chemistry. Canada: D.C. Heath Canada Ltd., 1987. ISBN
0-669-95289-3
Whitman,
R., E. Zinck, and R. Nalepa. Chemistry Today 1. Scarborough:
Prentice-Hall Canada Inc., 1988. ISBN 0-13-129306-0
Internet
Sites
Avogadro’s
Hypothesis –
http://www.carlton.paschools.pa.sk.ca/chemical/molemass/avogadro.htm
Mole –
www.dist214.k12.il.us/users/asanders/mole.html
Time: 225 minutes
Students describe technological
advances and applications of gases in other disciplines. In addition, gas
related environmental issues are examined as students research and explain
Canadian initiatives to improve air quality. Students plan, organize, and
participate in the “Gases and Life” conference. They set up displays/exhibits
on the applications and uses of gases and participate in seminars addressing
Canadian initiatives on air quality. Lastly, students recognize their role as stewards
of the Earth in addressing the environmental concerns and issues relating to
Canada’s atmosphere.
Strand: Gases and
Atmospheric Chemistry
Overall
Expectations
GAV.03 -
describe how knowledge of gases has helped to advance technology, and how such
technological advances have led to a better understanding of environmental
phenomenon and issues.
Specific
Expectations
GA3.02 -
explain Canadian initiatives to improve air quality;
GA3.04 -
describe how knowledge of gases is applied in other areas of study.
Science
Investigation Skills
SIS.10 -
identify and describe science- and technology-based careers related to the
subject area of study.
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -
speaks the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith);
CGE2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, technology and information systems to enhance the quality of
life;
CGE3b - creates, adapts, evaluates new ideas in
light of the common good;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE3e -
adopts a holistic approach to life by integrating learning from various subject
areas and experience;
CGE4f -
applies effective communication, decision-making, problem-solving, time and
resource management skills;
CGE5e -
respects the rights, responsibilities, and contributions of self and others;
CGE7a -
acts morally and legally as a person formed in Catholic traditions;
CGE7b -
accepts accountability for one’s own actions;
CGE7d -
promotes the sacredness of life;
CGE7i -
respects the environment and uses resources wisely;
CGE7j -
contributes to the common good.
·
The
end-of-unit task for this unit is an in-class student conference titled “Gases
and Life.” The conference consists of exhibitions of students’ work compiled
throughout the unit and student seminars focusing on Canadian initiatives to
improve air quality. For the first 75 minutes of this activity students prepare
their materials and presentations for the conference. The conference takes
place during the remaining 150 minutes.
·
The
exhibits/displays demonstrate a visual representation of all the applications
and uses of gases studied in this unit. The displays include the following: the
poster on a natural phenomena or the poster on a technological product from
Activity 1.1, the consumer product pamphlet from
Activity 2.6, and the newspaper flyer prepared in this activity. Science fair
backdrop boards can be used for the displays and should be purchased in
advance. These exhibits/displays could also be presented to the entire student
body or at an open house.
·
The
newspaper flyer assignment for the end-of-unit task describes a related career
and illustrates how the knowledge of gases has made possible many technological
advancements in other areas of study.
·
While
attending the exhibits in the conference, students prepare a fact sheet using
the information obtained from their classmates’ displays. Students are
encouraged to choose different topics of interest, e.g., natural phenomena if
their poster involved a technological product, and vice versa, a topic that
they did not research.
·
Students
present the seminars and workshops focusing on Canadian initiatives to improve
air quality. They are encouraged to play the role of members of government
(local, regional, provincial, and federal), environment specialists,
industrialists, and environmentally conscious citizens. In order to have a
better understanding of the environmental issues related to air quality,
students need to research and present information on the following types of air
pollution: smog, acid rain, greenhouse gases, and ozone layer depletion. They
should research recent Canadian initiatives in improving air quality such as
Canada’s involvement in the Kyoto Agreement.
·
The
workshops and seminars could involve multi-media presentations. Teachers should
organize the conference so that there is representation from all groups listed.
In addition, teachers should assign the type of air pollution for the groups to
study to ensure that all areas of concern are addressed.
·
Ensure
the Library/Resource Centre, Internet, and career programs are available for
student use.
·
Grade
10 Science, Chemistry – Chemical Processes
·
Grade
9 Science, Chemistry – Atoms and Elements
The teacher:
·
leads
a class discussion to create a concept map for disciplines, e.g., meteorology,
marine or undersea exploration, environment, medical, etc., careers, and
technological advancements related to gases;
·
arranges
for students to visit the Library/Resource Centre;
·
assigns
the newspaper flyer assignment in which students working in pairs prepare: (a)
a career profile including the educational requirements, a description of the
career, and future outlooks of the career; (b) an illustration of a
technological advancement in the field (photograph, model, diagram, or computer
web page, etc.); and (c) a written article describing the benefits of the
technological advancement to society; dialogues with groups to ensure that
their topics are relevant and appropriate;
·
introduces
the display/exhibit component of the “Gases and Life” conference as a visual
exhibition of the application of gases in their lives;
·
instructs
students that as they circulate through the displays, they are required to
complete a fact sheet summarizing information obtained from one poster,
pamphlet, and newspaper flyer;
·
assesses
the fact sheet and the individual exhibit/displays;
·
instructs
students to write a reflection summarizing the benefits and risks of technological
products associated with gases.
Students:
·
participate
in a class discussion to create a concept map for the applications of gases;
·
research
and gather information on their approved topic for the newspaper flyer;
·
arrange
all required work (poster, pamphlet, flyer) on a display board, bulletin board
or Bristol board in preparation for the display/exhibit portion of the “Gases
and Life” conference;
·
on
a rotation basis, circulate, visit, and study other displays, and prepare a fact
sheet on each of the topics outlined;
·
submit
their individual fact sheet and group display for assessment;
·
write
a reflection on the impact technologies have had on society and the
environment. Students will select a Psalm that speaks of nature and creation as
manifesting the wonders and grandeur of God. Students will reflect on what
scholars call “de-creation.”
The teacher:
·
discusses
smoking by-laws in the local community to raise the issue of air quality;
·
organizes
groups according to assigned role and outlines the workshop/seminar component
of the conference. The focus of the research task could include the following:
· What are the major sources of the air pollution?
· What natural events and human activities are responsible for the atmospheric problems?
· Explain how each type of air pollution affects air quality.
· What are the effects of damaging the atmosphere? What specific health concerns are associated with poor air quality?
· What technological advancements are currently being used to monitor the pollutant(s) that affect the atmosphere?
· Identify and assess the Canadian initiatives taken to improve air quality.
· What are the economic implications of the proposed initiatives?
· Suggest ways for citizens to reduce their contribution to the problem(s) in order to improve air quality.
·
conferences
with each group to ensure they remain on task;
·
assesses
the workshop/seminar component of the conference;
·
leads
a discussion on the need for the implementation of the proposed initiatives to
improve air quality, and compiles suggestions for future challenges;
·
directs
students to write a reflection discussing the impact of the conference on their
lives. Students may be invited to reflect on Deut. 30:19: “I have set before
you life or death… Choose life.” How does this choice relate to today’s
reality?
Students:
·
in
groups of four, work collaboratively to brainstorm, research, and conference
with each other and the teacher to prepare their chosen mode of presentation
for the workshop/seminar component of the conference;
·
prepare
worksheets and activities for the seminar/workshop they lead;
·
participate
in the workshops/seminars;
·
write
a reflection commenting on the impact the conference has made on their
understanding of gases and how they will use this knowledge in making choices
in the future, i.e., steps that they can take to improve air quality.
·
The
exhibit/display can be assessed for Communication using a suitable rubric.
·
The
newspaper flyer can be assessed for Knowledge/Understanding, Communication, and
Making Connections using a rubric. (GA3.04, SIS.10)
·
The
fact sheet can be assessed for Communication using a rating scale.
·
The
air quality workshop/seminar can be assessed for Knowledge/Understanding,
Communication, and Making Connections using a rubric. (Appendix B) (GA3.02)
·
See
the course overview for general accommodations.
·
Possible
enrichment activities:
· Acting as a reporter for the school newspaper, students write an article for the next edition of the paper, which describes the highlights of the “Gases and Life” conference.
· Prepare a video along with a narrative of the conference that includes the exhibits and displays as well as highlights of the seminars;
· Research air pollution in developing countries and report your findings in a local paper; commenting on the role and responsibility of industrialized nations for improving their air quality;
· Investigate international responses to protect the atmosphere and compare them to Canadian initiatives.
Draper,
D. Our Environment: A Canadian Perspective. Toronto: International
Thomson Publishing Company, 1998. ISBN 0-17-605552-5
Chemistry
of the Environment.
British Columbia: Davis Film and Video Productions, 1993. 34 min.
Internet
Sites
Climate Change
– http://www.davidsuzuki.org
Ministry of the Environment – http://www.ene.gov.on.ca
St.
Francis of Assisi
|
Most
High, all powerful, good Lord, |
Praised
be you, my Lord, for Brother Wind |
|
to you
all praise, glory and honour |
and for
the air and for the clouds, |
|
and all
blessing; |
for the
azure calm and for all climes |
|
to you
alone, Most High, they belong |
by
which you give life to your creatures. |
|
and no
man is worthy of naming you. |
|
|
|
Praised
be you, my Lord, for Sister Water, |
|
Praised
be you, my Lord, |
who is
very useful and humble, |
|
with
all your creatures, |
precious
and chaste. |
|
especially
Milord Brother Sun, |
|
|
who
brings day, and by whom you enlighten us; |
Praised
be you, my Lord, for Brother Fire, |
|
he is
beautiful, he shines with great splendour; |
by whom
you enlighten the night: |
|
of you,
Most high, he is the symbol. |
he is
beautiful and joyous, |
|
|
indomitable
and strong. |
|
Praised
be you, my Lord, |
|
|
for
Sister Moon and the Stars: |
Praised
be you; my Lord, |
|
in the
heavens you formed them, |
for
Sister our mother the Earth |
|
clear,
precious and beautiful. |
who
nourishes us and bears us, |
|
|
and
produces all kinds of fruits, |
|
|
with
the speckled flowers and the herbs. |
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-61%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge
of types and sources of air pollution, and Canadian initiatives to improve
air qualities (K) |
-
demonstrates limited knowledge of types and sources of air pollution and
Canadian initiatives |
-
demonstrates some knowledge of types and sources of air pollution and
Canadian initiatives |
-
demonstrates considerable knowledge of types and sources of air pollution and
Canadian initiatives |
-
demonstrates thorough knowledge of types and sources of air pollution and
Canadian initiatives |
|
Use
appropriate scientific vocabulary to communicate ideas related to gases and
air quality (C) |
- uses
appropriate scientific vocabulary to communicate ideas related to gases and
air quality with limited clarity and precision |
- uses
appropriate scientific vocabulary to communicate ideas related to gases and
air quality with moderate clarity and precision |
- uses
appropriate scientific vocabulary to communicate ideas related to gases and
air quality with considerable clarity and precision |
- uses
appropriate scientific vocabulary to communicate ideas related to gases and
air quality with high degree of clarity and precision |
|
Understanding of connections between advanced
technology due to knowledge of gases and environmental issues related to
gases and air quality (MC) |
- shows limited understanding of connections
between advanced technology due to knowledge of gases and environmental
issues related to gases and air quality |
- shows some understanding of connections
between advanced technology due to knowledge of gases and environmental
issues related to gases and air quality |
- shows considerable understanding of
connections between advanced technology due to knowledge of gases and
environmental issues related to gases and air quality |
- shows thorough understanding of connections
between advanced technology due to knowledge of gases and environmental
issues related to gases and air quality |
|
Analysis
of social and economic issues involving air quality, and Canadian initiatives
to improve air quality (MC) |
-
analyses social and economic issues involving air quality and Canadian
initiatives to improve air quality with limited effectiveness |
-
analyses social and economic issues involving air quality and Canadian
initiatives to improve air quality with moderate effectiveness |
-
analyses social and economic issues involving air quality and Canadian
initiatives to improve air quality with considerable effectiveness |
-
analyses social and economic issues involving air quality and Canadian
initiatives to improve air quality with high degree of effectiveness |
|
Assessment
of impact of Canadian initiatives to improve air quality (MC) |
-
assesses the impact of Canadian initiatives to improve air quality with
limited effectiveness |
-
assesses the impact of Canadian initiatives to improve air with moderate
effectiveness |
-
assesses the impact of Canadian initiatives to improve air quality with
considerable effectiveness |
-
assesses the impact of Canadian initiatives to improve air quality with high
degree of effectiveness |
|
Proposing
of courses of practical action on improving air quality (MC) |
-
extends analyses of gas related environmental issues into courses of
practical action on improving air quality with limited effectiveness |
-
extends analyses gas related environmental issues into courses of practical
action on improving air quality with moderate effectiveness |
-
extends analyses of gas related environmental issues into courses of
practical action on improving air quality with considerable effectiveness |
-
extends analyses of gas related environmental issues into courses of practical
action on improving air quality with high degree of effectiveness |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
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