Course Profile Science, Workplace Preparation, Catholic
Unit 2: Materials and Safety
Time: 20 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5
Unit Developers
Josephine Ciapanna, Hamilton-Wentworth CDSB
Donna Stack-Durward, Hamilton-Wentworth CDSB
Development Date:
August
2000
Students gain a working knowledge of important safety legislation, such as the Workplace Hazardous Materials Information System (WHMIS). This is done through laboratory investigations of and research into the safe handling, use, storage, and disposal procedures for a variety of materials including some hazardous materials. Awareness of the effects of hazardous materials on the body is emphasized. Through investigations, students identify the factors affecting rates of chemical reactions. As informed Catholic citizens and responsible stewards, students use this knowledge of chemistry to address home, school, and workplace safety issues.
Ontario Catholic Graduate Expectations: CGE1d; 2a, b, c, d, e; 3c, d; 4c, e, f, g; 5a, b, e, f, g,
h; 7i, j.
Strand(s): Materials and Safety
Overall Expectations:
MSV.01E,
MSV.02E, MSV.03E.
Specific Expectations:
MS1.01E
to MSI.10E, MS2.01E to MS2.05E, MS3.01E, MS3.02E.
|
Activity 1 |
Safety First |
300 minutes |
|
Activity 2 |
Look What Happens |
300 minutes |
|
Activity 3 |
Accidents Can Happen! |
375 minutes |
|
Activity 4 |
What Do I Do With This? |
75 minutes |
|
Activity 5 |
Chemistry At Work |
150 minutes |
In this unit, students build on their previous knowledge of Materials and Matter, studied in Grade 7 and Chemistry: Atoms and Elements, studied in the Grade 9 Science Academic course, or Chemistry: Exploring Matter studied in the Grade 9 Science Applied course. Students should be familiar with the appropriate and ethical use of the Library/Resource Centre, computers and the Internet.
This unit is organized into five activities. The timing of the activities may be changed to meet students’ and teacher’s needs. It is suggested that students maintain a Lab book in which experimental results are recorded. It is also suggested that vocabulary lists are maintained in the students’ Notebook. A Notebook is used by students to record answers to questions (in-class or homework), to make notes in, to keep their vocabulary lists, and to put any handouts given by the teacher or by their peers. Students also maintain a Journal for reflections and a Workplace Portfolio in which to accumulate the materials required for Unit One (see Unit One for specific format). Direction from the teacher may be required with regard to the format and contents of the Lab book, Notebook and of the Workplace Portfolio. Allow up to two hours in this unit for the collection of Portfolio items in preparation for Unit One. It is recommended that Personal Safety Cards from Activity 1 be added, in addition to any other pertinent information related to a student’s specific career.
It is recommended that the Materials and Safety Unit be the second unit taught in SNC3E, following the introduction of the Workplace Portfolio. Set classroom routines, particularly those involving safety. Use this unit to assess the academic strengths and learning styles of the students. It may be necessary to review or teach material found in Prior Knowledge Required before proceeding with a given activity. Review site specific safety procedures, laboratory routines, and waste disposal procedures prior to, and throughout, this unit. For activities in which students design their own procedures, ensure that all safety concerns are addressed and procedures approved before students proceed. It is strongly recommended that all laboratory activities be tested by the teacher prior to classroom use. The Catholic perspective on the role of work in a person’s life, as well as the role of humans as stewards of God’s creation, are important themes throughout this course and should be emphasized where appropriate. Similarly, the theme of safety and the workplace should be stressed. When appropriate, teachers should direct students to write reflection in their Journals using the Learning/Valuing/Acting Model (refer to Course Overview).
This unit is intended to accommodate a variety of learning styles, interests, and abilities. Teachers are encouraged to make the lessons short with lots of hands-on activities and repetition of core concepts. Teachers present their lessons from a “need to know” perspective, which will help students make the necessary connections to the workplace and remain focused. The use of a variety of appropriate teaching strategies is strongly recommended, e.g., teacher-directed lessons, teacher demonstrations, field trips, student laboratory inquiries, research activities, guest speakers, lesson specific worksheets, videos, independent study work, collaborative learning, and group presentations.
Achievement of expectations may be assessed using a variety of strategies and tools, such as teacher-student conferences, roving conferences, observation checklists, laboratory activity checklists and specific marking schemes, paper and pencil quizzes, rating scales, and rubrics, as well as oral and written presentations. A chart containing a suggested summary of each unit’s assessment and evaluation strategy is included. Sample rubrics are included in the appendices.
|
Activity |
Expectations |
Category |
Task |
Tool |
Type of Assessment |
||
|
D |
F |
S |
|||||
|
1 |
MS1.02 MS2.05 MS2.05 MS2.05 MS1.02 MS1.02 |
K/U K/U K/U K/U, C K/U K/U, I, C |
hazardous symbols cards matching quiz or paper pencil quiz WHMIS labels quiz style game personal safety cards interview questions/class visits |
checklist marking scheme checklist checklist, roving conferences checklist or rating scale checklist |
X |
X X X X |
X X |
|
2 |
MS1.05, MS2.03 MS1.05 MS2.01 MS1.05 MS2.04 MS1.04 MS1.06 MS2.03 |
K/U, I, C K/U, I, C K/U K/U, I, MC, C K/U, I, C K/U, I, C K/U, I, MC, C K/U |
formulation of questions and planning of lab investigation of acid on metals completion of questions questions on uses of metals investigation on ease of combustion worksheets on oxidants fact sheet on factors affecting reaction rates laboratory techniques and safety practice |
checklist checklist marking scheme marking scheme checklist marking scheme process and product rubrics roving conference and checklist |
|
X X X X X X |
X |
|
Activity |
Expectations |
Category |
Task |
Tool |
Type of Assessment |
||
|
D |
F |
S |
|||||
|
3 |
MSI.01, MS1.02, MS1.07, MS1.08, MS1.09, MS1.10, & MS3.01 MSI.01, MS1.02, MS1.07, MS1.08, MS1.09, MS1.10, & MS3.01 MS1.01 MS1.10 MS1.08, MS1.09, MS1.10, MS1.02, MS3.01 MS1.07 |
K/U, I, MC, C K/U, I, MC, C K/U K/U K/U |
News Release Bulletin and presentation News Release Bulletin (individual contribution) vocabulary list quiz/paper and pencil test News Release Bulletin |
collaborative rating scale, individual research and project rubric, and researching project and report/ display rubric marking scheme or checklist checklist marking scheme roving conference and checklist |
|
X X X X |
X X |
|
4 |
MS1.01, MS2.02, MS3.02 MS1.01, MS2.02, MS3.02 |
K/U, I, C, MC K/U, I, C, MC |
group activity Round Table activity |
rating scale rubric and marking scheme |
|
X |
X |
|
Activity |
Expectations |
Category |
Task |
Tool |
Type of Assessment |
||
|
D |
F |
S |
|||||
|
5 |
MS3.01 MS3.01 MS3.01 MS2.03 MS3.01 MS3.01 |
K/U, MC K/U K/U I K/U, C, MC K/U |
worksheets on fire and fire extinguishers uses of foam fire extinguishers - lab activity quiz/paper and pencil test building and testing fire extinguisher evacuation plan fire safety |
marking scheme marking scheme or lab checklist marking scheme checklist product rubric roving conference, checklist |
|
X X X X |
X X |
|
K = Knowledge |
C = Communication |
D = Diagnostic |
|
U = Understanding |
MC = Making Connections |
F = Formative |
|
I = Inquiry |
L = learning skill |
S = Summative |
Building Codes and Fire Codes from local Municipal offices
Candido, J.L. et al. Heath Science Connections 10.Toronto: D. C. Heath
ISBN 0- 669-95285-0
local and national newspapers
magazines (e.g., Macleans)
Ontario Fire Marshall’s Office: Fire Safety Manual
Ord, Dennis. Exploring
Chemistry.
Fire Extinguishers - http://www.armanet.com/T1212/firepage/firepage.html
Home Portable Fire Extinguishers - http://www.cyberstreet.com/firedept/extingui.htm
Office of Biosafety - Health
Safety in Chemistry Laboratory - http://www.chemlabs.uoregon.edu/Safety/Fire1.html
Safety Tips: Portable Fire extinguishers - www.vbg.org/FIRE/fire-ext.htm
Chemistry Reactions – CD-ROM (www.carolina.com) GB-41-3582
Material Safety Data Sheets Data base – CD-ROM (Boreal Laboratories)
Chemical
Reactions (Bill Nye, the Science Guy) 1995. (Magic Lantern www.magiclantern.ca)
#401- 31-707
Chemistry
Essentials Series (The Periodic Table; Reactions and Relationships)
(www.carolina.com)
GB-49-7245
Fire
Extinguishers - Fight or Flight? NFPA.
Lab Safety:
The Accident at
Safe Science: Lab Safety Awareness. Cambridge Education Products (www.carolina.com) GB-49-1012
Science Lab Safety Series. (www.carolina.com) GB-49-0855
Starting with
Safety: An Introduction for the Academic Chemistry Lab. (www.carolina.com)
GB-49- 7240
Time: 300 minutes
Students further their knowledge of WHMIS legislation as it applies to the school and workplace through a variety of activities. Students produce a Personal Safety Card. Good safety practices are emphasized.
An Effective Communicator:
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of
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.
A Reflective and Creative Thinker:
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.
A Self-Directed, Responsible, Life Long Learner:
CGE4e - sets appropriate goals and priorities in school, work and personal life;
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.
A Collaborative Contributor:
CGE5a - works effectively as an interdependent team member;
CGE5e - respects the rights, responsibilities and contributions of self and others;
CGE5f - exercises Christian leadership in the achievement of individual and group goals;
A Responsible Citizen:
CGE7i - respects the environment and uses resources wisely.
Overall Expectations
MSV.01 - demonstrate an understanding of WHMIS legislation and general safety procedures as they apply to materials in the workplace and the home.
Specific Expectations
MS1.02 - demonstrate an understanding of important safety legislation (e.g., WHMIS legislation, the Fire Code, the Building Code, the Occupational Health and Safety Act);
MS2.05 - demonstrate, in oral and in written reports, a thorough knowledge of the terminology and symbols used in WHMIS (e.g., correctly interpret material safety data (MSDS) sheets, labelling symbols, and acronyms such as LD50, LC50, TWAEV, STEV, CEV).
· Review lab safety, consistent with board policy.
· Prepare a safety equipment checklist and a blank room diagram (for students to list/locate safety equipment).
· Preview safety videos and prepare question sheets to accompany them (see Resources for suggestions).
· Prepare a diagnostic test that includes good safety practices and common WHMIS Symbols.
· Gather pictures of unsafe school/workplaces situations, e.g., see page xvii, Heath Science Connections 10, and/or write a script that can be read orally, describing unsafe situations.
· Gather workplace WHMIS labels and household product labels, e.g., bleach, paints, cleaning supplies, gardening products, pesticides... , and empty lab chemical bottles/containers with complete WHMIS labels.
· Prepare worksheets and matching quiz/paper and pencil test on hazardous symbols, personal protective equipment, and safety pictograms common to the lab, home, and workplace.
· Put MSDS binder (Material Safety Data Sheets) in a prominent location in the classroom. Make multiple copies of pages that match those chemicals that students will be using.
· Get blank WHMIS labels (available from school board safety personnel).
· Set up a Safety Bulletin board.
· Arrange for a class visit to the cafeteria, auto area, or custodian’s area, if possible.
· Prepare questions and answers for a quiz-style game on WHMIS legislation. This can be done on index cards that can then be taped to the blackboard or used with magnets on a magnetic board.
· Once completed, the Student’s Personal Safety Card, from Activity 1.3, can be laminated and used as a permanent safety reference. These Cards can be made from index cards or file folders cut to a reasonable size and provide students with safety information in an easy to read and handle format. The Safety Cards can be placed in the student’s Workplace Portfolio (see Unit 1)
· Arrange for students to interview school custodial staff, cafeteria staff, or teachers in the auto area. This interview could take 20 to 40 minutes and is best done in small groups.
· Have available Poison Control Cards and other safety cards and prepare questions based on them (available from the local Public Health Departments or local hospital).
· Plan how students are to organize their Materials and Safety Unit vocabulary list.
· It is suggested that the lessons be kept short and that teachers use a variety of methods and teaching strategies appropriate for the class. Teachers may need to work on students' note-taking abilities and work habits. Teachers are advised to use a “need to know” approach in every activity/lesson (what do students need to know?), stressing the relevance of the activity/lesson to the workplace and the student’s life. With this in mind it is suggested that a survey be taken early in the course to determine the interests and job goals of the students so that examples used will be relevant and interesting to them.
· Grade 7 - Matter and Materials - Pure Substances and Mixtures
· Grade 9 - Academic or Applied Science - Chemistry strands
Activity 1.1: Examining Safety Symbols
The teacher:
· reviews safety practices. A diagnostic test may be given to ascertain the students’ level of understanding of accepted safety practices. An interest survey could also be taken. (See planning notes);
· provides remedial worksheets as necessary;
· identifies and describes the safety apparatus and personal protective equipment found in the lab;
· provides a checklist and blank room plan for students to record the location of all safety equipment in the lab area.
Students:
· complete a diagnostic test, and a safety equipment checklist and record the location of safety equipment and personal protective equipment found in the lab on the blank room diagram provided.
Activity 1.2: What’s Wrong Here?
The teacher:
· shows a safety video and assigns an accompanying question sheet;
· provides pictures or a written/oral description of a science lab, workplace, e.g., gas station, and a home, e.g., laundry area, containing glaring safety concerns/hazards and helps the class identify the safety problems;
· instructs students to write a Journal reflection using the Learning/Valuing/Acting Model on the importance of safety in the lab, home, and workplace (see Course Overview Planning Notes).
Students:
· watch a safety video and answers questions on it;
· in groups of three or four, identify the safety concerns/hazards presented by the teacher and suggest ways to rectify them (Students can discuss their suggestions with the entire class.);
· write a Journal reflection using the Learning/Valuing/Acting Model on the importance of safety in the lab, home and workplace.
Activity 1.3: Making a Personal Safety Card
The teacher:
· explains what WHMIS stands for, why such legislation is necessary, and under which circumstances it applies;
· using a standard WHMIS label, introduces the hazardous symbols found on the sample label;
· has students complete a worksheet and then a quiz/paper and pencil test where they identify hazardous symbols, safety pictograms, and personal protective safety equipment described so far;
· introduces the Student Personal Safety Card as an ongoing activity where students record hazardous symbols and safety pictograms for their own personal reference to be used throughout the course (and, hopefully, at home and in their workplace);
· provides and describes the information on, and use of, MSDS sheets;
· makes available workplace and manufacturer’s labels;
· provides sample MSDS sheets, describes their use and discusses the information on them. The teacher also provides containers of workplace chemicals to show that product labels have been standardized;
· has students complete a chart or checklist about workplace labels and other manufacturer's labels using the headings: Name of Product, Hazardous Symbols, Physical Data, Fire and Explosion Information, Reactivity Data, Toxicological Properties, Preventative Measures and Special Procedures, First Aid Measures;
· has blank WHMIS labels available for students to fill in with information from a product label.
Students:
· complete worksheets on hazardous symbols and then do a matching quiz/paper and pencil test on hazardous symbols, personal protective equipment and safety pictograms;
· prepare a Student Personal Safety Card that identifies and defines common hazardous symbols, personal protective equipment, and safety pictograms that could be found in the home, lab and workplace (this is an ongoing activity);
· working cooperatively in pairs, examine MSDS sheets and complete a chart or checklist using the MSDS binder to identify hazardous symbols and relevant safety information found on manufacturer labels;
· compare various formats used in labelling common products for WHMIS information and transfer information from a product label onto a blank WHMIS label.
Activity 1.4: A Trip to the Shop
The teacher:
· helps students compile a list of questions to be used during the interview of school staff (the school Health and Safety representative may be able to provide suggestions for appropriate questions);
· accompanies students to the cafeteria, auto area, or custodial room to interview the staff on their safety practices and look for MSDS sheets and Workplace labels;
· prepares a checklist for students to use and collects it when completed.
Students:
· brainstorm and compile a list of questions to use during the interview of cafeteria, custodial, or other staff on safety practices and procedures in their workplace;
· participate in a class visit to the auto area, etc, interview the staff, look for MSDS and workplace labels and complete a checklist. The completed checklist is submitted.
Activity 1.5: It’s Game Time!
The teacher:
· presents safety cards such as those from the Poison Control as an application of WHMIS legislation and may assign a question sheet;
· Moderates a quiz-style game on WHMIS legislation in which students can be arranged into teams according to class size.
Students:
· review Poison control cards and other standard safety cards for common information and procedures. Students can answer questions on these or compare various types of standard safety cards;
· participate, in teams, in a quiz-style game.
· Completion of a hazardous symbols chart to assess students’ Knowledge/Understanding using a checklist (MS1.02).
· Matching quiz/paper and pencil test on hazardous symbols to assess students’ Knowledge/ Understanding (MS2.05).
· Completion of WHMIS labels can be assessed for Knowledge/Understanding with a checklist (MS2.05).
· Quiz style game assesses Knowledge/Understanding and Communication of WHMIS legislation (MS2.05).
· Roving conferences as a formative assessment of the students’ Knowledge of good safety practices (MS1.02).
· Student Personal Safety Chart can be assessed for Knowledge/Understanding with a checklist or rating scale (MS2.05).
· The interview questions and class visit to formatively assess students’ Knowledge/Understanding, Inquiry, and Communication on WHMIS legislation can be done with a checklist (MS1.02).
· If the student has an individual education plan (IEP), this activity can be modified to meet needs as outlined in the plan.
· Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.
· For students with physical or learning impairments, classroom, and laboratory activities can be modified, where possible to permit participation in activities. Peer assistance should be encouraged
· For enrichment activities students may:
· visit a workplace outside of the school and report on the WHMIS safety practices observed and give suggestions for the improvement of safety practices in that workplace;
· identify and research individuals who “Blew the whistle” on dangerous and irresponsible safety practices;
· take part in a WHMIS training session at a local workplace;
· choose a chemical product and using its label, prepare a proper workplace label following WHMIS legislation.
Candido, J.L. et al. Heath Science Connections 10.Toronto: D.C. Heath Canada Ltd., 1988.
ISBN 0-669-95285-0
Material Safety Data Sheets (MSDS) “Database” CD-ROMs, available from Boreal Laboratory
Information can also be obtained from the following:
Industrial Accident Prevention Association (local or regional offices)
In-School Health and Safety representatives
In-School Co-op Education teacher for manuals used when students are at placements
Videos
Lab Safety:
A Practice for Life, available from STAO (Science Teachers Association of
Ontario)
Safe
Science: Lab Safety Awareness, available from Carolina Biological Supply
Company,
Websites
WHMIS Instructor’s package - http://www.danatec.com/whmisins.htm
WHMIS online - http://www.prohnet.com/whmis_online.htm
Time: 300 minutes
Students investigate the reactivity of metals with acids, the factors affecting the corrosion of metals, the combustion of fuels, and the factors affecting reaction rates.
A Discerning Believer Formed in the Catholic Faith Community:
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good.
An Effective Communicator:
CGE2a - listens actively and critically to understand and learn in light of gospel values;
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of
A Reflective and Creative Thinker:
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d - makes decisions in light of gospel values with an informed moral conscience.
A Self-Directed, Responsible, Life Long Learner:
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.
A Collaborative Contributor:
CGE5a - works effectively as an interdependent team member;
CGE5b - thinks critically about the meaning and purpose of work;
CGE5e -respects the rights, responsibilities, and contributions of self and others;
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.
A Responsible Citizen:
CGE7i - respects the environment and uses resources wisely;
CGE7j - contributes to the common good.
Overall Expectations
MSV.01 - demonstrate an understanding of WHMIS legislation and general safety procedures as they apply to materials in the workplace and the home;
MSV.02 - demonstrate safe handling, storage, and disposal procedures for a variety of materials, including some hazardous materials, in the school laboratory (e.g., safely handling solvents, oxidizing agents, acids, bases).
Specific Expectations
MS1.03 - describe the factors that affect the rate of chemical reactions, paying special attention to what makes reactions dangerous (e.g., increasing the temperature at which a reaction takes place can cause an explosion; volatile liquids and dispersed powders have a greater rate of reaction);
MS1.04 - identify some oxidizing agents by name and/or chemical formula, and describe their chemical reactivity with fuels and other oxidizable substances (e.g., write the chemical formula for oxygen gas and explain the reaction of oxygen gas with a fuel in terms of the products formed);
MS1.05 - predict the reactivity of metal elements with other chemical substances, using the activity series of metals (e.g., predict the reactivity of metals with acids and oxygen);
MS1.06 - describe the factors that increase the danger of flammable substances (e.g., flash point, auto- ignition);
MS2.01 - formulate scientific questions, in qualitative terms, about rates of chemical reaction (e.g., How do the rates of combustion of some fuels in air differ? What happens to the rates of combustion of fuels in pure oxygen or when mixed with a solid oxidant?);
MS2.02 - demonstrate an understanding of WHMIS legislation by selecting and applying appropriate techniques for handling, storage, and disposing of laboratory materials (e.g., use appropriate personal protection, and demonstrate proper housekeeping and knowledge of emergency procedures, when handling chemicals in the laboratory);
MS2.03 - plan and carry out investigations using laboratory equipment, effectively, safely, and accurately (e.g., compare the corrosive action of acids on various metals, and collect and test the hydrogen produced by this action; prepare and use a foam fire extinguisher);
MS2.04 - determine through experimentation, the ease of combustion of various flammable liquids (e.g., compare the ease of combustion of small quantities of alcohol, varsol, mineral oil, or vegetable oil).
· The investigations in this activity can be found in most published laboratory manuals. It is strongly recommended that the teacher test all activities before the class uses them. It is important that the teacher checks to ensure that the laboratory activities give desired observations and are safe, given the abilities of the class.
·
Caution:
The lab activities in this section should be teacher demonstrations if you have
reservations about student abilities to conduct them safely
· Choose metals such as zinc, magnesium, iron, and copper or other metals that can be safely handled by students. CAUTION: DO NOT USE CALCIUM METAL. Calcium reacts with the moisture on the hands to produce a concentrated basic solution of calcium hydroxide. Also, students should not handle alkali metals, i.e., Li, Na, K, etc. The reactions of these metals should only be demonstrated by an experienced teacher, using a safety shield.
· Place dilute (0.1 mol/L) solutions of hydrochloric acid into dropping bottles for safer handling and distribution.
· Testing the combustibility of fuels can be safely done if approximately 1 mL of fuel is added to 5 - 10 mL of water in a large test tube. Support the test tube using a test tube rack. A cloth wick, dampened on both ends with the test fuel is then added to the test tube and lit. Alternately, floating wicks, available at a candle shop can be used.
· Fuels to be tested include alcohol, varsol, mineral oil, and vegetable oil.
· The burning of carbon should be done only by the teacher using a fume hood. Only very small amounts of carbon should be used.
· Contact the school’s resource person to book time in Library/Resource Centre.
· Ensure that students are aware of the correct and ethical use of the Internet.
· Gather information on solid oxidants and on a scenario such as a gas explosion in a grain elevator (newspaper clippings can be used).
· Preview video and prepare worksheets on chemical reactions and the periodic table; the activity series of metal.
· Grade 7 - Matter and Materials - Pure Substances and Mixtures
· Grade 9 Academic or Applied - Chemistry Strands
Activity 2.1: Diagnostic Test
The teacher:
· prepares a diagnostic test or a video to be used along with prepared worksheets to review the characteristics of matter, the organization of the periodic table, periodic trends of the elements, and the properties of metal and non-metal;
· prepares required reinforcement/remedial worksheets as necessary.
Students:
· write the diagnostic test or view video and complete worksheets;
· do remedial worksheets, if necessary.
Activity 2.2: Reactivity of Metals - Effects of Acids on Metals
The teacher:
· leads a class discussion on the effects of acid precipitation on metals (a video, articles, pictures, corroded samples of metals such as rusted iron nails, or tarnished copper could be used to introduce the discussion);
· introduces the terms corrosion and acid and directs students to add these to their Materials and Safety vocabulary list;
· reviews the safe handling of acids and the proper disposal methods for the products of this activity;
· makes available various metals such as magnesium ribbon, iron filings, copper wire, aluminum, tin, nickel, zinc, and copper and a dilute solution of acid (0.1 mol/L hydrochloric acid);
· directs students to plan an investigation that compares the reactivity of the metals available with hydrochloric acid (Students are directed to include in their plan: safety precautions, safety equipment required to do the investigation, apparatus required, procedure, correct method of waste disposal, and an observation sheet.);
·
reviews the student investigation plans and
assists them with any changes required; CAUTION: CHECK TO ENSURE THAT ALL SAFETY
PRECAUTIONS ARE INCLUDED AND THAT THE PROCEDURE SUGGESTED BY STUDENTS IS
FEASIBLE;
· prepares stations around the room where students conduct their investigations (Each station will contain a spot plate or small test tubes supported with a test tube rack, small samples of the metals to be tested along with a dropper bottle of 0.1 mol/L hydrochloric acid solution);
· with student assistance, repeats the reaction between acid and zinc, collects the gas produced (hydrogen), and tests the gas with a burning splint;
· helps students to group the metals based on reactivity with acid;
· makes available a complete metal activity series;
· prepares questions on metal reactivity based on the activity series.
Students:
· in groups of four, plan an investigation to test the reactivity of metals in acid, listing safety precautions, safety equipment required, apparatus required, procedure, waste disposal procedures and a proposed observations chart;
· submit their plan to teacher for approval;
· test their predictions by reacting available metals with acid and complete an observation chart in their Lab book;
· observe the collection and identification of hydrogen gas;
· with teacher direction, compare the reactivity of metals with acids based on their observations;
· answers questions in their Lab book on the reactivity of other metals with acid using a complete metal activity series.
Activity 2.3: Reactivity of Metals - Oxidation
The teacher:
· poses the question: Why are cars painted? (Why are metals painted and/or oiled?)
· produces a mind map on the blackboard using student responses;
· introduces the term oxidation and directs students to add this term to the vocabulary list in their Notebook;
· directs students, in groups of four, to review the metal activity series and asks students to predict if the metals that reacted quickly in acid would also react quickly with oxygen in the air; (Metals to be used are zinc, iron, copper, silver, tin, nickel, magnesium, and aluminum. CAUTION: MAGNESIUM METAL SHOULD ONLY BE TESTED BY THE TEACHER. THIS SHOULD BE DONE USING A SAFETY SHIELD. AN EXTREMELY HOT, WHITE FLAME IS PRODUCED WHEN MAGNESIUM IS LIT. STUDENTS SHOULD ALSO BE WARNED NOT TO LOOK DIRECTLY AT THE WHITE GLOW SEEN WHEN MAGNESIUM METAL BURNS. );
· makes available various metals (preferably, the same as those used in the previous investigation), tongs, deflagrating spoons, and a Bunsen burner;
· prepares stations around the room for students to proceed with their investigation (Each station contains vinyl aprons, safety goggles, metals to be tested, tongs, deflagrating spoons (if necessary), and a Bunsen burner.);
· helps students predict the reactivity of metals with oxygen;
· collects and assesses students’ observations;
· gathers articles and/or videos and prepares relevant questions on the uses of metals in industry.
Students:
· define the term oxidation in their vocabulary list in their Notebook;
· in groups of four, review the metal activity series and predict the reactivity of metals with oxygen;
· investigate the oxidation of various metals, following teacher direction, and complete an observation chart in their Lab book and submit it;
· with teacher direction, summarize the reactivity of metals with oxygen;
· compare the reactivity of metals with acids and oxygen;
· read articles or view videos and answer questions on the use of metals in industry in their Notebook.
Activity 2.4: Combustion of Fuels
The teacher:
· draws the fire triangle on the board showing the requirements for combustion: oxygen, fuel, and adequate temperature;
· asks students to brainstorm “burning” or “combustion” using the fire triangle;
· directs students to place the term combustion in the vocabulary list in their Journals;
· makes available various types of fuels and cloth wicks. Fuels to be tested are alcohol, varsol, mineral oil and vegetable oil;
·
prepares stations around the room for students
to proceed with their investigation (Each station contains vinyl aprons, safety
goggles, small test tubes, one test tube rack, four cloth wicks or floating
wicks, small samples of the fuels to be tested in closed containers, four
wooden splints, a water source and a
Bunsen burner. CAUTION: MAKE SURE THAT
THE FUELS ARE IN CLOSED CONTAINERS SO THAT VAPOURS IN THE AIR DO NOT IGNITE. IT
IS ALSO IMPORTANT THAT STUDENTS ARE SURE OF THE CORRECT LABORATORY PROCEDURE TO
BE USED. THIS ACTIVITY SHOULD ONLY BE DONE IN A WELL-VENTILATED SCIENCE LAB;
· directs students to test the ease of combustion using small amounts (1 mL) of the available fuels and record their observations in their Lab books;
· repeats one of the combustion reactions and helps students identify products of complete combustion, i.e., condensation on the side of a cold beaker, collecting gas produced and testing it with limewater;
· directs students to write a word equation and a chemical equation for the complete combustion of a hydrocarbon fuel in their Lab book, e.g., hydrocarbon fuel and oxygen gas produces carbon dioxide gas and water vapour;
· demonstrates the oxidation of other substances, such as carbon, and foods, such as cut up apples and directs students to record observations into their Lab book;
· collects and assesses student Lab books;
· prompts a class discussion on the role of oxygen in the decaying process of matter;
· introduces the term oxidants and discusses common solid laboratory oxidants, such as KClO3, potassium chlorate;
· prepares questions and makes available information on solid oxidants;
· places students in pairs and directs students to read information given and discuss information on solid oxidants;
· directs each student to answer questions in their Notebook on the uses of a solid oxidant, such as potassium chlorate, e.g., Why is potassium chlorate present in match heads?
Students:
· define the term combustion in their vocabulary list in their Notebook;
· brainstorm the factors needed for combustion using the fire triangle;
· investigate the ease of combustion of various fuels as directed by the teacher;
· complete an observation chart in their Lab books;
· write the formula for oxygen gas and a general word and chemical equation for the combustion of hydrocarbon fuels;
· observe the teacher demonstration and complete an observation chart in their Lab book and submit the Lab book;
· discuss the role of oxygen in the decaying process of matter;
· write the chemical formulas for various solid oxidants and define the term oxidant in their vocabulary list in their Notebook;
· in pairs, read the information given and discuss information on solid oxidants;
· answer questions in their Notebook on the uses of a solid oxidant, such as potassium chlorate, e.g., Why is potassium chlorate use in match heads?
Activity 2.5: Factors Affecting Rates of Reaction
The teacher:
· gathers newspaper clippings of a disaster which occurred as a result of increased surface area, e.g., dust explosions in grain elevator and coal mines; the rapid combustion of a crashing aircraft or race car as its fuel tanks rupture;
· introduces the terms flash point, auto ignition, and explosion and instructs students to add these to their vocabulary list;
· prompts a class discussion of what is happening in the newspaper clipping or video clip and instructs students to formulate questions on the cause of the disaster;
· demonstrates that a clump of flour does not ignite and asks students to suggest what conditions would lead to an explosion (CAUTION: A FINE DUSTING OF FLOUR WILL BURN RAPIDLY, PRODUCING A LARGE, STARTLING FLAME!);
· instructs students to formulate questions and research an explosive situation;
· conferences with students to validate questions;
· instructs students to choose a factor affecting rates of reaction to be researched;
· instructs each student to prepare a fact sheet on the factor affecting rates of reaction chosen by the student using their text book or other available information, such as from articles or from the Internet;
· collects and evaluates fact sheet.
Students:
· define the terms flash point, auto ignition, and explosion in their vocabulary list;
· formulate questions to identify the cause of the explosion shown in the video;
· with teacher direction, formulate questions on what could be done to significantly increase the rate of combustion of a clump of flour;
· in pairs, formulate questions and research an explosive situation such as: fireworks, the deployment of air bags, the use of gunpowder; fuel injection in cars, or the fire hazards of volatile liquids;
· conference with teacher to review their questions;
· choose the most significant factor affecting the rate of reaction he/she wishes to research;
· produce a fact sheet on the factor affecting the rate of reaction chosen using the text book, available articles or Internet;
· submit fact sheet for evaluation.
· Completion of an investigation plan for testing the effects of acid on metals to assess students’ Knowledge/Understanding, Inquiry, and Communication using a process rubric (MS1.05).
· Formulation of questions on and planning of lab experimentations and completion of observation charts on the testing of the affects of acid and oxygen on metals to assess students’ Knowledge/Understanding, Inquiry, and Communication using a process rubric and product rubrics (MSI.05, MS2.03).
· Completion of question using the metal activity series in the student Notebook to assess students’ Knowledge/Understanding using a marking scheme (MS2.01).
· “Uses of metals in industry” questions to assess students’ Knowledge/Understanding, Inquiry, Making Connections and Communication using a marking scheme (MS1.05).
· Performs experimentation and completes observation table on the ease of combustion of various fuels to assess students’ Knowledge/Understanding, Inquiry, and Communication using checklists (MS2.04).
· Questions on the uses of solid oxidants to assess students’ Knowledge/Understanding, Inquiry, and Communication using a rating scale or marking scheme (MS1.04).
· Fact sheet on factors affecting rates of reaction to assess students’ Knowledge/Understanding, Inquiry, Making Connections and Communication using process and product rubrics (MS1.03, MS1.06).
· Roving conferences to ensure students Knowledge/Understanding of proper laboratory techniques and good safety practice using a checklist (MS2.03).
· If the student has an individual education plan (IEP), activities can be modified to meet the needs as outlined in the plan.
· Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.
· For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible to permit participation in activities. Peer assistance should be encouraged. (Videos and/or CD-ROM programs can be used as an alternative to laboratory experimentation, if necessary.)
· For enrichment activities students may choose to do one of the following investigations:
· Solid iron reacts with oxygen to produce rust. This is a relatively slow reaction. However, iron is used to make sparklers. The burning of sparklers is a very fast reaction. Explain what factor affecting reaction rates is altered to make the iron in sparklers burn quickly;
· Build a rocket using effervescent tablets and water. What factors affecting reaction rates are changed to increase the reaction rate between the effervescent tablets and the water to produce an efficient rocket;
· Explain the role of oxygen in the oxidizing of foods, such as fresh cut apples turning brown and in the decaying of foods. Explain why foods such as pears and pineapples can be used to stop the “browning” of fruits;
· What can be done to slow down the decay of food? Explain how each factor slows down the reaction rate between food and oxygen;
· Research the use of metals in industry and prepare a poster:
· possible topics: use of metals in jewellery (gold, silver, nickel, platinum), auto industry, outdoor furniture, railway tracks, building products, medical applications of metals, e.g., braces, eye glass frames, implants;
·
suggested questions for research: What is the
metal used? Why is the metal used? What desirable properties does the metal
have? What alternate materials can be used? What impact does the use of this
metal have on the environment? Where is the metal mined in
Candido, J.L. et al. Heath Science Connections 10.
ISBN 0-669- 925285-0
MSDS Sheets - MSDS - CD-ROM (Boreal Laboratories)
Chemical Reactions - CD-ROM (www.carolina.com)
Chemistry Essentials Series Videos (www.carolina.com)
“Chemical Reactions”: (Bill Nye the Science Guy), 1995. Magic Lantern.(www.magiclantern.ca)
Time: 375 minutes
Students research a local/provincial disaster caused by the incompatibility of chemicals that had a profound impact on humans and the environment. They produce, as a class, a News Release Bulletin describing aspects of the disaster. Students research the causes of the disaster, ways to prevent it from recurring, and its effects on human health and the environment.
A Discerning Believer Formed in the Catholic Faith Community:
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good.
An Effective Communicator:
CGE2a - listens actively and critically to understand and learn in light of gospel values;
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of
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.
A Reflective and Creative Thinker:
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.
A Self-Directed, Responsible, Life Long Learner:
CGE4c - takes initiative and demonstrates Christian leadership;
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.
A Collaborative Contributor:
CGE5a - works effectively as an interdependent team member;
CGE5b - thinks critically about the meaning and purpose of work;
CGE5e - respects the rights, responsibilities, and contributions of self and others;
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;
CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.
A Responsible Citizen:
CGE7i - respects the environment and uses resources wisely;
CGE7j - contributes to the common good.
Overall Expectations
MSV.01 - demonstrate an understanding of WHMIS legislation and general safety procedures as they apply to materials in the workplace and the home.
Specific Expectations
MS1.01 - categorize hazardous chemicals as flammable, as reactive, or as harmful to health;
MS1.02 - demonstrate an understanding of important safety legislation (e.g., WHMIS legislation, the Fire Code, the building Code, the Occupational Health and Safety Act);
MS1.07 - identify and explain common types of incompatibility between classes of chemicals (e.g. acids must not be stored on the same shelf as bases);
MS1.08 - demonstrate an understanding of the toxicity and hazards of some chemical substances (e.g., mercury);
MS1.09 - describe the routes of entry of hazardous materials into the body (e.g., ingestion, inhalation, absorption through the skin);
MS1.10 - explain the meaning of the terms acute and chronic as they apply to the effect of hazardous materials on the body;
MS3.01 - identify and analyse the different aspects of fire safety, including fire prevention and inspection in the home, school, and workplace (e.g., the use of appropriate sources of heat in the kitchen or laboratory; the appropriate use of various types of fire extinguishers and other methods for extinguishing fires; the need for planned evacuation route at home and at school).
·
Research a local or provincial disaster
(fire/explosion) caused by incompatibility of chemicals that released toxins
into the environment, e.g., the Plastimet fire in
· Once the disaster is chosen, determine the key issues involved and make up questions to guide the student research (see Activity 3.2 for a complete list).
· Contact local Fire Department Personnel, Newspaper Reporters, local environmentalists and other citizen groups that are stakeholders involved with the disaster and arrange for a class visit(s).
· Acquire copies of the local Building Code, Fire Code, Occupational Health and Safety code for reference (available on the Internet or through a local municipal office).
· Book time in the school/community Library/Resource Centre for student research.
· Organize students into teams of two researchers. The teacher may do this or students may be allowed to choose their partners.
· Have MSDS sheets available.
· Make students aware of the correct and ethical use of the Internet.
· Prepare a checklist for students to keep them on task and to keep track of their progress during this activity.
· Have chart paper available.
· Make a template to be used as a class vocabulary list to which students add terms and definitions. It is suggested that chart paper be used and hung in a convenient location on which students write terms and definitions. Throughout the activity students are responsible for keeping their own individual Vocabulary List up to date and complete.
· Make up a quiz on the causes, affects/outcomes, and ways of preventing this and any similar disaster.
· Review researching skills, if required.
· Grade 7 - Matter and Materials - Pure Substances and Mixtures
· Grade 9 Academic or Applied Science - Chemistry strands
Activity 3.1: “What Really Happened at ______________?”
The teacher:
· presents the chemical-related disaster to be discussed using available resources, e.g., newspaper heading/article, picture, or orally reads a text describing it;
· groups students in pairs and asks them to identify the three most important pieces of information they heard/saw about the disaster (this can be done on chart paper and then hung around the room for reference);
· leads students to share their ideas about the disaster;
· formally summarizes with students the “how and why” about the disaster using a concept map or web diagram;
· explains to students the purpose of, as well as how to fill in, the class vocabulary list (one entry is suggested to show students what is expected). Each student is expected to add terms to the list and make a copy of all the terms on the list in his or her Notebook.
Students:
· watch the video and/or listen to the scenario;
· working with a partner, record (on chart paper) what they consider to be the three most important pieces of information presented and why;
· present their ideas about the disaster and hang their chart paper on the board/wall;
· make notes on the “how and why” of the disaster - a concept map can be made;
· begin an individual vocabulary list. Students will add to their own individual list and that of the class as they research the issues.
Activity 3.2: Making a Class News Bulletin - Step 1
The teacher:
· introduces students to the News Release Bulletin assignment in which they research, report, write, and present a News Release Bulletin: students describe the “why and how” of a chemical-related disaster, explain the measures taken by the community (firefighters and others), any preventative measures that should or could have been taken; and the disaster’s impact on human health and the environment. Due dates should be set for: (i) rough draft; (ii) final copy; (iii) individual vocabulary list. An explanation of how this activity will be assessed (using a rubric and collaborative rating scale and/checklists - see Unit 2: Appendices 1 and 2) should also be given.
· offers the class a variety of formats for the News Release Bulletin, e.g., written bulletin, video documentary, or video interview/newscast;
· describes the individual tasks involved in producing a News Release Bulletin - researchers, reporters, layout team, copy editor(s), graphics team, proof reader(s), etc. (Appendix 1);
· assigns or has students sign up for specific tasks. It is suggested that all students participate as researchers in addition to one other responsibility, e.g., working on the layout;
· helps students to break up the points/issues identified in Activity 3.1. To facilitate the research, these points/issues should be made into relevant and appropriate questions about the disasters. Once the questions are formulated, they can be broken into logical and workable sub-topics that can be researched. It is suggested that the teacher help students cluster the questions. Examples of possible questions are: What chemicals were involved? How were they stored? What caused the explosion (disaster)? What safety/fire prevention measures were taken? What additional measures could have been taken -inspections made, evacuation procedures followed...? What are the applicable safety codes for the area - Building Code, Fire Code, Occupational Health and Safety Act? Were they followed? What toxins were released into the environment? What effects were seen on humans and other organisms? What acute and chronic effects of the hazardous materials were evident? How do the chemicals released enter the body? What do the terms LD50 (lethal dose, 50% kill), LC50 (lethal concentration, 50% kill) mean?
· with the class, brainstorms where to find the answers to the questions suggested (this includes using the MSDS sheets and WHMIS documents);
· reviews research strategies (might include the proper use of the Internet, use of source cards and note cards);
· takes students to the resource centre if possible to begin their research. Otherwise, research materials should be brought to the classroom.
Students:
· choose or are given their role in this assignment;
· with their research partner, and then as a class, identify which questions they will research and where to find the information;
· begin to research their questions with a partner/team (one page/card per question is suggested).
Activity 3.3: Making a Class News Bulletin - Step 2
The teacher:
· if possible, invites a guest to the class to talk about the disaster (see planning notes for some suggestions of possible speakers);
· takes students to the Library/Resource Centre and allows them time to research;
· helps students locate information and monitors Internet use;
· checks the information compiled by students for accuracy, completion, and proper direction and provides students with feedback;
Students:
· listen to and ask questions of the guest speaker about the disaster;
· research their questions and compile information (include the source), get teacher feedback, and make changes as necessary;
· continue to add terms to their unit vocabulary list.
Activity 3.4: Making a Class News Bulletin - Step 3
The teacher:
· helps students organize their information into summaries of appropriate length;
· checks the student’s vocabulary lists and gives the class a list of terms to define if they are not already there (acute, chronic, flammability, chemical incompatibility, LD50, LC50);
· allows students to present their information to the class, adds additional pertinent information not presented by students.
Students:
· complete their summaries and continue with their other responsibilities, e.g., proofreading, layout, graphics design, ... ;
· add terms to their vocabulary list and define them;
· present their information to the class and listen to the presentations of their peers.
Activity 3.5: Making a Class News Bulletin - The Final Product
The teacher:
· collects a rough draft of the Bulletin and assesses it, notes individual’s contributions and provides feedback;
· collects and marks the final products: (i) News Release Bulletin; (ii) Individual Vocabulary Lists for completion using a rubric (refer to Unit 2: Appendix 2);
· gives a quiz/paper and pencil test on the causes, outcomes, and ways of preventing this and any similar disaster;
· has students reflect on the Catholicity issues of teamwork and leadership involved in the production of the News Bulletin in their Journals (see Appendix 1);
· has students complete and submit a Collaborative Rating Scale (see Appendix 1).
Students:
· submit a rough draft for teacher approval;
· work on the final product and when completed, submit it/present it for evaluation;
· make a Journal reflection on how accidents resulting from human errors could be avoided, e.g., proper training and escape routes preplanned, and on the process of the activity itself - how well did you work with others in the class (strength and weakness)? What would you change next time you are give a group project?;
· complete and submit the Collaborative Rating Scale sheet;
· writes the quiz/paper and pencil test based on the information presented and researched.
· Completion of the News Release Bulletin and the team/student’s presentations as formative assessment of students’ Knowledge/Understanding, Communication and Inquiry and Making Connections using rating scale and various rubrics e.g., (i) rating scale for collaborative work - see Unit 2: Appendix 1 and (ii) individual research and project rubric - see Unit 2: Appendix 2 Researching Project and Report/Display Rubric (MS1.01, MS1.02, MS1.07, MS1.08, MS1.09, MS1.10 MS3.01).
· Student’s individual contribution to the News Release Bulletin can be formatively assessed using a marking scheme or a checklist (MS1.01, MS1.02, MS1.07, MS1.08, MS1.09, MS1.10 MS3.01).
· The Individual Student’s Vocabulary Lists assess students’ Knowledge/Understanding using a checklist (MS1.01, MS1.10).
· A quiz/paper and pencil test on vocabulary terms and answers to researched/presented questions assess Knowledge/Understanding of the key issues of a chemical disaster using a marking scheme (MS1.08, MS1.09, MS1.01, MS1.02, MS3.01).
· Roving conferences as a formative assessment of the students’ Knowledge/Understanding of the major issues of a chemical disaster using a checklist (MS1.07).
· If the student has an individual education plan (IEP), this activity can be modified to meet the needs as outlined in the plan.
· Students designated as ESL/ELD should have opportunities to demonstrate their leaning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.
· For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged for enrichment activities students may:
· locate using the public library or local newspaper, another chemical disaster and write a brief report on it;
·
research a global disaster like
· find specific examples of where accidents have occurred as a result of companies attempting to cut costs.
local and national newspapers, magazines, e.g., MacLeans
local and national news broadcasts
Building Codes and Fire Codes from local Municipal offices
Time: 75 minutes
Students use case studies to determine the best way to dispose of hazardous materials found in the home, workplace, and laboratories.
A Discerning Believer Formed in the Catholic Faith Community:
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good.
An Effective Communicator:
CGE2a - listens actively and critically to understand and learn in light of gospel values;
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of
A Reflective and Creative Thinker:
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d - makes decisions in light of gospel values with an informed moral conscience.
A Self-Directed, Responsible, Life Long Learner:
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.
A Collaborative Contributor:
CGE5a - works effectively as an interdependent team member;
CGE5b -thinks critically about the meaning and purpose of work;
CGE5e - respects the rights, responsibilities, and contributions of self and others;
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.
A Responsible Citizen:
CGE7i - respects the environment and uses resources wisely;
CGE7j - contributes to the common good.
Overall Expectations
MSV.01 - demonstrate an understanding of WHMIS legislation and general safety procedures as they apply to materials in the workplace and the home;
MSV.02 - demonstrate safe handling, storage, and disposal procedures for a variety of materials, including some hazardous materials, in the school laboratory (e.g., safely handling solvents, oxidizing agents, acids, bases).
Specific Expectations
MS1.01 - categorize hazardous chemicals as flammable, as reactive, or as harmful to health;
MS2.02 - demonstrate an understanding of WHMIS legislation by selecting and applying appropriate techniques for handling, storage, and disposing of laboratory materials (e.g., use appropriate personal protection, and demonstrate proper housekeeping and knowledge of emergency procedures, when handling chemicals in the laboratory);
MS3.02 - investigate and report on a topic related to safe handling, storage, and disposal of hazardous materials, focusing on some specific examples (e.g., the hazards of disposing of chemicals and drugs in rural and urban water systems; local means of disposing of hazardous materials; hazardous materials in the home; application of WHMIS in the use of materials in a local workplace).
· Contact local and provincial hazardous waste disposal centres and request disposal information for domestic and industrial hazardous wastes.
· Contact the school resource person and request that waste disposal information be made available for student use either in the classroom or on reserve in the Library/Resource Centre and/or contact board personnel in charge of waste disposal to gain information on school disposal procedures.
· Prepare approximately six or eight case studies involving the disposal of chemicals, drugs, or hazardous chemicals found in the home, school laboratory, and workplace in an urban or rural setting.
· Review Round Table activity rules with students (Appendix 3).
· Makes available four different coloured pens or pencils for each group of students.
· Prepare a case study and a work sheet to be used for the Round Table activity.
· Ensure that students are aware of the correct and ethical use of the Internet.
· Grade 7 - Matter and Materials - Pure Substances and Mixtures
· Grade 9 Academic or Applied - Chemistry Strands
Activity 4.1: Classification of Chemicals
The teacher:
· gathers or prepares approximately 10 - 12 case studies involving the need to dispose of chemicals, drugs or hazardous chemicals found in the home, school laboratory, and workplace in an urban or rural setting:
A Sample Case Study – Mr. Brown lives in a large urban centre. He has a gas lawn mower containing one litre of gasoline. To prepare the lawn mower for winter storage, he drains the gasoline from the lawn mower. He must now dispose of it. Help him determine the correct method to dispose of the gasoline by suggesting what local/provincial centres Mr. Brown could contact for correct information on disposing chemicals/drugs?
· makes available MSDS sheets and other information required by students;
· reserves and/or provides students with opportunity to use information in the school resource centre
· places students in groups of four and gives each group a different case study;
· instructs students to identify the class of hazardous material, e.g., flammable, reactive, poisonous, provide an action plan on a proper disposal method and present problem and solution to the class;
· places students into a different group of four and gives each group of students a new case study (ensure that no student has previously done the case study given to the group);
· asks students to brainstorm and critique some common ways in which people dispose of chemicals and hazardous wastes;
· instructs students to write a Journal reflection using the Learning/Valuing/Acting Model on the importance of following proper disposal procedures of chemicals and hazardous wastes considering what he/she can do to ensure that this is happening in their homes, schools, and/or communities. In addition, students reflect on the effect that the disposal of hazardous wastes has on the environment (see Course Overview);
· instructs students to read over the case study silently, and then proceed to answer the questions given with the case study using the Round Table method. (Appendix 4);
· collects and assesses the completed answer sheet produced by the members of the group.
Students:
· in groups of four, analyse the first case study provided by summarizing the disposal needs, categorizing the hazardous material, and providing a specific action plan using available information in the classroom and/or in the resource centre;
· present their case study and solution to the class as a group;
· brainstorm and critique some common ways in which people dispose of chemicals and hazardous wastes;
· write a Journal reflection using the Learning/Valuing/Acting Model in their Journal on the importance of following proper procedures on the disposal of chemicals and hazardous wastes and what he/she can do to ensure that this is happening in their homes, schools and/or communities. In addition, reflect on the effect of hazardous wastes on the environment;
· in a new group of four, answer the questions on a new case study using the Round Table format;
· submit the completed answer sheet to the teacher.
· Summary, categorization of chemical, action plan and oral representation to assess students’ Knowledge/Understanding, Inquiry, Communication and Making Connections using teacher prepared rating scale (MS1.01, MS2.02, MS3.02).
· Round Table activity is used to assess students’ Knowledge/Understanding, Inquiry, Communication, and Making Connections using marking scheme (MS1.01, MS2.02, MS3.02).
· If the student has an individual education plan (IEP), activities can be modified to meet the needs as outlined in the plan.
· Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.
· For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible to permit participation in activities. Peer assistance should be encouraged.
· For enrichment students may choose to provide an alternate disposal or recycling procedure to that proposed in their case study.
Candido, J.L. et al. Heath Science Connections 10.
ISBN 0-669-925285-0
MSDS Sheets and MSDS - CD-ROM (Boreal Laboratories)
Time: 150 minutes
Students identify and analyse various aspects of fire safety. They also prepare evacuation routes for their homes and school.
A Discerning Believer Formed in the Catholic Faith Community:
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good.
An Effective Communicator:
CGE2a - listens actively and critically to understand and learn in light of gospel values;
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of
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.
A Reflective and Creative Thinker:
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.
A Self-Directed, Responsible, Life Long Learner:
CGE4c - takes initiative and demonstrates Christian leadership;
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.
A Collaborative Contributor:
CGE5a - works effectively as an interdependent team member;
CGE5b - thinks critically about the meaning and purpose of work;
CGE5e - respects the rights, responsibilities, and contributions of self and others;
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;
CGE5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.
A Responsible Citizen:
CGE7i - respects the environment and uses resources wisely;
CGE7j - contributes to the common good.
Overall Expectations
MSV.01 - demonstrate an understanding of WHMIS legislation and general safety procedures as they apply to materials in the workplace and the home;
MSV.03 - describe practices that promote fire safety, as well as safety in the handling and disposal of materials, in everyday living in the home and workplace.
Specific Expectations
MS2.03 - plan and carry out investigations using laboratory equipment effectively, safely, and accurately (e.g., compare the corrosive action of acids on various metals, and collect and test the hydrogen produced by this action; prepare and use a foam fire extinguisher);
MS3.01 - identify and analyse the different aspects of fire safety, including fire prevention and inspection in the home, school, and workplace (e.g., the use of appropriate sources of heat in the kitchen or laboratory; the appropriate use of various types of fire extinguishers and other methods for extinguishing fires; the need for a planned evacuation route at home and at school).
· Gather statistics about fire casualties in your area.
· Contact the local Fire Marshall’s office for a fire safety manual and video (see resources) and inquire about the possibility of a class visit.
· Prepare a table of the types of fire extinguishers and the class of fires for which they are best suited.
· Prepare a worksheet on the classification of fires and on the use of appropriate sources of heat in the home and laboratory, e.g., what heat source would you use to heat up _________?
· Obtain a video on the use of fire extinguishers and prepare a worksheet to go with it.
· Prepare a quiz/paper and pencil test on the types and proper use of fire extinguishers as well as other ways to extinguish fires.
· Write out scenarios or find pictures of examples of the different classes of fires. It is suggested that these be put on file cards so they can be shared with different groups. Examples should include grease fires, textile/wood fires, electrical fires, and fires from flammable liquids.
· If students will be making a fire extinguisher: organize the equipment needed for students to make a foam fire extinguisher. (There are many sources for this lab activity. See Resources.) It is suggested that students work in groups of two or three. Make available proper disposal containers. It is suggested that small candles, e.g., tea candles, be used when testing the extinguishers. CAUTION: safety goggles must be worn at all times during this activity.
· Prepare questions on the use of foam fire extinguishers as a follow up to the lab investigation, if it was done.
· Prepare a sample evacuation route from a home and the school.
· You may wish to demonstrate the construction and use of a foam fire extinguisher as a follow-up to the video in Activity 5.2. CAUTION: Some published procedures for constructing a foam fire extinguisher involve concentrated sulphuric acid. This reagent is extremely corrosive and should only be handled by a trained professional in a well-ventilated area.
· Grade 9 Academic or Applied - Chemistry strands
Activity 5.1: What Do You Use to Put Out a Fire?
The teacher:
· reviews the three conditions needed for combustion;
· facilitates a discussion on "the most common way to put out a fire;”
· introduces the way fires are classified and has students complete a table or worksheet to demonstrate and practice their understanding;
· introduces appropriate sources of heat for use in the kitchen, lab, and workplace to avoid fires, e.g., open flame vs. hot plate, and provides questions to be completed;
· identifies and describes the different types of fire extinguishers used today (foam, and liquid carbon dioxide....). Students complete a worksheet or table classifying the types of fire extinguishers;
· provides written descriptions or pictures of examples of various classes of fires and helps students identify the proper type of fire extinguisher to be used for each (Note: fire extinguishers commonly found in the home only last for 8 s!) Using examples from the home, school and workplace, e.g., grease fire, wood or textile fire, electrical fire, oil/gas fires, ..., In addition the teacher describes possible alternate methods of extinguishing fires, e.g., automatic sprinkler systems;
· gives a quiz/paper and pencil test on the types and proper uses of fire extinguishers.
Students:
· orally state the conditions needed for combustion;
· brainstorm as a class, the most common ways to put out fires;
· describe in writing, appropriate sources of heat that should be used in the kitchen, lab, and workplace, given specific information, e.g., you are just beginning a job at a local fast food restaurant and you have been assigned as a cook... ;
· complete worksheets/tables prepared by the teacher on the classification of fires and on the types of fire extinguishers available today, and their care and use;
· with a partner, discuss and identify alternatives to using fire extinguishers for given types of fires, e.g., smothering the flame, the operation of automatic sprinkler systems, etc.;
· write a quiz/paper and pencil test on the types and uses of fire extinguishers.
Activity 5.2: Using a Fire Extinguisher
The teacher:
· presents the video on the care and use of fire extinguishers, provides a worksheet based on the video, and instructs student to complete and submit the worksheet;
· organizes students into pairs and advises them of the cautions for this lab activity;
·
helps students use/build and test their
extinguisher (Make proper disposal containers available.) Caution: All
flammable materials must be stored away from open flames.
· has students complete a question sheet on the use of foam extinguishers. Answer the questions: Did it work? Why or Why not?
· instructs students to make a Journal reflection on the use of technology in fire safety.
Students:
· watch the video; complete and submit the worksheet;
· hypothesize the type of fires for which this extinguisher would be suitable; complete and submit a question sheet on its uses;
· make a Journal reflection on the need for fire extinguishers and the role of technology in saving lives.
Activity 5.3: Don’t Panic!
The teacher:
· invites personnel from the local Fire Dept. to discuss fire safety, the use of fire equipment, evacuation routes, Fire Codes, etc.;
· asks students to make a Fire Index by examining their classroom and rating its fire danger level or index. It is suggested that a level 1 index poses little danger and a level 5 indicates a great danger
· introduces factors that affect fires, e.g., wind, humidity, ...;
· emphasize the importance of an evacuation plan through the introduction of local fire casualty statistics;
· have students, working in pairs, make an evacuation plan from the classroom. Ask students to share their plans with the class and come up with as many alternate routes as possible. Have students make and submit a home evacuation plan from their bedrooms to an outside area.
Students:
· listen to and participate in a discussion with guest speaker;
· make a Fire Index;
· propose as many evacuation routes as possible from the classroom to the outside. Share these plans with the rest of the class;
· make and submit an evacuation plan for themselves and their family.
· Worksheets on classification of fires, and the types and proper use of fire extinguishers to assess Knowledge/Understanding and Making Connections using a marking scheme (MS3.01).
· Quiz/paper and pencil tests to assess students’ Knowledge/Understanding using a marking scheme (MS3.01).
· Individual evacuation plans to assess Understanding, Communication and Making Connections using a product rubric (MS3.01).
· Roving conferences as a formative assessment of students’ Knowledge of fire safety using a checklist (MS3.01).
· If the student has an individual education plan (IEP), this activity can be modified to meet the needs as outlined in the plan.
· Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.
· For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged.
· For enrichment students may:
· plan and build a soda-acid fire extinguisher;
· research the history of the first fire extinguisher.
Ord, Dennis. Exploring
Chemistry.
Videos
Fire Extinguishers - Fight or Flight? available from the Ontario Association of Fire Chiefs, National Fire Protection Association, Fire Prevention Canada
Websites
Home Portable Fire Extinguishers- http://www.cyberstreet.com/firedept/extingui.htm
Fire Extinguishers - http://www.armanet.com/T1212/firepage/firepage.html
Safety Tips: Portable Fire extinguishers - http://www.vbg.org/FIRE/fire-ext.htm
Group/Self/Teacher Rating Scale for Group Skills
Circle the number that best demonstrates the behaviour as outlined below.
1 = rarely
2 = seldom
3 = usually
4 = always
|
|
Your Name |
Peer Name |
Peer Name |
Peer Name |
|
Stayed On Task · not easily distracted · contributed actively · seen researching, note-taking |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
|
Actively Listened · eye to eye contact · attentive facial expression · asked for clarifications · hear one voice at a time |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
|
Followed Assigned
Roles · editor · proof reader · graphic · layout · videographer |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
|
Worked
Co-operatively · offered opinions politely · kept a positive attitude · accepting of others’ ideas · respected principles of brainstorming |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
|
Completed a Fair
Share of the Work |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
Group Roles and Descriptions
Editor(s): Ensures that everyone understands the work in progress. Keeps the group moving towards the goal. Works with the proof readers to edit the work (in addition, if being video taped, this person aids the camera crew to edit the video)
Proof readers: Correct spelling and grammatical errors.
Graphics: Designs appropriate graphics/pictures that add to the written/oral reports
Layout: Organizes the written/oral work and the graphics in a coherent and pleasing/attractive manner.
Videographers: Videotape the project (if applicable).
|
Category |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-89%) |
|
Initiation and
Planning - forms/states research question(s) appropriate to student’s abilities and relevant to the topic - identifies a variety of resources |
requires assistance to formulate/state the research question and to identify resources |
research question has limited focus; has some relevance and is likely to yield some information, suggests some resources |
research question is focused, appropriate for the student, and is likely to yield interesting and relevant information, identifies a variety of resources |
research question is original and creative, focused and appropriate for the student; likely to yield interesting, relevant and useful information; identifies numerous and varied resources |
|
Performing and Recording (Communication) - uses resources to find information - records information and its source - uses appropriate vocabulary |
- a few relevant resources are used to find basic information - communicates information and ideas with limited clarity and precision; copies information from sources - uses scientific terminology, symbols, conventions, and SI units with limited accuracy and effectiveness |
- an adequate number of relevant resources are used to find reliable, accurate information - communicates information and ideas with moderate clarity and precision; gives information in own words - uses scientific terminology, symbols, conventions, and SI units with some accuracy and effectiveness |
- a variety of recent, relevant resources used to find reliable, accurate information - communicates information and ideas with considerable clarity and precision; gives information in own words and explains ideas - uses scientific terminology, symbols, conventions, and SI units with considerable accuracy and effectiveness |
- a wide variety of recent, relevant resources used to find reliable, valid, and complex information - communicates information and ideas with a high degree of clarity and precision; gives information in own words and explains ideas clearly - uses scientific terminology, symbols, conventions, and SI units with a high degree of accuracy and effectiveness |
|
Analyzing and Interpreting (Communication) - organizes and integrates information - answers the question and makes conclusions based on the information - presents the
information in the proper format |
- requires much assistance to find and evaluate key information that relates to the question(s); develops a product that has limited organization and flow |
- finds and integrates some key information that relates to the question and develops a product that with some order or logical sequence |
- finds, integrates, and evaluates key information that relates to question and develops concepts into a well connected product |
- finds, integrates, and evaluates key information that relates to the question and develops concepts into an insightful original product |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Requirements
1. Four different coloured pens/pencils per group
2. Four copies of the article/case study to be used
3. One question sheet per group. Ensure that a variety of questions are given so that students can be tested at different levels of difficulty and that the questions can be assessed for Knowledge/ Understanding, Inquiry, Communication and Making Connections. After each question enough space should be provided so that students can place their answer directly onto the question sheet.
Procedure
1. Students are organized in to groups of three or four. Each student in the group is given a different coloured pen/pencil and a copy of the case study/article.
2. Students are instructed to write their name on the top of the question sheet using the coloured pen/pencil given. (This will allow teacher to identify which student has answered a given question.)
3. Students are instructed to independently read the case study/article.
4. Students are told to, WITHOUT SPEAKING, pass the question sheet around the group.
Students are instructed to read and answer any question on the sheet they can when the question sheet comes to them using the coloured pencil assigned. The sheet is passed to each person in the group in an orderly manner, e.g., to the right each time. This procedure continues until all the questions are answered (The teacher may set a time limit on each student per question answered.). If a student cannot answer any of the questions left on the sheet, they pass it on to the next person. Teachers may have to assist some students during this part of the activity. Students may correct any answer they think is incorrect on the question sheet.
5. The completed question sheet is submitted to the teacher.
6. The teacher may assess the answers in the following manner:
a. Students will be given an individual mark according to the number of questions he/she attempted and/or answered (remember the coloured pen/pencil identifies the student that answered the question)
b. The correctness of the answer given by the student.
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