CACSCI.5.1

Course Profile Science, Grade 9 academic, Catholic

Unit 1

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document.

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Acknowledgments

Catholic Curriculum Cooperative Writing Partnership - Science

Lead Board

Hamilton-Wentworth Catholic District School Board

Remo Presutti, Manager

Course Profile Writing Team

Alexandre Annab, Dufferin-Peel CDSB

Josephine Ciapanna, Hamilton-Wentworth CDSB

Maurice DiGiuseppe, Toronto CDSB

Gerry Fuchs, Hamilton-Wentworth CDSB

Ted Laxton, Wellington CDSB

Marion Poole, Toronto CDSB

Milan Sanader, Dufferin-Peel CDSB

Siria Szkurhan, Hamilton-Wentworth CDSB

Robert Warren, Hamilton-Wentworth CDSB

Course Profile Format Editor

Rachael Szkurhan

Unit #1: Chemistry: Atoms and Elements

Time: 27.5 hours (22 periods of 75 minutes each)

Unit Developers

Ted Laxton, Wellington CDSB

Marion Poole, Toronto CDSB

Siria Szkurhan, Hamilton-Wentworth CDSB

Development Date: April 1, 1999.

Unit Description

This unit focuses on the physical and chemical properties and changes of matter, the history and structure of the atom, and the arrangement of elements in the periodic table. Through the study of the technologies associated with the refining and recycling of elements and compounds, the students will obtain the scientific and technological knowledge within a context enriched by their Catholic Faith culture. This will enable the students to make informed decisions and to consider their responsibilities as informed Catholic citizens in a rapidly changing society. This unit provides the background information for the Physics, Biology and Earth and Space units.

Strand & Expectations

Ontario Catholic School Graduate Expectations:

CGE 1d, i; 2a, b, c, d, e; 3b, c, d, e, f; 4a, b, c, d, e, f, g; 5a, b, c, d, e, f, g, h; 7a, b, d, e, f, h, i.

Strand: Chemistry

Overall Expectations: CHV.01, CHV.02, CHV.03

Specific Expectations: CH1.01 to CH1.15, CH2.01 to CH2.10, CH3.01 to CH3.04

Activity Titles (Time and Sequence)

Activity 1	Matter and its Properties	300 min
Activity 2	Physical and Chemical Change	225 min
Activity 3	All that Glitters is not Gold	225 min
Activity 4	Atomic Theory	450 min
Activity 5	Periodicity and the Periodic Table	300 min
Activity 6	Applications of Matter	75 min

Unit Planning Notes

The unit is laid out to accommodate the students’ different learning styles, interests, and abilities. In order to assess and evaluate the students’ knowledge/understanding, inquiry, communication and making connections (as laid out in the achievement chart - Grades 9-10), it is essential that all activities are completed. The timing of the activities is suggested; however, it may change based on student and teacher needs. Teachers should identify instances where students may engage in scientific inquiry that students could include in their Science World portfolio. (Appendix B)

Prior Knowledge Required

In this unit, students will apply their previous knowledge of matter. They have learned about the properties (strength, flexibility, density) of matter and the changes of matter (both physical and chemical) in previous grades. They have used the Particle Theory to describe the relationship between mass, volume and density.

Teaching/Learning Strategies

This unit has been designed to accommodate the students’ different learning styles, interests, and abilities, through a variety of teaching and learning strategies (teacher-directed lesson, teacher demonstration, student lab based inquiry, model building, research activity, independent study, collaborative learning, and group presentations).

Assessment/Evaluation

In this unit, student achievement of the expectations is evaluated based on a variety of assessments, tools and strategies. Assessment strategies used include: teacher-student conferences, formal teacher observations, roving conferences, peer conferences, self and peer assessment, pen and paper assessment, student logs, teacher logs and wrap-up activities. Sample rubrics and a collaborative group skills rating scale have been included for the science process, lab product, and generic product which may be adapted by teachers to assess and evaluate students. Rubric A3 was intended to be a framework from which teachers could develop specific rubrics to assess research projects and not to be used “as is”. In addition, up to one period has been allotted for summative evaluation. The teacher, using her/his professional judgement, may wish to evaluate students through the use of pencil and paper test, a culminating project, a laboratory activity design/practicum and/or extension essay.

Resources

Print

Alyea, H.N. and Dutton, F.B.Tested “Demonstrations in Chemistry”. Journal of Chemical Education Circulation Services (1965).

Candido et al. Heath Science Connections 9. Toronto: D.C. Heath, 1987.

Donovan et al. Chemicals in Action. 2^nd ed. Toronto: Holt, Rinehart and Winston, 1995.

Humphreys, David A. Demonstrating Chemistry. Hamilton: McMaster University Chemistry Department, 1983.

Maton et al. Matter: Building Blocks of the Universe. New Jersey: Prentice Hall, 1994.

Ritter et al. Nelson 9. Toronto: ITP, 1995.

Summerlin, Lee R. and Ealy, James L. Jr.Chemical Demonstrations: A Source Book for teachers 1 and 2. Washington: American Chemical Society.

Crucible,Volume 30.3, January 1999

Scripture:

Psalms: 19: 2 - 7

29: 3 - 9

104: 1 - 35

148: 1 - 10

Romans: 1: 20

Col: 1: 15 - 17

Catechism of the Catholic Church

Section 337

339

340

341

344

Berry, Thomas. Befriending the Earth: A Theology of Reconciliation Between Humans and the Earth.. Mystic, Conn.: Twenty Third Publishing, 1991.

Videotapes

World of Chemistry Series, Magic Lantern (10 Meteor Drive, Toronto, M9W 1A4) 800-263-1717

Structure of the Atom, TVO Series

Befriending the Earth: Dream of Earth Sciences Series. Thomas Berry in dialogue with Thomas Clarke. Twenty Third Publications. 1990; 13 part series of videos. Mystic Conn.

Environmental Ethics: Ideas for Classrooms Discussion. Durango Col. Group for Telly Productions, 194.

CBC. News for Review: 1996 - 1998.

Internet

Minerals and Metals Sector Main Page, http://NRCan.gc.ca/mms/

Web Elements, http://www.webelements.com/

Periodic Table of the Elements, http://www.dayah.com/periodic/

Periodic Table of the Elements at Los Alamos National Laboratory, http://pearl1.lanl.gov/periodic/

Activity #1: Matter and its Properties

Time: 225 minutes

Description

Students will learn about physical and chemical properties through observation, experimentation, and the gathering of data. These properties will be used to describe and identify everyday examples of matter. Students will recognize that through grouping and classifying, matter becomes much easier to study and to understand.

Strand and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 2b,c,d,e; 3b,c,f; 4f; 5a; 7b,i,j.

Strand: Chemistry

Overall Expectations: At the end of Grade 9, students will: CHV.02

Specific Expectations: Students will: CH1.03*, CH1.04*, CH1.05*, CH1.13*, CH1.15*, CH2.01D, CH2.04*, CH2.06*, CH2.08*, CH2.09*

Planning Notes

• Review lab safety, consistent with your school board policy.

• Test demos ahead of time.

• Book computer lab for element assignment. Review the ethical use of the internet with your students.

• Students have experimentally explored density in Grade 8 but have not manipulated formulas. A worksheet that explains calculating density should be prepared.

• Prepare 18 vials each containing different samples of matter eg. salt, bluestone, alcohol, water etc.

• Prepare cards with the detailed qualitative description of each sample.

Prior Knowledge Required

• Matter is classified as homogenous or heterogeneous. (Grade 5 and 7).

• Matter exists in three physical states.

• Matter is described using qualitative and quantitative physical and chemical properties.

(Grade 7)

• Density, the relationship between mass and volume is a quantitative physical property.

(Grade 8).

Teaching/Learning Strategies

1. Teacher facilitator will:

• introduce the terminology used to describe the physical properties of matter (physical state, colour, odour, taste, clarity, luster, form, texture, hardness, brittleness, malleability, ductility, viscosity)

• review density and introduce formula for density calculation.

Student Activity

In pairs, students will participate in a scavenger hunt. The students will be provided with 18 different descriptions of matter, each one will correspond to the contents of one vial. Students will be given time to match the descriptions with the samples in the vials. The students will:

• examine the samples of matter (vials containing: salt, bluestone, alcohol, water etc.)

• match each vial with the correct description. Identify each sample.

• design a lab which will enable the identification of similar samples of matter.

• complete a worksheet on density problems.

2. Teacher facilitator will:

• present a discrepant event: For example, take a cup of hot tea and stir it with a regular spoon and then with one molded from woods metal (a low melting alloy which can be obtained through a Chemical Supply Company). Have the students explain the different outcomes they observed. Discuss the desirable properties of utensils and what they are made of. A discussion of alloys would be appropriate at this point. It is the physical and chemical properties of a substance which are of interest.

Student Activity:

Students will design an experiment to test a variety of substances (wax, copper nitrate, carbon, salt, baking soda, and starch) for different physical and chemical properties.

• relative melting point - heating a sample on a watch glass and assigning the value high (doesn’t melt after 30 seconds) or low (melts before 30 seconds)

• solubility - does a sample the size of a thumbnail dissolve in 50 mL of water.

• reaction with water - a sample in water will sometimes change the appearance of the original sample.

• combustibility - a sample in a deflagrating spoon will burn and produce a new substance.

Students will complete their data tables and complete a written summary of the physical and chemical properties of each of the substances examined. From their observations they will be asked to explain the properties that make it desirable for its different uses. (i.e., carbon is used for charcoal)

3. Teacher facilitator will:

• review the flowchart for classification.

• review the use of a dichotomous key.

Student Activity:

• students complete an exercise on classifying substances based on composition.

4. Teacher facilitator will:

• demonstrate the difference between elements and compounds using styrofoam models.

• use a Venn diagram to illustrate the terms atom, element, compound, pure substance.

• as a class, brainstorm definitions and examples of each.

• have students prepare a table in their books using the headings element, compound. Give the students a list of substances with formulas to classify. (Nail, water, alcohol, etc)

• examine the formula of compounds and determine atomic composition using the list of substances (vinegar, aspirin, etc.)

Student Activity:

• students will examine labels of common household products for chemical compounds.

• using a chemical dictionary they can find the atomic composition and build 3-D models of some household products, using molecular model kits.

5. Student Activity:

• students will compile data for the first twenty elements and other common elements, such as, iron , copper, etc., using the internet and print materials.

• students will assimilate all the information obtained for the elements on a fact sheet.(Element, Discovery or isolation: Chemist and year, Sources: World and Canada, Alloys, Uses, and Comments).

• each student will choose one element and prepare an element poster which can be used to construct a class periodic table.

Assessment/Evaluation

• The student’s ability to design an experiment, carry it out using proper lab technique and safety considerations will be assessed for inquiry, through roving conference (informal student teacher interaction) using process rubric (Appendix A1). Note: The teacher may adapt process rubric A1and/or prepare appropriate checklists or rating scales in advance to meet the specific lab requirements. (CH1.03, CH1,15, CH2.01, CH2.02, CH2.08)

• The student’s ability to record observations and explain results may be assessed for knowledge, understanding, inquiry, and communication. The teacher can assess observation charts and /or lab reports by adapting the lab product rubric (Appendix A2)(CH1.03, CH1.15. CH2.02, CH2.06, CH2.08).

• In the construction of a molecular model, the student will be assessed for knowledge, understanding, inquiry, and communication. The teacher will construct a specific product rubric using Appendix A3 as a guideline.(CH1.12, CH2.09)

• Individually the student will demonstrate independent learning through their research of an element, this can be assessed through a teacher log. They collaborate with the class to produce a final periodic table which will be assessed using a process and product rubric as outlined in Appendix A1 and A2. (CH1.03)

• Students’ knowledge, understanding, and communication may be assessed using summative evaluation, paper/pencil test. (CH1.04, CH1.05, CH1.13)

Resources

1. Heath Science Connections 9

2. Internet

3. Prentice Hall, Matter

Accommodations

1. Where the student has an individual educational plan, IEP, this activity will be modified to meet the student’s needs as outlined in the plan.

2. For ESL/D, students will have opportunities to demonstrate their learning by alternative means while written English is developing (spoken English, direct demonstration and pictorial representation). At the same time, instruction in written, science-specific language will continue.

3. For students with physical or learning impairments, classroom and laboratory activities will be modified to permit participation regardless of the impairment. Where possible, peers will be encouraged to assist the student to permit participation in all group and individual activities.

4. For the purpose of providing extensions and enrichment, students will have opportunities to investigate the topics presented here in greater detail. Close collaboration between teacher and student is required to ensure appropriate enrichment opportunities. In this activity the students may carry out the following :

• Your school is running a Science Olympics. This contest asks you to build and race a concrete boat. How would you be able to accomplish this feat? (Possible Science World Idea)

• Alloys have characteristics different from the metals of which they are composed. These new substances are vital to many technologies. The search for suitable materials in the dental field is ongoing. The standard dental amalgam was made of silver, tin, copper, and zinc which was then mixed with mercury. One of the side effects was mercury poisoning. Research the development of amalgams in the dental industry. (Possible Science World Idea)

Activity #2: Physical and Chemical Changes

Time: 300 minutes

Description

Through lab inquiry the student will be able to distinguish between physical and chemical change and describe the evidence for chemical changes. Also, the students will gain the background knowledge and skills necessary to formulate hypotheses, to design a lab activity, and to conduct the lab based inquiry using the electrolysis apparatus effectively, safely, and accurately.

Strand and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 2b,c,d,e; 3c; 4f; 5a; 7b.

Strand: Chemistry

Overall Expectations: At the end of Grade 9, students will: CHV.02

Specific Expectations:

Students will: CH1.04*, CH1.14*, CH2.01*, CH2.03*, CH2.05*, CH2.06*

Planning Notes

• Make sure all materials and solutions for the physical and chemical change lab are prepared in advance.

• Make sure all equipment necessary for the electrolysis apparatus, including a power source for each group is available.

• Thoroughly check each group’s lab preparation for completeness and safety considerations before they are allowed to proceed with their lab inquiry.

• In order to have less reliance on formal lab reports, it is suggested that students maintain a student data book in which data can be kept, and that the teacher can assign lab reports on an “as need” basis from time to time. The data book would have to be collected periodically to check for completeness.

Prior Knowledge Required

The student should have an understanding of matter, states of matter, changes of state, and properties of mixtures, and solutions.(Grade 7)

Teaching/Learning Strategies

1. Teacher facilitator will:

• review and discuss formal lab write up procedures.

• review lab procedures and make students aware of proper safety and disposal procedures.

Student activity:

• Students will conduct a lab investigation where they perform a variety of experiments to illustrate physical and chemical changes. Through their observations, they will describe the evidence for chemical change (e.g. changes in colour, production of a gas, formation of a precipitate, production or absorption of heat, production of light). They should demonstrate knowledge of laboratory safety, disposal procedures, and be aware of WHMIS guidelines, emergency procedures, and proper handling. A suggested activity is Observing Physical and Chemical Changes (Nelson 9, pg. 156-157),

2. Teacher facilitator will:

• use specific examples from previous lab activities to review the terms: physical and chemical properties.

• given gas bottles containing hydrogen, oxygen, and carbon dioxide, have students describe the physical properties of these gases. Based on knowledge of the chemical properties of these three gases, have students suggest chemical tests for the teacher to demonstrate.

• demonstrate the set up and use the Hoffman apparatus or a simple electrolysis apparatus.

• have students, plan an experiment to:

(a) gather and record qualitative and quantitative data to investigate the ratio of the gases produced by the electrolysis of water

(b) identify the gases produced by the electrolysis of water.

• check each group’s lab preparation for completeness and safety considerations and allow students to begin conducting their investigation.

• monitor students’ progress and adherence to procedures and safety.

Student Activity:

In pairs, the students will:

• make predictions about the type of gases produced, and the ratio of the gases produced by the electrolysis of water.

• write a complete, concise, and logical procedure to test their hypothesis. Include a complete list of materials, any safety considerations, and a labeled drawing of the apparatus. Have teacher facilitator approve their procedures.

• perform the experiment by: following the experimental procedures, properly using the electrolysis apparatus, showing an awareness for safety and WHMIS guidelines, completing the procedures within the time, and allowing time for proper clean up and return of all materials and equipment.

• discuss their experimental results in the lab write-up to explain how their data supports or refutes their initial hypothesis. Suggest ways for improvement.

• submit a complete lab report, including tables of qualitative and quantitative data using appropriate format, discussion and conclusion.

Assessment/Evaluation

• The student’s ability to plan an experiment, carry it out using proper lab technique and safety considerations will be assessed for inquiry, through roving conference (informal student teacher interaction) using process rubric (Appendix A1). Note: The teacher may adapt process rubric A1and/or prepare appropriate checklists or rating scales in advance to meet the specific lab requirements. (CH2.01)

• The students’ ability to describe evidence of a chemical change will be assessed for inquiry and knowledge/understanding using both the process rubric (Appendix A1) and product rubric (Appendix A2)

• In the electrolysis of water investigation, the student’s ability to make predictions, record observations and explain result may be assessed for knowledge, understanding, inquiry, and communication. The teacher can assess observation charts and /or lab reports by adapting the lab product rubric (Appendix A2) (CH1.04, CH1.14, CH2.01, CH2.03, CH2.05, CH2.06)

Resources

1. Alyea, H.N. and Dutton, F.B. Tested Demonstrations in Chemistry

Summerlin, Lee R. and Ealy, James L. Jr. Chemical Demonstrations: A Sourcebook for teachers

2. Humphreys, David A. Demonstrating Chemistry

3. Nelson Science 9, pp 156-157

4. Nelson Science 9, pp 158-159

Heath Science Connections 9, pp141-143

Accommodations

1. Where the student has an individual educational plan, IEP, this activity will be modified to meet the students needs as outlined in the plan.

Activity #3: All that Glitters is not Gold

Time: 225 minutes

Description

In this activity the students will research and describe methods used to extract elements in Canada and outline the associated religious, economic, and environmental considerations. The purpose of this research is to provide the students with the opportunity to acquire some of the scientific and technological knowledge required to make informed and ethically sound decisions and to consider their responsibilities as informed Catholic citizens.

Strand and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 2b,c,d; 3b,c,f

Strand: Chemistry

Overall Expectations:

At the end of Grade 9, students will: CHV.03

Specific Expectations: Students will: CH3.O1*, CH2.04*

Planning Notes

• Discuss the assignment with the teacher librarian or library technician at least two weeks before presenting the assignment to the class. Book the resource center for two days. Note: If the library in the school is not available, the teacher should pre-assemble the required resources (vertical files, journals, magazines, videos, etc.) in the room before the activity starts.

• Ensure that plenty of resources are available.

• Ensure that Internet access is available and that students are reminded of the ethical use of the Internet and other information technology resources. Note: Limited access to the Internet can be overcome by the use of a “webwhacker” program.

• If your geographic community relies on mining and refining processes ensure that community links are made.(i.e., tours, phone interviews, presentations, guest speakers,surveys)

• Present the research topic to the class, discussing the refining process, possible environmental, ethical, and economic problems and their responsibility as Catholic citizens.(Appendix C1,C2,D1)

• It is suggested that two consecutive periods be used for research and that the presentation be done at a later date giving students time to complete their research and assignment.

• Teacher may adapt Appendix D1 to suit students’ needs, and to ensure a variety of presentation vehicles, the student research may be presented as a research paper, poster, or video presentation.

Prior Knowledge Required

• Library research skills. (Grade 7 and 8)

Teaching/Learning Strategies

1. Teacher facilitator will:

• review inquiry and research skills.

• introduce the research assignment on metallurgy: All that Glitters is not Gold (Appendix D1).

• review and discuss what is meant to be a steward and that to be stewards one must act in a way that ensures the survival of life on the planet. (Appendix C1 and C2).

• in service students on the use of the resource center, including Internet.

Student Activity:

In groups of four, students will work collaboratively to brainstorm their chosen topic for the assignment on metallurgy: All that Glitters is not Gold (Appendix D1). Once complete, the students should have the research outline approved by the teacher facilitator, and may begin research.

2. Teacher facilitator will:

• answer any questions that may have resulted from the previous day’s work, and have students continue to research their chosen topic.

3. Teacher facilitator will:

• on the assigned due date, direct groups of students to present completed assignment to the class. Collect completed assignment.

Assessment/Evaluation

• Students’ ability to research, work collaboratively with peers and teacher, focus and solve problems and recognize relevant information, can be assessed for knowledge/understanding, inquiry, communication and making connections using a process rubric (Appendix A1) and rating scale (Appendix A4) (CH2.04, CH3.01)

• Students will collaborate to produce a pamphlet. The teacher will assess these for inquiry, knowledge/understanding, communication, and making connections by adapting the product rubric (Appendix A3) making sure to incorporate creativity, originality, Catholic teaching and scientific information. (CH2.04, CH3.01)

• Through the presentation the student integrates knowledge, skills, values and attitudes. The teacher will assess this for knowledge/understanding, communication, and making connections by adapting the product rubric (Appendix A3), making provisions for creativity and originality. (CH2.04, CH3.01)

Resources

1. Minerals and Metals Sector Home Page, http://NRCan.gc.ca/mms/

Accommodations

1. Where the student has an individual educational plan (IEP), this activity will be modified to meet the students needs as outlined in the plan.

• Air contains sulfur compounds as a result of natural and human activities. These compounds react with silver to form black silver sulfide which adheres to the silver surface. Investigate different methods for removing tarnish. (cyanides, polishes and oxidation-reduction reactions)(Possible Science World Idea)

• Aluminum is refined by electrolysis of aluminum oxide using the Hall process. Canada is a major producer of aluminum despite the fact aluminum oxide is not found anywhere is this country. Explain. (Hint: Where are the three main aluminum smelters located in Canada?) (Possible Science World Idea)

• Research and define the term “quality of life” and identify/enumerate values that enhance the human life and the environment.(Possible Science World Idea)

Activity #4: Atomic Theory

Time: 450 minutes

Description

The purpose of this activity is to introduce students to Scientific Theories and Models, and through a black box experiment show the importance of indirect observation and the usefulness of models. Students will review the postulates of the Particle Theory and use the Particle Theory of Matter to explain observations and make predictions. The students will work collaboratively in groups of four to research and present the development of the Atomic Theory. Lastly, students will draw the Bohr diagrams of the first 20 elements and their corresponding ions.

Strand and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 2b,d; 3b,c

Strand: Chemistry

Overall Expectations: At the end of Grade 9, students will: CHV.01

Specific Expectations: Students will: CH1.01*, CH1.02*, CH1.06*, CH1.07*, CH2.04*, CH2.07*, CH2.10*, CH3.03*

Planning Notes

• Prepare plasticine black boxes in advance for Building a Model for a Black Box.

• The research activity can be done either in the resource center or in the classroom. The teacher should collect as many resources (i.e. texts, videos) as possible and have them available for student research. The activity should be presented as an upcoming Science Conference where each scientist’s research team will present its latest findings. During the first period the groups should brainstorm, divide their tasks, and begin their research. The second period should be used for finalizing written work, organizing their presentations and constructing models. In period three, the day of the conference, the research teams will make their presentations and submit final products.

Prior Knowledge Required

• Definition of matter, states of matter, changes of state, energy involved in changes of state, diffusion. (Grade 5)

• An understanding of the Particle Theory of Matter. (Grade 7)

• Research skills (Grades 7, 8)

Teaching/Learning Strategies

1. Teacher facilitator will:

discuss the need for scientific models.

Student Activity:

Students will carry out Building a Model for a Black Box (Heath Science Connections 9, pp 74-75) in order to state the characteristics and usefulness of scientific models.

2. Teacher facilitator will:

review and summarize the statements of the Particle Theory of Matter.

Student Activity:

Students will carry out the think/pair/share activity on the Particle Theory of Matter. (Appendix D2)

3. Teacher facilitator will:

introduce the research assignment on The Development of the Atomic Theory. (Appendix D3)

Student Activity:

Each research team (groups of four students) will work collaboratively to brainstorm their chosen topic on The Development of the Atomic Theory (Appendix D3), and complete a research outline. Once complete, have the research outline approved by the teacher, and begin research.

4. Teacher facilitator will:

answer any questions that may have resulted from the previous day’s work, and have students continue working on their assignment.

5. Teacher facilitator will:

• direct research teams to present completed assignment to the class. (Appendix A3)

• collect completed assignment.

• give a quiz to assess the students’ knowledge gained from the research and presentations.

Student Activity:

Write up News Story as take home wrap-up activity (Appendix D4)

6. Teacher facilitator will:

• present a summary of the nuclear atom containing protons, electrons, and neutrons.

• define and give examples of isotopes, ions, mass number, atomic number.

• explain and demonstrate how to draw the Bohr diagrams for first twenty elements, and their corresponding ions.

Student Activity:

• In chart form, summarize the three major particles in the atom, their locations within the atom, their charges, and their relative masses.

• Describe and draw the Bohr diagrams of the atom for the first twenty elements, and their corresponding ions.

• Prepare element cards for the first twenty elements. (Chemicals in Action, Activity 6.6, pp 106- 107)

7. Teacher Facilitator will:

provide students with fact sheets on each of the technologies with which students can gather their information.

Student Activity:

Students will cooperatively review technologies (television, x-rays, nuclear medicine, nuclear power, electron microscopy), analyze, and prioritize their importance in everyday life. After the process, they will be asked to focus on one technology and write an essay on how the technology has changed the quality of life in Canada.

Assessment/Evaluation

• Students’ ability to research, work collaboratively with peers and teacher, focus and solve problems, and recognize relevant information can be assessed for knowledge/understanding, inquiry, and communication, using a process rubric (Appendix A1) and rating scale (Appendix A4) (CH1.06, CH2.04,)

• Students will collaborate to produce a lab report based on their scientist’s research. The teacher will assess this for inquiry, knowledge/understanding, communication, and making connections by adapting the lab product rubric (Appendix A2) making sure to incorporate accurate scientific information. (CH1.06, CH2.04)

• Students will collaborate to produce a fact sheet. The teacher will assess this for inquiry, knowledge/understanding, communication, and making connections by adapting the product rubric (Appendix A3) making sure to incorporate creativity, originality, and accurate scientific information. (CH1.06, CH2.04)

• The teacher will assess student presentations for knowledge/understanding, communication, and making connections by adapting the product rubric (Appendix A3), making provisions for creativity and originality. (CH1.06, CH2.04)

• Students will collaborate to produce a News Story. The teacher will assess this for knowledge/understanding, communication, and making connections by using the evaluation in appendix D4 or adapting the product rubric (Appendix A3) (CH1.06, CH2.04)

• A quiz will assess the students knowledge gained from the research and presentations. (CH1.03, CH2.04)

• Students will produce an essay on a chosen technology. The teacher will assess this for knowledge/understanding, communication, and making connections by adapting the product rubric (Appendix A3), making provisions for creativity and originality. (CH3.03)

• Students’ knowledge, understanding, and communication may be assessed using summative evaluation, paper/pencil test. (CH1.01, CH1.02, CH1.07, CH2.07, CH2.10)

Resources

1. • Heath Science Connection 9, pp 74-75; pp81-82

• Nelson Science 9, pp 96-99

2. • Heath Science Connections 9

• Chemicals in Action

• World of Chemistry: The Atom, Magic Lantern Communications

• TVO Series: The Structure of the Atom

• Environmental Ethics : Ideas for Class-room Discussion; Durango Col. Group for Telly Prod. 1994.

3. See Resources 2

4. Chemicals in Action, Activity 6.6, pp 106-107

5. • Energy matters

• The Extraordinary Chemistry of Ordinary Skills, Snyder

Accommodations

1. Where the student has an individual educational plan, IEP, this activity will be modified to meet the students needs as outlined in the plan.

Activity #5: Periodicity and the Periodic Table

Time: 300 minutes

Description

Students will perform experiments using representative elements to classify elements as non-metals and metals and to exhibit trends. The development of the students personal periodic table will be accomplished by the classification of elements according to similarities in physical and chemical properties.

Strand and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 1d; 2b,d,e; 4f; 5a,h; 7d

Strand: Chemistry

Overall Expectations: At the end of Grade 9, students will: CHV.02

Specific Expectations:

Students will: CH1.07*, CH1.08*, CH1.09*, CH1.10*, CH1.11*, CH1.12*, CH2.01*, CH2.02*, CH2.03*, CH2.04*, CH3.02*

Planning Notes

• Students need their Bohr cards from Activity 4

• Have blank and commercial periodic tables available

• Have chart paper and markers for graphing trends

Prior Knowledge Required

• lab safety skills

• graphing skills

• interpretation of graphs

Teaching/Learning Strategies

1. Student Activity

Use atomic cards from Activity 4

• State the relationship between the group number and the number of valence electrons.

• State the relationship between the number of energy levels needed to place all the electrons and the row location.

• Use Bohr models of the atom to explain some of the recurring or periodic properties of the elements.

• Use a graph to illustrate trends within a family and across rows.

• Observe the properties of various elements.

• Examine the relationship between the elements’ properties and their position on the periodic table.

2. Teacher facilitator will:

• use a blank periodic table on an overhead to locate, name and number the groups and the rows in the periodic table.

• using the periodic table, locate the atomic number and the atomic radius

Student Activity

Students will prepare a graph of data (atomic radius, reactivity, melting points, etc.) from the periodic table of elements within a family or period. Patterns illustrating periodicity will be found. Each pair of students will plot graphs for different variables for different periods and families. They can then analyze their graphs and compare their graphs with their peers.

3. Student Activity

Students classify a variety of elements as metallic or nonmetallic based on qualitative tests. The properties that are to be examined are appearance, electrical conductivity, heat conductivity, melting point, lustre and hardness. Students will record their observations in their data book. The students will then input the observed properties onto their blank periodic table. They will find the uses of the elements based on their properties.

4. Teacher facilitator will:

• demonstrate hardness and reactivity using Lithium and Sodium. Do not let students use these metals.

• Show the video Chemical Families.

Student Activity: “Family Ties”

• Students will perform an activity which will compare the physical properties (hardness, malleability, lustre, state, density, melting point, boiling point) and the chemical properties of some representative elements. Suggested experiments are: reaction with water, reaction with acid, reaction with air.

• Students will record observations in their data book.

• Students will transfer information obtained to a blank periodic table.

• Students will note trends.

Assessment/Evaluation

• Through graphing trends in the periodic table, the student makes connections between prior knowledge and new information and illustrates the ability to organize and interpret information. Teacher will assess inquiry, knowledge/understanding and communication by adapting a product rubric from Appendix A3. (CH1.09, CH1.10, CH2.04)

• The student will produce a completed periodic table which can be assessed for knowledge/understanding and inquiry using a product rubric (Appendix A3). (CH1.08, CH1.10, CH1.12)

• The student integrates knowledge, skills, and a cooperative attitude through the preparation, performance and reporting of lab inquiries. The teacher can adapt the process rubric (Appendix A1) and lab product rubric (Appendix A2) to assess and evaluate process and product. (CH2.01, CH2.02, CH3.02, CH3.03)

• The students’ knowledge/understanding and ability to make connections about the periodic table may be assessed by a dry lab evaluation developed by the teacher where some properties of 12 unnamed elements are listed in a table. The actual elements are identified only by letters of the alphabet that do not refer to actual elements. The students can arrange the elements into the three families and answer questions. (CH1.10, CH1.11)

Resources

1. Chemicals in Action 2e, Activity 6.6

2. • Lincoln County Applied Chemistry Document

• World of Chemistry The Periodic Table

• Chemistry Series: Periodic Table and Periodicity

• Chemical Families: Chem Study series

3. Samples of the first 20 elements (Boreal)

Accommodations

1. Where the student has an individual educational plan, IEP, this activity will be modified to meet the students needs as outlined in the plan.

• Examine the behaviour of different metals and their metal salts in order to develop the activity series. (Possible Science World Idea)

• Acid rain has become a major concern today because it reacts with magnesium and calcium carbonates in the soil to form soluble magnesium and calcium salts. These salts cause the water to become hard. Test the water in your area for hardness. Investigate different methods used to remove hardness from water. (Possible Science World Idea)

Activity #6: Applications of Matter “Elements in Space”

Time: 75 minutes

Description

Students will compare the physical and chemical properties of elements and assess their potential uses in the international space station.

Strand and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 4g; 5b,d,e,g,h

Strand: Chemistry

Overall Expectations: At the end of Grade 9, students will: CHV.02, CHV.03

Specific Expectations:

Students will: CH1.10*, CH1.15*, CH2.02*, CH2.04*, CH3.02*, CH3.04*

Planning Notes

• Book the resource centre for research

• Ensure the Internet is available.

• This activity can be planned as a link between the Chemistry and the Earth and Space units.

Prior Knowledge Required

• Properties and changes of matter in grade 5

• Mechanisms in grade 7

Teaching/Learning Strategies

Canada has played a significant role in the development of the international space station. The knowledge gained about matter and its properties can be applied to their uses in the construction of the international space station.

Student Activity:

• Students will work collaboratively in groups to study the physical and chemical properties of elements, alloys, and compounds used on a space station.

• In groups of four, students will choose a topic. Suggested topics are: development of material used for structures in space, development of material used for clothing in space, materials used for fuels

• The students will research the use of elements, alloys, compounds in their selected topic.

• The students will present their topic in the form of a bulletin board.

• Research a career that one could pursue in space technology. Prepare a list of questions to be used in an interview with an astronaut or space engineer.

• Identify contributions that Canada has made to space research.

Assessment/Evaluation

• Students’ ability to research, work collaboratively with peers and teacher, focus and solve problems, recognize relevant information, can be assessed for knowledge/understanding, inquiry, communication and making connections, using a process rubric (Appendix A1) and rating scale (Appendix A4) (CH1.10, CH1.15, CH2.02, CH2.04, CH3.03, CH3.04)

• Students will collaborate to produce a bulletin board. The teacher will assess this for inquiry, knowledge/understanding, communication, and making connections by adapting the product rubric (Appendix A3) making sure to incorporate creativity, originality and accurate scientific information. (CH1.10, CH1.15, CH2.02, CH2.04, CH3.03, CH3.04)

• The student will produce career related questions. The teacher will assess these for knowledge/understanding, communication, and making connections by adapting the product rubric (Appendix A3). (CH3.04)

Resources

Websites:

• Canadian Space Resource Centre: www.spacenet@eybe.edu.on.can

• NASA website: www.nasa.gov/(links to educational resources and to information on space missions, shuttle flights, launch information)

Accommodations

1. Where the student has an individual educational plan, IEP, this activity will be modified to meet the students needs as outlined in the plan.

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