C-SCIApp.Final

Course Profile Science, Grade 9 applied, 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: Exploring Matter

Time: 27.5 hours

Unit Developers

Josephine Ciapanna, Hamilton-Wentworth CDSB

Ted Laxton, Wellington CDSB

Milan Sanader, Dufferin-Peel CDSB

Development Date: Mar 1, 1999.

Unit Description

This unit enables students to understand the basic concepts of chemistry, develop practical skills in scientific investigations, enhance their communication/research skills and apply their knowledge of chemistry to everyday situations within a context enriched by the Catholic Faith culture. Students will design and conduct investigations into practical problems related to matter and its properties. In researching career and job opportunities, students will gain a new respect for the dignity of work and gain knowledge on ways to contribute to the betterment of society.

Strand(s) & Expectations

Ontario Catholic School Graduate Expectations: CGE 1d, 2a–e; 3b–f; 4a–g; 5a–h; 7a–b, d, h, i, j

Strand: Chemistry

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

Specific Expectations: CH1.01 to CH1.09, CH2.01 to CH2.10, CH3.01 to CH3.04

Activity Titles (Time + Sequence)

Activity 1	Introduction to Lab Safety	110 min
Activity 2	Matter and its Properties	225 min
Activity 3	Chemical and Physical Changes	300 min
Activity 4	Elements and Compounds	450 min
Activity 5	Classification of Metal and Non-Metals	340 min
Activity 6	The Periodic Table and the Atom	225 min

Unit Planning Notes

It is assumed that Chemistry: Exploring Matter will be the first unit taught in SNC1P. Consequently, take the time necessary to firmly establish the routines of your classroom. Also use this unit to assess the academic strengths and learning styles of your students. It may be necessary to review or teach material given in “Prior Knowledge Required” prior to proceeding with a given activity. Review site-specific safety procedures, lab routines, and waste disposal procedures prior to starting the course. Teachers should help students become aware of the Catholic perspective on the role of work in a person’s life as well as the role of humans in the environment as stewards of the world’s resources. Appendix C (A Catholic Perspective on the Applications of Science: Guiding Principles) also provides some guidance with respect to these roles. Alternatively, this aspect of the unit could be organized into a guided research activity with appropriate teacher/student conferencing. Teachers should also identify instances where students may engage in scientific inquiry/experience that students could include in their “Science World” portfolio (Appendix B)

Prior Knowledge Required

Students studied the three states of matter and changes of state in Grade 5. At that time, they also compared samples of matter using physical properties such as texture, hardness, strength, buoyancy, solubility, and flexibility. In grades 7, the particle theory of matter and separation of substances was studied. In grade 8, students studied the physical properties of fluids.

Teaching/Learning Strategies

The focus of this unit is the practical application of the properties of matter to everyday situations. The activities have been structured so as to accommodate students of varying abilities and learning styles.

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, 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. Appendix 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 may be allotted for summative evaluation. The teacher may wish to evaluate students through the use of pencil/paper test, a culminating project, a laboratory activity design/practicum and/or extension essay.

Resources

Print

TESS. Teacher’s Experiment Safety Sheets. (STAO Safety Committee)

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

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

Chemmatters American Chemical Society.

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

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

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

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

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

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

Computer Software:

Microsoft Encarta 98 CD-ROM

1998 Canadian Encyclopedia CD-ROM, McClelland & Stewart.

The Way Things Work CD-ROM, Dorling Kindersley.

Electric Chemistry Building

Videotapes

Bill Nye: The Science Guy Series, Magic Lantern (10 Meteor Drive, Toronto,) 800-263-1717

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

Chemical Change. ITP Nelson

Taming the Demon Ore (INCO)

Mining Nickel (INCO)

STAO Lab Safety Video.

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.

Activity #1: Introduction to Lab Safety and Procedures

Time: 110 minutes

Description

This activity is an orientation to WHMIS and the lab safety skills and procedures required to function safely and effectively in the lab/classroom.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 2b; 5a; 7b, i

Strand: Chemistry

Overall Expectations

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

Specific Expectations

Students will: CH2.01 *, CH3.04 *

Planning Notes

• It is recommended that this activity be completed prior to the first lab activity in the course.

• The procedures established in this unit should be consistent with specific school and Board policies.

• Book the school’s camcorder if required.

Prior Knowledge Required

Students should have some familiarity with hazardous household products symbols and WHMIS symbols.

Teaching/Learning Strategies

1. Students are introduced to safety equipment and lab safety procedures, using AV or text resources. Student-produced safety videos, if available, can be far more interesting than those commercially available.

• Small lab groups can videotape themselves conducting experiments which incorporate the safety routines and hazards encountered on site. These could be prepared later in the course as part of a year-end project or as a fun activity to do during the last few days of the school year. (Possible Science World Idea)

2. Students will identify hazardous materials associated with specific careers.

• Students will consult a variety of sources to identify hazardous materials and other potential risks associated with a career of their choice, e.g., solvents used in hair salons, body fluids in medical and dental environments, poor air quality in offices.

• Students will reflect on and understand the ethical imperative of safe working conditions

• Students present their findings. This may be done in a variety of formats.

3. Students will examine product labeling systems and recognize the need for standardized labels.

• The teacher provides samples of hazardous household and workplace products. Students will compare and contrast the two labeling systems by using a chart. The labels will be evaluated for use and effectiveness. Students may be asked to:

(a) Identify the active ingredient in each product with teacher assistance.

(b) Evaluate the product use instructions. (e.g. Are the instructions clear? Do they list the safety precautions clearly?)

(c) The teacher should review the WHMIS labels which the students will most likely encounter in the lab/classroom. The importance of standardizing the labeling used in the workplace should be stressed.

(d) Students will identify the sites available in their area for the safe disposal of hazardous and harmful products. Students could also be encouraged to visit some of these sites and write a report.

Assessment/Evaluation

• Students will collaborate to produce a Safety Video. This will be assessed for knowledge/understanding and communication through the use of a product rubric (Appendix A3) (CH2.01)

• A safety mastery quiz will be given to assess the knowledge/understanding of safety procedures, terms and the use of WHMIS labels. The teacher may insist on a mastery of safety procedures before students participate in activities. Consider issuing an official lab certificate or “license” for students achieving mastery. (CH2.01)

• Students will submit a product label observation chart and their own product label. These will be assessed for knowledge/understanding, inquiry and communication through a product rubric. (Appendix A3) (CH3.04)

Resources

1. STAO Lab Safety Video.

2. TESS. Teacher’s Experiment Safety Sheets. (STAO Safety Committee)

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 particular activity students may develop a commercial for a Bill Nye: The Science Guy episode which "sells" the importance of a standardized workplace labeling system such as WHMIS.

Activity #2: Matter and Its Properties

Time: 225 minutes

Description

Students will learn about physical and chemical properties through observation and experimentation. These properties will be used to describe and identify common substances. Students will appreciate that the everyday use of these materials is a result of their chemical and physical properties.

Strand(s) 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:

• CH2.01 *, CH2.02 *, CH2.03 *, CH2.04 *, CH2.05 *, CH2.09 *, CH3.03 *

Planning Notes

• Review lab safety, consistent with your school board policy

• Test demos ahead of time

• Remind students of the ethical use of the Internet and other information technology sources.

• Check that the batteries for student conductivity testers are fully charged.

Prior Knowledge Required

• Matter is classified as homogeneous or heterogeneous.

• Matter exists in three physical states.

Teaching/Learning Strategies

1. Students will examine the physical properties of various substances.

• The teacher will provide students with samples of materials which illustrate physical properties of matter such as: colour, odour, clarity, lustre, texture, hardness, brittleness, malleability, ductility, viscosity, electrical conductivity.

• Students are instructed to define, with the assistance of their texts, the physical properties given above.

• Students will prepare individual data tables using the headings: sample of matter(#), physical state, description of physical properties, identity of substance

• Students examine the materials and record observations on their data sheet. Students will submit their lab report.

2. Students will determine the melting point of Lauric Acid.

• Lauric acid is a white powdery substance with a relatively low melting point. Provide students with a test tube containing lauric acid, a thermometer, and a beaker of water at about 55%C. Students determine the melting point of the lauric acid. Stress that melting point is one method of determining the identity and sometimes the degree of purity of a substance.

Sample student procedure:

1. Place a test tube filled to a depth of 1-2 cm with lauric acid into the water bath and allow the lauric acid to melt.

2. Add the thermometer to the test tube.

3. Remove the test tube from the water bath and allow it to cool.

4. Observe the temperature at which the lauric acid solidifies.

Teacher Notes:

• One kettle will supply sufficient warm water for the entire class.

• It is not necessary to remove the lauric acid from the test tube. The test tubes can be stored for long periods of time and reused.

• Lauric acid has a melting point of 44%C.

3. Students will observe other physical properties of substances through student activity or teacher demonstration.

• The physical properties studied are the:

a) differences in electrical conductivity between sodium chloride crystals and a solution of sodium chloride

b) differences in density and solubility illustrated by adding coloured drink crystals to an oil/water mixture

4. Students will determine the effective uses of a substance based on its physical and chemical properties.

• Students will observe through teacher demonstration or student activity the physical and chemical properties of magnesium such as malleability, reaction with acid, and combustibility.

• With teacher direction, students will discuss how the chemical and physical properties of a substance affect its use, e.g., the inflation of an automobile air bag by the detonation of sodium azide, the use of helium instead of hydrogen in airships (blimps).

• Students will select and integrate, from a variety of sources, information to describe the chemical and physical properties of a substance with unusual chemical and physical properties. Possible substances include: “glow in the dark” inks, fireworks, alternative fuels, memory metals, and crazy glue. Students will present their findings . This may be done as: posters, whole class presentations, or jigsaw format sharing among groups.

Assessment/Evaluation

• Use of roving conference to ensure students use proper laboratory technique and safety procedures and that observations are recorded. The teachers will record this with appropriate checklists and/or rating scales prepared in advance. (CH2.09)

• A paper and pencil quiz will be used to assess the student’s knowledge/understanding of physical and chemical properties.(CH2.09)

• Use of roving conference to ensure that the student melting point procedure (lauric acid) is feasible and safe. The teacher will use an appropriate checklist prepared in advance (CH2.01, CH2.04, CH2.09)

• The student integrates knowledge, skills and a co-operative attitude through the preparation, performance and reporting lab inquiries. The teacher can adapt the process rubric (Appendix A1) and the lab product rubric (Appendix A2) to assess and evaluate process and product. (CH2.09, CH2.01, CH2.04)

• Students will produce a poster or present information on unusual properties of substances, These will be assessed for knowledge/understanding, inquiry,communications and making connections through the use of a product rubric (Appendix A3). (CH2.02, CH2.09, CH3.03)

Resources

1. Heath Science Connections 9

2. Internet

3. Prentice Hall, Matter

4. “Airbags Chemical Reaction Saves Lives” Chemmatters magazine February 1997

5. Chemistry demonstration CDROMs or laserdisks

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

7. Summerlin, Lee R. and Ealy, James L. Jr. Chemical Demonstrations: A Sourcebook for teachers 1 and 2, American Chemical Society (Washington)

8. Humphreys, David A. Demonstrating Chemistry, McMaster University Chemistry Department (Hamilton, 1983).

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.

• The mineral known as fool’s gold is very similar in appearance to real gold. Students will research how geologists distinguish fool’s gold from real gold.

• Challenge students to build a conductivity apparatus by soldering together an LED, 1 kiloohm resistor, a 9V battery and connecting wires. One conductivity apparatus can be built for less than $6. (Possible Science World Idea)

• A computer-based temperature probe can be used to monitor the temperature changes occurring as liquid lauric acid cools and solidifies. (Possible Science World Idea)

Activity #3: Chemical and Physical Changes

Time: 300 minutes

Description

Students will use observations to distinguish between chemical and physical changes. They will also select a suitable chemical change to propel a toy boat of their own design and compare the operation of their boat with that of the internal combustion engine. Students will also question the ethics of industrial processes that are potentially harmful to humans or the environment.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be:

• 1d; 3b, c, d, f; 4a, b, c, f, g; 7i

Strand: Chemistry

Overall Expectations

At the end of Grade 9, students will:

• CHV.02

Specific Expectations

Students will:

• CH1.08 *, CH2.01 *, CH2.02 *, CH2.03 *

Planning Notes

• Prepare/order the materials for the demonstrations and experiments.

• Test all demonstrations prior to class.

• Consult with your library personnel to determine what research materials are available.

• Remind students of the ethical use of the Internet and other information technology sources.

Prior Knowledge Required

Students should be able to:

• identify a substance as being potentially hazardous from its product label.

• use appropriate vocabulary when describing matter, e.g., texture, hardness, strength, viscosity, density, buoyancy, solubility and flexibility

Teaching/Learning Strategies

1. Students will identify changes as physical or chemical.

• The teacher will create a series of lab stations at which students can conduct mini-experiments that produce chemical or physical changes. Students are directed to use their observations to generalize indications that a chemical change has occurred, i.e., changes in colour or odour, formation of a gas or precipitate, change in temperature, energy change.

2. Students will design a boat that uses a chemical change to propel it the length of a trough (i.e., wall paper trough or wider). Students are encouraged to experiment with the design of their boats and ratios of chemicals. Potential propulsion agents include: vinegar and baking soda, alka-seltzer and water. Do not allow the use of conventional batteries and combustion sources. Consider conducting a boat race in a highly visible location in your school.

3. Students will identify the chemical and physical changes required to move the piston of an automobile engine and note any similarities to their boats.

• The reaction of baking soda and vinegar propels a boat by the rapid release of compressed gas. Compressed combustion gases are used to move the pistons of the four-stroke internal combustion engine. "The Way it Works" CD-ROM provides a description of the automobile engine as well as an animated sequence of the operation of a piston. Students will identify the chemical and physical changes required to move the piston and note any similarities to their boats.

4. Students will debate whether it is ethical to support the production of a substance which, potentially, could be unsafe to humans or harmful to the environment. Students should consider the Catholic perspective when formulating their arguments. (Appendix C1-C3)

• The teacher will present the following information to the students:
In the late nineteenth century Albert Nobel invented dynamite, an explosive considerably more powerful than any other developed to that point in human history. Although Nobel had not developed dynamite for military applications, its destructive forces were unleashed shortly after its discovery in the Franco-Prussian War. In 1945, after atom bombs were dropped on Japan, Albert Einstein noted that physicists were in a situation similar to that in which Nobel found himself. Einstein claimed that “To atone for this 'accomplishment' and to relieve his conscience, he (Nobel) instituted his award for the promotion of peace”.

• Source: Nobel web site: www.nobel.se/alfred/tagil/index.html

• Students will use this information to formulate a question which they will debate. The teacher may give other examples for possible debate.

Assessment/Evaluation

• Use of roving conference to ensure students use proper laboratory techniques and safety procedures and that observations on physical and chemical changes are recorded. The teacher will record this with appropriate checklists and/or rating scales. (CH1.08, CH2.01, CH2.02)

• A paper and pencil quiz will be used to assess the student’s knowledge/understanding of physical and chemical changes. (CH1.08)

• Students, through collaboration, will design, build and test their boats. These will be assessed for knowledge/understanding/inquiry and communications through the use of a product rubric (Appendix A3). Self evaluation/Peer evaluation and collaboration skills may be evaluated through the use of a collaborative rubric. (Appendix A4) (CH2.02)

• Students will debate on the ethical production of substances. These will be assessed for knowledge/understanding/communication and making connections through the use of a rubric prepared in advance by the teacher. (CH2.03)

Resources

1. Bill Nye - Chemical Reactions Video

2. The Way it Works CD-ROM

3. Nobel Society Website www.nobel.se

4. A Catholic Perspective on the Applications of Science-Guiding Principles

5. The Riverview Public Hearing, Nelson 9, p.194

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.

• conduct further research into the lives of Nobel and Einstein.

• research and present the chemical changes responsible for the air pollution generated by automobiles.

• research and report on alternatives to the internal combustion engine currently under development such as the fuel cell system developed by Canada's Ballard Power Systems. (Possible Science World Idea)

• develop a vehicle powered by an electrochemical or solar source. This project can be used as a link between the chemistry and electricity units. (Possible Science World Idea)

Activity #4: Elements and Compounds

Time: 450 minutes

Description

Students will recognize that elements and compounds have distinct properties through the examination of various elements and compounds and through the demonstration of synthesis (addition) and decomposition reactions. They will also identify the element chemical symbols using the Periodic Table and they will be able to describe compounds in terms of their element composition. Students will also construct models of simple molecules.

Strand(s) and Expectations:

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 1d; 2a, b, c, d, e; 3b, c, e, f, g; 4a,b,c,e,f,g;5a, b, c, d, e, f;g,h; 7a, b, d, h, i, j

Strand: Chemistry

Overall Expectations

At the end of grade 9, students will: CHV.01, CHV.03

Specific Expectations

Students will: CH1.01 *, CH1.02 *, CH1.03 *, CH1.07 *, CH2.01 *, CH2.03 *,
CH2.04 *, CH2.05 *, CH2.06 *, CH2.08 *, CH2.10 *, CH3.01 *, CH3.04 *

Planning Notes

• Provide element samples in clear, labeled vials (consult your department safety policies to see which elements are appropriate to include and which should be omitted).

• Keep construction of molecular models of molecules simple; explanation of geometric structures, orbitals and bonding should NOT be included.

• Give students access to a simple periodic table containing the element name, symbol and atomic number.

• The procedures for the electrolysis of water and the combination reactions of magnesium metal and oxygen are readily available in most science and chemistry text or laboratory manuals; make sure to perform these tests before showing students.

• Book time in the career education centre or with a councillor.

• The ethical use of the Internet and other information technology sources must be stressed to students and if possible monitored by teachers.

Prior Knowledge Required

The student should be able to:

• compare the three states of matter .

• use physical properties such as colour, hardness, texture, brittleness to describe matter .

• demonstrate an understanding of the characteristics of mechanical mixtures (heterogeneous) and solutions (homogeneous) and describe these characteristics using the particle theory.

• distinguish between pure substances and mixtures using the particle theory.

• identify the gas tests for hydrogen and oxygen gas.

Teaching/Learning Strategies

1. Students will classify pure substances as elements or compounds. The teacher should provide students with plenty of samples of different types of elements and compounds for examination. If this is not possible, teachers can supplement with various forms of media. Teachers need to stress the importance of elements and compounds in our daily lives.

• Students are grouped in pairs. Each pair of students will examine and group various substances as elements or compounds using criteria collaboratively generated. They will be instructed to generate a hypothesis/problem and an observation table.

• The student will perform various experiments to show that compounds can be broken down chemically into its elements or that elements combine to produce compounds.

(a) the combination (addition reaction) of magnesium and oxygen gas (remember to advise students not to look directly into the white flame); iron and oxygen; carbon/charcoal and oxygen

(b) the electrolysis of water (have students recall the gas tests for hydrogen and oxygen gas)

• Students re-examine their lists of elements and compounds using the observations and discussions based on the demonstrations. These discussions may be done in pairs, whole class or in small groups. Students adjust their lists accordingly and are instructed to submit their results.

2. Students discover that most substances found in homes are compounds and that very few are pure elements, but that these elements are necessary for the formation of these compounds

• Students are asked to survey the products found in their homes.

• They are to examine the product label and identify the elements or compounds used in the product. (e.g. baking soda = sodium bicarbonate, a compound; vinegar = acetic acid, a compound; rubbing alcohol = isopropanol, a compound)

• An observation chart set by the teacher or one designed by the students should be used to record information. The observation chart may include the following: Product name, Natural ingredients, Added Ingredients, Identification of the added ingredients as an element, compound or mixture, safety precautions and instructions for proper use of product. Some discussion may be needed to help students understand the difference between natural ingredients and added ingredients. It is also best to have students include a photocopy/hand drawn facsimile of the product label or submit the original product label with their observation chart.

• Students should be directed to discuss (orally and/or written form) the following questions:

(a) What were the proper uses of some of these products or the hazards of these products (e.g. mixing bleach with cleanser produces a highly toxic gas, drain cleaners are corrosive)? The teacher may need to assist students with this question.

(b) Was the information on the labels listed clearly?

(c) Was there information that was difficult to classify as natural ingredients, elements or compounds? Give examples of this.

(d) Besides natural ingredients, were most of the other "added" ingredients elements or compounds? Give reasons why.

(e) Should labels list all ingredients? Why?

(f) Were the ingredients listed in words that most people could easily recognize? What difficulties could arise if the ingredients are not easily recognized?

(g) What was/were the most common type of safety precautions listed on the labels?

• Students are to submit the laboratory report. An extension to this activity may be to have students design a product label that they feel would give information more clearly . The student may choose a product that he/she has already chosen or chose any other product. They should indicate clearly the changes they would make to the product label and why. The product labels may be included with the report. Students may also discuss their product label in small/large groups and/or display them in the classroom.

3. Students will research careers requiring knowledge of the physical and chemical properties of elements and compounds.(e.g. Product quality control technician, Medical technician, Chemical Engineer)

• Students are asked to brainstorm in small groups various careers that they feel require the knowledge of physical and chemical properties of elements and compounds.

• Students share information. The teacher may wish to record the information on the board.

• Students are asked to choose a career that interests them and research using computer programs, career education center, Internet, media, guest speakers, etc.. The ethical use of the Internet and other information technology must be stressed and, if possible, monitored by the teacher.

• Students are to present their research. This can be done in a variety of ways, such as, a written report, pamphlet, poster, homemade video, skit, and/or a verbal report. The report may include the following information:

(a) Why did you choose the career?

(b) What knowledge of physical and chemical properties of elements and compounds impacts greatly on performing the jobs designated by the career?

(d) How does this career contribute to the betterment of society? (Appendix C1-C3)

(e) What are some of the ethical challenges connected with this career? (Human rights; environmental issues)

• If possible, this part of the activity should be connected to "Take Your Kids to Work" program or any local work program organization.

4. Students will describe elements as substances made up of atoms and compounds as substances made up of molecules. They will recognize that atoms and molecules maintain their own distinct properties.

• Using the periodic table, students will identify chemical symbols for the first twenty elements and the following: iron (Fe) and copper (Cu) and formulae for sodium chloride (table salt) (NaCl), oxygen gas (O₂), water (H₂O), and carbon dioxide (CO₂). With direction from the teacher, the students will discover that the chemical symbols are either a capital letter or a capital letter followed by a lower case letter and that all chemical symbols are unique to the element.

• Students may complete worksheets, puzzles, word searches, and/or play "Element " cards or bingo to show mastery of naming elements and their symbols. At least one of these vehicles will be used as a formative assessment by the teacher. (Element Card Game: teacher or students makes up a "deck" of cards. Each deck will have the following information: on one side of the card, the element symbol, and on the other side, the element name . The game may be played as solo or pair "flash cards". To increase difficulty, clues based on the element properties can be substituted for the element name.)

• Through the use of models of various molecules and their formulas, students will discover that the formula shows exactly which elements make up the compound and that the subscripts used within a formula indicates the number of each of the elements. (e.g. H₂O = 2 hydrogen atoms and 1 oxygen atom). Students work on various examples.

• Students will make models of common molecules (e.g., H₂, O₂, NH₃, CH₄, and CO₂) A variety of materials can be used if molecular modeling kits are not available. These include: plasticine, nuts and bolts, toothpicks and marshmallows, and styrofoam balls and dowels . It is important that the teacher keep this activity simple by supplying very simple rules for building molecules. Students will show mastery in building models to be assessed by the teacher and peers.

• Students design and build a "board game" or any other form of game to examine and/or become proficient in elements. The student will "test" their game with the class or group of students. The game will then be evaluated by their peers and recommendations for improvement are implemented. To further this, students may design a marketing strategy to promote their game. (Possible Science World Activity)

Assessment/Evaluation

• Use of roving conference to ensure students are using proper laboratory technique and safety procedures and that observations and classification of pure substances are recorded. The teacher will record this using appropriate checklists and/or rating scales prepared in advance. (CH1.02, CH1.03, CH2.01, CH2.04, CH2.08)

• Students will submit a lab report and observations on classification of pure substances. These will be used to assess knowledge/understanding/inquiry and communications through the use of a process rubric (Appendix A1) and lab product rubric (Appendix A2). (CH1.01, CH1.02, CH1.03, CH2.02, CH2.06, CH2.08, CH3.01)

• Students will submit a product label examination chart and product label design. These will be used to assess knowledge/understanding, inquiry, communication and making connections through the use of a product rubric (Appendix A3). (CH1.03, CH2.02, CH2.05, CH5.01)

• Students will produce a career report, video or other products through collaboration (Appendix A4). This will be used to assess knowledge/understanding, communication and making connections through the use of a product rubric (Appendix A3). (CH2.05, CH3.04)

• Students will produce Molecule models. These will be used to assess knowledge/understanding and inquiry, through the use of a product rubric (Appendix A3). (CH1.03, CH1.07, 2.01, CH2.08)

• Students produce a board game for elements. These games will be assessed for knowledge/understanding/communication and making connections through the use of a product rubric (Appendix A3) making provisions for creativity and originality. (CH1.03, CH1.07, CH2.04, CH2.05, CH2.08)

• A paper/pencil test will be used to assess knowledge/understanding and communication. (CHI.01, CH1.02, CH1.03, CH1.07, CH2.08, CH2.10, CH3.01).

Resources

1. Electrochemistry Building- Computer software

2. Alchem Chemistry Exercise Book. Compounds, Bonding and Nomenclature, Molecular Models, LabB1. J.M.LeBel Enterprises Ltd.@1987

3. Candido, James and Phillips. Electrolysis of Water, pp.142-143. Heath Science Connections 9.D.C.Heath Canada Ltd.@1987

4. Rosen, S. Chemistry Workshop 1. Globe Book Company Inc. Englewood Cliffs, New Jersey. @1988

5. Nelson Science 9. Nelson Canada. @1996

6. A Catholic Perspective on the Applications of Science Guiding Principles.

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.

Activity #5: Classification of Metals and Nonmetals

Time: 340 minutes

Description

The Periodic Table is an organized table of elements that allows users to identify information quickly and easily. Students will classify elements as metals or nonmetals, recognize that the majority of elements are metals, and realize that metals are located on the left side of the Table while most nonmetals tend to be on the right.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 1d; 2a, b, c, d, e; 3b, c, d, e, f; 4a, b, c, e, f, g; 5a, b, c, d, e, f, g, h; 7a, b, d, h, i, j

Strand: Chemistry

Overall Expectation

At the end of Grade 9, students will: CHV.01, CHV.03

Specific Expectations

Students will: CH1.09 *, CH2.01 *, CH2.02 *, CH2.03 *, CH2.04 *, CH2.05 *,
CH2.06 *, CH2.07 *, CH3.02 *.

Planning Notes

• Provide a variety of metals and nonmetals (consult your department safety policies to see which elements are appropriate to include and which should be omitted).

• Students should have access to blank periodic tables where information on various elements can be placed by the student.

• All laboratory activities suggested can be readily found in most science and chemistry text or laboratory manuals; make sure to perform these tests before showing students.

• It is suggested that laboratory tests comparing magnesium and calcium be done only by the teacher.

• Book time for computer use in library and/or computer labs.

• Obtain a class set of atlases or other geographical sources to use when introducing mining of metals.

• The ethical use of the Internet and other information technology sources must be stressed to students and if possible monitored by the teacher.

• The teacher should ensure that various vehicles for student presentation of work are employed throughout this activity .

Prior Knowledge Required

• The student should be able to describe substances as elements or compounds.

• The student should be able to identify and write symbols for elements.

Teaching/Learning Strategies

1. Students classify a variety of elements as metallic or nonmetallic based on qualitative tests, teacher demonstrations and information gathered through other sources such as books, illustrated element chart, Internet, multimedia. The ethical use of the Internet and of other technology sources must be stressed to students and if possible monitored by the teacher. The properties that may be examined are appearance, electrical conductivity, heat conductivity, melting point, lustre and hardness. The teacher should provide students with plenty of examples of both metals and nonmetals. Teachers need to stress to students that the properties they are observing dictate the uses of those elements.

• Students examine various metals and nonmetals. Using the properties tested, they will classify substances as metals or nonmetals.

• Students will input the qualitative properties observed onto a periodic table. The students will be directed to design their own data table.

• Students will submit completed data table (Periodic table).

2. Students examine some of the metals mined in Canada and how they are extracted from their ores. They will also examine the importance of these metals to the Canadian economy and the impact of the industry on society and the environment.

• Students will research and list the metals mined in Canada and their locations using atlases or other geographical sources supplied by the teacher. The list of metals and their locations are shared with the class.

• Students are placed in small groups or in pairs and instructed to research one of the metals. The metal may be chosen by the group or by the teacher. Their research should include:

(a) Where is the metal mined in Canada?

(b) What main process is used to extract the metal from its ore? (e.g. crushing, separation, roasting, smelting)

(c) Detail the process of extraction. (e.g. List each of the steps involved in extracting nickel and state whether they are physical or chemical changes. Explain your choice in each case.)

(d) There are generally two classes of mines, open-pit and underground. How do these mines differ?

Students should be encouraged to include other information they find interesting to the topic.

• Through student-teacher conferencing, information gathered by the groups will be assessed for accuracy.

• Students will share their information with their peers. This may be done as jigsaw, small group or whole group presentations.

• Students will produce a summary note of their research for their peers. This will be photocopied by the teacher.

• In small or large groups, students will brainstorm on the following issues:

(a) environmental concerns of metal mining and extraction

(b) health issues due to metal mining and extraction

• Students in small groups will research one of the above concerns as it affects their local area. They will be asked to be prepared to debate the pros and cons of the issue researched. Students are encouraged to examine the above issues as Catholic Citizens in the global community. Students may be further asked to design and submit a poster or pamphlet detailing the pros and cons of their research. Identify ethical and environmental issues connected with their research topic (Appendix C1-C3).

3. Students may be asked to research a topic related to metals of their choice or one of the following topics. The student’s choice must be approved by the teacher. Student research may be presented as a research paper, pamphlet, poster, video presentation and/or skit. Ensure that students use a variety of presentation vehicles throughout this activity.

A. Alloys. Choose one (e.g. carbon in steel, lead-tin in solders, brass, bronze, alloys in “mag” wheels) alloy and answer the following questions:

(a) What elements are involved in the alloy?

(b) Give the physical properties of each of the metals in the alloy.

(d) Show how the properties of the metals in the alloy impact on the overall properties of the alloy.

(e) What is the effect of producing the alloy on the environment/people?

B. Radioactive Metals. Choose a radioactive metal (e.g. uranium, plutonium) and answer the following questions:

(a) Who discovered the radioactive metal? Give a brief history.

(b) What are the physical properties of the radioactive metal? What safety precautions must be noted when using this radioactive metal?

(d) How does the use of this radioactive metal impact on the environment? Discuss this from an ethical perspective. (Appendix C1-C3)

C. Dentistry and Alloy Use.

(a) What happens when you have a cavity?

(b) What are amalgams?

(d) Why must mercury be sealed to prevent the release of mercury vapour?

(e) Are there other types of substances that can be used to fill a cavity that does not contain mercury? You may wish to speak to a dentist on the benefits/downfalls of other possible filling agents.

(f) What can you do to ensure that your teeth last a lifetime?

(g) What chemical in toothpaste kills plaque?

(h) Why do most toothpastes contain a caution about not letting small children swallow the toothpaste?

Assessment/Evaluation

• Use of roving conference to ensure students are using proper laboratory technique and safety procedures and that observations on the student periodic tables are recorded. The teacher will record this using appropriate checklists and/or rating scales prepared in advance. (CH1.09, CH2.01, CH2.04, CH2.06, CH2.07)

• Students submit their periodic table based on metal/non-metal observations. These will be assessed for knowledge/understanding and communication through the use of a product rubric. (Appendix A3) (CH1.09, CH2.01, CH2.04, CH2.06, CH2.07)

• Students collaborate to inform and be informed on metals and metal mining. Through collaboration students set direction of study, solve problems, recognize relevant information and assess self and peers. This is assessed though the use of a collaborative rubric (Appendix A4). (CH2.02, CH2.03, CH2.05, CH3.02)

• Students produce a student note on metal mining. These will be assessed for knowledge/understanding and communication through the use of a product rubric (Appendix A4). (CH3.02)

• Students will debate ethical issues connected with metal mining. This will be used to assess knowledge/understanding, communication and making connections through the use of a rubric prepared in advance by the teacher. (CH3.02)

• Students will submit a research product on alloys, radioactive metals or dentistry and alloy use. These will be used to assess knowledge/understanding, communication and making connections through the use of a product rubric (Appendix A3). (CH1.09, CH2.02, CH2,03, CH2.04, CH2.05, CH3.02)

• A paper/pencil test will be used to assess the knowledge/understanding of the mining process of metals. (CH1.09, CH2.02, CH3.02).

Resources

1. Illustrated element chart

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.

Activity #6: The Periodic Table and the Atom

Time: 225 minutes

Description

Trends in the periodic table have allowed scientists to predict properties of elements. Students will use simple atomic models and experimental observations to illustrate the concept of periodicity.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

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

Strand: Chemistry

Overall Expectations

At the end of grade 9, students will: CHV.01

Specific Expectations

Students will: CH1.04 *, CH1.05 *, CH1.06 *

Planning Notes

• Video on “Chemical Families” is a good overview of elements in families or groups.

• Teacher demonstrations of the properties of calcium, magnesium, carbon and silicon are readily found in most science and chemistry texts or laboratory manuals; practice all demos or experiments before conducting them with students.

• Do not spend much time on the development of atomic theory or on the development of the Bohr - Rutherford model; a simple approach is best.

• One period has been allotted for the summative evaluation of the unit in this activity. The teacher may wish to evaluate the students through the use of pencil/paper test, a culminating project, a laboratory activity design and practicum and/or an extension essay.

Prior Knowledge Required

The student should be able to:

• identify pairs of materials that produce a charge when rubbed together.

• describe and demonstrate how some materials that have been electrically charged or magnetized may either attract or repel materials.

• describe examples of static electricity encountered in everyday activities.

• describe ways in which static electricity can be used safely or avoided.

Teaching/Learning Strategies

1. The teacher may demonstrate various simple experiments using representative elements such as magnesium, calcium, carbon and silicon, to show common trends within a group or family.

• Teacher may demonstrate simple chemical tests using representative elements.

• Students view the video “ Chemical Families” or any other suitable video to further investigate similarities among elements in a group or family.

• Students use their observations to identify Groups I through VIII ( or 1, 2, 13 to 18) as the Main groups of elements on the Periodic Table.

• Students are introduced to the term period and recognize that there are 7 periods in the Periodic Table and that each period gives a cross section of the chemical properties from each of the groups.

2. Students, with some direction from the teacher , will examine the Periodic Table and develop the idea that elements in the same family end with the same number of electrons in the outermost shell or orbit.

• The teacher will introduce the three fundamental particles of the atom, their charges, location and relative mass using simple atomic models.

• Students will draw Bohr-Rutherford models given the following instructions: maximum number of electrons in the first three orbits are 2, 8, 8 respectively. DO NOT DRAW BOHR- RUTHERFORD MODELS PAST CALCIUM. Students may model as a group (i.e. arrange themselves as electrons around a nucleus).

• Students, through the use of probe questions, will determine that similarities in the chemical properties of the elements of a family result from the family members having the same number of electrons in their outermost shell or orbit.

Assessment/Evaluation

Use of worksheets and/or paper and pencil quiz, students will be assessed for knowledge/understanding of groups and periods in the periodic table, the Bohr-Rutherford models and the determination of chemical properties of elements based on valence electrons. (CH1.04, CH1.05, CH1.06)

Resources

1. Chemical Families video (CHEMSTUDY FILM)

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.

• design and build 3D models of atoms in small groups after understanding the electron orbits. LED's or small "Christmas type" lights may be used in their model to represent the protons and neutrons. (Possible Science World Idea)

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