Post on 03-Jan-2020
Outcomes Focus for Learning Sample Teaching and Assessment Strategies
117-5
Provide examples of how science
and technology are an integral
part of students’ lives and their
community.
The intent of outcome 117-5 is to provide an introduction to
chemistry and for students to identify examples of chemistry
and technology around them in everyday life.
Students previously had the opportunity to explore the use of
chemicals/materials in Science 9. It is possible they
investigated the use and impact of plastics in their everyday
lives and the impact on the environment. They would have
discussed both the positive and negative aspects of the
materials and it is important to also focus on the advantages
and the disadvantages of any chemical in their everyday lives.
Students are expected to realize that there are many chemical
reactions that are an integral part of their daily lives. It is an
opportunity for students to appreciate that chemical changes
occur all around them every day.
Sample Performance Indicator:
Students create a journal in which they:
List all of the items that they use throughout the day.
They may investigate one of the items and research
its chemical composition along with any chemical
reactions that occur.
Propose what the impact may be if the item was
removed from their everyday life. How important is
the item to their everyday routine?
Activation:
Students may relate the chemical reaction of Photosynthesis from Science 7
and the Sustainability of Ecosystems unit as an example of a common
chemical reaction.
Students may also relate the chemical reactions in the water cycle and
nitrogen cycle which was previously covered in Science 8 and the
Sustainability of Ecosystems unit.
Connection:
Teachers could complete a brainstorming activity where students identify the
chemical processes that surround their everyday lives.
Examples include, but are not limited to:
Photosynthesis
combustion of fuels
development and use of materials:
o stainless steel
o synthetic textiles
o acrylics
o pharmaceuticals
o Nutraceuticals
o food additives/preservatives
o health and beauty products
o plastics
Different cell or battery technologies
Rust-proofing
Chemical digestion
Chemical heating pads
Acid precipitation
Oil spill clean up
Bottle water versus tap water
Vegetable oil hydrogenation
116-3
Identify examples where
technologies were developed
based on scientific understanding
117-1
Compare examples of how
society supports and influences
science and technology
118-5
Defend a decision or judgment
and demonstrate that relevant
arguments can arise from
different perspectives
214-15
propose alternative solutions to a
given practical problem, identify
the potential strengths and
weaknesses of each, and select
one as the basis for a plan
Students will study chemistry related technologies and
issue(s) that are relevant in their lives and propose, discuss,
debate these technologies. Topics may include the
development or impact of a new or existing chemical product
by industry such as:
a. Alternative fuel sources (e.g. Fossil fuel vs. wind,
solar, fuel cells, and/or electric cells)
b. Oil-spill clean ups
c. Different cell or battery technologies
d. Bottle water vs. tap water
e. Plastics
f. the internal combustion engine
g. rustproofing compounds designed for vehicles
h. chemical heat pads
i. vegetable oil hydrogenation
j. latex paints
k. why baking soda is used in baking and in refrigerators
l. the importance of knowing the pH of hair shampoos
and conditioners
m. antibacterial soaps/cleaners
n. pesticides
o. artificial sweeteners
p. e-waste
q. road salt
Connection:
Teachers may develop a four corners activity that revolves around a
controversial use of chemicals, such as pesticides. The controversy should be
phrased such that it accepts a wide range of viewpoints. Students can move
to a corner labelled strongly agree, agree, disagree or strongly disagree,
providing rationale for their choice to the class.
Teachers may wish to develop a “convince me” activity in which students are
provided with a topic and position statement, and an intended audience for
the students (audience can be small groups, or the class as a whole). Students
can use a variety of resources to gather information, statistics, etc. and
prepare a persuasive argument to share with the class/group.
Teachers could use a case study such as the one in the Nelson Science
Perspectives 10, page 283 (Chemical Shipping Controversy) or Mining Gold
from E-waste – From Science Links 10, p.181 – NOTE: research
Guiyu, China
Consolidation:
Students may create a presentation on a chemistry-related technology. This
presentation could take various forms suggestions include:
web-page design
an information flyer/ brochure/ newspaper advertisement
Students could use these ideas as a springboard to creating a science fair
project.
Attitude:
Students will be encouraged to:
appreciate that the applications of science and
technology can raise ethical dilemmas (437)
acquire, with interest and confidence, additional
science knowledge and skills, using a variety of
resources and methods, including formal research.
(440)
Reference:
Let`s Talk Science: www.explorecuriocity.org
213-9
Demonstrate a knowledge of
WHMIS standards by selecting
and applying proper techniques
for handling and disposing of lab
materials
WHMIS, MSDS and lab safety protocols should have been
covered in Science 7-9 and should be reviewed before
students carry out any laboratory activities.
Note: MSDS will be replaced with SDS in 2018
For all laboratory activities in this unit, students will
recognize WHMIS standards and apply proper handling and
disposal techniques.
The intent is for students to properly use WHMIS and Safety
Data Sheets (SDS) to determine appropriate procedures and
any consequences from improper use of the chemical.
Students are not expected to memorize the location of each
category and/or the category names on the SDS sheet.
Any chemicals purchased by the school will come with a SDS
sheet that contains relevant safety information.
Students are expected to
● identify the ten WHMIS symbols
● understand the need for SDS
● Recognize the 16 sections of a SDS
NOTE: Please put lab safety/WHMIS in front material of
textbook. ALSO – P. 171-175 of present Science 3200
curriculum guide.
Activation:
Students may discuss the importance of hazardous collection days in a
municipality. Why can’t all material be placed by the curb for general
garbage disposal? What would be implications or problems from this
practice?
Teachers could get students to view the picture below in order to determine
what safety concerns may be present and then discuss the need for WHMIS, a
standardized way to store, handle and dispose of chemicals.
Sample Performance Indicator:
Set up lab stations with different chemicals/materials each
accompanied by their SDS. Students will then explain to a
partner the proper handling and disposal techniques. After 5
minutes, groups would switch stations
Attitude:
Students will be encouraged to show concern for safety and
accept the need for rules and regulations.
Reference: http://www.openschool.bc.ca/k12/pdfs/sc10_intro_assn.pdf
Connection:
Students may connect WHMIS with other standards used in everyday life
such as HHPS (Hazardous Household Product Symbols).
Teachers may have students identify:
Areas of the school that require a knowledge of WHMIS standards.
Careers that require a knowledge of WHMIS standards.
Extension
Students may research hazardous safety standards in other parts of the world
(Europe, United States, etc) and compare them to WHMIS
114-8
Describe the usefulness of
scientific nomenclature systems.
319-1
Name and write formulas for
some common ionic and
molecular compounds, using the
periodic table and a list of ions
The intent of outcome 114-8 is for students to recognize a
need to provide consistency in naming of chemical
compounds. Without the use of a systematic naming system,
communication across diverse environments can be difficult
and dangerous. The International Union of Pure and Applied
Chemistry (IUPAC) provides a framework of consistency for
Chemists to ensure efficient and coherent communication.
The intent of this outcome 319-1 is to learn IUPAC naming
rules.
Students are expected to write chemical formulas when given
the name, or write the name, when given the chemical
formula for:
i) ionic compounds – simple, multivalent, polyatomic and
ionic hydrates
ii) molecular substances.
In Science 9 the students were introduced to naming simple
(binary) ionic compounds when given the formula. Students
did not have to write the formula based on the name of the
ionic compound. In addition, they were introduced to naming
simple molecular (covalent) compounds. They were not
expected to write formulas when provided the name of a
molecular (covalent) compound.
Students should also review material covered in Science 9
pertaining to the periodic table including its organization.
Students should be able to identify period, group, alkali
metals, alkali earth metals, halogens, noble gases, transition
elements, representative elements, metals, non-metals, and
Activation
Analogy: Imagine what would happen if all pilots did not have a common
language (English) for communication? What potential issues could arise?
This could be a brainstorming session that could lead into the need for a
systematic naming system in Chemistry.
Scavenger Hunt Activity - Review of Science 9. Place the questions in
different areas of the classroom. Students have to find the questions, use the
periodic table to determine the correct answer. The student (or group of
students) with the most correct answers after the specified period of time are
the winners of the hunt.
Sample questions:
1. My element symbol is Cu. What am I?
2. I am a metal with an atomic number of 19. What am I?
3. I am an element with 12 electrons. What am I?
4. I have an average atomic mass of approximately 40. What am I?
5. I am an element with 26 protons. What am I?
Solutions
1. Copper
2. Potassium
3. Magnesium
4. Calcium
5. Iron
Students could use Socrative (an App to space race activity option) or the app
Kahoot where questions are answered on student mobile devices. This would
require some initial set up by the teacher.
metalloids. Students should also review the parts of the atom,
the subatomic particles, their location, charge and relative
mass.
Note: see review sections of the text
Students should know that some elements exist naturally as
polyatomic molecules: H2 , N2 , O2 , and halogens (F2 , Cl2 ,
Br2 , I2 , At2 ) are diatomic, sulfur is S8 and phosphorous is P4
There are many chemical compounds that are named using
trivial names. Students should be able to name the following
compounds using trivial names:
H2O - water
H2O2 - hydrogen peroxide
NH3 - ammonia
Bohr diagrams for atoms were introduced in Science 9 and
Bohr diagrams for ions will be introduced in Chemistry 2202.
It is NOT intended for students to focus any attention on Bohr
diagrams in Science 1206. The focus should be on naming
compounds given the formula and vice versa.
Students in Science 1206 are NOT expected to apply and
know acid/base nomenclature. Acid/base nomenclature will
be addressed in Chemistry 2202 (outcome 214-1). However,
students are expected to recognize acids and bases based on
names, formulas, and characteristics (see outcome 319-2)
Students may complete a KWL (what I “Know”, what I “Want” to know,
what I “Learned”) chart based on their previous knowledge from Science 9.
That chart can be used to guide instruction in more complex naming.
Connection
Students may create cards to use in a “Go Fish” activity where students will
match the names to the compounds.
Students may participate in a “Quiz-Quiz-Trade” activity. Using the chemical
formula of a compound, students take turns asking partners to name the
compound from the formula and vice versa.
Students may play `The Ionic Card Game` in the Science 10 textbook.
Consolidation
Students may develop a flowchart or a concept map that outlines the
properties of Ionic and Molecular compounds and how nomenclature applies
to each.
Extension
Students may investigate:
the rules for nomenclature of acids
bond formation using Bohr diagrams and/or Lewis structures
how electron configuration relates to reactivity. This could also
include and an explanation and illustration of the formation of ions
and ionic compounds (eg. NaCl)
Sample Performance Indicator:
Identify the following substances as molecular (M) or ionic
(I) and give proper IUPAC names or chemical formulas.
M/I Name Chemical
Formula
Potassium chloride
CCl4
dinitrogen pentoxide
CuCl2 ∙2H2O
Iron (III) phosphate tetrahydrate
Ca(OH)2
Phosphorus
F2
Ammonium sulfate
Li3PO4
Hydrogen peroxide
Resource
Activity 12-16 from the “Science 10: A Teacher’s Resource”
http://www.ednet.ns.ca/files/curriculum/Science10TR.pdf
213-5
compile and organize data, using
appropriate formats and data
treatments to facilitate
interpretation of the data
Students are expected to carry out a lab investigation such as
`Properties of Ionic and Molecular Compounds` in order to
determine the properties of ionic and molecular compounds
by investigating:
phase at room temperature
solubility in water
colour of solution
electrical conductivity of solution
The intent of this activity is to make observations and carry
out tests to distinguish between ionic and molecular
compounds. Students are expected to tabulate their results
but should not be provided with a table.
Outcome 213-5 should be address throughout the course,
particularly via other lab activities.
Connection
“Properties of Ionic and Molecular Compounds” lab activity in the Science
10 textbook.
Suggested materials include samples of the following:
zinc sulfate
potassium chloride
iron (III) chloride
nickel (III) chloride
calcium carbonate
ethanol
copper (II) sulfate pentahydrate
ammonium chloride
mineral oil
sucrose
Note: This activity is similar to the one from Appendix in existing Science
1206 Guide
Consolidation
Summarize the properties of ionic and molecular compounds in an
appropriate format.
319-2
Classify substances as acids,
bases, or salts, based on their
characteristics, names, and
formula
While acidity has been mentioned in previous grades, students
have not been introduced to the specific details of acids, bases
and the pH scale. Students should be introduced to the pH
scale.
A detailed study of acids, bases and pH is not expected at this
point, but students should have a basic understanding of
simple diagnostic tests associated with acids, bases, and salts.
Students should conduct a lab investigation such as the
`Unknowns lab` in order to distinguish between acids, bases
and salts.
Characteristic Acid Base
Litmus paper Blue to Red Red to Blue
Taste (if
edible)
Sour (i.e. lemon
juice, vinegar)
Bitter (i.e. baking
soda, coffee)
Electrical
Conductivity
Yes Yes
React with
Metals
Yes (most) No (most)
Feel (if it was
safe to feel)
- Slippery (i.e.
soap)
Activation
Teachers could conduct a demonstration using litmus paper and universal pH
paper (or a pH probe) along with various chemicals in order to classify them
as acids, bases or salts. Students could then record the results in a chart along
with other characteristics as outlined in column two.
Connection
Students may discuss the applications of acids and bases in industry or home
use.
Consolidation
Unknowns lab: Teacher could set up several stations with different
unknowns. Each unknown could be labelled A, B C...etc. Then students
could create a list of properties they observe for each of the unknowns. After
all the unknowns are tested, students could classify them as acids, bases or
salts. Students may confirm the classification of acids and bases using the
universal pH paper.
Suggested materials: unknowns (7-Up, vinegar, dilute HCl, baking soda
solution, sodium chloride solution etc), litmus paper, universal pH paper
In addition, there could be stations where only the formula is given and
students determine the classification based only on this information
Soluble in
water
Yes (most) varies
Examples Hydrochloric Acid
-HCl(aq)
Sulfurous Acid
-H2SO3(aq)
Nitric acid
-HNO3(aq)
Typically acids are
hydrogen
compounds that are
dissolved in water
Typically the
formula begins with
Hydrogen ion (H+)
Sodium hydroxide
- NaOH
Magnesium
hydroxide
-Mg(OH)2
Typically bases
are ionic
hydroxides (OH-),
but there are some
exceptions such
as NH3
pH pH < 7.0 pH > 7.0
Participate in a “What Am I?” activity. Each student is given a type of
chemical (using names and/or formulas). Students pair up and try to identify
the type of chemical that their partner presents to them. They then switch
cards and move on to a new partner.
Extension
Students may investigate how pH indicates the strength of an acid or a base.
321-2
Describe how neutralization
involves tempering the effects of
an acid with a base or vice versa.
116-5
Describe the functioning of
domestic and industrial
technologies, using scientific
principles
Students should identify a neutralization as the reaction of an
acid and base to produce a salt and water. The product of a
neutralization reaction will either have a pH =7.0 (neutral) or
a pH close to 7 (depending on the pH of the acid and base
reactants).
Neutralization will be further discussed as an example of a
double replacement reaction in outcome 321-1.
Teachers should relate neutralization to real life applications
such as :
- Liming lakes affected by acid precipitation
- Liming acidic soils in NL
- Using lemon juice to neutralize fish odours
- Using baking soda in baking and in refrigerators
- Using antacids to settle upset stomachs
- pH testing of a swimming pool or aquarium
Activation:
Teacher Acid Spill Demo:
Teachers could “spill” some acid and ask students to use SDS to identify the
safe handling, hazards and proper clean-up of the spill.
Teachers could give students SDS sheets in order to identify the safe handling
and hazards of common acids and bases used in school laboratories.
Connection:
Using a weak acid and a weak base (for example: vinegar and baking soda),
students may perform an experiment where they determine the pH or pH
range of each compound before and after the reaction. Students may check
the pH with either litmus paper, wide-range pH paper, acid-base indicators,
pH probe, or other electronic pH meter, as they proceed with each step of a
neutralization.
Illustrate the neutralizing properties of calcium oxide (lime) by reacting it
first with water (thus making the base calcium hydroxide) and subsequently
with dilute sulphuric acid. This would simulate neutralizing a lake that has
been affected by acid precipitation.
Students may conduct an activity to test the effectiveness of different antacids
on simulated stomach acid.
321-1
Represent chemical reactions and
the conservation of mass using
molecular models, and balanced
symbolic equations.
Chemical and physical changes and the evidence of chemical
changes were studied in Science 9.
Pre-test students for prior knowledge of:
the evidence of a chemical reaction
the difference between elements and compounds
the conservation of atoms in a chemical change
(reaction)
Introduce chemical reactions and activate students` prior
knowledge of chemical reactions through the demonstration
listed with aluminum and copper(II) chloride.
Activation
Teacher Demonstration:
The reaction of aluminum foil with a solution of copper (II) chloride is
commonly written as:.
2 Al(s) + 3CuCl2(aq) → 3Cu(s) + 2AlCl3(aq)
This reaction is exothermic thus, will produce heat, a precipitate will form, a
gas will be produced and there will be a very distinct colour change.
Note to teacher: This reaction is not actually a simple single replacement
reaction. Copper (II) chloride will dissolve in water to form a solution that is
acidic (contains H+). When aluminum reacts with the copper (II) chloride
solution there are two reactions that occur:
2 Al + 6 H+ → 2 Al3+ + 3 H2 Hydrogen gas produces the observed bubbles
2Al + 3 Cu2+ → 2 Al3+ + 3Cu Solid copper is the precipitate produced.
Required materials:
1) 0.5M CuCl2(aq)
2) 250mL beaker
3) 10 cm x 10 cm Al foil (rolled into a ball)
4) 100mL graduated cylinder
5) Thermometer
Students may conduct a guided inquiry into evidence of a chemical change by
Demonstrate an
understanding of the Law
of Conservation of Mass.
In any chemical reaction it should be noted that mass is
neither created nor destroyed therefore the total mass of the
reactants will equal the total mass of the products. This was
demonstrated by Antoine Lavoisier (the father of modern
chemistry). His experiments led to the emphasis on
quantitative measurement, close observation and careful
recording of data. All of his experiments were carried out in
closed vessels.
Students should conduct an activity to investigate the Law of
Conservation of mass such as ‘Mass Before and After” in the
Science 10 textbook.
reacting combinations of the following five substances:
6) Magnesium
7) Ammonium carbonate
8) Dilute sulfuric acid
9) Copper (II) carbonate
10) Calcium hydroxide (saturated)
Connection:
The following reactions were carried out by Antoine Lavoisier. Students
could determine the missing mass in each reaction.
1. Lavoisier dehydrated gypsum by heating it.
CaSO4 2H2O(s) CaSO4(s) + 2 H2O(g)
a. g 136.2 g + ________
2. Lavoisier burned mercury in air. Then he heated the product further,
which decomposed back into its elements.
mercury + oxygen mercuric oxide mercury + oxygen
201 g + 32 g ________ ______ + ______
3. He also burned phosphorus in air:
P4(s) + 5 O2(g) P4O10(s)
124 g + ______ 284 g
Consolidation:
Students may complete the activity “Mass Before & After” in the Science 10
textbook.
Teachers may provide students with the questions such as those below.
Students could then investigate or research the questions and chemical
reactions involved.
1.When an iron nail rusts, it seems to get heavier in mass. Does the iron nail
follow the Law of Conservation of Mass?
Yes, iron chemically combines with the oxygen in the air so if you add the
oxygen into the mass of the chemicals before the reaction, the mass after the
reaction is the same.
2. When wood burns, a small amount of ashes is made. Why is the mass of
the wood before the fire not equal to the mass of the ashes after the reaction?
The mass of the wood and the ashes equals the mass of the oxygen and the
smoke given off during the time that the wood burned.
3. How does the Law of Conservation of Mass apply to a burning candle?
The mass of the wick, wax that burned and the oxygen that helped the flame
before the reaction equals the mass of the smoke and the gases released after
the reaction.
Balance Chemical
Reactions
The intent of this outcome is for students to be able to:
- apply the law of conservation of mass
- identify reactants and products in a chemical reaction
- balance chemical equations that represent a variety of
reaction types including:
- Combustion
- Formation (synthesis)
- Decomposition
- Single replacement
- Double replacement
- Write balanced chemical equations from word
equations.
NOTE: Students are NOT expected to predict products from
the reaction types but are only expected to balance an
equation when reactants and products are given. This will be
further developed in Chemistry 2202.
Sample Performance Indicator:
Students should be able to balance equations such as:
1.___ Fe(s) + ___ O2(g) ___ Fe2O3(s)
2. ___ C3H8(g) + ___ O2(g) ___ CO2(g) + ___ H2O(g)
3.___ AsCl3(aq) + ___ H2S(aq) ___ As2S3(s) + ___HCl(aq)
4. H2SO4(aq) + NaHCO3(s) Na2SO4(aq) + CO2(g) + H2O(l)
5. Zinc reacts with hydrochloric acid (HCl(aq)) to produce zinc
chloride solution and hydrogen gas.
Consolidation:
Teachers could assign chemical reactions such as those below and ask
students to balance them.
1) H2O2 → H2O + O2
2) Na + CuS → Na2S + 2Cu
3) H2 + O2 → H20
4) NaOH + HCl → NaCl + H2O
5) CH4 + O2 → CO2 + H2O
Teachers could ask students to write balanced chemical equations from word
equations such as those below:
1) Solid potassium and aqueous magnesium chloride react to produce
solid magnesium and aqueous potassium chloride.
2) Solid aluminum combines with oxygen gas to produce solid
aluminum oxide.
321-1B
Classify chemical reactions based
on type
212-8
Evaluate and select appropriate
instruments for collecting
evidence and appropriate
processes for problem solving,
inquiring, and decision making
The intent of outcome 321-B is be able to recognize and name
the five different types of reactions when given the reactants
and products in a chemical reaction, either in symbolic or
model form.
Each reaction should be represented using a model, words as
well as with chemical symbols.
Chemical reactions should include states for student exposure;
however, students are not expected to include states or predict
states of products using the solubility table.
Types of Reactions:
1. Formation (combination, synthesis)
element + element produces a compound
Ex1: Al(s) + 3O2(g) 2Al2O3(s)
Ex 2: N2(g) + O2(g) 2NO(g)
Generic Model Example
Although accurate molecular modelling will not be covered
until Chemistry 2202, teachers may use molecular model kits
to demonstrate the conservation of mass in a chemical
reaction.
2. Decomposition: Binary compound which produces the
Connection:
Students may complete “Different Types of Chemical Reactions” activity in
the Science 10 textbook in order to identify the different types of reactions as
well as identify some of the products (hydrogen and oxygen gas)
Note: Teachers could demonstrate the products of a combustion reaction
when wax burns using a candle, limewater and blue cobalt (II) chloride paper.
Consolidation:
Given a series of chemical reactions students could identify the types.
Extension:
Students may investigate predicting products based on reaction type and use
the solubility table, when needed, to predict states.
Students could research why carbon monoxide is so lethal and include the
importance of carbon monoxide detectors.
+
elements which compose it
Ex: 2LiF(s) 2Li(s) + F2(g) (decomposition)
Ex 2: 2H2O(l) 2H2(g) + O2(g)
3. Single Replacement (Single Displacement)
Element + compound new element + new compound
Examples:
(i) metal + ionic compound
Ex: Zn(s) + CuSO4 (aq) Cu(s) + ZnSO4(aq)
(ii) nonmetal + ionic compound
Ex: Cl2 (g) + 2NaBr(aq) 2NaCl (aq) + Br2 (l)
(iii) metal + acid
Ex: Zn(s) + 2HCl(aq) ZnCl2 (aq) + H2 (g)
4. Double replacement (Double Displacement)
(i) two ionic compounds produces two new ionic compounds
Ex: AgNO3 (aq) + NaCl(aq) AgCl(s) + NaNO3(aq)
(ii) acid + base (neutralization) produces a salt and water
Ex: 3NaOH(aq) + H3PO4 (aq) Na3 PO4(aq) + 3H2O(l)
5. Combustion:
Hydrocarbon + Oxygen Water + carbon dioxide
Ex. C3H8 + 5O2 3CO2 + 4H2O
Note:
Students are expected to recognize and balance complete
hydrocarbon combustion reactions.
Incomplete combustion should also be mentioned such that
students recognize that carbon monoxide and carbon are
produced in addition to carbon dioxide and water; however,
students will not be required to balance these equations.
Note: for any chemical reaction it is acceptable for water to be
written as HOH (H+ OH-) for ease of balancing.
To develop skill outcome 212-8, students will identify the
presence of various chemicals by selecting and applying
different tests.
Students will perform a variety of chemical reactions and use
various tests to identify products present.
Test may include:
(i) carbon dioxide test (using lime water)
(ii) water test (cobalt(II) chloride paper)
(iii) acid/base test (litmus paper)
(iv) aqueous solution of salt test (conductivity apparatus)
(v) oxygen gas test (glowing splint)
(vi) hydrogen gas test (lit splint)
Sample Performance Indicator:
Give a scenario in which students must identify an unknown
gas by selecting an appropriate test that could be performed.
321-3
Illustrate how factors such as
heat, concentration, light, and
surface area can affect chemical
reactions
212-3
design an experiment identifying
and controlling major variables
213-2
carry out procedures controlling
the major variables and adapting
or extending procedures where
required
215-6
Work cooperatively with team
members to develop and carry out
a plan, and troubleshoot problems
as they arise.
Students should complete an activity such as “Changing The
Rate of a Chemical Reaction” as a method of scientific
discovery in determining how such factors affect the rate of a
reaction.
To address the idea of light and its effect on the rate of a
reaction, teachers should relate the process to the chemical
reaction of photosynthesis. Would a plant grow better in a
dark dingy basement or would it grow better/faster (i.e. faster
rate of reaction) in an area next to a window? How does light
affect the rate of the reaction involved here?
Students in Science 1206 are NOT expected to know the
terms endothermic, exothermic or to draw the energy level
diagrams for each.
Attitude:
It is expected that students will be encouraged to work
collaboratively in planning and carrying out investigations, as
well as in generating and evaluating ideas.
Connection:
Students may complete the “Changing The Rate of a Chemical Reaction”
activity in the Science 10 textbook.
Students may relate reaction rates to their daily lives. For example, to start a
fire, is it best to use wood chips or logs? Why might someone chew an
aspirin tablet instead of swallowing whole?
Extension:
Students may address how light can be a factor that affects chemical reactions
could be to have students investigate the production and consequences of
photochemical smog.
Another factor that affects the rate of a reaction is the use of a catalyst.
Teachers may want to include this factor as an extension.
Teachers may wish to relate reaction rate to particle theory which is covered
in Chemistry 3202.
117-7
Identify and describe science- and
technology-based careers related
to the science they are studying
Students will study chemistry-related careers that may
include:
a. pharmaceuticals
b. photography
c. biochemistry
d. medicine
e. pharmacology
f. environmental science
A connection may be made to the Career Development 2201
course or be included as part of the project cited under
outcomes 116-3,116-5,117-1.
Activation:
Prior to discussing chemistry-related careers, students may be provided with
an opportunity to identify areas in the workforce related to chemistry.
Teachers may wish to use a variety of methods including group discussion,
graffiti wall, whiteboards, etc.
Connection:
Students may develop a presentation on a chemistry-related career. This
presentation can take various forms such as a web-page design, an
information flyer or a brochure, a newspaper advertisement or a radio spot
See Activity 29 “Careers in Chemistry” from Nova Scotia Teacher Resources
at http://www.ednet.ns.ca/files/curriculum/Science10TR.pdf.
Extension:
Teachers may further enhance this outcome by allowing students to research
the professional and educational requirements for such careers.
Students may interview a person in a chemistry-related field and report their
interview to the class in the form of a presentation, poster, pamphlet or
article. Questions may be related to the person's job title, daily activities,
educational background, fun aspects of the career, etc.
Resource:
Let`s Talk Science website: www.explorecuriocity.org