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