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Science 10: Unit A: Energy & Matter in Chemical Change

Rationale:

This unit was developed to help create scientifically literate students by focusing on inquiry, discovery,
and engagement. Furthermore, this unit was created to cultivate a sense of curiosity about the natural
world in students. As this unit takes an approach that emphasizes the nature of science, the history behind
current scientific understanding will be explored. An important component of this unit is the application
of the knowledge and skills acquired. This unit encourages students to actively engage in the material
through hands on investigation and problem solving. Various labs are incorporated with an emphasis on
developing scientific inquiry. This unit was designed to provide students with the knowledge and
understanding of basic principles that are required to succeed in future chemistry courses. This unit will
help student develop skills required for science related pursuits in the future such as in university or as a
career.

Key Questions: Key Concepts:

● How has knowledge of the structure of ● Lab Safety/WHMIS


matter led to other scientific ● Matter - Classification
advancements? ● Conservation of Matter
● How do elements combine? ● Atom Models
● Can these combinations be classified ● The Periodic Table
and the products be predicted and ● Subatomic Particles
quantified? ● IUPAC Nomenclature
● Why do scientists classify chemical ● Chemical Change
change, follow guidelines for ● Chemical Reactions
nomenclature and represent chemical ● Mole Concept
change with equations?

Knowledge Outcomes:

1. Describe the basic particles that make up the underlying structure of matter, and investigate
related technologies
A. identify historical examples of how humans worked with chemical substances to meet their
basic needs (e.g., how pre-contact First Nations communities used biotic and abiotic materials
to meet their needs)
B. outline the role of evidence in the development of the atomic model consisting of protons and
neutrons (nucleons) and electrons; i.e., Dalton, Thomson, Rutherford, Bohr
C. identify examples of chemistry-based careers in the community (e.g., chemical engineering,
cosmetology, food processing)

2. Explain, using the periodic table, how elements combine to form compounds, and follow IUPAC
guidelines for naming ionic compounds and simple molecular compounds
A. illustrate an awareness of WHMIS guidelines, and demonstrate safe practices in the handling,
storage and disposal of chemicals in the laboratory and at home
B. explain the importance of and need for the IUPAC system of naming compounds, in terms of
the work that scientists do and the need to communicate clearly and precisely
C. explain, using the periodic table, how and why elements combine to form compounds in
specific ratios
D. predict formulas and write names for ionic and molecular compounds and common acids
(e.g., sulfuric, hydrochloric, nitric, ethanoic), using a periodic table, a table of ions and
IUPAC rules
E. classify ionic and molecular compounds, acids and bases on the basis of their properties; i.e.,
conductivity, pH, solubility, state
F. predict whether an ionic compound is relatively soluble in water, using a solubility chart
G. relate the molecular structure of simple substances to their properties (e.g., describe how the
properties of water are due to the polar nature of water molecules, and relate this property to
the transfer of energy in physical and living systems)
H. outline the issues related to personal and societal use of potentially toxic or hazardous
compounds (e.g., health hazards due to excessive consumption of alcohol and nicotine;
exposure to toxic substances; environmental concerns related to the handling, storage and
disposal of heavy metals, strong acids, flammable gases, volatile liquids)

3. Identify and classify chemical changes, and write word and balanced chemical equations for
significant chemical reactions, as applications of Lavoisier’s law of conservation of mass
A. provide examples of household, commercial and industrial processes that use chemical
reactions to produce useful substances and energy (e.g., baking powder in baking,
combustion of fuels, electrolysis of water into H2(g) and O2(g))
B. identify chemical reactions that are significant in societies (e.g., reactions that maintain living
systems, such as photosynthesis and respiration; reactions that have an impact on the
environment, such as combustion reactions and decomposition of waste materials)
C. describe the evidence for chemical changes; i.e., energy change, formation of a gas or
precipitate, colour or odour change, change in temperature
D. differentiate between endothermic and exothermic chemical reactions (e.g., combustion of
gasoline and other natural and synthetic fuels, photosynthesis)
E. classify and identify categories of chemical reactions; i.e., formation (synthesis),
decomposition, hydrocarbon combustion, single replacement, double replacement
F. translate word equations to balanced chemical equations and vice versa for chemical reactions
that occur in living and nonliving systems
G. predict the products of formation (synthesis) and decomposition, single and double
replacement, and hydrocarbon combustion chemical reactions, when given the reactants
H. define the mole as the amount of an element containing 6.02 × 1023 atoms (Avogadro’s
number) and apply the concept to calculate quantities of substances made of other chemical
species (e.g., determine the quantity of water that contains 6.02 × 1023 molecules of H2O)
I. interpret balanced chemical equations in terms of moles of chemical species, and relate the
mole concept to the law of conservation of mass
Skills (Scientific Inquiry Focus)

Initiating and Planning


1. Ask questions about observed relationships, and plan investigations of questions, ideas, problems and
issues
A. define and delimit problems to facilitate investigation
B. design an experiment, identifying and controlling major variables
C. state a prediction and a hypothesis based on available evidence and background information
D. evaluate and select appropriate instruments for collecting evidence and appropriate processes
for problem solving, inquiring and decision making

Performing and Recording


2. Conduct investigations into relationships between and among observable variables, and use a broad
range of tools and techniques to gather and record data and information
A. carry out procedures, controlling the major variables and adapting or extending procedures
B. use library and electronic research tools to collect information on a given topic
C. select and integrate information from various print and electronic sources or from several
parts of the same source
D. demonstrate a knowledge of WHMIS standards by selecting and applying proper techniques
for the handling and disposal of laboratory materials
E. select and use apparatus, technology and materials safely

Analyzing and Interpreting


3. Analyze data and apply mathematical and conceptual models to develop and assess possible solutions
A. describe and apply classification systems and nomenclature used in the sciences
B. apply and assess alternative theoretical models for interpreting knowledge in a given field
C. compare theoretical and empirical values and account for discrepancies
D. identify and explain sources of error and uncertainty in measurement, and express results in a
form that acknowledges the degree of uncertainty
E. identify new questions or problems that arise from what was learned

Communication and Teamwork


4. Work as members of a team in addressing problems, and apply the skills and conventions of science in
communicating information and ideas and in assessing results
A. communicate questions, ideas and intentions; and receive, interpret, understand, support and
respond to the ideas of others
B. represent large and small numbers using appropriate scientific notation
C. select and use appropriate numeric, symbolic, graphical and linguistic modes of
representation to communicate ideas, plans and results

FNMI Connections:

This unit has been designed with the unique cultural perspectives of FNMI peoples in mind. Throughout
this unit we will also explore the connection that First Nations people have with the land. A large portion
of this introduction to chemistry is the exploration of matter - that is, how matter is classified. For
example, students may be asked to “evaluate the traditional Aboriginal method for determining alkaline
properties of substances” (Program of Studies). Furthermore, this unit should promote stewardship of the
environment, an important component of the FNMI belief system. For example, an important part of safe
lab procedures is the disposal of toxic waste - not only for safety reasons in the lab, but also for
environmental reasons.

Differentiation:

This unit has been designed to accommodate the diverse needs of learners in the classroom. Each lesson
incorporates both collaborate and individual work to ensure that all students will be able to learn in an
environment that is most beneficial for them. Information in this unit will be provided both verbally along
with written notes on a PowerPoint to account for different learning styles. Students will also be provided
with fill-in-the blank style notes. This allows students to hear the content, see it on the board, and also to
add their own notes to. When required, certain students will be provided with a full set printed notes.
Notes can easily be modified with larger fonts to aid visually impaired students. Information is also
supplemented with a variety of videos and demonstrations. A number of labs have been incorporated into
this unit – both hands-on and technology based labs. Many students learn best by working hands on so
these labs give students the opportunity to visualize the topics we will be discussing. All assessment in
this unit will be differentiated to ensure that each individual student is given a fair opportunity to
demonstrate their learning. Constant formative assessment will be implemented throughout the unit to
ensure that the teaching and learning strategies used in each lesson are benefiting the students.

Resources

Text: Addison Wesley Science 10


Lab Safety:
https://www.youtube.com/watch?time_continue=1&v=VRWRmIEHr3A
Periodic Table:
https://www.youtube.com/watch?v=0RRVV4Diomg&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oG
r&index=4
Smartboard Activity:
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/aa/aa49cc45-
bd57-498a-a54c-
cd49b03ae5ea/TEACHER%20EDITION%20SMART%20Atomic%20Structure%20Activity.notebook#
Jeopardy Review Game!
https://jeopardylabs.com/play/grade-10-chemistry-review

Crash Course Videos:


PeriodicTable:
https://www.youtube.com/watch?v=0RRVV4Diomg&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oG
r&index=4

Potential Activities
● WHMIS Online Gizmo
● Lab A3 Demo - identifying chemical reactions
● Atom Model Assignment (letter or visual representation)
● Classifying Matter Activity
● Lab A5: Ionic or Molecular?
● Lab A6: Solubility Table
● Lab A8: pH

Assessment Plan (Tentative)

Assessment Piece Outcomes

Assignment 1: Safety/WHMIS 1c, 2a, 2h, 3a

Assignment 2: Atom Models/History 1a, 1b

Assignment 3: Ions/Isotopes 2c, 2e, 2g

Assignment :4 Ionic Naming 2b, 2d, 2f

Quiz 1: Intro 1c, 2a, 2h, 3a, 2c, 2e, 2g

Quiz 2: Naming Compounds 2b, 2d, 2f

Quiz 3: Reactions 3a, 3c, 3d, 3e, 3f, 3g, 3h, 3i

Mid Unit Exam 1a, 1b, 1c


2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h
3a

Final Exam 1a, 1b, 1c


2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h
3a, 3b, 3c, 3d, 3e, 3f, 3g, 3h, 3i

Within the term: 80% Final Exam: 20% (all units)


Exams – 35%
Quizzes – 25%
Assignments – 20%

Science 10 Unit A Timeline:


Lesson Outcomes Resources & Activities Assessment
27 days
75 min/lesson

1. Chem Introduction 1c, 2a, 3a *Expectations *Safety Contract - questions &


*Safety & Lab Tour signature
2. Classification of Matter 3b, 3c, 2g *WHMIS Chromebook Activity *WHMIS Print Out
*Classification

3. Physical Change 3c *Demo Activity 3 *Exit Slip

4. Atom Models 1b *Atom Model *Atom Model Assignment

5. The Periodic Table 2c *Periodic Table Bingo *Exit Slip

6. Subatomic Particles 2c *Atoms, Electrons, Neutrons, Isotopes *Exit Slip: What is the difference
between ions & isotopes.

7. Atomic Mass 2c *Atomic Mass *Exit Slip

8. Energy Level Diagrams - Atoms 2c *Energy Levels *Exit Slip

9. Energy Level Diagrams - Ions 2c *Energy Levels *Kahoot! Pre Quiz

10. Ionic Naming - Mono 2b, 2d, 2h *Naming Practice *Quiz 1

11. Ionic Naming - Multi 2b, 2d, 2h *Naming Practice *Exit Slip

12. Ionic Naming 2b, 2d, 2h *Naming Practice *Ionic Kahoot! Pre Quiz

13. Ionic Naming 2b, 2d, 2h *Naming Practice *Ionic Naming Quiz

14. Molecular Naming 2b, 2d, 2h *Naming Practice *Exit Slip

15. Ionic vs. Molecular 2b, 2d, 2h *Ionic vs. Molecular Game *Exit Slip

16. Ionic vs. Molecular 2b, 2d, 2h *Activity 5 *Write Up

17. Mid Unit Exam 1a, 1b, 1c, 2a, *Exam *Summative & Formative
2b, 2c, 2d, 2e, *Corrections
2f, 2g, 2h, 3a

18. Solubility 2f *Solubility Demo *Exit Slip

19. Solubility Lab 2f *Activity 6: Solubility Table *Hand in Write Up

20. Acids & Bases 2h *Activity 8: pH *Hand in Write Up


21. Chemical Reactions & 3b, 3c, 3d *Chemical Reaction Video *Exit Slip
Conservation of Mass

22. Balancing 3e, 3f, 3g *Balancing Practice (group work) *Google Forms Exit Slip

23. Balancing/Classifying 3e, 3f, 3g *Balancing Bill Nye Video *Balancing Practice

24. Balancing/Classifying 3e, 3f, 3g *Balancing Quiz *Classifying Kahoot


*Classifying Demo - Electrolysis of
Water

25. Molar Mass 3h, 3i *The Mole Road *Exit Slip

26. Review All *Jeopardy Review Game *Formative


*Student Self Eval *Student Self Assessment

27. Chem Exam All *Exam MC & Long Answer *Summative