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Course Profile (for a locally developed course)

Essential Science, Grade 9

Unit 3

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. 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 education purposes.

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Acknowledgments

Public and Catholic School Board Writing Team – Essential Science

Course Profile Writing Team

George Huff, Lead Writer, formerly Scarborough Board of Education and Science Coordinators and Consultants Association of Ontario

Jane Forbes, Halton District School Board

Catherine Kurylo, Upper Grand District School Board

Patrick Likuski, Toronto District School Board

John Rawski, Toronto Catholic District School Board

Joan Tschernow, Toronto Catholic District School Board

Tanya Worobec, Halton District School Board

Lead Board

Halton District School Board

Susan Orchard, Project Manager

Larry Zavitz, Project Coordination

Kelly Terry, Financial Coordination

Science Coordinators and Consultants Association of Ontario

Science Profiles prepared by the Public District School Board Partnership

Unit 3: Chemistry: Exploring Matter

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7

Time: 21 hours

Unit Description

Students develop a concept of matter on the atomic and macroscopic level. Laboratory investigations assist students in understanding that the identity, reactions, and uses of substances are based on their individual properties. Reporting in a variety of formats increases literacy skills. Students gain a renewed respect for safety in and outside the laboratory setting.

Strands and Expectations

Strand(s): Chemistry

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

Specific Expectations: CH1.01-.04, CH2.01A/B/C/D/E/F, CH2.02-.05, CH3.01-.04.

Activity Title (Time and Sequence)

Activity 1	Lab Safety and Mixing Chemicals	60 minutes
Activity 2	Substances and Their Properties	270 minutes
Activity 3	Pure Substances - Elements and Compounds	270 minutes
Activity 4	Atoms, Molecules, and Formulas	150 minutes
Activity 5	Physical and Chemical Change	210 minutes
Activity 6	Metals and Non-metals	120 minutes
Activity 7	Culminating Activity - A Closer Look at Environmental Chemistry	180 minutes

Task Titles (Type, Time, and Sequence)

Task	Type	Title	Time (minutes)
1.1	Learning	Introduction to Safety Symbols	30
1.2	Assessment	Using and Mixing Chemicals	30
2.1	Learning	Introduction to Properties	45
2.2	Assessment	Properties Identify Substances	30
2.3	Learning/Diagnostic	The Properties of Rubbing Alcohol	60
2.4	Assessment	Looking at an Unknown Liquid	60
2.5	Learning/Assessment	Household Chemicals and Why We Use Them	45
2.6	Learning	Substances and Their Use	30
3.1	Learning	Pure Substances and Mixtures	25
3.2	Learning/Assessment	Is It Really a Pure Substance?	30
3.3	Learning	Elements and Compounds	20
3.4	Diagnostic	Categorizing Models	30
3.5	Learning	Elements and Compounds in Your Life	30
3.6	Learning	Breaking Compounds Apart	60
3.7	Assessment	Breaking Down an Unknown	45
3.8	Learning	Environmental Chemistry	30
4.1	Learning	Getting to Know the Periodic Table	30
4.2	Learning	Atoms and Molecules	30
4.3	Learning	Identifying Atoms and Molecules	30
4.4	Learning	Making Molecules	60
5.1	Learning	Physical Change	45
5.2	Learning/Diagnostic	Chemical Change	60
5.3	Learning	Physical vs. Chemical Change	20
5.4	Learning	Identifying Change	45
5.5	Assessment	Careers in Chemistry	20
5.6	Learning	Making Ice Cream	20
6.1	Learning	What are Metals?	30
6.2	Learning	Properties of Metals	60
6.3	Assessment	Identifying an Unknown	30
7.1	Learning/Assessment	Environmental Chemistry Revisited	30
7.2	Learning/Diagnostic	Environmental Lab	60
7.3	Learning	Research Paper	90

Prior Learning Required

Lab procedures (including lab safety) introduced in Unit 1 are reinforced. Various concepts such as WHMIS standards, properties of matter, and pure substances and mixtures, introduced throughout Grades 7 and 8, are reviewed and reinforced.

General Unit Planning Notes for Unit 3

Specific planning for each activity is described in the Teacher Facilitation sections. However, the following preplanning would be helpful:

· As there are numerous labs, check the Planning Notes for each Activity to ensure you have the required chemicals.

· Activity 2 has extensive equipment list for mini-experiments, check requirements carefully

· Task 7.1 - pre-plan visit with teacher/librarian or book computer lab time to research on Internet

· Periodic Tables are needed in Activity 4. You may distribute simple ones showing symbol and name or more complex ones such as Sargent Welch Periodic Table S-18806. Tables are needed in Activity 4.

· Job shadowing in Task 1.1 and speakers in Task 5.5 require preplanning

Learning/Teaching Strategies or Activities

Activity	Strategy	Description
1	graphic organizer, visual display	Students identify and list household and workplace safety symbols, which are then posted as a constant visual reminder of safe practices in the lab. WHMIS symbols are reviewed with a focus on safety in the classroom.
2	inquiry/experimental, reflection	Students work individually or in pairs to carry out several inquiries into substances and their properties.
3	concept attainment or sorting activity, inquiry/experimental, modeling, research	Pure substances are identified as either elements or compounds. Investigations and modelling are used to reinforce these concepts.
4	reflection, modeling	Hands-on activities help students differentiate between atoms and molecules.
5	inquiry/experimental, reflection	Investigations help students recognize signs of physical and chemical change.
6	inquiry/experimental	Lab activities serve to identify the characteristics that separate metals from non-metals.
7	reflection, inquiry/experimental, research	Students carry out labs and investigate current environmental issues. Introduction to the basic format for conducting research.

Assessment/Evaluation

Activity	Expectations	Tool	Assessing	Who
1.1	CH2.01A	Worksheet Answer Key	knowledge	Teacher
1.2	CH3.01, CH3.03	Reading for Understanding Rubric	knowledge, communication	Teacher
2.1	CH1.01, CH2.01B	Worksheet Answer Key	knowledge	Teacher
2.2	CH1.01, CH2.01B, CH2.01C	Cloze Answer Sheet Worksheet Answer Key Lab Safety Checklist or Lab Procedures Rubric	knowledge, inquiry	Teacher, Peer
2.3	CH1.01, CH2.01B, CH2.01D	Worksheet Answer Key Lab Procedures Rubric	knowledge, inquiry	Teacher, peer
2.4	CH1.01, CH2.01B, CH2.01C, CH2.01D, CH2.01E	Worksheet Answer Key Lab Procedures Rubric Lab Safety Checklist	knowledge, inquiry	Teacher
2.5	CH1.01, CH3.02, CH3.04	Worksheet Answer Key SLL Rubric	knowledge, making connections	Teacher
2.6	CH3.02	Worksheet Answer Key	knowledge	Teacher
3.2	CH1.02	Lab Procedures Rubric Worksheet Answer Key	inquiry	Teacher
3.3	CH1.02	Worksheet Answer Key	knowledge	Teacher
3.4	CH1.02	Worksheet Answer Key	knowledge	Teacher
3.5	CH3.01	Reading for Understanding Rubric	knowledge, communication	Teacher
3.6	CH2.04	Lab Procedures Rubric Worksheet Answer Key	inquiry	Teacher
3.7	CH2.04	Worksheet Answer Key Lab Procedures Rubric	knowledge, inquiry	Teacher
3.8	CH1.02, CH3.01	Reading for Understanding Rubric	knowledge, communication	Teacher
4.2	CH1.03, CH1.04	Notebooks are Important! Checklist	inquiry	Teacher
4.3	CH1.03, CH1.05, CH2.01F	Worksheet Answer Key	knowledge	Teacher
4.4	CH1.03, CH1.05, CH2.01F	Worksheet Answer Key	knowledge	Teacher
5.1	CH1.07	SLL Rubric	knowledge, making connections	Teacher
5.2	CH1.08, CH2.03	SLL Rubric Worksheet Answer Key Lab Procedures Rubric	knowledge, making connections, inquiry	Teacher, Peer
5.3	CH1.07, CH1.08, CH2.02	Worksheet Answer Key	knowledge	Teacher
5.4	CH2.01A, CH2.01C, CH2.01D, CH2.01E, CH2.01F, CH2.02	Lab Procedures Rubric	inquiry	Teacher
5.5	CH3.04	Worksheet Answer Key	making connections	Teacher
5.6	CH1.07, CH2.02	Worksheet Answer Key	knowledge	Teacher
6.1	CH1.06	Worksheet Answer Key	knowledge	Teacher
6.2	CH2.01A, CH2.05	Lab Procedures Rubric Worksheet Answer Key	inquiry	Teacher
6.3	CH1.06, CH2.01A, CH2.05	Worksheet Answer Key	knowledge	Teacher
7.1	CH2.01D	SLL Rubric	knowledge, making connections	Teacher
7.2	CH1.05, CH1.07, CH1.08, CH2.01A, CH2.01C, CH2.02	Worksheet Answer Key Lab Procedures Rubric Lab Safety Checklist	knowledge, inquiry	Teacher
7.3	CH2.01D, CH2.01E	Research Paper Rubric	knowledge, making connections	Teacher

Unit Resources

Hawley, Gessener G. The Condensed Chemical Dictionary. New York: Van Nostrand Reinhold, most recent edition. ISBN 0-442-23244-6
An excellent resource for answering all those questions such as, What is that used for? What is laughing gas? What's in dynamite?

Miranda, Joseph (ed.). Milady’s Standard: Textbook of Cosmetology, Revised. Albany: Milady Publishing Company, 1993.
Details the chemistry behind hair dying, and hair permanents.

Prentice Hall Science Matter: Building Block of the Universe. Activity Book. New Jersey: Prentice-Hall Inc., 1993. ISBN 0-13-402140-1
Simple worksheets about the properties of matter.

Prentice Hall Science The Nature of Science, Activity Book. New Jersey: Prentice-Hall Inc., 1993.
ISBN 0-13-400425-6
Simple worksheets about measurement and tools of science.

Prentice Hall Science The Nature of Science: Review and Reinforcement, Activity Book. New Jersey: Prentice-Hall Inc., 1993. ISBN 0-13-986050-9
Simple assessment tasks dealing with measurement and tools of science.

Rosen, Seymour. Chemistry Workshop 1, New York: Globe Book Company Inc., 1988.
ISBN 0-87065-952-9
Soft cover text with a reading level of 4-5 and an interest level 6-12. Topics range from changes of state to differences between physical and chemical changes.

Rosen, Seymour. Chemistry Workshop 2, New York: Globe Book Company Inc., 1988.
ISBN 1-55675-704-2
Continuation of Chemistry Workshop 1. Topics range from mixtures to solutions.

Shapiro, Brenda and Stan Shapiro. Chemistry at Work. Toronto: Copp Clarke Pitman Ltd., 1989.
ISBN 0-7730-4730-1
A resource of ideas for practical chemistry

Activity 1: Lab Safety and Mixing Chemicals

Time: 60 minutes

Description

The need for procedures regarding the safe handling and use of chemicals in the laboratory, home, and workplace is examined. WHMIS safety symbols are related to those found on household products.

Strand(s) and Expectations

Strand(s): Chemistry

Expectations: CH2.01A, CH3.01, CH3.03.

Planning Notes

Equipment required for Task:

· 1.1 - household and workplace products with various safety symbols collected by teacher. Also collect products from school custodian,

· 1.1 - large version of safety/WHIMS labels to post in classroom,

· 1.1 - prepare for possible co-op volunteer in classroom or job shadowing,

· 1.2 - select/adapt short articles on improper use of chemicals (Appendix 3.1 is an example.).

Prior Learning Required

The need for safety in the laboratory is reinforced through the introduction of household safety symbols. WHMIS symbols originally seen in Grade 7 are reviewed.

Teaching/Learning Strategies

1.1 Learning Task: Introduction to Safety Symbols

Students participate in a teacher-led discussion on safety symbols, found on both home and workplace products, and their use. Students examine the safety labels on a variety of household items and complete a worksheet.

Teacher Facilitation

1. Obtain a variety of household and workplace products with the following clearly labelled symbols - flammable, corrosive, poisonous, explosive [Note: These are the four categories for household hazardous products]. Lead a discussion on the products, their safety symbols and hazards.

2. Enrichment: If time permits, briefly discuss that the shape of the household safety symbol indicates the level of hazard (e.g., octagon for danger, diamond for warning, triangle for caution) and illustrate these symbols on a variety of products.

3. Enlarge and photocopy household and WHMIS safety symbols from a textbook, or from the Board safety officer or purchase them from a scientific supply house. Have students identify the hazard associated with each symbol.

4. Discuss the meaning associated with each symbol, the relationship between the colour and the shape of the symbol, and the usefulness of these symbols.

5. Prepare a worksheet that has:

· a key of symbols and their meaning,

· a matching exercise with safety/WHMIS symbols and their meaning,

· pictures of household/workplace items and a blank for recording hazard indicated on label.

6. Display both household and WHMIS symbols within the classroom for future reference.

7. A co-op student could describe WHMIS safety training he/she has undergone and what safety procedures are used on the job. This could also be a job shadowing where safety is the focus of the shadow.

Assessment

Assess using worksheet answer key.

Accommodations

Assign peer helper to aid in completion of worksheet.

1.2 Assessment Task: Using and Mixing Chemicals

Students select a reading article and answer specific questions on safe and unsafe chemical practices in the home and workplace.

Teacher Facilitation

1. Select/adapt several articles (see Appendix 3.1 as an example) outlining the hazards associated with the improper use of some common substances. Some examples are: carbon monoxide (CO) poisoning from indoor use of barbecues, carbon monoxide from a car running in an attached garage, mixing household bleach with Draino, use of paint thinner in an unventilated room or near the flame of a furnace or hot water tank. Include focus questions, e.g., What was the unsafe practice? What happened because of it? How could it have been prevented? and a connections question.

2. Discuss the hazards of working with chemicals in lab and at home. Point out that misuse of chemicals can lead to injury, illness or in extreme cases, even death. Assist students in generating a list of three or four general rules pertaining to the safe handling and use of chemicals. Post rules in the classroom.

Assessment

Assess using Reading for Understanding Rubric (Appendix 1-13).

Accommodations

Enlarge print for students with poor vision. Use scribe and/or peer helper, tape recorder, or computer as an alternative to written response

Activity 2: Substances and Their Properties

Time: 270 minutes

Description

This activity examines how the physical and chemical properties of familiar substances determine their use. Through a series of investigations, students uncover some properties of rubbing alcohol and other familiar substances. Students use their knowledge of properties to investigate an unknown substance and study some of its uses.

Strand(s) and Expectations

Strand(s): Chemistry

Expectations: CH1.01, CH2.01B/C/D/E, CH3.02, CH3.04.

Planning Notes

1. There are many properties that can be used to identify substances. After completion of Activity 2, students should understand:

· that substances can be identified by their properties;

· properties determine the use of substances;

· useful properties are: state at room temperature, colour, electrical conductivity, mass of 1 mL (density), viscosity, dissolving power, solubility (dissolves or does not dissolve), reactivity with an acid, boiling point, melting point. Other properties that are optional include: flammability, rusts in air, lustre or shininess, attraction to a magnet.

2. This profile uses the term "soluble" to indicate if a substance dissolves (e.g., sugar is very soluble in water) and "dissolving power" to indicate how well a substance acts as a solvent (e.g., water has a better dissolving power for salt than alcohol).

3. The viscosity of a fluid is measured using the time it takes a peppercorn to drop through the liquid. The liquids in this experiment include water, alcohol, corn or canola oil, and glycerin. One way to do this is have the liquid in a clear 2-L plastic pop bottle. There should be an equal depth of liquid for all experiments. Peppercorns can remain at the bottom of the pop bottle. At the end of this unit, pour the liquid into a clean pop bottle and store it for future use.

4. For Task 2.2 use a conductivity apparatus with a 3 or 6 V battery/power source, wire leads with alligator clip, and a 1.5 V light bulb or a simple conductivity apparatus such as the one available from S17 Science, 57 Glen Cameron Road, Unit 6, Thornhill, ON L3T 1P3.

5. For alcohol use methanol (CH₃OH) or rubbing alcohol (CH₃CHOHC₂H₅, also called 2-propanol or isopropyl alcohol).

6. For acid solutions add 10 mL of hydrochloric acid to 90 mL of water. Small amounts of excess acid solution can be flushed down the sink. [Note: 10 mL of 12 M HCl diluted to 1.2 M HCl]

7. Glycerin (glycerol) can be used as the unknown in Task 2.4. It is a colourless, odourless, syrupy liquid that can be purchased in the drug store or a chemical supply house. Glycerin is soluble in water and nontoxic.

8. General laboratory equipment, such as test tubes, beakers, retort stand and clamps, stirring rods, graduated cylinders, and a thermometer, is needed for this activity. Additional materials required for task:

· 2.1 - canola or corn oil, alcohol, powdered or fine salt, powdered chalk, granite chip, marble (boiling) chip, dilute hydrochloric acid, dropper, ice, hot plate, canned diet and regular pops (e.g. cola and diet cola)

· 2.2 - peppercorns, canola or corn oil, two 2 L pop bottles, stopwatch or watch with second hand, conductivity apparatus (see Planning Note 4 above), aluminum foil, wooden splint, powdered sulfur, baking soda, dilute hydrochloric acid, spot plates, different grades of motor oil

· 2.3 - rubbing alcohol, powdered sulfur, baking soda, conductivity apparatus, peppercorns, 2 plastic pop bottles, stopwatch or watch with second hand, powdered sugar, chalk, spot plate

· 2.4 - glycerin, 250 mL beaker, conductivity apparatus, peppercorns, 1000 mL graduated cylinder, stopwatch or watch with second hand, chalk, salt, spot plate, 100 mL graduated cylinder, balance

· 2.5 - grease or petroleum jelly, Styrofoam cups, rubbing alcohol, paint thinner, cotton swabs, paper, glycerin

Prior Learning Required

Safe lab practices are stressed. Grade 8 concepts of viscosity and density of liquids are reviewed. Other properties of substances are introduced.

Teaching/Learning Strategies

2.1 Learning Task: Introduction to Properties

Students carry out several mini-experiments to demonstrate the physical and chemical properties that identify substances. Students complete a worksheet summarizing results of mini-experiments.

Teacher Facilitation

1. Teacher leads a discussion on how substances are identified by their properties. For example, water is a colourless (colour) liquid (state at room temperature) that flows easily (viscosity).

2. Prepare a worksheet where students record the results of the mini-experiments.

3. Gather materials for the following mini-experiments and lead students through the following:

a) Solubility: Compare the solubility of oil, alcohol, salt, and powdered chalk by placing small amounts of each in separate test tubes of water and shaking to see if they dissolve.

b) Density: Compare the density of water and oil. Students use a graduated cylinder to accurately measure 50 mL of water and oil. Find the mass of equal volumes of water and (corn or canola) oil. Remember to subtract the mass of the empty beaker after weighing.

c) Reactivity with an acid: Place approximately 1/4 test tube of dilute hydrochloric acid [see Activity 2, Planning Note 6] in each of two test tubes. Slide a granite chip into one and one marble chip (boiling chip) into the second. [Note: The marble chips, CaCO₃, produce bubbles and the granite chips do not; hence different substances have different reactivity to acid.]

d) Melting Point: Place an ice-water mixture into a 250 mL beaker. Have students stir carefully with a stirring rod and take the temperature at one-minute intervals using a thermometer. Read and record the melting point temperature.

e) Boiling Point: Place water into a 250-mL beaker and heat to boiling on a hot plate. Clamp a thermometer on a retort stand so that its bulb is just touching the surface of the boiling water. Have students observe and record the boiling point temperature of water.

f) Density: Students float four cans of pop (e.g., diet cola, diet ginger ale, cola, ginger ale) in water and record differences in how each can floats. [Note: Cans of diet pop float and regular pop sink. Aspartame sweetener used in diet drinks is sweeter than glucose; a greater mass of sugar is needed and hence regular pop has a higher density and sinks.]

g) Colour: After floating the cans of pop are opened to observe the colour of cola and non-cola pops.

4. After students complete the mini-experiments, lead a discussion on what a property is. Provide simple definitions for those properties directly related to the mini-experiments: state of matter at room temperature, colour, melting point, boiling point, solubility, density, and reactivity to acids. Help students to understand which property was being investigated in each mini-experiment. [Note: Use the terms dissolve and dissolving rather than soluble and solubility with the students.]

Safety Precautions

Review general lab rules such as wearing safety goggles and use of a hot plate. Ensure students understand the dangers involved in working with acids: students should use small amounts; dispose of acids properly; should not touch, taste or smell the acid; wear safety goggles; wipe up spills immediately with plenty of water; if acid comes in contact with skin, flush immediately with lots of water and inform the teacher.

Assessment

Create a worksheet answer key.

Accommodations

Pair students to complete experiments. Have a scribe aid in completion of worksheet.

2.2 Assessment Task: Properties Identify Substances

Students complete a cloze worksheet reviewing properties of substances. They then conduct an investigation into two additional properties of matter - viscosity and conductivity. Students complete a worksheet summarizing results of experiments.

Teacher Facilitation

1. Prepare cloze worksheet on properties of substances (see Appendix 3.2).

2. Review properties of matter from mini-experiments from Task 2.1. If necessary, assist students to complete worksheet.

3. Demonstrate lab procedures to be followed when investigating these new properties (e.g., correct use of conductivity apparatus with simple explanation of how it works).

4. Gather materials for experiments described below:

a) Viscosity: Investigate viscosity by comparing the time it takes for a peppercorn to drop through a 2 L pop bottle filled with water to the time required for a peppercorns to drop through a 2 L pop bottle filled with oil. Use a stopwatch or watch with a second hand to time the descent.

b) Electrical Conductivity: Examine electrical conductivity by using a conductivity apparatus [see Activity 2, Planning Note 4]. Students compare the conductivity of aluminum foil, a wooden splint, and a glass rod.

c) Colour, Solubility, Reaction with Acid: Compare the colour of powdered sulfur and baking soda. Place water in two wells of a spot plate and dilute hydrochloric acid in two wells of a spot plate. Add a very small amount of each solid to a well containing acid and a well containing water. Mix with clean glass stirring rods. [Note. Sulfur is yellow, insoluble in water and does not react with acid. Baking soda is white, soluble in water, and reacts with acid to produce a CO₂ gas.]

5. Lead a discussion focussing on the two new properties: conductivity and viscosity. [Note: A chemical dictionary, as described in Unit Resources, is handy to answer the questions on the use of substances.]

6. Extension: Teacher may wish to connect viscosity with the different grades of automobile motor oil. Provide a comparison of the different grades (10W30, 20W50) and ask students to predict which type they would use during the winter or during the summer.

Safety Precautions

Review proper disposal of oil and safe use of electrical equipment.

Assessment

Assess knowledge of properties using cloze worksheet answer key. Assess results of experiment using worksheet answer key. Students assess one another's safe lab procedure using Lab Safety Checklist (Appendix 1.2) or Lab Procedures Rubric (Appendix 1.3).

Accommodations

Provide a peer helper to assist students with writing when necessary.

2.3 Learning/Diagnostic Task: The Properties of Rubbing Alcohol

Students identify some of the properties of a known substance (rubbing alcohol). Students complete a worksheet summarizing results of experiments.

Teacher Facilitation

1. Prepare a lab worksheet that allows students to record their experimental observations in a chart. Include the melting point and boiling point of rubbing alcohol as well in this chart.

2. Introduce the lab activity by reviewing on the chalkboard each of the different properties of matter. Ask students how they would determine each of these properties. Point out the safety symbol(s) associated with rubbing alcohol. Indicate to students that they will enter their experimental results in a worksheet chart, which summarizes the properties of rubbing alcohol.

3. Gather materials for experiments described below:

a) Conductivity: Investigate conductivity by using a small amount of rubbing alcohol to complete a circuit using a conductivity apparatus [See Activity 2, Planning Note 4]. Place a small amount of alcohol in a 250 mL beaker and insert wire leads into the liquid to determine if the circuit is complete.

b) Viscosity: Determine the viscosity by recording the time it takes for a peppercorn to drop through equal depths of water and alcohol in 2-L plastic pop bottles. Use a stopwatch or watch with second hand to time the descent of the peppercorns [See Activity 2, Planning Note 3].

c) Density: Compare the mass of 50 mL of rubbing alcohol with the mass of 50 mL of water. Students use a graduated cylinder to accurately measure 50 mL of each substance. Mass equal volumes of each liquid. Find the mass of 1 mL of each.

d) Dissolving Power of Alcohol: Put a small amount of rubbing alcohol into two wells of a spot plate. Mix a small amount of powdered sugar in one well and powdered chalk in the second well, stir with a glass rod to determine which solid the alcohol dissolves.

e) Extension: Teacher may wish to connect the use of rubbing alcohol with the properties contained in the worksheet chart. Do this either through discussion or by including focus questions in the worksheet (e.g., Rubbing alcohol can be used to help reduce a fever by rubbing it over the body. Which properties of rubbing alcohol explain this?)

Safety Precautions

Review general lab procedures such as wearing safety goggles and handling of equipment. Do not experimentally determine the boiling point of alcohol because the fumes are toxic and flammable.

Assessment

Assess using worksheet answer sheet. Peer assessment and diagnostic assessment of lab procedures using Lab Procedures Rubric (Appendix 1.3).

Accommodations

Pair students for lab work. Use peer helper/scribe to complete worksheet.

2.4 Assessment Task: Looking at an Unknown Liquid

Given an unknown, students investigate some of the properties of it. Students observe and record results of tests for the following properties: state at room temperature, colour, conductivity, viscosity, solubility, and density. Students then complete a worksheet in which they determine the name of the unknown by comparing their experimental results with the properties of known liquids.

Teacher Facilitation

1. Prepare a worksheet (such as Appendix 3.3) to guide students through the investigation. Include a chart for students to record their observations.

2. Gather materials for the experiments described below:

a) The unknown liquid is glycerin. [See Activity 2, Planning Note 7]

b) State at Room Temperature, Colour and Odour: Students observe unknown liquid.

c) Conductivity: Students determine using conductivity apparatus [see Activity 2, Planning Notes 3).

d) Viscosity: Have students recommend method (e.g., time for peppercorn to drop through a 2 L pop bottle of unknown liquid).

e) Dissolving Power of Unknown Liquid: Add small amounts of unknown liquid into 2 wells of a spot plate. Use a clean stirring rod to stir a very small of powdered salt into one well. Repeat using powdered chalk. Determine if one, two, or none dissolve.

f) Density: Measure 50 mL of water and 50 mL of the unknown liquid using a graduated cylinder. Find the mass of each liquid. Make certain to subtract the mass of the empty beaker. Find the mass of 1 mL.

Safety Precautions

Remind students of general lab procedures such as wearing safety goggles and proper use of equipment. Review safe handling of battery when testing for conductivity.

Assessment

Assess using worksheet answer key. Assess lab work using Lab Procedure Rubric (Appendix 1.3) and Lab Safety Checklist (Appendix 1.2).

Accommodations

Allow students to complete assessment task in pairs. Reduce the number of properties the students need to investigate.

2.5 Learning/Assessment Task: Household Chemicals and Why We Use Them

Students conduct teacher designed investigations into substances and the property that determines its use. Students record conclusions on worksheet.

Teacher Facilitation

1. Prepare a worksheet summarizing substance, use, and property that determines its use.

2. Provide three different substances and ask students to determine the use of the substance based on its properties. Possible substances and sample questions are listed below:

a) “For a lubricant I need something that is slippery. Here are three substances, which one would be the best lubricant?” The substances are water, grease, or petroleum jelly. Students get two Styrofoam or clear plastic cups and lubricate the rim of one cup and then twist the second cup inside the first to determine which cup moves the easiest.

b) “For something to clean grease, I need something that will dissolve the grease. Which would be the best substance?” The substances to be tested are water, rubbing alcohol, and paint thinner. Students use a cotton swab and a spot of grease on a piece of paper. Dip a clean cotton swab into each substance and try to clean the grease off the piece of paper.

c) “For perfume, I need something that evaporates off the skin. Which would be the best base to make a perfume?” The substances tested are water, rubbing alcohol, and glycerin. Students place a drop of each substance on to their arm and observe which one evaporates the fastest.

3. Assign SLL entry with vocabulary (e.g. lubricant, evaporate, dissolve, property), focus question (e.g., “Mechanics use motor oil in engines because…”) and connections question (e.g., “A job in which someone would need to know how to clean grease is ____________.", "Another substance that this job might have to use could be _______________ because….”).

4. Extension: If time permits, have students use a recipe to make a perfume or cologne.

Safety Precautions

Instruct students to wear safety goggles during lab. Use proper disposal of grease and paint thinner.

Assessment

Assess using worksheet answer key and SLL Rubric (Appendix OV-2).

Accommodations

Do some experiments as teacher demonstrations. Discuss SLL entry questions as a class.

2.6 Learning Task: Substances and Their Use

Students use everyday knowledge to complete a chart, which lists various substances and the property that determines their use.

Teacher Facilitation

1. Create a worksheet with a chart for student completion with three columns headings: “Substance, Use, Property” (see Appendix 3.4). Provide students with a word list on the worksheet that allows them to complete the chart for various substances by filling in the missing blank using their knowledge of different substances and their properties.

Assessment

Assess using a worksheet answer key.

Accommodations

Use of peer helper/scribe to complete worksheet.

Website Resources

Chem4kids - http:/www.kapili.com/chem4kids/index.html
(site describes properties of matter)

Online Introductory Chemistry - http:scidiv.bbc.ctc.edu/wv/0001-01-Chemistry.html
(describes physical and chemical properties of matter)

Activity 3: Pure Substances - Elements and Compounds

Time: 270 minutes

Description

Through a concept attainment exercise the student becomes familiar with the terms pure substance, mixture, element, and compound. A variety of household products are classified as pure substance or mixture depending on their composition.

Strand(s) and Expectations

Strand(s): Chemistry

Expectations: CH1.02, CH2.04, CH3.01.

Planning Notes

1. See Appendix 3.5 for a description of the concept attainment exercise and the equipment needed for it.

2. General laboratory equipment, such as test tubes, graduated cylinders, Bunsen burners, test tube holders, and tongs, is needed

3. Equipment required for Task:

· 3.1 - 15 pictures/models of pure substances and mixtures

· 3.2 - distilled water, tap or carbonated mineral water, hot plate, and clean watch glass or evaporating dish

· 3.3 - pictures/models of pure substances (from Task 3.1)

· 3.4 – pictures/models of elements, compounds, pure substances, and mixtures

· 3.5 - teacher prepared articles on familiar substances such as sulfuric acid (H₂SO₄), ammonia (NH₃), water (H₂O), chlorine (Cl₂), carbon monoxide (CO), carbon dioxide (CO₂), oxygen (O₂), hydrogen peroxide (H₂O₂), helium (He)

· 3.6 - copper carbonate (CaCO₃), carbon dioxide sensors (if available)

· 3.7 - sodium bicarbonate (NaHCO₃), carbon dioxide sensors (if available)

· 3.8 - select/adapt short articles on environmental chemistry (greenhouse effect, acid rain, phosphate pollution)

Prior Learning Required

The concept of distinguishing matter as either a pure substance or a mixture, established in Grade 7, is reviewed. In this unit, the term “mixture” is used to describe an impure substance. The necessity of safe lab practices is maintained.

Teaching/Learning Strategies

3.1 Learning Task: Pure Substances and Mixtures

Students participate in a teacher-led concept attainment activity to introduce the terms pure substance and mixture. A variety of household products are then classified as pure substances or mixtures by having students read the labels for each item.

Teacher Facilitation

1. Carry out concept attainment described in Appendix 3.5 to establish the idea that pure substances contain one kind of particle and mixtures contain two or more kinds of particles. [Note: To avoid confusion the term mixture is used instead of impure substance.]

2. Prepare 15 pictures/models of pure substances and mixtures. Describe pure substances (e.g., water, iron) as having only one type of particle. For mixtures show obvious mechanical mixtures (e.g., muddy water, marmalade, orange juice, multicoloured fabric) that have different types of particles.

3. Lead students to discover why you are grouping as you do (i.e., What do the members of each group have in common?). Introduce students to the two new terms.

4. Assist students in generating a short note on pure substances and mixtures.

5. Allow students to read the labels on various household products (baking soda, iodized salt, ketchup, white sugar, milk, glass cleaner, bottled mineral water, coffee, deionized/distilled water, cola) in order to classify them as pure substances or mixtures. [Note: Students should recognize that most household substances are mixtures and not "pure" in the chemical sense; 100% pure maple syrup is a mixture of water, sugar, flavours, colour. Chemically pure means only one kind of particle.]

Assessment

None.

Accommodations

Provide peer helper/scribe to aid in note-taking activity.

3.2 Learning/Assessment Task: Is It Really a Pure Substance?

Students conduct a laboratory investigation with distilled water and either carbonated mineral water or tap water to classify each as a pure substance or a mixture. Students recognize from their experimental results that there are impurities in tap water and mineral water. Hence “tap water” is not pure in the chemical sense or in scientific terms. There are other substances dissolved in water obtained from the tap.

Teacher Facilitation

1. Prepare lab worksheet for students to record lab results and answer questions.

2. Gather materials for experiments described below:

a) Clean watch glass or evaporating dish before use.

b) Obtain two samples of water to be heated to determine which is a “pure substance” and which is a "mixture". Sample #1 is tap water or mineral water. Sample #2 is distilled water.

c) Place 4-5 drops of one sample on a clean watchglass or into a clean evaporating dish. Heat both to dryness on a hot plate. Repeat with sample #2 on a clean watchglass. Examine any residue left behind. [Note: tap water or mineral water will leave a residue of dissolved minerals and hence are mixtures.]

d) Teacher-led discussion focussing on pure substances and mixtures and how they are distinguished. [Note: Do not get into any further distinctions of mixtures as solutions and heterogeneous mixtures at this point].

3. Extension: Teacher may wish to discuss the various types of bottled waters and their differences. Teacher may wish to discuss the term “pure” when applied to milk or orange juice and help students recognize that these substances are mixtures and are not "pure” in the chemical sense. Milk and orange juice are composed of many different substances. Students can then heat a sample of either and recognize that the residue left behind after the evaporation is proof of impurities in both.

Safety Precautions

Use tongs to handle hot glassware. Allow hot glassware to cool before putting under water.

Assessment

Assess using Lab Procedures Rubric (Appendix 1.3). Assess worksheet using teacher-created answer key.

Accommodations

Pair students for the laboratory work. Some experiments can be done as teacher demonstrations.

3.3 Learning Task: Elements and Compounds

Students participate in teacher-led discussion on elements and compounds. Students complete a worksheet.

Teacher Facilitation

1. Revisit concept attainment activity from Task 3.1. [See Appendix 3.5]

2. Provide definitions of element and compound to include on the worksheet.

3. Create a worksheet for this Task. Students determine whether various substances are elements or compounds based on pictures of molecules. [See Appendix 3.5 #4]

4. Separate the pictures of these pure substances into two groups on the chalkboard – elements and compounds. As pictures are being sorted, help students determine the difference between the two groups.

Assessment

Assess using a worksheet answer key

Accommodations

Provide peer helper/scribe to aid in completing worksheet.

3.4 Diagnostic Task: Categorizing Models

Give students pictures, models, or collections of elements, compounds, mixtures, and pure substances. Students identify as elements or compounds and pure substances or mixtures.

Teacher Facilitation

1. Provide pictures and models of elements, compounds, pure substances, and mixtures.

2. Create a worksheet to lead students through the activity.

Assessment

Make diagnostic assessment using a teacher created answer key.

Accommodations

Pair students in heterogeneous groupings.

3.5 Learning Task: Elements and Compounds in Your Life

Students read a short article and answer focus questions.

Teacher Facilitation

1. Prepare several Reading for Understanding articles on familiar substances (see Appendix 3.6 as an example). Other familiar substances include: ammonia (NH₃), water (H₂O), chlorine (Cl₂), carbon dioxide (CO₂), oxygen (O₂), hydrogen peroxide (H₂O₂), and helium (He). A chemical dictionary may be useful in preparing these articles. Articles should focus on the element/compound and its use in everyday life. Pictures of molecules of each substance must be included with each article so students may determine whether each substance is an element or compound.

2. Prepare questions related to the articles, e.g., Is the substance an element or a compound, What is it used for?, What is the property of the substance that makes it useful?.

3. Extension: If time permits, have students briefly report on the substance researched.

Assessment

Assess using Reading for Understanding Rubric (Appendix OV-4).

Accommodations

Read articles as a class instead of individually. Student can complete questions orally.

3.6 Learning Task: Breaking Compounds Apart

Students perform a decomposition lab and complete a worksheet summarizing their results.

Teacher Facilitation

1. Note: Teacher may wish to do the decomposition of water that is done in Unit 6 at this point. [Note: The decomposition reactions outlined below were chosen to avoid misconceptions – compounds are not always broken down into elements – they are often broken down into other simpler compounds.].

2. Prepare a lab worksheet for the decomposition reaction. Include focus questions on the observable properties of the substances involved in the reaction and whether or not the identified substance produced was an element or compound.

3. Teacher-led discussion introducing the students to the investigation saying that the class is going to look at compounds in further detail by determining if they can be broken down. At the end of the experiment, teacher reinforces the concept that a compound has been broken down into simpler substances, which is decomposition.

4. If students are to identify the substance produced as an element or compound they must be introduced to testing for gases at this point. Oxygen is present when glowing wooden splint bursts into flames. Carbon dioxide is present when a burning wooden splint is extinguished.

5. Heat a sample of green copper carbonate (CuCO₃) to produce carbon dioxide gas and black copper oxide (CuO). Put 1-2 mL of copper carbonate (CuCO₃) into a test tube and heat over a Bunsen burner flame.

6. Test gas with a blazing split or a carbon dioxide sensor at this time. If possible, allow students to use information or data from Task 3.5 to help answer questions in the lab worksheet.

7. Extension: Read an article on airbags. Inflation is due to a decomposition reaction. In a car crash, sparks from a sensor causes solid sodium azide (NaN₃) to rapidly produce a nitrogen gas, which inflates the air bag. This may open up discussion on safety issue and the fact that small people and children should not be riding in the front seat of a car with air bags.

Safety Precautions

Use test tube holder to hold hot equipment. Hold test tube at an angle away from yourself and other students. Wear safety goggles during experiment.

Assessment

Assess lab performance by using Lab Procedures Rubric (Appendix 1.3). Create an assessment tool to evaluate the lab worksheet.

Accommodations

Assign peer helper to aid in completion of worksheet and performance of lab.

3.7 Assessment Task: Breaking Down an Unknown

Students heat an unknown substance (sodium bicarbonate) and identify it as an element or compound based on results.

Teacher Facilitation

1. Prepare worksheet to lead students through lab. Worksheet should include questions such as How do you know that sodium bicarbonate (NaHCO₃) was a compound?

2. Heat a small amount of sodium bicarbonate (NaHCO₃) in a test tube and heat it over a Bunsen burner flame. [Note: Sodium bicarbonate will decompose into carbon dioxide gas (CO₂) and solid white sodium carbonate (Na₂CO₃) and water. Students determine if substance heated was an element or a compound based on the production of a gas and new solid.

3. Teacher may wish to test the gas with a blazing splint or a carbon dioxide sensor.

Safety Precautions

Usual safety precautions on heating: use test tube holder, point test tubes away from people, wear safety goggles.

Assessment

Assess using a worksheet answer key. Assess lab work using Lab Procedures Rubric (Appendix 1.3).

Accommodations

Assign peer helper to aid in completion of worksheet and performance of lab.

3.8 Learning Task: Environmental Chemistry

Students read articles on a current environmental problem and complete a worksheet with focus questions.

Teacher Facilitation

1. Select/adapt short articles on current environmental issues such as carbon dioxide (CO₂) gas and the greenhouse effect, sulfur dioxide (SO₂) gas and acid rain, phosphates in detergents and fertilizers which lead to algae blooms in lakes.

2. Prepare a worksheet with focus questions, e.g., What is the problem?, What causes the problem? What are two things you can do to help? and a connections questions, e.g., What are some of the positive uses of this substance?.

3. Extension: If time permits, students briefly present information gathered from article.

4. Extension: Teachers may introduce a graphing activity, for example, graphing carbon dioxide (CO₂) concentration in the atmosphere versus years. Assign supplementary questions that use the information contained in the graph to gather additional information related to the environmental issue.

Assessment

Assess using Reading for Understanding Rubric (Appendix OV-4).

Accommodations

Complete the activity as a class and complete the questions orally.

Internet Resources

Periodic Table
http://www.kapili.com/chem4kids/index.html
(site with Periodic Table discussing the first 18 elements)

Elements, Compounds and Mixtures
http://chemed.chem.purdue.edu/~genchem/topicreview/bp/ch2/mixframe.html

http://pc65frontier.osrhe.edu/hs/science/pelem.htm
(list of 30 elements and links to periodic table with history and structure of element)

Activity 4: Atoms, Molecules, and Formulas

Time: 150 minutes

Description

The difference between atoms and molecules is explored and used to further develop the concepts of elements and compounds. Molecular model kits are used to have students build models representing the molecules of familiar substances when given a picture and chemical formula.

Strand(s) and Expectations

Strand(s): Chemistry

Expectations: CH1.03, CH1.04, CH1.05, CH2.01F.

Planning Notes

Equipment required for Task:

· 4.1 - Periodic Tables [See general Planning Notes for Unit 3]

· 4.2 - poster and models for continuation of concept attainment (Appendix 3.5) teacher prepared models of water, sulfuric acid (H₂SO₄), wood alcohol (CH₃OH also called methanol), drinking alcohol (C₂H₅OH also called ethanol), and vinegar (CH₃COOH).

· 4.4 - model making material (molecular model kits; candies such as jube jubes or coloured marshmallows, and toothpicks; nuts, bolts, and washers)

Prior Learning Required

This activity continues to build on the idea of pure substances and concept attainment from Activity 3.

Teaching/Learning Strategies

4.1 Learning Task: Getting to Know the Periodic Table

Students participate in an energizing activity involving the names and symbols of familiar elements.

Teacher Facilitation

1. Hand out periodic tables to each student.

2. Introduce the Periodic Table as a list of elements giving the elements name and international symbol. The focus here is not to have students memorize the names and symbols but rather to have students able locate the name and the symbols of some of the more common elements using the Periodic Table as an aid. Elements that should be recognizable include carbon (C), hydrogen (H), oxygen (O), helium (He), sulfur (S), nitrogen (N), iron (Fe), gold (Au), silver (Ag), aluminum (Al), copper (Cu), tin (Sn), chlorine (Cl), mercury (Hg), calcium (Ca), neon (Ne), lead (Pb), sodium (Na), potassium (K), nickel (Ni), uranium (U), and zinc (Zn).

3. Select and prepare any two of the following four activities involving the names and symbols of elements:

· crossword using symbols and clues;

· bingo using either teacher-created bingo cards or using a blank periodic table as a bingo card;

· word search;

· worksheet activity (see Appendix 3.7).

Assessment

None.

Accommodations

Choose activities so they suit a variety of learning styles.

4.2-Learning Task: Atoms and Molecules

Students participate in a discussion on atoms and molecules and complete a note-taking activity.

Teacher Facilitation

1. Lead discussion on atoms and molecules. Continue to build on the concept attainment exercise from Task 3.1 and 3.3 [see Appendix 3.5]. Discuss atoms and molecules in simplified terms. An atom is the smallest particle of an element. A molecule is made up of two or more atoms attached to each other. Using a molecular model of water (H₂O) as an example, point out that each of the spheres is an atom and that the entire grouping of spheres is a molecule. Repeat with other models of familiar substances, asking students to determine the total number and type of atoms in each molecule. Examples could include: sulfuric acid, (H₂SO₄₎, wood alcohol or methanol, (CH₃OH), drinking alcohol or ethanol, (C₂H₅OH), and vinegar, (CH₃COOH). [Note: Assessment is not on molecular formula or molecular shape, but on being able to state the number and type of atoms in a molecule of a substance given its formula.

2. Lead students through note-taking activity.

Assessment

Teacher may want to collect notes and assess using Notebooks are Important! Checklist (Appendix OV-5).

Accommodations

Provide peer helper/scribe to aid in note-taking activity.

4.3 Learning Task: Identifying Atoms and Molecules

From pictures on a worksheet, students distinguish atoms from the molecules.

Teacher Facilitation

1. Prepare worksheet [see Appendix 3.8] with pictures of atoms and molecules. Pictures should include ammonia (NH₃), hydrogen (H₂), carbon dioxide (CO₂), carbon monoxide (CO), hydrogen peroxide (H₂O₂), chlorine (Cl₂), oxygen (O₂), and hydrogen chloride (HCl).

Assessment

Create worksheet answer key.

Accommodations

Provide peer helper/scribe to aid in completion of worksheet.

4.4 Learning Task: Making Molecules

Given a formula, students construct a model of a molecule that represents the formula.

Teacher Facilitation

1. Obtain molecular model kits or other materials for making molecules.

2. Lead a discussion on what a formula is (short form of writing the number and kinds of atoms in a molecule). Using water as an example, write the formula and explain conventions (subscript, number of atoms, etc.).

3. Prepare an activity worksheet containing a list of familiar substances, the formula for each substance, and a picture of a molecule of that substance (see Appendix 3.9).

4. Instruct students that they are to use the information contained in the worksheet to construct molecules for each substance using the material provided. Indicate to students which colour represents which kind of atom. Students then create the molecular model for each substance on worksheet.

5. Using coloured pencils, students complete the worksheet by shading in the appropriate colour for each of the atoms making up a molecule of each substance. Students complete a chart identifying the names of the elements, number of atoms of each element, and total number of atoms in each molecule.

6. If using molecular model kits make sure the choice of molecules will result in the model ending up structurally appropriate.

7. Extension: Use a computer model-building program to construct a variety of molecules.

8. Extension: If time permits, have the students create a poster that includes a three-dimensional model and uses of a compound.

Assessment

Assess using worksheet answer key.

Accommodations

Assign peer helper to assist in making of models.

Web Site Resources

Periodic Table
http://www.kapili.com/chem4kids/index.html
(site with Periodic Table discussing the first 18 elements)

The Phantom's Portrait Parlor
http:/www.miamisci.org/af/sln/phantom

Common Molecules
http://iumsc.11.chem.indiana.edu/common/
(website showing the structure of molecules)

Chem4kids Atoms
http://www.kapili.com/chem4kids/index.html
(structure, bonding, naming of atoms)

Atoms, Compounds and Mixtures
http:/chemed.chem.purdue.edu/~genchem/topicreview/bp/ch2/mixframe.html
(reviews the concept of atoms and molecules)

Activity 5: Physical and Chemical Change

Time: 210 minutes

Description

Students identify signs of physical and chemical change. They then use this information and apply it to various experimental reactions. Careers that require the use of chemistry are looked at in closer detail.

Strand(s) and Expectations

Strand(s): Chemistry

Expectations: CH1.07, CH1.08, CH2.01A/C/D/E/F, CH2.02, CH2.03, CH3.04.

Planning Notes

1. General laboratory equipment such as test tubes, beakers and thermometers are needed.

2. Equipment required for task:

· 5.1 - a large sealed glass tube/vial containing a few iodine crystals can be purchased from a chemical supply house {Note: do not use an open or stoppered tube; if it is not sealed, then omit this demonstration], hot water bath, hot plate

· 5.1 - lead-free solder, sugar, ice cubes, bread, bread knife, solid sulfur, mortar and pestle

· 5.2 - iron or steel wool, iron chloride (FeCl₃) solution, sodium hydroxide (NaOH) solution, calcium, magnesium, dilute hydrochloric acid (HCl)

· 5.4 - aluminum foil, copper sulfate (CuSO₄) solution, hot plate

· 5.5 - preparation for job shadowing opportunities (extension)

· 5.8 – preparation of ice cream mixture the night before use. The mixture contains: 1 egg, 2/3 cup sugar, 1 cup heavy cream (35%), 2 cups half and half cream (10%).

· 5.8 - crushed ice, salt, small and large ziplock bags

Prior Learning Required

The safety and lab procedures from previous activities are reinforced.

Teaching/Learning Strategies

5.1 Learning Task: Physical Change

Students view physical change demonstrations and make a notebook entry. Students complete an SLL entry.

Teacher Facilitation

1. Teacher demonstrates a variety of physical changes such as melting lead-free solder over a Bunsen burner flame, heating iodine crystals placed in sealed vial in a hot water bath causing the crystals to sublime, dissolving sugar in hot water, melting an ice cube, cutting bread, grinding sulfur in a mortar and pestle. Teacher explains why each is a physical change. Teacher reviews the three states of matter (including names of changes of state where appropriate, but do not assess names of changes of state). Help students come to the conclusion that changes of state, dissolving, and things such as cutting and grinding are all physical changes.

2. Assist students in note-taking activity.

3. Prepare an SLL worksheet with vocabulary (melting, dissolving, cutting, freezing, grinding), focus questions, e.g., Name and describe a physical change of state that you use in your everyday life, What change of state occurs with dry ice? and a connections question, e.g., Where is dry ice used?.

Safety Precautions

Heat iodine gently in hot water bath just until a purple vapour appears; do not melt the substance. [Note: See Planning Notes for Activity 5.]

Assessment

Assess using SLL Rubric (Appendix OV-2).

Accommodations

Provide a copy of teacher notes to assist students in note taking. Use scribe for writing.

5.2 Learning/Diagnostic Task: Chemical Change

Students observe teacher demonstrations illustrating chemical change and record observations on a worksheet. Students then carry out experiment and complete worksheet that connects evidence for chemical change to their observations.

Teacher Facilitation

1. Prepare worksheet for demonstrations and experiment that connects labs done to evidence for chemical changes.

2. Gather material for demonstrations and experiments which may include:

a) New Colour: Degrease a small ball of steel wool and place in water overnight. Observe changes the next day. [Note: Rust is iron oxide (Fe₂O₃).]

b) Precipitate: Mix solutions of iron chloride (FeCl₃) and sodium hydroxide (NaOH). [Note: Solid iron hydroxide, Fe(OH)_3, is produced. A precipitate is an insoluble solid produced in a liquid during a chemical reaction.]

c) Gas, Heat: Drop a small piece of calcium into water. Have students observe, feel the test tube and record their observations [Note: Reaction produces gas bubbles (H₂) and heat. A precipitate of Ca(OH)₂ turns the water cloudy or milky. Students may be able to feel the tube has gotten warmer.]

d) Teacher may want to introduce test for hydrogen. A burning splint at the mouth of the test tube will “pop” in the presence of hydrogen gas.

3. Discuss evidence of a chemical change (gas produced, colour change, formation of a solid when two solutions are mixed, heat and light is given off). Teacher may wish to introduce temperature sensors or carbon dioxide (CO₂) sensors at this point.

4. Gather material for student experiment. Students put magnesium (Mg) into dilute hydrochloric acid (HCl). The reaction produces heat and gas. Teacher may wish to have students test to see if the gas produced is hydrogen using the burning splint test.

5. Assign an SLL worksheet with vocabulary (precipitate, chemical change, combustion), a focus question, e.g., Name and describe a chemical change that you use or see in your life everyday, and a connections question, e.g., What chemical changes occur in a car engine? Why is it important for you to know this?

6. Extension: The teacher may introduce the ideas of product, reactant, formula, and equation at this time.

Safety Precautions

Use a test tube holder and hold test tubes away from people. Do not touch calcium with wet fingers or hands to avoid burns. Dispense only very small pieces of calcium. Both iron chloride and sodium hydroxide are toxic. Take care when handling solutions, acids, and bases. Review procedures for cleaning and neutralizing spills. Wash hands after using chemicals.

Assessment

Diagnostic assessment using worksheet answer key. Assess SLL entry using SLL Rubric (Appendix OV-2). Peer assessment and diagnostic assessment of lab procedures using Lab Procedures Rubric (Appendix 1.3).

Accommodations

Pair students for lab work. Use peer helper/scribe to assist with writing.

5.3 Learning Task: Physical vs. Chemical Change

Students complete worksheet identifying physical and chemical change.

Teacher Facilitation

1. Prepare worksheet describing a variety of scenarios which students identify each as either physical or chemical change and explain why (e.g. cutting bread is a physical change because the bread is the same, it is just in smaller pieces, rusting is a chemical change because a new compound is formed). See Appendix 3.10.

Assessment

Assess using a worksheet answer key.

Accommodations

Provide a peer helper/scribe to assist with writing.

5.4 Learning Task: Identifying Change

Students perform lab and complete worksheet in which students classify reactions as either chemical or physical changes based on evidence gathered.

Teacher Facilitation

1. Prepare a worksheet summarizing experiment observations and conclusions.

2. Gather material for experiment. Lab involves placing a small piece of aluminum foil in a test tube with a solution of copper sulfate (CuSO₄) and heating it in a hot water bath. Students put a similar-sized piece of aluminum foil in a second test tube with the same amount of water. [Note: even when water boils, the aluminum is unaffected]. Caution students not to boil all of the water away.

3. Assist students in identification of whether it is a physical or chemical change. [Note: Aluminum reacts in copper sulfate (CuSO₄). The aluminum foil gets thinner, red copper metal appears and the blue colour of the solution fades]. Aluminum foil in boiling water is unaffected. Only the water boils and changes state. Only the water undergoes a physical change.

4. Extension: Teacher demonstration of cleaning of tarnished silver using hot water, baking soda, and aluminum foil. [Note: The tarnish on the silver (Ag₂S) disappears and the aluminum darkens as aluminum sulfide (Al₂(SO₄)₃) forms. This is a method that could be used at home to clean silver pieces.]

Safety Precautions

Caution students on use of hot plates. Ensure proper disposal of the copper sulfate solution. Copper sulfate is toxic by ingestion. Students should wash their hands after use.

Assessment

Assess with lab work using Lab Procedures Rubric (Appendix 1.3).

Accommodations

Pair students for lab work. Use of peer helper or scribe to assist with writing.

5.5 Assessment Task: Careers in Chemistry

Students complete cloze worksheet on careers in chemistry.

Teacher Facilitation

1. Prepare a cloze worksheet describing careers in chemistry (e.g. cosmetologists use chemicals to perm and colour hair; aestheticians use chemicals for facial, manicure, and pedicure treatments; mechanics use lubricants; firefighters use fire extinguishers, flame retardants, and water bombers which contain chemicals to prevent combustion; foresters use pesticides; chef and fast food cooks rely on chemical changes when cooking and baking).

2. Extension: Invite a guest speaker to talk about his/her job, the chemical substances used, and safety precautions needed. Possibilities are a cosmetologist, a chemist from a cosmetics firm, a salesperson from a cleaning products supplier, a fire prevention officer, a technician from a paint manufacture, an arborist or lawn-care person, or a firefighter.

3. Extension: If time permits, students may make facial masks using recipes from a book or health food store.

4. Extension: Have students job shadow a co-op student and learn about employment opportunities, substances used in industry, and safety precautions that have to be taken.

5. Extension: If time permits, students may make environmentally friendly cleaners using recipes from the Canadian Green Consumer Guide.

Assessment

Assess using worksheet answer key.

Accommodations

Use peer helper to assist with reading and writing.

5.6 Learning Task: Making Ice Cream

Students make ice cream and complete worksheet answering questions about the process. Students can eat the ice cream at the end of the lab.

Teacher Facilitation

1. Prepare worksheet (see Appendix 3.11).

2. Gather ice cream ingredients and additional materials.

3. Prepare ice cream mixture the night before the activity. The mixture consists of 1 egg, 2/3 cup sugar, 1 cup heavy cream (35%), and 2 cups of half and half cream (10%).

4. Caution students on mixing and squeezing the ice-milk mixture to avoid ripping the ziplock bags.

Safety Precautions

Teachers must identify students with any milk or egg allergies. These students cannot eat the ice cream they prepared or get it near their faces. In the case of severe egg allergies they can only watch from a distance.

Assessment

Assess using a worksheet answer key.

Accommodations

Allow more time for completion of experiment by students with poor motor skills.

Activity 6: Metals and Non-metals

Time: 120 minutes

Description

Properties of metals and non-metals are introduced. Students use these characteristics to classify unknown samples into the appropriate category.

Strand(s) and Expectations

Strand(s): Chemistry

Expectations: CH1.01, CH1.04, CH1.06, CH2.01A, CH2.05, CH3.01, CH3.04.

Planning Notes

Equipment required for Task:

· 6.2 - aluminum strips or wire, copper strips or wire, glass, a conductivity apparatus [see Activity 2, Planning Note 3];

· 6.3 - chips of roll sulfur, zinc strip/electrode or tin strip/electrode (granular Zn or Sn will do if necessary), a conductivity apparatus.

Prior Learning Required

Properties of substances, introduced in Activity 2, are reinforced. Lab safety is focussed on in this Activity.

Teaching/Learning Strategies

6.1 Learning Task: What are Metals?

Students participate in classroom discussion and use information learned to complete a chart comparing the properties of metals and non-metals.

Teacher Facilitation

1. Lead lesson on properties of metals.

2. Create worksheet with a chart comparing properties of metals and non-metals. Teacher may wish to concentrate on three properties - conductivity, lustre, and flexibility. Teacher may refer to lustre as shininess. Teacher can demonstrate malleability using a soft metal such as lead.

Assessment

Assess using worksheet answer key.

Accommodations

Use peer helper/scribe to assist in writing.

6.2 Learning Task: Properties of Metals

Students test properties of various materials. Students complete a worksheet summarizing results and classify materials as either metals or non-metals.

Teacher Facilitation

1. Create worksheet with table, which compares properties of materials.

2. Gather materials for the experiment. Materials to be tested may include aluminum (Al), copper (Cu), glass and wood.

3. Demonstrate how to test the properties of materials. Tests may include an examination of lustre (dull or shiny), flexibility (flexible or brittle) and conductivity (conducts or does not conduct) using a conductivity apparatus.

Safety Precautions

Ensure safe handling and use of battery.

Assessment

Assess using a worksheet answer key. Assess lab work using Lab Procedures Rubric (Appendix 1.3).

Accommodations

Pair students for lab work. Use peer helper/scribe to assist with written work.

6.3 Assessment Task: Identifying an Unknown

Students are given two unknown substances and test to determine which is a metal and which is a non-metal. Students complete a summary sheet.

Teacher Facilitation

1. Prepare lab worksheet. Worksheet should direct students to investigate three properties of the unknown. Students investigate the following properties: lustre, flexibility, and conductivity. For conductivity, students use a small sample of the each material to complete a circuit.

2. Unknowns can be chips of roll sulfur and a metal that was not used in Task 6.1. [Note: Zinc (Zn) and tin (Sn) and possibilities as described in the Planning Notes for Activity 6.]

Assessment

Assess using worksheet answer key.

Accommodations

Pair students for lab work. Use peer helper/scribe to assist with written work.

Activity 7: Culminating Activity - A Closer Look at Environmental Chemistry

Time: 180 minutes

Description

Environmental issues are investigated in greater detail through independent labs and research. Students are introduced to the basic format for conducting research.

Strand(s) and Expectations

Strand(s): Chemistry

Expectations: CH1.05, CH1.07, CH1.08, CH2.01A/C/D/E, CH2.02.

Planning Notes

Equipment required for Task:

· 7.2 - samples of carbon dioxide gas (CO₂) are needed. The CO₂ gas can be generated using acid on marble chips (CaCO₃), obtained from a cylinder of compressed CO₂, or students can exhale their own breath. One method would be to have it in small plastic bags with a straw or small hose for a delivery device,

· 7.2 - sodium phosphate (Na₃PO₄) or ammonium phosphate ((NH₄)₃(PO₄)) solutions, silver nitrate (AgNO₃) solution in a dropper bottle, dilute sulfuric acid (H₂SO₄), spot plates, phenolphthalein indicator solution in a dropper bottle, sodium hydroxide (NaOH) solution, garbage bags, elastic bands, limewater, plastic tubing. [Note: limewater is a saturated solution of calcium hydroxide (Ca(OH)₂) which can be purchased from a chemical supply house or easily made by shaking Ca(OH)₂ powder in a large jug of water, letting it sit for several weeks, and then carefully decanting the clear liquid limewater off the top. Keep all containers sealed because of the CO₂ in the air.],

· 7.3 – co-ordinate visit with teacher/librarian and/or book computer lab time to research on Internet.

Prior Learning Required

Concepts from previous activities such as molecules and formula, and physical and chemical change are revisited. Lab skills and safety are emphasized.

Teaching/Learning Strategies

7.1 Learning/Assessment Task: Environmental Chemistry Revisited

Students participate in discussion about environmental problems and complete an SLL entry.

Teacher Facilitation

1. Lead a discussion on environmental issues, which includes greenhouse effect and global warming, acid rain and phosphates in aquatic ecosystems.

2. Assign an SLL entry which includes vocabulary (combustion, acid rain, greenhouse effect, detergent, algae) and focus question, e.g., List two ways you contribute to one of these problems. Assign a connections question, e.g., Do you think polluters should be punished more than they are?, Is one of these problems more important in your area?.

Assessment

Assess using SLL Rubric (Appendix OV-2).

Accommodations

Use peer helper for reading and writing. Allow use of computer or tape recorder as an alternative to written response.

7.2 Learning/Diagnostic Task: Environmental Lab

Students, working in pairs, carry out the following experiments and each completes a worksheet.

Teacher Facilitation

1. Prepare worksheet for experiments. Worksheet should include spaces to record student observations and address whether changes produced during investigation were physical or chemical. Students can identify the elements that make up the molecule if formulas are given.

2. Introduce the activity and assessment tool. Group students into pairs to complete the following investigations: precipitation of phosphates, neutralizing acid rain, generation and testing of greenhouse gas.

3. Gather material for experiments described below:

Precipitation of Phosphates

a) Students put a small amount of sodium phosphate (Na₃PO₄) or ammonium phosphate ((NH₄)₃(PO₄)) solution into a test tube.

b) Add silver nitrate (AgNO₃) solution, drop by drop, to test tube

c) Record the number of drops needed to produce a white precipitate. [Note: precipitate is silver phosphate (Ag₃PO₄).]

Neutralizing Acid Rain

a) Students put a few drops of dilute sulfuric acid (H₂SO₄) into a spot plate. The sulfuric acid will simulate the acid rain. [Note: You can substitute dilute hydrochloric acid for your acid rain.]

b) Add a few drops of phenolphthalein indicator. Observe the colour. [Note: Phenolphthalein is colourless in a dilute acid and turns bright pink in a base. Students could also measure pH by using litmus paper.]

c) Add sodium hydroxide base (NaOH) solution, drop by drop, to the liquid in the spot plate

d) Students record the number of drops needed to change the colour of the solution (neutralize the acid rain). [Note: Colour changes to pink just as the solution in the spot plate turns basic.]

Generation of Greenhouse Gases

a) Identify carbon dioxide (CO₂) as a greenhouse gas. [Note: This could be the subject of the research paper in Task 7.3.]

b) Provide samples of carbon dioxide gas (CO₂) in plastic bags which have a dispensing hose or straw. Students can squeeze slowly [Note: See Planning Notes for Activity 7]

c) Put a small sample of limewater in a test tube. [Note: A small sample of limewater, a depth in the test tube of 1.5 - 2 cm, requires less carbon dioxide (CO₂) gas to see a precipitate form and also avoids splashing. As you continue to bubble in more exhaust gas, the milkiness will disappear]

d) Place one end of a plastic tubing into the limewater and put the other end into the sealed garbage bag.

e) Gently squeeze the bag of carbon dioxide (CO₂) gas into the limewater. [Note: The limewater will turn cloudy, indicating the presence of carbon dioxide.]

Safety Precautions

Use care in handling solutions, especially silver nitrate (AgNO₃), acids, and bases.

Assessment

Diagnostic assessment using worksheet answer key. Assess lab work using Lab Procedures Rubric (Appendix 1.3) and Lab Safety Checklist (Appendix 1.2).

Accommodations

Use peer helper to assist in completion of worksheet.

7.3 Learning Task: Research Paper

Students complete research paper on a current environmental issue (methane and greenhouse effect, carbon dioxide and greenhouse effect, phosphates and algae blooms, sulfates and acid rain, or fluorocarbons and ozone depletion). Students complete a research template and a drawing showing the problem.

Teacher Facilitation

1. Use research paper template to demonstrate its use using ozone depletion as an example (see Appendix 5.4).

2. Go through the model one-page paper with the students explaining how it follows the template.

3. Prepare materials and book access to library and Internet.

4. Introduce students to assessment tool and format of research paper.

Assessment

Assess using Research Paper Rubric (Appendix 5.5).

Accommodations

Assign a peer helper to assist with reading and research. Use scribe, tape recorder, or computer as an alternative to written response.

Appendices Unit 3

Appendix 3.1: Carbon Monoxide Can Poison You

Reference to Unit 3, A sample resource for Task 1.2

Carbon Monoxide Can Poison You

Fuels such as gasoline, propane, alcohol, charcoal and wood burn in air to produce the gases carbon dioxide, CO₂, and carbon monoxide, CO. Both gases have no colour and no odour.

Mainly carbon dioxide gas, CO₂, is produced if there is lots of air or if oxygen is used. We see this in a propane torch. If there is a shortage of oxygen, more carbon monoxide gas is produced.

A furnace that is not getting enough air will produce carbon monoxide gas in the home. Tobacco smoke also contains carbon monoxide. There is lots of carbon monoxide gas in automobile exhaust fumes.

Carbon monoxide gas is highly poisonous or highly toxic to animals. Carbon monoxide gas bonds 200 times more tightly to blood molecules than oxygen. Once the carbon monoxide molecule is "glued" to the blood molecule, the blood cannot carry oxygen from the lungs to the body. You suffocate from lack of oxygen. People who breathe in too much carbon monoxide will slowly go to sleep and die. If caught in time, lots of oxygen will revive the person.

Many towns now require that homes have carbon monoxide detectors to let you know if there is too much carbon dioxide in the home.

Use the information you have read above to help you answer these questions:

1. Name several fuels.

2. When fuels burn, what two gases are produced?

3. When fuels burn, what causes more carbon monoxide gas to be produced?

4. How does carbon monoxide gas kill people?

5. Why should you not use a gas or charcoal barbecue inside the house?

6. What safety advice would you give your parents about running a car in the garage?

7. When burning fuels, how can you reduce the amount of carbon monoxide?

Appendix 3.2: Properties Identify Substances

Reference for Unit 3, Task 2.2

Name______________________

Properties Identify Substances

You are identified by your characteristics. You are identified by the colour of your hair and eyes, your weight, and the reaction you have to certain tastes and odours. Characteristics or properties can also identify substances. For example gold has the following properties:

Property	For Gold
state at room temperature	solid
Colour	yellow
mass of 1 mL (density)	19.3 g/mL
Melting point	693 ºC
Electrical conductivity	Good
Reactivity to acid	None
Dissolves in water	No

Use the word list to fill in the blanks:

Word Bank	Properties	melting point	Conductor
State	boiling point	Density	Viscosity
React	dissolves	Colour

1. When you describe a substance, you look at its characteristics or _____________.

2. You can say whether a powder is white or yellow or blue. A metal might be yellow. You are stating the _____________ of the substance.

3. When you say whether a substance is a solid, liquid, or gas you are describing its ____________.

4. The temperature where a solid changes to a liquid is its ______________________.

5. The temperature where a liquid changes to a gas is its _______________________.

6. Heat or electricity might pass easily through a substance. We say it is a good _______________ of heat or electricity.

7. If a solid mixes into a liquid so well that you can’t see it any more we say the solid ___________________________ easily.

8. A liquid pours easily if it is thin or pours slowly if it is thick. How well a liquid flows is its _______________________.

9. Sometimes when one substance mixes with another, something happens. A new substance is produced. We see flames, or bubbles or something else. This tells us that the substances ____________________ with each other.

10. A millilitre of lead has more mass than a millilitre of Styrofoam. The lead has a greater _________________

Appendix 3.3: Looking at an Unknown Liquid

Reference for Unit 3, Task 2.4

Name ____________________

Looking at an Unknown Liquid

Record your observations about the unknown in the spaces below:

1. State __________________2. Colour ___________________ 3. Odour _________________

4. Conductivity___________________________________________________________

5. Viscosity of Unknown Liquid (compared to water and alcohol)

What did you do to check the viscosity? Describe your experiment and the results.

6. Solubility of salt and powdered chalk in unknown liquid (compared with alcohol water)

What did you do to check solubility? Describe your experiment and results.

7. Density: What is mass of 1 mL of unknown liquid?

Volume of Unknown liquid __________

Mass of unknown liquid ____________

Density (mass of 1 mL)__________________________

8. Use the properties in this chart to determine what the unknown is

Property	Rubbing Alcohol	Vinegar	Glycerin	Water	Diet Cola	Hydrochloric Acid, Dilute
Boiling point	82.4 ^o C	~100^o C	290^o C	100^o C	~100^o C	~105^o C
Conductivity	No	slight	no	no	yes	yes
Density (mass per 1 mL)	0.79 g/mL	~ 1 g/mL	1.2 g/mL	1 g/mL	~ 1 g/mL	~1.02 g/mL
Salt dissolves	No	slight	no	yes	yes	slight
Chalk dissolves	No	no	no	no	no	no
Viscosity	Fluid	fluid	syrupy	fluid	fluid	fluid
Odour	Slight	yes	no	no	no	yes
Colour	Colourless	colourless	colourless	colourless	brown/black	colourless
Dissolves in water	yes	yes	yes	yes	yes	Yes

(a) Predict what the unknown liquid is?

(b) Why did you choose this substance?

Appendix 3.4: Substances and Their Use

Reference for Unit 3, Task 2.6

Name: _________________________

Substances and Their Use

Properties of substances determine their use. For example aluminum is used in hydro transmission lines because it conducts electricity and is light (low density).

Complete the chart below, using the words listed in the Word Bank below.

Substance	Use	Property
copper	wiring
carbon dioxide		does not burn, smothers fires
glass		clear, colourless solid
	drill bits	very hard, cuts into hard things
rubber	shoes, tires, belts
	clothing	light-weight, wears well
dynamite		explosive, produces great force
	lubricates engine parts	slippery, has a high boiling point
gasoline	fuel
gold		bends easily, does not rust
tungsten		glows white hot, poor conductor of electricity
nitrates		helps plants grow

Word Bank

Conductivity	Windows	burns to produce heat	wire in light bulbs
Motor oil	Jewelry	diamond	mining
Flexible	fire extinguishers	fertilizer	nylon

Appendix 3.5: Concept Attainment: Pure Substance vs. Mixture and Element vs. Compound

Reference for Unit 3, Teacher Resource for Tasks 3.1, 3.3, and 4.2

See a description of Concept Attainment in Appendix 1.8. The materials are used to establish the concepts of pure substance vs. mixture, element vs. compound and atom vs. molecule.

1. Create a concept attainment data set with “RED” example cards and “BLUE” example cards large enough to display on the chalkboard using the following criteria:

2.

· RED example cards: 1. All small red single circles, 2. All small purple double circles, 3. All clusters with one large red and two small black circles 4. All clusters with one blue and one green circle, etc. The key is each card contains one kind of particle. Concept = “pure substance”

·
BLUE example cards: 1. Several small red circles, large green circles and double purple circles intermingled, 2. Several red circles among several black circles, 3. Several double blue circles among several large orange circles, etc. The key is each card contains more than one kind of particle. Concept = “mixture”.

3. Attach magnets to the back of each card.

4. Task 3.1: Use the entire data set to help students understand the difference between the concepts of “pure substance” and “mixture”.

5. Task 3.3: Remove the “mixture” data set and use the RED “pure substance” data set for the next step. One group contains the cards with particles containing circles of the same colour and size; concept = elements. The second group contains the cards with all the same kind of particles but each particle has different coloured circles (i.e., RED #3 and #4); concept = compound.

6. Task 4.2: Use the RED pure substance cards to establish the concept of atom and molecule.

Appendix 3.6: Sulfuric Acid

Reference for Unit 3, Task 3.5

Name___________________

Sulfuric Acid: An Industrial Acid

Sulfuric acid is a pure substance. All of its particles are the same. A sulfuric acid particle is shown at the right.

Sulfuric acid is syrupy liquid that pours like pancake syrup. It is a very corrosive acid and can give bad chemical burns. Sulfuric acid must always be handled with care.

It is the most-used chemical in industry. About half of all sulfuric acid is used to produce fertilizers. Some of its other uses are making steel and refining oil. Making paints, plastics, and soaps also use sulfuric acid.

Battery acid is another name for sulfuric acid. It is the acid used in a car battery. When the car lights are turned on a chemical change in the battery produces energy for electrons. This change uses up sulfuric acid. In cold weather this chemical change occurs more slowly.

When the motor is running, the car's generator provides an electric current. This causes another chemical change that remakes or recharges the battery acid.

Use the information you have read above to help you answer the questions below:

1. How do you know sulfuric acid is a pure substance?

2. Is sulfuric acid an element or a compound? How do you know?

3. Draw and label some pictures of other substances made using sulfuric acid.

4. Why is it difficult to start your car in winter?

5. What is the main industrial use of sulfuric acid?

Connections Question:

6. Why is fertilizer important?

[Teacher Note: Question #6 is not a Reading for Understanding Question]

Appendix 3.7: It's Elementary!

Reference for Unit 3, Task 4.1

Name________________

It's Elementary!

The following sentences contain the names of many elements. As you read each sentence, circle the name of the element. Then write the symbol of the element in the space to the right of the sentence. Be sure to use the periodic table to find the symbol. The first two are already.

1. Some soft drink cans are made of aluminum.

Fe C

2. Steel contains both iron and carbon.

3. Water contains both hydrogen and oxygen.

4. Jewelry can be made of gold, silver or even copper.

5. We filled the balloons with helium.

6. The mercury in the thermometer hit 30^oC during the heat wave.

7. A nuclear reactor uses uranium as its fuel.

8. The red coloured lights over the theatre have neon gas in them.

9. The vitamin supplements contain calcium, iron, and potassium.

10. Cities usually put chlorine and fluorine in their water.

11. Computer chips are made of silicon.

12. You can hear a “pop” when you place a glowing splint in a test tube filled with hydrogen gas.

13. Electrical wires in the house are made of the metal copper, but the transmission lines on high towers across Ontario are made of aluminum. Both metals are good conductors of electricity.

14. The human body contains 63% oxygen, 9% hydrogen, and 19% carbon.

15. Some people drink milk because it contains calcium that is needed for bone growth.

16. Canada is the world's largest producer of nickel.

17. Sodium is one of the elements found in table salt.

18. "Galvanized iron" used in metal pails is iron covered with a thin coat of zinc metal.

19. Air contains 78% nitrogen and 21% oxygen and a little bit of neon.

20. Sulfa drugs that kill bacteria contain sulfur.

Appendix 3.8: Identifying Atoms and Molecules

Reference for Unit 3, Task 4.3

Name: _________________________

Identifying Atoms and Molecules

Name of Substance	Picture of Substance	Atom or Molecule (check one)		Number of Each Atom (if molecule)
		Atom	Molecule
NH3 (ammonia)				1 nitrogen, 3 hydrogen
Cl2 (chlorine)
O2 (oxygen)
H2O (water)
H2O2 (hydrogen peroxide)
H2 (hydrogen)
Ne (neon)
CO2 (carbon dioxide)
CO (carbon monoxide)
SO2 (sulfur dioxide)
He (helium)
H2SO4 (sulfuric acid)

Appendix 3.9: Making Molecules

Reference for Unit 3, Task 4.4

Name: _________________________

Making Molecules

Using molecular kits, construct 4 of the 7 molecules shown below. Be sure to use the correct colours to represent each element.

H = white O = red C = black

S = green N = yellow

When done, show your molecule to the teacher.

Name	Formula	Draw a Picture of the Molecule	Name of Elements	Number of Atoms of Each Element
water	H2O
ammonia	NH3
hydrogen	H2O2
peroxide
carbon dioxide	CO2
carbon	CO
monoxide
methane	CH4
sulfuric acid	H2SO4

Appendix 3.10: Is it a Physical or Chemical Change?

Reference unit 3, Task 5.3

Name: __________________________

Is It a Physical or Chemical Change?

In a physical change no new substance is formed. For example, snow is solid water that forms from water vapour. In a chemical change a new substance forms. For example diesel fuel burns to give heat, carbon dioxide gas, other gases, smoke, and a flame. Bubbling (gases), a flame or production of heat, colour changes, and a precipitate are often ways you identify a chemical change.

Write physical or chemical next to each change. Give your reason.

Change	Physical or Chemical Change?	Reason
1. Chopping wood
2. Burning wood on a campfire
3. Washing your hands
4. Batteries power your radio
5. Riding a bicycle - the bike moving
6. Riding a bicycle – your muscles using food energy
7. Making ice cubes
8. Grinding coffee beans
9. Baking an apple pie
10. Applying lipstick
11. Drying clothes
12. Making popcorn
13. Soldering two metal pipes together
14. Turning on a light
15. A car gets rusty
16. Cutting up carrots
17. Burning a candle
18. Dissolving sugar in tea
19. Food digesting in the stomach
20. Bleaching hair

Appendix 3.11: Making Ice Cream

Reference for Unit 3, Task 5.6

Name: ___________________________________

MAKING ICE CREAM

Purpose

To observe and describe matter changing.

Material

• ice cream mixture (from teacher)* • salt

• crushed ice • small ziplock bag

• thermometer • large ziplock bag

• water

Procedure

1. Fill the large ziplock bag about ½ full with crushed ice. Add 50 mL of cold water.

2. Record the temperature of the ice-water mixture. __________ ^oC

3. Add 100 mL of salt to the ice-water mixture and mix thoroughly.

4. Record the temperature of the ice-water-salt mixture. __________ ^oC

5. Put 250 mL of the ice cream mixture in the small ziplock bag.

6. Put the smaller bag into the larger bag with the ice-water-salt mixture. Remove all excess air from the large bag and ziplock.

7. Carefully squeeze the large bag until the ice cream is solid. Make sure you keep the small bag covered with ice at all times.

Conclusion

What type of change occurred? How do you know?

Application

1. Why do you think salt was added to the ice-water mixture?

2. Do you think twice as much ice would freeze the ice cream mixture twice as fast?

*[Teacher Note: See instructions for making ice cream mixture and safety note in Task 5.6.]

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