CACSCI.5.1

Course Profile Science, Grade 9 academic, Catholic

Unit 1

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document.

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Acknowledgments

Catholic Curriculum Cooperative Writing Partnership - Science

Lead Board

Hamilton-Wentworth Catholic District School Board

Remo Presutti, Manager

Course Profile Writing Team

Alexandre Annab, Dufferin-Peel CDSB

Josephine Ciapanna, Hamilton-Wentworth CDSB

Maurice DiGiuseppe, Toronto CDSB

Gerry Fuchs, Hamilton-Wentworth CDSB

Ted Laxton, Wellington CDSB

Marion Poole, Toronto CDSB

Milan Sanader, Dufferin-Peel CDSB

Siria Szkurhan, Hamilton-Wentworth CDSB

Robert Warren, Hamilton-Wentworth CDSB

Course Profile Format Editor

Rachael Szkurhan

Unit #1: Chemistry: Atoms and Elements

Time: 27.5 hours (22 periods of 75 minutes each)

Unit Developers

Ted Laxton, Wellington CDSB

Marion Poole, Toronto CDSB

Siria Szkurhan, Hamilton-Wentworth CDSB

Development Date: April 1, 1999.

Unit Description

This unit focuses on the physical and chemical properties and changes of matter, the history and structure of the atom, and the arrangement of elements in the periodic table. Through the study of the technologies associated with the refining and recycling of elements and compounds, the students will obtain the scientific and technological knowledge within a context enriched by their Catholic Faith culture. This will enable the students to make informed decisions and to consider their responsibilities as informed Catholic citizens in a rapidly changing society. This unit provides the background information for the Physics, Biology and Earth and Space units.

Strand & Expectations

Ontario Catholic School Graduate Expectations:

CGE 1d, i; 2a, b, c, d, e; 3b, c, d, e, f; 4a, b, c, d, e, f, g; 5a, b, c, d, e, f, g, h; 7a, b, d, e, f, h, i.

Strand: Chemistry

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

Specific Expectations: CH1.01 to CH1.15, CH2.01 to CH2.10, CH3.01 to CH3.04

Activity Titles (Time and Sequence)

Activity 1	Matter and its Properties	300 min
Activity 2	Physical and Chemical Change	225 min
Activity 3	All that Glitters is not Gold	225 min
Activity 4	Atomic Theory	450 min
Activity 5	Periodicity and the Periodic Table	300 min
Activity 6	Applications of Matter	75 min

Unit Planning Notes

The unit is laid out to accommodate the students’ different learning styles, interests, and abilities. In order to assess and evaluate the students’ knowledge/understanding, inquiry, communication and making connections (as laid out in the achievement chart - Grades 9-10), it is essential that all activities are completed. The timing of the activities is suggested; however, it may change based on student and teacher needs. Teachers should identify instances where students may engage in scientific inquiry that students could include in their Science World portfolio. (Appendix B)

Prior Knowledge Required

In this unit, students will apply their previous knowledge of matter. They have learned about the properties (strength, flexibility, density) of matter and the changes of matter (both physical and chemical) in previous grades. They have used the Particle Theory to describe the relationship between mass, volume and density.

Teaching/Learning Strategies

This unit has been designed to accommodate the students’ different learning styles, interests, and abilities, through a variety of teaching and learning strategies (teacher-directed lesson, teacher demonstration, student lab based inquiry, model building, research activity, independent study, collaborative learning, and group presentations).

Assessment/Evaluation

In this unit, student achievement of the expectations is evaluated based on a variety of assessments, tools and strategies. Assessment strategies used include: teacher-student conferences, formal teacher observations, roving conferences, peer conferences, self and peer assessment, pen and paper assessment, student logs, teacher logs and wrap-up activities. Sample rubrics and a collaborative group skills rating scale have been included for the science process, lab product, and generic product which may be adapted by teachers to assess and evaluate students. Rubric A3 was intended to be a framework from which teachers could develop specific rubrics to assess research projects and not to be used “as is”. In addition, up to one period has been allotted for summative evaluation. The teacher, using her/his professional judgement, may wish to evaluate students through the use of pencil and paper test, a culminating project, a laboratory activity design/practicum and/or extension essay.

Resources

Print

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

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

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

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

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

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

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

Crucible,Volume 30.3, January 1999

Scripture:

Psalms: 19: 2 - 7

29: 3 - 9

104: 1 - 35

148: 1 - 10

Romans: 1: 20

Col: 1: 15 - 17

Catechism of the Catholic Church

Section 337

339

340

341

344

Berry, Thomas. Befriending the Earth: A Theology of Reconciliation Between Humans and the Earth.. Mystic, Conn.: Twenty Third Publishing, 1991.

Videotapes

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

Structure of the Atom, TVO Series

Befriending the Earth: Dream of Earth Sciences Series. Thomas Berry in dialogue with Thomas Clarke. Twenty Third Publications. 1990; 13 part series of videos. Mystic Conn.

Environmental Ethics: Ideas for Classrooms Discussion. Durango Col. Group for Telly Productions, 194.

CBC. News for Review: 1996 - 1998.

Internet

Minerals and Metals Sector Main Page, http://NRCan.gc.ca/mms/

Web Elements, http://www.webelements.com/

Periodic Table of the Elements, http://www.dayah.com/periodic/

Periodic Table of the Elements at Los Alamos National Laboratory, http://pearl1.lanl.gov/periodic/

Activity #1: Matter and its Properties

Time: 225 minutes

Description

Students will learn about physical and chemical properties through observation, experimentation, and the gathering of data. These properties will be used to describe and identify everyday examples of matter. Students will recognize that through grouping and classifying, matter becomes much easier to study and to understand.

Strand and Expectations

Ontario Catholic School Graduate Expectations:

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

Strand: Chemistry

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

Specific Expectations: Students will: CH1.03*, CH1.04*, CH1.05*, CH1.13*, CH1.15*, CH2.01D, CH2.04*, CH2.06*, CH2.08*, CH2.09*

Planning Notes

• Review lab safety, consistent with your school board policy.

• Test demos ahead of time.

• Book computer lab for element assignment. Review the ethical use of the internet with your students.

• Students have experimentally explored density in Grade 8 but have not manipulated formulas. A worksheet that explains calculating density should be prepared.

• Prepare 18 vials each containing different samples of matter eg. salt, bluestone, alcohol, water etc.

• Prepare cards with the detailed qualitative description of each sample.

Prior Knowledge Required

• Matter is classified as homogenous or heterogeneous. (Grade 5 and 7).

• Matter exists in three physical states.

• Matter is described using qualitative and quantitative physical and chemical properties.

(Grade 7)

• Density, the relationship between mass and volume is a quantitative physical property.

(Grade 8).

Teaching/Learning Strategies

1. Teacher facilitator will:

• introduce the terminology used to describe the physical properties of matter (physical state, colour, odour, taste, clarity, luster, form, texture, hardness, brittleness, malleability, ductility, viscosity)

• review density and introduce formula for density calculation.

Student Activity

In pairs, students will participate in a scavenger hunt. The students will be provided with 18 different descriptions of matter, each one will correspond to the contents of one vial. Students will be given time to match the descriptions with the samples in the vials. The students will:

• examine the samples of matter (vials containing: salt, bluestone, alcohol, water etc.)

• match each vial with the correct description. Identify each sample.

• design a lab which will enable the identification of similar samples of matter.

• complete a worksheet on density problems.

2. Teacher facilitator will:

• present a discrepant event: For example, take a cup of hot tea and stir it with a regular spoon and then with one molded from woods metal (a low melting alloy which can be obtained through a Chemical Supply Company). Have the students explain the different outcomes they observed. Discuss the desirable properties of utensils and what they are made of. A discussion of alloys would be appropriate at this point. It is the physical and chemical properties of a substance which are of interest.

Student Activity:

Students will design an experiment to test a variety of substances (wax, copper nitrate, carbon, salt, baking soda, and starch) for different physical and chemical properties.

• relative melting point - heating a sample on a watch glass and assigning the value high (doesn’t melt after 30 seconds) or low (melts before 30 seconds)

• solubility - does a sample the size of a thumbnail dissolve in 50 mL of water.

• reaction with water - a sample in water will sometimes change the appearance of the original sample.

• combustibility - a sample in a deflagrating spoon will burn and produce a new substance.

Students will complete their data tables and complete a written summary of the physical and chemical properties of each of the substances examined. From their observations they will be asked to explain the properties that make it desirable for its different uses. (i.e., carbon is used for charcoal)

3. Teacher facilitator will:

• review the flowchart for classification.

• review the use of a dichotomous key.

Student Activity:

• students complete an exercise on classifying substances based on composition.

4. Teacher facilitator will:

• demonstrate the difference between elements and compounds using styrofoam models.

• use a Venn diagram to illustrate the terms atom, element, compound, pure substance.

• as a class, brainstorm definitions and examples of each.

• have students prepare a table in their books using the headings element, compound. Give the students a list of substances with formulas to classify. (Nail, water, alcohol, etc)

• examine the formula of compounds and determine atomic composition using the list of substances (vinegar, aspirin, etc.)

Student Activity:

• students will examine labels of common household products for chemical compounds.

• using a chemical dictionary they can find the atomic composition and build 3-D models of some household products, using molecular model kits.

5. Student Activity:

• students will compile data for the first twenty elements and other common elements, such as, iron , copper, etc., using the internet and print materials.

• students will assimilate all the information obtained for the elements on a fact sheet.(Element, Discovery or isolation: Chemist and year, Sources: World and Canada, Alloys, Uses, and Comments).

• each student will choose one element and prepare an element poster which can be used to construct a class periodic table.

Assessment/Evaluation

• The student’s ability to design an experiment, carry it out using proper lab technique and safety considerations will be assessed for inquiry, through roving conference (informal student teacher interaction) using process rubric (Appendix A1). Note: The teacher may adapt process rubric A1and/or prepare appropriate checklists or rating scales in advance to meet the specific lab requirements. (CH1.03, CH1,15, CH2.01, CH2.02, CH2.08)

• The student’s ability to record observations and explain results may be assessed for knowledge, understanding, inquiry, and communication. The teacher can assess observation charts and /or lab reports by adapting the lab product rubric (Appendix A2)(CH1.03, CH1.15. CH2.02, CH2.06, CH2.08).

• In the construction of a molecular model, the student will be assessed for knowledge, understanding, inquiry, and communication. The teacher will construct a specific product rubric using Appendix A3 as a guideline.(CH1.12, CH2.09)

• Individually the student will demonstrate independent learning through their research of an element, this can be assessed through a teacher log. They collaborate with the class to produce a final periodic table which will be assessed using a process and product rubric as outlined in Appendix A1 and A2. (CH1.03)

• Students’ knowledge, understanding, and communication may be assessed using summative evaluation, paper/pencil test. (CH1.04, CH1.05, CH1.13)

Resources

1. Heath Science Connections 9

2. Internet

3. Prentice Hall, Matter

Accommodations

1. Where the student has an individual educational plan, IEP, this activity will be modified to meet the student’s needs as outlined in the plan.

2. For ESL/D, students will have opportunities to demonstrate their learning by alternative means while written English is developing (spoken English, direct demonstration and pictorial representation). At the same time, instruction in written, science-specific language will continue.

3. For students with physical or learning impairments, classroom and laboratory activities will be modified to permit participation regardless of the impairment. Where possible, peers will be encouraged to assist the student to permit participation in all group and individual activities.

4. For the purpose of providing extensions and enrichment, students will have opportunities to investigate the topics presented here in greater detail. Close collaboration between teacher and student is required to ensure appropriate enrichment opportunities. In this activity the students may carry out the following :

•