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Rationale:
This unit was developed to help create scientifically literate students by focusing on inquiry, discovery,
and engagement. Furthermore, this unit was created to cultivate a sense of curiosity about the natural
world in students. As this unit takes an approach that emphasizes the nature of science, the history behind
current scientific understanding will be explored. An important component of this unit is the application
of the knowledge and skills acquired. This unit encourages students to actively engage in the material
through hands on investigation and problem solving. Various labs are incorporated with an emphasis on
developing scientific inquiry. This unit was designed to provide students with the knowledge and
understanding of basic principles that are required to succeed in future chemistry courses. This unit will
help student develop skills required for science related pursuits in the future such as in university or as a
career.
Key Questions:
How has knowledge of the
structure of matter led to other
scientific advancements?
How do elements combine?
Can these combinations be
classified and the products be predicted
and quantified?
Why do scientists classify
chemical change, follow guidelines for
nomenclature and represent chemical
change with equations?
Key Concepts:
Lab Safety/WHMIS
Matter - Classification
Conservation of Matter
Atom Models
The Periodic Table
Subatomic Particles
IUPAC Nomenclature
Chemical Change
Chemical Reactions
Mole Concept
Knowledge Outcomes:
1. Describe the basic particles that make up the underlying structure of matter, and investigate
related technologies
A. identify historical examples of how humans worked with chemical substances to meet their
basic needs (e.g., how pre-contact First Nations communities used biotic and abiotic materials
to meet their needs)
B. outline the role of evidence in the development of the atomic model consisting of protons and
neutrons (nucleons) and electrons; i.e., Dalton, Thomson, Rutherford, Bohr
C. identify examples of chemistry-based careers in the community (e.g., chemical engineering,
cosmetology, food processing)
2. Explain, using the periodic table, how elements combine to form compounds, and follow IUPAC
guidelines for naming ionic compounds and simple molecular compounds
A. illustrate an awareness of WHMIS guidelines, and demonstrate safe practices in the handling,
storage and disposal of chemicals in the laboratory and at home
B. explain the importance of and need for the IUPAC system of naming compounds, in terms of
the work that scientists do and the need to communicate clearly and precisely
C. explain, using the periodic table, how and why elements combine to form compounds in
specific ratios
D. predict formulas and write names for ionic and molecular compounds and common acids
(e.g., sulfuric, hydrochloric, nitric, ethanoic), using a periodic table, a table of ions and
IUPAC rules
E. classify ionic and molecular compounds, acids and bases on the basis of their properties; i.e.,
conductivity, pH, solubility, state
F. predict whether an ionic compound is relatively soluble in water, using a solubility chart
G. relate the molecular structure of simple substances to their properties (e.g., describe how the
properties of water are due to the polar nature of water molecules, and relate this property to
the transfer of energy in physical and living systems)
H. outline the issues related to personal and societal use of potentially toxic or hazardous
compounds (e.g., health hazards due to excessive consumption of alcohol and nicotine;
exposure to toxic substances; environmental concerns related to the handling, storage and
disposal of heavy metals, strong acids, flammable gases, volatile liquids)
3. Identify and classify chemical changes, and write word and balanced chemical equations for
significant chemical reactions, as applications of Lavoisiers law of conservation of mass
A. provide examples of household, commercial and industrial processes that use chemical
reactions to produce useful substances and energy (e.g., baking powder in baking,
combustion of fuels, electrolysis of water into H2(g) and O2(g))
B. identify chemical reactions that are significant in societies (e.g., reactions that maintain living
systems, such as photosynthesis and respiration; reactions that have an impact on the
environment, such as combustion reactions and decomposition of waste materials)
C. describe the evidence for chemical changes; i.e., energy change, formation of a gas or
precipitate, colour or odour change, change in temperature
D. differentiate between endothermic and exothermic chemical reactions (e.g., combustion of
gasoline and other natural and synthetic fuels, photosynthesis)
E. classify and identify categories of chemical reactions; i.e., formation (synthesis),
decomposition, hydrocarbon combustion, single replacement, double replacement
F. translate word equations to balanced chemical equations and vice versa for chemical reactions
that occur in living and nonliving systems
G. predict the products of formation (synthesis) and decomposition, single and double
replacement, and hydrocarbon combustion chemical reactions, when given the reactants
H. define the mole as the amount of an element containing 6.02 1023 atoms (Avogadros
number) and apply the concept to calculate quantities of substances made of other chemical
species (e.g., determine the quantity of water that contains 6.02 1023 molecules of H2O)
I. interpret balanced chemical equations in terms of moles of chemical species, and relate the
mole concept to the law of conservation of mass
of this introduction to chemistry is the exploration of matter - that is, how matter is classified. For
example, students may be asked to evaluate the traditional Aboriginal method for determining alkaline
properties of substances (Program of Studies). Furthermore, this unit should promote stewardship of the
environment, an important component of the FNMI belief system. For example, an important part of safe
lab procedures is the disposal of toxic waste - not only for safety reasons in the lab, but also for
environmental reasons.
Differentiation:
This unit has been designed to accommodate the diverse needs of learners in the classroom. Each lesson
incorporates both collaborate and individual work to ensure that all students will be able to learn in an
environment that is most beneficial for them. Information in this unit will be provided both verbally along
with written notes on a PowerPoint to account for different learning styles. Students will also be provided
with fill-in-the blank style notes. This allows students to hear the content, see it on the board, and also to
add their own notes to. When required, certain students will be provided with a full set printed notes.
Notes can easily be modified with larger fonts to aid visually impaired students. Information is also
supplemented with a variety of videos and demonstrations. A number of labs have been incorporated into
this unit both hands-on and technology based labs. Many students learn best by working hands on so
these labs give students the opportunity to visualize the topics we will be discussing. All assessment in
this unit will be differentiated to ensure that each individual student is given a fair opportunity to
demonstrate their learning. Constant formative assessment will be implemented throughout the unit to
ensure that the teaching and learning strategies used in each lesson are benefiting the students.
Resources
Text: Addison Wesley Science 10
Lab Safety:
https://www.youtube.com/watch?time_continue=1&v=VRWRmIEHr3A
Periodic Table: https://www.youtube.com/watch?
v=0RRVV4Diomg&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr&index=4
Smartboard Activity: http://express.smarttech.com/?
url=http://exchangedownloads.smarttech.com/public/content/aa/aa49cc45-bd57-498a-a54ccd49b03ae5ea/TEACHER%20EDITION%20SMART%20Atomic%20Structure%20Activity.notebook#
Jeopardy Review Game!
https://jeopardylabs.com/play/grade-10-chemistry-review
Crash Course Videos:
PeriodicTable:
https://www.youtube.com/watch?
v=0RRVV4Diomg&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr&index=4
Potential Activities
Assessment Piece
Outcomes
Assignment 1: Safety/WHMIS
1a, 1b
Assignment 3: Ions/Isotopes
2c, 2e, 2g
2b, 2d, 2f
Quiz 1: Intro
2b, 2d, 2f
Quiz 3: Reactions
1a, 1b, 1c
2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h
3a
Final Exam
1a, 1b, 1c
2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h
3a, 3b, 3c, 3d, 3e, 3f, 3g, 3h, 3i
Outcomes
Assessment
1. Chem Introduction
1c, 2a, 3a
*Expectations
*Safety & Lab Tour
2. Classification of Matter
3b, 3c, 2g
3. Physical Change
3c
*Demo Activity 3
*Exit Slip
4. Atom Models
1b
*Atom Model
2c
*Exit Slip
6. Subatomic Particles
2c
7. Atomic Mass
2c
*Atomic Mass
*Exit Slip
2c
*Energy Levels
*Exit Slip
2c
*Energy Levels
2b, 2d, 2h
*Naming Practice
*Quiz 1
2b, 2d, 2h
*Naming Practice
*Exit Slip
2b, 2d, 2h
*Naming Practice
2b, 2d, 2h
*Naming Practice
2b, 2d, 2h
*Naming Practice
*Exit Slip
2b, 2d, 2h
*Exit Slip
2b, 2d, 2h
*Activity 5
*Write Up
*Exam
18. Solubility
2f
*Solubility Demo
*Exit Slip
2f
*Hand in Write Up
2h
*Activity 8: pH
*Hand in Write Up
3b, 3c, 3d
*Exit Slip
22. Balancing
3e, 3f, 3g
23. Balancing/Classifying
3e, 3f, 3g
*Balancing Practice
24. Balancing/Classifying
3e, 3f, 3g
*Balancing Quiz
*Classifying Demo - Electrolysis of
Water
*Classifying Kahoot
3h, 3i
*Exit Slip
26. Review
All
*Formative
*Student Self Assessment
All
*Summative