SCIENCE 10

Program of Studies

SCIENCE 10

Program of Studies

Unit A: Energy and Matter in Chemical Change (Nature of Science Emphasis)

Overview: Chemical changes involve energy and transformations of matter. A knowledge of the underlying structure of matter and the basic chemical species is important in understanding chemical changes. As students explore the properties of molecular and ionic compounds, including acids and bases, they begin to appreciate the need for a classification scheme and a system of nomenclature. Students classify, name compounds and write balanced chemical equations to represent chemical changes. As well, students are introduced to the law of conservation of mass and the mole concept.

Links to Science

The following science concepts are related to the content of Unit A. Concepts

particle model of matter - Grade 7 Science, Unit C: Heat and Temperature
WHMIS symbols, pure substances, mixtures and solutions - Grade 8 Science, Unit A: Mix and Flow of Matter
reactants, products, conservation of mass, periodic table, elements, compounds, atomic theory, chemical nomenclature - Grade 9 Science, Unit B: Matter and Chemical Change
acids and bases - Grade 9 Science, Unit C: Environmental Chemistry

Focusing 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

The following concepts are developed in this unit and may also be addressed in other units at other grade/course levels. The intended level and scope of treatment is defined by the outcomes below.

how chemical substances meet human needs
Workplace Hazardous Materials Information System (WHMIS) and safe practices
International Union of Pure and Applied Chemistry (IUPAC) nomenclature, ionic and molecular compounds, acids and bases
evidence of chemical change
role and need for classification of chemical change
writing and balancing equations
law of conservation of mass and the mole concept

Outcomes for Science, Technology and Society (STS) and Knowledge

Students will:

1. Describe the basic particles that make up the underlying structure of matter, and investigate related technologies

identify historical examples of how humans worked with chemical substances to meet their basic needs
(e.g., how precontact First Nations communities used biotic and abiotic materials to meet their needs)
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
identify examples of chemistry-based careers in the community
(e.g., chemical engineering, cosmetology, food processing)

Explain, using the periodic table, how elements combine to form compounds, and follow IUPAC guidelines for naming ionic compounds and simple molecular compounds

illustrate an awareness of WHMIS guidelines, and demonstrate safe practices in the handling, storage and disposal of chemicals in the laboratory and at home
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
explain, using the periodic table, how and why elements combine to form compounds in specific ratios
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
classify ionic and molecular compounds, acids and bases on the basis of their properties; i.e., conductivity, pH, solubility, state
predict whether an ionic compound is relatively soluble in water, using a solubility chart
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)
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)

Identify and classify chemical changes, and write word and balanced chemical equations for significant chemical reactions, as applications of Lavoisier’s law of conservation of mass

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 H_2(g) and O_2(g))
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)
describe the evidence for chemical changes; i.e., energy change, formation of a gas or precipitate, colour or odour change, change in temperature
differentiate between endothermic and exothermic chemical reactions
(e.g.,combustion of gasoline and other natural and synthetic fuels, photosynthesis)
classify and identify categories of chemical reactions; i.e., formation (synthesis), decomposition, hydrocarbon combustion, single replacement, double replacement
translate word equations to balanced chemical equations and vice versa for chemical reactions that occur in living and nonliving systems
predict the products of formation (synthesis) and decomposition, single and double replacement, and hydrocarbon combustion chemical reactions, when given the reactants
define the mole as the amount of an element containing 6.02 × 10²³ atoms (Avogadro’s number) and apply the concept to calculate quantities of substances made of other chemical species (e.g., determine the quantity of water that contains 6.02 × 10²³ molecules of H₂O)
interpret balanced chemical equations in terms of moles of chemical species, and relate the mole concept to the law of conservation of mass

Skill Outcomes

(focus on scientific inquiry)

Initiating and Planning

Students will:
Ask questions about observed relationships, and plan investigations of questions, ideas, problems and issues

define and delimit problems to facilitate investigation
design an experiment, identifying and controlling major variables
(e.g., design an experiment to differentiate between categories of matter, such as acids, bases and neutral solutions, and identify manipulated and responding variables)
state a prediction and a hypothesis based on available evidence and background information
(e.g., state a hypothesis about what happens to baking soda during baking)
evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring and decision making
(e.g., list appropriate technology for classifying compounds, such as litmus paper or conductivity tester)

Performing and Recording

Students will:
Conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques to gather and record data and information

carry out procedures, controlling the major variables and adapting or extending procedures
(e.g., when performing an experiment to illustrate conservation of mass, demonstrate an understanding of closed and open systems and control for loss or gain of matter during a chemical change)
use library and electronic research tools to collect information on a given topic
(e.g., information on compounds we use and their toxicity, using standard references, such as the Merck Index, as well as Internet searches)
select and integrate information from various print and electronic sources or from several parts of the same source
(e.g., collect information on research into subatomic matter, research how pre-contact First Nations communities used available materials such as brain tissue for tanning hides)
demonstrate a knowledge of WHMIS standards by selecting and applying proper techniques for the handling and disposal of laboratory materials
(e.g., recognize and use Material Safety Data Sheets [MSDS] information)
select and use apparatus, technology and materials safely
(e.g., use equipment, such as Bunsen burners, electronic balances, laboratory glassware, electronic probes and calculators correctly and safely)

Analyzing and Interpreting

Students will:
Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

describe and apply classification systems and nomenclature used in the sciences
(e.g., investigate periodicity in the periodic table, classify matter, and name elements and compounds based on IUPAC guidelines)
apply and assess alternative theoretical models for interpreting knowledge in a given field
(e.g., compare models for the structure of the atom)
compare theoretical and empirical values and account for discrepancies
(e.g., measure the mass of a chemical reaction system before and after a change, and account for any discrepancies)
identify and explain sources of error and uncertainty in measurement, and express results in a form that acknowledges the degree of uncertainty
(e.g., measure and record the mass of a material, use significant digits appropriately)
identify new questions or problems that arise from what was learned
(e.g., how did ancient peoples discover how to separate metals from their ores?; evaluate the traditional Aboriginal method for determining alkaline properties of substances)

Communication and Teamwork

Students will:
Work as members of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results

communicate questions, ideas and intentions; and receive, interpret, understand, support and respond to the ideas of others
(e.g., use appropriate communication technology to elicit feedback from others)
represent large and small numbers using appropriate scientific notation
select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results
(e.g., use appropriate Système international (SI) units, and IUPAC nomenclature)

Attitude Outcomes

Interest in Science
Students will be encouraged to:

Show interest in science-related questions and issues, and confidently pursue personal interests and career possibilities within science-related fields

(e.g., apply concepts learned in the classroom to the everyday use of chemicals; show interest in a broad scope of chemistry-related careers)

Mutual Respect
Students will be encouraged to:

Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds

(e.g., recognize the contributions of Canadians to contemporary knowledge of the structure of matter; show awareness of and respect for traditional Aboriginal knowledge about the use of biotic and abiotic materials)

Scientific Inquiry
Students will be encouraged to:

Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues

(e.g., evaluate inferences and conclusions based on particles of matter that cannot be observed directly)

Collaboration
Students will be encouraged to:

Work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas

(e.g., contribute to group work willingly, assume a variety of roles and accept responsibility for any problems that arise)

Stewardship
Students will be encouraged to:

Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment

(e.g., recognize that environmental consequences may arise from the development, use and disposal of chemical materials)

Safety
Students will be encouraged to:

Show concern for safety in planning, carrying out and reviewing activities

(e.g., acknowledge the need for regulations to govern the storage, handling and disposal of potentially hazardous materials in the school laboratory and at home or in the workplace)

Links to Mathematics

The following mathematics outcomes are related to the content of Unit A but are not considered prerequisites.

Data Collection and Analysis - Grade 9 Mathematics, Statistics and Probability (Data Analysis), Specific Outcome 3
Measurement and Unit Conversions - Mathematics 10C, Measurement,Specific Outcome 2; Mathematics 10-3, Measurement, Specific Outcome 1;Mathematics 20-3, Algebra, Specific Outcome 3; Mathematics 30-3, Measurement, Specific Outcome 1
Ratio and Proportions - Grade 8 Mathematics, Number, Specific Outcomes 3, 4 and 5
Graph Analysis - Mathematics10C, Relations and Functions, Specific Outcomes 1 and 4;Mathematics 20-3, Statistics, Specific Outcome 1
Powers - Mathematics10C, Algebra and Number, Specific Outcome 3

Name	Pictograph	Description
Flammable (inflammable)		These materials can burn. Keep them away from heat sources and flames.
Oxidizing material		These materials will release oxygen and help combustion. Should NOT be stored with flammables.
Compressed gas		These need to be stored upright because damage can cause the tank to fly as a very high speed projectile.
Corrosive		Mostly acids or bases that will react corrosively with flesh and metals. Wear gloves, lab coat (apron), proper footwear and respirator if there are strong fumes; depending on the strength of the corrosive.
Explosives		These materials can explode or are extremly sensitive and react quickly. Generally require specific training.
Poisonous		Depending on the source it can be poisonous by ingesting (eating or drinking); inhalation (breathing) or contact. Don't eat or drink, use a mask and gloves as appropriate.
Health effect		These materials can affect your respiratory system or can affect a specific organ. Check MSDS for details. Use an appropriate mask.
Acute Toxic effect		These materials cause a variety of poisonous or negative health effects. Chech the MSDS for details.
Biohazardous infectious		Commonly seen in hospitals with waste. These materials can spread disease due to bodily fluids. Use gloves and look out for sharps (needles, scapel blades, broken glass, etc...)
Enviromental hazard		These materials can negatively affect nature. For example: small amounts of crude oil will poison thousands of litres of water for fish and other animals. These materials must be conained and disposed of according the local legislation

John Dalton Model
	John Dalton was an English chemist who based his model of the atom on experiments he did in combining elements. His theory of the atom was: All matter is made of small, indivisible particles called atoms All the atoms of an element are identical in properties such as size and mass. Atoms of different elements have different properties. Atoms of different elements can combine in specific fixed ratios to form new substances
J.J. Thomson Model
	JJ Thomson was an English physicist who discovered a very tiny particle called the electron. He showed that a beam of electrons can be generated from any material. He measured the properties of the electron by using magnetic and electric fields. This is sometimes called the raison bun or plum pudding model. The raisons (plums) are the negative electrons embedded in the positive dough (pudding). An atom is a solid sphere of positive charge (red). Electrons are embedded in the positively charged sphere (black).
Ernest Rutherford Model
	Rutherford, while working at McGill University in Montreal, performed experiments with radioactive particles. He used radioactive polonium to shoot sub atomic high speed alpha particles at a very thin piece of gold foil. He expected the alpha particles to go zipping in between the Dalton atoms. Instead a few atoms were deflected. From his experiment he proposed a new model of the atom. This is sometimes called the planetary model (the electrons are like the planets going in circles around the nucleus, the sun). An atom is mostly empty space. The mass of an atom is located in the tiny dense center called a nucleus (red). The nucleus contains protons which are positively charged. The negatively charged electrons orbit around the outside edge of the atom (black).
Neils Bohr Model
	Neils Bohr was a Danish physicist. He examined the light emitted from elemental gases when electricity is run through the gas. The Rutherford model did not explain why these elemental gases give of very specific colours of lights. Bohr proposed that the orbiting electrons in the Rutherford model can only orbit in specific locations, called energy levels or shells. When electrons gained electrical energy they jumped up shell levels, and then fell down releasing energy in the form of light. This is the most commonly used model in movies and animations. The electrons in an atom have specific orbits called energy levels (black circles).
The Quantum Mechanical Model of the Atom
	Electrons are too small to measure their momentum at any given instant. ie. we can't measure the position accurately enough. The electrons are located somewhere within an orbit described as a statistical cloud of probability (black circles). The electrons move in waves, and the wavelength dictacts the location of each electron cloud (what Bohr called shell levels) around the nucleus.

SCIENCE 10

UNIT A: ENERGY AND MATTER IN CHEMICAL CHANGE

SCIENCE 10

Program of Studies

SCIENCE 10

Program of Studies

Unit A: Energy and Matter in Chemical Change (Nature of Science Emphasis)

Links to Science

Key Concepts

Outcomes for Science, Technology and Society (STS) and Knowledge

Skill Outcomes

Initiating and Planning

Performing and Recording

Analyzing and Interpreting

Communication and Teamwork

Attitude Outcomes

Links to Mathematics

Unit Focus Questions

Chapter A1.0 The understanding that particles make up the underlying structure of matter has led to advancements in technology

Key Concepts

Learning Outcomes

A1.1 Safety in the Laboratory

Understanding the Rules

Safety Hazard Symbols

Material Safety Data Sheets (MSDS)

Environmental Safety

A1.2 Properties and Classification of Matter

Properties Used to Classify Substances

Chemical Properties

Pure Substances and Mixtures

Chemical Reactions

Recognizing Chemical Reactions

A1.3 Developing Ideas about Matter

Food Chemistry

Aristotle's Description of Matter

Models of the Atom

Steven Montgomery