Download Unpacking Outcomes

North East School Division
Unpacking Outcomes
Unpacking the Outcome
Distinguish between  physical and chemical properties
Outcome (circle the verb and underline the qualifiers)
AE 9.1 Distinguish between physical and chemical properties of common substances, including those found in household,
commercial, industrial and agricultural applications.
KNOW
 WHMIS – symbols, examples,






risks, cautions
Physical property examples smell, colour, melting point,
boiling point, density, solubility,
ductility, crystal shape,
conductivity, hardness, lustre,
texture, and malleability.
Chemical change indicators change in colour, change in
odour, formation of a gas or
precipitate, or the release or
absorption of thermal energy
Vocabulary – substance, risk,
caution, property, change,
physical, chemical, commercial,
industrial, agricultural, matter,
application, experimental data,
refute, observable evidence,
chemistry, odour, conductivity,
density, solubility, ductility,
luster, malleability, precipitate,
absorption, thermal, energy
How to access local knowledge
How to use equipment, tools and
materials safely (strategies,
rules, procedures)
How to make conclusions based
on data
UNDERSTAND
 That understanding physical and






chemical changes helps with
workplace safety – there is an
established information system to
help with safety
That properties of matter are
classified scientifically but there
are other forms of classification as
well
Substances can be classified
according to their physical and
chemical properties –
classification helps us understand
something and make predictions
about its behavior
Society’s needs for new products
can lead to scientific research and
technological developments based
on understanding physical and
chemical properties of substances
We can observe substances and
draw conclusions from our
observations – scientific process
Scientific and technological
activity related to chemistry takes
place in a variety of settings in
Saskatchewan
That chemistry requires
understanding about safety and
the substances with which we
work
BE ABLE TO DO











Demonstrate knowledge of Workplace Hazardous Materials
Information System (WHMIS) standards by identifying WHMIS
symbols that represent each category, examples of substances that
belong within each category, and the risks and cautions associated
with each category.
Explore local knowledge of properties of matter and traditional uses
of substances, including medicines.
Share personal understandings about physical and chemical
properties of matter.
Investigate common materials and describe them in terms of their
physical properties
Classify substances found in household, commercial, industrial,
and agricultural applications based on their physical and/or
chemical properties.
Provide examples of how society’s needs for new products can
lead to scientific research and technological developments based
on understanding of physical and chemical properties of matter.
Investigate changes in the properties of materials and identify those
that are indicators of chemical changes
Use equipment, tools, and materials appropriately and safely when
conducting investigations into physical and chemical properties of
substances.
State a conclusion, based on experimental data, which supports or
refutes an initial idea related to personal understanding of physical
and chemical properties of matter.
Differentiate between physical and chemical properties of matter
and physical and chemical changes in matter, based on observable
evidence.
Provide examples to illustrate that scientific and technological
activity related to chemistry takes place in a variety of individual
and group settings within Saskatchewan.
ESSENTIAL QUESTIONS
How does understanding physical and chemical properties and changes help with workplace safety?
How does WHMIS work?
How do we classify properties of matter? How can there be more than one way?
Why do we classify substances?
Why do we continue with research and development? What drives this process? What do physical and chemical properties have
to do with it?
How does observation count as a scientific process? How do I do it well?
How is Saskatchewan connected to scientific and technological activity in the area of chemistry?
Why is safety so important in chemistry?
North East School Division
Unpacking Outcomes
Unpacking the Outcome
Analyze  explanations
Outcome (circle the verb and underline the qualifiers)
AE 9.2 Analyze historical explanations of the structure of matter up to and including: Dalton model, Thomson model, Rutherford
model, Bohr model of the atom.
KNOW
UNDERSTAND
BE ABLE TO DO











Vocabulary/ terminology - mass,
charge, electron, proton,
neutron, nucleus, atom,
molecule, element, compound,
neutral, positive, negative, ion,
isotope, and periodic table,
structure, composition, matter,
model, contemporary, , particle
Major historical atomic models Dalton, Thomson, Rutherford,
and Bohr
Examples of relevant
technologies - microscope,
cathode ray tube, and mass
spectrometer
Ways to construct models
Criteria by which to evaluate
processes in planning and
completing a task
Ways to ask good questions




That how we
understand the atom
has changed over time
and we can examine
this evolution by
examining the major
models
That there are different
ways of explaining our
world, depending on our
experiences and our
culture
Models help us to study
and understand things
that are difficult to see
Models have strengths
and limitations
There are technologies
that have enhanced,
promoted and made
possible scientific
research about the atom





Propose personal explanations for the structure and/or composition of matter.
Use appropriate scientific terminology when describing atoms and elements
Describe First Nations and Métis views on the nature and structure of matter.
Identify major shifts in understanding matter that have enabled more detailed
explanations of the structure and composition of the atom up to and including
the Bohr model of the atom.
Construct models to illustrate the structure and components of matter,
including the major historical atomic models using information selected and
synthesized from various sources.
Evaluate individual and group processes used in planning and completing a
task related to constructing models of atoms and molecules.
Discuss strengths and limitations of models in science using historical and
contemporary examples of atomic models.
Provide examples of technologies that have enhanced, promoted, or made
possible scientific research about the structure of the atom
Pose new questions and problems that arise from what was learned about
atomic structure (e.g., “Why do different molecules containing the same
elements behave differently?” “How do atoms stick together in a molecule?”
“Are there smaller particles than electrons, protons, and neutrons?”).
ESSENTIAL QUESTIONS
How has our understanding of the atom changed over time and why?
How do others explain matter?
Why are models important in science? How can they help us understand the atom?
How do various models have strengths and limitations?
How do we study the atom today? What do we currently know?
North East School Division
Unpacking Outcomes
Unpacking the Outcome
Demonstrate  understanding (classification of pure substances, development and nature of periodic table)
Outcome (circle the verb and underline the qualifiers)
AE 9.3 Demonstrate an understanding of the classification of pure substances (elements and compounds), including the
development and nature of the periodic table.
KNOW
UNDERSTAND
BE ABLE TO DO









Examples of common elements first 18 and K, Ca, Fe, Ni, Cu,
Zn, I, Ag, Sn, Au, W, Hg, Pb,
and U
Eight elements that occur in
nature as diatomic molecules H₂, N₂, O₂, F₂, Cl₂, Br₂, I₂, and
At₂
Vocabulary – element,
compound, mixture, mechanical
mixture, solution, homogenous,
heterogeneous, pure substance,
atomic number, diatomic
molecule, physical property,
chemical property, symbol,
formula, model, periodic table,
classification, family, atomic
mass, atomic number, metal,
non-metal, metalloid, alkali,
alkaline earth, noble gases,
transition metal, proton, electron,
neutron, isotope, law, theory
Ways to construct a graphic
representation – options
How to construct Bohr model
representations
Where to look for historical
development of periodic table
How to determine protons,
electrons, neutrons using the
periodic table






All substances can be
classified and classification
helps us make predictions
and determine behaviours
and characteristics
Graphic representations and
models help us understand
things that seem too small or
abstract to examine in other
ways
Elements behave and are
structured in a variety of ways
and learning this information
helps us in a variety of ways
We use symbols as a
simplification of something
more complex
The periodic table organizes
a vast amount of information
– we can derive a lot from the
table by learning how it is
organized and what all the
symbols and numbers mean
We can make predictions
about elements of families of
elements based on where
they are in the periodic table
There is a difference between
a law and a theory










Differentiate between elements, compounds, and mixtures (mechanical
mixtures and solutions), with reference to the terms homogenous and
heterogeneous.
Classify pure substances as elements or compounds.
Construct a graphic representation of one or more elements that
symbolizes each element in a meaningful way and contains relevant
information such as name, atomic number, possible uses, and historical
background.
Identify examples of common elements and compare their atomic
structure and physical and chemical properties.
Identify the eight elements that occur in nature as diatomic molecules
Identify and evaluate potential applications of understanding of the
characteristics of elements (e.g., identify fertilizers as a possible
application of elements, and evaluate the potential use of given
elements when choosing a fertilizer).
Write and interpret chemical symbols or formulae of common elements
and compounds and identify the elements and number of atoms of each
in a given compound (e.g., He, Na, C, H₂O, H₂O₂, CO, CO₂, CaCO₃,
SO₂, FeO, NO₂, O₃, CH₄, C₃H₈, NH₃, NaHCO₃, KCl, HCl, H₂SO₄, ZnO,
and NaCl).
Construct Bohr model representations of the first 18 elements.
Trace the historical development of the modern periodic table and
compare alternative arrangements that convey information about the
classification of elements.
Apply the concept of systems as a tool by interpreting the organizational
structure and patterns inherent within the periodic table, including
periods, groups (families), atomic mass (mass number), atomic number,
metals, non-metals, and metalloids.
Predict the physical and chemical properties of an element or family of
elements (e.g., alkali metals, alkaline-earth metals, hydrogen, halogens,
noble gases, and transition metals) based on its position within the
periodic table.



Determine the number of protons and electrons in an atom given the
atomic number of an element.
Determine the number of electrons, protons, and neutrons of an isotope
of an element given the atomic number and mass number of an
element.
Discuss the difference between the use of the terms “law” and “theory”
in science with reference to the periodic law and the atomic theory of
matter.
ESSENTIAL QUESTIONS
How are elements classified? Why does classification matter?
Why are graphic representations and models important in science?
How does this element behave? How is it structured? How do we know?
Why do we use symbols? What do they tell us?
Why does the periodic table exist? How do we use it?
How does the periodic table help me make predictions?
How are a law and a theory different?