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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?