Table Of Content

I nhersilyofAlbertaLibrary 1620 1407 8677 *f«- I f «::>*" i^. *'i ifl'lt^^ ^^ ^•%** 111"' '^'- •'•^^•'•i .r.' I *"*wi •^^ftj' 1^ K-i*v-;i'fr-' >4v !»;> -f-r. ...iSt-v gli^3r ^"^':j'^m tit::^J ''^^S IffW S •^ pii^t|iiljiii 1- mm 181.5 G795 igr.lO CURRGDHT Ex LIBRIS UNIVERSITATIS ALBERTENSIS Science 10 Course Outcomes Resource Development Draft August 2001 The Resource Development Draft incorporates May revisions based on the 1999 review of the second (validation) draft. Further minor adjustments to the course outcomes may be made - May following field testing in February 2003. ' um^nY University UNIVERSITY OF A'- Unit Organization In Grades 7-9, five units ofstudy are outlined at each grade level. At grades 10-12, four units ofstudy are outlined for each grade level. Eachunit includes the following components. Unit Overview Each unit ofstudy begins with an overview that introduces the contents ofthe unit and suggests an approachto its development. Focussing Questions These questions frame a context forintroducingthe unit and suggest a focus for investigative activities and application ofideas by students. Key Concepts Key concepts identify majorideas to be developed in each unit. Some ofthe key concepts may be addressed in additional units atthe same grade/course level, as well as at othergrade/course levels. The intended scope oftreatment ofthese concepts is indicated by the learneroutcomes. Outcomes Two levels ofoutcomes are provided in the draftprogram and courses ofstudy: • General Outcomes: These are the major outcomes foreach unit. For STS and knowledge, the outcomes are combined and unique to each unit. For skills and attitudes, the outcomes are common to all units. • Specific Outcomes: These are detailedoutcomes that flesh outthe scope ofeach unit. They are shown in bulleted form. Examples Many ofthe outcomes are supported by examples. The examples do not form part ofthe required programbut are provided as an illustration ofhow the outcomes might be developed. Illustrative examples are written in italics and separated fromthe outcomes by beingplaced inparentheses. Unit Emphases Each unit ofstudy in secondary science begins with an overview and a set offocussing questions that identify a context forstudy. In defining the context, one ofthe following areas ofemphasis is identified for each unit. • Nature ofScience emphasis: In these units student attention is focused on the processes by which scientific knowledge is developed and tested, and on the nature ofthe scientific knowledge itself Skills emphasized in these units are the skills ofscientific inquiry. • Science and Technology emphasis: In these units students seek solutions to practical problems by developing and testing prototypes, products and techniques to meet a given need. The skills emphasized are those ofproblem solving, in combination with the skills ofscientific inquiry. • SocialandEnvironmental Contexts emphasis: In these units student attention is focused on issues and decisions relating to how science and technology are applied. Skill emphasis is on the use of research and inquiry skills to infonndecisions; students seek and analyze information and considera variety ofperspectives. CSB: 01 08 01 (DRAFT) UnitOrganization ©AlbertaLearning,Alberta,Canada Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/science10coutcomes01albe . 1 Unit A: Energy and Matter in Chemical Change (Nature ofScience emphasis) Overview: Chemical changes involve energy and transformations ofmatter. A knowledge ofthe underlying structure ofmatterand the basic chemical species is important in understanding chemical change. As students explore the properties ofmolecular and ionic compounds, including acids and bases, they begin to appreciate the need for a classification scheme and a system ofnomenclature. Students expand their knowledge ofchemistry fi-om Science 9 to name compounds, classify, and write balanced chemical equations to represent chemical changes. As well, students are introduced to the law of conservation ofmass, and the mole concept. Focussing Questions: How has knowledge ofthe structure ofmatter led to otherscientific advancements? How do elements combine, and canthese combinations be classified and theproducts be predicted and quantified? Why do scientists classify chemical change, follow guidelines for nomenclature and represent chemical change by equations? Key Concepts Thefollowing concepts are developedin this unitandmay also be addressedin other units atother grade levels. The intendedlevelandscopeoftreatmentis definedbythe learningoutcomes below. ik chemical substances and human needs it evidence forchemical change * WHMIS and safe practices ik role and need for classification ofchemical it Intemational Union ofPure andApplied change Chemistry (lUPAC) nomenclature, ionic * writing and balancing equations and molecularcompounds, acids and bases it law ofconservafion ofmass andthemole concept STS and Knowledge Outcomes Studentswill: 1 Describe the basic particles thatmake upthe underlying structure ofmatter, and investigate related technologies • provide examples ofhow early humans worked with chemical substances to meet their basic needs (e.g., the use ofdyes andsmeltingofores byNorthAmerican aboriginals) • outline the role ofevidence inthe development ofthe atomic model; i.e., Dalton, Thomson, Rutherford, Bohr • provide examples ofchemistry-based careers in their community (e.g., chemicalengineering, cosmetology,foodprocessing). 2. Explain, using the periodic table, how elements combine to form compounds, and follow lUPAC guidelines fornaming ionic compounds and simple molecularcompounds illustrate an awareness ofWHMIS guidelines, and demonstrate safe practices in handling, storing and disposing ofchemicals in the laboratory and athome explain the importance ofand the need for the lUPAC system ofnaming compounds, in tenns of the workthat 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 forionic and molecularcompounds and common acids (e.g., sulfuric, hydrochloric, nitric, ethanoic), using a periodic table, a table ofions and lUPAC rules classify, ionic andmolecularcompounds, and acids and bases on the basis oftheirproperties, i.e., conductivity, pH, solubility, and state predict whetheran ionic compound is relatively soluble in water, by consulting a solubility chart CSB: 01 08 01 Resource DevelopmentDRAFT Science 10/ ©AlbertaLearning,Alberta,Canada UnitA: Energy and Matter in ChemicalChange • relate the molecular structure ofsimple substances to theirproperties (e.g., describe how the properties ofwaterare due to thepolar nature ofthe watermolecule, andrelate thisproperty to the transferofenergy inphysicalandlivingsystems) • outline the issues related to personal and societal use ofpotentially toxic orhazardous compounds (e.g., health hazardsdue to excessive consumption ofalcoholandnicotine; exposure to toxicsubstances; environmentalconcerns relatedto the handling, storage, anddisposalof heavy metals, strong acids,flammablegases, volatile liquids). 3. Identify and classify chemical changes, and write word and balanced chemical equations for significant chemical reactions, as applications ofLavoisier's law ofconservation ofmass • provide examples ofhousehold, commercial and industrial processes thatuse chemical reactions to produce useful substances and energy (e.g., bakingpowderin baking, combustion offuels, electrolysis ofwaterinto water in Hjfg, and 02(g)) • identify chemical reactions that are significant in our society (e.g.. reactions that maintain living systems, such asphotosynthesis andrespiration; reactions that have an impacton the environment, such ascombustion reactions) • describe the evidence forchemical changes; i.e., energy change, formation ofa gas orprecipitate, colour orodourchange, change in temperature • differentiate between endothermic and exothermic chemical reactions (e.g., combustion of gasoline,photosynthesis) • classify and identify categories ofchemical 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 [Prerequisite Skills: Grade 7 Mathematics, Strand: Number, SO 20, and Grade 8 Mathematics, Strand: Patterns and Relations, SO 3] • predict the products offomiation (synthesis) and decomposition, single and double replacement, and hydrocarbon combustion chemical reactions, given the reactants [Prerequisite Skills: Grade8 Mathematics, Strand: Number, SOs 12 and 15] • define the mole as the amount ofan element containing 6.02 x lO"atoms (Avagadro's number), and applythe conceptto calculate quantities ofsubstances made ofother chemical species {e.g., determine the quantityofwater thatcontains 6.02 x 10' molecules ofHjO) [PrerequisiteSkills: Grade8 Mathematics, Strand: Number, SO 15] • interpret balanced chemical equations in terms ofmoles ofchemical species, and relate the mole concept to the law ofconservation ofmass [Prerequisite Skills: Grade 7 Mathematics, Strand: Number, SO 20]. Skill Outcomes (focus on scientific inquiry) Initiating and Planning Students will: Askquestions about observed relationships, and plan investigations ofquestions, 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 ofmatter, such as acids, bases, andneutralsolutions, and identifymanipulatedandrespondingvariables) • state a prediction and hypothesis based on available evidence and background information (e.g., hypothesize as to whathappens to bakingsoda during baking) CSB: 01 08 01 Resource DevelopmentDRAFT Science 10/2 ©AlbertaLearning,Alberta,Canada Unit A: Energy and Matter in Chemical Change