Mrs. Grace Martin S Science 10 Lesson Plan #2

Science 10 with Mrs. Grace Martin

Mrs. Grace Martin’ s Science 10 Lesson Plan #2 Subject: Science 10 Date: September 2nd, 2015 Unit A: Matter and Chemical Change Time: 80 minutes Outcomes: STSK GLO1: Describe the basic particles that make up the underlying structure of matter, and investigate related technologies • 1.1 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) • 1.2 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

Lesson Objective: By the end of the lesson, students will be familiar with: - The history of chemistry for meeting of basic needs with chemistry - The development of the atomic model of matter

Resources/Materials PowerPoint titled: 2_Sci10unitA_lesson2.pptx Student Project Handout Student Ch 1 review worksheet handout for studying Preparation: Print handouts Load PowerPoint on SMARTboard. Ensure projector is working and hooked up to computer. Lesson Procedure:

Turn on PowerPoint to Today’ s agenda •Prayer not to pass judgement •Attendance •Refresher of rules and routines •Get students to retrieve a laptop from the cart and while logging in, introduce project with handout and explain expectations. This project-based learning is an individual strategy. • Topics covered include: - Chemical reactions - Developing ideas about matter - Food chemistry - Heating and freezing, Salting, Fermentation - Metallurgy - Aristotle and matter - Alchemy - Law of conservation of mass Science 10 with Mrs. Grace Martin

- Dalton, Thomson, Rutherford, Bohr, Quantum mechanical model • Student work time. Hand out Review for Ch 1 Test worksheet for tomorrow’ s quiz Assessment: Project will be summatively assessed Science 10 with Mrs. Grace Martin

CHEMISTRY HISTORY PROJECT Related Knowledge Outcomes: Describe the basic particles that make up the underlying structure of matter, and investigate related technologies • 1.1 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) • 1.2 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

Knowledge content (/30 marks): - What is matter? (1 mark) - What a chemical reaction is and examples of reactions (2 marks) - How people historically used chemistry to meet their basic needs o How Canadian First Nations communities met their needs with chemistry (5 marks) o Food chemistry: heating, freezing, salting, fermentation (4 marks) o Metallurgy (2 marks) o Alchemy (2 marks) - Law of conservation of mass (2 marks) - Development of the atomic model o Aristotle, Dalton, Thomson, Rutherford, Bohr, Quantum mechanical model (12 marks)

Related Skill Outcomes • Performing and Recording: Students will use library and electronic research tools to collect information on a given topic. Students will select and integrate information from various print and electronic sources or from several parts of the same source (e.g., research how First Nations communities used available materials such as brain tissue for tanning hides) • Analyzing and Interpreting: Students will apply and assess alternative theoretical models for interpreting knowledge in a given field (e.g., compare models for structure of the atom) • Communication select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results

Skill Content (/10 marks): - Provide a bibliography of at least 4 references including the textbook and any internet links consulted in proper APA or MLA formatting (4 marks) - Analyze the differences in the conceptual models for atomic structure proposed by Rutherford and Bohr. How did the gold foil experiment lead Rutherford to create his model? How did Bohr improve this model and what did this improvement explain? (4 marks) Science 10 with Mrs. Grace Martin

- Clearly communicated project, free of errors and visually appealing (2marks) PROJECT TOTAL /40 marks Name: ______Chemistry History Project Mark Sheet

/1 Definition of matter /2 What a chemical reaction is and examples of reactions

How people historically used chemistry to meet their basic needs /5 How Canadian First Nations met their needs with chemistry /1 Food chemistry heating /1 Food chemistry freezing /1 Food chemistry salting /1 Food chemistry fermentation /2 Metallurgy /2 Alchemy

/2 Law of conservation of mass

Development of the atomic model /2 Aristotle /2 Dalton /2 Thomson /2 Rutherford /2 Bohr /2 Quantum mechanical model

/4 Bibliography of at least 4 references including the textbook and any internet links consulted in proper APA or MLA formatting

/1 Analyze the differences in the conceptual models for atomic structure proposed by Rutherford and Bohr. /1 How did the gold foil experiment lead Rutherford to create his model? /2 How did Bohr improve this model and what did this improvement explain?

/2 Clearly communicated project, free of errors and visually appealing

/40 TOTAL = ______% Science 10 with Mrs. Grace Martin

Review for Unit A Chapter 1 Test 1. Matching: i.Toxic effects ii.Flammable/combustible iii.Corrosive iv.Oxidizing

2. Matching: i. Garage ii. Garden shed iii. Bathroom iv. Kitchen pesticide toilet bowl cleaner oven cleaner paint thinner

3. Sodium metal reacts vigorously with water. This is an example of a: A. nuclear reaction B. chemical property C. physical property D. physical reaction

4. Which is an example of a physical property? A. Ability to burn B. Reaction with acids C. Behaviour in air D. Solubility

5. Which indicates that a reaction has occurred after one substances has been added to another? A. The solution turns cloudy B. The container becomes warmer. C. Bubbles appear. D. Bubbles appears, the solution turns cloudy, and the container becomes warmer.

6. A chocolate chip cookie is an example of a(n) A. element B. homogenous mixture C. mechanical mixture D. atom Science 10 with Mrs. Grace Martin

7. A substance freezes at 58°C. Therefore, the substance melts at: A. 32°C B. 0°C C. 100°C D. 58°C

Fill in the Blank words may include things like: element, molecule, mixture, property 8. Gold and helium are examples of a(n) ______

9. Water is an example of a(n) ______

10. Fill in the table:

11. Lactobacilli bacteria are present in which food preservation process? A. Freezing B. Salting C. Heating D. Fermentation

12. A model of the atom with electrons moving around a positively charged nucleus was first proposed by: A. J.J. Thompson B. Ernest Rutherford C. John Dalton D. Neils Bohr Science 10 with Mrs. Grace Martin

13. In the modern mechanical theory of the atom, which of the following statements is correct? A. Electrons have a probability of occupying spaces called energy levels. B. Electrons are negatively charged particles moving around a positively charged nucleus. C. Electrons form a cloud of negative charge around the nucleus of the atom. D. Electrons cannot be found in specific orbits and energy levels.

14. Antoine Lavoisier measured the masses of the substances that reacted together and the masses of the substances produced in a chemical reaction. He discovered that mass is neither created nor lost in a chemical reaction. Which law is illustrated by his discovery? A. Conservation of Chemical Reactions B. Conservation of Momentum C. Conservation of Mass D. Conservation of Energy

True or False ______15. First Nations people along the west coast of British Columbia used smelting technology to create copper plaques.

______16. Alchemy contributed to the development of chemistry.

______17. The quantum mechanical model of the atom is absolutely correct and will never be changed.

______18. Neils Bohr used the hydrogen emission spectrum to show that electrons emit various colours of light when they drop from a higher energy level to a lower energy level.

______19. Ernest Rutherford discovered that all high-speed particles are deflected when fired at a sheet of gold.

Written Response 20. Identify a career other than a chemist that requires some knowledge of chemistry. Explain how a knowledge of chemistry is required. Science 10 with Mrs. Grace Martin

Developing Ideas about Matter Obtained from Alberta Distance Learning Center. https://d2l.adlc.ca/d2l/le/content/102648/viewContent/8753616/View George Santayana said, "Those who cannot learn from history are doomed to repeat it." There are many variations of this statement because it has such power. Science also relies on history to make progress. For example, people didn't always think of the Earth as a spherical planet. They used to think it was flat and that if you sailed far enough, you would fall off the side of the earth. Some people still believe in the flat Earth idea, choosing to ignore centuries of evidence.

Scientists build on past scientific evidence while constantly testing scientific theory. The rapid progress made in modern science and technology is largely due to scientists who learn from history and are not doomed to repeat it. If you want to make progress in satellite communications, you cannot be thinking you live on a hockey puck. If you want to understand matter, you have to learn some history so that you do not make the same mistakes made by early scientists and philosophers.

Fish, clams, and crustaceans were welcome food for early people. One problem was that they had to be eaten fresh because they spoiled quickly. Another problem was that this type of food was more abundant or easier to catch only during certain seasons. People learned to cook food and to preserve it so that times of plenty could be stretched into times of want.

Chemistry of Food 1. What food did the prickly rose provide for ancestors of the First Nations people? The prickly rose provided fruit ,which could be eaten fresh, roasted, or dried. 2. What plant was used for medicines by the ancestors of the First Nations people? Old Man's Whiskers plant roots, leaves, and seeds were used for medicines. 3. What were some of the important uses of fire by early people? Fire was used to melt ice for water, cook and dry food to prevent spoiling, and to make bricks, ceramics, and glass. 4. What are six methods of preserving food? Drying (salting is actually drying), heating (such as canning), freezing, fermentation, smoking, and using chemicals. 5. What is the main reason for cooking food? The main reason for cooking food is to sterilize the food. High temperatures kills dangerous bacteria and other micro-organisms. A side benefit is to enhance the flavour of food and make it easier to eat and digest. 6. How does salting preserve food? Salt draws water out of food and micro-organisms. Therefore, salting dries the food and either kills micro-organisms or makes them inactive. This combination keeps food from spoiling for quite some time. 7. How does fermentation preserve food? Fermentation by lactobacilli results in the production of lactic acid. The lactobacilli bacteria convert starches and sugars into lactic acid that prevents the growth of other bacteria. If bacteria can’t grow, they can’t spoil the food. 8. What is the difference between fermentation to produce pickled cabbage and fermentation to produce wine and beer? Fermentation to produce pickled cabbage is done by lactobacilli and produces lactic acid. Fermentation to produce wine and beer is done by yeast and produces alcohol. 9. How does smoking preserve food? Smoking introduces chemicals called antioxidants that slow the rotting process. Wood smoke also contains formaldehyde, which acts as a preservative. The heat from the fire that produces the smoke also dries the food. Science 10 with Mrs. Grace Martin

Metallurgy is the science of making and using metals. Stones were the first tools and weapons because they were readily available, but they were difficult to make into useful shapes. They were easily broken, and sharp edges dulled easily. People knew about metals such as gold and silver because they were found in their pure states. These metals were too soft to use as tools and weapons, so they were used to make jewellery. Copper was also known, but first attempts to make it into tools resulted in brittle, useless tools. As copper was used to make jewellery, a simple discovery was made. If one heats copper and then hammers it into a shape, it is not brittle any more. This was a first step in metallurgy. Many useful tools were crafted from copper. To read about copper culture and see many more excellent pictures, visit http://www.copperculture.homestead.com/. 1. Why was gold not used to make tools and weapons? Gold is too soft to make tools and weapons. 2. Why was copper the first metal to be used in making tools and weapons? Copper was found in pure form and was much harder than gold. 3. What process had to be discovered before copper could be used in tool making? Annealing had to be discovered before copper could be used in tool making. Annealing is the process of heating the copper before hammering it into a tool. This makes the copper no longer brittle. 4. Copper is quite rare in pure form in nature. What process was discovered that made possible the extraction of copper from plentiful ores? Smelting was the process discovered that made it possible to obtain pure copper from copper compounds. 5. What metal was discovered that revolutionized metallurgy? The discovery of tin revolutionized metallurgy. 6. What is bronze, and why was it better than copper? Bronze is an alloy of copper and tin. Bronze is much harder than copper or tin, it is easier to cast, and it is resistant to corrosion. 7. Smelting of copper and tin led to the discovery of another metal that was much harder than bronze. What was this important metal? The metal was iron. 8. What combination of elements results in steel? Iron and carbon combined in correct proportions result in steel. Steel is harder and can be made more flexible than pure iron.

An alloy of metals is a metal very different from the original metals. Because these alloys seemed to be new metals, people started thinking about the nature and properties of metals and other substances. Philosophers proposed various explanations and theories. Aristotle and Democritus proposed two very different theories about the nature of matter. 1. What did Aristotle believe matter was composed of? Aristotle believed that all matter was composed of combinations of fire, earth, air, and water. 2. What did Democritus believe matter was composed of? Democritus believed that all matter was composed of tiny, indivisible particles “atomos.” 3. Why did people believe Aristotle's theory and reject Democritus' theory? Aristotle was better known and more respected at the time. Likely his theory made more sense to people who were familiar with dividing things into ever smaller pieces. The idea that something could not be divided any more was not easily understood. The problem was actually that Aristotle was wrong, but his theory was accepted for over 2000 years and stifled scientific progress. Science 10 with Mrs. Grace Martin

4. What was alchemy? Alchemy was a combination of science and magic. 5. What were alchemists trying to do? Early alchemists were trying to make gold. Gold is a precious metal and people thought that if they could make gold, they would become rich. 6. Imagine that you discovered a simple, secret way to turn lead into gold. Would you become rich? Explain. You could become rich as long as you did not make very large amounts of gold and nobody else discovered how to do it. If everyone could easily turn lead into gold, then the value of gold would drop to the value of lead. Metals have high value only if they are scarce. 7. Early alchemists actually made many important discoveries, but these discoveries were lost when each alchemist died. Why did this happen? The alchemists were trying to make gold. This had to be kept secret because if everybody can make gold, it is worthless. Any discoveries that an alchemist made were never revealed to other alchemists; therefore, scientific knowledge could not increase as it has today. 8. How did science make progress during the latter part of the age of alchemists? Science began to make progress when discoveries were shared among people. The scientific process began to take shape when procedures were recorded and followed, experiments were performed according to procedures and then repeated by other alchemists, observations were made and recorded, and conclusions were made based on evidence. 9. What were 3 important things that alchemists contributed to developing chemistry? Mercury was discovered. Procedures for making mineral acids such as hydrochloric acid were developed. Laboratory equipment such as glassware was developed.

Aristotle proposed that all matter was composed of some combination of fire, earth, water, and air. His theory likely set science back 2000 years because alchemists fooled around with dirt, water, air, and fire trying to make gold and other elements. Early scientists started to question his theory. (After 2000 years, surely someone would have been able to make something if the theory were true.) The theory of Democritus surfaced again. What if matter was really made of indivisible little particles? If this is true, what kinds of experiments can be done to test the theory? Two scientists, Boyle and Lavoisier, made important discoveries about the behaviour of matter that led to a flurry of scientific experiments to test the atomic theory of matter. 1. What relationships of matter did Robert Boyle measure? Boyle measured the relationships between the volume and pressure of gases. 2. What conclusions did Boyle reach based on his experiments? Boyle concluded that gases are made of tiny particles that group together to make different substances. This means that the tiny particles of gases can react and produce new substances. 3. What experiments did Lavoisier perform to lead him to state the Law of Conservation of Mass? measured masses of reacted substances and resulting compounds. 4. What did Lavoisier discover in his experiments? He discovered that mass is neither produced nor lost in chemical reactions. 5. What hypothesis was the result of the discoveries of Boyle and Lavoisier? Matter is composed of tiny particles that are neither created nor destroyed in chemical reactions. These particles were named atoms. 6. Who were the other four scientists mentioned as having important roles in the development of the model of the atom? Dalton, Thompson, Rutherford, Bohr