nelson science connections 9 teacher resource draft

Unit C Exploring Matter

Nelson Science Connections 9 Teacher Resource DRAFT Material

OVERVIEW Chapter 5 Properties of Matter begins with an activity—growing alum crystals—that introduces students to mixtures and solutions. Students next examine the physical and chemical properties of substances and learn how to identify them. Activities explore how the physical properties of the materials in a running shoe relate to function and how chemical properties can be used to form new useful substances. Students investigate physical and chemical changes. They learn about clues to chemical changes, such as the production of thermal energy, colour changes, bubbles of gas, or precipitates. Students' understanding of physical properties is deepened by learning how density, freezing/melting point, and boiling point can be used to identify substances. Related hands-on activities reinforce the concepts. An OSSLT feature examines antifreeze in fish and how the properties of these antifreeze proteins are useful for various products. Later in the chapter, students investigate the issue of the use of road salt and its effects on the environment. Chapter 6 Elements and the Periodic Table focuses on the organization of the periodic table and how it can be used to predict the properties of elements. A brief introduction to atomic structure and the arrangement of elements is followed by a fully illustrated periodic table. Content sections explore the properties of metals, non-metals, and metalloids and discuss three familiar forms of carbon. Related activities explore flame tests and the process of copper plating, investigate the properties of metals and non-metals, and compare alkali and alkaline earth metals. A research activity focuses on recycling cellphones. An OSSLT technology feature article looks at the many uses of the element titanium. Chapter 7 Chemical Compounds introduces molecules, and how molecules form compounds and break apart again. Concept sections explore how atoms are rearranged to form molecules and compounds, electrolysis and other useful decomposition reactions, and oxidation reactions. Related activities focus on washable and permanent fabric dyes, building molecular models, using electricity to break apart water molecules, dissection of a diaper, the environmental impact of plastics, and designing a fire extinguisher. Students also research the significance of subscripts in chemical formulas. The OSSLT feature focuses on the absorbent crystals used in disposable diapers A research activity examines the use of different metals and non-metals in car bodies. The unit closes with the unit task of making and testing an effective and environmentally safe cleaner.


Approximately 25–30 hours are needed to complete this unit. Fundamental Concepts

Big Ideas Chapter 5 Chapter 6 Chapter 7

Matter Structure and Function

Elements and compounds have specific properties that determine their uses.

4 4 4

Sustainability and Stewardship

The use of elements and compounds has both positive and negative effects on society and the environment

4 4 4


Curriculum Correlation Scientific Investigation Skills and Career Exploration Scientific Investigation Skills Section(s) Overall Expectation

Specific Expectations

Initiating and Planning [IP]* A1.1 formulate scientific questions about observed relationships, ideas, problems, and/or issues, make predictions, and/or formulate hypotheses to focus inquiries or research

6.2

A1.2 select appropriate instruments (e.g., soil sampling instruments, a pneumatic trough and test tubes, magnifying lenses, an electroscope) and materials (e.g., ebonite rods, star charts, oxygen testing splints, pH paper) for particular inquiries

5.10

A1.3 identify and locate print, electronic, and human sources that are relevant to research questions

5.9 7.8

A1.4 apply knowledge and understanding of safe practices and procedures when planning investigations (e.g., appropriate techniques for handling, storing, and disposing of laboratory materials [following the Workplace Hazardous Materials Information System–WHMIS]; safe operation of electrical equipment; safe handling of biological materials), with the aid of appropriate support materials (e.g., the Reference Manual on the WHMIS website; the Live Safe! Work Smart! website)

5.5, 5.6

Performing and Recording [PR]* A1.5 conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data

5.5, 5.6, 5.7, 5.8 6.1. 6.2, 6.6, 6.7 7.1, 7.4, 7.5, 7.9

A1.6 gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams

5.1, 5.2, 5.6, 5.10 6.2, 6.5, 6.7 7.1, 7.3, 7.4, 7.6, 7.9

A1.7 select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources (e.g., Statistics Canada publications, NASA or EnerGuide websites, personal interviews), using recommended formats and an accepted form of academic documentation

5.9 7.8

Analysing and Interpreting [AI]* A1.8 analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

A1.9 analyse the information gathered from research sources for reliability and bias


A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions

5.7, 5.8, 5.9 5.10 6.1, 6.6 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9

Communicating [C]* A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

5.1 7.1, 7.3, 7.4, 7.6, 7.9

A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)

A1.13 express the results of any calculations involving data accurately and precisely

Career Exploration Section(s) Overall Expectation


A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., radar satellite technician, fish and wildlife technologist, ceramicist, electrician) and the education and training necessary for these careers

5.3, 5.4 6.3 7.5, 7.9

A2. identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields.

A2.2 identify scientists, including Canadians (e.g., Kim Fernie, Robert Ackman, Helen Hogg, Kenneth Hill), who have made a contribution to the fields of science under study


C1. Relating Science to Technology, Society, and the Environment

Section(s)

Overall Expectation


C1.1 analyse how the chemical and physical properties of common elements and/or simple compounds affect the use of everyday materials that contain those elements and/or compounds [AI, C] Sample issue: Chlorine compounds have strong disinfectant properties and are used in bleach and to purify water. However, these compounds can be highly toxic and must be used with care. Sample questions: How do the compounds in road salt reduce ice accumulation? Why are fire extinguishers that contain compressed carbon dioxide not suitable for fighting a magnesium fire? Why do some types of sports equipment use titanium? Why should gasoline not be used as a degreasing solvent?

5.2, 5.3, 5.7, 5.8 6.3, 6.4, 6.5, 6.6 7.1, 7.2, 7.3, 7.5, 7.6, 7.8, 7.9

C1. analyse how properties of common elements and/or simple compounds affect their use, and assess the social and environmental impact associated with their production or use;

C1.2 assess the social and environmental impact of the production or use of a common element or simple compound [AI, C] Sample issue: The use of road salt makes winter driving safer, reducing the social costs of motor vehicle accidents, including loss of human life. But the compounds in road salt damage roads and vehicles, pollute water systems, and harm animals and vegetation. Sample questions: What are the social benefits and environmental costs of mining or refining metals such as nickel, iron, or gold? What is the environmental impact of using fertilizers rich in nitrogen on lawns and gardens? What is the environmental impact of the widespread use of plastics?

5.9 6.3, 6.4, 6.5, 6.6 7.5, 7.6, 7.7, 7.8

C2. Developing Skills of Investigation and Communication

Section(s)

Overall Expectation


C2.1 use appropriate terminology related to the exploration of matter, including, but not limited to: combustion, conductor, decomposition, lustrous, precipitate, reaction, and soluble [C]

5.1, 5.2, 5.3, 5.4, 5.7 6.1, 6.2,6.3, 6.4, 6.6 7.2,7.3, 7.5, 7.8

C2. investigate, through inquiry, physical and chemical properties of common elements and simple compounds; C2.2 use an inquiry process to identify the physical

and chemical properties of common elements and simple common compounds, including gaseous substances (e.g., sulfur is a yellow solid; sodium chloride is water soluble; nitrogen gas is colourless, odourless, and very unreactive) [PR, AI]

5.1, 5.4, 5.6, 5.8 6.7 7.4, 7.5, 7.6, 7.9


C2.3 plan and conduct an investigation to compare and contrast characteristic physical properties of metals with those of non-metals (e.g., most metals are lustrous or shiny and are good conductors of heat; most non�metals in solid form are brittle and are not good conductors of heat) [IP, PR, AI]

6.2

C2.4 investigate and distinguish between the physical and chemical properties of household substances (e.g., starch, table salt, wax, toothpaste) [PR, AI]

5.6 7.5

C2.5 investigate and compare the chemical properties (e.g., combustibility, reaction with water) of representative elements within groups in the periodic table families of elements (e.g., Mg and Ca; N and P) [PR, AI]

5.6 6.1, 6.7

C2.6 construct and draw models of simple molecules (e.g., H2, NH3, CO2, CH4) [PR, C]

7.3

C2.7 conduct chemical tests to identify common gases (e.g., oxygen, hydrogen, carbon dioxide) on the basis of their chemical properties, and record their observations [PR, AI, C]

5.10 7.4, 7.9

C3. Understanding Basic Concepts Section(s) Overall Expectation


C3.1 identify the characteristics of neutrons, protons, and electrons, including charge, location, and relative mass

6.1 7.2

C3. demonstrate an understanding of the properties of common elements and simple compounds, and general features of the organization of the periodic table.

C3.2 describe the characteristics that distinguish elements from compounds (e.g., elements are pure substances made up of only one kind of atom; compounds are pure substances made up of more than one kind of element)

6.1 7.2, 7.4, 7.5

C3.3 identify general features of the periodic table (e.g., metals appear on the left of the periodic table; non�metals appear on the right; elements within the same group have similar properties)

6.1, 6.4, 6.5

C3.4 explain the relationships between the properties of elements and their position in the periodic table (e.g., with reference to atomic structure, group, and period)

6.1, 6.3, 6.4, 6.5, 6.7

C3.5 describe the characteristic physical and chemical properties of common elements (e.g., density, texture, odour, combustibility, solubility, ability to conduct or absorb heat)

5.1, 5.2, 5.3, 5.7 6.2, 6.6, 6.7 7.3, 7.5, 7.8, 7.9

C3.6 use symbols and chemical formulae to represent common elements and simple compounds (e.g., C, O, H, H2O, CO2)

7.2, 7.4, 7.5, 7.8

C3.7 identify the elements and compounds in common household products (e.g., hydrogen peroxide, lye, salt)

7.3, 7.4 7.6, 7.9


UNIT PLANNING CHART—CHAPTER 5 Section Vocabulary Hands-On Activities

and Skills Literacy Support

Unit C Opening Material 20-30 min p. xx (Student Book p. 168)

Chapter 5 Introduction Properties of Matter 20-30 min p. xx(Student Book p. 172)

Focus on Writing: Writing a Summary p. xx (Student Book p. 175)

5.1 Perform an Activity: Grow Your Own Gemstone 75 min p. xx (Student Book p. 176)

Activity: Grow Your Own Gemstone • Performing • Observing • Analyzing p. xx (Student Book p. 176)

5.2 Physical Properties: What We Can Observe 90 min p. xx (Student Book p. 178)

physical property solublity

Try This: Close-Up of a Running Shoe • Observing • Analyzing • Evaluating • Communicating p. xx (Student Book p. 179)

5.3 Chemical Properties: How Substances Change 45 min p. xx (Student Book p. 180)

chemical property combustibility

Try This: Polishing Pennies • Performing • Observing • Analyzing p. xx (Student Book p. 181)

5.4 Physical and Chemical Changes 60 min p. xx (Student Book p. 182)

physical change chemical change precipitate


Assessment /Evaluation Opportunities

Achievement Chart Categories

• Focus on STSE: The Best Bubble Gum • Assessment of prior knowledge and possible misconceptions

• Assessing student performance recording observations of the shape and colour of the crystals and analyzing results • Reading and answering questions

T/I C A

• Try This activity—observing a running shoe to identify its physical properties • Reading and answering questions

K/U T/I A

• Try This activity—observing a reaction between copper pennies and a mixture of salt and vinegar • Reading and answering questions

K/U T/I A

• Reading and answering questions

K/U C A

* Achievement chart categories: K/U—Knowledge and Understanding T/I–Thinking and Investigation; C–Communication; A–Application


UNIT PLANNING CHART —CHAPTER 5 (CONTINUED) Section Vocabulary Hands-On Activities and

Skills Literacy Support

5.5 Perform an Activity: Practise Safety in Science 90 min p. xx (Student Book p. 186)

Activity: Practice Safety in Science • Performing • Observing • Analyzing • Evaluating • Communicating p. xx (Student Book p. 186)

5.6 Perform an Activity: Identify Physical and Chemical Properties 90 min p. xx (Student Book p. 188)

Activity: Identify Physical and Chemical Properties • Performing • Observing • Analyzing • Communicating p. xx (Student Book p. 188)

5.7 Unique Properties 45 min p. xx (Student Book p. 190)

characteristic property

density

Try This activity: Salty Ice • Performing • Observing • Analyzing • Communicating p. xx (Student Book p. 192)

Awesome Science: Antifreeze in Fish 30 min p. xx (Student Book p. 193)

BLM 5.AS Awesome Science: Antifreeze in Fish (OSSLT questions)

5.8 Perform an Activity: We Scream for Ice Cream 60 min p. xx (Student Book p. 194)

Activity: We Scream for Ice Scream • Performing • Observing • Analyzing • Communicating p. xx (Student Book p. 194)

5.9 Explore an Issue Critically: Are We Salting or Assaulting Our Roads? 60 min p. xx (Student Book p. 196)

Explore an Issue: Are We Salting or Assaulting Our Roads? • Researching • Identifying Alternatives • Analyzing the Issue • Defending a Decision • Communicating • Evaluating p. xx (Student Book p. 196)


5.10 Perform an Activity: What Is This Gas? 90 min p.xx (Student Book p. 198)

Activity: What Is This Gas? • Performing • Observing • Analyzing • Evaluating • Communicating p. xx (Student Book p. 196)

Chapter 5 Looking Back 45 min p. xx (Student Book p. 200)

Chapter 5 Self Quiz and Chapter Review 45 min p. xx (Student Book p. 202)




• Assessing student performance (performing an activity to identify and become familiar with safety symbols in the classroom and general procedures relating to lab equipment and techniques) • Reading and answering questions

K/U T/I C A

• Assessing student performance (performing an activity to identify physical and chemical properties of common substances i.e. luster, hardness, brittleness, solubility, conductivity and reactions with acid and iodine) • Reading and answering questions

T/I CA

• Try This activity— observing how adding salt affects the freezing point of water • Reading and answering questions

K/U T/I C A

• Assessing student performance performing an activity to make ice cream, measuring the temperature of the ice cream after salt is added, analyzing the effect of salt on ice • Reading and answering questions

T/I A

• Assessing student performance (e.g. researching the issue of using salt to deice roads, analyzing alternatives, and communicating solutions) • Reading and answering questions

C

• Assessing student performance performing an activity using characteristic chemical properties of different gases to identify the results of a series of reactions • Reading and answering questions

T/I A




K/U T/I C A





Chapter 6 Introduction Elements and the Periodic Table 30 min p. xx (Student Book p. 206)

Focus on Reading: Making Inferences p. xx (Student Book p. 209)

6.1 Atoms and Elements 60 min p. xx (Student Book p. 210)

proton neutron electron element periodic table atomic number period group or chemical

family

Try This: Flaming Colours • Performing • Observing • Analyzing • Communicating p. xx (Student Book p. 216)

6.2 Conduct an Investigation: Becoming a Metal Detective 60 min p. xx (Student Book p. 218)

Activity: Becoming a Metal Detective • Questioning • Predicting • Planning • Performing • Observing • Analyzing • Evaluating • Communicating p. xx (Student Book p. 218)

6.3 Metals 45 min p. xx (Student Book p. 220)

metal conductivity malleable ductile alloy

Citizen Action: Recycle a Cellphone and Save a Gorilla p. x (Student Book p. 223)

6.4 Non-metals 45 min p. xx (Student Book p. 224)

non-metal

6.5 Metalloids: Part Metal, Part Non-metal 45 min p. xx (Student Book p. 228)

Research This: Silicon or Silicone? • Researching • Analyzing the Issue • Communicating p. xx (Student Book p. 229)




• Try This activity— performing flame tests to identify metals from the colours of their flames • Reading and answering questions

K/U T/I C A

• Assessing student performance (predicting which elements are metals and which are not, performing tests to determine which are metals and not metals, analyzing and evaluating the results.) • Reading and answering questions

T/I C A

•Citizen Action activity– researching EcoCell program and making related posters • Reading and answering questions

K/U A


K/U T/I A

• Research This activity— Researching the difference between silicon, silica, and silicone • Reading and answering questions

K/U T/I C A



UNIT PLANNING CHART —CHAPTER 6 (CONTINUED) Section Vocabulary Hands-On Activities


6.6 Charcoal Pendants or Diamond Pencils? 60 min p. x (Student Book p. 230)

Try This: Copper-Plating Your Pencil • Performing • Observing • Analyzing • Communicating p. x (Student Book p. 231)

Tech Connect: Tough as Titanium 30 min p. x (Student Book p. 233)

BLM 6.TC–1 Tech Connect: Tough as Titanium (OSSLT questions)

6.7 Perform an Activity: Family Resemblances 60 min p. x (Student Book p. 234)

Activity: Family Resemblances • Performing • Observing • Analyzing • Communicating p. x (Student Book p. 234)

Chapter 6 Looking Back 30 min p. xx (Student Book p.236)





• Try This activity–performing a procedure involving electroplating a pencil to observe the ability of graphite to conduct electricity • Reading and answering questions

K/U T/I C A

• Assessing student performance (performing an activity to observe and compare the physical properties of alkali metals and alkaline earth metals) • Reading and answering questions

T/I

Reading and answering questions


K/U T/I C A





Chapter 7 Introduction Chemical Compounds 30 min p. xx (Student Book p. 242)

Focus on Writing: Writing a Science Report p. xx (Student Book p. 245)

7.1 Perform an Activity: Colour to Dye For 75 min p. xx (Student Book p. 246)

Activity: Colour to Dye For • Performing • Observing • Analyzing • Communicating p. xx (Student Book p. 246)

7.2 Putting Atoms Together 90 min p. xx (Student Book p. 248)

molecule subscript compound

Research This: What Difference Does a Subscript Make? • Researching • Communicating • Evaluating p. xx (Student Book p. 250)

7.3 Perform an Activity: Matching Models and Formulas 60 min p. xx (Student Book p. 252)

Activity: Matching Models and Formulas • Performing • Observing • Analyzing • Evaluating • Communicating p. xx (Student Book p. 252)

7.4 Perform an Activity: Shocking Water 90 min p. xx (Student Book p. 254)

Activity: Shocking Water • Controlling Variables • Performing • Observing • Analyzing • Evaluating • Communicating p. xx (Student Book p. 254)




• Assessing student performance (observing factors involved in dying fabrics and analyzing results to determine the best dying method) • Reading and answering questions

T/I C

• Research This activity–researching how having different numbers of atoms of the same elements affects the properties of compounds • Reading and answering questions

K/U T/I C A

• Assessing student performance (using an atomic model kit to build models of common molecules, sketching the molecule, and giving the chemical formula) • Reading and answering questions

T/I C A

• Assessing student performance (using electrolysis of to break apart water molecules and identifying the resulting gases) • Reading and answering questions

T/I



UNIT PLANNING CHART —CHAPTER 7 (CONTINUED) Section Vocabulary Hands-On Activities


7.5 Taking Compounds Apart 90 min p. xx (Student Book p. 256)

decomposition electrolysis catalyst

Try This; Elephant Toothpaste • Controlling Variables • Performing • Observing • Analyzing • Communicating p. xx (Student Book p. 259)

Science Works: Extreme Close-Up of a Diaper 30 min p. xx (Student Book p. 260)

BLM 7.SW Science Works: Extreme Close-Up of a Diaper (OSSLT questions)

7.6 Perform an Activity: Diaper Dissection 60 min p. xx (Student Book p. 261)

Activity: Diaper Dissection • Performing • Observing • Analyzing • Evaluating • Communicating p. xx (Student Book p. 261)

7.7 Explore an Issue Critically: Reducing Wastes from Plastics 60 min p. xx (Student Book p. 262)

Activity: Reducing Wastes from Plastics • Researching • Identifying Alternatives • Defending a Decision p. xx (Student Book p. 262)

7.8 Oxygen: Properties, Uses, and Impacts 90 min p. xx (Student Book p. 264)

combustion rusting

Research This: Putting Pedal to the Non-metal Skills • Researching • Analyzing the Issue • Communicating p. x (Student Book p. 265)

7.9 Perform an Activity: Put Out That Fire! 90 min p. xx (Student Book p. 266)

Activity: Put Out That Fire! • Questioning • Planning • Controlling Variables • Performing • Observing • Analyzing • Evaluating • Communicating p. xx (Student Book p. 266)


Chapter 7 Looking Back 45 min p. xx (Student Book p. 268)





• Try This activity—compare decomposition of two different strengths of hydrogen peroxide and identify the yeast as a catalyst in the reaction • Reading and answering questions

K/U T/I C A

• Assessing student performance (observing the water absorbing power of sodium polyacrylate crystals and analyzing how they react with salt) • Reading and answering questions

T/I

Assessing student performance (e.g. developing a recycling plan to reduce the use of plastic materials that do not decompose in your community) • Reading and answering questions

K/U T/I A

• Research This activity—compare advantages and disadvantages of using nonmetallic elements to make cars • Reading and answering questions

K/U T/I C A

• Assessing student performance (e.g. designing and testing a fire extinguisher to put out a small fire) • Reading and answering questions

T/I C

Reading and answering questions


K/U T/I C A



Unit C Looking Back 30 min p. xx (Student Book p. 274)

Make a Summary p. xx (Student Book p. 275) Career Links p. xx (Student Book p. 275)

Unit Task: Cleaning “Green” 90 min p. xx (Student Book p. 276)

Unit Task: Cleaning “Green” • Questioning • Predicting • Planning • Controlling Variables • Performing • Observing • Analyzing • Evaluating • Communicating p. xx (Student Book p. 276)

Unit C Self-Quiz and Review 60 min p. xx (Student Book p, 278)

• Researching properties and uses of a substance introduced in the unit and creating a summary portraying the substance as either a Super Hero or Super Villain • Researching careers mentioned in Unit C and creating a brochure

• Researching recipes for environmentally friendly green cleaners • Assemble the product and design a procedure to compare its cleaning ability against a store-bought cleaning product • Decide which is the most effective and create a presentation based on the results of the tests

T/I C A

* Reading and answering questions

K/U T/I C A



EQUIPMENT AND MATERIALS The quantity of equipment and materials for activities and investigations is based on the groups suggested in the specific sections. The quantities are based on a standard class size of 32 students, broken down into groupings of two or four students. Where the term “quantity” is inappropriate—such as for a piece of tubing, masking tape, and so on—you will have to check the individual activity or investigation to obtain appropriate quantities. In the table below, “Equipment” refers to actual equipment or hardware, such as microscopes, metre sticks, glassware; and “Materials” refers to consumable items, such as chemicals, tape, water, or paper. Investigation/Activity Quantity Equipment Materials 5.1 Perform an Activity: Grow Your Own Gemstone p. xx (Student Book p. 176) Student groupings: 8 groups of 4 students

32 32 8 16 8 -– 8 –– 8 8 8

• eye protection • lab apron • graduated cylinder • clean glass containers, 2 per group • spoons or scoopula

• warm water • alum, 2 to 3 tbsp. per group • paper towels • wooden sticks • thread • food colouring or potassium chromate sulfate, 2 mL per group

5.2 Try This: Close-up of a Running Shoe p. xx (Student Book p. 178) Student groupings: student pairs

16

• typical running shoe

5.3 Try This: Polishing Pennies p. xx (Student Book p. 180) Student groupings: student pairs

32 16 16 16 16

• dull copper pennies, 2 per pair • spoons • bowls (plastic or glass)

• white vinegar, 1/2 cup per pair • salt, 1 tsp per pair


EQUIPMENT AND MATERIALS Investigation/Activity Quantity Equipment Materials 5.6 Perform an Activity: Identify Physical and Chemical Properties p. xx (Student Book p. 188) Student groupings: 8 groups of 4 students

32 32 8 8 8 8 32 –– –– –– –– 8 –– –– –– 8 8

• eye protection • lab apron • dropper • clear well plate • low voltage conductivity apparatus • copper wire

• toothpicks, 4 per group • aluminum foil • rock salt • antacid tablets • candle wax • beaker of distilled water • sugar • baking soda • cornstarch • dropper bottle of iodine solution • dropper bottle of vinegar (5% acetic acid)

5.7 Try This: Salty Ice p. xx (Student Book p. 192) Student groupings: student pairs

16 16 16 –– –– 16 —

• beaker • stirring rod • thermometer

• ice cubes • cold water • piece of thread • salt

5.8 Perform an Activity: We Scream for Ice Scream p. xx (Student Book p. 194) Student groupings: 8 groups of 4 students

8 8 8 8 8 8 8 8 8 8

• thermometer • measuring spoons • measuring cup

• small, sealable plastic bag • large, sealable plastic bag • cream, ½ cup per group • sugar, 2 tbsp per group • flavouring, ¼ tsp per group • ice, 2 cups per group • salt, 2 tbsp per group


EQUIPMENT AND MATERIALS Investigation/Activity Quantity Equipment Materials 5.10 Perform an Activity: What Is This Gas? p. xx (Student Book p. 198) Student groupings: 8 groups of 4 students

32 32 40 8 8 8 8 8 8 48 96 8 –– –– 8 8 8 8

• eye protection • lab apron • test tubes, 5 per group • test tube rack • test tube stopper • retort stand with clamps • 10 mL graduated cylinder • Bunsen burner • spark lighter

• wooden splint, 6 per group • toothpicks, 12 per group • candle • limewater • manganese dioxide • hydrogen peroxide, 3%, 12 mL per group • hydrochloric acid, 5%, 8 mL per group • sodium hydrogen carbonate (baking soda), 1 mL per group • magnesium ribbon, 3 cm per group

6.1 Try This: Flaming Colours p. xx (Student Book p. 216) Student groupings: 8 groups of 4 students

32 32 40 8 8 8 40 8 ––

• eye protection • lab apron • plastic vials, 5 per group • matches or striker • Bunsen burner • retort stand and clamp • wire loops, 5 per group

• samples of metal salts (e.g. K2SO4, KCl, NaCl, Na2SO4, SrCl2 , Sr(NO3)2, Ba(NO3)2, BaSO4, CuCl2, CuSO4) • distilled water


EQUIPMENT AND MATERIALS Investigation/Activity Quantity Equipment Materials 6.2 Conduct an Investigation: Becoming a Metal Detective p. xx (Student Book p. 218) Student groupings: 8 groups of 4 students

32 32 8 8 8 8

• lab apron • eye protection • magnet • low-voltage conductivity apparatus

• piece of fine steel wool • samples of available solids, metals, and non-metals (Mg, Cr, Fe, Ni, Cu, Ag, Zn, Al, C, Si, Sn, S)

6.6 Try This: Copper-Plating Your Pencil p. x (Student Book p. 231) Student groupings: 8 groups of 4 students

32 32 8 8 8 16 16 8

• eye protection • lab apron • medium-size beaker• graduated cylinder • 9 volt battery • electrical wires with clips, 2 per group

• pencils sharpened at both ends, 2 per group • dilute copper(II) sulfate solution, 50 mL

6.7 Perform an Activity: Family Resemblances p. x (Student Book p. 234) Student groupings: 8 groups of 4 students

32 32 24 8 –– –– –– ––

• lab apron • eye protection • beakers, small, 3 per group • scoopula

• magnesium metal • calcium metal • lithium metal • sodium metal


EQUIPMENT AND MATERIALS Investigation/Activity Quantity Equipment Materials 7.1 Perform an Activity: Colour to Dye For p. xx (Student Book p. 236) Student groupings: 8 groups of 4 students

32 32 32 16 16 32 8 32 8 --- --- 64 64 8 8

• eye protection • lab apron • beakers, 4 per group • graduated cylinders, 2 per group • tablespoons, 2 per group • glass stirring rods, 4 per group • permanent marker

• protective gloves, pairs • salt, 2 tbsp per group • water • paper towels • strips of cotton, 8 per group • strips of wool, 8 per group • synthetic dye, 150 mL per group • natural dye, 150 mL per group

7.3 Perform an Activity: Matching Models and Formulas p. xx (Student Book p. 242) Student groupings: 8 groups of 4 students

8 8 sets

• molecular model kit • coloured pencils

7.4 Perform an Activity: Shocking Water p. xx (Student Book p. 244) Student groupings: 8 groups of 4 students

32 32 8 8 16 8 8 --- 8 16 ---

• eye protection • lab apron • electrolysis apparatus • scoopula • wires with alligator clips, 2 per group • 9 volt battery • stirring rod

• tap water • matches • wooden splints, 2 per group • sodium sulfate


7.5 Try This; Elephant Toothpaste p. xx (Student Book p. 249) Student groupings: 8 groups of 4 students

32 32 16 8 16 8 --- --- --- ---

• eye protection • lab apron • large narrow test tubes, 2 per group • beaker • stirring rods, 2 per group • scoopula

• hydrogen peroxide, 3% • hydrogen peroxide, 6% • liquid dish soap • dry yeast

7.6 Perform an Activity: Diaper Dissection p. xx (Student Book p. 251) Student groupings: 8 groups of 4 students

32 32 8 8 8 16 32 32 8 --- ---

• eye protection • lab apron • scissors • tray, large • tray, small • scoopulas, 2 per group

• disposable gloves, pairs • protective masks • disposable diaper • table salt • water


EQUIPMENT AND MATERIALS Investigation/Activity Quantity Equipment Materials 7.9 Perform an Activity: Put Out That Fire! p. xx (Student Book p. 256) Student groupings: 8 groups of 4 students

32 32 8 --- ---

• eye protection • lab apron

• small candle • matches • baking soda and other ingredients for fire extinguisher

Unit Task: Are Homemade Green Cleaners as Effective as Store-Bought Cleaners p. xx (Student Book p. 266) Student groupings: 8 groups of 4 students

32 32 8 8 8 — 32 --- --- ---

• eye protection • lab apron • scoopula • graduated cylinder • plastic spray bottles • surfaces to clean

• protective gloves, pairs • cleaner ingredients • store bought cleaner • water


UNIT INTRODUCTION TEACHING NOTES • Review the features of the student text with students using the Discover Your

Textbook feature on p. xii of the Student Book. • Have students look at the Key Concepts at the beginning of each chapter and at the

Key Concepts Summary in the Looking Back section at the end of each chapter. Ask students, How could you use these two features to help you understand the ideas presented in the unit?

• This unit includes hands-on activities and has students working with scientific equipment. Review laboratory safety procedures and the appropriate handling of equipment, and then refer students to Skills Handbook 1. Safe Science. Also review the importance of reading and checking directions before beginning an investigation or activity, thinking about the purpose of an activity or the testable question of an investigation, and addressing questions to other members of their group or to their partner before asking you.

• You may want to use or adapt the assessment rubrics found in the Assessment Tools section on the Teacher eSource.

ENGAGE THE LEARNER Unit Preview • Remind students that matter—the stuff all around us—is made up of atoms. These

atoms join together to form the elements, and the elements join together to form compounds. Explain that these pure substances form the language of chemistry.

• To start students thinking about the properties of elements and compounds, ask them to examine the photograph in the Unit Opener on page 168 of the Student Book. Ask, Which elements or compounds do you see in the photograph? (Sample answers: elements: the oxygen in the air, silicon in the sand, the minerals that make up the rocks and soil; compounds: the gum, the fabrics, the materials in the running shoe)

• Have students read the Big Ideas on page 168. Have them work in small groups to identify physical and chemical properties of elements or compounds that they know about or that they identified in the photograph. Then ask them to share their ideas with the class.

• On the board, start a K-W-L chart about atoms, elements, and compounds with the class. Ask students for suggestions for the first two columns of the chart: What do they already know? What do they wonder about? Have students copy the chart into their notebooks or distribute BLM 0.0-1 K-W-L Chart for this purpose. At the end of the unit, students can complete the last column (What did they learn?) on their own.


Focus on STSE • The reading selection focuses on the different ingredients that make up bubble gum

and their physical and chemical properties. Students will identify the properties that make the best bubble gum and discuss their lists with a partner. Then students will discuss drawbacks associated with sweeteners found in chewing gums.

• Ask, What senses do people use to learn about the world? (sight, smell, touch, taste, hearing) Say, Anything that we can observe with our senses or anything we can measure is called a property of that material. We will be looking at these properties to learn more about the characteristics of matter in this unit.

• Ask, How is the way scientists use the word property different from its everyday meaning? (Sample answer: The word property is commonly used to mean possession or ownership of land, goods, or money; the scientific use of the word property refers to a quality or characteristic of an object.)

• Have students preview the title and examine the photographs that accompany the article. Ask, What do the photos on this page have to do with chemistry or matter? (Sample answer: All of the objects shown are made from different kinds of matter)

Looking Ahead • Explain to students that the concept map on page 170 of the Student Book can help

them identify the main ideas in this Unit. Explain that the information in the concept map moves from the general (the unit title) to the more specific (first the chapter titles and then the main ideas of each chapter).

• Point out the progression of ideas in the unit: Chapter 5 focuses on the physical and chemical properties of matter and how these properties relate to the uses of matter. Chapter 6 discusses atoms and elements and the arrangement of the periodic table. Chapter 7 covers chemical compounds and their uses at home and at work. Ask students to consider how each chapter photo relates to the main idea.

Unit Task Preview • Formulate a plan for incorporating the Unit Task into the whole learning experience

for the unit. Whenever possible, highlight ideas that relate to or might be helpful in carrying out the Unit Task. Consider the following questions to help you decide how to manage the Unit Task: – Will students begin the Unit Task early in the unit or toward the end of the unit? – Will students work on the Unit Task as individuals, in pairs, or in small groups? – Will you set aside class time for students to work on the task or will students be

expected to complete it on their own time? – How will the task fit into the overall assessment plan for the unit?

• Point out the Unit Task Bookmark at the end of some sections (The first Unit Task Bookmark appears in Chapter 5 on p. 179 of the Student Book). Explain that these icons alert students to information or procedures that may be helpful in completing the task.

• The Unit Task involves researching and developing a recipe for an environmentally friendly (“green”) cleaner and then evaluating its effectiveness against a similar purchased cleaning product.

• For further support with the Unit Task, refer to pages xx–xx of this resource.


Getting Started: Useful Concepts and Skills • You can use the questions in this feature as a quick review of relevant concepts and

skills and as a means of assessing student understanding of them. Several years may have elapsed since students last encountered some of these concepts or skills, so in many cases it will feel like a first time introduction for students. Use this feature as an instructional opportunity and do not assume students will know the answers.

• Use student responses to identify concepts and subject areas that students may need to review.

• Should weaknesses or needs be identified, you may want to set aside time for review before students begin to work on the unit. Alternatively, you might review the targeted concepts as they present themselves in the unit.

Suggested Answers: Concepts Review 1. Liquid and solid states of water are shown. 2. (a ) mixture; (b) pure substance; (c) pure substance 3. (a) A solid has a specific shape, and the particles in it move very little. A liquid takes the shape of the container it is in, and its particles move around more than those of a solid. (b) The particles are moving faster and farther apart as the liquid changes to a gas. 4. Sample answer: The water could contain runoff from the farm, including pesticides, herbicides, and excess fertilizer. It could also include animal waste. Any of these could disrupt the ecosystems that exist in and near the stream. Skills Review 5. (a) Figure 3 shows a balance and a graduated cylinder. (b) The balance measures mass. The graduated cylinder measures volume. 6. The scientist is wearing protective eyewear and clothing (including gloves). 7. (a) Chemicals left on the skin could cause irritation or harm to my body. (b) Open containers may spill or fumes from the chemicals may escape into the air. Contaminants could also enter the container. (c) Being informed about potential hazards of chemicals helps me use them safely. (d) Some chemicals may not be safely rinsed down the sink; my teacher will know how to properly dispose of them. (e) Other substances may have become mixed with the chemical while it was out of the stock bottle; if these are poured back into the bottle, they could contaminate the entire contents.


DIFFERENTIATED INSTRUCTION • Interpersonal learners may benefit from working together on the Concepts Review

and Skills Review questions on page 171 of the Student Book. Allow students to decide whether they want to work alone or with partners. Encourage them to use the questions to discover how much they already know about the concepts rather than worrying about getting the “correct” answer.

• Ask the class to make predictions about what they are going to learn in the unit. Write their predictions on the board. Have students record them in a variety of ways. Visual learners might make storyboards or draw cartoon-like sketches to illustrate their predictions. Musical learners might compose poems or song lyrics. Logical and verbal learners might organize their ideas in outline form.

LITERACY TIPS & ENGLISH LANGUAGE LEARNERS • Have English language learners work with partners who are more fluent with English

to read aloud the first four pages of the unit. • Give students practice using the dictionary by asking them to look up the word matter

in an online or print dictionary. Encourage them to read through the various definitions with their partner and select the one they think applies to this unit. Have English language learners record the definition in their notebooks and use it in a sentence.

• Encourage students to keep track of definitions of unfamiliar words in their notebooks as they proceed through the unit. Use word walls, glossaries, and vocabulary cards to help these learners add to their science vocabularies.


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