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
- 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)
- Clearly communicated project, free of errors and visually appealing (2marks)
PROJECT TOTAL /40 marks
Science 10 with Mrs. Grace Martin
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