GRADE 10 SCIENCECONCEPT WORKSHOP

Debora BachewichGigi Shanks

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GR. 10 SCIENCERates of Chemical Reactions Teaching Sequence

Activity/Time (total 140 mins)

LearningExpectations

Tasks Teaching Strategy Evidence of Learning

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5 min Engage students before learning new concept •Hook: Elephant toothpaste/Flammable Flour DEMO

Whole class 15 min Understanding Basic Concepts:

States of matter, chem. Vs. physical change, chem. rxns

• prior knowledge and pre-assessment quiz Individual 60 min Understanding Basic Concepts: Describe

qualitatively, using their observations, how factors such as heat, concentration, surface area, and catalysts can affect the rates of reactionsSTSE:Relate chemical reactions (including the rates of reactions) to familiar processes encountered in everyday life

• teacher presents kinetic molecular theory, and factors that can affect rates of reactions (temp., conc., surface area, catalysts)• clarify misconceptions• Students will write a one page memo regarding updated safety procedures in role as a safety officer for a company following a chemical accident. Students choose ONE of three scenarios.

Whole class

Individual research

60 min Developing Skills of Inquiry and Communication:

Conduct experiments to determine the factors that affect the rates of a chemical reaction

• teacher reviews laboratory safety, provides overview of experiments• remind students that they will be assessed on both their lab skills and safe procedure/equipment skills • students conduct experiments to determine factors that affect the rate of a chemical reaction (e.g., temperature, surface area of a solid, concentration, catalysts) • when experiment is finished, complete a chart of the 4 factors, how rate is affected, examples, and molecular explanation.• Quiz to reinforce concepts.

Whole class

Small group

Whole class

Understanding Basic Concepts and STSE Post-concept quiz Individual

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PRESENTATION SEQUENCE AND RATIONALE•The Elephant Toothpaste and Flammable Flour experiments were chosen to create a “Wow” factor for the audience. These are intended to be used in the classroom as demonstrations only. We believe that if, we as teachers, have the opportunity to try experiments ourselves we will be more likely to subsequently use them in our own teaching practice. This is why the flour experiment was included as a station. Limited explanation was provided to the audience to create more of an inquiry model of learning and use hands-on experiments. This strategy might engage high achieving/gifted students. However, in classes in which student behaviour or understanding (ESL, struggling students, applied classes) are issues, teaching the concept with a traditional lesson with or without subsequent laboratory practice might be preferable. •We used a number of strategies to facilitate movement from seatwork to the experiments. First, we transitioned from sitting to standing to model, as a group, the KM theory (concentration and temperature). This was planned to engage kinaesthetic learners. This could be extended by incorporating music.•Next, we divided the class using cards with three categories. This strategy makes sure everyone is included, encourages students to work with new partners, and speeds up the transition to the experiments. We demonstrated using it to occupy a “disruptive“ student, by having the student distribute the cards. •At the stations for temperature and concentration, we did not provide an explanation of the reaction to encourage you to puzzle and discuss with your partners. Again, in your own teaching you might chose to include levels of explanation depending on your learners. INTRODUCTIONStudents will learn that chemical reactions occur at different rates. Students will investigate 4 factors that affect these rates.BACKGROUND INFORMATIONCHEMICAL REACTIONA chemical reaction occurs when reactants combine to form new substances called products.A chemical change can be difficult to reverse.KINETIC MOLECULAR THEORYThis theory states that molecules are constantly moving and that they move more quickly as the temperature increases. In chemical reactions, the kinetic molecular theory explains how reactions occur. Molecules bump into each other as they move around. If they are moving slowly or are very stable, the colliding molecules will just bounce off each other and no reaction will occur. However, if the molecules are moving quickly, they will crash into each other and increase the likelihood of a chemical reaction occurring. This happens because the molecules break apart and the atoms making them become available to form new molecules. The collision model states that the rate of reaction is affected by the number of collisions of reactant molecules. Remember however that not all collisions result in chemical reactions. A reaction can be made to go faster by either increasing the number of collisions or by increasing the number of collisions that are effective.Factors that affect the rate of chemical reactions   TEMPERATUREMost reactions occur faster at higher temperatures while they slow down as the temperature decreases. We use this knowledge to preserve food by refrigeration and to cook food faster by turning up the heat on the stove. Temperature is the most important factor in making a reaction go faster. As temperature increases, molecules move faster and are more likely to collide hard enough with other molecules to break chemical bonds (and make new products).CONCENTRATIONIncreasing the concentration of reactants increases the rate of reaction. The collision theory explains this because the more molecules that are crammed into a space the more likely they are to collide. Think of riding the subway at rush hour compared to riding it on the weekends.SURFACE AREASurface area is the amount of area of a sample of matter that is exposed and able to react. When reactants are present in different phases it is the surface area (of the solid) that determines the rate of reaction. Surface area can be increases by making the size of the particles smaller, for example, by grinding. The collision model explains how the rate of reaction is increased with increased surface area as follows. In reactions between reactants that are in different phases, as the surface area of the solid is increased there are more places for the molecules of the gas/liquid to collide with the surface of the solid. In turn this increases the number of collisions.CATALYSTS (also, biological ENZYMES)A catalyst is a substance that increases the rate of a chemical reaction without being consumed by the reaction. An enzyme serves the same function in biological systems. A catalyst facilitates a chemical reaction by decreasing the collision force required to break molecules apart to form new

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molecules. More molecules are available to react so the chance of an effective collision occurring increases.

(Adapted from Nelson Science 10)Summary Chart of Rates of ReactionFactor that affects Rate of Reaction

Affect on Rate Examples Molecular Level

Temperature  

 Incr. Temp. Incr. Rate of Reaction

 A log will ignite on a bed of hot coals

Molecules are hit harder

Surface  Area  

 Incr. Surface Area Incr. Rate of Reaction

 Four dust will ignite near a flame, a pile of flour does not

Molecules are hit more often

Concentration  

 Incr. Concentration Incr. Rate of Reaction

Two antacid tablets neutralize twice as much stomach acid as one does 

Molecules are hit more often

Catalyst  

 Positive CatalystIncr. Rate of Reaction

Liver enzymes incr. chemical breakdown

Molecules have an easier way to react

   Rates of Reaction and Their Consequences  factors that affect the rate of reaction can be either positive or negative positive – can increase production of a product in a factory negative – open flame in a grain elevator can come into contact with dust particles and

cause an explosionPREVIOUS KNOWLEDGE• Particle theory – review –molecules move & collide and affected by state of matter• Matter exists as solid, liquid, gas• Chemical changes produce a new substance, whereas, a physical change is like a broken mirror.• Collect, record and interpret data from the inquiry activity.MISCONCEPTIONS• Clarify words that have more than one meaning: speed and rate• Students often believe that time is the only factor to consider. That only is the case when all other variables are controlled. Remember that mass is a factor and must be considered.• Remind students that catalysts are NOT reactants, they alter the conditions that reactions occur. They can speed up or slow down a reaction.PLANNING NOTES•For reasons of safety, surface area (Flaming Flour) and catalyst (Elephant Toothpaste) experiments are demonstrated by the teacher. •Students review the instructions, including safety precautions, posted at each station.•The teacher introduces the lab activity by guiding students through each of the individual laboratory stations set up to investigate the effect of concentration and temperature. •The teacher introduces students to the assessment tools for this activity (Rubric for Experimental Investigation)•Students carefully follow instructions and rotate through stations set up to investigate the Effects of Concentration (Station 1), and Temperature (Station 2). •Note: Concentration Yeast Experiment. Foaming will occur as oxygen gas is formed by the reaction 2H2O2 = 2H2O + O2 and the bag will inflate. Light the wooden splint and press against bag 2; the plastic will melt to form a small hole. Repeat with bag 1 (placed on a fireproof surface). The bag will burst into flame illustrating the effect on combustion of the higher oxygen concentration (about 100% compared with 20% in air).ACCOMODATING INDIVIDUAL NEEDSExtra Support• pairing of students by teacher• overhead of SI methodESL• reading partner, a skill in the pair choice• observe the teacher for skill of 1 independent variable• illustrationsGifted• suggest other combinations of safe chemicals that could be used to measure temp on rate• design another investigation• what current chemical processes are controlled chemical reactions in industry/homeNote: for additional suggestions see ACCOMMODATIONS.

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SOCIETAL ISSUES: Scenario and Media-Based ResearchStudents demonstrate most of the skills learned throughout previous activities in this unit. They use skills of problem solving, media-based research, and investigation to determine the safety factors, environmental impact and roles and responsibilities. Time: 3 hoursPlanning Notes• Make arrangements to access a computer lab/resource centre prior to the beginning of activity • Consider consulting with the librarian or the library technician to prepare a list of suggested resources for students.• Students may require Internet passwords and library cards in order to access information.•Student Worksheet (attached, see page 11).EXTENSION ACTIVITIESADDITIONAL YEAST EXPERIMENT Materials Needed: For each experiment: One packet dry yeast, one pint of 3% hydrogen peroxide, four clear kitchen storage bags (quart size), four small vials with caps, matches, wooden splint to produce glowing embers, markers.TEMPERATURE. Prepare two bag #1s (see CONCENTRATION expt.). Cool one by immersing in cold water (or an ice bath) for several minutes, then uncap both vials and observe rate of gas formation. Gas forms much slower at lower temperature. [Optional extension: repeat but heat one of the bags by immersing in boiling water for several minutes. Keep in mind that high temperatures will eventually "destroy" the ability of the enzyme to catalyze the reaction; a phenomenon which seldom happens with] non-biological enzymes such as manganese dioxide or iron (III) ["ferric] salts.SURFACE AREA. Prepare two "#1 bags" (see CONCENTRATION) but in one case grind the yeast before putting it in the vial. [Results pending but expect a faster reaction with "ground up" yeast because a larger surface area of yeast is available for the reaction to occur, the usual behaviour of solids and liquids.]CATALYSTS. The effect of the yeast on the hydrogen peroxide, which otherwise shows no sign of reaction, is due to the presence of biological catalysts or enzymes (one of which is called catalase}

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Elephant Toothpaste DemoCatalytic decomposition of hydrogen peroxide rapidly releases oxygen gas producing a large quantity of foam.

Application Catalyst ● ExothermicTheory ●Hydrogen peroxide typically decomposes at an approximate rate of 10%

a year, producing water and oxygen gas.●The rate of this reaction can be increased by introducing catalyst – potassium iodide. (Powdered manganese dioxide or the manganese dioxide coating on manganese chips will also catalyze the decomposition.)

Materials 250 mL Graduated cylinder Wooden splintLiquid dishwashing detergent 25 mL WaterPotassium iodide, KI (10g) DishpanHydrogen peroxide, 30%, 50 mL Matches

SafetyPrecautions

●30% Hydrogen peroxide will act as an oxidizing agent with practically any substance. It deserves the science teacher’s special handling and storage attention. DEMO only.●This substance is severely corrosive to the skin, eyes and respiratory tract; a very strong oxidant; and a dangerous fire and explosion risk. Do NOT heat this substance. ●Potassium iodide is moderately toxic. ●Do not stand over the reaction; steam and oxygen are produced quickly. ●Wear safety goggles and chemical-resistant gloves.

Preparation ●Prepare a dishwashing detergent/potassium iodide solution by first dissolving 10g potassium iodide in 5 mL water. ●Add this solution to 25 mL liquid dishwashing detergent. ●Place a 250 mL graduated cylinder in a large shallow dishpan. Add the soap mixture to the graduated cylinder.

Demonstration ●Quickly pour 50 mL hydrogen peroxide into the graduated cylinder. Use caution! A foam-like snake should quickly push out of the graduate cylinder and spill into the dishpan. This is an exothermic reaction and a tremendous amount of steam may be produced.●As the foam is produced, insert a burning wooden splint into the foam. ●The splint will continue to burn due to the presence of oxygen.

Disposal The foam and solution left in the cylinder may be rinsed down the drain with excess water.

Reference Stone C, .H. J. Chem. Ed. 1944, 21, 300.Jim and Julie Ealy,The Peddie School Hightstown, NJ.

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Flaming Flour Demo

Application Surface Area ● Rate of Reaction ● Combustion

Theory Flammable powder is ignited to create an explosion.

Materials 3 Candles ¼ cup Flour Funnel MatchesGarbage Bag

Safety Precautions

Teacher demo only**Flour highly flammable when airborne flour dust. Combustion risk.

Preparation 1. Open up garbage bag and place in the direction of where the flour will disperse over the candles. This is to reduce clean-up afterwards.2. Place 3 candles in a triangular pattern.

Demonstration 1. Place an amt. of flour on guaze and drop a burning match on top of it. It will not burst into flames, it may scorch a bit. You can drop a match on it with little results.2. Light the candles.3. Fill funnel with flour and tip to move flour toward the narrow end. 3. Attach funnel to hose. 4. Point funnel in the direction of the candles and blow hard.5. The flour will ignite and look similar to a fire breathing dragon.4. Flour particles are turned to flames.

Disposal Excess flour in garbage.

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STUDENT WORKSHEETCONCENTRATIONMaterials: Safety Goggles, marker, two Zip lock™ bags, test tube and stopper, wood splint, matches Dry active yeast, 3%v/v hydrogen peroxideProcedure: Safety Goggles must be worn at all times.

1. Label two Zip lock™ bags as #1 and #22. Place ¼ packet of yeast in a clean test tube and insert stopper firmly. 3. Pour about 100mL 3%v/v hydrogen peroxide into bag #1, add the test tube of yeast, push out most of the air and seal bag. Do NOT remove stopper. 4. Fill bag #2 with air by swooping through the air and seal.5. Keeping bag #1 sealed, remove stopper and mix contents. Note: inflation may be subtle!!DO THE NEXT STEPS IN THE SINK. HAVE SAND READY IF NEEDED 6. Light the wooden splint, extinguish the flame but keep embers burning7. Place bag# 2 in sink and press splint with live embers against bag # 2.8. Repeat step 7 with bag # 1.

Clean up Ensure hydrogen peroxide bottle is properly closed. Ensure all fires are extinguished by running under water (i.e., plastic bags and splint). Reactants may be poured down sink drain. Wash all glassware and leave at station.

Observations and Questions1. What reaction occurred when yeast and oxygen mixed? 2. What product was formed and what is the evidence to support your answer?3. Explain any differences you observed between bags 1 and 2 after the splint was press against the bags.

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STUDENT WORKSHEETTEMPERATUREMaterials: Safety Goggles, marker, 4 250ml beakers, beaker tongs, 4 thermometers, hot plate, ice cubes, cool water, hot water, stopwatch4 Alka-Seltzer™ tablets

Procedure: Safety Goggles must be worn at all times.1. Turn on hot plate to high. Label beaker as beaker 1 and fill with water. Place on hot plate to begin to heat.2. Fill beaker with warm water. Label as beaker 2. 3. Fill beaker with cool water. Label as beaker 34. Fill beaker with ice and water. Label as beaker 45. Familiarize yourself with using stop watch(es) provided6. When water in beaker 1 reaches about 60˚C, using beaker tongs remove the beaker from the hot plate. THE HOT PLATE AND WATER MAY BURN YOU. USE CAUTION!. Turn off hot plate7. Measure the temperatures of water in each beaker. Record temperatures in data table.8. Unwrap first Alka Seltzer tablet. Drop tablet into beaker 1. Start stopwatch as tablet is being dropped into water. Stop the stopwatch when no more bubbles are produced. Record time and other observations in data table 9. Repeat step 8 for beakers 2, 3 and 4. Record time and other observations in data table

Clean up Ensure hot plate is turned off. Reactants may be poured down sink drain. Wash all glassware and leave at station.

Observations and Questions1. Complete TABLE 1 and graph data.TABLE 1: Effect of Temperature on Rate of ReactionSample Temperature Time to completely

dissolve

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FIGURE 1:

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2. What other labels need to be added to the graph?_______________________________________________________________________________________________________________________________________________3. What qualitative observations can you make from this experiment?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. Distinguish between speed and rate. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Gr. 10 SCIENCE Rates of reaction

Due:___________

OBJECTIVE:

You are the safety officer for the company and must send out a 1 pg. memo that details the following:

1. What happened and why.2. Recommendations to prevent a similar occurrence.3. List the new company procedures.

Pick ONE of the three scenarios:

1. A CN Freight Train derailed in B.C., sending 4 cars of glycol into the Fraser River. To date, there is only 1 car that is leaking its contents into the water. Local residents are concerned about the upcoming salmon run and the impact on their economy. The River is a favourite spot to run river rafting. This is a source of revenue, and the river will be inaccessible for a week or more.

2. Last night a grain elevator exploded in Halifax that had fire crews battling the fires that took hours to control. Fortunately, no one has been hurt. In the past, grain elevators have caused fatalities due to their chain reaction explosions. Residents reported that the ground shook at the time of the explosions.

3. An outbreak of Salmonella poisoning at a Mother’s Day dinner at a local restaurant was due to infected beef. It was originally reported that uncooked chicken had dripped onto the cooked food while the food was in transit. The restaurant was held liable.

Note: You must include a references/resources list at the completion of your assignment.

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Quiz: Matter and Kinetic-Molecular Theory (KMT)T F 1. Atoms in a liquid are farther apart than the atoms in a gas.T F 2. Liquids have the least energetic molecules.T F 3.Centrifugal force pulls liquids towards the ground,T F 4. Gases have no definite shape or volume.T F 5. Ice cubes in the freezer get smaller and smaller over time.T F 6. Both liquids and solids expand when they are heated.T F 7. The attractive forces holding together the atoms and molecules of liquids

are stronger than those holding together a solid.T F 8. KMT means all matter is made up of atoms and molecules.T F 9. A solid is heated and the forces holding the particles together increases.T F 10. The random movement of atoms and molecules explains KMT.

Quiz: Matter and Kinetic-Molecular Theory (KMT) ANSWER SHEETT F 1. Atoms in a liquid are farther apart than the atoms in a gas.T F 2. Liquids have the least energetic molecules.T F 3.Centrifugal force pulls liquids towards the ground,T F 4. Gases have no definite shape or volume.T F 5. Ice cubes in the freezer get smaller and smaller over time.T F 6. Both liquids and solids expand when they are heated.T F 7. The attractive forces holding together the atoms and molecules of liquids

are stronger than those holding together a solid.T F 8. KMT means all matter is made up of atoms and molecules.T F 9. A solid is heated and the forces holding the particles together increases.T F 10. The random movement of atoms and molecules explains KMT.

POST-CONCEPT QUIZ Rates of Reaction T F 1. All chemical reactions happen at the same time.T F 2. Reaction rates can be changed.T F 3. Reaction rates are dependent on forward and complementary reactions.T F 4. Reaction rates can be changed by changes in concentration,

temperature, only,T F 5. Reaction rates can changes over time are the reaction proceeds.T F 6. Catalysts undergo chemical change.T F 7. You determine the rate of the reaction by how long it takes.T F 8. Collision theory says that a chemical reaction can only take place when

particles collide.T F 9. Compared to lumps, a powder has the same surface area.T F 10. The rate of a reaction can be accurately measured by the smell of

smoke.

Rates of Reaction Quiz ANSWER SHEETT F 1. All chemical reactions happen at the same time.T F 2. Reaction rates can be changed.T F 3. Reaction rates are dependent on forward and complementary reactions.T F 4. Reaction rates can be changed by changes in concentration,

temperature, only,T F 5. Reaction rates can changes over time as the reaction proceeds.T F 6. Catalysts undergo chemical change.T F 7. You determine the rate of the reaction by how long it takes.T F 8. Collision theory says that a chemical reaction can only take place when

particles collide.T F 9. Compared to lumps, a powder has the same surface area.T F 10. The rate of a reaction can be accurately measured by the smell of

smoke.

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Rubric for Experimental Investigation

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activityCategory/Criteria Level 1

(50-59%)Level 2(60-69%)

Level 3(70-79%)

Level 4(80-100%)

Inquiry-selects and usesequipment andmaterials

-applies technical skillsand procedures

-gathers and recordsdata

-analyses and interpretsdata

-selects and usesequipment andmaterials safely andcorrectly only withsupervision

-applies technicalskills and procedures with limited competence

-gathers andrecords data withlimited competence

-analyses andinterprets data withlimited competence

-selects and usesequipment andmaterials safely and correctly with some supervision

-applies technicalskills and procedures with moderatecompetence

-gathers andrecords data withmoderate competence

-analyses andinterprets data withmoderatecompetence

-selects and usesequipment andmaterials safely andcorrectly

-applies technicalskills and procedures with considerablecompetence

-gathers andrecords data withconsiderablecompetence

-analyses andinterprets data withconsiderablecompetence

-demonstrates andpromotes the safeand correct use ofequipment andmaterials

-applies technicalskills and procedures with a high degree ofcompetence

-gathers andrecords data with ahigh degree ofcompetence

-analyses andinterprets datacorrectly with ahigh degree ofcompetence

Communication-uses scientificterminology, symbols,conventions, andstandard unitsand precision

-organizes andcommunicates datagathered in graphicorganizers

-uses scientificterminology,symbols,conventions, andstandard units withlimited clarity

- organizes andcommunicatesinformation withlimited clarity

-uses scientificterminology,symbols,conventions, andstandard units withmoderate clarity

-organizes andcommunicatesinformation withmoderate clarity

-uses scientificterminology,symbols,conventions, andstandard units withconsiderable clarityand precision-organizes andcommunicatesinformation withconsiderable clarity

-uses scientificterminology,symbols,conventions, andstandard units witha high degree ofclarity and precision-organizes andcommunicatesinformation with ahigh degree ofclarity

Making Connections-understands theconnections betweenexperimental results and the behaviour ofmaterials used in daily life

-shows limitedunderstanding ofconnections

-shows someunderstanding ofconnections

- shows considerableunderstanding ofconnections

-shows a thoroughunderstanding of connections

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Assessment for Science and Technology to Society and Environment

Relating Science and Technology RubricCriteria Level 1 Level 2 Level 3 Level 4

Relating of science and technology to each other and the world outside the school

shows little understanding of connections between science and technology in familiar contexts;

shows little understanding of connections between science and technology and the world outside the school;

shows some understanding of connections between science and technology in familiar contexts;

shows some understanding of connections between science and technology and the world outside the school;

shows understanding of connections between science and technology in familiar contexts;

shows understanding of connections between science and technology and the world outside the school;

shows understanding of connections between science and technology in both familiar and unfamiliar contexts;shows understanding of connections between science and technology and the world outside the school, as well as their implications;

Interpreting and applying concepts

shows little evidence of interpreting and applying concepts and principles in familiar situations

shows some evidence of interpreting and applying concepts and principles in familiar situations

shows sufficient evidence of interpreting and applying concepts in familiar situations

shows evidence of interpreting, applying and evaluating concepts in familiar as well as some new situations

Making informed decisionsneeds assistance to distinguish between fact and opinion when making connections in social, environmental, economic and/or political contexts

needs some assistance to distinguish between fact and opinion when making connections in social, environmental, economic and/or political contexts

distinguishes between fact and opinion when making connections in social, environmental, political and/or economic contexts

distinguishes between fact and opinion and considers their merit when making connections in social, environmental, political and/or economic contexts

Perceptions and Influence of Science and Technology

needs assistance to identify and explain the factors that influence people’s perceptions of science and technology in their daily lives

identifies few instances of how science and technology are used in daily lives

identifies some factors that influence people’s perceptions of science and technology in their daily lives

identifies some instances of how science and technology are used in daily lives

identifies the factors that influence people’s perceptions of scienceand technology in their daily lives

identifies ways we use science and technology in daily lives

identifies and evaluates the factors that influence people’s perceptions of science and technology in their daily lives

identifies and evaluates the influence science and technology have on daily lives

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AccommodationsAccommodations refer to the teaching strategies, supports, and/or services that are required in order for a student to access the curriculum and demonstrate learning: Instructional Accommodations refer to changes in teaching strategies that allow the student to access the curriculum. Environmental Accommodations refer to changes that are required to the classroom and/or school environment. Assessment Accommodations refer to changes that are required in order for the student to demonstrate learning. Because of the wide range of students in these courses, a range of accommodations needs to be planned for and provided to students. Students who have an IEP are entitled to the accommodations specified in these plans.Examples of AccommodationsInstructional Accommodations Environmental

AccommodationsAssessment Accommodations

Buddy/peer tutoring• Note-taking assistance• Duplicated notes• Contracts Reinforcementincentives• High structure• Partnering• Ability grouping Augmentative and alternative communications systems• Assistive technology, such astext-to-speech software• Graphic organizers• Non-verbal signals• Organization coaching• Time-management aids• Mind maps• Increased breaks• Concrete/hands-on material• Manipulatives• Tactile tracing strategies• Gesture cues• Dramatizing information• Visual cueing• Large-size font• Tracking sheets• Colour cues• Reduced/uncluttered format• Computer options• Spatially-cued formats• Repeat information• Reword/rephrase information• Allow processing time• Word retrieval prompts• Taped texts• Pictures to illustrate scientificterms

• Alternative workspace• Strategic seating• Instructor proximity• Reduced audiovisual stimuli• Study carrel• Minimize background noise• Quiet setting• Use of headphones• Special lighting• Assistive devices or adaptiveequipment• Large-scale models and/ormanipulatives

• Extended time limits• Verbatim scribing• Oral responses, includingaudiotapes• Alternative settings• Increased breaks• Assistive devices or adaptiveequipment• Prompts to return student'sattention to task• Augmentative and alternativecommunications systems• Assistive technology, such asspeech-to-text software• Large-size font• Colour cues• Reduced/uncluttered format• Computer options• Processing time allowed• Large-scale models and/ormanipulatives

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References for Unit:WEBSITEShttp://www.iit.edu/~smile/cb1498.htm experiments by Kenneth Schug using yeast/hydrogen peroxidehttp://tel.tdsb.on.ca/Login/FAV1-00023D0B/FAV1-000239E0/FOV1-00023BBF/FOV1-000AD81F/SNC2L.pdf?FCItemID=S02599DF2&DF0=0 Public and Catholic District School Board Writing Partnerships. Locally Developed Compulsory Credit Course: Course Profile Science Grade 10 SNC2L

Quiz http://images.google.ca/imgres?imgurl=http://www.chem4kids.com/files/art/reaction_rate_1_240.jpg&imgrefurl=http://www.chem4kids.com/files/react_rates.html&h=240&w=240&sz=12&hl=en&start=1&um=1&tbnid=Iu5DNJqQF5Tt3M:&tbnh=110&tbnw=110&prev=/images%3Fq%3Drates%2Bof%2Breaction%26um%3D1%26hl%3Den%26sa%3DN http://www.gcsescience.com/q/qrat.html

Grain elevators explosions(2003):http://www.osha.gov/as/opa/foia/hot_6.htmlhttp://www.cbc.ca/canada/story/2003/08/08/halifax_grain030808.html

Train in B.C. derails(2007):http://www.canada.com/topics/news/national/story.html?id=cb08f73e-59c8-4b69-afb8-42d26392e057

PRINT RESOURCESBassam Z. Shakhashiri, Explosions of Lycopodium and Other Powers:  Chemical Demonstrations: A Handbook for Teachers of Chemistry, Volume 1.  Madison: The University of Wisconsin Press, 1983, p. 103-105. (Flour Explosion DEMO)Ritter, Robert, Donald Plumb, Frank Jenkins, Hans van Kessel, and Alan Hirsch. Nelson Science 10.Toronto: Nelson Thomson Learning, 2000. ISBN 0176075011Science 10 Textbook and Teacher Worknotes.Ontario Ministry of Education (1999).The Ontario Curriculum Grades 9 and 10 Science. TorontoOntario Ministry of Education (2000).Individual Education Plans: Standards for development, program planning, and implementation. Toronto

Additional Suggested Print Resources:Science Teachers of Ontario. Stay Safe. Toronto: STAO, 2002. ISBN 1-894592-01-8

Additional Suggested Websites: Access Excellence – www.accessexcellence.orgAmerican Chemical Society – www.chemistry.orgBill Nye the Science Guy – www.nyelabs.comCentre for Environmental Education Web Resources – http://weblinks.schoolsgogreen.orgCleaner and Greener: An Energy and Environment Program – www.cleanerandgreener.orgCommunity Learning Network – www.cln.orgDavid Suzuki Foundation – www.davidsuzuki.orgDiscovery.com – http://www.discovery.comGreen Teacher – www.greenteacher.comNature Serve Explorer – www.natureserve.org/explorerResources in Science – www.cln.org/subjects/science.htmlScience.ca – www.science.ca/home.phpScience Education Resource Page – http://educ.queensu.ca/~science/Science Teachers’ Association of Ontario – www.stao.org

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Sci-Tech Ontario – www.scitechontario.orgThe Why Files – http://whyfiles.news.wisc.edu

Science experiments: Grade 7-10http://www.angelo.edu/faculty/kboudrea/demos/magic_show_2006_fall/magic_show_2006_fall.htmhttp://www.angelo.edu/faculty/kboudrea/demos.htm

Additional websites of chemical reactions in nature:Website describing chemical warfare in Bombardier beetles http://www.frontiernet.net/~docbob/insect.htmLowering the temperature decreases the rate of reactions: Frogs mechanism to survive freezing. http://www.pbs.org/wgbh/nova/sciencenow/3209/05-cures.html

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