1. Module 1 Intro

1.2. In this Module

In This Module

 

Module 1—Chemical Foundations

In This Module

 

Lesson 1—Science and Technology in Society

 

This lesson will examine the relationships between science and technology. You will explore the methods of classifying and communicating knowledge, the importance of completing a risk-benefit analysis, and the importance of recognizing differing perspectives when studying a complex issue. You will use descriptions, tables, graphs, hypotheses, definitions, generalizations, and laws in your communication.

  • What is the nature of science and technology, and what are the relationships between them?

  • How can science-related societal, political, economic, ethical, and ecological issues be addressed?

  • Can scientific knowledge lead to the development of new technologies, and can new technologies lead to or facilitate scientific discovery?

Lesson 2—Elements and Ions

 

This lesson will review the structure and function of the periodic table. You'll study atomic structure and the relationship among protons, neutrons, and electrons. You will then learn how atoms become ions and study how they form charged particles due to an imbalance of protons and electrons.

  • From Science 10, can you identify elements and ions?

  • How does scientific knowledge develop through hypothesizing, investigating, and collecting evidence?

  • How do the observations and experimental work of many individuals lead to modern understandings of matter?

  • Do theories develop as a result of the sharing of ideas by many scientists?

  • What is the role of evidence in the development of the atomic model?

  • Why is it important to have a questioning attitude and a desire to understand more about matter?

  • How have Canadians contributed to the research?

Lesson 3—Ionic Compounds

 

This lesson will focus on ionic compounds, such as table salt (sodium chloride). Naming and writing formulas for ionic compounds is of critical importance in this lesson. You will examine the process of forming ionic compounds involving binary compounds, multi-valent metals, polyatomic ions, and hydrates. You will learn that ionic compounds are solids at room temperature and, if they are soluble in water, form conducting solutions. You will also study electronegativity and how it affects the formation of a chemical bond through the competition for bonding electrons.

  • Can you recall the principles for assigning names to ionic compounds from Science 10?

  • How does an ionic bond form?

  • Why do formulas for ionic compounds refer to the simplest whole-number ratio of ions?

  • What are valence electrons? What is electronegativity? What is an intramolecular force?

Lesson 4—Molecular Elements and Compounds

 

The focus in this lesson is on molecular elements and compounds, like sugar. They can be found in any state at standard conditions and, unlike ionic compounds, if they are soluble in water, they do not form conducting solutions. You will learn how to name formulas for molecular elements and compounds using the prefix system. You will study how they form as a result of two or more atoms sharing electrons. You will explore how the difference in electronegativity between two atoms helps identify the bond between the atoms.

  • From Science 10, can you recall the principles for assigning names to molecular substances?

  • How does the difference in electronegativity within a compound affect bonding?

Lesson 5—The Particle Model

 

This lesson compares and contrasts physical changes, chemical changes, and nuclear changes by examining the changes that occur to the particles involved.

  • What is the particle model of matter?

  • What is the kinetic molecular theory?

  • What are the types of changes in matter, and what evidence is there that a chemical change has occurred?

Module Assessment

 

The assessment in this module consists of two (2) assignments, as well as a final module project.

  • Assignment 1 (Lesson 2)

  • Assignment 2 (Lesson 3)

  • Module Project on Nuclear Technology

In Module 1 you will be required to complete a module project. You will be required to prepare a speech, letter, report, or multimedia presentation that promotes nuclear technology or speaks against nuclear technology. For more information, you can read “Appendix D: STS Problem Solving” on page 806 of your textbook.

 

A mark out of 5 will be given for each project component according to the following guidelines.

 

Score

Criteria

5

 

Excellent

The student demonstrates an excellent understanding of the component of the project and fully and correctly supports opinions using relevant facts and details.

 

Statements made in the response are organized, unambiguous, and are supported explicitly but may contain a minor error or have minor omissions.

4

 

Good

The student demonstrates a good understanding of the component of the project and fully and adequately supports opinions using facts and details.

 

Statements made in the response are unambiguous, mostly complete, mostly correct, but may contain errors.

3

 

Satisfactory

The student demonstrates a basic understanding of the component of the project.

 

Statements made in the response may be disorganized, ambiguous, incomplete, and may lack support.

2

 

Limited

The student demonstrates a limited understanding of the component of the project.

 

Statements made in the response lack details, clarity, and support.

1

 

Poor

The student provides one or more relevant but unconnected statements that address some aspects of the project.

0

 

Insufficient

The response is incorrect and/or totally off topic.

 

Your project will be assessed based on the following criteria.

 

Project Components

Weighting

clearly states a position and supports it by evaluating risk-benefit of nuclear technology

5

communicates ideas using appropriate strategies

5

considers complex issues from multiple perspectives

5

Demonstration of Specific Knowledge

Weighting
Lesson 2 Research
  • What isotope of uranium exists?
  • What isotope of uranium is used in the CANDU process?
  • What is half-life?
  • What is the half-life of the isotope of uranium used in a CANDU reactor?
  • How does the uranium used in a CANDU reactor exist in nature? What processes are used to prepare the uranium for use in a reactor?
  • What isotopes are produced as waste from a CANDU nuclear reactor?
  • How is waste material from a CANDU reactor stored and disposed?

5
Lesson 3 Research
  • How does the uranium used in a CANDU reactor exist in nature? What processes are used to prepare the uranium to be used in a CANDU reactor?
  • What concerns exist about the mining and the processing of natural sources of uranium?
  • How have uranium mining and extraction facilities affected communities?

5
Lesson 4 Research
  • What kind of radiation is classified as ionizing radiation?
  • What effect does ionizing radiation have on water?
  • Why is there concern about changes to matter as a result of exposure to ionizing radiation?

5

Research Skills

Weighting
appropriate selection of resources representing a range of viewpoints

5
proper citation of sources at the conclusion of the project (e.g., a bibliography)

5

 

Total of 40 marks