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Science 10: A Teaching Resource

© Crown copyright, Province of Nova Scotia, 2012

Prepared by the Department of Education

The contents of this publication may be reproduced in part provided the intended use
is for non-commercial purposes and full acknowledgment is given to the Nova Scotia
Department of Education. Where this document indicates a specific copyright holder,
permission to reproduce the material must be obtained directly from that copyright
holder. Photographs and student text and artwork may not be extracted or reused.

Cataloguing-in-Publication Data

Main entry under title.

Science 10 / Nova Scotia. Department of Education. English Program Services.

ISBN: 978-1-55457-459-9

1. Science—Study and teaching—Handbooks manuals, etc. I. Nova Scotia.

Department of Education. II. English Program Services.

500.071–ddc22 2012
Contents
Introduction.........................................................................................................1
Unit 1: Earth and Space Science: Weather Dynamics................................3
Activity 1: Weather Maps and Forecasts...................................................................5
Activity 2: Building a Home Weather Station.........................................................8
Activity 3: The Weather................................................................................................. 13
Activity 4: Past, Present, and Future......................................................................... 15
Activity 5: Weather Predictions.................................................................................. 17
Activity 6: Weather Hazards........................................................................................ 18
Activity 7: Weather Technology................................................................................. 20
Activity 8: How Hot Does It Get?............................................................................... 22
Activity 9: How Do Molecules Behave?.................................................................. 25
Activity 10: Weather Report........................................................................................ 28
Unit 2: Physical Science: Chemical Reactions........................................... 29
Activity 11: Consumers and Chemicals................................................................... 31
Activity 12: Chemical Names and Formulas......................................................... 35
Activity 13: Building Compounds.............................................................................. 42
Activity 14: It’s in the Cards......................................................................................... 47
Activity 15: Product Labels........................................................................................... 48
Activity 16: Chemical Cubes........................................................................................ 51
Activity 17: Evidence of Chemical Reactions....................................................... 55
Activity 18: Cabbage Juice Chemistry..................................................................... 59
Activity 19: Reaction Investigation.......................................................................... 64
Activity 20: Dissolve This............................................................................................... 72
Activity 21: Types of Chemical Reactions.............................................................. 75
Activity 22: Balancing Chemical Equations.......................................................... 81
Activity 23: Observing Chemical Reactions........................................................... 83
Activity 24: Rates of Chemical Reactions.............................................................. 86
Activity 25: Double Displacement Reactions........................................................ 88
Activity 26: Acids and Bases........................................................................................ 95
Activity 27: Household Chemicals............................................................................. 99
Activity 28: Changing the Rate of a Chemical Reaction...............................101
Activity 29: Careers in Chemistry............................................................................104
Activity 30: Chemicals and Our Environment....................................................106
Unit 3: Physical Science: Motion................................................................ 109
Activity 31: Position and Displacement.................................................................111
Activity 32: Talking about Speed.............................................................................114
Activity 33: Describing Graphs.................................................................................116
Activity 34: Reading Position/Time Graphs.........................................................118
Activity 35: Uniform Motion.................................................................................... 120
Activity 36: Moving!..................................................................................................... 122
Activity 37: Tickertape Experiment: How Far Did the Car Go?................... 124

SCIENCE 10 A TEACHING RESOURCE iii

 Activity 38: Matching Data, Graphs, and Words.............................................. 126
Activity 39: Motion Sensors...................................................................................... 128
Activity 40: Toying with Motion............................................................................. 130
Activity 41: Interpreting and Doing Problems, Part 1.................................... 132
Activity 42: Interpreting and Doing Problems, Part 2.................................... 133
Activity 43: Canadians in Motion........................................................................... 136
Activity 44: Investigating Canadians’ Science and
Technology Contributions to Motion............................................................. 137
Unit 4: Life Science: Sustainability of Ecosystems................................139
Activity 45: Snow...........................................................................................................141
Activity 46: Factors that Affect Sustainability.................................................. 145
Activity 47: Acadian Forest Research Project.................................................... 146
Activity 48: Populations............................................................................................. 149
Activity 49: Sustainable Choices..............................................................................151
Activity 50: Extending Science................................................................................ 152
Appendices......................................................................................................155
Appendix A: Templates and Resources................................................................. 157
Appendix B: Careers..................................................................................................... 173
Appendix C: Cards, Data Tables, and Graphs...................................................... 176
Appendix D: Alternate Activities............................................................................. 187
Appendix E: Chemical Ion Cards............................................................................. 189
References.......................................................................................................195

iv SCIENCE 10 A TEACHING RESOURCE

Introduction
The curriculum described in Foundation for the Atlantic Canada
Science Curriculum (Nova Scotia Department of Education and Culture
1998) and Atlantic Canada Science Curriculum: Science 10 (Nova
Scotia Department of Education 2012) was planned and developed
collaboratively by regional committees. The process for developing
the common science curriculum for Atlantic Canada involved regional
consultation with the stakeholders in the education system in each
Atlantic province. The Atlantic Canada science curriculum is consistent
with the science framework described in the Pan-Canadian Common
Framework of Science Learning Outcomes K to 12.

Science 10: A Teaching Resource is a practical curriculum support

document designed to assist teachers in the effective delivery of
the curriculum prescribed for Science 10. It includes a range of
experiments, investigations, and activities for students for each of
the four units: Weather Dynamics, Chemical Reactions, Motion, and
Sustainability of Ecosystems. Each unit is 25% of the course.

This resource complements the curriculum guide, Atlantic Canada

Science Curriculum: Science 10 and the textbook, Nova Scotia Science
10 (Anderson and Bocknek 2012), which are being used in Nova Scotia
schools.

SCIENCE 10 A TEACHING RESOURCE 1

Unit 1: Earth and
Space Science:
Weather Dynamics
(25%)
Activity 1: Weather Maps and
Forecasts
Question Outcomes

Students will be expected to

• How do you read weather maps? • use weather instruments
effectively and accurately
for collecting local weather
data and collect and integrate
Part 1: Map Reading weather data from regional and
national weather observational
Using a weather map from the Internet or your teacher, work with a networks (213‑3, 213-6, 213-7)
partner, and answer each of the following questions about weather • identify questions and analyze
meteorological data for a
maps: given time span and predict
future weather conditions,
1. Where is a low pressure system? Barometric reading: using appropriate technologies
(214‑10, 331-5, 212-1)
Give place name or latitude and longitude:

Where is a high pressure system? Barometric reading:

Give place name or latitude and longitude:

2. Describe the weather conditions of the three weather stations

nearest your chosen low pressure system. Fill in the following
information:

Weather Readings: Low Pressure

Information Station 1 Station 2 Station 2
Barometric Value
Cloud cover (%)
Change in barometer
Wind speed/direction
Precipitation
Type of high cloud
Type of low cloud
Temperature
Dew Point

SCIENCE 10 A TEACHING RESOURCE 5

 3. Describe the weather conditions of the three weather stations
nearest the chosen high-pressure systems. Fill in the following
information:

Weather Readings: High Pressure

Information Station 1 Station 2 Station 2
Barometric Value
Cloud cover (%)
Change in barometer
Wind speed/direction
Precipitation
Type of high cloud
Type of low cloud
Temperature
Dew Point

4. Are there any areas of your map that indicate high winds? How can
you tell? Give two reasons.

5. Identify a frontal system—warm or cold. In what direction is the

frontal system moving? Describe the characteristics of the front.

6. Based on your map, what type of weather would you predict for our
area in the next 24 hours? Give reasons to explain your forecast.

6 SCIENCE 10 A TEACHING RESOURCE

Part 2: Storm Watch!

Using a weather map, find weather illustrations that include the

following:

• continuous shading—continuous rain

• hatching—intermittent rain
• comma mark—drizzle
• asterisk—snow
• triangle with a dot inside—ice pellets
• side swirl with dot or comma—freezing rain, drizzle
• inverted triangle with dot above it—rain shower
• inverted triangle with asterisk above it—snow shower
• two triangles inverted one over the other—hail shower
• “R”-shaped symbol—thunderstorm
• continuous yellow shading—fog
• continuous shading in brown—smoke, dust

Part 3: The Weather Person

Choose a series of weather maps for the next five days in your area.
Imagine that you are the weather reporter. Give your official long-range
forecast for the public. Be as detailed as you can based on the data
available to you. Watch the weather forecast for the next five days and
compare your forecast to what actually occurs.

Teacher Notes

Background Information
Check weather sites on the Internet for up-to-date information.

SCIENCE 10 A TEACHING RESOURCE 7

 Activity 2: Building a Home
Weather Station
Outcomes Questions
Students will be expected to
• use weather instruments • How are changes in the hydrosphere and atmosphere observed
effectively and accurately and measured?
for collecting local weather
data and collect and integrate
• How does a weather station work?
weather data from regional • What is humidity?
and national weather
observational networks • What is pressure?
(213‑3, 213-6, 213-7)
• identify questions and
analyze meteorological Introduction
data for a given time span
and predict future weather
conditions, using appropriate Accurate weather forecasting starts with careful and consistent
technologies (214‑10, 331-5, observations. Observations can be made using instruments such as rain
212-1)
gauges, barometers, anemometers, hygrometers, and thermometers. At
weather stations such as the ones run by Environment Canada, these
instruments are quite sophisticated. Much simpler home versions of
these instruments can be constructed to create a home weather station.

Part 1: Measuring Humidity

• Do the Find Out Activity 1-1C: Effects of Atmosphere Pressure,

p. 18, from Nova Scotia Science 10.
• Do the Find Out Activity 1-1B: Temperature in the Atmosphere,
p. 12, from Nova Scotia Science 10.
• Do the Think About It Activity 2-1B: Using the Humidex Scale,
p. 51, Nova Scotia Science 10.

8 SCIENCE 10 A TEACHING RESOURCE

Part 2: Measuring Pressure

Follow the procedure below to build a home barometer.

Materials
• drinking straw • small can (approximately
• heavy duty rubber band 10 cm in diameter)
• masking tape • thermometers
• plastic wrap/balloon • toothpick
• scissors • unlined index card

Procedure
9
8
7
6
5
4
3
2
1
0

1. Tightly cover the top of the can with plastic wrap/balloon, using
a rubber band to hold the plastic wrap/balloon in place. The cover
should be taut so that the can will be airtight.
2. Place the straw, with the toothpick attached, horizontally on the
plastic wrap/balloon so that one-half of the straw is on the can. Tape
the straw to the middle of the plastic wrap/balloon so that it will not
fall off.
3. Tape an index card to the wall. The straw will act as a pointer.
Carefully record the location of the straw on the index card. If
desired, lines can be drawn at equal intervals on the index card to
make observing the changes easier. After 15 minutes, record the
new location of the straw on the index card. Continue checking and
recording the straw location as often as desired. It will change day
to day and even hour to hour. Be careful not to place your barometer
near a window, as the barometer is sensitive to temperature as well
as air pressure.

SCIENCE 10 A TEACHING RESOURCE 9

 Just as you can feel pressure from the water at the bottom of a
swimming pool, there is also air pressure from the weight of air
in the atmosphere. In this experiment, high pressure will make
the plastic cave in, and the straw go up. Low pressure will make
the plastic puff up, and the straw go down. If possible, check your
measurements with a real barometer. Notice what happens to the
barometer when a big storm comes.
Leave your barometer intact for ongoing data collection.

Part 3: Measuring Wind

• Do the Find Out Activity 1-2C: The Nova Scotia Wind Atlas, p. 37,
from Nova Scotia Science 10.
• Do Conduct an Investigation 2-1E: Determining Wind Speed, p. 59,
Nova Scotia Science 10.

Part 4: Measuring Precipitation

Rain clouds are made of droplets of water so small there are billions of
them in a single cloud. How much rain falls during a shower, or during
a day, week, or month? You can find out by measuring it with a rain
gauge.

Materials
• a straight-sided glass jar
• paper
• plastic ruler
• plastic wrap
• scissors
• tape

Procedure
Stand the ruler inside the glass container so that the ruler rests on the
bottom of the container. Tape it at the top, to the inside of the jar, to
keep the ruler in place. Now, place your rain gauge outside, and measure
the amount of rainfall (or snowfall) that occurs each day for a week.
Place the rain gauge in an area away from trees and buildings, as this
may effect the amounts. Also, you may wish to glue the jar to a block or
platform of wood so that it does not tip in the wind. Record your data in
a table of your own design.

Leave your rain gauge intact for ongoing data collection.

10 SCIENCE 10 A TEACHING RESOURCE
Observing Weather without Instruments

The human eye represents one of the best weather instruments. Much of
what we know about the weather is a result of direct human observation
conducted over thousands of years. Although being able to identify
clouds is interesting in itself, observing clouds on a regular basis and
keeping track of the weather associated with certain kinds of clouds will
show the connection between cloud types and weather.

Recognizing cloud types can help predict the kind of weather to expect
in the near future.

Procedure
Make copies of the observation tables given on the next page. You will
use these tables to record seven consecutive days of information that
you will collect using the weather instruments you constructed. You
will compare your data to the information given daily on Environment
Canada’s weather website at [Link]/canada_e.html.
Use the data for the location that is geographically closest to you.

SCIENCE 10 A TEACHING RESOURCE 11

A Week’s Worth of Weather

Name:

Group members:

Week of to

Our Weather Station

Date Sun Mon Tues Wed Thurs Fri Sat

Time

Barometric pressure
(rising or falling)

Temperature °C

Relative humidity

Wind direction

Wind speed

Precipitation (type)

Precipitation (mm)

General weather
condition

Environment Canada’s Information

Date Sun Mon Tues Wed Thurs Fri Sat

Time

Barometric pressure
(rising or falling)

Temperature °C

Relative humidity

Wind direction

Wind speed

Precipitation (type)

Precipitation (mm)

General weather
condition

12 SCIENCE 10 A TEACHING RESOURCE

Activity 3: The Weather
Questions Outcomes

Students will be expected to

• What decisions do we face due to weather conditions? • describe examples of Canadian
• How are our lives affected by changing weather conditions contributions to weather
forecasting and satellite
(short term) and changing climate (long term)?
imaging, showing how scientific
• What causes these weather patterns? knowledge evolves (117-10,
115-6)
• analyze and report on the risks,
benefits, and limitations of
Materials society’s responses to weather
forecasting (118-7, 214-11,
116-1)
• hardware:
–– computer(s) with Internet connection, and CD-ROM player
–– digital camera
–– printer
–– projection system
–– scanner
–– video camera

• software:
–– database or spreadsheet software
–– desktop publishing software
–– e-mail software
–– encyclopedia on CD-ROM
–– image-processing software
–– Internet web browser
–– multimedia software
–– web page development software
–– word-processing software

Procedure

You will be developing a slide show, a newsletter or brochure, and a

web page to help you meet the following outcomes:

• describe examples of Canadian contributions to weather forecasting

and satellite imaging, showing how scientific knowledge evolves
(117-10, 115-6)
• analyze and report on the risks, benefits, and limitations of society’s
responses to weather forecasting (118‑7, 214-11, 116-1)

SCIENCE 10 A TEACHING RESOURCE 13

 Choose one of the following topics to base your research on:

• aurora borealis • ice storm

• blizzard • jet stream
• chinook • lightning
• El Niño / La Niña • snow
• hail • thunderstorm
• hurricane • tornado

You must also

• provide illustrations that will show aspects of the phenomenon

• provide a historical account of an actual weather event (on your
chosen topic) that has significantly affected human activity
• provide a description of a career related to your particular topic or to
weather in general
• provide a complete list (bibliography) of all your information
sources, including websites, people interviewed, e-mail,
encyclopedias, books, magazines, and television shows

Teacher Notes

Background Information
This could be used as a culminating activity—done throughout the unit.

This project relies completely on access to computers. The students

will need to create a slide show using a program such as PowerPoint, a
brochure using a program such as Microsoft Publisher, and a web page
using a program such as FrontPage.

14 SCIENCE 10 A TEACHING RESOURCE

Activity 4: Past, Present, and Future
Question Outcomes

Students will be expected to

• Does folklore have any science to explain it? • describe examples of Canadian
contributions to weather
forecasting and satellite
imaging, showing how scientific
Background Information knowledge evolves (117-10,
115-6)
Throughout the entire history of humanity, people have been known • identify and report the impact
to worship weather gods or practice rituals that would bring about the of accurate weather forecasting
from the personal to the global
desired meteorological outcome. For instance, the nursery rhyme “Rain, point of view (118-2, 117-6,
rain, go away, come again some other day” was once part of a ritual 114-6)
performed by Druids to stop the rain.

Most of these mythologies and rituals have given way to a more

scientific approach to weather involving radar, weather satellites,
barometers, thermometers, hygrometers, and computers. However, in
spite of all of this technology, weather folklore persists in every corner
of the globe.

Folklore is accumulated wisdom. Most weather expressions are

remembered simply because they often work, although they are
generally less reliable than a modern weather forecast. Folklore is often
derived from human experience and understanding of weather. However,
some weather events are unpredictable, either by scientific forecasting
or folklore beliefs. For example, the intensity of a winter is affected by
many factors that cannot all be accounted for by science or folklore.

The Truth behind the Folklore

Procedure
Explain the scientific basis for each example of folklore below.
Also, indicate what segment of the population would most likely be
influenced by, and use, this folklore.

• Red sky at night, sailor’s delight; red sky in morning, sailors take
warning.
• The higher the clouds, the better the weather.
• Sun or moon halos indicate a coming rain (or snow), the larger the
halo, the nearer the precipitation.

SCIENCE 10 A TEACHING RESOURCE 15

 • When smoke descends, good weather ends.
• A cow with its tail to the west, makes weather the best; a cow with its
tail to the east, makes weather the least.

Find at least two more examples of weather folklore that are based on
scientific principles and explain them. Find the historical significance of
the folklore and how your examples came to be used as predictors for
weather. Note your findings in your science journal.

Teacher Notes

Background Information
You may wish to find other folklore/sayings about weather (and about
topics from other units in Science 10).

16 SCIENCE 10 A TEACHING RESOURCE

Activity 5: Weather Predictions
Question Outcomes

Students will be expected to

• How are technology and science able to help us predict weather? • identify and report the impact
of accurate weather forecasting
from the personal to the global
point of view (118-2, 117-6,
Procedure 114-6)
• analyze and report on the risks,
Use library or electronic sources to answer each of the following benefits, and limitations of
questions about weather predictions. society’s responses to weather
forecasting (118-7, 214-11,
• Weather Watching 116-1)

–– List three forms of technology that help us predict the weather.

–– How did people use animal behaviour to predict seasonal weather
before technology?
–– Explain how animal behaviour might actually indicate some types
of weather.
–– What signs in the sky allow people to predict weather? Explain.
• Can jet planes change the weather?
• Explain how jet planes could cause the cool, rainy weather in Chicago.
• Groundhog Day
–– Explain the Groundhog Day tradition and its historical roots.
–– Does Groundhog Day really predict seasonal weather? Explain.
• Cricket Weather Report
–– What part of the weather do crickets give information about? Is
this useful?

Summary

Choose one of the following:

• Write a riddle, poem, or song that explains some of the interesting or

unique ways that people predict the weather.
• Draw a cartoon strip that explains some of the interesting or unique
ways that people predict the weather.

Teacher Notes

Background Information
Teachers may wish to check various weather websites for up-to-date
information.

SCIENCE 10 A TEACHING RESOURCE 17

 Activity 6: Weather Hazards
Outcomes Question
Students will be expected to
• use weather instruments • What does a weather hazard/disaster look like?
effectively and accurately
for collecting local weather
data and collect and integrate
weather data from regional
Procedure
and national weather
observational networks Prepare an article for a newspaper about an actual hazard or disaster
(213‑3, 213-6, 213-7)
resulting from weather phenomena. This can be a recent or historical
event. Be sure to research your event so that your facts are accurate.
Possible strategies to include in your report:

• interview of a specialist or eyewitness

• photos or sketches
• explanation of weather related to that geographical area; how weather
systems and phenomena occur
• past history of the region, if applicable
• details of occurrence—people involved, land use, cost of clean-up
and recovery
• applicable statistics for the event—storm force magnitude, length of
time, areas flooded or in drought

Arrange your information as a front-page cover story. You may include

interesting headlines and colour photos or sketches to catch people’s
attention.

18 SCIENCE 10 A TEACHING RESOURCE

Teacher Notes
Background Information
As a class, determine the features of the article. Some things that might
be included:

• headline
• journalist’s name (you)
• name of news agency (AP—Associated Press; CP—Canadian Press;
etc.)
• date—be sure that the article corresponds to the time period!
• length—250–300 words
• a map to illustrate the location of the event
• format—electronic or print

SCIENCE 10 A TEACHING RESOURCE 19

 Activity 7: Weather Technology
Outcomes Question
Students will be expected to
• Illustrate and display how How are weather and technology related?
science attempts to explain
seasonal changes and
variations in weather patterns
for a given location (215-5)
Procedure

Part 1: Software Developer

1. Computer technology is central to weather forecasting. Research
what is required for developers to create and maintain weather
information for the public. Report your findings.
2. How do you decide what data to collect?

Part 2: Meteorologist Technician

1. Name two careers that require meteorological technicians.
2. What do these technicians do?
3. Where do they get training?
4. Pick one career. What skills and knowledge are needed to do the
job?

Part 3: Broadcast Meteorologist

1. Where would you find these broadcasters?
2. What do they do? What do they need to know to do this job?
3. What kinds of weather instruments do they use in their work?
4. How do they use the data they collect?
5. Find a weather map (on the Internet). Try to interpret the weather
from the map.

Part 4: Warning Preparedness Meteorologist

1. What is the job of this person?
2. What is a day like in this job when a tornado or other disaster is
developing?
3. Who do these meteorologists teach to use and interpret their
services?
4. What instruments do these meteorologists use in their work?
5. How do they use the data collected?

20 SCIENCE 10 A TEACHING RESOURCE

Part 5: Why it Matters
1. Answer the “Why it Matters” questions on page 81 of Nova Scotia
Science 10.
2. Write a script that would last about 30 seconds to explain to a
university audience what tomorrow’s weather for the country is
expected to be.
3. a) How accurate is a weather forecast?
b) Are the atmospheric conditions at Earth’s surface the only factor?
Explain. If there are other factor(s), list them and explain their use.
c) How does technology play a part in this?
4. Pick a weather instrument. Write a paragraph that discusses how the
instrument has changed over time.
5. What are the effects of weather on industry where you live? Identify
the industry, the weather, and the results. What technology is
involved?
6. Are there limitations in weather forecasting? What are some? How
does technology play a part in this?
7. Do “Measuring Fog,” on page 43 of Nova Scotia Science 10.

SCIENCE 10 A TEACHING RESOURCE 21

 Activity 8: How Hot Does It Get?
Outcomes Questions
Students will be expected to
• use scientific theory, identify • Does the colour of a substance affect the amount of light energy
questions about, illustrate, and that is changed to heat energy?
explain heat energy transfers
that occur in the water cycle
• How hot does the surface of dry sand get when light shines on it?
(331-1, 214-3) • How hot does the surface of water get when light shines on it?
• How hot does air get when light shines on it?
• How hot does a mixture of sand and water get when light shines
on it?
• How hot does damp potting soil get when light shines on it?
• Does vegetation affect how hot soil gets when light shines on it?

Background Information

Light energy that is not reflected from the surface of a substance is

absorbed and turned into heat energy. Dark-coloured substances absorb
more light energy and thus turn more of the light energy into heat
energy. The heat energy makes the molecules of the substance move.
Kinetic energy is the energy of motion. Because the molecules of
different substances are different, different substances have different
amounts of energy. For example, it takes more heat energy to change
the temperature of water 1°C than to change the same mass of dry sand
1°C. This property of substances is called specific heat capacity. A
substance with a low specific heat capacity needs very little heat energy
to make its temperature change.

Safety

• Wear safety goggles.

• Avoid breathing dust from the sand.
• Be careful when handling thermometers.

22 SCIENCE 10 A TEACHING RESOURCE

Materials

• alcohol thermometers
• clear plastic food trays with lids for the heating dishes
(from grocery store)
• lamps with 100-watt bulbs
• metre sticks
• potting soil
• sand
• sheets of coloured paper, including white and black
• small plant in the same potting soil as a control
• water

Procedure

As a class, plan the experiment. In groups, conduct an investigation to

help answer your question. After the data are collected, compare results
for each group. In planning investigations,

• list which variables must be controlled in each investigation

• list which variables are manipulated
• list which variables are responding
• decide the number of trials to be done
• write a hypothesis and prediction for your investigation
• write out your materials list and your procedure
• identify and list the safety precautions for your investigation
• get teacher approval

Results

In your group,

• record “suitable” data and display the data for presentation

• determine what happens to heat and temperature in your experiment

As a class,

• report and collate results

• compare the results in each experiment and discuss how the results
relate to the heating and transfer of heat of various substances
• discuss and write about how solar energy can be turned into heat
energy

SCIENCE 10 A TEACHING RESOURCE 23

 Teacher Notes

Background Information
Divide the class into groups. Assign each group a question. The groups
may compare their answers. Students will have an opportunity to
compare qualitatively the heat capacities of various Earth substances.
Of the substances investigated, water requires the most heat energy to
change its temperature 1°C, while air will require the least heat energy
to change its temperature. Have students use the same scales on their
graphs so they can compare the slopes of the lines. The steeper the
slope, the lower the heat capacity. Try using temperature probes for
measuring the temperature. The data collected can be entered on a
spreadsheet and displayed graphically.

24 SCIENCE 10 A TEACHING RESOURCE

Activity 9: How Do Molecules
Behave?
Questions Outcomes

Students will be expected to

• How do water molecules in a solid at absolute zero and at –1°C • use scientific theory, identify
behave? questions about, illustrate,
and explain heat energy
• How do water molecules in a liquid phase behave? transfers that occur in the
• How do water molecules at the boiling point behave? water cycle (331-1, 214-3)

Procedure

Devise an investigation that will help answer the above questions.

Results

• Write about your observations.

• Make sketches of the molecular activity.

Analysis

• What do you think will happen to the water molecules as they lose
kinetic energy?
• If the water molecules lose kinetic energy, what else is being lost?
• How do water molecules in a solid at absolute zero and at –1°C
behave?
• How do water molecules in a liquid phase behave?
• How do water molecules at the boiling point behave?

SCIENCE 10 A TEACHING RESOURCE 25

 Teacher Notes

Background Information
This is an alternate activity for the above outcome.

Heat energy can cause one state of matter to change into another state.
The particular state of a type of matter depends both on the matter itself
and the temperature.

There are three states of matter to consider: solid, liquid, and gas.

A solid is something that maintains its shape. The atoms or molecules of

a solid vibrate in a fixed position. At the melting point, the atoms vibrate
enough so that they break out of their fixed positions and the solid
becomes a liquid.

A liquid maintains its volume, but takes the shape of its container. The
atoms of a liquid still vibrate, but they also move around slowly. At the
boiling point, atoms throughout the liquid vibrate more, and gas bubbles
rise to the surface. The liquid then changes completely to a gas.

A gas has no fixed volume, but takes up the volume of its container. The
atoms of a gas move around quickly and are spaced far apart. When heat
is applied to a gas, the atoms move faster.

It would be interesting to have the students complete this activity before

you give them the background information, to determine the extent
of their understanding of how molecules behave in different states of
matter. Repeat the activity again after they have the information, and
have them observe the differences in their behaviour as molecules.

Procedure
Create a large square on the ground with masking tape, leaving one side
open. The marked area represents an open pot. Students will pretend
that they’re water in the pot. Individuals will be molecules as a solid
(ice) changes to a liquid and then to a gas.

Ask the class to arrange themselves in the pot as if they were ice.
(Everyone begins by standing close together at the bottom of the pot and
opposite the opening while vibrating slightly.)

Say something like, “You’re molecules in ice. You’re frozen solid. But
the pot has been placed on a burner. You’re beginning to get a little
warmer.” (Everyone sways a little from side to side to represent atoms
vibrating to a greater extent. The particles are close together.)

26 SCIENCE 10 A TEACHING RESOURCE

“It’s getting warmer. You’re melting. You’re becoming a liquid.” Have
the students discuss what is happening as they go from a solid to a
liquid.

“It’s getting even warmer.” (The students should now move more
rapidly and take up more space.)

“It’s really hot. You’re boiling.” (All students should be moving very
quickly around the pot while vibrating quickly. Some students should
leave the pot to represent the beginning of evaporation.)

“You’re a vapour now.” (All students should leave the pot and move
quickly all over the place while vibrating as fast as they can. Ideally
they should move in a straight line until they hit something then bounce
off and move in a straight line in a new direction.)

You could now repeat the process, going from liquid in a pot to a solid.

Analysis
Draw and label a graph for water going from a solid to a vapour.

Label the state(s) on the graph.

Draw a picture of each of the stages of the graph.

The students should also answer the following questions:

• What do you think will happen to the water molecules as they lose
kinetic energy?
• If the water molecules lose kinetic energy, what else is being lost?
• What is the difference between a vapour and a gas? Explain.

SCIENCE 10 A TEACHING RESOURCE 27

 Activity 10: Weather Report
Outcomes Question
Students will be expected to
• identify and report the impact • What are some impacts and trends in the weather?
of accurate weather forecasting
from the personal to the global
point of view (118-2, 117-6,
114-6)
Procedure
• analyze and report on the risks,
benefits, and limitations of Create a report using one or more of the following themes:
society’s responses to weather
forecasting (118-7, 214-11, • the societal impact of
116-1)
–– disasters: hurricanes, tornadoes, blizzards, great storms from the
past (local, provincial, regional, national, global)
–– seasons (tourism, agriculture, fishing, etc.)
–– weathering
• weather trends—comparing patterns/trends: local, regional, national,
global (for example, same latitude and same ocean can have different
weather or climate)
• weather folklore versus evolving technology: reliable and accurate
data collecting with respect to weather forecasting
• weather expressed through various media:
–– art (masters to present)
–– music (classical to contemporary)
–– poetry, literature
• impact of weather on historical events
• history of weather prediction
• microclimates

Possible Resources

• almanacs • newspapers (look for

• community elders commentaries, cartoons,
financial pages, articles, letters
• Environment Canada
to the editor)
• Internet
• TV weather reports
• magazines such as National
• various organizations
Geographic and Canadian
such as Bedford Institute
Geographic
of Oceanography (BIO),
Department of Fisheries,
Department of Natural
Resources

28 SCIENCE 10 A TEACHING RESOURCE

Unit 2: Physical
Science: Chemical
Reactions (25%)
Activity 11: Consumers and
Chemicals
Question Outcomes

Students will be expected to

• What are some relationships between consumers and chemicals? • investigate and collaborate to
describe science and technology
relationships and their functions
(116-3, 117-7, 215-6, 116-5)
Procedure

• Do Find Out Activity 3-1A: Can you Judge a Product by its Label?,
p. 101, Nova Scotia Science 10.

Introduction to Neutralization
Like most chemical reactions, the products of a neutralization reaction
are predictable: a salt and water. Salts are ionic compounds composed
of a metallic and a non-metallic ion and they are soluble in water.

A neutralization reaction may be represented generally as

Acid + Base  Salt + Water

HX(aq) + MOH(aq)  MX(aq) + H2O(l)

where “X” represents the anion of the acid and “M” represents the
cation of the base.

• Do Conduct an Investigation 4-2D: Neutralization Reactions and

Salts, p. 172, Nova Scotia Science 10.

Introduction to Chemicals for Consumers

Acid neutralization is big business these days. Whether it is a cheap
over-the-counter remedy (Tums or Rolaids) or an expensive prescription
brand (Prevacid or Nexium), people are buying antacids in record
amounts. Antacids are bases that react with excess stomach acid,
neutralizing it. Along with Tums and Rolaids, the commercial brands
include Zantac, Pepcid, Milk of Magnesia, and Alka Seltzer. The active
ingredient in these over-the-counter preparations is usually magnesium
carbonate or calcium carbonate. The carbonates react with acids such as
hydrochloric acid (stomach acid).

SCIENCE 10 A TEACHING RESOURCE 31

 Testing the Effectiveness of Antacids
Antacids are advertised under many brand names. Consumers purchase
these products to reduce stomach acids. Is an antacid product effective
in neutralizing elevated levels of stomach acid?

Advertisements for antacids often make claims about the antacid’s

ability to “consume” excess stomach acid. How valid are these claims?
In this activity, you will perform tests to find out.

Question
• Is one brand-named antacid more effective than another antacid
product in neutralizing acid?

Materials
• 4 tall, clear glasses
• baking soda (sodium bicarbonate)
• cabbage juice indicator strips or commercial indicator strips
• grapefruit juice
• measuring cup
• Rolaids, regular strength
• spoons
• Tums, regular strength

Procedure
Use the Consumers and Chemicals activity sheet to record your findings.

1. Pour 125 mL of grapefruit juice into each of the four glasses.

2. Test the first glass of juice using an indicator strip. If you are using
cabbage juice indicator strips, the colour reference is as follows:

Cabbage Juice Indicators

Approximate pH 2 4 6 8 10 12
Colour of extract red purple violet blue teal green

32 SCIENCE 10 A TEACHING RESOURCE

3. Read the label on the Tums package and determine the
recommended dosage. Crush that number of tablets and drop the
powdered tablets into the second glass of grapefruit juice. Stir with
a spoon until thoroughly dissolved. Test and record the pH after
mixing.
4. Repeat Part 2 for Rolaids.
5. Repeat Part 3 using 2 mL or 5 g of baking soda.
6. Flush the glasses of juice down the sink with plenty of water. Wash
the glasses, and then wash your hands thoroughly.

SCIENCE 10 A TEACHING RESOURCE 33

Consumers and Chemicals

Name: Date:

Record the colour and approximate pH in the table below.

Neutralization Reactions
Antacid Colour pH
grapefruit juice
Tums
Rolaids
baking soda

Analysis

1. What is the active ingredient in each of the antacids that you tested? Write a chemical equation to show
how one of the antacids neutralizes the citric acid in grapefruit juice.

2. List the antacids from most effective to least effective. Give reasons to support your answer.

3. Calculate the cost of a single dose of each antacid. Which is the least expensive antacid? Is it also the
least effective one? Explain, using data to support your answer.

4. Based on the data you have collected and the price per dose that you have calculated, make a
recommendation about which antacid to use for occasional indigestion.

34 SCIENCE 10 A TEACHING RESOURCE

Activity 12: Chemical Names and
Formulas
Question Outcomes

Students will be expected to

• How are chemical compounds named? • name and write formulas for
common ionic compounds and
molecular compounds and
describe the usefulness of the
Introduction IUPAC nomenclature system
(319-1, 114-8)
The guidelines set forth by the International Union of Pure and Applied • classify simple acids, bases,
Chemistry (IUPAC), when followed correctly, ensure that a particular and salts, based on their
characteristics, name and
substance will have a standard name internationally. formula (319-2)

The IUPAC is based in Paris, France. Members of the committee meet

periodically to discuss a variety of topics, including standardizing the
naming of newly discovered elements and compounds.

The process of naming and writing formulas for chemical compounds

is very precise and follows a set of guidelines established by scientists.
The reason for this complex and precise set of guidelines is to enhance
communication among scientists. If the rules for naming chemical
compounds were vague or unclear, scientists in different parts of the
world might develop vastly different names for substances, making
communication difficult or impossible. Miscommunication of this sort
can also lead to safety hazards if compounds are not correctly identified.

Procedure

Part 1
A. Do Think About It Activity 3-1B: Patterns in Ion Formation, p. 105,
and Think About it Activity 3-2A: What’s in a name?, p. 110, from
Nova Scotia Science 10.
B. Use the polyatomic ion sheet in Appendix A to help you complete
the following table.

SCIENCE 10 A TEACHING RESOURCE 35

Polyatomic Substances

iodate selenate citrate hydroxide

lithium Li2SeO4
magnesium Mg(OH)2
iron (III) Fe(IO3)3
lead (IV) PB3(C6H5O7)4
ammonium

Part 2
For each formula, write the name of the compound:

Naming Ionic Compounds

Chemical Formula Name
a. CaSO4
b. Ba(OH)2
c. NH4Cl
d. Ca3(AsO3)2
e. NaC2H3O2
f. Mg3(AsO3)2
g. Al2(SO4)3
h. NaCNO
i. NH4NO3
j. K2Cr2O7
k. Al(OH)3
l. KSCN
m. NaHCO3
n. MgS2O8
o. (NH4)3PO4
p. KOH
q. PbO2
r. CuBr2
s. Fe2Se3

36 SCIENCE 10 A TEACHING RESOURCE

Part 3
Names and Formulas for Binary Molecular Compounds
Write the name for each of the following binary molecular compounds.
Explain why you think the name you chose is correct.

Naming Binary Molecular Compounds

Chemical Formula Name
1. As4O10 tetrarsenic decoxide
“Tetra” is included because there are 4 arsenic atoms, “deca” because there are 10 oxide
atoms. The “a” is dropped from “tetra” to avoid a double “a” in the name, while the “a” at the
end of most of the prefixes is dropped when followed by “oxide.”

2. BrO3 bromine trioxide

When there is only one atom of the cation, “mono” is not used. There are three oxygen atoms
in the anion, so the prefix “tri” is attached.

3. BrN bromine mononitride

When there is only one atom of the cation, “mono” is not used. The prefix “mono” is used here in
the anion because there is one atom of nitrogen present.

4. N2O3

5. NI3

6. SF6

7. XeF4

8. PCl3

9. CO

SCIENCE 10 A TEACHING RESOURCE 37

10. PCl5

11. P2O5

12. S2Cl3

13. C3N4

14. SO2

15. P4O10

16. RnF6

17. OF2

18. ClO2

19. SiO2

20. CF3

38 SCIENCE 10 A TEACHING RESOURCE

21. N2S5

22. CO2

23. SO3

24. XeF6

25. KrF2

26. BrCl8

27. SCl4

28. PF3

29. XeO3

30. SeO4

SCIENCE 10 A TEACHING RESOURCE 39

Part 4
Give the formula for each of the following compounds.

Formulas for Binary Molecular Compounds

Name Formula
chlorine monoxide
oxygen difluoride
bromine monophosphide
dinitrogen monoxide
nitrogen trifluoride
sulphur tetrachloride
xenon trioxide
carbon dioxide
diphosphorous pentoxide
phosphorous trichloride
sulphur dioxide
bromine pentafluoride
disulphur dichloride
selenium trifluoride
iodine trichloride
silicon tetrachloride
krypton difluoride
iodine monoxide
silicon trichloride
carbon trichloride
dinitrogen pentasulphide
carbon monoxide
sulphur trioxide
dinitrogen trioxide
dinitrogen monoxide
xenon hexafluoride
sulphur hexafluoride
phosphorous pentachloride
nitric oxide
nitrous oxide

40 SCIENCE 10 A TEACHING RESOURCE

Teacher Notes

Polyatomic Substances (Answer Key)

Anion
iodate selenate citrate hydroxide
Cation
lithium LiIO3 Li2SeO4 Li3C6H5O7 LiOH
magnesium Mg(IO3)2 MgSeO4 Mg(C6H5O7)2 Mg(OH)2
iron (III) Fe(IO3)3 Fe2(SeO4)3 FeC6H5O7 Fe(OH)2
lead (IV) Pb(IO3)4 Pb(SeO4)2 PB3(C6H5O7)4 Pb(OH)4
ammonium NH4IO3 (NH4)2SeO4 (NH4)3C6H5O7 NH4OH

SCIENCE 10 A TEACHING RESOURCE 41

 Activity 13: Building Compounds
Outcomes Questions
Students will be expected to
• name and write formulas for • What are binary ionic compounds composed of?
common ionic compounds • How is the formula for a binary ionic compound written?
and molecular compounds
and describe the usefulness
of the IUPAC nomenclature
system (319-1, 114-8) Materials
• classify simple acids, bases,
and salts based on their
characteristics, name, and • chemistry tiles set, various forms are available
formula (319-2)
Procedure

Rules for using chemistry tiles:

• You must have a rectangle when you are done.

• Positive ions go on the left.
• Negative ions go on the right.
• When writing the formula, write the positive ion followed by a
subscript that tells how many tiles are used and then the negative ion
followed by a subscript that tells how many tiles are used.

42 SCIENCE 10 A TEACHING RESOURCE

Part 1

Determine the formulas of the binary ionic compounds formed from

these combinations of ions, and record your results below.

Bionic Ionic Compounds

Ions Formula
1. H and Br
+ – HBr

2. Na+ and Cl–

3. K+ and I–
4. Cu+ and F–
5. Fe2+ and S2–
6. Sn2+ and S2–
7. Cr2+ and O2–
8. Ni2+ and S2–
9. Co3+ and P3–
10. Fe3+ and N3–
11. Al3+ and P3–
12. Fe3+ and P3–
13. Cu2+ and Br–
14. Al3+ and Cl–
15. Sn2+ and N3–
16. Cu2+ and F–
17. Cu+ and P3–
18. Li+ and S2–
19. Ni2+ and N3–
20. Ni2+ and I–
21. K+ and S2–
22. Co3+ and O2–
23. Cu+ and O2–
24. K+ and P3–

SCIENCE 10 A TEACHING RESOURCE 43

 Part 2

Determine the formulas of the complex ionic compounds formed from

these combinations of ions, and record your results in the table below.

Formulas for Complex Ionic Compounds

Ions Formula
1. NH4+ and S 2– (NH4)2S

2. Ni+ and PO43–

3. Cu+ and PO43–
4. Cu+ and C2H3O2–
5. Fe2+ and NO3–
6. Sn2+ and C2O42–
7. Cr2+ and NO3–
8. Ni2+ and NO3–
9. Co3+ and CO32–
10. Fe3+ and NO3–
11. Al3+ and C2H3O2–
12. Fe3+ and CrO42–
13. Cu2+ and SO32–
14. Al3+ and SO42–
15. Sn2+ and NO3–
16. Cu2+ and NO3–
17. Cu+ and CrO42–
18. Li+ and CO32–
19. Ni2+ and P3–
20. Ni2+ and NO3–
21. K+ and C2H3O2–
22. Co3+ and SO42–
23. Cu+ and C2H3O2–
24. K+ and SO32–

Analysis

• Based on the formulas that you wrote in Parts 1 and 2, propose a

definition for (a) binary ionic compounds and (b) complex compounds.

44 SCIENCE 10 A TEACHING RESOURCE

Teacher Notes

Background Information

Binary compounds contain two different elements. Binary ionic

compounds are made up of a metallic element and a non-metallic
element. Ionic compound formulas are written with the positive ion first
and then the negative ion. For example, the compound formed between
lithium (Li+) and chloride (Cl–) would be written LiCl.

Complex compounds contain polyatomic ions. Polyatomic ions contain

more than one atom, such as nitrate (NO3–). Ionic formulas are written
the same whether they are binary or complex. The only difference is the
possible use of parentheses around the polyatomic ion. For instance, to
write the formula for barium nitrate, which has one barium ion (Ba2+)
and two nitrate ions (NO3–), we must use parentheses. The formula
would be Ba(NO3)2. Parentheses are used only when there is more than
one of the polyatomic ions.

Depending on the problem-solving ability of your students, you may

wish to lead them through the use of the chemistry tiles first. If they
are good at working independently, the rules for using chemistry tiles
should be sufficient to get them started.

Answers

Part 1
Bionic Ionic Compounds
Ions Formula
1. H and Br
+ –
HBr
2. Na and Cl
+ –
NaCl
3. K and I
+ –
KI
4. Cu and F
+ –
CuF
5. Fe2+ and S2– FeS
6. Sn2+ and S2– SnS
7. Cr and O
2+ 2–
CrO
8. Ni and S
2+ 2–
NiS
9. Co and P
3+ 3–
CoP
10. Fe and N
3+ 3–
FeN
11. Al3+ and P3– AlP
12. Fe3+ and P3– FeP
13. Cu and Br
2+ –
CuBr2

SCIENCE 10 A TEACHING RESOURCE 45

 14. Al3+ and Cl– AlCl3
15. Sn and N
2+ 3–
Sn3N2
16. Cu and F
2+ –
CuF2
17. Cu and P
+ 3–
Cu3P
18. Li and S
+ 2–
Li2S
19. Ni2+ and N3– Ni3N2
20. Ni2+ and I– NiI2
21. K and S
+ 2–
K2S
22. Co and O
3+ 2–
Co2O3
23. Cu and O
+ 2–
Cu2O
24. K and P
+ 3–
K3P

Part 2
Formulas for Complex Ionic Compounds
Ions Formula
1. NH4+ and S2– (NH4)2S
2. Ni+ and PO43– Ni3PO4
3. Cu and PO4
+ 3–
Cu3PO4
4. Cu and C2H3O2
+ –
CuC2H3O2
5. Fe and NO3
2+ –
Fe(NO3)2
6. Sn and C2O4
2+ 2–
SnC2O4
7. Cr and NO3
2+ –
Cr(NO3)2
8. Ni2+ and NO3– Ni(NO3)2
9. Co3+ and CO32– Co2(CO3)3
10. Fe and NO3
3+ –
Fe(NO3)3
11. Al and C2H3O2
3+ –
Al(C2H3O2)3
12. Fe and CrO4
3+ 2–
Fe2(CrO4)3
13. Cu and SO3
2+ 2–
CuSO3
14. Al3+ and SO42– Al2(SO4)3
15. Sn2+ and NO3– Sn(NO3)2
16. Cu and NO3
2+ –
Cu(NO3)2
17. Cu and CrO4
+ 2–
Cu2CrO4
18. Li and CO3
+ 2–
Li2CO3
19. Ni and P
2+ 3–
Ni3P2
20. Ni2+ and NO3– Ni(NO3)2
21. K+ and C2H3O2– KC2H3O2
22. Co and SO4
3+ 2–
Co2(SO4)3
23. Cu and C2H3O2
+ –
CuC2H3O2
24. K and SO3
+ 2–
K2SO3

46 SCIENCE 10 A TEACHING RESOURCE

Activity 14: It’s in the Cards
Question Outcomes

Students will be expected to

• How many formulas can you make? • name and write formulae for
common ionic compounds and
molecular compounds and
describe the usefulness of the
Materials IUPAC nomenclature system
(319-1, 114-8)
• deck of ions/subscript cards

Procedure

The Rules of the Game

Decide which game you wish to play. It could be Fish, a variation of
Concentration, or make up your own game. The players will try to make
a chemical formula that uses their cards.

Teacher Notes

Background Information

Create a deck of cards using the ions listed below. Each ion should be
on a separate card. Appendix E includes Chemical Ion Cards that can be
photocopied, or print the ions on labels and affix to blank index cards.

Sample Ions Cards

Ba2+ Be2+ Cu2+ Sr2+

Na+ Mg2+ Cu3+ Sc3+
Ca2+ Ag+ Fe2+ Al3+
Li+ K+ H+ Hg2+
Pb2+ V3+ Fe3+ Sn+
Zn2+ Ni3+ Cr3+ Rb+
NO3- HCO3- CrO4- S2-
NO2- PO4- AsO32- O2-
SO42- HPO42- C2H3O2 F-
SO32- NH4+ H2PO4- N3-
HSO4 2-
OH -
I
-
Br-
CO32- ClO4- Cl- P3-

SCIENCE 10 A TEACHING RESOURCE 47

 Activity 15: Product Labels
Outcomes Questions
Students will be expected to
• name and write formulas for • What compounds are found on labels of products in the
common ionic compounds supermarket or drugstore, or at home?
and molecular compounds
and describe the usefulness
• What are the formulas for these compounds?
of the IUPAC nomenclature
system (319-1, 114-8)
• classify simple acids, bases, Background Information
and salts based on their
characteristics, name, and
formula (319-2) If your cat took chemistry, would she eat this stuff? The following are the
listed ingredients for a food treat for cats: flour, liver, dried whole egg,
glycerin, pregelatinized wheat flour, shrimp by-products, wheat gluten,
torula dried yeast, calcium sulphate, cheese meal, phosphoric acid,
animal fat (preserved with butylated hydroxyanisole, otherwise known
as BHA), potassium chloride, salt, potassium sorbate (a preservative),
wheat middlings, colour, chlorine chloride, calcium carbonate, iron(II)
sulphate, vitamin E supplement, zinc oxide, BHA, copper(II) oxide,
cobalt carbonate, manganese oxide, vitamin A supplement, potassium
iodide, D-calcium pantothenate, vitamin B12 supplement, vitamin D3
supplement, water, sufficient for processing.

The italicized compounds are examples of the types of compounds for

which you have learned nomenclature rules.

Procedure

Read product labels to find compounds formed. For each compound, the
following information will be required:

• name of compound as it appears on the label

• formula
• name of the product in which it is found

Other requirements:

• Complete the Product Labels sheet.

• A compound may be used only once.
• Names must be of compounds, not elements.
• The list must be numbered and alphabetized and include at least 12
different compounds.

48 SCIENCE 10 A TEACHING RESOURCE

Product Labels

Name: Date:

Food Treats for Cats

Chemical Compound Formula

calcium carbonate
calcium sulphate
chlorine chloride
cobalt carbonate
copper(II) oxide
iron(II) sulphate
manganese oxide
phosphoric acid
potassium chloride
potassium iodide
potassium sorbate
salt
zinc oxide

Name Fomula Product

SCIENCE 10 A TEACHING RESOURCE 49

 Teacher Notes

Background Information
This activity allows students to use their nomenclature skills to decode
ingredient lists for food products.

The students will need a copy of the polyatomic ion sheet (see Appendix
A) as well as access to the formulas for other ions that are not listed on
the ion sheet.

Sample Results
Other results will vary depending on the products selected by each
student.

Chemical Compound Formula

calcium carbonate CaCO3
calcium sulphate CaSO4
chlorine chloride ClCl
cobalt carbonate CoCO3
copper(II) oxide CuO
iron(II) sulphate FeSO4
manganese oxide MnO
phosphoric acid H3PO4
potassium chloride KCl
potassium iodide KI
potassium sorbate KC5H7COO
salt NaCl
zinc oxide ZnO

50 SCIENCE 10 A TEACHING RESOURCE

Activity 16: Chemical Cubes
Questions Outcomes

Students will be expected to

• How many compounds can you make from rolling your cubes? • name and write formulas for
• What are their names and formulae? common ionic compounds and
molecular compounds and
describe the usefulness of the
IUPAC nomenclature system
Procedure (319-1, 114-8)
• classify simple acids, bases,
and salts based on their
Part 1 characteristics, name, and
formula (319-2)
The first player rolls the dice and combines pairs of dice to make
as many combinations as possible. The charges on the ions must be
opposite, but equal magnitudes. Write down the ion pairs as the player
forms them.

Each player takes five turns at rolling the dice. Make a table and record
the combinations. Duplicate combinations will be ignored.

After both players have rolled, they set about naming their compounds.

Part 2
Use the same rules as Part 1. This time the combination of ions must be
opposite and have unequal charges. Write the formula.

You may consult ion tables for help.

Roll #1 Br− Cu+ Mg2+ CO32− NO2−

Sample Part 1 Combinations: Sample Part 2 Combinations:

Cu+ + Br −  CuBr Cu+ + CO32−  Cu2CO3

Cu+ + NO2−  CuNO2 Mg2+ + Br−  MgBr2

Mg2+ + CO32−  MgCO3 Mg2+ + NO2−  Mg(NO2)2

A data table can be used to help students record their results.

SCIENCE 10 A TEACHING RESOURCE 51

Chemical Cubes

Name: Date:

Combination Formula Compound Name

52 SCIENCE 10 A TEACHING RESOURCE

Teacher Notes

Materials

• 1 set of ion dice

• 1 polyatomic ion sheet per student
• paper and pen/pencil

Background Information

Ion dice can be made easily and cheaply. Half-inch wooden cubes and
wood markers or tole paints can be purchased at craft stores. Print the
desired ions on each face:

Die #1: SeO42–, Cl1–, Sn2+, Mn3+, Na1+, NO31–

Die #2: IO41–, K1+, SO32–, Br1–, Mg2+, Ni3+

Die #3: NH41+, Au3+, CO32–, OH1–, ClO1–, Pb2+

Die #4: H1+, PO43–, P3–, SO42–, Fe3+, Cu2+

Die #5: Ba2+, CN1–, Cu1+, O2–, N3–, Co3+

Procedure

Students pair up and compete to form the most ionic compounds from
the throw of their ion dice cubes. This is an excellent way for students to
review their knowledge of ions and formula writing.

Alternate Activity

Question
• How many ion partners can you find?

Procedure
1. Place an element tag around your neck. Are you a cation (+) or an
anion (–)?
2. Find an ion that you can bond with.
3. In a table, write your element symbol and the charge, along with
your partner’s element and charge.
4. Write the formula of the compound you form.

SCIENCE 10 A TEACHING RESOURCE 53

 5. Determine the name of your new compound and write it in the
table.
6. Find a new partner. Repeat steps 3–5.

Creating Compounds
Cation (+) Anion (-) Compound Compound Name
Formula
Ra+ Cl− RaCl2 radium chloride

54 SCIENCE 10 A TEACHING RESOURCE

Activity 17: Evidence of Chemical
Reactions
Questions Outcomes

Students will be expected to

• What evidence is observed for chemical reactions? • perform experiments, using
• What do the results mean? appropriate instruments
and procedures, to identify
substances as acids, bases,
or salts, based on their
Background Information characteristic properties (212-8,
213-5)
• investigate chemical reactions
When a chemical reaction occurs, the starting materials (the reactants) while applying WHMIS
change into new substances (the products). There are a number of standards, using proper
ways that we can determine whether a reaction takes place between techniques for handling and
disposing of materials (213-9,
two (or more) reactants. In this experiment, you will examine the 117-5)
reaction between road salt (CaCl2) and baking soda (NaHCO3) to
observe the experimental evidence of a chemical reaction. An indicator,
bromothymol blue, will be used to determine the pH level or the level of
acidity. Bromothymol blue turns yellow when solutions have a pH level
greater than pH = 8, therefore they become slightly basic.

For this experiment, use a pH probe and a graphing calculator to

monitor the changes in temperature.

Materials

• 10 mL graduated cylinder
• balance
• bromothymol blue
• CaCl2
• graphing calculator
• NaHCO3
• pH probe
• scoopula
• temperature probe
• zippered sandwich bags

SCIENCE 10 A TEACHING RESOURCE 55

 Procedure

• Prepare your equipment. Practise using the equipment before the

experiment. You might want to make notes for future reference.
• Decide on the data that will be collected. It could be quantitative
(temperature, pH) and/or qualitative.
• Write the equation for the reaction of CaCl2 and NaHCO3. Balance
it. Determine the ratio of CaCl2 to NaHCO3 that would be needed
to make a chemical reaction. Check your results with your teacher.
When approved, add your amounts of CaCl2 and NaHCO3 into a
zippered sandwich bag. Place the samples together in one corner of
the bag.
• Measure 5 mL of bromothymol blue and pour carefully into the
opposite corner. Do not let the powders mix with the indicator.
• Put the probe in the bag and seal the bag as much as possible, being
careful not to let the powders and the indicator mix just yet. Start
collecting your data.
• After about 20 seconds, shake the bag gently so that the powders and
the indicator mix. Be careful not to tear the bag.
• After you have completed your experiment, tidy your work space.

Observations

• Record the initial and final temperatures of the reaction.

• Identify all of the changes observed during the reaction.
• Prepare a graph of your results.
• Fill in the Evidence of Chemical Reactions Form.

56 SCIENCE 10 A TEACHING RESOURCE

Evidence of Chemical Reactions Form

Name: Date:

Data Table: CaCl2 and NaHCO3

Analysis

1. What evidence was observed that a chemical 3. The result of this experiment produces a solution
reaction had taken place? that produces a specific colour when tested with
a pH indicator. Was this solution acidic or basic?
Explain.

2. Was the reaction endothermic or exothermic?

How could you tell?

Attach your graph.

SCIENCE 10 A TEACHING RESOURCE 57

 Teacher Notes

This experiment should be conducted in the chemistry laboratory.

Assessment
The Evidence of Chemical Reactions Form should be completed to
show that the students have recorded, identified, and graphed the data.
There is no need for a formal lab report; this sheet can be marked as
complete, incomplete, or unacceptable and passed in at the end of the
class. This helps the students complete an assignment and also eases the
volume of marking.

58 SCIENCE 10 A TEACHING RESOURCE

Activity 18: Cabbage Juice
Chemistry
Question Outcomes

Students will be expected to

• What effect do various household products have on cabbage juice? • represent chemical reactions
and the conservation of mass
using balanced symbolic
Background Information equations (321-1)
• design and carry out
Chemists use indicators to test whether a substance is an acid or a base. experiments, controlling
variables and interpreting
Indicators work by turning a distinctive colour in the presence of an acid patterns, to illustrate how
or a base. You can make your own indicator from red cabbage. You can factors can affect chemical
also make indicators from the juice of blackberries or cherries. reactions (212-3, 213-2, 321-3,
214-5)
Red cabbage juice turns a wide variety of colours depending on the
strength of the acid or base that is being added to it. Use the following
chart to help you determine the pH of the household products you are
testing.

Cabbage Juice Indicators

Approximate pH 2 4 6 8 10 12
Colour of extract red purple violet blue teal green

Safety

• Some household products can cause skin irritations. Do not allow

these to contact skin; rinse thoroughly with water if they do.

Materials

• 1000 mL beaker • substances to test:

• 4–5 250 mL beakers –– antacid tablets –– lime juice
• 500 mL beaker –– baking soda –– orange juice
• a head of red cabbage –– bathroom cleaner –– shampoo
• distilled water –– cream of tartar –– soft drinks
• filter paper / paper towel –– laundry detergent –– vinegar
• hot plate –– lemon juice
• knife and cutting board
• latex gloves
• milk
• sieve

SCIENCE 10 A TEACHING RESOURCE 59

 Procedure

Part 1: Preparing the Indicator (may be done in advance)

Chop red cabbage finely. Boil 500 mL of water in 1000 mL beaker. Add
the red cabbage carefully to the boiling water and take the beaker off
the heat. Let it stand for 30 minutes (or longer) until it is completely
cool. Strain the liquid into a 500 mL beaker and throw away the used
cabbage. The liquid should be a dark reddish-purple colour. The colour
will change when you add acids or bases.

Part 2: Testing the Household Products

• For runny liquids, pour 125 mL of liquid into a 250 mL beaker; then
add 5 mL of red cabbage extract and stir the mixture.
• For viscous (thick) liquids such as shampoo and dish liquid, dilute
the liquid with 75 mL of distilled water; then add 5 mL of red
cabbage extract to the solution.
• For solids, place 5 mL of the solid in 125 mL of distilled water and
stir until the solid dissolves. Then add 5 mL of red cabbage indicator
to the solution.
• Use the Cabbage Juice Chemistry table to record your results.

Part 3: At-home pH Survey (extension)

• Soak some filter paper in cabbage juice indicator. Allow the paper to
dry; then cut it into strips.
• Conduct an at-home pH survey of other household items. Tape your
strips to a piece of notebook paper, label them, and bring them back
to class.
• Compile your results with your group.

60 SCIENCE 10 A TEACHING RESOURCE

Cabbage Juice Chemistry

Name: Date:

Material Extract Colour Observations pH

antacid tablets

baking soda

bathroom cleaner

cream of tartar

laundry detergent

lemon juice

lime juice

milk

orange juice

shampoo

soft drink

vinegar

SCIENCE 10 A TEACHING RESOURCE 61

Analysis

1a. What types of products are mostly household acids? 2. Using the information you’ve collected, explain what
properties of acids and bases make them useful
household technologies.

1b. What types of products are mostly household bases?

3. Give two examples of society influencing the science 4. Give two examples of how the science and
and technology of household products. technology of acids and bases are an integral part
of your life. Use examples that do not involve
household products.

5. If you were to mix an antacid solution with a lemon juice solution, what would you expect to happen? Why?
Predict the final pH of this mixture.

62 SCIENCE 10 A TEACHING RESOURCE

Teacher Notes

This experiment should be conducted in the chemistry laboratory.

Background Information

You could prepare the red cabbage indicator in advance to save time
in class. Strips of red cabbage indicator-soaked filter paper can be
refrigerated and will last for months.

Sample Results

• The acids will be lemon and orange juices, vinegar (acetic acid),
cream of tartar (tartaric acid), sour milk, or almost any food items.
• Pure distilled water is the only substance that should be neutral.
• Baking soda is a weak base, as are most shampoos.
• The strong bases will be bathroom cleaners, laundry detergent, and
antacid tablets.

SCIENCE 10 A TEACHING RESOURCE 63

 Activity 19: Reaction Investigation
Outcomes Questions
Students will be expected to
• investigate chemical reactions • What do composition, decomposition, replacement, and double
while applying WHMIS replacement reactions look like in the laboratory?
standards, using proper
techniques for handling and
• What are the balanced equations for these reactions?
disposing of materials (213-9,
117-5)
• perform experiments, using Safety
appropriate instruments
and procedures, to identify
substances as acids, bases, • Wear safety glasses, gloves, and an apron.
or salts, based on their
characteristic properties
• Use caution when heating objects with a Bunsen burner.
(212‑8, 213-5) • Do not directly observe burning magnesium.

Materials

• Bunsen burner • 0.1 M sodium phosphate

• ceramic plate • 3 M hydrochloric acid
• well plate • balance, preferably electronic
• Beral pipet • distilled water
• 150 mL beaker • 4 cm strip of magnesium
• crucible tongs ribbon
• test tube holder • 4 cm strip of copper foil
• 7 test tubes (15 × 180 mm) • copper(II) carbonate
and rack • copper sulphate pentahydrate
• 5 wood splints • sodium hydrogen carbonate
• 0.1 M silver nitrate • zinc piece
• 0.1 M sodium chloride • plug of steel wool
• 0.1 M zinc acetate • calcium piece
• 0.1 M sodium sulphide • spatula
• 0.5 M copper(II) sulphate • weighing boats
solution

64 SCIENCE 10 A TEACHING RESOURCE

Procedure

Part 1: Combustion Reactions

1a. Using crucible tongs, heat a strip of copper foil in the inner cone
of the Bunsen burner flame. Note any changes in the copper.
Allow the strip to cool and use your spatula to scrape some of the
product from the foil. Record your observations in the Reaction
Investigation Data Table provided or make your own.
1b. Place a ceramic plate next to the Bunsen burner. Using crucible
tongs, heat a 4 cm strip of magnesium ribbon in the Bunsen burner
flame. Do not observe the burning magnesium directly because the
magnesium burns with such intensity that direct observation could
harm your eyes. As soon as the magnesium ignites, remove it from
the flame and hold it over the ceramic plate. Once the reaction
stops, examine the product and record your observations.

Part 2: Decomposition Reactions

2a. Place approximately 1 g of sodium hydrogen carbonate in a
15 × 180 mm test tube. Clamp the tube in a burette clamp or test
tube holder and heat the tube gently with your Bunsen burner.
Hold a burning splint in the mouth of the test tube. Record your
observations.
2b. Using a clean test tube, repeat (a) using 1 g of copper sulphate.
2c. Using a clean test tube, repeat (a) using 1 g of copper(II) carbonate.
Heat the tube intensely for two minutes.

Part 3: Single Replacement Reactions

3a. Place a clean test tube in the test tube rack. Add 5 mL of 3 M
hydrochloric acid. Place a small zinc piece in the tube. Using your
test tube holder, invert a clean test tube over the reacting tube for
one minute. Light a wood splint and hold it to the mouth of the
inverted tube. Record your observations.
3b. Place a small piece of steel wool (iron) in a clean test tube. Add 10
mL of 0.5 M copper(II) sulphate. Record your observations.
3c. Pour 10 mL of distilled water into a clean test tube. Add a small
piece of calcium metal to the tube. Test the tube for hydrogen by
holding a burning wood splint at the mouth of the tube. Record your
observations.

SCIENCE 10 A TEACHING RESOURCE 65

 Part 4: Double Replacement Reactions
4a. Place 2 drops of 0.1 M silver nitrate in well A1 of the well plate.
Add 2 drops of 0.1 M sodium chloride. Record your results.
4b. Place 2 drops of 0.1 M zinc acetate in well A3 of the well plate.
Add 2 drops of 0.1 M sodium phosphate. Record your observations.
4c. Place 2 drops of 0.1 M sodium sulphide in well A5 of the well plate.
Add 2 drops of 3 M hydrochloric acid. Test the odour by wafting
the air above the test tube toward you. Record your observations.

Analysis

• Complete the data table for this experiment and include chemical
equations for the reactions.

66 SCIENCE 10 A TEACHING RESOURCE

Reaction Investigation

Name: Date:

Reaction Investigation Data Table

Description of Reactant(s) Observations during Reaction Description of Product(s)

SCIENCE 10 A TEACHING RESOURCE 67

Reaction Investigation Equation Table
Part Balanced Equation
1a

1b

2a

2b

2c

3a

3b

3c

4a

4b

4c

68 SCIENCE 10 A TEACHING RESOURCE

Teacher Notes

Background Information
If the solutions are not prepared, allow preparation time.

Precut the metal pieces to avoid waste. The solutions are easily
dispensed from 250 mL dropping bottles. Be sure all secondary
containers are properly labelled. The solid chemicals can be from
labelled beakers. Students should have a basic knowledge of the types
of chemical reactions and how to balance chemical reactions. The
experiment may be split into two 40-minute periods.

Disposal of Materials
Dispose of the materials properly according to the Science Safety
Guidelines (Nova Scotia Department of Education 2005).

SCIENCE 10 A TEACHING RESOURCE 69

 Teacher Notes

Sample Results

The completed data and equations tables in this section show typical results for this lab.

Reaction Investigation Data Table

Step Description of Reactant(s) Observations during Reaction Description of Product(s)
lustrous metal flame turns green gray/black powder
1a
flexible
lustrous metal bright light white powder
1b

white powder splint goes out water droplets

2a
water droplets form CO2 gas
blue crystal colour changes water droplets
2b
water droplets form white powder
green powder powder darkens CO2 gas evolved
2c
splint goes out black powder
acid-clear metal disappears and bubbles form hydrogen formed
3a
zinc-lustrous metal splint produces a “pop”
gray steel wool wool turns brown brown residue
3b
blue liquid blue less intense light-blue liquid
metal: grayish bubbling occurs as metal disappears hydrogen evolved
3c
lump water splint produces a “pop”
clear liquids turbid white precipitate formed
4a

clear liquids turbid white precipitate formed

4b

clean liquids bubbles form strong smelling gas formed

4c
strong odour given off

70 SCIENCE 10 A TEACHING RESOURCE

Reaction Investigation Equation Table
Part Balanced Equation
1a 2 Cu(s) + O2 (g)  2 CuO(s)

1b 2 Mg(s) + O2 (g)  2 MgO(s)

2a 2 NaHCO3(s)  Na2CO3(s) + CO2(g) + H2O(g)

2b CuSO4•5 H2O(s)  CuSO4(s) + 5 H2O(g)

2c CuCO3(s)  CuO(s) + CO2(g)

3a 2 HCl(aq) + Zn(s)  ZnCl2(aq) + H2(g)

3b Fe(s) + CuSO4(aq)  Cu(s) + FeSO4(aq)

3c Ca(s) + 2 H2O(l)  Ca(OH)2(aq) + H2(g)

4a AgNO3(aq) + NaCl(aq)  AgCl(s) + NaNO3(aq)

4b 3 Zn(C2H3O2)2(aq) + 2 Na3PO4(aq)  6 NaC2H3O2(aq) + Zn3(PO4)2(s)

4c Na2SO3(aq) + 2 HCl(aq)  2 NaCl(aq) + H2O(l) + SO2(g)

SCIENCE 10 A TEACHING RESOURCE 71

 Activity 20: Dissolve This
Outcomes Question
Students will be expected to
• represent chemical reactions • What factors affect the rate of solution?
and the conservation of mass
using balanced symbolic
equations (321-1)
Materials
• design and carry out
experiments, controlling
variables and interpreting • 250 mL beakers, 3 • hot plate
patterns, to illustrate how
factors can affect chemical • clock with second hand, or • safety glasses
reactions (212-3, 213-2, stopwatch • stirring rod
321‑3, 214-5)
• distilled water (cold, room • sugar cubes
temperature, and hot)

Procedure

Part 1
Place 150 mL of water in a beaker and put it on the hot plate so it
will be hot when you need it. Place 150 mL of cold water in a beaker.
Drop in a sugar cube. In a data table of your own design, record the
time it takes for the cube to fully dissolve. Repeat this procedure with
room‑temperature water and again with hot water. Empty the contents
of the beakers down the drain and clean the beakers for reuse in Part 2.

Part 2
Repeat Part 1, but use a stirring rod to continuously agitate the solution
while the cube is dissolving. Again, record the time it takes for the sugar
cube to dissolve. Empty the contents of the beakers down the drain and
clean the beakers for reuse in Part 3.

Part 3
Repeat Part 1, but crush the sugar cube before adding it to the beakers.
Record the time it takes for the sugar to dissolve. Empty the contents of
the beakers down the drain and clean the beakers for reuse in Part 4.

Part 4
Repeat Part 2, but crush the sugar cube before adding it to the beakers.
Record the time it takes for the sugar to dissolve. Empty the contents of
the beakers down the drain and clean the beakers. Return the cleaned
equipment to its storage area.

72 SCIENCE 10 A TEACHING RESOURCE

Dissolve This

Name: Date:

Data Table: Rate of Solution

Analysis

1. Identify the variables in this experiment using the 2. Provide two everyday examples where a substance
categories of controlled, manipulated, and responding. has been dissolved.

3. What effect did each manipulated variable have on the responding variable(s)? Draw or describe this effect.

SCIENCE 10 A TEACHING RESOURCE 73

 Teacher Notes

Background Information
Before beginning the experiment, students should know the definition
of solvent, solute, insoluble, and rate. These terms should be part of
students’ analysis of the activity.

Students should find that the hotter water (solvent) and the crushed
sugar cube (solute) dissolves the fastest (rate).

It would be interesting to extend the activity to include solutes that do

not dissolve well (or at all) in water, or perhaps the solute might only
dissolve in hot water or only when crushed.

Extension
Have the students act out what the molecules of the solute are doing
when a solvent is being heated, when it is cold, when it is being shaken,
and when it is just sitting at room temperature.

74 SCIENCE 10 A TEACHING RESOURCE

Activity 21: Types of Chemical
Reactions
Introduction Outcomes

Students will be expected to

A chemical equation is a very useful device for communicating • represent chemical reactions
information about chemical changes. The equation contains both and the conservation of mass
qualitative and quantitative information relating to the nature and using balanced symbolic
equations (321-1)
quantity of the substances involved in the chemical reaction. It may also
• design and carry out
include the energy change involved. experiments, controlling
variables and interpreting
Atoms are the basic building blocks of all matter. The Law of patterns, to illustrate how
Conservation of Mass is used in balancing equations. This law can be factors can affect chemical
stated in any of the following ways: reactions (212-3, 213-2,
321‑3, 214-5)
• Matter can be neither created nor destroyed during a chemical
change.
• The total mass of all substances after a chemical change must be
equal to the total mass of all substances before a chemical change.
• There can be no loss of mass or gain of mass during a chemical
change.
• The number of atoms at the beginning of a reaction (reactants are on
the left side of the equation) must equal the number of atoms at the
end of the reaction (products are on the right side of the equation).
• The subscripts in a correct formula tell the number of atoms in one
molecule. The coefficients (numbers in front of a formula) in a
correctly balanced equation tell the number of molecules involved in
a reaction.

One way to balance equations:

1. Make sure that each individual formula is correct and that the
charges balance, if applicable.
2. Check that products are correct for the type of reaction.
3. Balance metals first.
4. Balance non-metals next.
5. Balance polyatomic ions that are found on both sides (treat these as
a whole unit). Complex ions should be broken down into individual
units only when found on one side and not the other
(e.g., NaHCO3 Na + H2 + C + O2).
6. Balance H.
7. Balance O.
8. Check both sides of the equation to see if it is balanced and add
coefficients as appropriate.

SCIENCE 10 A TEACHING RESOURCE 75

 Quite often, balancing oxygen and hydrogen will involve water on one
side or the other of the equation. Water can be balanced as hydrogen
and oxygen or as hydrogen and hydroxide (OH); use whichever method
works with the equation you are trying to balance.

Remember, you cannot change a subscript to balance the equation, nor

can you add new elements or polyatomic ions.

We will explore and explain four categories of reactions: synthesis,

decomposition, single displacement, and double displacement reactions.

Three of these reaction types are also known by other names:

• synthesis—also known as composition, addition, or combination

• single replacement— also known as single displacement
• double replacement—also known as double displacement

For this activity, begin with synthesis and decomposition reactions.

Synthesis Reactions

During a synthesis reaction, two or more reactants combine to produce

a new product. This can be represented symbolically by a general
equation:

X + Y  XY

In words, the general form of a synthesis reaction is:

element or compound + element or compound  compound

Most often the reactants in a synthesis reaction are elements.

Occasionally more than two elements or compounds may be involved
as reactants, but these reactions are rarer. The majority of spontaneous
synthesis reactions are exothermic.

Decomposition Reaction

In a decomposition reaction, a compound breaks down into two or more

simpler compounds or elements. The general equation is

XY  X + Y

In words, the general form of a decomposition reaction is

compound  element or compound + element or compound

76 SCIENCE 10 A TEACHING RESOURCE

Many spontaneous decomposition reactions are endothermic. This is
supported by the fact that most stable chemical substances will only
break apart, or decompose, into simpler substances when energy, such
as heat or electricity, is supplied.

Single Displacement Reactions

In a single displacement reaction, one element takes the place of

(displaces) another element in a compound. There are two general
symbolic forms of equations for a single displacement reaction:

A + BX  AX + B or AX + Y  AY + X

In the first general form, a metal A displaces another metal B that is

already combined with a non-metal. In the second general form, a
halogen X displaces another halogen Y that is already in combination
with a metal.

Written in words, the general forms would be

metallic element + compound  metallic element + compound

or

halogen + compound  halogen + compound

The most common type of single displacement reaction involves one

metal element displacing a second metal cation from a compound. For
example:

Mg + CuCl2  Cu + MgCl2

This type of reaction proceeds because metals have different tendencies

to lose electrons, forming cations. Magnesium tends to lose electrons
more easily than copper, which makes magnesium more reactive.
Therefore, in the reaction above, magnesium’s higher activity level will
allow it to replace copper in a compound with chlorine.

The second pattern of single displacement reaction involves a non-metal

halogen (F, Cl, Br, I) displacing a second non-metal halogen anion from
a compound. For example:

Cl2 + 2KBr  2KCl + Br2

Because chlorine is a more active halogen, it will replace bromine in

combination with potassium.

SCIENCE 10 A TEACHING RESOURCE 77

 Double Displacement Reactions

In a double displacement reaction, the cations of two different

compounds exchange places, forming two new compounds. The
symbolic general form of the equation is:

WX + YZ  WZ + YX

The general form of a double displacement reaction is:

compound + compound  compound + compound

In this type of reaction, of which there are literally hundreds of

examples, the positive and negative portions of two compounds are
interchanged. Double displacement reactions are often characterized by
the reaction of two aqueous solutions producing an insoluble precipitate.

Balance the following equations. Name the reaction types. Organic

equations are included in this list. The hydro carbon reacts with oxygen
producing carbon dioxide and water.

1. ___ Cu + ___ O2  ___ CuO

2. ___ H2O  ___ H2 + ___ O2
3. ___ Fe+ ___ H2O  ___ H2 + ___ Fe3O4
4. ___ AsCl3 + ___ H2S  ___ As2S3 + ___ HCl
5. ___ KNO3  ___ KNO2 + ___ O2
6. ___ Fe2O3 + ___ H2  ___ Fe + ___ H2O
7. ___ CaCO3  ___ CaO + ___ CO2
8. ___ Fe + ___ S8  ___ FeS
9. ___ H2S + ___ KOH  ___ H2O + ___ K2S
10. ___ NaCl  ___ Na + ___ Cl2
11. ___ Al + ___ H2SO4  ___ H2 + ___ Al2(SO4)3
12. ___ H3PO4 +___ NH4OH  ___ H2O+___ (NH4)3PO4
13. ___ C3H8 + ___ O2  ___ CO2 + ___ H2O
14. ___ Al + ___ O2  ___ Al2O3
15. ___ CH4 + ___ O2  ___ CO2 + ___ H2O
16. ___ C5H12 + ___ O2  ___ CO2 + ___ H2O
17. ___ K2SO4 + ___ BaCl2  ___ KCl + ___ BaSO4
18. ___ KOH + ___ H2SO4  ___ K2SO4 + ___ H2O

78 SCIENCE 10 A TEACHING RESOURCE

19. ___ Ca(OH)2 + ___ NH4Cl  ___ NH4OH +__ CaCl2
20. ___ C + ___ SO2  ___ CS2 + ___ CO
21. ___ Mg3N2 + ___ H2O  ___ Mg(OH)2 + ___ NH3
22. ___ V2O5 + ___ Ca  ___ CaO + ___ V
23. ___ Na2O2 + ___ H2O  ___ NaOH + ___ O2
24. ___ Fe3O4 + ___ H2  ___ Fe + ___ H2O
25. ___ Cu +___ H2SO4  ___ CuSO4 +___ H2O +___ SO2
26. ___ Al + ___ H2SO4  ___ H2 + ___ Al2(SO4)3
27. ___ Si4H10 + ___ O2  ___ SiO2 + ___ H2O
28. ___ NH3 + ___ O2  ___ N2H4 + ___ H2O
29. ___ C15H30 + ___ O2  ___ CO2 + ___ H2O
30. ___ BN + ___ F2  ___ BF3 + ___ N2
31. ___ C12H26 + ___ O2  ___ CO2 + ___ H2O
32. ___ C7H6O3 + ___ O2  ___ CO2 + ___ H2O
33. ___ Na + ___ ZnI2  ___ NaI + ___ Zn
34. ___ CH3NO2 + ___ Cl2  ___ CCl3NO2 + ___ HCl
35. ___ Ca3(PO4)2 + ___ SiO2 + ___ C  ___ CaSiO3 + ___ CO + ___ P
36. ___ Al2C6 + ___ H2O  ___ Al(OH)3 + ___ C2H2
37. ___ NaF + ___ CaO + ___ H2O  ___ CaF2 + ___ NaOH
38. ___ LiH + ___ AlCl3  ___ LiAlH4 + ___ LiCl
39. ___ CaF2 + ___ H2SO4 + ___ SiO2  ___ CaSO4 + ___ SiF4 + ___ H2O
40. ___ CaSi2 + ___ SbCl3  ___ Si + ___ Sb + ___ CaCl2
41. ___ TiO2 + ___ B4C + ___ C  ___ TiB2 + ___ CO
42. ___ NH3 + ___ O2  ___ NO + ___ H2O
43. ___ SiF4 + ___ NaOH  ___ Na4SiO4 + ___ NaF + ___ H2O
44. ___ NH4Cl + ___ CaO  ___ NH3 + ___ CaCl2 + ___ H2O
45. ___ NaPb + ___ C2H5Cl  ___ Pb(C2H5)4 + ___ Pb + ___ NaCl
46. ___ Be2C + ___ H2O  ___ Be(OH)2 + ___ CH4
47. ___ NpF3 + ___ O2 + ___ HF  ___ NpF4 + ___ H2O
48. ___ NO2 + ___ H2O  ___ HNO3 + ___ NO
49. ___ LiAlH4 + ___ BF3  ___ LiF + ___ AlF3 + ___ B2H6

SCIENCE 10 A TEACHING RESOURCE 79

 Write a balanced chemical equation for each of the following word
equations. Use the periodic table in your textbook and the polyatomic
ion sheet from Appendix A to help you. Be sure to write a skeleton
equation and a balanced equation for each question.

1. potassium chloride + silver nitrate  potassium nitrate + silver chloride

Skeleton:

Balanced:

2. aluminum hydroxide + sodium nitrate  aluminum nitrate + sodium hydroxide

Skeleton:

Balanced:

3. aluminum metal + copper(II) chloride  aluminum chloride + copper metal

Skeleton:

Balanced:

4. potassium oxalate + tin(IV) phosphate  potassium phosphate + tin(IV) oxalate

Skeleton:

Balanced:

5. barium chloride + fluorine  barium fluoride + chlorine

Skeleton:

Balanced:

6. lead(IV) sulphide + oxygen  lead(IV) oxide + sulphur dioxide

Skeleton:

Balanced:

7. sodium tartrate + mercury(II) nitrate  sodium nitrate + mercury(II) tartrate

Skeleton:

Balanced:

8. diphosphorus pentoxide + water  hydrogen phosphate

Skeleton:

Balanced:

9. lithium aluminum hydride + boron trifluoride  lithium fluoride + aluminum fluoride + diboron hexahydride

Skeleton:

Balanced:

80 SCIENCE 10 A TEACHING RESOURCE

Activity 22: Balancing Chemical
Equations
Question Outcomes

Students will be expected to

• How do you balance chemical equations? • represent chemical reactions
and the conservation of mass
using balanced symbolic
equations (321-1)
Procedure

Chemical equations are a shorthand representation of what occurs

during a chemical reaction. Experimental evidence indicates that mass,
energy, and atoms are conserved during reactions, and equations must
reflect this (Law of Conservation of Mass and Energy).

To balance an equation, several steps are involved. These will eventually

become second nature to you as you become experienced in this skill.

One way to balance equations:

1. Make sure that each individual formula is correct and that the
charges balance, if applicable.
2. Check that products are correct for the type of reaction.
3. Balance metals first.
4. Balance non-metals next.
5. Balance polyatomic ions that are found on both sides (treat these as
a whole unit). Complex ions should be broken down into individual
units only when found on one side and not the other
(e.g., NaHCO3 Na + H2 + C + O2).
6. Balance H.
7. Balance O.
8. Check both sides of the equation to see if it is balanced and add
coefficients as appropriate.

SCIENCE 10 A TEACHING RESOURCE 81

 Balance the following equations. Remember that water separates as
H+/OH–, so it is often written as HOH.

1. ___ H2O ___ H2 + ___ O2

2. ___ CH4 + ___ O2 ___ CO2 + ___ H2O
3. ___ H2 + ___ Cl2  ___ HCl
4. ___ N2 + ___ H2  ___ NH3
5. ___ NaCl + ___ Ca(OH)2  ___ NaOH + ___ CaCl2
6. ___ CS2 + ___ Cl2  ___ CCl4 + ___ S2Cl2
7. ___ Al2(SiO3)3 + ___ LiF  ___ AlF3 + ___ Li2SiO3
8. ___ P2O5  ___ P4 + ___ O2
9. ___ Ag + ___ H2S  Ag2S + ___ H2
10. ___ Na + ___ HOH ___ NaOH+ ___ H2

82 SCIENCE 10 A TEACHING RESOURCE

Activity 23: Observing Chemical
Reactions
Question Outcomes

Students will be expected to

• What does a chemical reaction look like? • design and carry out
experiments, controlling
variables and interpreting
patterns, to illustrate how
Background Information factors can affect chemical
reactions (212-3, 213-2, 321-3,
When a chemical reaction occurs, one or more of the following is 214-5)
usually observed: • represent chemical reactions
and the conservation of mass
using balanced symbolic
Colour change: The colour(s) of the final product(s) might be different
equations (321-1)
from the colours of the starting material(s).

Odour change: The odour(s) of the final material(s) might be

noticeably different from the odours of the starting material(s).

Change of state: The final material(s) might include a substance in a

state that differs from the starting material(s). Most commonly, a gas or
a solid is produced.

• Evolution of a gas can be indicated in many ways; for instance, by

bubbling, emission of a visible coloured gas, or the reaction of a
burning wood splint.
• When some liquid solutions are mixed together, one of the products
can be partially insoluble. This solid product—the precipitate—will
fall to the bottom of the solution.

Energy change: When a chemical reaction occurs, energy in the form

of heat, light, sound, or electricity is absorbed (endothermic) or released
(exothermic). For most chemical reactions, the energy absorbed or
released is in the form of heat. A common example of an energy change
is the combustion (burning) of a fuel.

Materials

• apple • lemon juice

• baking soda • milk
• glasses (tall, clear, and • plates
colourless) • vinegar

SCIENCE 10 A TEACHING RESOURCE 83

 Procedure

Make a copy of the table below and fill it in for each of the indicated
combinations. When you are making observations, you should not taste
any of these combinations. You may smell them.

1. Cut an apple into eight pieces. Place four pieces on a plate and
leave them exposed to the air. Take the other four pieces and coat
them with lemon juice and set them on another plate. Set these
plates aside until you have finished the other experiments.
2. Measure 25 mL of baking soda into a tall, clear, colourless glass.
Now measure 50 mL of vinegar into the same glass. Make your
observations (sight, smell, touch). Empty the contents down the
drain of your sink and rinse the sink and your glass with plenty of
warm water.
3. Measure 75 mL of milk into the glass. Swirl the milk in the glass
and observe what happens. Now measure an equal quantity of
vinegar into the same glass. Swirl the glass again and make your
observations. Empty the contents of the glass down the drain with
lots of water. Wash the glass thoroughly.
4. Make your observations of the apple slices.

Data Table: Chemical Reactions

Combinations Descriptions of Reactants Descriptions of Evidence of Reaction
Products
vinegar + baking soda

milk + vinegar

apple + air

apple + lemon juice

84 SCIENCE 10 A TEACHING RESOURCE

Analysis

• Many people use baking soda and vinegar as a drain cleaner. Suggest
a reason why.
• Based on your observations of baking soda and vinegar (an acid),
why would bakers put baking soda and an acid in a cake?
• Give reasons why you should conclude that a reaction occurred
between the lemon juice and apple slices?

Teacher Notes

This experiment should be conducted in the chemistry laboratory.

SCIENCE 10 A TEACHING RESOURCE 85

 Activity 24: Rates of Chemical
Reactions
Outcomes Question
Students will be expected to
• design and carry out • How does a specific factor affect the rate of the reaction of an
experiments, controlling antacid tablet with water?
variables and interpreting
patterns, to illustrate how
factors can affect chemical
reactions (212-3, 213-2, 321-3, Background Information
214-5)
The rate of a reaction describes how fast reactants form products in a
chemical reaction. Chemical reactions can be sped up or slowed down
by altering the surface area, concentration, and temperature of the
reactants. In this activity you will choose one of these factors to study
and determine how it affects the rate of the reaction of an antacid tablet
with water.

Materials

• 0.15 mol/L HCl solution

• 0.30 mol/L HCl solution
• 0.45 mol/L HCl solution
• antacid tablets (maximum of 12 per group)
• beakers
• heat source (for heating water)
• mortar and pestle (for crushing antacid tablets)
• water

86 SCIENCE 10 A TEACHING RESOURCE

Procedure

Your teacher may assign a specific factor or may allow you to choose
your own. You will not be provided with a procedure for this activity.
Rather, your group must design its own purpose and procedure. The
Experimental Design template (Appendix A) will help you with the
purpose and procedure.

Each group must pass in one good copy of their completed

Experimental Design sheet.

Teacher Notes

This experiment should be conducted in the chemistry laboratory.

SCIENCE 10 A TEACHING RESOURCE 87

 Activity 25: Double Displacement
Reactions
Outcomes Questions
Students will be expected to
• represent chemical reactions • What are double displacement reactions?
and the conservation of mass • What observations can you make about the reactions?
using balanced symbolic
equations (321-1) • What is a precipitate?
• Write balanced word and chemical equations for each test.

Background Information

This experiment is an introduction to double displacement reactions.

Double displacement reactions are reactions that occur between two
ionic compounds and that result in an exchange of partners.

Example:

AgNO3(aq) + NaCl(aq)  AgCl(s) + NaNO3(aq)

silver I nitrate plus sodium chloride yields silver I chloride plus sodium nitrate
(aqueous) (aqueous) (a solid precipitate) (aqueous)

In this reaction, we have two ionic compounds (AgNO3 and NaCl),

which react to yield two new ionic compounds (AgCl and NaNO3).
Note how the positive ions have exchanged negative ion partners.

Materials

• copper(II) sulphate solution

• iron(III) chloride solution
• iron(III) sulphate solution
• lead(II) nitrate solution
• pipettes
• potassium iodide solution
• sodium chloride solution
• sodium phosphate solution
• well plate

88 SCIENCE 10 A TEACHING RESOURCE

Procedure

You will be observing 10 chemical reactions in this activity. You

should use the large wells on your plate. Fill in the data table with your
observations. Use five drops of each solution.

Using the following example, write a word equation and a balanced

chemical equation for each reaction (1–10).

Example:

AgNO3(aq) + NaCl(aq)  AgCl(s) + NaNO3(aq)

silver plus sodium yields silver plus sodium
nitrate chloride chloride nitrate

Data Table: Observations from Well Plate

1. iron(III) chloride solution + sodium hydroxide solution Precipitate formed? Colour of precipitate:
 Yes  No
Observation:

Word equation:

Balanced chemical equation:

2. iron(III) sulphate solution + sodium hydroxide solution Precipitate formed? Colour of precipitate:
 Yes  No
Observation:

Word equation:

Balanced chemical equation:

3. copper(II) sulphate solution + sodium hydroxide solution Precipitate formed? Colour of precipitate:
 Yes  No
Observation:

Word equation:

Balanced chemical equation:

SCIENCE 10 A TEACHING RESOURCE 89

4. lead(II) nitrate solution + potassium iodide solution Precipitate formed? Colour of precipitate:
 Yes  No
Observation:

Word equation:

Balanced chemical equation:

5. iron(III) chloride solution + sodium phosphate solution Precipitate formed? Colour of precipitate:
 Yes  No
Observation:

Word equation:

Balanced chemical equation:

6. iron(III) chloride solution + copper(II) sulphate solution Precipitate formed? Colour of precipitate:
 Yes  No
Observation:

Word equation:

Balanced chemical equation:

7. lead(II) nitrate solution + sodium hydroxide solution Precipitate formed? Colour of precipitate:
 Yes  No
Observation:

Word equation:

Balanced chemical equation:

8. iron(II) sulphate solution + lead(II) nitrate solution Precipitate formed? Colour of precipitate:
 Yes  No
Observation:

Word equation:

Balanced chemical equation:

90 SCIENCE 10 A TEACHING RESOURCE

9. copper(II) sulphate solution + sodium phosphate solution Precipitate formed? Colour of precipitate:
 Yes  No
Observation:

Word equation:

Balanced chemical equation:

10. lead(II) nitrate solution + sodium phosphate solution Precipitate formed? Colour of precipitate:
 Yes  No
Observation:

Word equation:

Balanced chemical equation:

SCIENCE 10 A TEACHING RESOURCE 91

Teacher Notes

Answers

Data Table: Observations from Well Plate

1. iron(III) chloride solution + sodium hydroxide solution Precipitate formed? Colour of precipitate:
 Yes  No orange
Observation:
iron(III) chloride solution was orange in colour; sodium hydroxide solution was colourless
Word equation:
iron(III)chloride + sodium hydroxide  iron(III) hydroxide + sodium chloride
Balanced chemical equation:
FeCl3 + 3NaOH  Fe(OH)3 + 3NaCl
2. iron(III) sulphate solution + sodium hydroxide solution Precipitate formed? Colour of precipitate:
 Yes  No orange
Observation:
iron(III) sulphate solution was orange in colour; sodium hydroxide solution was colourless
Word equation:
iron(III) sulphate + sodium hydroxide  iron(III) hydroxide + sodium sulphate
Balanced chemical equation:
Fe2(SO4)3 + 6NaOH  Fe(OH)3 + 3Na2SO4
3. copper(II) sulphate solution + sodium hydroxide solution Precipitate formed? Colour of precipitate:
 Yes  No blue
Observation:
copper(II) sulphate solution was blue in colour; sodium hydroxide solution was colourless
Word equation:
copper(II) sulphate + sodium hydroxide  copper(II) hydroxide + sodium sulphate
Balanced chemical equation:
CuSO4 + 2NaOH  Cu(OH)2 + Na2SO4
4. lead(II) nitrate solution + potassium iodide solution Precipitate formed? Colour of precipitate:
 Yes  No yellow
Observation:
lead(II) nitrate solution was colourless; potassium iodide solution was colourless
Word equation:
lead(II) nitrate + potassium iodide  lead(II) iodide + potassium nitrate
Balanced chemical equation:
Pb(NO3)2 + 2KI  PbI2 + 2KNO3

92 SCIENCE 10 A TEACHING RESOURCE

5. iron(III) chloride solution + sodium phosphate solution Precipitate formed? Colour of precipitate:
 Yes  No
Observation:
iron(III) chloride solution was orange in colour; sodium phosphate solution was colourless
Word equation:
iron(III) chloride + sodium phosphate  no reaction
Balanced chemical equation:
FeCl3 + Na3PO4  no reaction
6. iron(III) chloride solution + copper(II) sulphate solution Precipitate formed? Colour of precipitate:
 Yes  No
Observation:
iron(III) chloride solution was orange in colour; copper(II) sulphate solution was blue in colour
Word equation:
iron(III) chloride + copper(II) sulphate  no reaction
Balanced chemical equation:
2FeCl3 + 3CuSO4  no reaction
7. lead(II) nitrate solution + sodium hydroxide solution Precipitate formed? Colour of precipitate:
 Yes  No white
Observation:
lead(II) nitrate solution was colourless; sodium hydroxide solution was colourless
Word equation:
lead(II) nitrate + sodium hydroxide  lead(II) hydroxide + sodium nitrate
Balanced chemical equation:
Pb(NO3)2 + 2NaOH  Pb(OH)2 + 2NaNO3
8. iron(II) sulphate solution + lead(II) nitrate solution Precipitate formed? Colour of precipitate:
 Yes  No white
Observation:
iron(III) sulphate solution was orange in colour; lead(II) nitrate solution was colourless
Word equation:
iron(II) sulphate + lead(II) nitrate  iron(II) nitrate + lead(II) sulphate
Balanced chemical equation:
Fe2(SO4)3 + 3Pb(NO3)2  2Fe(NO3)2 + 3PbSO4
9. copper(II) sulphate solution + sodium phosphate solution Precipitate formed? Colour of precipitate:
 Yes  No blue
Observation:
copper(II) sulphate solution was blue in colour; sodium phosphate solution was colourless
Word equation:
copper(II) sulphate + sodium phosphate  copper(II) phosphate + sodium sulphate
Balanced chemical equation:
3CuSO4 + 2Na3PO4  Cu3(PO4)2 + 3Na2SO4

SCIENCE 10 A TEACHING RESOURCE 93

10. lead(II) nitrate solution + sodium phosphate solution Precipitate formed? Colour of precipitate:
 Yes  No blue
Observation:
lead(II) nitrate solution was colourless; sodium phosphate solution was colourless
Word equation:
lead(II) nitrate + sodium phosphate lead(II) phosphate + sodium nitrate
Balanced chemical equation:
3Pb(NO3)2 + 2Na3PO4  Pb3(PO4)2 + 6NaNO3

94 SCIENCE 10 A TEACHING RESOURCE

Activity 26: Acids and Bases
Question Outcomes

Students will be expected to

• What is the difference between acids and bases? • investigate chemical reactions
while applying WHMIS
standards, using proper
Introduction techniques for handling and
disposing of materials (213-9,
117-5)
Acids, bases, and salts are substances that you encounter every day.
• perform experiments, using
The soap you wash with is probably a base. Acids and bases combine to appropriate instruments
produce salts. When you look at the ingredients on a food label, many and procedures, to identify
have combinations that involved acids, bases, and salts. There are many substances as acids, bases,
or salts, based on their
substances that can be classified into acids, bases, and salts. characteristic properties (212-8,
213-5)
Procedure A • describe how neutralization
involves tempering the effects
of an acid with a base or vice
1. Design two experiments to identify acids, bases, and salts. versa (321-2)
2. Have your procedure for one experiment approved by your teacher.
3. Do the experiment.
4. Identify WHMIS standards throughout your experiment.
5. Identify the acids, bases, and salts. Write appropriate equations.
6. Give specific examples of indicators and their uses.
7. Report your findings.

Procedure B

Nomenclature and Formula Writing

Use your periodic table and polyatomic ion sheet to work through this
activity.

Bases
Bases are named in the same way as any other compound that contains
a polyatomic ion. The polyatomic ion in this instance will always be
hydroxide (OH). To name the base, then, you simply write the name of
the cation and the word “hydroxide.”

SCIENCE 10 A TEACHING RESOURCE 95

 Example 1: NaOH

Solution: Na is Sodium, OH is hydroxide; therefore the compound is

sodium hydroxide.

To write the formula for a base, see Example 2 below.

Example 2: magnesium hydroxide

Mg2+ OH–

Solution: Because magnesium has a charge of 2+ and hydroxide has a

charge of 1–, the molecule will require two hydroxide ions. Therefore,
the formula for magnesium hydroxide will be Mg(OH)2. The subscript 2
indicates that there are two hydroxide ions.

Give the name for each of these compounds:

1. LiOH
2. Ca(OH)2
3. KOH
4. Ra(OH)2
5. RbOH

Write the formula for each of these compounds:

6. strontium hydroxide
7. barium hydroxide
8. iron(III) hyroxide
9. aluminum hydroxide
10. francium hydroxide

Acids
Recognizing an Acid: All acids contain hydrogen as the cation. Acids
are also aqueous (in water). Therefore, when you see a formula that
begins with hydrogen and is aqueous, you know the compound is an
acid.

Note: H2O should not be considered an acid, even though it has

hydrogen as the cation. Water is a unique compound that is not easily
categorized.

Naming an Acid: There are two general categories of acids: binary and
ternary. Binary acids contain hydrogen and a non-metallic ion. Ternary
acids contain hydrogen and a polyatomic ion.

96 SCIENCE 10 A TEACHING RESOURCE

All binary acids are named the same way:

1. The prefix “hydro” is used to indicate hydrogen.

2. The root of the anion is used.
3. The suffix “ic” is attached.
4. The word “acid” is used as the second word in the name.

Example 3: HCl(aq)

Solution: “Hydro” is used in place of hydrogen. Chlorine’s root is

“chlor.” The suffix “ic” is then attached, followed by the second word
“acid.” The name, therefore, is hydrochloric acid.

Example 4: HBr(aq)

Solution: Hydrobromic acid (Hydro from hydrogen, brom from

bromine, and ic as the suffix, followed by acid)

Ternary acids are slightly more complicated to name. You first have to
identify the polyatomic ion in the formula. If its name ends in “ate,”
then the suffix it has as an acid is “ic.” If its name ends in “ite,” then the
suffix it has as an acid is “ous.” Otherwise the polyatomic ion’s name
is unchanged. The presence of hydrogen is not indicated in the name
of a ternary acid. Because the word “acid” is part of the name, you are
expected to know that hydrogen is the cation.

Example 5: HClO(aq)

Solution: The polyatomic ion is ClO, hypochlorite. Because this ion

ends in “ite,” it becomes an “ous” acid.

hypochlorous acid

Example 6: HClO2(aq)

Solution: The polyatomic ion is ClO2, chlorite. Because this ion ends in
“ite,” it becomes an “ous” acid.

chlorous acid

Example 7: HClO3(aq)

Solution: The polyatomic ion is ClO3, chlorate. Because this ion ends in
“ate,” it becomes an “ic” acid.

chloric acid

SCIENCE 10 A TEACHING RESOURCE 97

 Example 8: HClO4(aq)

Solution: The polyatomic ion is ClO4, perchlorate. Because this ion ends
in “ate,” it becomes an “ic” acid.

perchloric acid

Name the following acids:

11. H3PO4(aq)
12. H2CO3(aq)
13. H2SO4(aq)
14. HIO3(aq)
15. HF(aq)
16. HFO2(aq)

Write the formulas for these acids:

17. hydroiodic acid

18. nitric acid
19. sulphurous acid
20. phosphorous acid
21. acetic acid
22. stearic acid

98 SCIENCE 10 A TEACHING RESOURCE

Activity 27: Household Chemicals
Question Outcomes

Students will be expected to

• Can the unknown solutions be identified? • perform experiments, using
appropriate instruments
and procedures, to identify
substances as acids, bases,
Background Information or salts, based on their
characteristic properties (212‑8,
In this experiment, you will observe the chemical properties of five 213-5)
household chemicals: • investigate chemical reactions
while applying WHMIS
standards, using proper
• sugar (C12H22O11)
techniques for handling and
• baking soda (NaHCO3) disposing of materials (213-9,
117-5)
• table salt (NaCl)
• Epsom salt (MgSO4)
• potassium iodide (KI, added to salt to prevent goiter)

Materials

• 0.1 mol/L lead(II) nitrate • Epsom salt

• 0.1 mol/L silver nitrate • potassium iodide
• 10 mL graduated cylinder • salt
• 150 mm test tubes • sugar
• 2 medicine droppers • test tube holder
• baking soda

Procedure

In this experiment, you will observe the behaviour of five household

chemicals with solutions of silver nitrate and lead(II) nitrate in order to
identify unknown solutions.

1. In a test tube, place approximately 0.1 g of sugar measured by

comparison with 0.1 g sample that is on display. Add 5 mL of
distilled water to the test tube. Shake the test tube gently to dissolve
the solid. Repeat this procedure using 0.1 g quantities of baking
soda, salt, Epsom salt, and potassium iodide in place of sugar.
2. To each of the five test tubes from Step 1, add 5 drops of lead(II)
nitrate and shake gently. Keep these test tubes for comparison with
the results of Step 4.

SCIENCE 10 A TEACHING RESOURCE 99

 3. Using five clean test tubes, repeat the procedure from Step 1. To
each of the five test tubes, add 5 drops of silver nitrate and shake
gently. Keep these test tubes for comparison with the results of
Step 4. Caution: Silver nitrate solution causes brown stains on skin
or clothing. Wash away any spills with plenty of water.
4. Obtain two unknown household chemicals from your teacher. Test
each unknown with lead(II) nitrate and silver nitrate as outlined
in parts 1–3. Use the results of this experiment to identify your
unknowns.

Observations
Observations
Chemical lead(II) nitrate silver nitrate
sugar

baking soda

salt

Epsom salt

potassium iodide

unknown 1

unknown 2

Analysis

• What is the identity of the first unknown? How do you know?

• What is the identity of the second unknown? How do you know?

Teacher Notes

Background Information
Other chemicals may be used at your discretion. See Science
Safety Guidelines (Nova Scotia Department of Education 2005) for
information about the safe use of chemicals.

100 SCIENCE 10 A TEACHING RESOURCE

Activity 28: Changing the Rate of a
Chemical Reaction
Question Outcomes

Students will be expected to

• What factors affect the rate of a chemical reaction? • design and carry out
experiments, controlling
variables and interpreting
patterns, to illustrate how
Safety factors can affect chemical
reactions (212-3, 213-2, 321‑3,
214-5)
• Hot water should be handled with extreme care. Wear oven mitts
• represent chemical reactions
when pouring the hot water into the glass and when handling the
and the conservation of mass
glass. using balanced symbolic
equations (321-1)

Materials

• 2 covered containers large • glass measuring cup

enough to hold 1500 mL of • instant coffee (must be instant)
water or a similar substitute
• 3 identical tall, clear, • measuring spoons
colourless, heat-safe glasses
• oven mitts
• clock with second hand or
• small bowl (approximately
stopwatch
50 mL)
• electric kettle, or pot with
• spoon
pouring spout and a hot plate

Procedure

Pre-experiment
Cold water: Pour 2000 mL of water into a container, cover it, and leave
in the refrigerator for several hours (overnight preferably).

Room-temperature water: Pour 2000 mL of water into a container, cover

it, and leave on the counter for several hours (overnight preferably).

Design a data table to record each part of this experiment. Be sure to

label the data table. Ensure rows are large enough to include written
descriptions of the reactions.

SCIENCE 10 A TEACHING RESOURCE 101

 Experiment
Hot water: When you are ready to conduct the investigation, measure
1750 mL of water into an electric kettle or a pot with a spout. Bring this
water to a boil and then shut off the kettle or hot plate.

Part 1
Measure 250 mL of cold water into a glass. Pour 15 mL of instant
coffee into the glass. In Part 1 of your data table, describe the dissolving
of the coffee granules at 15-second intervals.

Repeat this procedure with room temperature water and again with hot
water. (Be careful!)

Empty the contents of the glasses down the drain and clean them for
reuse in Part 2.

Part 2
Measure 250 mL of cold water into a glass. Pour 15 mL of instant
coffee into the glass and stir until dissolved. In Part 2 of your data table,
record the time it took for the coffee granules to dissolve while being
stirred.

Repeat this procedure with room temperature water and again with hot
water.

Empty the contents of the glasses down the drain and clean them for
reuse in Part 3.

Part 3
Repeat Part 1, but crush the coffee granules to a fine powder before
adding it to the glasses. To powder the coffee, measure 15 mL of
granules into a small bowl. Then take a spoon and press down firmly on
the granules. Repeat this process until the coffee is powdery.

Record your observations in Part 3 of your data table. Empty the

contents of the glasses down the drain and clean the glasses for reuse in
Part 4.

Part 4
Repeat Part 2, but use coffee powder instead of granules. Record the
time in Part 4.

After you have finished, clean all supplies thoroughly and put them away.

102 SCIENCE 10 A TEACHING RESOURCE

Analysis

• Identify the variables in this experiment using the categories

“controlled,” “manipulated,” and “responding.”
• What effect did each manipulated variable have on the responding
variable(s)? Describe this effect in paragraph form.
• Based on the data you have described, state a conclusion about the
quickest way to dissolve coffee.
• Using the knowledge you have gained from this investigation,
describe how each of the following factors affects the rate of a
chemical reaction:
–– temperature
–– surface area
–– agitation (stirring)

Teacher Notes

Background Information
Science 10 requires students to be in the chemistry laboratory when doing chemistry experiments.

Below is the beginning of a data table for this experiment.

Sample Instant Coffee Description Data Table

Description
Water Time Part 1
cold 0

15

30

45

SCIENCE 10 A TEACHING RESOURCE 103

 Activity 29: Careers in Chemistry
Outcomes Question
Students will be expected to
• investigate and collaborate • What are some science- and technology-based careers related to
to describe science and chemistry?
technology relationships and
their functions (116-3, 117-7,
215-6, 116-5)
Background Information

Careers related to chemistry are many, but most of us would have

difficulty identifying more than two or three. This activity gives you the
opportunity to see how an interest in chemistry can become a career. It
also allows you to express your creativity in the design and construction
of a pamphlet.

Procedure

Research a career in science or technology that is related to chemistry.

Have a list of at least five different careers, since everyone must
describe a different career.

Once you have chosen a career to research, be sure to include a

thorough description of what the career entails, job prospects,
educational requirements, and earning potential.

Design a recruiting pamphlet that includes all the information that you
have gathered. The pamphlet should be from a fictitious company that is
trying to hire the type of people that you have researched. The pamphlet
should be on a piece of letter-size paper (8.5" × 11") and folded so that
there are 6 panels on which to place information. Your pamphlet should
be colourful and visually appealing as well as informative.

104 SCIENCE 10 A TEACHING RESOURCE

Teacher Notes

Technology Integration
Microsoft Publisher contains templates for several pamphlet styles that
could be used if time and computers are available.

Note: See Appendix B for a list of some careers in chemistry.

Background Information
A variety of graphic organizers are suitable for this activity. Nova Scotia
Science 10 has sample graphic organizers in the appendix. For further
information, teachers may wish to access the Nova Scotia Science 10
Teacher Resource and the “Nova Scotia Science 10 Connect” Moodle
([Link]).

To login to the Moodle, you will need your school email address.

SCIENCE 10 A TEACHING RESOURCE 105

 Activity 30: Chemicals and Our
Environment
Outcomes Questions
Students will be expected to
• investigate and collaborate • How are chemicals, the environment, the economy, and society
to describe science and related?
technology relationships and
their functions (116-3, 117-7,
• Are the connections dependent?
215-6, 116-5)

Procedure

Industries have developed chemical processes to convert raw materials

into desired products. Usually, however, other unwanted products,
called by-products, are also produced. Sometimes, these products are
useful to other industries and can be sold. For example, in the industrial
production of ethanol from corn, carbon dioxide gas is produced. This
gas is captured, compressed, and sold to other industries and consumers.
In other cases, the products are not commercially useful and are treated
as wastes. The disposal of these wastes must be dealt with at the lowest
cost to the industry, while also paying attention to how their disposal
affects the environment.

Do Think About It Activity 4-2B: Fighting Back, p. 167, Nova Scotia

Science 10.

Researching Other Industrially Important Chemicals

Canada has many manufacturing plants producing industrial chemicals,

pharmaceuticals, agrochemicals, paint, and cleaning agents. There
are many familiar chemicals, like nitric acid (a colourless, corrosive,
poisonous liquid that gives off choking fumes in moisture):

• ammonia • polyethylene
• ammonia phosphate • sodium chlorate
• ammonia nitrate • sodium hydroxide
• benzene • toluene
• chlorine • urea
• hydrochloric acid • xylene
• phosphoric acid

106 SCIENCE 10 A TEACHING RESOURCE

Select one of the chemicals from the list or another one approved by
your teacher. Conduct research at your school, local library, or the
Internet to answer the following questions:

• What is the source of this chemical?

• How is it prepared?
• What benefits do it and its associated applications provide for
society?
• What risks do the chemical, its processes, and its associated
applications have for the environment?

Prepare a report to communicate your findings.

Be sure to include a bibliography to identify your sources of

information.

Teacher Notes

Background Information
As a class, make a rubric to use for the assessment of the report.

Guidelines for a bibliography/references style should be provided for all

to follow.

Other chemicals may be used at your discretion. See Science

Safety Guidelines (Nova Scotia Department of Education 2005) for
information about the safe use of chemicals.

SCIENCE 10 A TEACHING RESOURCE 107

Unit 3: Physical
Science: Motion
(25%)
Activity 31: Position and
Displacement
Questions Outcomes

Students will be expected to

• How do you identify position on a number line? • use instruments and
• How do you calculate distance travelled using a number line? terminologies effectively and
accurately for collecting data
• How do you calculate displacement using a number line? in various experiments (212-9,
213-3)

Procedure

D A E C B (m)

1. In order to find the positions of each of the letters on the number

line above, you need four things. Indicate below what they are, and
then place any that are not present on your diagram.
a.

b.

c.

d.

e. How many dimensions are you working with in this problem? How
do you know? Give a complete answer that demonstrates that you
understand what dimension means.

SCIENCE 10 A TEACHING RESOURCE 111

 2. Be sure to include proper units and directions. Give the table a title.

Letter Position
A
B
C
D
E

3. Distance depends on the path taken. State how you can determine
the distance travelled using the number line.
4. Displacement is based on where you started and where you ended.
Therefore, the path is not a requirement to figure out displacement.
State how you can determine the displacement using the number
line.
5. Displacement can also be defined as a change in position. State
how you could determine your displacement if your initial and final
positions were known.
6. Complete the table below. Be sure to include a title and proper units
and signs when necessary.

Journey Description Distance Displacement

A to B to C
C to B to A
E to B to A
E to D to A to B
A to C to B to E
A to B to C to D to E
E to D to C to B to A

112 SCIENCE 10 A TEACHING RESOURCE

Teacher Notes
Background Information
A position is a point in space. When we identify the position of an
object, we specify the location of its centre of mass. The point that
is the position or location of an object does not occupy any space. In
one‑dimensional space, the position of an object is either positive or
negative and can be identified with one number.

Positions require an origin (to set the frame of reference), a scale (which
provides the magnitude and units), and positive or negative (to indicate
direction). The units for position can be cm, m, km, etc. Positions to
the right of the origin are usually called positive. Positions to the left of
the origin are usually called negative. It is a vector quantity because it
requires a magnitude, unit, and direction to be fully described.

Distance is the measure of separation between points along the path

travelled. Distance refers to how much ground an object has covered
during its motion. It is a scalar quantity because it requires only a
magnitude and units to be fully described. On a number line, it can be
determined by counting the number of spaces travelled along the path
and multiplying by the scale of the number line.

Displacement is the absolute change in position of an object,

irrespective of the path it took to get there. Displacement is therefore
measured in a straight line from the point of origin to the final position,
and it includes direction.

To calculate displacement on a number line, count the spaces along the

path from the start point to the endpoint. Multiply by the scale of the
number line and add the sign indicating the direction of movement.

SCIENCE 10 A TEACHING RESOURCE 113

 Activity 32: Talking about Speed
Outcomes Question
Students will be expected to
• distinguish among constant, • How do the runner’s average speeds compare?
average, and instantaneous
speed and velocity of an
object (325-3, 212-2)
Materials
• using linear experimentation
with appropriate technologies,
analyze graphically and • graph paper
quantitatively the relationship
among distance, time, and • ruler
speed (scalar quantities)
and the relationship among
position, displacement,
Runners' Speeds
time, and velocity (vector Angela Ben
quantities) (325-1, 212-7,
325-2) Time (seconds) Distance (m) Distance (m)
• describe and evaluate the 0 0 0
design and functions of 10 7.5 7.0
motion technology (114-3,
20 16.0 14.5
115-4, 118-3)
30 24.0 20.5
40 34.5 31.0
50 45.0 47.0
60 47.0 49.0
70 51.0 54.0
90 90 69.0

Analysis

1. Explain the motion of each runner throughout the race by

interpreting the data table above.
2. What was Angela’s average speed after 50 seconds of running?
3. What was Ben’s average speed after 50 seconds of running?
4. If the race had been stopped after 51 seconds, who do you believe
would have been further ahead and why?
5. Examine the data for t = 90 seconds. If the race had lasted for 90
seconds, who would have won?
6. Are you able to use average speed to predict where someone will be
at a specific point in time? Explain.

114 SCIENCE 10 A TEACHING RESOURCE

Teacher Notes

Background Information
Average speed is a measure of distance travelled divided by the time
interval taken to travel that distance. On a distance/time graph, it will
be found by taking the slope of the line connecting the two points of
interest.

Average speed is not a good predictor of where an object will be at any

specific time in that interval (meaning it makes it difficult to extrapolate
where you were at any time in the past or will be in the future).

Teachers could ask students to explain the difference between constant

speed and average speed.

SCIENCE 10 A TEACHING RESOURCE 115

 Activity 33: Describing Graphs
Outcomes Question
Students will be expected to
• distinguish among constant, • What motions can be matched to the following graphs?
average, and instantaneous
speed and velocity of an
object (325-3, 212-2)
Procedure
• using linear experimentation
with appropriate technologies,
analyze graphically and For each description of a physical situation, identify which of the
quantitatively the relationship graphs below could represent the motion of the object. Note: For some
among distance, time, and
speed (scalar quantities) situations, more than one graph may be acceptable. All of the graphs are
and the relationship among of position versus time.
position, displacement,
time, and velocity (vector
quantities) (325-1, 212-7,
325-2)
• describe and evaluate the
design and functions of
motion technology (114-3,
115-4, 118-3)

Motion 1: A ball is dropped from a height of 4 m above the floor. The

origin is the point from which the ball was released.

Motion 2: A ball is rolled along a horizontal surface toward the origin at

a constant speed. The ball starts out 1 m from the origin.

Motion 3: A ball is rolled along a horizontal surface until it hits a wall

and rebounds toward the origin.

Motion 4: A block sits at rest on a table 1 m above the floor. The origin
is the floor.

Motion 5: A car is parked on a hill. The origin is the bottom of the hill.

116 SCIENCE 10 A TEACHING RESOURCE

Teacher Notes

Background Information
Horizontal lines on position/time graphs indicate no change of position,
or the object is at rest.

Diagonal lines represent constant motion. Positive slope indicates

positive direction or movement to the right. Negative slope indicates
negative direction or movement to the left in a horizontal problem.

Curved lines indicate acceleration. If the curve is increasing, the object

is speeding up. If the curve is decreasing, the object is slowing down.

In vertical problems, positive slope indicates upward movement.

Negative slope indicates downward motion.

You might start with vertical problems and then move into horizontal
problems.

SCIENCE 10 A TEACHING RESOURCE 117

 Activity 34: Reading Position/Time
Graphs
Outcomes Question
Students will be expected to
• distinguish among constant, • What types of information can be gathered from position/time
average, and instantaneous graphs, and how?
speed and velocity of an
object (325-3, 212-2)
• using linear experimentation
with appropriate technologies,
Procedure
analyze graphically and
quantitatively the relationship • Use the graphs below to answer the analysis questions.
among distance, time, and
speed (scalar quantities)
and the relationship among Object 1 Object 2
position, displacement, 7 10
time, and velocity (vector
quantities) (325-1, 212-7, 6 8
325-2) 5
6
Position (m)

Position (m)
• describe and evaluate the 4
design and functions of 4
3
motion technology (114-3, 2
115-4, 118-3) 2
1 0

0 –2
0 1 2 3 4 5 0 1 2 3 4 5
Time (seconds) Time (seconds)

Object 3
5

3
Position (m)

–1
0 1 2 3 4 5
Time (seconds)

118 SCIENCE 10 A TEACHING RESOURCE

Analysis

1. How far is Object 2 from the origin at time = 2 seconds? Describe

how you found the answer.
2. Which object takes the least amount of time to get to the position
+3 m? Describe how you found the answer.
3. Which of the objects is closest to the origin at time = 4 seconds?
Describe what you were looking for and comparing to get your
answer.
4. Which object had the fastest average velocity during the first 4
seconds? Describe how you found the answer.
5. Which object had the largest displacement between time = 0
and time = 3 seconds? Show your work for each object and then
compare.
6. Which object travelled the farthest during the total time? Describe
how you found the answer.
7. Which object had the segment of fastest negative velocity? Describe
how you found the answer.

SCIENCE 10 A TEACHING RESOURCE 119

 Activity 35: Uniform Motion
Outcomes Question
Students will be expected to
• use instruments and • How does a displacement/time graph show uniform motion?
terminologies effectively and
accurately for collecting data
in various experiments (212-9,
213-3)
Materials

• recording timer
• tickertape

Procedure

1. With a partner, set up the timer and thread one end of the tape into it.
2. Holding on to the end of the tape, walk several steps while your
partner operates the timer. Pull the tape as smoothly and steadily as
possible.

Analysis

• Select a convenient unit of time. A timer may have a period of 1/60 s.

Then six dots would represent 0.10 s, a convenient unit.
• Draw a line across the tape through the first dot on the tape.
• Draw a line through every sixth dot all the way along the tape.
• Now measure, in centimetres, the total distance travelled from the
first dot up to the end of each marked time interval.
• Record this information in a data table similar to this:

Time/Distance
time (s) 0.0 0.10 0.20 0.30 0.40 0.50 0.60 ... 1.40 1.50
distance (cm)

• Draw a displacement/time graph, with time plotted horizontally and

distance vertically. Make the graph as large as possible.
• Find the average speed for the trip by dividing the total distance
travelled by the total time taken. Be sure to use the correct unit for
the speed.

120 SCIENCE 10 A TEACHING RESOURCE

• Draw a straight line from the first point on the graph to the last point
on the graph. Recall the definition of slope from your knowledge of
mathematics and find the slope of this line. What does this slope tell
you?
• What shape would the graph have if the motion were absolutely
uniform?
• What shape would the graph have if the motion were uniform, but
faster? Slower?

Teacher Notes

Background Information
Ticket tape timers may be found in the physics laboratory. Practice with
the equipment before collecting the data may be helpful.

You may wish to model the measurement of the ticket tape.

A tickertape timer acts as a clock or stopwatch. The timer, equipped

with a carbon disk, places dots on a long strip of paper (tickertape) at
regular time intervals as the tape is being pulled through the device.
One end of the tickertape is attached to the object of which we want to
measure the motion.

The tickertape timer places a dot on the paper every 1/60th of a second.
This means that 60 spaces between the dots on the paper represent one
second. The spacing of the dots on the tape are timed and therefore are
dependent only on the rate at which the paper is being pulled through.

The carbon disk and tickertape must be placed on the device such that
the plunger will strike the disk and leave a mark on the tickertape. This
can be accomplished two ways:

1. Place the carbon disk right side up and run the tickertape across the
top of it.
2. Place the carbon disk upside down and run the tickertape
underneath it. Students might find that their carbon disk flies off if it
is placed on top of the tickertape.

SCIENCE 10 A TEACHING RESOURCE 121

 Activity 36: Moving!
Outcomes Question
Students will be expected to
• use instruments and • How does moving faster affect the distance travelled?
terminologies effectively and
accurately for collecting data
in various experiments (212-9,
213-3)
Materials

• beanbags, 15 per group of four

Option 1
• 3 coloured markers
• metre stick
• roll of newsprint
• tape

Option 2
• 3 pieces of different coloured chalk (to mark directly on the floor)

Procedure

Complete the following hypothesis before you begin your activity.

If you walk at a (faster/slower) speed, the distance travelled in each time

interval will be (shorter/longer).

Work in groups of four and choose roles: clapper, regular walker, slow
walker, and fast walker. One student (the clapper) will act as the timer
and will clap out a steady, slow beat (the same for each trial).

Alternative 1
1. One student (the regular walker) will walk and will drop one
beanbag at each clap. Leave the beanbags where they fall.
2. The next student (the fast walker) will walk on a parallel path faster
than the first student did and drop a beanbag every time the clap
occurs.
3. Finally, a third student will walk on another parallel path, but
slower than the first student did, and drop a beanbag at every clap.

122 SCIENCE 10 A TEACHING RESOURCE

Alternative 2
1. Students lay out a strip of newsprint. The first student (the regular
walker) walks alongside the newsprint; another student has a metre
stick with a marker taped on the end and walks alongside. When
the clap occurs, mark the point where the walker is at that instant.
Record which part of the walker’s body you are following.
2. Tape a different colour marker to the end of the metre stick. Follow
the same procedure for the fast walker.
3. Tape a third colour marker to the end of the metre stick. Follow the
same procedure for the slow walker.

Alternative 3
1. The first student (the regular walker) walks in a straight line;
another student walks alongside with a piece of coloured chalk.
When the clap occurs, mark on the floor the point where the walker
is at that instant. Record which part of the walker’s body you are
following.
2. Using a different colour chalk, follow the same procedure for the
fast walker.
3. Using a third colour chalk, follow the same procedure for the slow
walker.

Once all three students have walked, examine the results carefully.

Analysis

• Determine whether or not your hypothesis was proven to be true, and

state what evidence you used in deciding.
• Discuss possible sources of error.

Teacher Notes

Background Information
This activity requires four students to work as a group to investigate the
relationship between speed and distance if time is kept constant.

SCIENCE 10 A TEACHING RESOURCE 123

 Activity 37: Tickertape Experiment:
How Far Did the Car Go?
Outcomes Questions
Students will be expected to
• use instruments and • How is a tickertape timer used to measure motion?
terminologies effectively and • How far does the constant motion vehicle go in one second?
accurately for collecting data
in various experiments (212-9,
213-3)
Materials

• carbon paper disk

• ruler
• tape (i.e., masking, scotch)
• tickertape timer
• tickertape
• toy car

Procedure

1. Thread the tickertape through the timing device (under the carbon
disk) as shown in class.
2. With the timers off, practice getting the car moving at a constant pace
away from the device. Write down a couple of tips about how you are
going to set up and use the equipment to ensure constant speed.
3. Once you have practised a few times, do a run with the timer turned
on. Do not allow the timer to continue running once the paper has
been pulled through.

Analysis

1. Examine your tape to locate a region that shows constant speed.

Write in your observations what you were looking for that indicated
to you that the car had gone at a constant speed.
2. Draw a line through the first dot of your constant speed section.
You then need to determine how many spaces between dots would
indicate a time interval of 1/10 of a second. (Hint: Think ratios.)
Show this in your calculations.
3. Draw a line through the last dot in each group of dots that indicates
a 1/10 of a second interval on your tape.

124 SCIENCE 10 A TEACHING RESOURCE

4. If you find that you do not have enough dots to show one second
of motion, you must repeat the experiment. You can re-use the
tickertape if you flip it over.
5. Measure the distance from one line to the next and record it in a
table of values with the proper heading. (Think carefully about
what you have measured.) (Ensure that you record to the nearest
0.5 mm.) Indicate the standard error in the measurements at the top
of the table (e.g., +/- 0.05 cm). In your observations, explain what
prompted you to choose that error.
6. Calculate the percentage uncertainty for your measurements
and indicate if the error is acceptable. If it is not, explain in your
conclusions what you could do to reduce it.

Extension

• Explain how you were able to calculate the total distance that the
constant motion vehicle travelled in one second.

Teacher Notes

Background Information
A tickertape timer acts as a clock or stopwatch. The timer, equipped
with a carbon disk, places dots on a long strip of paper (tickertape) at
regular time intervals as the tape is being pulled through the device. One
end of the tickertape is attached to the object, such as a toy car, of which
we want to measure the motion.

The tickertape timer places a dot on the paper every 1/60th of a second.
This means that 60 spaces between the dots on the paper represent one
second. The spacing of the dots on the tape are timed and therefore are
dependent only on the rate at which the paper is being pulled through.

The carbon disk and tickertape must be placed on the tickertape timer
such that the plunger will strike the carbon paper disk and leave a mark
on the tickertape. This can be accomplished two ways:

1. Place the carbon disk right side up and run the tickertape across the
top of it.
2. Place the carbon disk upside down and run the tickertape
underneath it. Students might find that their carbon disk flies off if it
is placed on top of the tickertape.

SCIENCE 10 A TEACHING RESOURCE 125

 Activity 38: Matching Data, Graphs,
and Words
Outcomes Question
Students will be expected to
• distinguish among constant, • Which graphs match which data?
average, and instanteous
speed and velocity of an
object (325-3, 212-2)
Introduction
• use instruments and
terminologies effectively and
accurately for collecting data There is a common cliché; maybe you’ve heard it:
in various experiments (212-9,
213-3) A picture is worth a thousand words.

In science, graphs are pictures that help scientists tell what is going on
with their data. You may have also heard that data can tell a story. If
you know how to read them, graphs can tell you that story.

In this activity, you will practise interpreting position/time graphs.

Materials

• data set cards

• graph cards
• motion description cards

Procedure

1. Match each of the graphs with its data set.

2. Assuming that X represents time in seconds and that Y represents
position in metres, match each of the cards with its data set and
graph.

126 SCIENCE 10 A TEACHING RESOURCE

Graph Matching Table
Data Set Graph Motion Description
Card
1
2
3
4
5
6
7
8
9
10

Teacher Notes

Background Information
The data, graphs, and words for this activity are found in Appendix C:
Cards, Data Tables, and Graphs.

Graph Matching Table (Answer Key)

Data Set Graph Motion Motion
Description Description
Card, Set A Card, Set B
1 D 5A 5B
2 I 1A 1B
3 J 7A 7B
4 G 10A 10B
5 C 8A 8B
6 H 2A 2B
7 A 6A 6B
8 B 4A 4B
9 E 3A 3B
10 F 9A 9B

SCIENCE 10 A TEACHING RESOURCE 127

 Activity 39: Motion Sensors
Outcomes Question
Students will be expected to
• distinguish among constant, • What do various motions look like on a motion sensor?
average, and instantaneous
speed and velocity of an
object (325-3, 212-2)
Materials
• using linear experimentation
with appropriate technologies,
analyze graphically and • motion sensor
quantitatively the relationship
among distance, time, and
speed (scalar quantities) Procedure
and the relationship among
position, displacement,
time, and velocity (vector A motion sensor can be used to examine the motion of objects that
quantities) (325-1, 212-7, move toward it or away from it. Practise with a motion sensor before
325-2)
collecting data.
• describe and evaluate the
design and functions of 1. Create a table like the one below. Be sure to include a title for
motion technology (114-3,
115-4, 118-3) your table.
2. Indicate your own motion and predict what shape the graph
will have.
3. After setting up the motion sensor properly, record your data.

Description of Predicted Position/ Graph on Sensor

Motion Time Graph

128 SCIENCE 10 A TEACHING RESOURCE

Analysis

1. If your predicted graph was different from what you expected, why
was it different?
2. What combinations of motion could produce the following shapes?
a. A steep-sided mountain with a flat top.
b. Two mountains with sharp peaks.
c. Two mountains with one peak smaller than the other.
d. The uppercase letter V.
e. The uppercase letter U.
f. The lowercase letter m.
3. Indicate what type of motions produce the following lines on a
position/time graph.
a. a horizontal line
b. a diagonal line with a positive slope
c. a diagonal line with a negative slope
d. a curved line

Teacher Notes

Background Information
A motion sensor can be used to examine the motion of objects that
move toward it or away from it. It is important to note some of the
limitations of the device:

1. Objects will not be effectively picked up by the sensor when they

are closer than about 50 cm.
2. The sensor beam widens at about 15° from the sensor, so students
should ensure that the path they are using is free of other moving
objects.
3. Tell students to aim the sensor at the torso (if they are trying to
measure the motion of a person).
4. Students might need to hold a book in front of them (to help the
sensor pick them up).
5. It is difficult for students to achieve the motion requested. Teachers
should have other objects on hand that will produce the motion
requested, such as carts on a ramp.

SCIENCE 10 A TEACHING RESOURCE 129

 Activity 40: Toying with Motion
Outcomes Question
Students will be expected to
• use instruments and • What is constant velocity?
terminologies effectively and
accurately for collecting data
in various experiments (212-9,
213-3)
Materials
• distinguish among constant,
average, and instantaneous • metre stick • slow moving toy with wheels
speed and velocity of an
object (325-3, 212-2) • stop watch
• using linear experimentation
with appropriate technologies, Procedure
analyze graphically and
quantitatively the relationship
among distance, time, and Start with the toy in motion near one end of a table (or the floor) and
speed (scalar quantities)
and the relationship among start timing when it passes a predetermined point. This could be from
position, displacement, the end of the table or some other point on the path.
time, and velocity (vector
quantities) (325-1, 212-7, At specific times (1-second or 2-second intervals), mark each location
325-2) (position) of the toy. (A piece of chalk or masking tape could be used, or
marks on a length of paper stretched beside the motion).

Measure the distance travelled from the origin for each mark and record
the results in a data table like the one below.

Time (s) 0 1 2 3 4 5
Position (cm)
From the data table, plot a graph of position versus time. Time is
considered to be the manipulated variable. Draw a line of best fit
through the plotted points.

Analysis

• What pattern is suggested by the plotted points?

• In general, what should a position/time graph for a constant velocity
look like?
• After drawing in the line of best fit, identify two convenient well-
spread points and do a careful calculation of the slope. Include
the correct units in your calculation. What do you think is being
measured by this value?
• From the information obtained, can you predict how far the toy
should go in 1 second? 2 seconds? 5 seconds? 30 seconds?

130 SCIENCE 10 A TEACHING RESOURCE

Teacher Notes

Background Information
This activity requires students to draw a line of best fit and to calculate
the slope of this line.

An alternative would be to use graphing technology.

Students can bring their own toy cars or they can be purchased at a
dollar store.

SCIENCE 10 A TEACHING RESOURCE 131

 Activity 41: Interpreting and Doing
Problems, Part 1
Outcomes Questions
Students will be expected to
• distinguish among constant, • What information does this problem give?
average, and instantaneous • What do you want to find out?
speed and velocity of an
object (325-3, 212-2) • How can the unit be used to help you solve the problem?
• using linear experimentation • What kind of picture could represent what is happening in the
with appropriate technologies, question?
analyze graphically and
quantitatively the relationship
among distance, time, and
speed (scalar quantities) Procedure
and the relationship among
position, displacement,
time, and velocity (vector 1. Read the problem below and circle all the information that you
quantities) (325-1, 212-7, think will help you solve the problem.
325-2)
• describe and evaluate the A bus travelled at a constant velocity of 60 km/h west for 1.0
design and functions of hours. What was the displacement of the bus?
motion technology (114-3,
115-4, 118-3)
2. In problem solving, the information that you think will help solve
the problem is written in a list that can be called givens (knowns).
When writing the given information, you want to write as much
information as you see. For example, you should include signs and
units with each quantity that you are given. On the Problem-Solving
Organizer 1, enter the information that you are given in the correct
column.
3. The problem poses a question that asks you to find out something.
This is your unknown quantity. Write what you want to find out
(unknown) on the Problem-Solving Organizer 1.
4. Both knowns and unknowns consist of two parts: a number, or
quantity, and a unit; e.g., 1.0 h, where 1.0 is the quantity and h
(hour) is the unit. Using the units alone—a technique known as
“unit analysis”—can often help you figure out what mathematical
operation you have to do to wind up with the right answer. Use the
Unit Analysis box on the Problem-Solving Organizer 1.
5. A diagram can be used to describe what is happening in a problem.
For motion problems, a common form of diagram is called a motion
map. A motion map consists of arrows that indicate motion, or dots
that indicate the object is at rest. The length of the arrow can be
used to represent how fast the object is going and the direction of
motion as well. If the arrows are all the same size, that indicates
constant motion. On the Problem-Solving Organizer 1, draw a
motion map for this problem.

132 SCIENCE 10 A TEACHING RESOURCE

Activity 42: Interpreting and Doing
Problems, Part 2
Question Outcomes

Students will be expected to

• How can this problem be solved? • distinguish among constant,
average, and instantaneous
speed and velocity of an
Procedure object (325-3, 212-2)
• using linear experimentation
1. Read the problem below and complete the Problem-Solving with appropriate technologies,
analyze graphically and
Organizer 2. quantitatively the relationship
A trip to Halifax took 2.5 hours. If the trip meter (odometer) among distance, time, and
speed (scalar quantities)
read 275 km at the end of the trip, what was the average speed
and the relationship among
during the trip in km/h? position, displacement,
2. Using the skills developed in the previous activity, complete the time, and velocity (vector
quantities) (325-1, 212-7,
parts of the Problem-Solving Organizer 2 used in that activity. 325-2)
3. In problem solving, we want to show the relationship between the • describe and evaluate the
quantities we know and the quantities we want to know. This can design and functions of
motion technology (114-3,
be written in the form of a formula. In class you have learned the 115-4, 118-3)
basic formula for constant and average motion. Decide which type
of motion this problem involves and write the basic formula in the
correct blank on the Problem-Solving Organizer 2.
4. What should the section for conversions be used for?
5. What is meant by the term order of operations, and when and how
should it be used to help you solve the problem?
6. Write a concluding sentence that tells the complete answer to the
problem (include units and directions if known).

Teacher Notes

Background Information
Teachers should ensure that students develop proper problem-solving
techniques in this unit. The problem-solving techniques used in the
motion unit should be carried over to the other Science 10 units as well.
The organizers used in parts 1 and 2 can be found on pages 136 –137.

Students might have trouble with unit analysis and rearranging

equations. Teachers should provide a wide variety of opportunities for
these skills to be developed.

Teachers should model proper problem-solving techniques in examples

done in class.

SCIENCE 10 A TEACHING RESOURCE 133

Problem-Solving Organizer 1

Name: Date:

Problem

Given (known) Unit Analysis Diagram (if vertical)

Find Out (unknown)

Diagram (if horizontal)

134 SCIENCE 10 A TEACHING RESOURCE

Problem-Solving Organizer 2

Name: Date:

Problem

Given (known) Basic Formula Unit Analysis Diagram (if vertical)

Find Out (unknown) Formula Rearranged

Conversions Work

Diagram (if horizontal) Solution

Sentence that answers the question:

SCIENCE 10 A TEACHING RESOURCE 135

 Activity 43: Canadians in Motion
Outcomes Question
Students will be expected to
• identify and imagine • What are some Canadian contributions to motion?
questions that could be
investigated using relevant
research in science and
technology (114-6, 117-8)
Procedure
• describe examples of
Canadian contributions to Work in pairs on this activity. Pick an innovation, accomplishment, or
science and technology in the achievement from the following list:
area of motion (117-10)
• Avro Jetliner
• Bluenose
• bushplanes (such as the Beaver and the Norseman)
• Canadair waterbomber
• Canadarm and Canadarm2
• completion of a national railway
• Confederation Bridge
• fuel cells for use in electric cars and buses
• G-suit
• rotary snowploughs for trains
• Silver Dart
• snowmobile and Ski-Doo
• St. Lawrence Seaway
• Trans-Canada Highway
• variable pitch propeller

1. Research your topic. Answer the following five basic questions

about your topic. Be sure to record sources you used to find your
answers.
Who? When? Where? Why? How?
2. Write down five of your own questions about the innovation,
accomplishment, or achievement of your topic. When you have
found the answer to one of your questions, record the source(s)
you used to find your answer. You must have a minimum of three
different sources of information.

136 SCIENCE 10 A TEACHING RESOURCE

Activity 44: Investigating
Canadians' Science and Technology
Contributions to Motion
Question Outcomes

Students will be expected to

• What contributions have Canadians made to science and • identify and imagine
technology in the area of motion? questions that could be
investigated using relevant
research in science and
technology (114-6, 117-8)
Materials • describe examples of
Canadian contributions to
science and technology in the
• computers with Internet
area of motion (117-10)
• other reference materials for research
• screen for viewing as a class
• video camera and software

Procedure

In groups of three to five students, research a specific Canadian

contribution to science and technology in the area of motion. Include the
following details:

• design contributions
• recent developments
• global impact

Using your research, develop a live-action documentary or infomercial.

The presentation should be lively and informative. It should feature all
group members equally.

Teacher Notes

Background Information
As a class, design a rubric to help with the assessment.

This activity provides students an opportunity to express themselves

and showcase their talents while presenting scientific information. If
the groups are teacher-selected, pay attention to mixing the groups for
a good balance of artistic types and scientific ones. These presentations
could be an entertaining way to conclude the study of motion.

SCIENCE 10 A TEACHING RESOURCE 137

Unit 4: Life Science:
Sustainability of
Ecosystems (25%)
Activity 45: Snow
Questions Outcomes

Students will be expected to

• What is the effect of snow cover on a terrestrial environment? • predict and analyze the impact
• Why can snow be considered a mineral? of external factors on the
sustainability of an ecosystem,
• What term is given to snow crystals that form under the snow at using a variety of formats
ground level? (212‑4, 214-3, 331-6)
• If an organism cannot adjust to the range of temperatures in • diagnose and report the
ecosystem’s response to
Canada, can it be found in our ecosystems? short‑term stress and long-term
change (213-7, 215-1, 318-4)

Materials

• clipboard
• data sheet
• metre stick
• pencils, 2 or 3
• reinforced alcohol thermometer (thermometer taped to wooden ruler
works well)
• shovel
• watch or timer

Background Information

In Canada, the most critical abiotic factor is climate, particularly

temperature. Some organisms must adjust to temperatures higher than
35°C in summer, others to temperatures as low as –50°C in winter.
Many have to deal with very wide seasonal differences in temperature.

Safety

• Dress appropriately.
• Take particular care with thermometers; they are fragile. Be sure your
thermometer has been well reinforced.

SCIENCE 10 A TEACHING RESOURCE 141

 Procedure

1. Your teacher will provide you with the current outdoor temperature
and the average depth of the snow at your snow station site.
2. Record the temperature of the air and the snow depth.
–– Predict the temperature you would expect at the air/snow
interface. Record. Justify your prediction.
–– Predict the temperature you would expect at the snow/ground
interface. Justify your prediction.
3. Proceed outside to the snow station site assigned to you by your
teacher.
–– Describe your snow station site in terms of location, vegetation,
exposure to wind and sun, slope, etc.
–– Measure the snow depth by pushing the metre stick into the
snow until it contacts the ground.
–– Record the depth (in centimetres) on your data sheet.
4. Dig a hole, about 20 x 20 cm, in the snow down to ground level.
Immediately measure the temperature at the snow/ground interface.
Fill in the hole when finished.
–– Place the full length of the thermometer at the snow/ground
interface. Leave it in position for two minutes, and then remove
it and immediately read the temperature.
–– Record the temperature on your data sheet.
–– Insert the thermometer at a point halfway between the air/snow
and snow/ground interface. Read the temperature after two
minutes.
–– Record the temperature on your data sheet.
5. Measure the temperature at the snow/air interface (surface). The
thermometer must be shaded and not permitted to sink below the
snow surface. Allow it to stabilize for at least two minutes before
reading the thermometer.
–– Why is it necessary to shade the thermometer?
–– Record the temperature on your data sheet.

142 SCIENCE 10 A TEACHING RESOURCE

Completing Data and Examining Results

• Record the data from your group.

• Record the temperature data for the snow/air interface, midpoint, and
ground/snow interface from each group in a graph/data table of your
own design. Make a class data table.
• Examine your collected data and compare it with the predictions you
made before going outside.
• How did your predictions compare with your actual data? Explain.
• How do the results from other groups compare with yours?
• Is there any value in averaging the class data? Comment.
• Does any relationship appear to exist between temperatures and snow
depth? Discuss.

Analysis

• What might account for the temperature data you recorded?

• List any positive effects of snow indicated by your data.
• What are some potentially negative effects of snow and low
temperatures on organisms in the wintertime?
• From the point of view of organisms, which would be the preferable
winter environment: cold with snow cover or cold without snow
cover? Explain your reasoning.
• Suggest one or two practical applications of the knowledge gained
from this activity.
• What is the effect of snow cover on a terrestrial environment?
• Why can snow be considered a mineral?
• What term is given to snow crystals that form under the snow at
ground level?
• If an organism cannot adjust to the range of temperatures in Canada,
can it be found in our ecosystems?

SCIENCE 10 A TEACHING RESOURCE 143

 Teacher Notes

Background Information
Sustainability of Ecosystems will be completed at different times of the
year. This activity can still be done should there be a major snowfall
(+25 cm) that seems likely to remain for two or three days. You might
have to remind students about the impact of abiotic factors on an
ecosystem if considerable time has passed since completion of the unit.

Teachers may review how to use a thermometer under natural conditions

in outdoor locations.

Safety
• Remind students to dress appropriately for spending 20–30 minutes
in the snow.
• Broken thermometers can easily pierce skin. Warn students about the
fragility of these instruments.
• Be sure to use alcohol thermometers.

144 SCIENCE 10 A TEACHING RESOURCE

Activity 46: Factors that Affect
Sustainability
Questions Outcomes

Students will be expected to

• What are the components of sustainable ecosystems? • diagnose and report the
• How are populations and sustainability connected? ecosystem’s response to
short‑term stress and long-term
• How can human activities affect sustainability? How have change (213-7, 215-1, 318-4)
understandings progressed? • predict and analyze the impact
• What “shift” is happening with regard to perspectives on of external factors on the
sustainability of an ecosystem,
sustainability? using a variety of formats
(212‑4, 214-3, 331-6)
• describe how the classification
Materials involved in the biodiversity of
an ecosystem is responsible for
its sustainability (214-1, 318-6)
• Nova Scotia Science 10 (textbook) • question and analyze how a
paradigm shift in sustainability
can change society’s views
Procedure (114-1)

1. List biotic and abiotic characteristics of an ecosystem. Compare

your list with a partner. Then, compare your list with pages
282–283 of your textbook. Do Activity 7-1A: Similar Ecosystems
Around the World, page 285, of your textbook.
2. Look at figures 7.6 and 7.9 (pages 288 and 290) from your
textbook. Explain how the two graphs are similar and how they
are different. Explain why there is a difference. Do Activity 7-2A:
Graphing Population Change, page 291, from your textbook.
3. Do Activity 7-2D: What Happens When Food Is Limited, pages
298–299, from your textbook.
4. Read Science Watch: Sable Island National Park, page 300, from
your textbook. Answer the questions on page 300. Discuss the
answers with your classmates.
5. Do Activity 8-1B: Nova Scotia’s Most Wanted—Not! from your
textbook, page 328.
6. Read Science Watch: Restoration Ecology, page 331, from your
textbook. In groups, discuss answers to the questions on page 331.
7. Do Activity 8-1D: Resilience of a Grassland Ecosystem, page 334.
Pass in your results.
8. Do Activity 8-2C: Investigating a Local Environmental Project,
page 348, from your textbook.

SCIENCE 10 A TEACHING RESOURCE 145

 Activity 47: Acadian Forest
Research Project
Outcomes Questions
Students will be expected to
• identify, investigate, and • What is sustainability of an ecosystem? Explain.
defend a course of action on • How does a study differ from an experiment?
a multi‑perspective social
issue (118-9, 215-4, 118-5) • What does research tell us about our Acadian forest?
• describe how different • What is the importance of collecting data and interpreting it for
geographical locations can various ecosystems?
sustain similar ecosystems
(331-7, 318-3) • Can all ecosystems be sustainable?
• identify and describe peer
review, Canadian research,
and global projects where
science and technology affect
Safety
sustainable development
(114-5, 116-1, 117-3, 118-1) • Let an adult know where you are going to be during the survey.
• describe how different
geographical locations can • During hunting season, you should wear hunter orange.
sustain similar ecosystems • Wear protective gloves when handling soil.
(331-7, 318-3)
• Students and teachers should consult the Science Safety Guidelines
(Nova Scotia Department of Education 2005) for complete safety
rules.

Procedure

Sustainability of an ecosystem is the focus. Many places may be used

such as parks, towns, and so on. A theoretical discussion could also
happen. Parts A and B provide options for this activity.

Part A: Data and Sample Collection

• Locate an area of Acadian forest. Any forest in Nova Scotia qualifies.
• Measure an area three metres by three metres. Temporarily mark the
area using string and corner stakes. If this is not your own land, make
sure you have permission to use it.
• Sit down, look, listen, smell—do this for about fifteen minutes so
you get a good sense of the area.
• Draw a site map that shows the general location of the plot (provide
enough information so that someone else can find it).
• Write a general description of the site, such as slope, direction,
steepness, drainage, etc.
• Measure the temperature of the soil and air.
146 SCIENCE 10 A TEACHING RESOURCE
• Make a scale aerial map of the plot, showing the location of the
different plants (plants do not need to be identified by name). Make
a side view drawing of the plot using a suitable scale. To do this you
will have to measure or estimate the height and diameter of the trees.
• Make tallies of your observations as you investigate the area for
evidence of plants, larger animals, insects, water, and human activity.
Evidence of larger animals might be footprints (make sketches), hair
on twigs, scat, or bark rubbed off trees. Evidence of human activity
could be cut down trees, garbage, or footprints. Your observations of
insects should include a count of each type of insect you see (spiders,
centipedes, etc.).
• Collect samples and/or take pictures of the following and place them in
labelled, self-sealing bags (do not take samples from a national park):
–– plants: take enough of the plants to press and identify without
permanently damaging the site
–– leaf litter: collect the first 5 cm of soil under a layer of leaves
–– soil sample at a depth of 20 cm
–– water sample from the soil sample hole
–– any garbage within the plot
• Add any other observations of your area that you feel are important
or interesting.
• Turn in your labelled sample bags to your teacher.

Part B: Report
• Make a display of your findings and be prepared to answer questions
about your research project. The project display should be no larger
than two classroom desks. It must include at least the following:
–– a paragraph that describes how the life forms found in your plot
are dependent upon each other
–– sketches of animal prints, with identification, for the animals that
would live in your plot
–– an analysis of the soil sample
–– list of garbage found
–– pH results
–– a list of the evidence of human activity
• Be prepared to tell the class about your project in three to five
minutes and answer questions from other students.
• Write a formal report of your findings. Photocopies of originals used
in the display are acceptable for the report.

SCIENCE 10 A TEACHING RESOURCE 147

 Teacher Notes

Background Information
The Acadian Forest Research Project is intended to give students an
opportunity to know more about the Acadian forest environment. Acadian
forest includes any forest in Nova Scotia; however, if you live in an urban
area, woodlands are part of the local environment as well. This project
may be carried out in a park or backyard. Students do not have to find out
the names of the organisms they encounter; they just have to recognize
differences. Some of the more ambitious students will work on identifying
the different species. The Nova Scotia Department of Natural Resources
and the Nova Scotia Museum of Natural History have information
available for students and teachers that may be helpful. Weather and
precipitation data are available online.

This project can be used as the framework for most of the Sustainability
unit. It requires students to investigate cycling of matter, soil
composition, trophic levels, food webs, and many more of the outcomes.
If this project is assigned within the first few days of the unit, it will
create a “need to know” in the students because of the requirements.

This project could also be used as a culminating experience at the end of

the unit.

Follow-up discussion or writing assignment:

You hear on the news that your research plot is going to be

bulldozed. What is your response to the news? What action would
you take?

Evaluation
Develop a rubric and scoring scheme with the students.

Safety
• Students should let an adult know where they are going to be during
their survey.
• During hunting season, students should wear hunter orange.
• Students should wear protective gloves when handling soil.
• Students and teachers should consult the Science Safety Guidelines
(Nova Scotia Department of Education 2005) for complete safety
rules.

148 SCIENCE 10 A TEACHING RESOURCE

Activity 48: Populations
Questions Outcomes

Students will be expected to

• Does population make a difference? • describe how the classification
• Does human population (it reached 7 billion on October 31, involved in the biodiversity of
an ecosystem is responsible
2011) have an influence on other populations? for its sustainability (214-1,
318-6)
• predict, and portray the impact
Introduction of external factors on the
ecosystem, using a variety of
formats (212-4, 214-3, 331-6)
A population is a group of organisms of the same species that exists • distinguish between
in the same place at the same time. A population changes with time biotic and abiotic factors,
as members of the population leave or join. A natural population will determining the impact
on the consumers at all
change according to birth rates and death rates, and immigration and trophic levels due to
emigration. The formula for the rate of population growth over a given bioacculmulation, variability,
period of time is: and diversity (318-2, 318-5)

(number – (number + (number – (number

of births) of deaths) of immigrants) of emigrants)
total population at beginning of period

Extremely fast growth is called a population explosion, which can occur

when a new species is introduced into an ecosystem in which there are
few, if any, predators, a plentiful food supply, and abundant space. The
population of such a species can grow very fast and is sometimes able
to take over an ecosystem, changing the nature of interactions among
other species. The introduction of Purple Loosestrife into wetlands is an
example. While indigenous wetland plants support biodiversity, Purple
Loosestrife is not a food source or shelter for any organism. As a result,
it can gradually take over and reduce a diverse ecosystem to a single
plant species that does not interconnect with other organisms.

A population extinction can occur when greater numbers of species

leave a population than enter it. A population will steadily decrease if
the death rate is higher than the birth rate, or if migration out is higher
than migration in. Low population numbers can lead to inappropriate
mating practices, during which harmful gene combinations can occur.
Such genetic weakness, combined with steady decline in numbers, leads
to the extinction of the population. There are numerous examples of this
process occurring in Canada, especially as a result of human activity.
Overfishing, poaching, reduction of or complete loss of habitat, for
example, have resulted in population extinctions.

SCIENCE 10 A TEACHING RESOURCE 149

Table 1: Population Growth Table 2: Population Explosion Table 3: Population Extinction
Time Population Time Population Time Population
(years) (in millions) (years) (in millions) (years) (in millions)
0 0.0 0 0.0 0 4.5
1 3.5 1 0.5 1 6.3
2 4.9 2 8.0 2 7.2
3 6.3 3 12.2 3 10.0
4 7.5 4 17.5 4 21.7
5 8.7 5 17.5 5 41.6
6 16.2 6 41.6 6 81.9
7 33.1 7 80.0 7 39.8
8 40.3 8 175.0 8 20.5
9 43.5 9 39.8 9 11.4
10 45.0 10 39.8 10 9.6
11 46.4 11 20.5 11 7.2
12 46.2 12 5.5
13 46.1 13 0
14 46.2

The data in Table 1: Population The data in Table 2: Population The data in Table 3: Population
Growth represent typical Explosion represent a typical Extinction represent a typical
population growth. Choose an population explosion. Choose an population extinction. Choose an
appropriate scale and construct a appropriate scale and construct a appropriate scale and construct a
line graph of the data. Be sure to line graph of the data. Be sure to line graph of the data. Be sure to
label the axes and the graph itself. label the axes and the graph itself. label the axes and the graph itself.

Compare all three tables. What do you notice about the slopes of all
three lines? Make some comments about the graphs for population
growth, population explosion, and population extinction.

150 SCIENCE 10 A TEACHING RESOURCE

Activity 49: Sustainable Choices
Question Outcomes

Students will be expected to

• In what ways are careers and sustainability linked? • identify, investigate, and
defend a course of action on a
multi‑perspective social issue
(118-9, 215-4, 118-5)
Procedure
• identify and describe peer
review, Canadian research,
Produce a story of a scientist or technologist who contributed to the and global projects where
sustainability of ecosystems. Your story may be presented in different science and technology affect
sustainable development (114-5,
forms to share with the class. Be sure to include the following 116-1, 117-3, 118-1)
information:

• date and place of birth

• social and cultural background
• education
• scientific or technological contribution (what was it, beneficial/
non-beneficial)
• brief description of development of contribution
• one fact not already mentioned that you found interesting, relevant,
and why
• how the career involves sustainability
• choices and influences that were made by society that impacted this
person’s work
• “Today’s problems were yesterday’s solutions.” How does this
statement apply to this career?
• how this person’s career in the past compares with this career today
• optional solutions this person may explore

Be sure to include the sources of information that you used.

Teacher Notes

Students may present themselves as their chosen scientist/technologist

as they include all the information about their career and sustainability.

Sustainability involves a paradigm shift. This concept opens student

discussion about how our world can exist for their grandchildren.

SCIENCE 10 A TEACHING RESOURCE 151

 Activity 50: Extending Science
Outcomes Questions
Students will be expected to
• diagnose and report the • How does biodiversity affect the sustainability of an ecosystem?
ecosystem’s response to • How are the environment, economy, and social factors related to
short‑term stress and long-term
change (213-7, 215-1, 318-4)
sustainability?
• distinguish between biotic and • What is the connection(s) between safety and science?
abiotic factors, determining
the impact on the consumers
at all trophic levels due to
bioaccumulation, variability, and Challenge
diversity (318-2, 318-5)
• predict and analyze the impact Extend your knowledge of science, and your creativity, to complete one
of external factors on the
sustainability of an ecosystem,
of the following assignments:
using a variety of formats
(212‑4, 214-3, 331-6) • Write a science-fiction short story that illustrates how biodiversity
• describe how the classification affects sustainability of ecosystems. Remembering that science
involved in the biodiversity of fiction is based on science fact, include concepts, facts, and
an ecosystem is responsible for terminology from our study of ecosystems. Your story must be at
its sustainability (214-1, 318-6)
least 1250 words in length (approximately two single-spaced, typed
pages).
• Write a poem that illustrates how biodiversity affects sustainability
of ecosystems. The poem must be at least 24 lines long and contain
a minimum of 10 terms from our study of ecosystems. The poem
should make scientific sense.
• Draw a cartoon strip, with captions, that illustrates how biodiversity
affects sustainability of ecosystems. The cartoon must be at least 10
frames in length and contain a minimum of 10 terms from our study
of ecosystems. The cartoon should make scientific sense.
• Write a science-fiction short story, a poem, or a cartoon strip that
shows a concern for safety and the need for rules and regulations
within the context of scientific and technological activities.
Remembering that science fiction is based on science fact, include
concepts, facts, and terminology from our study of safety.

152 SCIENCE 10 A TEACHING RESOURCE

 Teacher Notes

Background Information
This might be a culminating activity, or you might work with English
language arts teachers.

This assignment could begin with an individual brainstorming activity

in which students make a list of each of the following: people’s names
(famous, infamous, unknown), places, and events (rainstorm, robbery, last
school dance). Students then choose one item from each list and use these
as a starting point for the poem or short story.

Students do not construct and learn science concepts and relationships

effectively through passive absorption. Students learn when they can link
new ideas and skills to prior knowledge through active engagement in
listening, speaking, reading, writing, and thinking.

The process of trying to communicate what they know and understand can
lead students to examine their understanding more deeply and completely.
By using formal and informal writing strategies, students begin to think
their way through a new concept, making sense of the associations, bits
of information, questions, and feelings. Writing assignments also offer
opportunities for teachers to gain insight into the understandings of
students’ concepts. Teachers may then address undeveloped conceptions,
unanswered questions, and misunderstandings that students might have.

This type of activity could help students consolidate their learning in a

way that allows them to retain and apply it.

SCIENCE 10 A TEACHING RESOURCE 153

Appendices
Appendix A: Templates and Resources
This appendix includes the following templates and resources:
Experimental Design.............................................................................158
Sample Compound Classification Flowchart........................................163
Polyatomic Ion Sheet............................................................................164
Nomenclature Riddles...........................................................................165
GRASP Problem-Solving Method........................................................166
Grid Paper.............................................................................................167
Vocabulary Organizer............................................................................168
Sample Vocabulary Organizer...............................................................169
Concept Overview.................................................................................170
Issue-Based Article Analysis.................................................................171
Fact-Based Article Analysis..................................................................172

SCIENCE 10 A TEACHING RESOURCE 157

Experimental Design

Activity title:

My name:

Partners names:

Date:

1. Question: The purpose of this activity is to answer the following question(s):

2. Hypothesis: Our hypothesis (what we believe will happen) is

3. We believe this will happen because

4. What are we going to do to prove or disprove our hypothesis?

158 SCIENCE 10 A TEACHING RESOURCE

5. What do we need for materials?

6. Which variable are we going to change (the manipulated/independent variable)?

7. Which variable(s) will respond to the change (the responding/dependent variable)?

8. What things do we need to keep constant over the run of the experiment?

9. What safety precautions do we need to take?

10. How many trials should we do?

11. How will we know we are getting “good” data?

SCIENCE 10 A TEACHING RESOURCE 159

12. What data do we need to collect? How will we record the data?

13. How will we display the data?

14. How will we analyze the data?

Procedure
Design your experiment.

STOP HERE. Have your teacher approve your plan. (teacher’s initials)

160 SCIENCE 10 A TEACHING RESOURCE

Note observations and data below while performing your experiment.

Observations:

Data:

SCIENCE 10 A TEACHING RESOURCE 161

Analysis
After you have completed your experiment, complete the following questions.

1. What do the data mean? (What do the data tell us?)

2. Do the data support, or not support, our hypothesis? Explain your answer.

3. Interpret any other findings.

4. Are there any changes that have to be made to the procedure? Explain why.

5. Are there any questions arising from the experiment that could be further investigated?

162 SCIENCE 10 A TEACHING RESOURCE

 Sample Compound Classification Flowchart
What type of compound is it?
Ionic or Molecular

Ionic Molecular or Covalent

(Bonded Metals and Non-metals) (Bonded Non-metals)

Is it binary or tertiary? Use Greek prefixes to identify how

many atoms of each element are
present in the compound.
–mono
Binary Tertiary –di
–tri

SCIENCE 10 A TEACHING RESOURCE

–tetra
–penta
Is it a Group 1, 2, 13 metal, Is it a Group 1, 2, 13 metal, –hexa
H+, or a transition metal? NH4+, or a transition metal? –hepta
–octa
–nona
–deca
Group 1, 2, 13 metal, or H+ Transition metal Group 1, 2, 13 metal, NH4+ Transition metal

Name the metal then name Name the metal Name the metal Name the metal Name the element that is closest
the non-metal, changing the followed by followed by the name of followed by to the metal first. (If the first
ending to "ide." roman numerals the polyatomic ion. Roman numerals element has only one atom then
in brackets to in brackets to it is not necessary to use the
indicate charge, indicate charge, prefix "mono.") Then name the
and then name and then name second non-metal changing the
the non-metal, the polyatomic ending to "ide."
changing the ion.
ending to "ide."

Example Example Example Example Example

NaCl, Sodium Chloride NiCl2, Nickel(II) Chloride Ca(NO3)2, Calcium Nitrate Fe(OH)2, Iron(II) Hydroxide CCl4, Carbon Tetrachloride
Na2O, Sodium Oxide Fe2O3, Iron(III) Oxide N2O5, Dinitrogen Pentoxide

163
Polyatomic Ion Sheet

acetate CH3COO– or C2H3O2– hydrogen phosphate HPO4–

ammonium NH4+ hydrogen phosphite HPO32–

arsenate AsO33– hydrogen sulphate (or bisulphate) HSO4–

benzoate C6H5COO– hydronium H3O+

bismuthate BiO3– hydroxide OH–

borate BO33– hypochlorite ClO–

bromate BrO3– iodate IO3–

carbonate CO32– lactate C3H5O3–

chlorate ClO3– nitrate NO3–

chlorite ClO2– perchlorate ClO4–

chromate CrO42– periodate IO4–

citrate C6H5O73– permanganate MnO4–

cyanamide HCN– peroxide O22–

cyanate OCN– or CNO– phosphate PO43–

cyanide CN– phthalate CH4O42–

dichromate Cr2O72– silicate SiO32–

dihydrogen phosphate H2PO4– stearate C7H35COO–

dihydrogen phosphite H2PO3– sulphate SO42–

fluorite FO2– tartrate C4H4O62–

formate HCOO– tetraborate B4O72–

glutamate C5H8NO4– thiocyanate SCN–

hydrogen carbonate (or bicarbonate) HCO3– thiosulphate S2O32–

hydrogen oxalate HC2O4– tripolyphosphate P3O105–

164 SCIENCE 10 A TEACHING RESOURCE

Nomenclature Riddles

Question Outcomes

• Answer each of the riddles in the space provided. Elements in the Students will be expected to
response compose the base, the main body, or the entire answer for • name and write formulas for
common ionic compounds
these riddles.
and molecular compounds
and describe the usefulness
of the IUPAC nomenclature
Clue Element system (319-1, 114-8)
1. Mickey Mouse’s favourite dog plutonium
2. Superman’s home planet
3. A university
4. You press laundry with this
5. Ready, set,
6. Doctors do this

Make your own riddles and share with your classmates.

SCIENCE 10 A TEACHING RESOURCE 165

GRASP Problem-Solving Method

Investigation:

Question:

Given: What do you know?

Required: What do you want to know?

Analysis: What formula can you use?

Solution: Show your work.

Paraphrase: State the answer in a sentence.

166 SCIENCE 10 A TEACHING RESOURCE

Grid Paper (0.5 cm)

SCIENCE 10 A TEACHING RESOURCE 167

Vocabulary Organizer

Vocabulary term Drawing (visual cue)

Definition Personal association or characteristic

(to help you remember)

168 SCIENCE 10 A TEACHING RESOURCE

Sample Vocabulary Organizer

Vocabulary term Drawing (visual cue)

Na
double displacement reactions Cl KI

Example:
sodium chloride + potassium iodide yields _____

Definition Personal association or characteristic

(to help you remember)

Double displacement reactions are reactions

between two compounds where the cations square dancing
exchange anions.

SCIENCE 10 A TEACHING RESOURCE 169

Concept Overview

Key word or concept: Write an explanation or definition in your own words.

You will be paraphrasing.

Drawing

List some facts (at least five).

Create your own questions about the concept.

Create an analogy.

170 SCIENCE 10 A TEACHING RESOURCE

Issue-Based Article Analysis

When you read the article, did it inform you but not raise any concerns? If so, use the fact-based article
analysis sheet. If the article presented a certain point of view about an issue under dispute, use this sheet.

Issue (written as a question). Write a summary in your own words (paraphrase).

Drawing

What is your opinion?

What is the author’s opinion? Give one piece of

evidence.

Relevance to today. This is important or not important because ...

SCIENCE 10 A TEACHING RESOURCE 171

Fact-Based Article Analysis

When you read the article, did it present a certain point of view about an issue under dispute? If so, use the
issue-based article analysis sheet. If the article informed you but did not raise any concerns, use this sheet.

Key concept (written in a sentence). Write an article summary or definition in your own
words. Do not list facts. Give an overview..

Drawing

List your questions (at least two).

What are the facts? List at least five.

List at least five key words.

Relevance to today. This is important or not important because ...

172 SCIENCE 10 A TEACHING RESOURCE

Appendix B: Careers
Question

• Do all careers fit in a “career cluster” easily?

Procedure

• Match possible careers to the career cluster or career code.

• Identify other careers that are not listed.

Career Clusters and Definitions

Career Career Cluster Description
Code
1 Agriculture, Food, and Natural Processing, production, distribution, financing, and development
Resources of agricultural commodities and natural resources
2 Arts, Culture, A/V Technology, and Creating, exhibiting, performing, and publishing multimedia
Communications content
3 Building and Construction Providing opportunities in the building trades environment
4 Business, Finance, Management, and Organizing, directing, and evaluating functions essential to
Administration productive business operations
5 Canadian Forces Occupations Providing a variety of the above careers when enrolled in the
Canadian Forces
6 Education and Training Providing education and training services, as well as related
learning support services
7 Health Services Providing diagnostic and therapeutic services, health informatics,
support services, and biotechnology research and development
8 Law, Security, and Public Safety Providing legal, public safety, protective, and emergency
prepareness services
9 Manufacturing and Processing Processing materials into intermediate or final products
10 Marketing, Sales, and Promotion Performing marketing activities to reach organizational objectives
11 Mechanical Repair and Precision Providing installation, repair, maintenance, and service to
Crafts appliances, industrial equipment, and personal and commercial
vehicles
12 Personal and Commercial Services Providing for families and serving human needs
13 Science, Engineering, and Information Performing engineering services, technical design, scientific
Technology inquiry, and information technology (IT) services
14 Social, Sport, and Recreational Providing social and recreational services
Services
15 Transportation, Distribution, and Managing movement of people, materials, and goods by road,
Logistics pipeline, air, rail, and water

SCIENCE 10 A TEACHING RESOURCE 173

Listed below are examples of careers that you might be interested in exploring.

Earth and Space Science: Weather Dynamics

• Agrometeorology • Environmental Engineer • Paleoclimatology

• Applied or Engineering • Environmental Meteorologist • Physical Meteorologist
• Meteorologist • Flight Dispatcher • Satellite Image Manager
• Atmospheric Scientist • Hydrometeorology • Synoptic Meteorologist
• Climatologist • Meteorologist
• Dynamic Meteorologist • Operational Meteorologist

Physical Science: Chemical Reactions

• Agricultural Chemist • Forestry Technologist • Physical Chemist

• Analytical Chemist • Genetic Engineer • Plastic Products Science
• Anesthesiologist • Hazardous Waste Manager • Pollution Control Chemist
• Biochemist • Industrial Chemist • Polymer Chemist
• Cardiologist • Industrial Hygienist • Production Chemist
• Chemical Analyst • Inorganic Chemist • Pulp and Paper Chemistry
• Chemical Engineering • Materials Scientist • Pyrotechnics Expert
• Chemical Technologist • Medical Technician • Quality Control Chemist
• Chemist • Microbiologist • Researcher
• Clinical Chemist • Oil and Petroleum Worker • Sales Representative (retail
• Consumer Product Analyst • Opthalmologist and/or wholesale)
• Crime Lab Analyst • Organic Chemist • Sanitation Inspector
• Criminologist • Patent Examiner • Science Publishing
• Dialysis Technician • Pathologist • Secondary School Teacher
• Environmental Chemist • Pediatrician • Spectroscopist
• Fertilizer Industry Worker • Perfumer • Technical Writer
• Fingerprint Technician • Pesticides Expert • Technologist
• Food Chemist • Petrochemical Worker • Textile Chemistry
• Forensic Chemistry • Pharmaceutical Chemist • Toxicologist
• Forensic Scientist • Pharmacist • Water Resources Specialist
• Forestry Researcher • Pharmacologist • Wine Industry Specialist
• X-ray Technician

174 SCIENCE 10 A TEACHING RESOURCE

Physical Science: Motion

• Aeronautics Engineer • Educator • Physicist, Research and

• Air Pollution Control Specialist • Electric Power Generation Development
• Astronautics Engineer Technician and/or Engineer • Power Engineer
• Astronomer • Electrical Engineer • Power Generation and
• Geophysicist Transmission Technician
• Astrophysicist
and/or Engineer
• Atmospheric Scientist • Hydrologist
• Radiologist
• Atomic Physicist • Industrial Physicist
• Reactor Operator
• Ballistics Expert • Mathematical Physicist
• Scientist, Plasma Fusion Centre
• Bio-Engineer • Mathematician
• Solar Physicist
• Bio-Physicist • Mechanical Engineer
• Space Physicist
• Ceramic Engineer • Medical Physicist
• Surface Physicist
• Civil Engineer • Mineralogist
• Systems Analyst
• Computational Physicist • Nuclear Physicist
• Technical Staff Member
• Computer Scientist • Optical Physicist
• Theoretical Physicist
• Condensed-Matter Physicist • Physician

Life Science: Sustainability of Ecosystems

• Agricultural Scientist • Geologist • Petroleum Engineer

• Air Quality Analysis/Control • Geotechnical/Civil Engineer • Plant Scientist
• Aquaculturalist • Groundwater Manager • Remote Sensing / GIS
• Biological Controller • Horticulturalist Technician
• Botanist • Landscaper for Architecture • Reservoir Engineer
• Economic Entomologist • Meteorologist • Soil Scientist
• Energy Conservation/Planning/ • Mining/Mineral Exploration/ • Space and Planetary Scientist
Policies Expert Reclamation Technician and/or • Sustainable Developmenter
• Environmental Consultant: Planner • Transport Engineer/Planner
Education, Engineering, Law, • Natural Resource Manager • Urban and Regional Planner
Lobbying, Planning, Policy • Oceanography/Marine/Coastal • Waste Manager
Analysis, and Protection Scientist/Technician
• Wildlife Biologist
• Fisheries Manager • Oil and Gas Services
• Forester

SCIENCE 10 A TEACHING RESOURCE 175

 Appendix C: Cards, Data Tables,
and Graphs
The following cards, data tables, and graphs may be used with
Activity 38: Matching Data, Graphs, and Words.

176 SCIENCE 10 A TEACHING RESOURCE

 Motion Description 1A Motion Description 2A
The object starts at the origin and has a constant The object is at four metres to the right of the
speed to the right. origin and stands still.

Motion Description 3A Motion Description 4A

The object starts four metres to the left of the The object starts at the origin and is slowing
origin and moves at a constant speed to the right. down to the right.

Motion Description 5A Motion Description 6A

The object starts at the positive side of the origin The object starts at the positive side of the origin
and is slowing down as it moves left. and moves at a constant speed to the left.

Motion Description 7A Motion Description 8A

This graph shows something that is physically The object starts at the origin and speeds up
impossible. No one object can be in all of these while travelling to the right.
positions at the same time.

Motion Description 9A Motion Description 10A

The object starts four metres to the left of the The object starts four metres to the left of the
origin and speeds up to the right. origin and moves at a constant speed to the left.

SCIENCE 10 A TEACHING RESOURCE 177

 Motion Description 1B Motion Description 2B
The object starts at the origin. It moves at a The positive position is not changing.
constant positive rate.

Motion Description 3B Motion Description 4B

The object starts four metres to the left of the The object starts at the origin and the positive
origin and moves at a constant positive rate. rate of change is decreasing.

Motion Description 5B Motion Description 6B

The object starts at the positive side of the origin The object starts at the positive side of the origin
and the negative rate of change is decreasing. and moves at a constant negative rate.

Motion Description 7B Motion Description 8B

This graph shows something that is physically The object starts at the origin and the positive
impossible. No one object can be in all of these rate of change is increasing.
positions at the same time.

Motion Description 9B Motion Description 10B

The object starts at a negative position and the The object starts on the negative side of the
positive rate of change is increasing. origin and moves at a constant negative rate.

178 SCIENCE 10 A TEACHING RESOURCE

 Data Set 2
Time (s) Position (m)
Data Set 1 0 0
Time (s) Position (m) 1 +1
0.2 +5.0 2 +2
0.4 +2.5 3 +3
0.8 +1.25 4 +4
2.0 +0.50 5 +5
3.0 +0.33 6 +6
4.0 +0.25 7 +7
5.0 +0.20 8 +8
9 +9
10 +10

Data Set 3
Time (s) Position (m)
4 0 Data Set 4
4 +1 Time (s) Position (m)
4 +2 0 -4
4 +3 1 -5
4 +4 2 -6
4 +5 3 -7
4 +6 4 -8
4 +7 5 -9
4 +8
4 +9

SCIENCE 10 A TEACHING RESOURCE 179

 Data Set 5 Data Set 6
Time (s) Position (m) Time (s) Position (m)
0 0 0 +4
1 +1 1 +4
2 +4 2 +4
3 +9 3 +4
4 +16 4 +4
5 +25 5 +4
6 +36 6 +4
7 +49 7 +4
8 +64 8 +4
9 +81 9 +4
10 +100 10 +4

Data Set 7 Data Set 8

Time (s) Position (m) Time (s) Position (m)
0 +10 0 0
1 +9 1 +1.00
2 +8 2 +1.41
3 +7 3 +1.73
4 +6 4 +2.00
5 +5 5 +2.23
6 +4 6 +2.44
7 +3 7 +2.64
8 +2 8 +2.82
9 +1 9 +3.00

180 SCIENCE 10 A TEACHING RESOURCE

 Data Set 9 Data Set 10
Time (s) Position (m) Time (s) Position (m)
0 -4 0 -4
1 -3 1 -3
2 -2 2 -1
3 -1 3 +2
4 0 4 +6
5 +1 5 +11

SCIENCE 10 A TEACHING RESOURCE 181

 Graph A
10

6
position (m)

0
0 2 4 6 8 10
time (s)

Graph B
3

2
position (m)

0
0 2 4 6 8 10
time (sec)

182 SCIENCE 10 A TEACHING RESOURCE

 Graph C
100

80

60
position (m)

40

20

0
0 2 4 6 8 10
time (sec)

Graph D
5

3
position (m)

0
0 1 2 3 4 5
time (sec)

SCIENCE 10 A TEACHING RESOURCE 183

 Graph E
1

0
1 2 3 4 5

–1
position (m)

–2

–3

–4

time (s)

Graph F
10

5
position (m)

0
1 3 4 5

–5

time (s)

184 SCIENCE 10 A TEACHING RESOURCE

 Graph G
0
1 2 3 4 5

–2

–4
position (m)

–6

–8

–10

time (s)

Graph H
5

3
position (m)

0
0 2 4 6 8 10
time (s)

SCIENCE 10 A TEACHING RESOURCE 185

 Graph I
10

6
position (m)

0
0 2 4 6 8 10
time (s)

Graph J
10

6
position (m)

0
0 2 4 6 8 10
time (s)

186 SCIENCE 10 A TEACHING RESOURCE

Appendix D: Alternate Activities
Pressure and Mass

Questions Outcomes

• Does air have mass? Students will be expected to

• Can air apply pressure? • use weather data to describe
and explain heat transfers in the
• What do high-pressure and low-pressure weather systems mean? hydrosphere and atmosphere
showing how these affect air
and water currents (331-2)
Materials
• air pump
• needle valve
• soccer ball or basketball
• balance scale

Safety
• Do not over-inflate the ball.
• Moisten the needle valve with tap water, not saliva.

Procedure
Write a procedure for the activity.

Results
Record the masses of the empty ball and inflated ball.

Analysis
• Compare the masses of the empty ball and inflated ball.
• Use your findings to explain high- and low-pressure weather systems.

SCIENCE 10 A TEACHING RESOURCE 187

 Teacher Notes

Background Information
Sometimes students have difficulty comprehending the idea that air has
mass and is attracted to Earth by gravity. This activity helps students
understand the concept of air pressure and the difference between
low‑pressure systems and high-pressure systems.

Materials
• balance
• bicycle pumps (students may bring them from home)
• needle valves (may be borrowed from the physical education teacher)
• soccer balls or basketballs

Procedure
Measure the mass of the deflated “empty” soccer ball using a balance.
Then pump up the ball to its designated pressure and re-measure its
mass. The inflated ball has more air molecules inside it and therefore
has greater mass than the deflated ball. Have the students hold the
deflated ball over their head and ask how much pressure it is exerting
down on them. Ask the students to hold the more massive inflated
ball over their head and ask, “Compared to the deflated ball of lower
mass, how much pressure does the inflated ball apply to you?” The
high-pressure ball is the equivalent of the high-pressure system and the
deflated ball is the equivalent of the low-pressure system.

Suggestions for Extension and Follow-up

Ask students to hold the inflated ball (the one with greater pressure
inside) over their head and tell which ball applies more pressure to their
hands/body, the ball with high-pressure or the low-pressure one. Which
ball has greater density of molecules? Which kind of pressure system
has a greater density of molecules?

188 SCIENCE 10 A TEACHING RESOURCE

Appendix E: Chemical Ion Cards
The following chemical ion cards may be used with Activity 14: It’s in
the Cards. Teachers may wish to make multiple copies for students’ use.

SCIENCE 10 A TEACHING RESOURCE 189

 Ba2+ Be2+

Cu2+ Sr2+

Na+ Mg2+

Cu3+ Sc3+

Ca2+ Ag+

Fe2+ Al3+

Li+ K+
190 SCIENCE 10 A TEACHING RESOURCE
 H+ Hg2+

Pb2+ V3+

Fe3+ Sn+

Zn2+ Ni3+

Cr3+ Rb+

NO3+ HCO3−

CrO4− S2−
SCIENCE 10 A TEACHING RESOURCE 191
 NO2− PO43−

AsO42− O2−

SO42− HPO42−

C2H3O2− F−

SO32− NH4+

H2PO4− N3−

HSO42− OH−
192 SCIENCE 10 A TEACHING RESOURCE
 I− Br−

CO32− ClO4−

Cl− P3−

SCIENCE 10 A TEACHING RESOURCE 193

References
Anderson, Michelle, and John Bocknek. 2012. Nova Scotia Science 10.
Whitby, ON: McGraw-Hill Ryerson.

Bull, John, and John Farrand, Jr. 1977. National Audubon Society Field
Guide to North American Birds (Eastern Region). New York, NY:
Alfred A. Knopf. [Second revised edition published in 1994]

Miller, Orson K., Jr. 1979. Mushrooms of North America. New York,
NY: E.P. Dutton. [Latest edition: North American Mushrooms
published by Falcon, 2006]

Milne, Lorus, and Margery Milne. 1979. National Audubon Society

Field Guide to North American Insects and Spiders. New York, NY:
Alfred A. Knopf.

Nova Scotia Department of Education. 2005. Science Safety Guidelines:

Grades Primary–12. Halifax, NS: Province of Nova Scotia.

Nova Scotia Museum. 1996. The Natural History of Nova Scotia,

Volume 2, Theme Regions, edited by Derek Davis and Sue Brown.
Halifax, NS: Province of Nova Scotia and Nimbus Publishing.

Reader’s Digest. 1982. North American Wildlife: An Illustrated Guide

to 2000 Plants and Animals, edited by Susan J. Wernert. New York,
NY: Reader’s Digest. [Revised edition (1998) is available]

Saunders, Gary L. 1995. Trees of Nova Scotia: A Guide to Native

and Exotic Species. Halifax, NS: Province of Nova Scotia. [Third
revised edition published by Nimbus, 1995]

Simpson, Jamie. 2008. Restoring the Acadian Foresst: A Guide to Forest

Stewardship for Woodlot Owners in the Maritimes. [Port Williams,
NS]: Res Telluris.

Sutton, Ann, and Myron Sutton. 1985. Eastern Forests. New York, NY:
Alfred A. Knopf.

SCIENCE 10 A TEACHING RESOURCE 195