Matter and Its Properties · SHS1 Chemistry

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.3 - Explain why chemicals should be stored by compatibility and not alphabetically in the laboratory.

By the end of the lesson, learners can:

Explain the difference between storing chemicals alphabetically and storing them by compatibility, giving at least two reasons why compatibility storage is safer.
Classify common laboratory chemicals into at least three hazard categories (oxidising agents, flammable materials, acids, toxic substances) based on their labels and properties.
Identify pairs of incompatible chemicals commonly found in a school laboratory and predict the potential danger of storing them together.
Justify, using a specific example of a violent reaction, why accidental mixing of incompatible chemicals can lead to fire, explosion, or toxic gas release.
Apply the principle of compatibility to propose a safe storage layout for a set of given chemicals in a school chemical store.

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Curriculum details

Strand: Physical Chemistry (Strand 1)
Sub-strand: Matter and Its Properties (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate understanding of the scientific practices in chemistry using relevant acquired skills to solve problems as well as explaining the structure of the atom and its stability. 1.1.1.LO.1 Use the knowledge and understanding of the scientific practices in Chemistry to explain the structure of the atom as well as the stability of its nucleus. 1.1.1.LO.2 Use the mole concept to determine the amount and quantity of various substances involved in chemical reactions. 1.1.1.LO.3 Write mole ratios for chemical equations and apply it in quantitative analysis. 1.1.1.LO.4 Use the kinetic theory of matter to explain the behaviour of solids, liquids and gases under different conditions and describe the laboratory preparation of gases as well as their uses in everyday life.
Indicator: 1.1.1.LI.3 - Explain why chemicals should be stored by compatibility and not alphabetically in the laboratory.
Suggested placement: Semester 1, Week 3 (Week 3 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 28

Exemplars (from the NaCCA curriculum)

Exploratory Learning:
- Visit the school chemical store or Chemistry laboratory to observe how chemicals are stored.
- In mixed ability groups, explain why chemicals should be stored by compatibility and not alphabetically in the laboratory.
- Watch a video showing an uncontrollable or violent reaction between chemicals right next to each other. E.g., hydrogen peroxide and hydrazine, or, oxidising materials and flammable materials, acetic acid and nitric acid or reaction between potassium permanganate and glycerol.
- Using think-pair-share approach, discuss and practise how to put out small fire using fire blanket and fire extinguisher.
Teaching and Learning Materials:
- * ICT devices * Household items with labels * Chemical containers with labels * Containers having chemical assay * Personal protective equipment (goggles, laboratory coat/apron, hand gloves etc) * * Http://www.kentchemistry.com/links/atomicstructure/PauliHundsRule.htm Hydrogen peroxide * * Http://www.youtube.com.watch?v=2AFPfg0come
- Hydrazine * * Http://www.khanacademy.com Oxidising materials * * Https://www.youtube.com/watch?v=ZIAyNFLRFuw Flammable materials * * https://phet.colorado.edu/en/simulations/rutherford-scattering Acetic acid and nitric acid * * https://www.khanacademy.org/science/chemistry/electronic-structure-of-
- Worksheets with incomplete nuclear reactions with prepared mark schemes * * http//www.youtube.com/watch?v=PpOAlj7sOEc Worksheets of empty orbital diagram for learners to complete * Worksheets with blank column for numbers of proton, neutrons and electrons * Fire extinguisher * Fire blanket * * Charts of hazard, prohibition and mandatory Material for setting fire * * Videos or charts of wrong practices in
- Markers * * Chart of the mass spectrometer Cardboard
- * Potassium permanganate and glycerol * Counters with up and down orientation to represent electron spin-pairing and boxes to represent orbitals * Modelling clay (plasticine) * Clay * Styrofoam * Calculator
- Models: Use One balloon per s orbital, per p-orbital, three (different coloured) subshell of P orbital
- WEBSITES * Chemsketch or simulation for filling atomic
- atoms/history-of-atomic-structure/a/discovery-of-the-electron
- * https://www.khanacademy.org/science/chemistry/electronic-structure-of- atoms/history-of-atomic-structure/v/rutherfords-gold-foil-experiment * Http//www.youtube.com/watch?v=m92QR7CBNoQ
- CHARTS
- * Mass spectrogram for analyses * Charts of experimental set-up of J. J.
- Rutherford's alpha particle scattering * Charts of line and continuous spectra
- Chart showing how the energy levels in series
- two balloons joined at their knots pairs of balloons to make one
- orbitals
- symbols the chemical laboratory
- Thompson's experiment and experiment
- the hydrogen give rise to spectral
Assessment (1.1.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.