• Have students choose a paragraph from this section or the previous section, analyze it, and determine what prior knowledge they can bring to the reading. Ask, How does your prior knowledge or experience help you understand the paragraph?
DIFFERENTIATED INSTRUCTION
• Have bodily/kinesthetic and tactile learners create models to solve problems that are similar to Sample problem 1 on page 235. These models can be made out of
styrofoam or other common materials. For example, students can find the number of neutrons in aluminum by assembling an atom model with 13 protons, then adding neutrons to the model to reach a total of 27.
• Verbal/linguistic learners may benefit from reviewing the “theory” and “evidence” in Table 1 on page 239 of the Student Book. Pairs of students can quiz one another, asking for evidence that supports the theory in each section of the table.
• Invite logical/mathematical learners to develop a “problem bank” that other students can use to master the concepts of atomic number, atomic mass, and mass number. Suggest that logical/mathematical learners create problems in which the mass number and atomic number of an atom are given, and the number of neutrons must be
calculated. They can also create problems in which the number of protons in the atom of an element is given, the atomic mass is not a whole number, an atom of the
element is randomly sampled, and the most likely number of neutrons must be found. • Visual/spatial learners may benefit from drawing Bohr-Rutherford diagrams for the
first 20 elements on index cards. (See Try This: Family Resemblances in the Periodic Table, above.) Have them mix the cards up and sort them various ways. They can sort by the names of the elements, by the atomic numbers, and by the mass numbers. They can also arrange the cards in patterns, according to the electron configurations of atoms that are in the same family. Challenge students to find other patterns in the diagrams.
• Encourage interpersonal learners who have mastered the Bohr-Rutherford diagrams to explain the diagrams to students who are having difficulty.
ENGLISH LANGUAGE LEARNERS
• Have pairs of English language learners write the following three words on index cards: atomic, mass, and number. Have them turn the cards over and mix them up.
Taking turns, the students draw two cards, form a key term from this lesson (atomic mass, atomic number, or mass number), and explain the term to his or her partner.
Encourage the students to also give examples of the terms from the periodic table.
Math Connection
Challenge students to solve the following problem. Find the atomic mass of the following element:
In a sample of an element, all of the atoms contain 47 protons, 52 % of the atoms contain 60 neutrons, and 48 % of the atoms contain 62 neutrons. One isotope has a mass number of 107, and the other has a mass number of 109. What is the atomic mass of the element?
6.8 From Charcoal to Diamonds Time 45–60 minutes Skills Performing Observing Analyzing Communicating Researching
Analyzing the Issue Evaluating
Equipment and Materials per student: eye protection lab apron per group: 9 V battery medium-sized beaker graduated cylinder 2 electrical wires
2 pencils with both ends sharpened copper(II) sulfate solution
Literacy Resources Assessment Resources
Assessment Rubric 1: Knowledge and Understanding Assessment Summary 1: Knowledge and Understanding
Other Program Resources
Skills Handbook 1. Safe Science
Skills Handbook 3.Scientific Inquiry Skills Skills Handbook 4. Research Skills
Nelson Science Perspectives 9 website
www.science.nelson.com
Related Resources
“Diamonds”, Nature video series, PBS.
Bowermaster, Jon, “Diamond Rush in the Arctic,” Popular Science, Time, Inc., 1995
ExamView® Test Bank
Teacher eSource SUITE Upgrade
OVERALL EXPECTATIONS
• demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills
• identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields
• assess social, environmental, and economic impacts of the use of common elements and compounds, with reference to their physical and chemical properties
• investigate, through inquiry, the physical and chemical properties of common elements and compounds
• demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table
SPECIFIC EXPECTATIONS Scientific Investigation Skills
• identify and locate print, electronic, and human sources that are relevant to research questions
• conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data
• gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams
• select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources, using recommended formats and an accepted form of academic documentation
• draw conclusions based on inquiry results and research findings, and justify their conclusions
• communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats
Career Exploration
• identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers
Relating Science to Technology, Society, and the Environment
• assess the usefulness of and/or the hazards associated with common elements or compounds in terms of their physical and chemical properties
• assess social, environmental, and economic impacts of the use of common elements or compounds
Developing Skills of Investigation and Communication
• conduct an inquiry to identify the physical and chemical properties of common elements and compounds
Understanding Basic Concepts
• describe the characteristic physical and chemical properties of common elements and compounds
KEY CONCEPTS
• Metals and non-metals have characteristic physical properties.
• Elements can be both beneficial and harmful to humans and to the environment.
EVIDENCE OF LEARNING
Look for evidence that students can
• describe the properties of the three forms of carbon discussed in the section • describe the different arrangements of carbon atoms in charcoal, graphite, and
diamond
• understand the social and environmental implications of diamond mining in Canada
SCIENCE BACKGROUND