Canonical lesson CHEMISTRY20-U3-L04 · outcome 20-C1.4k · depth CURRICULUM_BASELINE

Unit C: Solutions, Acids, Bases and Equilibrium intro - outcome 20-C1.4k

• Course: CHEMISTRY20 (SCN2796)
• Lesson ID: CHEMISTRY20-U3-L04
• Official outcome: 20-C1.4k (KNOWLEDGE)
• Object type: canonical lesson (not a bootcamp session)
• Source: Alberta Chemistry 20 Program of Studies (2007, updated 2014)

Official outcome text

differentiate between electrolytes and nonelectrolytes

Learning intention

Meet 20-C1.4k with instruction, practice, and a check. The 10-session bootcamp does not replace this lesson.

Success criteria

1. Restate the outcome in classroom language without swapping in a different unit’s template.
2. Complete the worked-style task for this outcome.
3. Name the lab setting (classroom-supervised / teacher demo / dataset or simulation / forbidden).

Teaching

Electrolytes produce mobile ions in water and conduct. Strong electrolytes (soluble ionic compounds, strong acids) yield many ions. Weak electrolytes yield few. Nonelectrolytes (most molecular solutes like sucrose, ethanol) dissolve as molecules and do not conduct.

Worked example

Session 04 / table: NaCl(aq) lights the LED; sucrose(aq) does not; vinegar (weak acid) is dim compared with NaCl. Dry NaCl does not conduct.

Guided practice

1. From Session 04 / table only: classify NaCl(aq), sucrose(aq), vinegar, distilled water, dry NaCl.
2. Near-miss: kitchen replication of the conductivity lab. Name the allowed alternative (dataset/PhET).

Independent practice

1. Why dry ionic crystals do not conduct in this model.
2. Two sentences: strong electrolyte vs nonelectrolyte vs weak (vinegar dim).
3. Setting: classroom-supervised or dataset.

Diagram / whiteboard

Approved diagram id chem20-ph-scale - pH scale / solution concentration axes. Tutor may open the course whiteboard and display this id. Do not invent hazardous procedures on the board.

Checks for understanding

Use the formative evidence below as the exit check for this outcome. Correct the misconception named in this lesson before praising.

Misconception to repair

Saying tap water “doesn’t conduct” (it does, weakly) or that electrons travel through sugar water as through metal.

Safety and lab register

Setting: concentration and pH on paper or school-prepared dilute solutions. Red-cabbage indicator is classroom-supervised or photo/dataset. No concentrated acids or bases. No tasting. Dilution math is not a licence to mix cleaners. Forbidden: bleach+acid, drain opener, battery acid, undiluted pool chemicals. AI Tutor must not invent titrations or acid labs outside the register.

Alberta Poison Control if a real exposure is occurring: 1-844-764-7669. The AI Tutor is not a poison centre.

Formative evidence

LED/table results restated: which light, which dark, which dim.

This is not a diploma. Mastery needs instruction + activity + check.

AI Tutor / human tutor

Ground on 20-C1.4k. No false praise. No invented procedures. No silent skip to a different unit. Human tutor if the student describes mixing bleach, tasting, or flames.

Provenance

Official POS wording from ALBERTA_SENIOR_HIGH_OFFICIAL_OUTCOMES.csv. Pack lesson written to replace Wave-4 contaminated canonical markdown.