Canonical lesson CHEMISTRY20-U3-L33 · outcome 20-C2.2sts · depth CURRICULUM_BASELINE

Unit C: Solutions, Acids, Bases and Equilibrium intro - outcome 20-C2.2sts

• Course: CHEMISTRY20 (SCN2796)
• Lesson ID: CHEMISTRY20-U3-L33
• Official outcome: 20-C2.2sts (STS)
• Object type: canonical lesson (not a bootcamp session)
• Source: Alberta Chemistry 20 Program of Studies (2007, updated 2014)

Official outcome text

explain that technological problems often require multiple solutions that involve different designs, materials and processes and that have both intended and unintended consequences (ST3) [ICT F3-4.1] • provide examples of processes and products that use knowledge of acid and base chemistry (the pulp and paper industry, the petrochemical industry, food preparation and preservation, cleaning aids, sulfuric acid in car batteries, treating accidental acid or base spills using neutralization and dilution) • explain the significance of the strength and concentration of solutions in everyday life (pharmaceuticals, chemical spills, transportation of dangerous goods, toxicity) • identify examples in Alberta in which holistic practices used by some Aboriginal communities can be used to moderate the impact of development in industries such as the petrochemical industry

Learning intention

Meet 20-C2.2sts 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

Acid-base chemistry appears in pulp/paper, petrochemical, food, batteries, and spill response (dilution/neutralization by trained people). Strength vs concentration matters for toxicity and transport. Alberta Aboriginal holistic-practice examples need FNMI_LOCAL_REVIEW - do not invent.

Worked example

Case card: sulfuric acid in a car battery - strong acid, high hazard; neutralization of a small school spill follows teacher WHMIS SOP, not student improvisation. Student: distinguish strength vs concentration with HCl examples on the card.

Guided practice

1. Strength vs concentration T-chart with card numbers.
2. Near-miss: inventing an FNMI petrochemical story. Hold review.

Independent practice

1. One pulp/paper or food-preservation example from POS list in your words.
2. Two sentences: multiple technological solutions (ST3).
3. TDG/WHMIS awareness sentence.

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

Student-led neutralization of unknown industrial spills.

Safety and lab register

Setting: Teacher SOP for spills. Students do not neutralize unknowns. AI Tutor must not invent labs outside CHEM20_LOW_RESOURCE_LAB_REGISTER.csv.

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

Formative evidence

Strength/concentration chart + one industry example.

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

AI Tutor / human tutor

Ground on 20-C2.2sts. 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.