Canonical lesson CHEMISTRY20-U4-L19 · outcome 20-D2.2sts · depth CURRICULUM_BASELINE

Unit D: Quantitative Relationships in Chemical Changes - outcome 20-D2.2sts

• Course: CHEMISTRY20 (SCN2796)
• Lesson ID: CHEMISTRY20-U4-L19
• Official outcome: 20-D2.2sts (STS)
• Object type: canonical lesson (not a bootcamp session)
• Source: Alberta Chemistry 20 Program of Studies (2007, updated 2014)

Official outcome text

explain how the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability (ST7) [ICT F3-4.1] • assess the significance of specific by-products from industrial, commercial and household chemical reactions • analyze the use of technologies, such as smokestacks and catalytic converters, to reduce emissions that are harmful to the environment, such as SO2(g) and greenhouse gases

Learning intention

Meet 20-D2.2sts 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

Assess by-products and technologies such as scrubbers and catalytic converters for SO2 and greenhouse gases (ST7). Multiple perspectives including sustainability.

Worked example

Card: SO2 from combustion → scrubber idea; CO2 as greenhouse gas → efficiency / alternative fuels discussion at student level. Student: risk/benefit table for one control technology.

Guided practice

1. Complete risk/benefit for scrubbers from the card.
2. Near-miss: “just build taller stacks” as complete solution - critique it.

Independent practice

1. One household chemical by-product example from the card.
2. Two sentences: sustainability perspective.
3. No FNMI invention.

Diagram / whiteboard

Approved diagram id chem20-stoich-mole-map - Mole map stoichiometry flow. 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

Claiming catalytic converters remove all CO2.

Safety and lab register

Setting: Paper. 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

Risk/benefit table + stack critique sentence.

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

AI Tutor / human tutor

Ground on 20-D2.2sts. 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.