Growing Green
Exploring the science and significance of sustainable gardening.
A WebQuest based on Alberta Grade 10 Science curriculum.
For Students
For Teachers
Students will be required to draw on their understanding from previous courses and apply this knowledge to address the outcomes presented in the Chemistry 20 program of studies. Outcomes pertaining to the scope of this project have been identified below.
This WebQuest can be used for students to create a final project on the important chemistry aspects of soil and plant requirements to create a sustainable garden. It can also be adapted to become a hands-on project. For example, you can grow plants at the start of the year and once they have reached a reasonable size (~6 weeks) students can design and manipulate variables (soil pH, soil nutrients, etc.) on their set of plants and report and explain their results.
For this task, you will be working in groups of two or three. Using the information provided under the Process tab and below, you will co-create a piece of work that demonstrates your understanding of the importance of various aspects involved in sustainable gardening. In your work, you will need to identify, explore, synthesize and analyze the necessary major components required to create a self-sustaining garden. The piece of work you create to demonstrate your understanding can be expressed in one of many formats. You can write a paper, create and update a blog, make a video, design and distribute a pamphlet or give a community presentation. Choose a format that you feel will most effectively enable you to communicate your findings and ideas!
This project will occur over the course of this unit, and therefore, it is expected that you will focus on the chemistry of the soil and plant requirements. Use your knowledge of acids and bases and chemical nutrients that are learned in this unit to create this report. This report should focus on soil, plant requirements and what can be added to the garden to help enhance these requirements. There are also environmental factors which can affect your sustainable garden so bringing in those aspects are great as well but should not be the focus.
Have fun students!
To see how you will be evaluated, please refer to the Evaluation tab of this WebQuest.
Students
Please use the resources that are laid out under the Process tab. They are for the Science 10 WebQuest project, but will help in the research of your project as well.
Below are a few more resources that may be used and will not be under the "Process" tab.
Carbon Footprint of Nations
http://carbonfootprintofnations.com/content/environmental_footprint_of_nations/
The interactive dashboard shows four types of environmental footprints (carbon, fossil energy, land, and water) for different countries. This allows for comparisons between countries and across different footprint types.
Essential Nutrients for Plant Growth: Nutrient Functions and Deficiency Symptoms
http://www.puricare.co.za/UserFiles/File/Essential%20Nutrients%20for%20Plant%20Growth.pdf
This article looks at the effects of different chemical elements on the successful growth of plants along with pictures.
Using Organic Matter in the Garden
http://www.gardening.cornell.edu/factsheets/orgmatter/
Gives a more in-depth look at what is considered organic matter and the differences between different types of organic matter.
Case Studies: The Role of Public Gardens in Sustainable Community Development
http://publicgardens.org/files/files/Sustainable%20Communities%202011.pdf
This article disucsses the details pertaining to the importance of public gardens, in addition to some of the potential problems and solutions that are commonly encountered.
Alberta Chemistry 20 Program of Studies
Unit A: The Diversity of Matter & Chemical Bonding
Previous knowledge:
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Grade 9 Science - Unit B: Matter and Chemical Change
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Science 10 - Unit A: Energy and Matter in Chemical Change
Students Will
20-A1.1sts explain that the goal of science is knowledge about the natural world (NS1)
identify everyday processes and products in which ionic compounds are significant, such as in the composition of household products and foods and in life processes
20-A1.2sts explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations (NS2)
describe how an understanding of electronegativity contributes to knowledge of relative bond strength, melting points and boiling points of ionic compounds
Unit C: Matter as Solutions, Acids & Bases
Previous knowledge:
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Grade 8 Science - Unit A: Mix and Flow of Matter
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Grade 9 Science - Unit B: Matter and Chemical Change and Unit C: Environmental Chemistry
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Science 10 - Unit A: Energy and Matter in Chemical Change
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Investigate solutions, describing their physical and chemical properties
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Describe acidic and basic solutions qualitatively and quantitatively.
Key Concepts
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homogeneous mixtures
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solubility
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electrolyte/nonelectrolyte acid
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concentration
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dilution
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strong acids and bases
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weak acids and bases
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monoprotic/polyprotic acid
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monoprotic/polyprotic base
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Arrhenius (modified) theory of acids and bases
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indicators
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hydronium ion/pH
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hydroxide ion/pOH
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neutralization
Students Will
20-C2.2k recall the empirical definitions of acidic, basic and neutral solutions determined by using indicators, pH and electrical conductivity
20-C2.5k compare magnitude changes in pH and pOH with changes in concentration for acids and bases
20-C2.6k explain how the use of indicators, pH paper or pH meters can be used to measure H3O+(aq)
20-C2.7k define Arrhenius (modified) acids as substances that produce H3O+(aq) in aqueous solutions and recognize that the definition is limited
20-C2.8k define Arrhenius (modified) bases as substances that produce OH-(aq) in aqueous solutions and recognize that the definition is limited
20-C2.9k define neutralization as a reaction between hydronium and hydroxide ions
20-C2.10k differentiate, qualitatively, between strong and weak acids and between strong and weak bases on the basis of ionization and dissociation; i.e., pH, reaction rate and electrical conductivity
20-C2.1sts explain that the goal of technology is to provide solutions to practical problems (ST1)[ICT F2-4.4]
relate the concept of pH to solutions encountered in everyday life, such as pharmaceuticals, shampoo and other cleaning products, aquatic and terrestrial environments, and blood/blood products
20-C2.2sts 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]
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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)
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explain the significance of the strength and concentration of solutions in everyday life (pharmaceuticals, chemical spills, transportation of dangerous goods, toxicity)
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some Aboriginal communities can be used to moderate the impact of development in industries such as the petrochemical industry.
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conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
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construct a table or graph to compare pH and hydronium ion concentration, illustrating that as the hydronium ion concentration increases, the pH decreases (PR-NS4)
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use a pH meter to determine the acidity and/or alkalinity of a solution (PR-NS2)[ICT C6-4.4]
20-C2.3sts analyze data and apply mathematical and conceptual models to develop and assess possible solutions
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use indicators to determine the pH for a variety of solutions (PR-NS2)(AI-NS6)
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assess, qualitatively, the risks and benefits of producing, using and transporting acidic and basic substances, based on WHMIS and transportation of dangerous goods guidelines
Student Resources
