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Katie MavisCHM 419 – Unit Plan: Chemical Reactions – Lesson PlansLesson Plan #1 – Day 1Introduction to Chemical EquationsObjectives:Recognize evidence of a chemical changeRepresent evidence of a chemical change with chemical reactionsUse symbols to show a chemical reactionStandardsP4.p.2A Distinguish between an element, compound, or mixture based on drawings or formulasAnticipatory SetBell RingerName this compound _____.Why is it important to know the names of chemical compounds?Teacher will begin the study of chemical reactions focusing class on concept of chemical reactions.This is an introductory lesson to the topic of chemical reactionsTeacher will ask students questions to reflect on information, from their previous science courses, particularly biology or earth science, to put a real life example to the concept of what a chemical reaction is. Focus questions could include:How is DNA replicated?What is photosynthesis?How are fossils formed?Teacher will ask students to give possible examples of chemical reactions (these examples should be from all areas of life).How is food digested?What happens when leaves decompose?What happens as paint dries? InputVocabulary terms discussed in this section:Chemical Reaction – A chemical reaction is the process by which the atoms of one or more substances are rearranged to form different substances; occurrence can be indicated by changes in temperature, color, odor, and physical state.Reactants – The starting substance in a chemical reaction.Products – A substance formed during a chemical reaction.Chemical Equation – A statement using chemical formulas to describe the identities and relative amounts of the reactants and products involved in the chemical reaction. Symbols in a chemical equation:+ separates two or more reactants or productsseparates reactants from products(s) identifies solid state(l) identifies liquid state(g) identifies gaseous state(aq) identifies water solutionModelingTeacher will demonstrate examples of chemical reactionsUse of videosClass Video SeriesIn class demonstrationCandle burningUse a tablet such as AlkaSeltzer, AirBorne to show the chemical change taking placeTeacher will bring in some examples from Biology, with plants and chemical reactions that take place there. Digestion of food, body breaking the food downPhotosynthesisGas exchange, when you breath with Oxygen and CO2Teacher will show students examples of how symbols are used in a chemical equationThis activity will take place using the powerpoint presentation.Check for UnderstandingWhich of the following processes are chemical reactions? This activity will be done orally prior to assigning the guided practice, group work activity 1. (On the group work activity for student to compete; teacher will collect the group work and see the student’s responses to check to see how the students are grasping the information. While students are completing group work, teacher will move to each group checking the work completed.)A.) Growth of a treeB.) Melting ButterC.) CO2 escaping from a can of popD.) The use of food in our bodiesE.)Combustion of gasoline in an automobileF.) Separation of the components of crude oil by distillationG.) A pond freezing over in winterH.) Separating water into hydrogen and oxygen with an electric current.** A,D, E, H are Chemical Reactions. The others are physical changes. **Guided PracticeGroup Work Activity #1ClosureTeacher will go over the Group Work Activity #1 with the students before they leave the class for the day. Exit TicketGive an example of an element and the state it is in using the symbols used in class today.Independent PracticeStudents will be asked to complete the definitions of the terms listed in section 10.1 of the textbook and have them completed in their chemistry notebooks for the next class session.MaterialsScreen and projector to put PowerPoint Presentation onThink, Pair, Share Activity – Worksheet Duration5 Minutes Attendance/Go over bell ringer activity25-30 Minutes Lecture10 Minutes Think, Pair, Share Activity5 Minutes closure/exit ticketReferencesChemistry: Matter and Change. Copyright 2002. McGraw-Hill Companies, Inc.Name__________________________ Class ____________________ Date _________________Group Work Activity #1 Worksheet Fill In the BlankHCl + NaOH NaCl(g)3Fe + 4 H2O Fe3O4 + 4H2 +2Fe2O3 3C 3CO2 + 4FeShort AnswerWhy is it important to know what the different symbols mean in a chemical equation?It is important to know the different symbols so that one can understand what is happening in the chemical equation. Symbols are the short hand that is used to present what is occurring in the chemical equationWhat are products? Give an example of a product in one of the equations above.Products are the substances formed during a chemical reaction. NaClFe3O4 + 4H23CO2 + 4FeWhat are reactants? Give an example of a reactant in one of the equations above.Reactants are starting substance in a chemical reaction.HCl + NaOH3Fe + 4 H2O2Fe2O3If you were to increase the reactants would you also increase the products? Why?Yes because the number of reactants determine the amount of product madeWhich of the following processes are chemical reactions? ** A,D, E, H are Chemical Reactions. The others are physical changes. **A.) Growth of a treeB.) Melting ButterC.) CO2 escaping from a can of popD.) The use of food in our bodiesE.)Combustion of gasoline in an automobileF.) Separation of the components of crude oil by distillationG.) A pond freezing over in winterH.) Separating water into hydrogen and oxygen with an electric current.6. What makes this a chemical equation? You must choose at least 2 and discuss in your group.Lesson Plan #2 – Day 2Balancing Chemical EquationsObjectivesBalance chemical equationsApply the conservation of matter principle to balancing chemical equationsStandardsC5.2A Balance simple chemical equations applying the conservation of matter.C5.2e Identify the limiting reagent when given the masses of more than one reactant.C5.2g Calculate the number of atoms present in a given mass of elementAnticipatory SetWhat are some key components to a chemical equation?Possible answers: products and reactants, +, , (l), (s), (aq)Follow up question: What does this information tell us?Why is it important to balance a chemical equation?Possible answer: conservation of matter InputUsing the PowerPoint presentation teacher will explain to students how to balance a chemical equation, teacher will walk students through several examples of balancing equationsTeacher will include students in the discussion of how to balance an equation to determine if any further review is needed on this introductory concept.Teacher will explain to students how the charges and the make-up of the compounds will affect the balancing of a chemical equation.Teacher will show students how numbers are used to represent the number of a certain compound are present in the chemical reaction.ModelingTeacher will show students how to correctly balance a chemical reactionTeacher will walk students through the steps to balance a chemical equation and show students how to check their work.Teacher will show how properly balancing a chemical equation will lead to the conservation of matter principle being followed. Explain to students that the following of the law of conservation of matter is the key reason why it is important to balance chemical equations.Check for UnderstandingTeacher will write a chemical equation on the board and have the students balance it. Guided PracticeBalancing Equation WorksheetPair Share Activity - have students do the first 5 with their neighbor. Check the first five as a class before moving on individually.Then have the students complete the rest by themselves Either for the duration of the time allowed or for homework.ClosureTeacher will go through the first two questions on the worksheet in classExit TicketWhat does the conservation of matter principle say?Independent PracticeStudents will complete any part of the worksheet that is not complete for homework.MaterialsBalancing Equation WorksheetPowerPoint PresentationDurationApproximately 20-30 minutes of lectureApproximately 20 minutes for students to work on worksheet, while teacher goes around the class room to help students complete. The students can work in groups for the first 5 questions, but they must complete the next 5 by themselves.ReferencesChemistry: Matter and Change. Copyright 2002. McGraw-Hill Companies, Inc.Worksheet: Taken from Holt Chapter 8Worksheet – Taken from Holt Chemistry Chapter 8 Workbook. P. 4-5. (Worth 10 points)Name_________________________ Class_____________________ Date_________________Section: Balancing EquationsAnswer the following question in the space provided. (Worksheet gives lines for the questions to be answered. The answers are below in red).State the law of conservation of mass.The law of conservation of mass states that in ordinary chemical or physical changes, mass is neither created or destroyed.Using the law of conservation of mass explain why the following reaction is wrong: HCl + NaOH NaCl.Mass is not conserved. Hydrogen and oxygen disappear in this equation, and according to the law of conservation of mass, matter cannot be destroyed.The correct equation is HCl + NaOH NaCl + H2OHow can you tell when an equation is balanced?When an equation is balanced, there are equal numbers of atoms for each element on either side of the arrowConsider the following balanced equation for the reaction between iron metal and water: 3Fe + 4 H2O Fe3O4 + 4H2Is the 3Fe a subscript or coefficient?CoefficientWhat is the subscript in the water molecule?2How does changing a coefficient differ from changing a subscript?Changing a subscript changes the structure and identity of the substance; changing a coefficient alters the amount of the substance.Why is Fe balanced as 3Fe instead of Fe3?You are not allowed to change the identity of substances in order to balance an equation, although the amount of substance involved can be changed to balance the equation.What do the 4 and 2 signify in 4H2? How many hydrogen atoms are there?The 4 signifies how many molecules of hydrogen are produced in the reaction; the 2 signifies the number of hydrogen atoms present in a hydrogen molecule. There are 8 hydrogen atoms.Water vapor and nitrogen dioxide gas, NO2, are combined to manufacture ammonia. A byproduct of this reaction is oxygen gas. Write the balanced chemical equation for the reaction.4NO2 + 6H2O 4NH3 + 7O2Iron can be obtained by reacting the naturally occurring ore hematite, Fe2O3, with carbon. The carbon is converted to CO2. Write the balanced chemical equation for this reaction.2Fe2O3 +3C 3CO2 +4FeGranules of zinc oxide, ZnO, will react with hydrochloric acid, HCl, to form zinc chloride, ZnCl2, and water. Write the balanced chemical equation for this reaction.ZnO + 2HCl ZnCl2 + H2OA reaction between copper and nitric acid, HNO3, produces copper(II) nitrate, Cu(NO3)2, nitrogen monoxide, NO, and water. Write the balanced chemical equation for this reaction.3Cu + 8HNO3 3Cu(NO3)2 + 2NO + 4 H2OEthane, C2H6, reacts with molecular oxygen to produce carbon dioxide and water. Write the balanced chemical equation for this reaction.2C2H6 + 7O2 4CO2 + 6H2OLesson Plan #3 – Day 3It’s All About BalanceObjectivesBalance chemical equationsApply the conservation of matter principle to balancing chemical equationsStandardsC5.2A Balance simple chemical equations applying the conservation of matter.C5.2e Identify the limiting reagent when given the masses of more than one reactant.Anticipatory SetWhy is it important to balance a chemical equation?Possible Answer: conservation of matterHow is the conservation of matter principle applied to balancing chemical equations?It insures that all matter is not created nor destroyed in the process. InputTeacher will finish the PowerPoint presentation from the previous day. Teacher will explain the Gum Drop Lab Activity by demonstrating what to do in front of the class.ModelingThe teacher will show the students how to correctly balance a chemical equation on the board.The teacher will correctly explain how everything in the lab is set upEach group will have a different chemical equation to work through Each group will have to determine how to balance their particular chemical equation.Teacher will walk around during this portion of the class to provide assistance to any student who might need it. Check for UnderstandingWorksheet will be done along side the gum drop lab. The students will apply their previous knowledge on balancing chemical equations to help them correctly figure out how to balance the chemical equation.Guided PracticeGum Drop Lab – Holt Chapter 8There will be groups, and each group will have a different chemical equation that they have to work throughEach group will present in front of the class with there findings, and how they determined how to balance their particular chemical equation. ClosureTeacher will discuss the classes finding on this particular lab activity. Exit TicketName one thing that you learned today about balancing chemical equations.Independent PracticeStudent will complete the Section10.1 Assessment for homework.MaterialsPowerPointGum Drops 4 different colors for each groupToothpicksWorksheet Gum Drop LabTextbookDurationFinish up presentation – 15 minutesGum Drop Lab – 15 minutesPresentations by Students – 15 minutesReferencesChemistry: Matter and Change. Copyright 2002. McGraw-Hill Companies, Inc.Holt Chapter 8WorksheetsGum Drop Lab Lab #1 (worth 5 points)Name _________________________ Class _________________ Date_________________It’s All About the BalanceBalancing Equations by Using ModelsObjective: Use models as a means for balancing chemical equations.Materials:For each group of 2 to 3 students:Gumdrops of at least four different colorsToothpicksProcedureUse toothpicks and gumdrops of at least four different colors (representing atoms of different elements) to make models of the substances in each equation below.For each reaction below, use your models to determine the products needed (if not already indicated), and then balance the equation.H2 + Cl2 HClMg + O2 MgOC2H6 + O2 CO2 + H2OKI + Br2 KBr + I2H2CO3 CO2 + H2O Ca + H2O Ca(OH)2 + H2KClO3 KCl +O2CH4 +O2 CO2 + H2OSection 10.1 Assessment: (omit question 7, it will be covered on the lab the following day) Worksheet #2 (worth 10 points)7. List three types of evidence that indicate a chemical reaction has occurred.Answers may include release or absorption of energy, change in color, change in odor, formation of a gas, formation of a solid.8. Compare and contrast a skeleton equation and a chemical equation.The skeleton equation includes the formulas of reactants and products. The chemical equation gives the relative amounts of reactants and products.9. Why is it important that a chemical equation be balanced?Because mass is neither created nor destroyed in chemical reactions, the numbers of atoms of all elements must be equal on both sides of the reaction arrow.10. When balancing a chemical equation, can you adjust the number that is subscripted to a substance formula? Explain your answer.No. Doing so changes the identity of the substance.11. Why is it important to reduce coefficients in a balanced equation to the lowest possible whole-number ratio?Coefficients in the lowest ratio most clearly indicate the relative amounts of substances in a reaction.12. THINKING CRITICALLY. Explain how an equation can be balanced even if the number of reactant particles differs from the number of product particles?The number of atoms of each element can be balanced while numbers of reactant and product molecules or other particles are different.For example, 2C6H6 + 15O2 12CO2 + 6H2O is balanced, but 17 molecules react and 18 molecules are produced.13. USING NUMBERS. Is the following equation balanced? If not, correct the coefficients.2K2CrO4 (aq) + Pb(NO3)2 (aq) 2KNO3 (aq) + PbCrO4 (s)No. The correct equation is K2CrO4 (aq) + Pb(NO3)2 (aq) 2KNO3 (aq) + PbCrO4 (s)Lesson Plan #4 – Day 4Observing Chemical and Physical Changes Lab ObjectivesThe students will identify the signs that a chemical reaction has taken place.The students will classify a change as either physical or chemical.The students will safely conduct lab procedures.The students will make observations and compile them into a data table.The students will come to their own conclusions and write their explanations for their conclusions and observations.Standards – Michigan HSCE’sC5.2B - Distinguish between chemical and physical changes in terms of the properties of the reactants and products. C1.1E - Describe a reason for a given conclusion using evidence from an investigation.C3.4A - Use the terms endothermic and exothermic correctly to describe chemical reactions in the laboratory.Anticipatory SetHave lab equipment set out for groups of two.Have two lab handouts at each station in the lab.Discuss the scope and objectives for the lesson.Going to be conducting a lab to investigate signs of a chemical reaction.Making observations after each reaction.Short discussion following lab to help solidify terminology and discuss observationsTeaching: ModelingBefore starting the lab discuss safety concerns for each reaction, ask what they are looking for in a chemical reaction, and which data/observations are important to make for chemical reactions and labs in general. Also model specific procedures students may have a problem with and show them where everything can be foundSafety Concerns – Reaction A - Be extremely careful when handling 18M H2SO4. Only take the provided amount from the hood. Slowly add acid to water! Reaction B – Only use 2-3 drops of Barium Chloride, use caution.Reaction C – Slowly place nail in copper sulfate solution.Reaction D – Don’t breath in gas directly, just observe.What are you looking for in a chemical reaction? Which senses would be useful?Don’t give students the exact answers but answers should include – color change, precipitate, formation of gas, energy changeUse senses such as feeling and seeing. NOT tasting or smelling for this lab!What is the best way to organize this data? Why is it important?Again don’t provide but guide students to data table or list of observationsTell them it’s important in science to write down all observations in a clear and concise way - a data table works well Tell students that data tables and observations help to communicate with other scientistsTell students it’s their job to make quality observations and present it neatly so thinking about how to do so will be beneficial before writing down all observations.Modeling specific techniques include Show them how to use the sulfuric acid dispenser.Show them the best way to use dropper bottles.Show them where all waste goes.Show them and make sure they know to clean all equipment.During the lab the instructor will go around and make sure students are conducting the procedures correctly.The instructor will make sure all students have safety goggles on and are safely handling the materials.Teaching: InputTerms that will be introduced and discussed after the lab is complete include:Chemical Change - alters the composition of the original matter. Different elements or compounds are present at the end of the chemical change. The atoms in compounds are rearranged to make new and different compoundsSigns of a Chemical ReactionColor change – Change in a solutions color after mixing reagents.Forming a precipitate – solid that forms out of solution. The solids are insoluble in aqueous solutions.Energy Change (Exothermic vs. Endothermic) –Exothermic – releases heat to its surroundings (environment gets hotter)Endothermic – absorbs heat from the surroundings (environment gets colder)Formation of Gas – Gas rising out of solution.Physical change - takes place without any changes in molecular composition. The same element or compound is present before and after the change. The same molecule is present throughout the changes. Physical changes are related to physical properties since some measurements require that changes be made.Data Collection – data including numbers or general observations are necessary to communicate scientific data with others and to remember what happened when two reagents reactedEndothermic Reaction – A chemical reaction in which a greater amount of energy is required to break the existing bonds in the reactants than is released when the new bonds form in the product molecules.Exothermic Reaction - A chemical reaction in which more energy is released than is required to break bonds in the initial reaction. After the lab is complete the instructor will tell students were to dispose of each reactions waste. (See waste disposal below)These terms will be on the PowerPoint presentation and discussed after everyone has completed the lab. This should take the last 10 to 15 minutes of class.Teaching: Checking for UnderstandingThe instructor will walk around the lab and ask students if they have any questions during the lab.The instructor will look for students predictions written down before they perform the chemical reaction.The instructor will ask students what they are observing and check to see if they are making neat data tables and observations and why they made them the way they did.Formative assessmentAfter the lab the instructor will discuss disposal of each reaction students will discuss the signs of a chemical change in more detail using a PowerPoint PresentationQuestion and terms included on PowerPoint areWhat is a physical change?A physical change is a type of change that alters the physical properties of a substance but does not change its composition.What is a chemical change?A chemical change is a process involving one or more substances changing into new substances.Based on feeling the test tubes were there a change in temperature in any of the reactions?Endothermic ReactionA chemical reaction in which a greater amount of energy is required to break the existing bonds in the reactants than is released when the new bonds form in the product molecules.Exothermic ReactionA chemical reaction in which more energy is released than is required to break bonds in the initial reaction.Guided PracticeStudents will work on post-lab questions to ensure they recognize the signs of a chemical change.Following the completion of the lab students will work together in pairs on the worksheet provided. The worksheet includes questions such as the signs they observed when chemical changes occur. Also they will be guided to making a large data table where they can put all their data in one spot from each reaction. After they have their data table they will draw conclusions and describe how they will use the information from their data in future labs.ClosureAt the end of the PowerPoint presentation the instructor will ask to describe what was learned today and clear up any questions students still have.Students will meet with each other and compare their data to see what other group’s observations were and how they presented their data.Also the instructor will go over the chemical reactions from each reaction in the lab as a way to introduce different types of simple chemical reactions.Independent PracticeThe students will be graded on their lab procedures, data collection, and final conclusions they make in the write portion of the lab. A rubric is attached regarding how the students will be graded. For this lab this will be a type of summative assessment to check for knowledge of making good observations and conclusions that can be communicated easily to others. It will also check for their ability to recognize signs of chemical changes and be able to identify them.MaterialsPowerPoint presentation located on computerLab handouts for each studentMaterials for Lab (Groups of two – 7 groups total)Ammonium Chloride (20 teaspoons)16 large test tubes14 Beral pipettes12 well spot plate (1 per group) – 7 total1 Spatula (per group) - 7 total18 M sulfuric acid (75mL’s total).1 M Barium Chloride (100mL’s total).1 M Sodium Sulfate (100 mL’s total).1 M Copper (II) Sulfate (100 mL’s total)3M Hydrochloric acid (100 mL’s total)1 Box of Epsom salt – (Magnesium sulfate)7 Iron Nails (one per group)Magnesium Metal ribbon (1 inch per group) - 7 inches totalSodium Carbonate for sulfuric acid disposal15 - 100 mL Beakers (two per group for disposal – 1 for Epsom salt solution) Black construction paperLitmus paperGogglesGlovesChemical DisposalReaction A – Sulfuric acid reactionAdd large amount of water so that final concentration is less than 1M.Add sodium carbonate powder to the diluted acid while stirring. Wait until there is no more gas evolution (stops fizzing), the neutralization is then complete. Flush neutral mixture down drain with 20-fold excess of waterWear gloves and goggles. Perform in hood.Ammonium Chloride reactionAdd water to dilute products. Start with small amount of water.Test with pH paper.If needed add 3 M HCl to neutralize solution to pH 7-8Flush neutral mixture down drain with 20 fold excess of waterReaction B – Waste goes into heavy metals container.Reaction C – Waste goes into same heavy metals container as reaction B. Wash nail off with excess water. Reaction D – Waste goes into same heavy metals container as reaction B & C.Reaction E – Epsom salt solution can be flushed down the drain with excess water.ReferencesOphardt, Charles E. "What are Physical Properties and Changes? What are Chemical Properties and Changes?." Virtual ChemBook. Elmhurst College, 2003. Web. 23 Mar. 2010. <;. CHM 101 Lab Manual St. Clair County Community College Port Huron, MI Version 4.1 August 2006. Written by Mavis, Grandy & GrandyLab Worksheet:Lab # ___ Name: _______________________Lab Partner: _______________________Part A:Dissolve a small amount (about a teaspoon) of ammonium chloride (NH4Cl) in a test tube containing 5 mL of H2O. Mix well. Chemical Equation: NH4Cl(s) + H2O(l) Obtain a test tube from a rack of tubes under the hood which contains a small amount og concentrated Sulfuric Acid. Add 5 mL of H2O to one of your test tubes.SLOWLY ADD THE ACID TO THE WATER IN YOUR TUBE, NOT THE REVERSE!!!!!!!!!Chemical Equation: H2SO4 + H2O Predictions:Observations:Part B:Place a few drops of BaCl2 solution in a spot plate. Place a few drops of Na2SO4 solution in a second spotAdd additional drops of the Na2SO4 in the first spotLet this sit for 10 minutes and observe it againChemical Equation: BaCl2 (aq) + Na2SO4 (aq) Predictions:Observations:Part C:Place 20 drops of CuSO4 solution in a test tube.Obtain an iron nailAdd the iron nail to the CuSO4 solution. Let the mixture sit for 10 + minutes.Chemical Equation: Fe (s) + CuSO4 (aq) Predictions:Observations:Part D:Add a piece of Magnesium (about 1 in) to a test tube containing 20 drops of dilute HCl solution.Chemical Equation: Mg (s) + 2HCl (aq) Predictions:Observations:Part E:Take a Beral pipette full of the saturated Epsom salt in water solution located on the counter. Release the solution onto a piece of dark construction paper and let sit.Predictions:Observations:Complete Collection of Data: (on separate sheet)Final Conclusions from Experiment: (on separate sheet)Lab Report : Signs of Chemical ReactionsTeacher Names: Kyle Cooper & Katie MavisStudent Name: ? ? ________________________________________ CATEGORY 4 3 2 1 Data Professional looking and accurate representation of the data in tables. Tables are labeled and titled. Accurate representation of the data in tables. Tables are labeled and titled. Accurate representations of the data in written form, but no graphs or tables are presented. Data are not shown OR are inaccurate. Participation Used time well in lab and focused attention on the experiment. Handled chemicals with caution and properly disposed chemicals. Goggles and gloves were used the entire time. Used time pretty well. Stayed focused on the experiment most of the time. Used caution with chemicals, disposed of chemicals properly. Goggles and gloves were not worn entire time. Did the lab but did not appear very interested. Focus was lost on several occasions. Not cautious with chemicals and didn’t dispose of them all properly. Goggles and gloves were rarely worn. Participation was minimal OR student was hostile about participating. Didn’t handle chemicals with caution or didn’t dispose of any properly. Goggles and gloves were rarely seen on. Conclusions Summary describes the skills learned, the information learned and some future applications to real life situations. Summary describes the information learned and a possible application to a real life situation. Summary describes the information learned. No summary is written. Spelling, Punctuation and Grammar One or fewer errors in spelling, punctuation and grammar in the report. Two or three errors in spelling, punctuation and grammar in the report. Four errors in spelling, punctuation and grammar in the report. More than 4 errors in spelling, punctuation and grammar in the report. Scientific Concepts Report illustrates an accurate and thorough understanding of scientific concepts underlying the lab. Report illustrates an accurate understanding of most scientific concepts underlying the lab. Report illustrates a limited understanding of scientific concepts underlying the lab. Report illustrates inaccurate understanding of scientific concepts underlying the lab. Lesson Plan #5 – Day 5ObjectivesClassify chemical reactionsIdentify the characteristics of different classes of chemical reactions.StandardsC5.2B Distinguish between chemical and physical changes in terms of the properties of the reactants and products.Anticipatory SetBell Ringer:List two of the possible signs of a chemical reactionQuestions:How can you tell if a chemical reaction has taken place?What are the signs of a chemical reaction?Color change, heat, cold, precipitate, gas InputTeacher will explain to students the different kinds of chemical reactions based on a PowerPoint presentation.Students will be given guided notes to complete with this presentation.Teacher will show a video after each explanation to help students gain an understanding of what kind of reactions are taking place in the videos.ModelingTeacher will show videos to demonstrate the different kinds of chemical reactions. (embedded in PowerPoint)Teacher will walk students through the chemical equations for these reactions on the board. Check for UnderstandingTeacher will engage students in a discussion about chemical reactions to gage their understanding on the kinds of reactions learned today.Guided PracticeIn groups write a chemical equation for a single replacement reaction.Each group will demonstrate on board.ClosureExit Ticket:Look outside and find an example of one the reactions learned today.Independent PracticeStudents will define vocabulary terms (add the foldable here – Take piece of paper, fold it hot dog style, then fold into 5 sections. On the front, label chemical reactions. Inside – top portion is the vocabulary term and definition, bottom portion would be the chemical equation and/or drawing to illustrate the type of reaction for each term):A synthesis reaction is one in which two or more substances react to produce a single product. In a combustion reaction oxygen combines with a substance and releases energy in the form of heat and light.A decomposition reactions is one in which a single compound breaks down into two or more elements or new compounds.A single replacement reaction is one in which the atoms of one element replace the atoms of another element in a compound.A double replacement reaction is a chemical reaction that involves the exchange of positive ions between two compounds and produces either a precipitate, a gas, or water. MaterialsPowerPoint PresentationGuided notes printed out for the students to complete in class.DurationPowerPoint 30-40 MinutesJournaling activity 5-10 Minutes – Create a chemical reaction for a single-replacement reactionReferencesChemistry: Matter and Change. Copyright 2002. McGraw-Hill Companies, Inc.Lesson Plan #6 – Day 6ObjectivesClassify chemical reactionsIdentify the characteristics of different classes of chemical reactions.StandardsC5.2B Distinguish between chemical and physical changes in terms of the properties of the reactants and products.Anticipatory SetBell Ringer: What is a synthesis reaction?This will draw back knowledge from previous day as conclude classification of chemical reactions.InputTeacher will walk students through the different chemical reactions.Teacher will define the 5 different kinds of chemical reactions. Students will check independent practice from previous day as teacher goes through the definitions.A synthesis reaction is one in which two or more substances react to produce a single product. In a combustion reaction oxygen combines with a substance and releases energy in the form of heat and light.A decomposition reactions is one in which a single compound breaks down into two or more elements or new compounds.A single replacement reaction is one in which the atoms of one element replace the atoms of another element in a compound.A double replacement reaction is a chemical reaction that involves the exchange of positive ions between two compounds and produces either a precipitate, a gas, or water. ModelingUsing the PowerPoint, teacher will show videos (embedded) to demonstrate the different kinds of chemical reactions. Teacher will demonstrate to the students on the board how these chemical reactions are written out.Check for UnderstandingTeacher will ask student to describe what they observed in the chemical reaction videos.Teacher will ask student to explain any trends that they might see out of the videos.Guided PracticeDescribe different reactions to the group and have students record which type it belongs to:Two clear solutions are combined and a white is solid is formed (Synthesis)Take a match and ignite a piece of paper (combustion)Put an AlkaSeltzer in water and see the gas evolve (decomposition)Put a piece of copper into a silver solution and watch it turn blue (single replacement)Double replacements are hard to articulate but name the three things that usually occur with a double replacement reaction (gas, water, solid) ClosureExit Ticket:Typically how many reactants are in a decomposition reaction?Answer: One compoundIndependent PracticeWorksheet for homeworkMaterialsPowerPoint – Chemical ReactionsDurationBell Ringer – 5 minutesPowerPoint – 30 minutesGuided Practice – 10 minutesClosure – 5 minutesReferencesChemistry: Matter and Change. Copyright 2002. McGraw-Hill Companies, Inc.WorksheetTaken from the Practice Problems – From Section 10.2 in textbook p. 285-291Name: _________________________ Class______________________ Date________________The questions for this worksheet are taken from the Practice Problems in Section 10.2 of your textbook. Complete them using the information in the text and using the appendix in the back of the textbook.Write chemical equations for the following reactions. Classify each reaction into as many categories as possible.1. The solids aluminum and sulfur react to produce aluminum sulfide. (2 Points)2Al(s) + 3S(s) Al2S3(s) Synthesis Reaction2. Water and dinotrogen pentoxide (N2O5) gas react to produce aqueous hydrogen nitrate. (2 Points)H2O(l) + N2O5 (g) 2HNO3(aq)Synthesis Reaction3. Ethane gas (C2H6) burns in air, producing carbon dioxide gas and water vapor. (2 Points)2C2H6(g) + 7O2(g) 4CO2(g) + 6H2O(g)Combustion ReactionPredict the following Chemical Reaction. Will the Reaction Occur? (2 points each)4. K(s) + ZnCl2(aq) 2KCl(aq) +Zn(s)Yes, the reaction will occur. 5. Cl2 + 2HF(aq) 2HCl + F2No, the reaction will not occur.Extra Credit: 2 pointsGo online to Youtube or look in the chemistry textbook and find a chemical reaction. Describe your observation of the chemical reaction. What is the chemical equation of this reaction?Lesson Plan #7 – Day 7ObjectivesClassify chemical reactionsIdentify the characteristics of different classes of chemical reactions.StandardsC5.2B Distinguish between chemical and physical changes in terms of the properties of the reactants and products.Anticipatory SetBell Ringer Question:Write the generic equation for one of the chemical reactions we learned yesterday. InputTeacher will continue to define through example the five different kinds of chemical reactions. This will be done through the PowerPoint presentation.A synthesis reaction is one in which two or more substances react to produce a single product. In a combustion reaction oxygen combines with a substance and releases energy in the form of heat and light.A decomposition reactions is one in which a single compound breaks down into two or more elements or new compounds.A single replacement reaction is one in which the atoms of one element replace the atoms of another element in a compound.A double replacement reaction is a chemical reaction that involves the exchange of positive ions between two compounds and produces either a precipitate, a gas, or water. ModelingTeacher will show the students the different chemical reactions with examples from Youtube. (Links are on the PowerPoint)Teacher will show the students on the board how these chemical reactions are written out.Check for Understanding - p.290 in book (do this orally) Ask students to explain why reaction 1 occurs but reaction 2 does not.1. 2KBr(aq) + Cl2(g) 2KCl(aq) + Br2(l)2. 2KBr(aq) + I2(s) 2KI(aq) + Br2(l)Answer: Chloride is above bromide in the activity series of halogens; however , iodine is below bromide in the series.Written check for understanding:Write the five vocabulary words on boardRead orally the definitions for each term.Have the students write the correct term that matches the definition on a ? sheet of paper and hand this in.Guided PracticeTaken from Holt Chemistry Chapter Resource File – Chapter 8. 2006 Give three examples of chemical change that has occurred in your homeAnswers will vary by may include iron rusting, milking souring, or wood burning.What laboratory evidence do you need to show that a chemical reaction has taken place?A Chemical analysis that shows the formation of a new substanceCompare a word equation and a formula equationA word equation contains the names of the reactants (separated by plus signs) and of the products (separated by plus signs). An arrow separates the reactants from the products. A chemical equation is a representation of a chemical reaction. It uses symbols to show the relationship between the reactants and products.You have one reactant and two elements for products. What type of reaction do you have?A decomposition reactionYour reactants are two compounds composed of ions. What type of reaction do you probably have?A double-displacement reactionClosureExit Ticket:Take the chemical reaction written on board and classify it.Independent PracticeWorksheet – Assessment 10.2 from the textbook.MaterialsPowerPoint Presentation – Chemical ReactionsWorksheet – Assessment 10.2Chemistry Journal for Bell Ringer questionDurationBell Ringer – 5 minutesPowerPoint – 20 minutesCheck for Understanding – 5-7 minutesClosure/Ask questions of students/review concept – 10 minutesReferencesChemistry: Matter and Change. Copyright 2002. McGraw-Hill Companies, Inc.WorksheetAssessment 10.2 p.291 in Chemistry: Matter and Change text book. (Worth 10 points)Name___________________________ Class _____________________ Date _______________Assessment 10.2 – p. 291 in Chemistry: Matter and Change textbook27. What are the five classes of chemical reactions?Synthesis, combustion, decomposition, single-replacement, double-replacement28. Identify two characteristics of combustion reactions.In combustion reactions, oxygen combines with a substance and releases energy in the form of heat and light.29. Compare and contrast single-replacement reactions and double-replacement reactions.In a single-replacement reaction, atoms of one element replace atoms of another element in a compound. In a double-replacement reaction, two compounds dissolved in water exchange positive ions.30. Describe the result of a double-replacement reaction.Double-replacement reactions produce two different compounds, one being a solid precipitate, water, or gas.31. Thinking Critically. Does the following reaction occur? Explain your answer. 3Ni + 2AuBr3 3NiBr2 + 2AuThe reaction odes occur because nickel is more reactive than gold.32. Classifying. What type of reaction is most likely to occur when barium reacts with fluoride? Write the chemical equation for the reaction.A synthesis reaction will likely occur. Ba + F2 BaF2 ................
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