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Unit 3: Cool Chemistry Show

Unit 3: Cool Chemistry Show. Essential Questions. How do you determine whether a chemical or physical change has occurred? What characteristics are used to identify a chemical reaction taking place? How are symbols used to write chemical formulas of compounds?

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Unit 3: Cool Chemistry Show

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  1. Unit 3: Cool Chemistry Show

  2. Essential Questions • How do you determine whether a chemical or physical change has occurred? • What characteristics are used to identify a chemical reaction taking place? • How are symbols used to write chemical formulas of compounds? • How are chemical equations written? • What are endothermic and exothermic reactions? • How can the rate of a reaction be altered? • What are properties of acids and bases? • What are oxidation and reduction reactions?

  3. Chapter Challenge • Present an entertaining and informative science show to other students • Content will include physical/chemical changes or acids/bases • Presentation must include a demonstration and an audience-appropriate explanation of the concepts • Written summary + directions for the show and explanations of the chemistry • You may work in groups, topics will be assigned

  4. Day 1: Chemical and Physical Change • Learning Objectives • Learn to differentiate between chemical and physical changes • Make observations and cite evidence to identify changes as chemical or physical • Explore the new properties exhibited when new materials are made from combinations of two or more original materials • Design an experiment to test properties of different combinations of materials

  5. Starter • How do you know if a chemical change or physical change has occurred? • Give 3 examples of each. • Time: 15 minutes

  6. Activity 1 • Several stations are set up in the back to observe chemical and physical changes. • Create a data table with three columns for the process you complete, observations and whether it is a chemical or physical change • Time: 60 minutes

  7. Activity 2 • You will do a lab write up for this laboratory following the CERR model • Check wiki for what to include for write up • Due: October 25 • Time: 10 minutes

  8. Closing & Homework • What is a physical change? Give 2 examples. • What is a solution, solute and solvent? • What is a chemical change? Give 2 examples. • What “clues” can you look for to determine if a chemical change has occurred or not? • What is a saturated solution? • Homework: • Chemistry to Go, pg. 777 #1, 2, 4, 5 • Preparing for the Chapter Challenge

  9. Day 2: More Chemical Changes • Learning Objectives: • Observe several typical examples of evidence that a chemical change is occurring • Make generalizations about the combinations of materials that result in the same evidence • Make generalizations about materials that tend to react with everything and materials that tend not to react with anything • Practice careful laboratory techniques

  10. Starter • Which of the following will result in a chemical reaction and why? • Mix 1 cup flour, 1/3 cup sugar, 1 tsp baking powder with 1 cup milk and 1 egg. Put the mixture in the oven and bake for 30 minutes • Add 2 drops of sodium carbonate to 2 drops of sodium sulfate • Time: 15 minutes • Please hand in homework from last lesson

  11. Activity 1 • Move with your lab groups • Complete the table on page 780 • Read through steps 1-3 on page 779-781 • Time: 10 minutes

  12. Activity 2 • Move to the back lab benches. • All the equipment is on the back bench that you will need • Complete steps 1-3, recording your data along the way • When you are finished, clean up and put the materials back where you got them • Time: 45 minutes

  13. Closing & Homework • Discuss the following questions in your group: • How do you test for oxygen,carbon dioxide and hydrogen? • What is a precipitate? • What are acid-base indicators? • Homework • Chemistry to Go, pg. 784 #1, 2, 3 • Preparing for the Chapter Challenge • Lab report due on Thursday

  14. Day 3: Chemical Names and Formulas • Learning Objectives: • Predict the charges of ions of some elements • Determine the formulas of ionic compounds • Write the conventional names of ionic compounds • Make observations to determine whether there is evidence that chemical changes occur on combining two ionic compounds

  15. Starter • The periodic table provides valuable information for each of the elements. • Look at calcium on your periodic table in your text book. • What information is provided on the periodic table for calcium? • What significance does this information have? • Time: 15 minutes

  16. Activity 1 • Write the formulas for the following elements and how many protons they have: • Copper, zinc, oxygen, silver, nitrogen, magnesium, iron, aluminum, potassium, sulfur, gold, carbon, chlorine, hydrogen, iodine, calcium, sodium, lead • Time: 15 minutes

  17. Activity 2 • A compound is formed when a negative ion (metal) and positive ion (nonmetal)bond • The formula for potassium bromide is KBr • Write the formula for 4 other compounds that are created from a group 1 element combining with a group 7 element • The formula for magnesium oxide is MgO • Write the formula for 4 other compounds that are created from a group 2 element combining with a group 6 element • Time: 15 minutes

  18. Activity 3 • If the values of the charge on a positive and negative ion, the resulting formula for the compound is simply the chemical formulas • If the values are not the same, subscripts are used to balance them • Example: Al2O3 – Al3+, O2- • Write the names and formula for the following compounds: • Calcium and oxygen • Aluminum and fluorine • Boron and oxygen • Calcium and chlorine • Time: 10 minutes

  19. Activity 4 • Some ionic compounds involve polyatomic ions • Sulfate (SO42-, CO32-, NO3-, NH4+, etc.) • Write the formula for the following: • Potassium nitrate • Potassium sulfate • Write the name for the following: • (NH4)2SO4 • LiNO3 • Time: 10 minutes

  20. Activity 5 • Do chemical reactions occur every time reactants are mixed? • Complete the reactions and fill out the table below • Time: 20 minutes

  21. Closing & Homework • How are ionic compounds formed? • What is a polyatomic ion? Give an example of a compound with one. • Distinguish between an ionic and covalent bond. • Homework: • Chemistry to Go, pg. 790 #1, 2, , 3, 6 • Preparing for the Chapter Challenge

  22. Day 4: Chemical Equations • Learning Objectives: • Represent chemical changes using word equations and chemical equations • Distinguish between different classes of chemical reactions • Predict the possible products of single displacement and double displacement reactions • Determine whether a reaction has occurred based on evidence observed • Use the principle of conservation of matter to balance chemical reactions

  23. Starter • What products are formed when you react a metal with an acid? • Complete the equations below: • Zn + HCl • Mg + HNO3 • Cu + H2SO4 • Time: 15 minutes

  24. Activity 1 • Watch the following video about balancing equations • Now try to balance the equations from the starting activity • Time: 15 minutes

  25. Activity 2 • We will be observing the different types of reactions: • Synthesis • Decomposition • Single Displacement • Double Displacement • Complete the sheet to go along with the reactions • Time: 30 minutes

  26. Closing & Homework • Discuss the following questions with your group • What is a synthesis, decomposition, single displacement and double displacement reaction? Give an example of each. • How can you tell if a double displacement reaction has occurred? • Time: 10 minutes

  27. Homework • Read Chem Talk, pg. 798 • Pg. 801 #1, 2, 4, 5

  28. Day 5: Chemical Energy (60 mins) • Observe endothermic and exothermic reactions • Determine whether energy changes are endothermic or exothermic • Observe energy changes when matter changes

  29. Starter • Put your hand on the ice pack on the desk. • Draw a diagram to show which way heat is flowing • How do the chemicals in the cold pack lower the temperature? • Time: 15 minutes

  30. Activity 1 • You will be performing 2 experiments: • Baking soda + vinegar • Magnesium + sulfuric acid • For each, record the temperature of the liquid before you add the solid to it • As the reaction is occurring, keep the thermometer in the system and record the highest/lowest temperature it reaches • Time: 20 minutes

  31. Activity 2 • In your lab group, draw 2 graphs: • Endothermic • Exothermic • Include: • Labels & a title • ΔH, Ea • Example • Time: 15 minutes

  32. Closing • Describe an endothermic reaction. • Describe an exothermic reaction. • Explain which is endothermic and which is exothermic: • Bond breaking • Bond forming • Distinguish between heat and temperature. • Time: 5 minutes

  33. Homework • Read Chem Talk, pg. 804 • Chemistry to go, pg. 807 #1, 4, 5 • Preparing for the chapter challenge, pg. 808 • Remember you need to sign up for a topic for your presentation

  34. Day 6: Reaction Rates • Discover conditions that make a reaction proceed faster or slower • Discuss explanations for why this happens at the molecular level

  35. Starter • The rate of reaction is the speed at which the reactants are converted to products • What are some factors that influence the rate of a reaction? • How could you make a reaction take place at a faster rate? • How could you slow a reaction down? • Time: 15 minutes

  36. Activity 1 • Move to your lab groups • Complete the table on the following page • Investigation is set up at the back • Clean up when you are finished • Time: 45 minutes

  37. Activity 1

  38. Lab Benches • The equipment in the lab benches is a complete mess • There is a list of what items need to be in the lab bench • Organize the benches and tidy them • If you are missing equipment, let me know

  39. Activity 2 • You will complete a CERR lab report for this lab activity • Use this time to get started on it • Remember when you hand it in, I want all the sections together. • Due: November 8

  40. CERR Lab Write-Up • Claim: What are the 4 different factors that affect the rate of a reaction? Explain how they affect the rate of reaction. • Evidence: Include your data table • Reasoning: Why was one condition faster than the other? Explain with regards to what is happening to the molecules and kinetic energy. Explain all 4 factors. • Rebuttal: Why would each of the factors not show the opposite results? For example, why would a lower temperature not have a higher rate of reaction?

  41. Homework • Read Chem Talk, pg. 812 • Chemistry to go, pg. 814 #1, 2, 3, 6 • Preparing for the chapter challenge • Chapter Challenge: Monday, November 12 • Sign up for a topic • Presentation can be a maximum of 5 minutes

  42. Day 7: Acids, Bases & Indicators • Learning Objectives: • Identify common household acids and bases • Identify characteristic properties of acids and bases, and learn to tell the difference between acids and bases • See how strong acids and bases behave differently from weak acids and bases • Make neutral solutions by combining an acid and base by titration • Determine the pH of various solutions using indicators • Categorize solutions based on the pH scale • Use the mathematical definition of pH

  43. Starter • What is an indicator? Can you think of any natural substances that can be used as an indicator? • What are some properties of acids and bases? • How can you tell the difference between an acid and a base? • Time: 15 minutes

  44. Activity 1 • Indicators are used to see whether a substance is acidic, basic, or neutral • A reaction with a metal can also be used • What happens when a metal reacts with an acid? • The indicators we will use today include: • Litmus paper, phenophthalein, and methyl orange • What are some limitations to these indicators?

  45. Activity 1 (cont’d)

  46. Activity 1 (cont’d) • Test the different substances with the 3 different indicators • Can you tell if the substances are a strong acid/weak acid or strong base/weak base with these indicators? • Why or why not? • Time: 30 minutes

  47. Activity 2 • Sit with 2-3 other people who are not in your lab group • Compare your findings and discuss any discrepancies • Categorize the compounds as either acidic, basic, or neutral • Time: 15 minutes

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