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Concept Presentation By Ewa Sitarz HS Biology OISE/UT- 2010

Chemical Reaction Lighten Up! . Concept Presentation By Ewa Sitarz HS Biology OISE/UT- 2010. What do these words have in common?. Brushing your teeth. Making Bread. Dying your hair. ?????????????????. Waxing your car. Painting your toe nails with nail polish. Washing your hair.

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Concept Presentation By Ewa Sitarz HS Biology OISE/UT- 2010

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  1. Chemical Reaction Lighten Up! Concept Presentation By EwaSitarz HS Biology OISE/UT- 2010

  2. What do these words have in common? Brushing your teeth Making Bread Dying your hair ????????????????? Waxing your car Painting your toe nails with nail polish Washing your hair

  3. What do these words have in common? Brushing your teeth Making Bread Dying your hair Chemical Reactions Chemical Reactions Waxing your car Painting your toe nails with nail polish Washing your hair

  4. Who wants to see a MASSIVE explosion?? CaC2 + 2 H2O → C2H2 + Ca(OH)2 Calcium Carbide Water Acetylene Calcium hydroixde Reaction 1: CaC2 + 2 H2O → C2H2 Reaction 2: Aceylene + 02 CO2 + H2O SAFETY FIRST!!!!

  5. OVERVIEW • Introduction to Chemical Reactions • Why Students Struggle with Chemistry • SNC 2D and SCH 3U Connections • Lessons #1-3: Introduction to Reactions Types of Reactions • Main Focus: Strategies to avoid memorization and Application

  6. Why kids are struggling with Chemistry… • Procrastinating • Insufficient Math Preparation • Not Getting or Reading the Text • Not Practicing Problems • Psyching Yourself Out • Not Doing Your Own Work • ***Memorizing instead of understanding (lack of application)

  7. Road blocks: Struggles “ Chemistry is scary…all those long chemical equations…How will I ever be able to approach them?? I will just leave them blank on the test” “ I have so much to memorize for tomorrow’s chemistry unit test..” “ I should have done all those practice problems that Ms. Sitarz assigned..”

  8. Background Reactions are occurring all around us!!!! • Teachers need to: • Motivate and apply every day examples • Ensure that required expectations are met by each student that advance to SCH 3U • Consistency with Evaluations/Assessments • Avoid Memorization • PRACTICE, PRACTICE, PRACTICE, PRACTICE SET THE KIDS UP FOR SUCCESS!!!!

  9. Expectations: The Big Ideas SCH 3U SNC 2D Chemical/physical properties SNC 1D Chemical and physical changes Quantitative/qualitative relationships Investigating chemical & physical changes/ testing for gases Properties and characteristics of reactions Chemical bonding & Lab Component Balancing Equations Identify, write the symbols, and formulas for common elements Quantities in chemical reaction Types of Reactions CHEMICAL REACTIONS

  10. Assessment: Diagnostic TestHow much do you Remember? Physical or Chemical Change?

  11. Physical or Chemical change? You tell me? On your cue cards, write a scenario where this item/object would be considered a physical or chemical change [Can it be both?]

  12. Lesson 1: Introduction to Chemical Reactions • Reactants and Products + +  • Physical or chemical change?

  13. Lesson 1: Introduction to Chemical Reactions • Counting Atoms • Subscripts versus Coefficients • Classroom Activity: • Counting Atoms (~1minute- Keep switching cards) • Formative assessment Includes Different Learning Styles

  14. Counting Atoms • Using Marshmallows… • (visual/tactile) Mg + 02 MgO WHY DO WE CARE? • Building Blocks; Essential for Balancing • Understanding Subscripts and Coefficients • PRACTICE, PRACTICE, PRACTICE!!!!

  15. Lesson 1: Continuation… BLAH, BLAH, BLAH, BLAH.. Students please copy down the overhead

  16. Lesson 1: Continuation… BLAH, BLAH, BLAH, BLAH.. Students please copy down the overhead

  17. Lesson 1: Continuation… • Introduction to Law of Conservation of Mass: 1. What does “ Law” mean? • Rules 2. What does “Conservation of Mass” mean? • “Conserved/Conserving ??” Why Do I need to Know This?????? • Law of Conservation of Mass Balancing • Application • Do we spend too much on Knowledge and Inquiry? • Balance

  18. Lesson 2: Balancing Chemical Reactions • Take up homework • Counting atoms/Conservation of mass • Take up problems/questions • Critical for next section Building Blocks BALANCING EQUATIONS • Why Do Students Struggle with Balancing? • 1. Starting point • 2. Misplaced Coefficients • 3. Balanced? • 4. Scared/ Psyched out

  19. Lesson 2: Continuation • Why Do Students Struggle with Balancing? • 1. Starting point Element Inventory • 2. Misplaced CoefficientsBoxes around ALL chemical formulas • 3. Balanced?  Element Inventory • 4. Scared/ Psyched out Practice, Practice…

  20. Lesson 2: Balancing Equations Assessment • Formative Assessment • Student/ “Teacher” Activity: • 1. Student balances equations • 2. Switch with partner • Partner will do Inventory of Elements (Mark/ Correct equation) • Teacher Observations • Activity Promotes: • Team Building, Communication, Ensures Skill development

  21. Lesson 3: Types of Reactions • Take up/collect worksheets from previous day • REVIEW OF WHMIS • What do you Want Your Students to Take-out of this? 1. Not Memorizing Equations 2. Understanding What is really happening and Why 3. Collaborative Contributions 4. Stress Importance of Safety • Why Do they need to know this? • Applicable to All fields of Employment

  22. Lesson 3: Types Group Activity **Differentiated Instructions/ Addressing all Types of Learners** • Activity: • Get into Groups of 4 • Follow Teachers Instructions • Together we go through Different Types [INCLUSIVE: Knowledge, Application, Inquiry, Communication]

  23. Reaction #1: Synthesis 1. Teacher Demonstration: (Visual/Auditory) • Burning Magnesium ribbon • Mg + O2MgO + Energy 2. Student Demonstration: (Tactile) • Milk + Chocolate Chocolate Milk 3. Problem Solving Activities (Logical/Mathematical) • 1. What does “synthesis” mean? • 2. Was burning Mg ribbon a chemical or physical change? Why? • 3. Using the letters “A” and “B” form your own Equation to represent a synthesis reaction • 4. Balance Equation • 5. Application- Purpose of MgO? Where is it used?

  24. Reaction #1: Synthesis 3. Problem Solving Activities (Logical/Mathematical) • 1. What does “synthesis” mean?- to produce • 2. Was burning Mg ribbon a chemical or physical change? Why? – chemical, heat/light produced • 3. Using the letters “A” and “B” form your own Equation to represent a synthesis reaction- A + B  AB • 4. Balance Equation- 2Mg + O2 2MgO • 5. Application- Purpose of MgO? Where is it used? • Librarians, Construction workers, Doctors, Nurses etc…

  25. Reaction #2: Decomposition 1. Teacher Demonstration: (Visual/Auditory) • Break down of Hydrogen Peroxide • H2O2  H2O + O2(g) 2. Student Demonstration: (Tactile) • Ice cube + Hammer  Crushed Ice 3. Problem Solving Activities (Logical/Mathematical) • 1. What does “decomposition” mean? • 2. What does a Catalyst do? Example? • 3. Using the letters “A” and “B” form your own Equation • 4. Balance Equation • 5. How do you test for O2 gas? Mn02

  26. Reaction #2: Decomposition 3. Problem Solving Activities (Logical/Mathematical) • 1. What does “decomposition” mean?- to breakdown • 2. What does a Catalyst do? Example?- • Accelerates a chemical reaction without itself being affected (Silva) • 3. Using the letters “A” and “B” form your own Equation- • ABA + B • 4. Balance Equation- 2H2O2  2H2O + O2(g) • 5. How do you test for O2 gas?- burning splint test- if it re-lights

  27. Reaction #3: Single Displacement 1. Teacher Demonstration: (Visual/Auditory) • Fe(s) + CuSO4 (aq) --> Cu (s) + FeSO4 (aq) 2. Student Demonstration: (Tactile) • “So you think you can Dance?” 3. Problem Solving Activities (Logical/Mathematical) • What does “Single displacement” mean? • Using the letters “A”, “B” and “C” form your own Equation • Balance Equation • Application: • Purpose and use of Cu and FeSO4

  28. Reaction #4: Double Displacement 1. Teacher Demonstration: (Visual/Auditory) • CaCl2(aq) + Na2CO3(aq) --> CaCO3(s) + NaCl(aq) 2. Student Demonstration: (Tactile) • “So you think you can Dance?” 3. Problem Solving Activities (Logical/Mathematical) • What does “Double displacement” mean? • Using the letters “A”, “B”, “C” and “D” form your own Equation • Balance Equation • Application: Purpose and use of CaCO3 and NaCl ?

  29. SO YOU THINK YOU CAN DANCE? Analogy - Dancing with Reactants • When you are thinking about the four different types of reactions I'd like you to think about its similarity to dancing. I'll show you what I mean. The dance…

  30. Prom Night 2010!!!!

  31. Lesson 3 finishes off by… • Combustion • Culminating Lab Following Day- • Formative and Summative Evaluation • Counting, Balancing, Types of Reactions, Law of Conservation of Mass, pH tests • OR DO OWN PREPARTION FOR LAB (Full Inquiry-IP, PR, Al, C)  Teacher monitoring Standards/Ethical Strands of practice **All though a lot of hands on, keep in mind that some do not learn like this: Work Sheets for practice Literacy Worksheets SET THEM UP FOR SUCCESS!!!!!!!!!!

  32. Science Lab Report Rubric

  33. Thank You Any QUESTIONS!!!!!!

  34. References: • Martin- Hansen, L (February 2002); Defining Inquiry. The Science Teacher and Llewellyn, D. (2005) Teaching High school Science Through Inquiry. Crown Press • Website: Ontario College of Teachers. www.oeeo.ca • Website: Types of Chemical Reactions: http://www.schools.utah.gov/curr/science/sciber00/8th/matter/sciber/chemtype.htm • Website: View from My Classroom: The Magic of Chemistry --Learning It is Fun!www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ285863

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