Publiccopyofchemicalreactionsandequations Unitplan Braxtonandhuang Hobbs

ChemicalReactionsandEquationsUnitPlan
20December2015
BraxtonandHuangHobbs1
MatterMatters:MakingSenseofChemicalReactions
10th/11thgradeChemistryUnitplanwrittenbyJesseBraxtonandHelenHuangHobbs
Lesson
Day/Class
Number
LessonTitle/Activity
EssentialQuestionAddressed
1
$
EvidenceofReactionsInquiry
Lab
Whataresignsofachemrxn
occurring?
2
$
EvidenceofReactionsInquiry
Lab
occurring?
CornellNotesonRxnTypes
Howcanwecategorizechemical
reactions?
BalancingChemicalEquations
Whathappenstoenergyandmatter
duringareaction?
ActivitySeriesInquiryLab
occurring?
6
$
StudentActivitySeries
Construction
Whydosomereactionsoccurwhile
othersdonot?
ReviewDay
Assessment
Argumentation:
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CrosscuttingConcepts:
Differentiation: Inquiry:
MultipleIntelligences: Assessments:
20December2015
ANoteaboutContexts
Designingaunitthatwillfitthethecontextsofboth"SchoolA"and"SchoolB"presenteda
uniquechallenge.Whilebotharemagnetschools,"SchoolA"hasahistoryofhighperformancewhile
"SchoolB"openeditsdoorsjusttwoyearsagoandhasyettodefineitselfwithinthespectrumofschools
inPhiladelphia."SchoolA"primarilyusestraditionalpedagogiessuchasdirectinstruction,while"School
B"usesaprojectbasedmodelofinstruction.Wesoughttofindthemosteffectiveelementsfromeachof
theseapproachesanddesignaunitthatcouldbeimplementedinmultiplecontexts.
Amongmanyofthedifferencesbetweenourfieldplacementsisthelengthofclassperiodsand
theexistenceofadoublelabperiod.TheselessonswerewrittenwithSLAscoursescheduleof4x65
minutesclassesaweekinmindbutwouldhavetobeadjustedinordertobeimplementedin"SchoolA"s
6x48minutesperweek.Weanticipatethatthiscouldincreasetheamountofhomework(forexample
studentswouldbeaskedtodoprelabquestionsathomebeforecomingintoclass)orlengthenthe
durationofthisunitplanifittakeslongerforstudentstogainsolidunderstandingsof,forexample,
balancingequations.
OngoingAccommodations
HuangHobbs:
StudentAisrecoveringfromaconcussion,shewilllikelyneedverbaldirectionsoverwrittendirections.
Shehastroublelookingatscreensforextendedperiodsoftimesocomputeractivitieswillbecompleted
withapartner.Completedversionsofnoteswillbemadeavailabletoher.Duringactivitiesthatrequirea
greatdealofreading(suchasthelabactivities),shewillbeassignedapartnerwhocanreadaloudtoher
andwritedownbothoftheirthoughts.Herfinalassessmentwillbegivenindividuallyoutsideofclass
time.
StudentB504foranxietyBCneedsaccommodationforADDStudentCbeingassessedfora504
Classobjectivesandscheduleswillbeposteddaily,aweeklyschedulewillbepostedandupdatedasthe
weekprogressessoastogiveallstudentsguidelines,structure,andaroutinetofollow.
Braxton:
StudentDIEPforautism.Getsextendedtimeonassignmentsandassessments.Needsreminderstonot
spendtoomuchtimeonanyonetask.Postingclassobjectivesandscheduleswillhelphim,andhedoesa
goodjobofaskingquestionswhenunsureofwhattodo.
StudentEIEPforemotionalsupport.Losesfocuseasily,andneedstobeassignedaspecificroleinany
groupactivity.
StudentF,StudentG,StudentHIEPsforSLD.Thesethreestudentsneedexplicitdirectionstohelp
themfocusonthemainideasbeingtaught,andcheckinsonthequalityoftheirworkwhendoing
individualworkinclass.
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Days1and2:EvidenceofChemicalReactionsandReactionTypes
JesseBraxton,HelenHuangHobbs
Chemistry10th/11thgrades
IntrotoEvidenceofChemicalReactionsandReactionTypes
2x65minutes
OVERVIEW/RATIONALE
Thisisthefirstlessoninaunitonchemicalreactions,andusesaninquiryapproachtointroducestudents
tothequestionofevidenceofachemicalreaction.Studentswillobserveademonstrationofa
combustionreactionbeforeperformingfourotherchemicalreactions(synthesis,decomposition,single
displacement,doubledisplacement).Ineachcasetheywillrecordobservationsofthereactants,products,
andtheevidencetheyobserveofachemicalreactiontakingplace.Thislabwillspanthefirsttwodaysof
theunitandprovidethebasisfordiscussionsinfutureclassesaboutevidenceofreactions,reactiontypes,
andbalancingchemicalequations.
ENDURINGUNDERSTANDINGS
Scientificknowledgeisbasedonevidencethatcanbecollectedexperimentally.
ESSENTIALQUESTIONS
Whataresignsofachemreactionoccurring?
GOALS/OBJECTIVES
Studentswillbeableto:
Recognizewhenachemicalreactionhastakenplace
Safelyconductalaboratoryexperiment
Studentswillunderstand:
Achemicalreactionisaprocessinwhichoneormoresubstancesconvertintooneormorenew
substanceswithdifferentproperties.
Studentswillknow:
Vocab:chemicalreaction,reactants,products
Evidenceofachemicalreactioninclude
STANDARDS
CHEM.B.2.1.3Classifyreactionsassynthesis,decomposition,singledisplacement,doubledisplacement,
orcombustion.
MATERIALS
Reaction1(Demonstration)
Methane
Balloon
String(tomakeawickontheballoon)
Tape(toattachtheballoontoablackboard)
Matches
Materialsforthestudentstationsarelistedinthelabprocedure.
PROCEDURES
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DAY1
OPENER
(5minutes)
Quickwrite:Inyourownwords,whatisachemicalreaction?Whatareatleasttwoexamplesof
chemicalreactionsyouexperienceinyourdailylife?
Thisquestionisaformofdiagnosticassessmenttoseewhatbackgroundknowledgeofchemicalreactions
studentsbringwiththemtothisunitwhilealsoservingasawayofconnectingchemicalreactionsto
studentsdailyexperience.
BODYOFTHELESSON
(55minutes)
Demonstrationofacombustionreaction,ignitingaballoontapedtotheblackboardfilledwithmethane.
Studentscanclearlyseeevidenceofachemicalreactionbytheheat,light,andsoundreleased,aswellas
theresidueofwaterproducedleftontheblackboard.Studentswillwriteintheirlabhandouttheevidence
ofachemicalreactionthattheysaw,providingthemwithanexampleofwhattododuringthelab.
(10
minutes)
Studentswillthenworkinsmall,mixedabilitygroupstocarryoutalabexperimentthatinvolvesfour
differentchemicalreactions.Thispartofthelabwillbeginwithatourofthedifferentstationsandsafety
considerationsforeach.Eachgroupwillthenbeginwiththeelectrolysisofwaterbeforerotatingthrough
theotherstations.Foreachreaction,studentswillrecordtheirobservationsinadatatable.
(45minutes)
Thislabsetsthestudentsupforthenexttwodaysofclass,whichwillfocusonevidenceofchemical
reactions,reactiontypes,andwritingandbalancingchemicalequations.Thesesubsequentclasseswill
referbacktothefivereactionsinthislab,consideringthetypesofevidenceobservedofeachreaction,
whattypeofreactioneachoneis,andhowtobalancetheequationforeachreaction.Althoughour
studentsarenotyetreadyforafull,studentinitiatedinquiry,thislabincorporatesanelementofinquiry
byaskingstudentstodeterminefromtheirownobservationswhatevidencewecancollecttodetermine
whetherachemicalreactionoccurred.Thislabincorporatesthecrosscuttingconceptsof(1)scale,
proportion,andquantity,(2)energyandmatterand(3)stabilityandchange.
CLOSER
(5minutes)
321cards:Studentswillwritethreethingstheylearnedtoday,twoquestionstheystillhave,andone
thingtheydliketolearnaboutinmoredepth.
ASSESSMENT/EVALUATION
321cardsareaversionofformativeassessmentafterthefirstdayofthelab.
DAY2
OPENER
(3minutesinpairs,2minutesshareout)
Thinkpairshare:Fromthestationsyouhavecompletedsofar,whatdidyoufindthemostinteresting?
BODYOFTHELESSON
(50minutes)
Studentswillcompleteanyreactionstheyhavenotyethadtimetofinish.
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CLOSER
(10minutes)
Onanotecard,write:Whatfromthelaboverthesetwodaysdidyoufindmostsurprising?Whatisonething
youarestillunsureoforwonderingabout?
Thiscloseragainservesasaformativeassessmentwhichcanrevealtheextenttowhichstudentshaveengaged
withthecontentandwheretheyarestillconfused.
ACCOMMODATIONS
Thislabrequiresstudentstocarefullyfollowtheinstructionsgiveninthelabprocedure.Asaresult,
studentswillbeinmixedabilitygroupingstoensurethatthereisastudentcapableofreadingand
interpretingthedirectionsineverygroup.ThisisagoodroleforStudentE,whoisastrongreaderand
needstobegivenaspecificassignmentingroupactivities.ThiswillhelpStudentAtoobyputtingherin
agroupwhereinstructionscanbereadaloudtoher.
Groupsthatfinishearlycanworkonthepostlabquestionsthataredueforhomework.
Studentswillrecordallobservationsinadatatableprovidedtothem.Attheendofthedatatableare
analysisquestionsthatstudentswillcompleteforhomework.Datatableswillbeturnedinatthe
beginningofdaythreeoftheunit.
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EVIDENCEOFCHEMICALREACTIONS
ALaboratoryInvestigation
Introduction:
A
chemicalreaction
isaprocessinwhichoneormoresubstanceschangeintooneormorenew
substances.Chemicalreactionsareconstantlyhappeningaroundus:carenginesandbatteriesareboth
poweredbychemicalreactions,plantsproduceglucosethroughaseriesofchemicalreactionscalled
photosynthesis,thecellsinourbodiesbreakdownthatglucosethroughcellularrespiration,andcooking
involvesavarietyofchemicalreactionsthatbreakdownmoleculesintheingredientsandformnew
moleculesinthefinishedproduct.Theoriginalsubstancesarecalledthe
reactants.
Thesubstancesthat
arecreatedarecalled
products
.
Inthislabyouwillperformfourdifferentchemicalreactionsatfourdifferentstationsinthelab:
1. Burningmagnesiummetal
2. Reactionofcalciummetalwithwater
3. Electrolysisofwater
4. Reactionofpotassiumiodidewithleadnitrate
Foreachchemicalreaction,makecarefulobservationsofthereactantsbeforethereactionbegins,what
happensduringthereaction,andtheproductsthatarecreatedduringthereaction.
Writethese
observationsinyourdatatable,andrecordallformsofevidencethatallowedyoutorecognize
thatachemicalreactiontookplace.
Readandfollowtheinstructionsofeachreactioncarefully.Beforeleavinganystation,makesureto
cleanitsothatitisatleastastidyforthenextgroupasyoufoundit.
Reaction1,MethaneandOxygen:CH
+O
>H
O+CO
4
2
2
2
Important:
Thisreactionisdoneasa
demonstration
.Observethereactionandrecordyour
observationsinthedatatable.
Reaction2,ElectrolysisofWater:H
O>H
+O
2
2
2
Inthisreaction,anelectriccurrentisusedtobreakwatermoleculesapart,forminghydrogengasand
oxygengas.
Materials
9Vbattery
Matches
Woodensplint
Electricalwire(insulated)withalligatorclips
Graphitefromamechanicalpencil
Ringstand
Testtubeclamp
Rubbergloves
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Twotesttubes
Ruler
Procedure
1. Recordobservationsofthematerialsbeforeduringandaftertheprocedure.
2. Locateastationwherethereisatubcontainingwater(asmallamountofbakingsodais
dissolvedinthewaterbutisnotinvolvedinthereaction).
3. Putonrubbergloves
4. Dipatesttubeintothewatersothatitfillscompletely
thereshouldbeabsolutelynoair
inside
.Leavingthemouthofthetesttubeunderwatersothatnoaircanenter,clampthetest
tubeupsidedowntotheringstand.
5. Repeatstep3withthesecondtesttube.Youshouldnowhavebothtesttubesfullofwaterand
partiallysubmergedinthetubwithnoairinthetopofeithertesttube.
6. Clampthealligatorclipofonewiretoastickofgraphite,
thenrepeatthiswithasecondwiresothatyouhavetwo
separatewireswithsticksofgraphiteattachedononeend.
7. Withoutremovingthetesttubesfromthewaterinthetub,
carefullyplaceoneofthesegraphitesticksinsideeachtest
tube.Eachtesttubeshouldstillbefullofwaterandcontain
astickofgraphitethatisconnectedtoawire.
8. Connectthefreeendsofthewirestotheterminalsofthe9V
battery.Oncebothwiresareconnectedstartatimer.You
shouldseebubblesforming.Ifnot,checkyoursetup.
9. Recordobservations.Allowthisreactiontocontinuewhile
yougoontoyournextstation.
(
Completeyournextstationbeforecontinuing)
10. Returntoyourelectrolysisofwaterstationforandrecordthetimeonthetimer.
11. Unclipthewiresfromthe9Vbattery.
12. Usingaruler,measurethelengthofanygasthathasappearedineachtesttube,andrecordthis
inyourdatatable.
13. Keepingthetesttubesupsidedownandintheirclamps,slidetheclampsuptheringstandsothat
thetesttubesarenolongersubmerged.
14. Useamatchtoigniteawoodensplint,thenplacethesplintinthetongs.Blowitout,andplace
theglowingsplintinsidethefirsttesttube.RecordanyobservationsintheReaction3section
underGlowingSplintTestObservations.
15. Repeatstep13forthesecondtesttube.
Reaction3,Calciumandwater:Ca+H
O>Ca(OH)
+H
2
2
2
Inthisreaction,calciumandwaterreacttoformcalciumhydroxideandhydrogengas.
Materials
Testtube
Ringstand
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Testtubeclamp
Graduatedcylinder
Forceps
Calciummetal
Litmuspaper
Procedure
1. Recordobservationsofthematerialsbeforeduringandaftertheprocedure.
2. Clampthetesttubetotheringstandusingthetesttubeclamp.
Remember:Neverholdatest
tubeinyourhandswhileperforminganexperiment.Ensurethatthemouth(opening)of
thetesttubeispointingawayfromyourselfandotherindividuals.
3. Usingthegraduatedcylinder,measure10mLofwaterandpouritintothetesttube.
4. Usingforceps,add2or3piecesofcalciummetaltothetesttube.
Donottouchthecalcium
withyourfingers!Itwillburn!
5. Whenthereactionstops,uselitmuspapertotestthepHoftheresultantsolution.
6. Describethereactionandrecordtheresultsinthedatatable.
Reaction4,MagnesiumandOxygen:Mg+O
>MgO
2
Inthisreaction,magnesiumandoxygenintheairreacttoformmagnesiumoxide.Magnesiumisthe
activeingredientinsparklers,andburnshotandverybrightly.
Holditawayfromyourbodyanddo
notlookdirectlyatitwhenburningtoavoiddamagingyoureyes.
Materials
Magnesiumribbonapproximately1cmlong
Tongs
Bunsenburner
Flintstriker
Ceramicfibersquare
Procedure
1. Recordobservationsofthereactantsandproductsbeforeduringandaftertheprocedure.
2. Usethetongstopickuponeendofthemagnesium,thenignitetheotherendinaBunsenburner
flame.
3. Holdtheburningmagnesiumoveraceramicfibersquareuntilthereactioniscomplete.
Donot
lookdirectlyattheburningmagnesium!
4. Remembertorecordyourobservationsofwhattheproductlookslikeinthedatatable.
Reaction5,Potassiumiodideandlead(II)nitrate:KI+Pb(NO
)
>PbI
+KNO
3
2
2
3
Materials
Testtube
Ringstand
Testtubeclamp
Graduatedcylinder
Lead(II)nitratesolution
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Potassiumiodidesolution
Procedure
1. Clampacleantesttubetotheringstandusingthetesttubeclamp.
2. Usingthegraduatedcylinder,measure5mLofpotassiumiodidesolutionandplaceitinthetest
tube.
3. Rinsethegraduatedcylinderthoroughly.
4. Usingthegraduatedcylinder,measure5mLoflead(II)nitratesolutionandplaceitinthetest
tube.Describeandrecordtheresultsinthedatatable.
5. Discardtheproductinthewastereceptacleprovided.Donotflushthisdownthedrain!
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Name:___________________________
Date:__________Section:__________
DataTablesforIntrotoChemicalReactions
Reaction1,MethaneandOxygen:
CH
+O
>H
O+CO
4
2
2
2
Observationsofthereactionanddescriptionsoftheproduct(s):
Reaction2,ElectrolysisofWater: H
O>H
+O
2
2
2
Howmuchgasisinthetubethatnowcontainsthemostgas?Measureinmillimeters:_________
Howmuchgasisintheothertesttube?Measureinmillimeters:_________
GlowingSplintTestObservations:
Tube1:
Tube2:
Reaction3,MagnesiumandOxygen:
Mg+O
>MgO
2
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Reaction4,CalciumandWater:
Ca+H
O>Ca(OH)
+H
2
2
2
LitmusPaperTestResults:
Reaction5,Potassiumiodideandlead(II)nitrate:KI+Pb(NO
)
>PbI
+KNO
3
2
2
3
PostLabQuestions:
ForReaction2:
$
Didyouhearapopwheninsertingtheglowingsplintintooneofthetesttubesbutnottheother?
Whatmighthavecausedthepop,andwhydidntithappenintheothertube?(Hint:lookatthe
chemicalequationforthisreaction)
Crosscuttingconcept:causeandeffect
Determinetheratiooftheamountsofgasbetweenthetwotesttubesbydividingthelargeramountby
thesmaller:
Crosscuttingconcept:scaleandproportion
Whydoyouthinktheamountofgasineachtubeisnotthesame?(Hint:thisreactionisbreaking
waterintotwodifferentgases.Whywouldtheamountofonebedifferentfromtheother?)
Crosscuttingconcepts:scaleandproportion,causeandeffect
ForReaction4:
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Explainhowthelitmuspapertestdoneafterthisreactioncanbeusedasevidencethatachemical
reactiontookplace:
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Day3:IntroductiontheChemicalReactionTypes
65minutes
IntroductiontoChemicalReactiontypes
OVERVIEW/RATIONALE
Forthelasttwodaysstudentshaveperformedalabactivityinwhichtheyobservedchemicalreactions
occurring.Todaywewillformallyintroducechemicalreactiontypes,acategorizationsystemthatcanbe
usedtoorganizethedifferentreactionsthattheyregularlyseeintheirlives.
Chemicalreactionsoccurinourliveseveryday.
Categorizinginformationallowsustobetterunderstandtheworldaroundusandpredictfutureevents.
ESSENTIALQUESTIONS
Howcanwecategorizechemicalreactions?
GOALS/OBJECTIVES
Recognizeanddefinesignsthatachemicalreactionhastakenplace
Categorizechemicalreactionsbasedontheirobservationsandknowledgeofthereactants
Predictproductsbasedonknowingthetypeofchemicalreactionoccurring.
Studentswillknow:
Vocab:reactants,products,synthesis,decomposition,singlereplacement,doublereplacement,
combustion,precipitate,
Examplesofdifferenttypesofchemicalreactions
.
STANDARDS
CHEM.B.2.1.3Classifyreactionsassynthesis,decomposition,singlereplacement,doublereplacement,or
combustion.
MATERIALS
Classsetofnotes(includingonecompletedsetforStudentA).
Powerpointpresentationonchemicalreactiontypes
PROCEDURES
OPENER
(4minutesindependent+5minutesgroupdiscussion+1minuteshareout)
$
Asaclassopener,studentswillbeaskedtopulltheirlabpacketsoutoftheirchemistrynotebooks,and
recalltheobservationsthattheymadeyesterday.Studentswillbeasked,Whatisthedifferencebetween
achemicalandphysicalchange?Theywillbeaskedtodiscusstheirideaswiththeirsmallgroup/table
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andcomeupwithaworkingtheoryofatleastfoursignsthatachemicalreactionoccurred.The
claimevidencereasoningframeworkhasalreadybeenintroducedtoourstudentsandwewillremind
themtousetheirknowledgeofchemicalchangesalongwiththeirobservationstojustifytheirclaimsthat
Xisasignofachemicalreaction.
Studentswillbeaskedtovolunteertheirideasonthesignsthatachemicalreactionoccurs.
BODYOFTHELESSON
(45minutes)
IwilldistributetheCornellnotestyledpacketouttostudents.Wewillgothroughaslideshow
presentationinwhichIwillintroducefourindicationsthatachemicalreactionhastakenplace,andfive
differentreactiontypes.Duringthispresentationofinformationstudentswillbegivendefinitionsofthe
reactiontypes,aswellasexamplesofchemicalreactions.Theywillbeaskedbasedonthegeneral
formulaforeachreactiontypetopredicttheproduct(s)whenthereactant(s)arepresentedtothem.
Thisis
donetobuildaconnectionbetweenknowingthegeneralformulaandapplyingit.Crosscuttingconcepts
ofenergyandmatterandstabilityandchange.
Studentswillfillintheblanksintheirnotesheetaswellaskbeingaskedtodescribeintheirownwords
whathappensduringeachofthetypesofchemicalreactionsstudentswillbeaskedtovolunteerto
sharethesedescriptions.Aswereviewthereactiontypessomeexampleswillbegiven,studentswillbe
askedtovolunteerideasonexamplesofreactiontypes.
Asstudentsvolunteertheirideasonchemical
reactionswecanadjust/rewordthedefinitionstoclearupmisconceptions,implementinganinformaltype
offormativeassessment.
CLOSER
(10minutes)
Asacloser/exitticket:Studentswillclassifythereactionsthattheysawduringthelab.Theywillalso
beaskedtowritedownanyquestionstheyhaveaboutthechemicalreactiontypes.
Thesesheetswillbe
collectedandthiswillhelpusaddressmisconceptionsandgapsinknowledge.Itwillbeusedasa
formativeassessmenttool,allowingustobetterunderstandwhatmisconceptionsandquestionsstudents
mayhave.Thesesheetswillbereturnedtostudentstomorrowtogivethemfeedbacksothattheycantake
ownershipofsomegapsinknowledge.
ACCOMMODATIONS
StudentAisrecoveringfromaconcussion,inordertoreducecognitiveload,shewillbeaskedtofollow
alonginacompletedCornellnotesetandbegivenahighlightertohighlightasweworkthroughthenotes
asaclass.
StudentswhoneedstructureandscheduleanObjectivessectionwasaddedtotheCornellnoteswith
thesestudentsinmind.
Theexitticketsheetonthelastpageoftheguidednoteswillaskstudentsforanyremainingquestions
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thattheyhaveaboutchemicalreactiontypes.
Studentswillbeaskedforhomeworktodescribemomentsfromtheirowneverydaylifethatshow
evidenceofachemicalreactionoccurringthishomeworkwillalsoservetohelpusasinstructors
understandhowwellstudentsareconnectingthechemistryintheclassroomtotheirlives.
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Name:________________________________
Date:_______________________
ClassPeriod___________
GuidedNotesforChemicalReactionTypes:
Objectives:
Recognizesignsofachemicalreactions
Beabletocategorizeachemicalreactionintooneofthefivetypes
Motivation:
Classifyingchemicalreactionsintocategoriesallowsustobebetterabletopredictthetypesof
productsthatwillresultfromachemicalreaction.
Whatevidenceofachemical
reactiondidyouseeduringthe
labyesterday?
Whatisaprecipitate?
Inyourownwordswhatdoes
thelawofconservationof
massstate?
Whatareindicationsthatachemicalreactionhastaken
place?
1. Energyisreleasedor_________________asheator
________
2. _______isproduced.
3. The_________ofthesolutionchanges
4. A_______________isformed.
Duringachemicalreaction,atomsarerearranged.
_________arebrokenandformed.
ThereisnolossofmassduetotheLawof
___________________ofmass.
SimilarlytheLawof______________________of
_________meansthatthereisnochangein____________.
Inareactionyoustartwith________________.Afterthe
reactionoccursyouendupwith_____________________.
Whatarethe5basictypesof
chemicalreactions?
Thereareseveraltypesofreactions,
1.________________________makesomethingnew
2.________________________breakitdownnow
3.________________________oneswitcheroo
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4.________________________twoswitcheroo
5.________________________burnbabyburn
Whathappensinasynthesis
reaction?
Synthesis:Asynthesisreactionoccurswhen
Thegeneralequationforasynthesisreaction:
Inthisequation_____________representsthereactants,
and___________representstheproduct(s).
Example(s):
Whathappensina
decompositionreaction?
Decomposition:
Thegeneralequationforadecompositionreaction:
Example(s):
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Whathappensinasingle
displacementreaction?
Singledisplacement:
Thegeneralequationforasingledisplacementreaction:
Example(s):
Whathappensinadouble
displacementreaction?
Doubledisplacement:
Thegeneralequationforadoubledisplacementreaction:
Example(s):
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Whathappensinacombustion Combustion:
reaction?
_____isalwaysareactantincombustionreactions.The
otherreactantisoftencalled______.
Combustionreactionsarealsocommonlyreferredtoas
____________.
Theproductsofacombustionreactioninclude____and
____.
Thegeneralformforacombustionreactionis:
Example(s):
Useadiagram,bulletpoints,orfullsentencestosummarizethemostimportantinformationabout
chemicalreactiontypes:
Studentsareencouragedtoputtheirunderstandingsintotheirownwordsand
formatsthataremostaccessibletothem.
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Name:________________________________
Date:_______________________
Exitticket:
Classifythechemicalreactionsyoudidyesterdayintothefivetypesyoulearnedabouttodayinclass:
Doyouhaveanyquestionsaboutchemicalreactionsandreactiontypes?
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Homeworktonight:
1.Describeachemicalreactionyouhaveseenoutsideofthelab.Whatevidencedidyouseethata
chemicalreactionoccurred?
2.Howwouldyouclassifythistypeofchemicalreaction?
Select
atleast
7ofthefollowingreactions.
Foreachofthereactionsyouchose
categorizethereactionintooneofthefivetypesthatwediscussedtodayinclass
explainyourreasoningforchoosingthatcategory
predicttheproductsofthereaction
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
Mg+I
2
CuCl
+H
S
2
2
NaOH+HClO
4
ZnCO
3
HCl+Zn
Na+MgCl
2
CaCl
+K
CO
2
2
3
K+Cl
2
BaCl
+K
PO
2
3
4
H
SO
+KOH
2 4
Al
(CO
)
2
3
3
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BalancingChemicalEquations
Day4:BalancingEquations
10th&11thGradeChem
65Minutes
OVERVIEW/RATIONALE
Thisisthefourthlessonoftheunitonchemicalreactions,andcontinuestobuildonthelabfromthefirst
twodays,thistimebyintroducingthemtotheconceptofbalancingchemicalequations.Studentswill
learnastrategyforbalancingequations,practiceusingaPhETsimulation,andthenapplythisstrategyto
balancethechemicalequationsforthereactionstheyexperiencedinthefirsttwodaysoftheunit.
Mattercanchangebutcannotbecreatedordestroyed.
ESSENTIALQUESTIONS
Whathappenstoenergyandmatterduringareaction?
GOALS/OBJECTIVES
Balanceachemicalequation
Atomsarenotchangedinachemicalreaction,theyaresimplyrearrangedinnewcombinations
Theatomsthatmakeupthereactantsinachemicalreactionmustalsobepresentintheproducts
inthesamequantity.
Studentswillknow:
Vocab:coefficient,subscript
STANDARDS
CHEM3.2.C.A4Balancechemicalequationsbyapplyingthelawsofconservationofmass.
MATERIALS
Computerswithinternetaccess
Projection
PROCEDURES
OPENER
(3minutesgroupdiscussion,2minutesshareout)
Inagroupoffour,sharetheevidenceofchemicalreactionsyouseeinyourlife.Eachgroupwilltally
howmanyofthetypesofevidencetheywereabletocollect.
BODYOFTHELESSON
(50minutes)
Writetheunbalancedequationfordecompositionofwaterontheboardandaskstudentswhatis
wrongwiththisequation.Iftheyneedahint,suggestthatithastodowiththeconservationofmass.
Usingquestionstoguidethediscussion,bringtheclasstoarecognitionthattheequationisunbalanced
becausethenumberofoxygenatomsinthereactantsarenotequaltothenumberintheproducts.Display
thePhETsimulation
(
https://phet.colorado.edu/sims/html/balancingchemicalequations/latest/balancingchemicalequations_e
n.html
)forbalancingthedecompositionofwatertoprovideavisualoftheunequalnumberofatomson
eachsideoftheequation,anddemonstratehowitisonlypossibletoaddwholenumbersofmoleculesin
Argumentation:
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20December2015
ordertobalancetheequation.Writeachartontheboardtokeeptrackofthenumberofatomsoneach
sideoftheequation,andshowhowtobalancetheequationbychangingthecoefficientsofreactantsas
needed,thenbalancetheequationonthePhETsimulation.Showhowitiseasiertobalancetheequation
bystartingwithatomsthatonlyappearinonereactantorproduct.
(15minutes)
StudentswillthenopentheircomputersandnavigatetothePhETsimulation.Theintroductiontothe
simulationprovidesscaffoldsforstudentstobalancethecombustionofmethane,whichtheywillattempt
ontheirown.Afterafewminutes,asstudentsfinishbalancingtheequation,checktheircomprehension
byaskingthemtoindicatethecoefficientofthewaterthatisproducedbyholdingupthatnumberof
fingers,placingthatnumberoffingersontheirchestsoasnottoshowtheiranswertothewholeclass.If
nearlyallstudentsshowthecorrectanswer,haveoneofthemcomeuptotheboardtobalancethe
equation.Ifnot,walkthroughitwiththemandthenhavestudentsdothemakeammoniasimulationin
thePhETintroduction.Haveastudentbalancethisequationontheboard.
(15minutes)
StudentswillthenworktheirwaythroughthePhETgamebalancingchemicalequations,whichhas
threelevels.Directstudentstocompletethefirsttwolevels,anddothethirdiftheywantanadditional
challenge.(
20minutes)
CLOSER
(
10minutes)
Exitticket:Writethebalancedversionofallfiveequationsfromthelab.
StudentshavealreadydonetwoofthesefiveequationsusingthePhETsimulation,andshouldbeableto
completethelastthreeatthispoint.
ACCOMMODATIONS
TheintroductiontothePhETsimulationprovidesoptionalscaffoldsintheintroductionforstudentswho
needthem.Thegameitselfhasthreedifficultylevels,allowingstudentswhoarereadyforanadditional
challengetopracticethemoredifficultequationsoflevel3.
Theexitticketwilldemonstratewhetherstudentshavelearnedthebasicsofbalancingequations.For
homework,theywillbegivenahandoutwiththreeequationstobalance,whichwillprovideadditional
evidenceoftheirlearning.
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ExitTicket:BalancetheEquationsfromtheEvidenceofReactionsLab
Instructions:
Writethebalancedversionofthesethreeequationsfromthelab.
1. Burningmagnesium:
Mg+O
>MgO
2
2. Calciumandwater:
Ca+H
O>Ca(OH)
2
2
H
2
PbI
2
3. Potassiumiodideandlead(II)nitrate:
KI+Pb(NO
)
>K(NO
)
3
2
3
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BalancingChemicalEquationsHomework
Strategyforbalancingequations:
1. Writetheunbalancedequationforthechemicalreaction.
2. Makeachartandcountthenumberofeachtypeofatominthereactantsandproducts
3. Balancethenumberofatomsoneachsideoftheequationbychangingthecoefficientsof
reactantsandproductsasneeded.Afterchangingacoefficient,updateyourcharttoshowhow
manyatomsofeachtypearenowpresent.Startwithatomsthatonlyappearinonereactantor
product,andaftertheyarebalancedgoontotheothers.
4. Continuouslyverifyyourresults.Thenumberofeachtypeofatomonbothsoftheequationmust
beequalwhenyoufinish!
1. Mg
+
H
O >
Mg(OH)
+
H
2
2
2
2. C
H
+
O
>
CO
+
H
O
2
6
2
2
2
3. Al
+
Fe
O
Fe
+
Al
O
2
3 >
2
3
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Days5and6,StudentGeneratedActivitySeries
Chemistry10th/11thgrades2x65minutes
ActivitySeriesConstruction
OVERVIEW/RATIONALE
Forthepastweekstudentshavebeenlearningaboutchemicalreactionsandreactiontypes.Studentswill
firstconductaseriesofexperiments.Thenextday,usingthedatathattheycollected,theywillconstruct
theirownactivityseriesintheirlabgroups.
Categorizinginformationallowsustobetterunderstandtheworldaroundusandpredictfutureevents.
Anactivityseriescanbeusedtodeterminepredictwhetherornotareactioncanoccur.
ESSENTIALQUESTIONS
Whataresignsofachemreactionoccurring?
Whydosomereactionsoccurwhileothersdonot?
GOALS/OBJECTIVES
Recognizeanddefinesignsthatachemicalreactionhastakenplace
Categorizechemicalreactionsbasedontheirobservationsandknowledgeofthereactants
Predictproductsbasedonknowingthetypeofchemicalreactionoccurring.
Predictwhetherareactionwilloccurbasedonanactivityseries
Studentswillknow:
Vocab:activityseries,singlereplacementreaction,
.
STANDARDS
combustion.
CHEM.B.2.1.4Predictproductsofsimplechemicalreactions(e.g.,synthesis,decomposition,single
replacement,doublereplacement,combustion).
MATERIALS
Copiesofthelabactivityforeverystudents
Materialsforthelabarelistedinthelabprocedure
Forthelabconstructionactivity,studentswillbegivenindexcards,markers,maskingtape,andalarge
pieceofflipchartpaper
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PROCEDURES
Day1:
OPENER
(3minutesindependent+4minutesgroupdiscussion+3minutesclassdiscussion)
Asstudentsentertheroomtheywillreceivealabpacket.Asanopenertheywillbeaskedtoindividually
readthroughtheintroductionandcompletethefirsttwoprelabquestions.Theywillbeaskedtodiscuss
theiranswerswiththeirlabgroups.AsaclassIwillaskstudentstovolunteeranswerstothetwoprelab
questions.Iwillaskstudentstovolunteertheirdefinitionofactivity,andwritethisdefinitionontheboard
forreferenceduringthelabactivity.
BODYOFTHELESSON
(50minutes)
Studentswillbeaskedtoreadthroughthelabactivity.Iwillaskifthereareanyquestionsaboutthe
procedure.
Studentswillworkthroughthelabactivityinpairsbutcompletingthepacketindividually.Iwill
circulatethroughouttheroomduringthistimetoensurethatstudentsareconductingthelabsafelyand
writingdowntheirobservations.
Crosscuttingconcept:energyandmatterandstabilityandchange.
CLOSER
(5minutes)
Studentswillcleanuptheirworkstationsandensurethattheirdatachartsarecompleted.Ashomework
theywillbeaskedtocompletethepostlabquestions.
Ifstudentsarefinishedearly,theywillbeaskedtodothepostlabquestionsinclass
.
Day2:
OPENER
(7minutesgroupdiscussion+3minutesclassdiscussion)
Intheirlabgroupsstudentswilldiscusstheiranswerstothepostlabquestions.Wewillpullthe
discussiontothewholeclasstogetconsensus.
BODYOFTHELESSON
(50minutes)
$
Asagroupafour,studentswillbeaskedtoconstructtheirownactivityseries.Thegoalistobeable
tousethisactivityseriestopredictwhetherornotareactionwilloccur.Studentswillbegivenindex
cardstowriteelementsonto,andalargesheetofpapertotapedowntheirfinalactivityseries.Theycan
usemarkerstolabeltheseriesanddescribehowtoreadit.
Duringtheconstructionoftheirseries,
studentsshouldusetheclaimevidencereasoningframeworktheclaimevidencereasoningstepswillbe
postedintheroomandstudentswillbeencouragetoreferencethemastheydebatethepositionsofthe
differentelementsontheactivityseries.Crosscuttingconcept:patterns,energyandmatter,andstability
andchange
(
25minutes
)
$
Studentswillbeaskedtoposttheiractivityseriesaroundtheroomandconductagallerywalk.During
thiswalkstudentswillbeaskedtotakenoteofothersseriesandiftherearediscrepanciesbetweenthe
series.Asaclasswewilladdressdiscrepanciesbetweendifferentactivityseries.(
10minutes
)
Iftherearediscrepanciesbetweengroupmembersorstudentconstructedactivityseries,wewilldiscuss
theissuesasaclass.Thisisagoodopportunitytodiscussthereasonsformultipletrials.Somemembers
mayhavemissedsignsofachemicalreaction,butwith14pairsconductingtheexperiment,itisunlikely
thateveryonemissedtheevidenceofachemicalreaction.
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20December2015
Asaclasswewillmakeaclassactivityseriesconstructedbasedonthestudentversions.(
5minutes
).
Wherewouldyouputmagnesium?HowwouldIusethistopredictwhetherornotareactionwould
occur?aretypesofquestionsthatcanbeusedtopromptstudents.
Studentswillbeshownavideoofalkalimetalsreactinginwater.
(
https://www.youtube.com/watch?v=HvVUtpdK7xw
)andaskedtoaddsodium,lithium,andpotassium
metalstotheclassactivityseries.Theywillbeaskedtohypothesizewherecalciumgoesbasedonthe
reactiontheyperformedduringthefirsttwodaysoftheunit.Basedontheirknowledgeofwhatmany
coinsandcurrencieshistoricallyhavebeenmadeof,theywillbeaskedtoaddgoldandsilvertotheclass
activityseries(
10minutes
)
CLOSER
(5minutes)
Studentswillbeshowntheactivityseriesfromthebookandcompare/contrasttheclassactivityseriesto
it.Theywillbeaskedtowriteoutthesimilaritiesanddifferencesthattheynoticebetweenthetwo.
Thisis
donesothatstudentscanseehowtheknowledgeandunderstandingtheyconstructedcomplimentsand
potentiallycontraststheinformationformatgenerallyacceptedandusedbythetextbook.Byshowing
themthatthisinformationcanbepresentedinmultiplewaysIhopetobuildstudentconfidencein
tacklingdataandchartsinbooksandreworkitintoaformatthatismoreaccessible/readabletothem.
ACCOMMODATIONS
StudentAwillcompletethelabbutherpartnerwillbethegrouprecorderwhodoesthewritingfor
them.Herpartnerwillalsobeaskedtoreadtheinstructionsaloudtoher(shehasaneasiertime
processingauditoryinformationthanwritteninformation)
Thegroupconstructionofactivityserieswillserveasaninformalassessmentastowhetherornot
studentsunderstandtheactivitylabexercisethattheycompletedonDay5.Whentheysubmittheirlabs,it
willserveasawayofassessingtheirabilitytorecordobservations,andrecognizesignsofachemical
reactionoccurring.
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MixingMetals:BuildingAnActivitySeries
Thegoalsofthislabaretohavestudentsexploreavarietyofchemicalreactions.Usingtheirknowledge
ofsinglereplacementreactions,anddatatheycollectinthelabtheywillconstructtheirownactivity
seriesasawayofscaffoldingthemintoamoreinquirybasedlab.Thequestionandprocedureareboth
teachergenerated,butthestudentswillformulatetheirownresults.
Introduction
:
Ifapieceofironisplacedintoasolutionofgoldnitrate,theironsolidreactswiththegoldsolution
(reviewyournotesforevidencethatachemicalreactionisoccurring).Thisprocessoccursbecausethe
more
active
ironmetaldisplacesthe
lessactive
goldinsolution.Intodayslabyouwillbeconductinga
seriesofexperiments.Asyouconducttheseexperiments,youwillmakeobservationstodetermine
whetherornotachemicalreactionisoccurring.Afteryouhavecompletedtheseexperimentsyouwill
takeyourresultsandtrytodevelopyourownversionofan
activityseries
.Thisactivityseriesshouldbe
abletobeusedtopredictwhetherornotareactionoccurs.
Safetyconcerns
:
Youwillbeworkingwithanacid,HCl,whichshouldbehandledwithcaution.Aswithalllabactivities,
properpersonalprotectionequipmentshouldbewornatalltimes.Duringyourmetalmixingtrials,you
willbeworkingwithsomemetalsthatarepotentiallyharmfultotheenvironmentandmustbedisposedof
properly,pleaseplaceyourwasteintheappropriatewastecontainer.
Objective:
Studentswillconductaseriesofexperimentsinordertodeveloptheirownactivityranking.Usingthis
rankingsystemstudentsshouldbeabletopredictwhetherornotametalwilldisplaceanothermetal
PreLabQuestions:
1. Whataresignsofachemicalreactionoccurring?
2. Oneofthepossiblechemicalreactionstodayiscoppermetalsolidreactingwithzincnitrate.
Whattypeofchemicalreactionisthis?Writeoutachemicalequationfortheproposedreaction.
Theseprelabquestionsareintendedtoconnectthelabactivitytopriorlearningsaboutsignsofa
chemicalreactionandtypesofchemicalreactions.
Materials:
1cmpiecesofCopperfoil
1cmpiecesofZincfoil
1cmpiecesofMagnesiumribbon
1cmpiecesofLeadfoil
1cmpiecesofAluminumfoil
PiecesofIronmetal
0.1MMagnesiumnitratesolution
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20December2015
0.1MZincnitratesolution
0.1MCoppernitratesolution
0.1MSilvernitratesolution
5testtubes
6MHCl
Procedure:
PartI:
Willametaldisplacehydrogen?
Note:Thoughhydrogenisanonmetal,itisoftenincludedinactivityseries.Theseexperimentswillalso
helpyoudeterminetherelativeactivityofthesolidmetals
.
Intoeachtesttubeplaceoneofthemetalsolids.Add2pipettesof6MHCltoeachofthetesttubes.
Recordanyobservations.Notethetime.In20minutes,observeandrecordobservationsagain.Attheend
ofthelabtakeafinaltimepointandobserveandrecordobservations.
PartII
:Willmetalsdisplaceeachother?
Note:Justlikeintheintroductionwheresolidironreactedwithgoldnitrateyouwilltestwhetherornota
solidmetalreactswithametalinsolution.Theseexperimentswillhelpyoudeterminetheactivityofeach
ofthemetalsyoutest.
Usinga24wellplate,placemagnesiumsolidintheColumn1wellsofthe24wellplate.Placezincsolid
inColumn2wells,repeatforcopper,iron,lead,andaluminumsolids,inwells3,4,5and6respectively.
Usingthedatatableattachedtothissheet,recordyourobservationsaboutthemetalmixingtrials.Add
510dropsofmagnesiumnitratesolutiontoeachofthedifferentmetalsinRowA,dothesameforthe
zinc,copper,andsilvernitratesolutionsinrowsBD.
Figure1.24wellplate
Argumentation:
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20December2015
Table1.Observationsfrommetalmixingtrials:
GuidingQuestions:Didareactionoccur?Whatisyourevidencethatachemicalreactionoccurred?
Magnesium
Zinc
Copper
Iron
Lead
Aluminum
Magnesium
Nitrate
ZincNitrate
Copper
Nitrate
SilverNitrate
Afteryouhavedoneyourmixingexperimentsandrecordedyourobservationsinthedatatable,youmay
cleanup.
Makesurethatyoudisposeofyourliquidandsolidwasteintheappropriatewaste
containers
.
PostLabquestions:
1. Writebalancedchemicalequationsforthemetalsthatreactedwiththehydrochloricacid.
Thisallowsstudentstopracticethebalancingchemicalequationskillthattheyhavelearnedinclass.
2.Post1982pennieshaveazinccorewithathincopperoutershell.Usingyouractivityranking
predictwhatwouldhappenifapost1982pennywereputintoasolutionofhydrochloricacid?
Studentshavepreviouslydoneameltingpennylabwheretheycomparethepropertiesofpre1982
penniestopost1982pennies,thisallowsthemtoconnecttheircurrentunderstandingsaboutactivity
withpriorexperiencesinlab.
3.Copper,silverandgoldarefoundinnatureasthepureelement(notcombinedwithanother
compound),whilelithium,sodiumandpotassiumareneverfoundasthepureelement.Whatdoesthis
suggestabouttheactivityofthesetwogroupsofelements?
Thisquestionprimesthemfortheextensionactivitythattheywilldoinclasstomorrow.
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Days7and8:ReviewingandFinalAssessment
ReviewdayandFinalSummativeAssessment
2x65minutes
OVERVIEW/RATIONALE
Thesetwodayswillwrapupaunitonchemicalreactions.Day7willserveasawayforstudentsto
identifygapsinunderstanding,andDay8willserveasawayofassessingtheirlearningfromtheunit.
Whathappensonamacrolevelisdeterminedbywhathappensonamicrolevel
Chemicalreactionsarealwayshappeningaroundus
Modelsandsystemsforcategorizinginformationcanhelpusmakesenseofcomplexideasandpredict
outcomes
Scientificknowledgeisbasedonevidencethatcanbecollectedexperimentally.
GOALS/OBJECTIVES
Describeevidencethatachemicalreactionoccurs
Categorizechemicalreactionsandpredictproductsorreactantsforachemicalreaction.
Studentswillknow:
Vocab:chemicalreaction,reactants,products,synthesis,decomposition,singlereplacement,
doublereplacement,combustion,precipitate,
Examplesofobservableevidenceofachemicalreaction
STANDARDS
combustion.
CHEM.B.2.1.4Predictproductsofsimplechemicalreactions(e.g.,synthesis,decomposition,single
replacement,doublereplacement,combustion).
CHEM.B.2.1.5BalancechemicalequationsbyapplyingtheLawofConservationofMatter.
MATERIALS
Classcopiesofreviewsheets
Classsetcopiesoftests
PROCEDURES
DAY1
OPENER
(5minutes)
Studentswillbeaskedtoindividuallyreflectonwhichofthe3areas(Chemicalreactionevidenceand
categorizationbalancingchemicalequationsDevelopmentanduseofanactivityseries)theyfeelthe
strongest,andwhichareatheyfeeltheyneedthemostwork.
Argumentation:
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20December2015
Thisselfreflectionwillhelpusasinstructorsgroupstudents(i.e.pairsomeonewhofeelsweakat
chemicalequationcategorizationwithsomeonewhofeelsthatthisistheirstrength).
BODYOFTHELESSON
(50minutes)
Insmallgroupsstudentswillworkthroughthereviewquestions.Theycanusetheirnotesasareference
butwillbepromptedtouseeachotherasresourcesfirst(
thisisdonetotrytoemphasizestudentsas
holdersofknowledgeaswellasbuildtheirskillsatexplaining/reasoningtooneanother).
(
40minutes
)
Duringthisreviewtime,Iwillcirculatethroughtheroom,respondingtostudentsquestions.
Asaclasswewillreviewtheanswerstotheactivitysheet(
10minutes
)
CLOSER
(10min)
Studentswillusethebottomofthereviewsheettoreflectonwhatareastheyneedtostudyinordertobe
preparedfortomorrowsassessment.Studentswillbetoldthatthemajorityoftheexamisopenended
questions,thereareonly2multiplechoicequestionsontheexam.
Theycantakethereviewsheet&their
reflectionshomewiththeintentthatitwillinfluencetheirstudyingfortheexamtomorrow.
Reviewactivityhasmostlyopenendedquestions.Itwillnotbecollectedbutserveasformative
assessmentforthestudentstobetterunderstandwhatareastheyneedtostudy.
DAY2
BODYOFTHELESSON
(65minutes)
Studentswilltaketheirchemicalreactionsandequationstest.
ACCOMMODATIONS
Studentswhoneedanalternativetestingspaceaspertheir504/IEPswillbesenttotheSpecialEducation
liasonsofficetotaketheirassessment.
StudentAcantaketheexambeforeorafterschool,overthecourseoftwodaysthiswillallowtheexam
tobereadaloudtoher.Shecandescribeheranswersverballyasopposedtowritingthemdown.
Testcorrectionswillbeallowedforeverystudentbutstudentsmustnotonlycorrecttheiranswersbut
justifythereasoningbehindwhythenewansweriscorrectandthereasonwhytheygottheanswerwrong
previously.
Thetesttheytakewillserveasanevaluationofstudentsunderstandingsofchemicalreactions.
Argumentation:
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20December2015
Name:________________________________
Date:_______________________
ReviewActivity:
Inyourassignedsmallgroupstacklethefollowingproblems:
1. Inthelaboratory,youaregiventwosmallchipsofeachoftheunknownmetalsX,Y,andZ,
alongwithdropperbottlescontainingsolutionsofXCl
(
aq
)andZCl
(
aq
).Describean
2
2
experimentalstrategyyoucouldusetodeterminetherelativeactivitiesofX,Y,andZ.
2. Listtheobservationsthatwouldindicatethatareactionhadoccurred.
3. Definethefollowingterms:
a. ChemicalEquation
b. Precipitate
c. Coefficient
d. Reactant
e. Product
4. Writethegeneralequationforeachofthefivereactioncategorieswehavediscussedinclass.
5. Describethelawofconservationofmassinyourownwords.
6. Foreachofthefollowingreactions,predictthemissingproduct(s)andthenbalancetheresulting
equation.Identifyeachreactionbytype
a. Br
+KI
2
b. NaClO
3
c. C
H
+O
7
14
2
d. CuCl
+Na
S
2
2
Afterwereviewtheanswerstotheabovequestions,pleasereflectonthislearningactivity:
Evidenceofachemicalreaction(Q2)
Categorizingchemicalreaction(Q3,Q4,Q5,Q6)
Balancingchemicalequations(Q5,Q6)
Understandinghowanactivityseriesisconstructed(Q1)
Whatquestionsandareasdidyoustrugglewithonthisreviewactivity?
Wereyourmistakesduetoagapinunderstanding,orabrainfart?
Whataretheareasthatyouneedtoaddressinordertobereadyforthetesttomorrow?
Whatstrategieswillyouusetostudyforthetesttomorrow?
Argumentation:
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20December2015
Name:________________________________
Date:_______________________
ChemicalReactionsandBalancingEquationsTest
1.Accordingtothelawofconservationofmass,thetotalmassofthereactingsubstancesis
a. alwaysmorethanthetotalmassoftheproducts.
b.alwayslessthanthetotalmassoftheproducts.
c. sometimesmoreandsometimeslessthanthetotalmassoftheproducts.
d.alwaysequaltothetotalmassoftheproducts.
2.Whichequationbelowviolatesthelawofconservationofmass?
a. 2H
+O
2H
O
2
2
2
b. KCl+BrKBr+Cl
2
c. 2Fe
O
+3C4Fe+3CO
2 3
2
d. Na
CO
+2HCl2NaCl+H
O+CO
2 3
2
2
3.Correctthecoefficientsintheerroneousequationin#2sothatitnowfollowsthelawofconservation
ofmass.
4.Somesmallrocketsarepoweredbythereactionrepresentedbythefollowingunbalancedequation:
(CH
)
N
H
(
l
)+N
O
(
g
)N
(
g
)+H
O(
g
)+CO
(
g
)+heat
3
2
2
2
2
4
2
2
2
a.
b.
c.
d.
Identifythereactantsintheequation
Identifytheproductsintheequation
Balancethechemicalequation
Definethetypeofreactionthatisoccurring.Explainyourreasoningbehindthischoicebasedon
yourknowledgeofchemicalreactiontypes.
5.Writethegeneralformulaforthefollowingreactiontypes.
a. synthesis
b. decomposition
c. combustion
d. singledisplacement
e.doubledisplacement
Argumentation:
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20December2015
Belowisacopyoftheclassactivityseriesweconstructedtogether.(
Aversionoftheclassconstructed
activityserieswouldbeincludedhereinthetest).
Writeasentencethatexplainshowyouusetheactivityseriestopredictwhetherornotareactionoccurs.
Basedonthisactivityseriespredictwhetherornotareactionwouldoccurinthefollowingequations.
Ifareactionoccurs,writetheproductsandbalancetheequation.
6.Zn(
s
)+HCl(
aq
)_____________________
7.Mg(
s
)+Cu(NO
)
(
aq
)________________
3
2
8.Ag(s)+Zn(NO
)
(
aq
)_________________
3
2
9.Fe(s)+Ag(NO
)
(
aq
)_________________
3
3
10.Drawapicturethatshows
atleast
oneexampleofachemicalreactionoccurringoutsideofalab.
Categorizethetypeofchemicalreactionoccurring.
Forextracreditwriteoutabalancedchemicalequationforthereaction.
*QuestionsfromthisassessmenthavebeenadaptedfromHoltChemistryTextbook(2009)
SelfAssessment.Youmustcompletethissection
Estimatehowlongyoustudiedforthisexam:
Listthestrategiesyouusedtostudyforthisexam:
Didyouusetheinformationfromyesterdaytoadjustyourstudyinglastnight?
Whatscoredoyouthinkyougotonthisexam?
Argumentation:
$

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