Grade Level: 10
Unit Title: Chemical Reactions
New 2009 objectives in red / Time frame Needed for Completion: 7 Days
Grading Period: 1st 9wks
Big Idea/Theme:This unit is focused on the development of the theory of the atom, the structure of the atom and nuclear decay. .
Understandings:Students will be able to
- Identify a reaction by type.
- Predict product(s) in a reaction using the reference tables.
- Identify acid-base neutralization as double replacement.
- Write and balance ionic equations.
- Write and balance net ionic equations for double replacement reactions.
- Recognize that hydrocarbons (C,H molecule) and other molecules containing C, H, and O burn completely in oxygen to produce CO2 and water vapor.
- Use reference table rules to predict products for all types of reactions to show the conservation of mass.
- Use activity series to predict whether a single replacement reaction will take place.
- Use the solubility rules to determine the precipitate in a double replacement reaction if a reaction occurs.
- Write and balance chemical equations.
- Write net ionic reactions.
- Predict and write formulas using the reference tables.
- Precipitate tie to solubility rules (Goals 2.04 and 5.01).
- Product testing - Know the tests for some common products such as oxygen, water, hydrogen and carbon dioxide. (tests to know: burning splint for Oxygen, Hydrogen and Carbon Dioxide (include knowledge of safety precautions) lime water for Carbon Dioxide).
- Color Change – Distinguish between color change as a result of chemical reaction, and a change in color intensity as a result of dilution.
Essential Questions:
1. What is the importance of balancing equations?
2. How do you use chemical nomenclature rules to name binary and ternary ionic compounds?
3. How can you determine reactions types?
4. How do you predict products in a chemical reaction?
5. How do you predict products of a chemical reaction?
6. How can you use experimental observations to predict products of the various types of reactions?
7. How would you describe the five types of reactions?
8. How would you determine what species should be included in net ionic equations?
9. What experimental tests can you use to determine the identity of a colorless, odorless gas?
10. / Curriculum Goals/Objectives (to be assessed at the end of the unit/quarter)
Chm.1.2.4
• Write binary compounds of two nonmetals: use Greek prefixes (di-, tri-, tetra-, …)
• Write binary compounds of metal/nonmetal*
• Write ternary compounds (polyatomic ions)*
• Write, with charges, these polyatomic ions: nitrate, sulfate, carbonate, acetate, and ammonium.
• Know names and formulas for these common laboratory acids: HCl, HNO3, H2SO4, HC2H3O2, (CH3COOH)
Chm.2.2.2
Students should be able to determine if a chemical reaction has occurred based on the following criteria:
• Precipitate formation (tie to solubility rules)
• Product testing - Know the tests for some common products such as oxygen, water, hydrogen and carbon dioxide: burning splint for oxygen, hydrogen or carbon dioxide, and lime water for carbon dioxide. Include knowledge and application of appropriate safety precautions.
• Color Change – Distinguish between color change as a result of chemical reaction, and a change in color intensity as a result of dilution
• Temperature change – Tie to endothermic/exothermic reaction. Express ΔH as (+) for endothermic and (–) for exothermic.
Chm.2.2.3
• Write and balance chemical equations predicting product(s) in a reaction using the reference tables.
• Identify acid-base neutralization as double replacement.
• Write and balance ionic equations.
• Write and balance net ionic equations for double replacement reactions.
• Recognize that hydrocarbons (C,H molecule) and other molecules containing C, H, and O burn completely in oxygen to produce CO2 and water vapor.
• Use reference table rules to predict products for all types of reactions to show the conservation of mass.
• Use activity series to predict whether a single replacement reaction will take place.
• Use the solubility rules to determine the precipitate in a double replacement reaction if a reaction occurs.
- Essential Skills/Vocabulary:
- Identify reaction types
- Balance equations, identify and write net ionic equations
- Identify and predict the indicators of chemical change
- Precipitate
- Predict reaction products
- major test, quizzes, homework
- Introduction to chemical equations
- Chemical reactions and equations
- From reactions to equations
Materials Required:(
Introduction to Chemical Equations / Copper
Silver Nitrate
Bunsen burners
Calcium carbonate
Zinc
Copper (II) sulfate
Lead (II) nitrate
Hydrochloric acid
Test tubes
Beakers
Chemical Reactions and Equations / Sample of steel wool, size 00
One 100-mL beaker
0.5 M acetic acid
Crucible tongs
Paper towels
Copper(II) carbonate
One medium-sized test tube
Test-tube holder
Laboratory burner and Striker
Spatula
Wooden splint
1 M copper(II) sulfate
Zinc(mossy)
One 50 mL beakerOne
medium-sized test tube
1 M KI1 M Pb(NO3)2
From Reactions to Equations / 3% H2O2
MnO2
limewater
zinc metal
3M HCl
CaCO3
wooden splints
matches
test tubes and racks
21st Century Skills / Activity
Communication Skills
Conveying thought or opinions effectively /
- Introduction to Chemical Equations
- Follow the Yellow BrickRoad
- Chemical ReactionsandEquations
- From Reaction toEquations
When presenting information, distinguishing between relevant and irrelevant information
Explaining a concept to others /
- Introduction to Chemical Equations
- Follow the Yellow Brick Road
- Chemical Reactions and Equations
- From Reaction to Equations
Interviewing others or being interviewed
Computer Knowledge
Using word-processing and database programs
Developing visual aides for presentations
Using a computer for communication
Learning new software programs
Employability Skills
Assuming responsibility for own learning /
- Introduction to Chemical Equations
- Balancing Equations Practice
- Follow the Yellow Brick Road
- Predicting Products and Types of Reactions
- Writing Balance Equations
- Chemical Reactions and Equations
- Net Ionic Equations
- From Reaction to Equations
Persisting until job is completed / All activities
Working independently / WIZARD assessment questions
Developing career interest/goals
Responding to criticism or questions
Information-retrieval Skills
Searching for information via the computer
Searching for print information
Searching for information using community members
Language Skills - Reading
Following written directions / Most of the activities can be presented as opportunities for students to follow written directions. The teacher will have to work with most students to develop this skill over time. The following activities are well suited to developing skills in following directions:
- Introduction to Chemical Equations
- Balancing Equations Practice
- Follow the Yellow Brick Road
- Predicting Products and Types of Reactions
- Writing Balance Equations
- Chemical Reactions and Equations
- Net Ionic Equations
- From Reaction to Equations
Identifying cause and effect relationships
Summarizing main points after reading
Locating and choosing appropriate reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately
Organizing and relating ideas when writing /
- Follow the Yellow Brick Road
- Chemical Reactions and Equations
- From Reaction to Equations
Proofing and Editing / All activities
Synthesizing information from several sources
Documenting sources
Developing an outline
Writing to persuade or justify a position
Creating memos, letters, other forms of correspondence
Teamwork
Taking initiative
Working on a team /
- Introduction to Chemical Equations
- Follow the Yellow Brick Road
- Chemical Reactions and Equations
- From Reaction to Equations
Thinking/Problem-Solving Skills
Identifying key problems or questions
Evaluating results /
- Introduction to Chemical Equations
- Balancing Equations Practice
- Follow the Yellow Brick Road
- Predicting Products and Types of Reactions
- Writing Balance Equations
- Chemical Reactions and Equations
- Net Ionic Equations
- From Reaction to Equations