Unit 3: Cool Chemistry Show

Unit 3: Cool Chemistry ShowEssential QuestionsHow 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?Chapter ChallengePresent an entertaining and informative science show to other studentsContent will include physical/chemical changes or acids/basesPresentation must include a demonstration and an audience-appropriate explanation of the conceptsWritten summary + directions for the show and explanations of the chemistryYou may work in groups, topics will be assignedDay 1: Chemical and Physical ChangeLearning ObjectivesLearn to differentiate between chemical and physical changesMake observations and cite evidence to identify changes as chemical or physicalExplore the new properties exhibited when new materials are made from combinations of two or more original materialsDesign an experiment to test properties of different combinations of materialsStarterHow do you know if a chemical change or physical change has occurred?Give 3 examples of each.Time: 15 minutesActivity 1Several 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 changeTime: 60 minutesActivity 2You will do a lab write up for this laboratory following the CERR modelCheck wiki for what to include for write upDue: October 25Time: 10 minutesClosing & 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, 5Preparing for the Chapter ChallengeDay 2: More Chemical Changes Learning Objectives:Observe several typical examples of evidence that a chemical change is occurringMake generalizations about the combinations of materials that result in the same evidenceMake generalizations about materials that tend to react with everything and materials that tend not to react with anythingPractice careful laboratory techniquesStarterWhich 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 minutesAdd 2 drops of sodium carbonate to 2 drops of sodium sulfateTime: 15 minutesPlease hand in homework from last lessonActivity 1Move with your lab groupsComplete the table on page 780Read through steps 1-3 on page 779-781Time: 10 minutesActivity 2Move 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 wayWhen you are finished, clean up and put the materials back where you got themTime: 45 minutesClosing & HomeworkDiscuss 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?HomeworkChemistry to Go, pg. 784 #1, 2, 3Preparing for the Chapter ChallengeLab report due on ThursdayDay 3: Chemical Names and FormulasLearning Objectives:Predict the charges of ions of some elementsDetermine the formulas of ionic compoundsWrite the conventional names of ionic compoundsMake observations to determine whether there is evidence that chemical changes occur on combining two ionic compoundsStarterThe 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 minutesActivity 1Write 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, leadTime: 15 minutesActivity 2A compound is formed when a negative ion (metal) and positive ion (nonmetal)bondThe formula for potassium bromide is KBrWrite the formula for 4 other compounds that are created from a group 1 element combining with a group 7 elementThe formula for magnesium oxide is MgOWrite the formula for 4 other compounds that are created from a group 2 element combining with a group 6 elementTime: 15 minutesActivity 3If the values of the charge on a positive and negative ion, the resulting formula for the compound is simply the chemical formulasIf the values are not the same, subscripts are used to balance themExample: Al2O3 Al3+, O2-Write the names and formula for the following compounds:Calcium and oxygenAluminum and fluorineBoron and oxygenCalcium and chlorineTime: 10 minutesActivity 4 Some ionic compounds involve polyatomic ionsSulfate (SO42-, CO32-, NO3-, NH4+, etc.)Write the formula for the following:Potassium nitratePotassium sulfateWrite the name for the following:(NH4)2SO4LiNO3Time: 10 minutesActivity 5Do chemical reactions occur every time reactants are mixed?Complete the reactions and fill out the table belowTime: 20 minutesWaterVinegarAmmoniaHeat (Make a guess)Baking SodaBaking PowderAlka SeltzerClosing & HomeworkHow 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, 6Preparing for the Chapter ChallengeDay 4: Chemical EquationsLearning Objectives:Represent chemical changes using word equations and chemical equationsDistinguish between different classes of chemical reactionsPredict the possible products of single displacement and double displacement reactionsDetermine whether a reaction has occurred based on evidence observedUse the principle of conservation of matter to balance chemical reactionsStarterWhat products are formed when you react a metal with an acid?Complete the equations below:Zn + HClMg + HNO3 Cu + H2SO4 Time: 15 minutesActivity 1Watch the following video about balancing equationsNow try to balance the equations from the starting activityTime: 15 minutesActivity 2We will be observing the different types of reactions:SynthesisDecompositionSingle DisplacementDouble DisplacementComplete the sheet to go along with the reactionsTime: 30 minutesClosing & HomeworkDiscuss the following questions with your groupWhat 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 minutesHomework Read Chem Talk, pg. 798Pg. 801 #1, 2, 4, 5Day 5: Chemical Energy (60 mins)Observe endothermic and exothermic reactionsDetermine whether energy changes are endothermic or exothermicObserve energy changes when matter changesStarterPut your hand on the ice pack on the desk.Draw a diagram to show which way heat is flowingHow do the chemicals in the cold pack lower the temperature?Time: 15 minutesActivity 1You will be performing 2 experiments:Baking soda + vinegarMagnesium + sulfuric acidFor each, record the temperature of the liquid before you add the solid to itAs the reaction is occurring, keep the thermometer in the system and record the highest/lowest temperature it reachesTime: 20 minutesActivity 2In your lab group, draw 2 graphs:EndothermicExothermicInclude:Labels & a titleH, EaExampleTime: 15 minutes

ClosingDescribe an endothermic reaction.Describe an exothermic reaction.Explain which is endothermic and which is exothermic:Bond breakingBond formingDistinguish between heat and temperature.Time: 5 minutesHomeworkRead Chem Talk, pg. 804Chemistry to go, pg. 807 #1, 4, 5Preparing for the chapter challenge, pg. 808Remember you need to sign up for a topic for your presentation Day 6: Reaction RatesDiscover conditions that make a reaction proceed faster or slowerDiscuss explanations for why this happens at the molecular levelStarterThe rate of reaction is the speed at which the reactants are converted to productsWhat 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 minutesActivity 1Move to your lab groupsComplete the table on the following pageInvestigation is set up at the backClean up when you are finishedTime: 45 minutesActivity 1InvestigationFastest speed?Slowest speed?Observations/ExplanationConcentration- Where is the reaction faster with a concentrated acid or dilute acid?Surface Area- Where is the reaction faster with a smaller surface area (large chunk) or larger surface area (small pieces)?Temperature- Where is the reaction faster in a cold temperature or hot temperature?Catalyst- Where is the reaction the fastest with a catalyst or without?Lab BenchesThe equipment in the lab benches is a complete messThere is a list of what items need to be in the lab benchOrganize the benches and tidy themIf you are missing equipment, let me knowActivity 2You will complete a CERR lab report for this lab activityUse this time to get started on itRemember when you hand it in, I want all the sections together. Due: November 8CERR Lab Write-UpClaim: 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 tableReasoning: 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?Homework Read Chem Talk, pg. 812Chemistry to go, pg. 814 #1, 2, 3, 6Preparing for the chapter challengeChapter Challenge: Monday, November 12 Sign up for a topicPresentation can be a maximum of 5 minutesDay 7: Acids, Bases & IndicatorsLearning Objectives:Identify common household acids and basesIdentify characteristic properties of acids and bases, and learn to tell the difference between acids and basesSee how strong acids and bases behave differently from weak acids and basesMake neutral solutions by combining an acid and base by titrationDetermine the pH of various solutions using indicatorsCategorize solutions based on the pH scaleUse the mathematical definition of pH

StarterWhat 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 minutesActivity 1Indicators are used to see whether a substance is acidic, basic, or neutralA reaction with a metal can also be usedWhat happens when a metal reacts with an acid?The indicators we will use today include:Litmus paper, phenophthalein, and methyl orangeWhat are some limitations to these indicators?Activity 1 (contd)Observations with Metal or IndicatorsCompoundMagnesiumLitmus PaperPhenol.Methyl OrangeVinegarMilkLemon juiceAmmoniaBleachWaterDish soapCarbonated drinkHNO3NaCl solutionActivity 1 (contd)Test the different substances with the 3 different indicatorsCan 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 minutesActivity 2Sit with 2-3 other people who are not in your lab groupCompare your findings and discuss any discrepanciesCategorize the compounds as either acidic, basic, or neutralTime: 15 minutesActivity 3Universal indicator can be used to show the strength of an acid or baseCreate a diagram that shows the colour range for universal indicator, the pH values for the colours, and some examples of substances that would be found at that pH valueTime: 20 minutesClosingCompare acids and bases with regards to the following characteristics:Taste, feel, pH, reaction with metalsWrite an equation that shows what happens when an acid reacts with waterWrite an equation that shows what happens with a base reacts with waterWhat is pH?Homework Read Chem TalkPg. 824 #1, 2, 3Preparing for the chapter challengeCERR lab report due November 8Day 8: Colour Reactions That Involve the Transfer of ElectronsLearning Objectives:Cause different metals to rust by oxidation-reduction (redox) reactionsDetermine what materials can react with metals, causing the metals to rustWrite the word equations and chemical equations for redox reactionsIdentify the materials that react, and the materials that are spectators in a redox reactionLearn how to impede rustingStarterWhat happens to old cars that are subjected to rain and snow?What happens to BBQ tools if they are left out in the rain?Why does this happen? Time: 15 minutesActivity 1We will be performing the following reactions:Zn + CuSO4Al + CuCl2Write word and symbol equations for themBalance the equationsLeave space between the equations for oxidation numbersTime: 15 minutesActivity 1 (contd)Zn + CuSO4 Cu + ZnSO4 Zinc + copper (II) sulfate copper + zinc sulfate2Al + 3CuCl2 3Cu + 2AlCl3Aluminum + copper (II) chloride copper + aluminum chloride

Activity 2Follow the directions for the reactions on pg. 826, 827Complete the questions for #1 and 2 as you go alongTime: 30 minutesActivity 3How do we know which substances have been oxidized, and which have been reduced?OIL RIG (oxidation is loss, reduction is gain)Leo the lion says GER (loss of electrons is oxidation, gain of electrons is reduction)Single elements have an oxidation number of 0Example:2Na + Cl2 2NaClSodium and chlorine both start with an oxidation number of 0Na oxidation number = +1Cl oxidation number = -1Activity 3 (contd)Complete the oxidation numbers worksheet with a partnerTime: 20 minutes

ClosingWhat is a redox reaction?How can you tell if an atom oxidized?How can you tell if an atom is reduced?What is a spectator in a reaction?Homework Read Chem Talk, pg. 828Pg. 829 #1, 2, 3, 4, 6Chapter Challenge November 12Summative Assessment November 12Day 9: Summative Assessment