Unit 3: Cool Chemistry Show

Essential 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 concepts

Written summary + directions for the show and explanations of the chemistry

You may work in groups, topics will be assigned

Day 1: Chemical and Physical ChangeLearning 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

StarterHow do you know if a chemical

change or physical change has occurred?

Give 3 examples of each.Time: 15 minutes

Activity 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 change

Time: 60 minutes

Activity 2You will do a lab write up for this

laboratory following the CERR model

Check wiki for what to include for write up

Time: 10 minutes

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

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

StarterWhich 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 minutesPlease hand in homework from

last lesson

Activity 1Move with your lab groupsComplete the table on page 780Read through steps 1-3 on page

779-781Time: 10 minutes

Activity 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 them

Time: 45 minutes

Closing & 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?

Homework◦Chemistry to Go, pg. 784 #1, 2, 3◦Preparing for the Chapter Challenge◦Lab report due on Thursday

Day 3: Chemical Names and FormulasLearning 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

StarterThe 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

Activity 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, lead

Time: 15 minutes

Activity 2A 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

Activity 3If 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

Activity 4 Some ionic compounds involve

polyatomic ions◦Sulfate (SO4

2-, 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

Activity 5Do chemical reactions occur

every time reactants are mixed?Complete the reactions and fill

out the table belowTime: 20 minutes

Water Vinegar Ammonia Heat (Make a guess)

Baking Soda

Baking Powder

Alka Seltzer

Closing & 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,

6◦Preparing for the Chapter Challenge

Day 4: Chemical Equations

Day 5: Chemical Energy (60 mins)

Day 6: Reaction Rates

Day 7: Acids, Bases & Indicators

Day 8: Colour Reactions

Day 9: Summative Assessment