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Concept Presentation By Ewa SitarzHS Biology OISE/UT- 2010
Chemical ReactionLighten Up!
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Making Bread
Painting your toe
nails with nail polish
Brushing your teeth
Dying your hair
Washing your hair
Waxing your car
What do these words have in common?
?????????????????
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Chemical Reactions
Making Bread
Painting your toe
nails with nail polish
Brushing your teeth
Dying your hair
Washing your hair
Waxing your car
What do these words have in common?
Chemical Reactions
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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 + H2OSAFETY
FIRST!!!!
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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
OVERVIEW
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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)
Why kids are struggling with
Chemistry…
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“ I have so much to memorize for tomorrow’s chemistry unit test..”
“ 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 should have done all those practice problems that Ms. Sitarz assigned..”
Road blocks: Struggles
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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!!!!
Background
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Investigating chemical &
physical changes/
testing for gases
Chemical/physical properties
Chemical and physical
changes
Chemical bonding & Lab Component
Properties and
characteristics of
reactions
Balancing Equations
Types of Reactions
Identify, write the symbols, and formulas for common
elementsQuantities in
chemical reaction
Quantitative/qualitative relationships
Expectations: The Big Ideas
CHEMICAL REACTIONS
SNC 1D
SNC 2D
SCH 3U
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Assessment: Diagnostic TestHow much do you Remember?
Physical or Chemical Change?
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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?]
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Reactants and Products
+ +
Physical or chemical change?
Lesson 1: Introduction to Chemical Reactions
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Counting Atoms◦Subscripts versus Coefficients◦Classroom Activity: Counting Atoms (~1minute- Keep switching cards)Formative assessment
Includes Different Learning Styles
Lesson 1: Introduction to Chemical Reactions
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Using Marshmallows… (visual/tactile)
Mg + 02 MgO
WHY DO WE CARE? Building Blocks; Essential for Balancing Understanding Subscripts and Coefficients PRACTICE, PRACTICE, PRACTICE!!!!
COUNTING ATOMS
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Lesson 1: Continuation…Students please
copy down the
overhead
BLAH, BLAH, BLAH, BLAH..
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Lesson 1: Continuation…Student
s please copy down the
overhead
BLAH, BLAH, BLAH, BLAH..
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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
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Lesson 2: Balancing Chemical Reactions Take up homework
Counting atoms/Conservation of mass Take up problems/questions Critical for next section
Building Blocks
• Why Do Students Struggle with Balancing?
1. Starting point2. Misplaced Coefficients 3. Balanced?4. Scared/ Psyched out
BALANCING EQUATIONS
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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…
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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
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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 Equations2. Understanding What is really happening and Why3. Collaborative Contributions4. Stress Importance of Safety
Why Do they need to know this? Applicable to All fields of Employment
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Lesson 3: Types Group Activity
**Differentiated Instructions/ Addressing all Types of Learners**
• Activity: 1. Get into Groups of 42. Follow Teachers Instructions3. Together we go through Different Types[INCLUSIVE: Knowledge, Application, Inquiry,
Communication]
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Reaction #1: Synthesis
1. Teacher Demonstration: (Visual/Auditory) Burning Magnesium ribbon
Mg + O2 MgO + Energy 2. Student Demonstration: (Tactile)
Milk + Chocolate Chocolate Milk3. 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?
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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…
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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
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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-
ABA + B 4. Balance Equation- 2H2O2 2H2O + O2(g) 5. How do you test for O2 gas?- burning splint test- if
it re-lights
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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
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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 ?
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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…
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Prom Night 2010!!!!
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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 practiceLiteracy WorksheetsSET THEM UP FOR SUCCESS!!!!!!!!!!
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Lab Component Level 1 Level 2 Level 3 Level 4
Introduction N/A 0.5 1 1.5 2
Purpose N/A 0.5 1 1.5 2
Hypothesis N/A 0.5 1 1.5 2
Materials N/A 0.5 1 1.5 2
Procedure N/A 0.5 1 1.5 2
Observations/Results 1 2 3 4
Discussion
Observation & Results 1 2 3 4
Sources of Error 0.5 1 1.5 2
Conclsion N/A 0.5 1 2 3
Questions N/A
Format N/A 1 2 3 4
TOTAL
Science Lab Report Rubric
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Thank You Any QUESTIONS!!!!!!
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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