Unit 3: Cool Chemistry Show

Essential Questions How 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 Challenge Present an entertaining and informative science show to other students Content will include physical/chemical changes or acids/bases Presentation 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 Change Learning 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

Starter How do you know if a chemical change or physical change has occurred? Give 3 examples of each. Time: 15 minutes

Activity 1 Several 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 2 You 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

Starter Which 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 minutes Please hand in homework from last lesson

Activity 1 Move with your lab groups Complete the table on page 780 Read through steps 1-3 on page Time: 10 minutes

Activity 2 Move 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 way When you are finished, clean up and put the materials back where you got them Time: 45 minutes

Closing & Homework Discuss 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 Formulas Learning 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

Starter The 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 1 Write 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 2 A 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 3 If 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: Al 2 O 3 – Al 3+, O 2- ◦ 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 (SO 4 2-, CO 3 2-, NO 3 -, NH 4 +, etc.) Write the formula for the following: ◦ Potassium nitrate ◦ Potassium sulfate Write the name for the following: ◦ (NH 4 ) 2 SO 4 ◦ LiNO 3 Time: 10 minutes

Activity 5 Do chemical reactions occur every time reactants are mixed? Complete the reactions and fill out the table below Time: 20 minutes WaterVinegarAmmoniaHeat (Make a guess) Baking Soda Baking Powder Alka Seltzer

Closing & Homework How 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