1. Unit 3: Cool Chemistry Show

2. 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?

3. 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

4. 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

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

6. 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

7. 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 Due: October 25 Time: 10 minutes

8. 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

9. 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

10. 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

11. Activity 1 Move with your lab groups Complete the table on page 780 Read through steps 1-3 on page 779-781 Time: 10 minutes

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. Day 4: Chemical Equations Learning Objectives: ◦ Represent chemical changes using word equations and chemical equations ◦ Distinguish between different classes of chemical reactions ◦ Predict the possible products of single displacement and double displacement reactions ◦ Determine whether a reaction has occurred based on evidence observed ◦ Use the principle of conservation of matter to balance chemical reactions

23. Starter What products are formed when you react a metal with an acid? Complete the equations below: ◦ Zn + HCl  ◦ Mg + HNO 3  ◦ Cu + H 2 SO 4  Time: 15 minutes

24. Activity 1 Watch the following video about balancing equations Now try to balance the equations from the starting activity Time: 15 minutes

26. Activity 2 We will be observing the different types of reactions: ◦ Synthesis ◦ Decomposition ◦ Single Displacement ◦ Double Displacement Complete the sheet to go along with the reactions Time: 30 minutes

27. Closing & Homework Discuss the following questions with your group ◦ What 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 minutes

28. Homework Read Chem Talk, pg. 798 Pg. 801 #1, 2, 4, 5

29. Day 5: Chemical Energy (60 mins) Observe endothermic and exothermic reactions Determine whether energy changes are endothermic or exothermic Observe energy changes when matter changes

30. Starter Put your hand on the ice pack on the desk. ◦ Draw a diagram to show which way heat is flowing How do the chemicals in the cold pack lower the temperature? Time: 15 minutes

31. Activity 1 You will be performing 2 experiments: ◦ Baking soda + vinegar ◦ Magnesium + sulfuric acid For each, record the temperature of the liquid before you add the solid to it As the reaction is occurring, keep the thermometer in the system and record the highest/lowest temperature it reaches Time: 20 minutes

32. Activity 2 In your lab group, draw 2 graphs: ◦ Endothermic ◦ Exothermic Include: ◦ Labels & a title ◦ Δ H, E a ◦ Example Time: 15 minutes

34. Closing Describe an endothermic reaction. Describe an exothermic reaction. Explain which is endothermic and which is exothermic: ◦ Bond breaking ◦ Bond forming Distinguish between heat and temperature. Time: 5 minutes

35. Homework Read Chem Talk, pg. 804 Chemistry to go, pg. 807 #1, 4, 5 Preparing for the chapter challenge, pg. 808 Remember you need to sign up for a topic for your presentation

36. Day 6: Reaction Rates Discover conditions that make a reaction proceed faster or slower Discuss explanations for why this happens at the molecular level

38. Starter The rate of reaction is the speed at which the reactants are converted to products ◦ What 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 minutes

39. Activity 1 Move to your lab groups Complete the table on the following page Investigation is set up at the back Clean up when you are finished Time: 45 minutes

40. Activity 1 InvestigationFastest speed? Slowest speed? Observations/Exp lanation Concentration - 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?

41. Lab Benches The equipment in the lab benches is a complete mess There is a list of what items need to be in the lab bench Organize the benches and tidy them If you are missing equipment, let me know

42. Activity 2 You will complete a CERR lab report for this lab activity Use this time to get started on it Remember when you hand it in, I want all the sections together. Due: November 8

43. CERR Lab Write-Up Claim: 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 table Reasoning: 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?

44. Homework Read Chem Talk, pg. 812 Chemistry to go, pg. 814 #1, 2, 3, 6 Preparing for the chapter challenge Chapter Challenge: Monday, November 12 ◦ Sign up for a topic ◦ Presentation can be a maximum of 5 minutes

45. Day 7: Acids, Bases & Indicators Learning Objectives: ◦ Identify common household acids and bases ◦ Identify characteristic properties of acids and bases, and learn to tell the difference between acids and bases ◦ See how strong acids and bases behave differently from weak acids and bases ◦ Make neutral solutions by combining an acid and base by titration ◦ Determine the pH of various solutions using indicators ◦ Categorize solutions based on the pH scale ◦ Use the mathematical definition of pH

46. Starter What 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 minutes

47. Activity 1 Indicators are used to see whether a substance is acidic, basic, or neutral A reaction with a metal can also be used ◦ What happens when a metal reacts with an acid? The indicators we will use today include: ◦ Litmus paper, phenophthalein, and methyl orange What are some limitations to these indicators?

48. Activity 1 (cont’d) Observations with Metal or Indicators CompoundMagnesiumLitmus PaperPhenol.Methyl Orange Vinegar Milk Lemon juice Ammonia Bleach Water Dish soap Carbonated drink HNO 3 NaCl solution

49. Activity 1 (cont’d) Test the different substances with the 3 different indicators Can 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 minutes

50. Activity 2 Sit with 2-3 other people who are not in your lab group Compare your findings and discuss any discrepancies Categorize the compounds as either acidic, basic, or neutral Time: 15 minutes

51. Activity 3 Universal indicator can be used to show the strength of an acid or base Create 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 value Time: 20 minutes

52. Closing Compare acids and bases with regards to the following characteristics: ◦ Taste, feel, pH, reaction with metals Write an equation that shows what happens when an acid reacts with water Write an equation that shows what happens with a base reacts with water What is pH?

53. Homework Read Chem Talk Pg. 824 #1, 2, 3 Preparing for the chapter challenge CERR lab report due November 8

54. Day 8: Colour Reactions That Involve the Transfer of Electrons Learning Objectives: ◦ Cause different metals to rust by oxidation- reduction (redox) reactions ◦ Determine what materials can react with metals, causing the metals to rust ◦ Write the word equations and chemical equations for redox reactions ◦ Identify the materials that react, and the materials that are spectators in a redox reaction ◦ Learn how to impede rusting

55. Starter What 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 minutes

56. Activity 1 We will be performing the following reactions: ◦ Zn + CuSO 4 ◦ Al + CuCl 2 Write word and symbol equations for them Balance the equations Leave space between the equations for oxidation numbers Time: 15 minutes

57. Activity 1 (cont’d) Zn + CuSO 4  Cu + ZnSO 4 Zinc + copper (II) sulfate  copper + zinc sulfate 2Al + 3CuCl 2  3Cu + 2AlCl 3 Aluminum + copper (II) chloride  copper + aluminum chloride

58. Activity 2 Follow the directions for the reactions on pg. 826, 827 Complete the questions for #1 and 2 as you go along Time: 30 minutes

59. Activity 3 How 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 0 Example: ◦ 2Na + Cl 2  2NaCl ◦ Sodium and chlorine both start with an oxidation number of 0 ◦ Na – oxidation number = +1 ◦ Cl – oxidation number = -1

60. Activity 3 (cont’d) Complete the oxidation numbers worksheet with a partner Time: 20 minutes

61. Closing What 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?

62. Homework Read Chem Talk, pg. 828 Pg. 829 #1, 2, 3, 4, 6 Chapter Challenge – November 12 Summative Assessment – November 12

63. Day 9: Summative Assessment