1. Concept Presentation: Writing and Balancing Reactions Presented by: Ann Hu

2. Opener Song on: Don’t break the LawDon’t break the Law

3. Agenda Background Information: Prior Knowledge & Overall place within the curriculum Comparison of Grade 10 vs. Grade 11 Lesson Sequence + Common Misconceptions Accommodations Application Activities Q & A

4. Background Information Prior Knowledge ◦ Counting Atoms & Building Molecules (grade 9) ◦ Connections of chemical reactions to the environment ◦ Types of bonding ◦ Chemical Naming and Formula ◦ Lewis Dot Diagrams Location within the course ◦ In grade 10, toward the middle of the chemistry unit.  Chemical and Physical Changes  Types of Bonding & Naming  Writing and Balancing Equation  Types of Reaction  Properties of Acids and Bases  Neutralization ◦ In grade 11, within unit 2.

5. SNC2D vs. SCH3U GRADE 10 (Academic) C1. analyse a variety of safety and environmental issues associated with chemical reactions, including the ways in which chemical reactions can be applied to address environmental challenges C1.1 analyse, on the basis of research, various safety and environmental issues associated with chemical reactions and their reactants and/or product(s) C1.2 analyse how an understanding of the properties of chemical substances and their reactions can be applied to solve environmental challenges C2.4 use an inquiry process to investigate the law of conservation of mass in a chemical reaction C3.2 explain, using the law of conservation of mass and atomic theory, the rationale for balancing chemical equations C3.4 write word equations and balanced chemical equations for simple chemical reactions GRADE 11 (University)-selected D2. investigate quantitative relationships in chemical reactions, and solve related problems; C2.2 write balanced chemical equations to represent synthesis, decomposition, single displacement, double displacement, and combustion reactions, using the IUPAC nomenclature system D2.3 solve problems related to quantities in chemical reactions by performing calculations involving quantities in moles, number of particles, and atomic mass D2.5 calculate the corresponding mass, or quantity in moles or molecules, for any given reactant or product in a balanced chemical equation as well as for any other reactant or product in the chemical reaction 2D introduced in the form of simple equations whereas 3U introduced as part of the process. 2D used it as extension of “the Law of Conservation of Mass”, and 3U used it as introduction to “Stoichiometry”

6. Lesson Sequence Lesson 1: Counting Atoms Lesson 2: Lab-Law of Conservation of Mass Lesson 3: Writing Equations Lesson 4: Balancing Equations Day1+ Lesson 5: Balancing Equations Day 2 Lesson 6-7: Types of Reactions

7. Lesson 1: Counting Atoms Focus: Review the use of subscript and introduce the use of coefficient. Plan ◦ Warm Up: Use analogy to describe atoms vs. molecules, elements vs. compound ◦ Dry Lab (molecular model kits) ◦ Placemat Activity (Team Game Challenge) Placemat Activity (Team Game Challenge) Misconception #1: Students may place subscript as superscript or coefficient ◦ Cause: Students may have connected the ideas of subscript with exponent ◦ Suggestion: reinforce superscript is for charge whereas subscript is to indicate number Back Lesson menu

8. Lesson 2: Lab-Law of Conservation of Mass Focus: Through inquiry, students will be able to observe Law of Conservation of Mass. Plan ◦ Lab Lab ◦ Video: http://www.youtube.com/watch?v=QjVYz00-Kxchttp://www.youtube.com/watch?v=QjVYz00-Kxc Misconception #2: Gases has no mass, therefore don’t follow the Law of Conservation of Mass ◦ Cause: Gases tend to escape into the atmosphere ◦ Suggestion: reinforce the Law of Conservation of Mass include ALL particles Back Lesson menu Copper (II) Hydroxide solution Sodium sulphate solution

9. Lesson 3: Writing Equations Focus: How to write word equations. Plan ◦ Warm Up: A reaction produces products lighter than the reactants, explain. ◦ Content ◦ TPS: misconceptions ◦ Group Activity Group Activity Misconceptions #3: Equal signs may be mistakenly used in place of the arrow in a chemical equation ◦ Cause: relating math to science ◦ Suggestion: reinforce products and reactants are completely different (e.g. H 2 +O 2  H 2 O) Common mistakes: ↑ can be used on both side of the reactions; ∆ and electricity on the reactant side Back Lesson menu

10. Lesson 4: Balancing Equation Day 1 Focus: Relating Law of Conservation of Mass to Balancing equations (simple) Plan ◦ Differentiated instruction for different learners.  Proportional Reasoning  Draw molecules  Bingo activity Bingo activity ◦ Online resource Online resource Back Lesson menu H 2 +Cl 2  HCl changed to H 2 +Cl 2  2HCl Lesson 5: Balancing Equation Day 2 Focus: Relating Law of Conservation of Mass to Balancing equations (more complex) Plan ◦ Group Challenge ◦ Online resource Online resource N 2 +H 2  NH 3 & Na+H 2 O  NaOH+H 2

11. Misconceptions Within Balancing Equation Misconceptions #4: Changing Subscripts in Chemical Formulas Plan ◦ Cause: unable to count atoms, bonding, both sides equal ◦ Suggestion: shows the effect of changing subscript; Reinforce the difference between coefficients vs. Subscript Misconceptions #5: “Sum of coefficients before and after must be the same” & “Whatever the subscript is for an element on the reactant side of the equation, the same subscript must be used for that element on the product side” ◦ Cause: the Law of Conservation of Mass ◦ Suggestion: Bingo chips Back Lesson menu

12. Misconceptions Within Balancing Equation Misconceptions #6: Balancing Equations is strictly algorithmic exercise ◦ Cause: no connection that the letter represents a “molecule”. ◦ Suggestion: ask students to draw the molecules or use of words to explain their understanding Back Lesson menu McGoey, J., 2007

13. Lesson 6/7: Types of Reaction Focus: Continuation of the previous concepts Plan ◦ Include application of Balancing Reaction. Back Lesson menu

14. Accommodations Bingo activity can provide hands on activity. Whiteboard ideas and group work helps with communication. Encourage ELL students to translate the steps into their own language. Accommodate ELL students in the evaluation by providing language easy test, and for Special Needs according to ILP.

15. Application Tied all concepts of chemical reaction together. ◦ EUT: Grocery store Chemical EUT: Grocery store ChemicalActivities 2 Stations. ◦ Bingo Activity ◦ Application of Activity Write your result on the whiteboard (3-2-1)

16. Questions? Any Questions?