Concept Presentation By Ewa SitarzHS Biology OISE/UT- 2010

Chemical ReactionLighten Up!

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

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

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!!!!

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

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…

“ 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

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

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

Assessment: Diagnostic TestHow much do you Remember?

Physical or Chemical Change?

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?]

Reactants and Products

+ +

Physical or chemical change?

Lesson 1: Introduction to Chemical Reactions

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

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

Lesson 1: Continuation…Students please

copy down the

overhead

BLAH, BLAH, BLAH, BLAH..

Lesson 1: Continuation…Student

s please copy down the

overhead

BLAH, BLAH, BLAH, BLAH..

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

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

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…

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

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

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]

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?

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…

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

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

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

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 ?

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…

Prom Night 2010!!!!

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!!!!!!!!!!

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

Thank You Any QUESTIONS!!!!!!

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