Chemistry
2013-2014
Kelly Clark, Kelly Puder, Sheryl Rabinowitz, Sarah Warren
Unit 3: Reactions
Transfer Goal: I want you to learn that substances react in systematic, predictable ways so that you will be able to combine substances to produce a
desired result/product and avoid dangerous reactions.
Stage 1 – Desired Results
Established Goals
5.1 Science Practices: All students will understand that science is both a body
of knowledge and an evidence-based, model-building enterprise that
continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts
and principles of science and use measurement and observation tools to
assist in categorizing, representing, and interpreting the natural and designed
world.
B. Generate Scientific Evidence Through Active Investigations: Students
master the conceptual, mathematical, physical, and computational tools that
need to be applied when constructing and evaluating claims.
5.2 Physical Science: All students will understand that physical science
principles, including fundamental ideas about matter, energy, and motion, are
powerful conceptual tools for making sense of phenomena in physical, living,
and Earth systems science.
B. Substances can undergo physical or chemical changes to form new
substances. Each change involves energy.
21st Century Themes
( www.21stcenturyskills.org )
_X__ Global Awareness
___Financial, Economic, Business and
Entrepreneurial Literacy
___Civic Literacy
_X__Health Literacy
_X__Environmental Literacy
21st Century Skills
Learning and Innovation Skills:
___Creativity and Innovation
_X__Critical Thinking and Problem Solving
___Communication and Collaboration
Information, Media and Technology Skills:
_X__Information Literacy
_X__Media Literacy
_X__ICT (Information, Communications and
Technology) Literacy
Life and Career Skills:
___Flexibility and Adaptability
_X__Initiative and Self-Direction
LRHSD (2011) Adapted from ASCD © 2004
___Social and Cross-Cultural Skills
_X__Productivity and Accountability
___Leadership and Responsibility
Common Core Curriculum Standards for Math and English
(http://www.corestandards.org/)
Reading
3. Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the
specific results based on explanations in the text.
4. Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
8. Evaluate the hypotheses, data, analysis, and conclusions in a science or
technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information.
9. Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when
possible.
Writing
1. Write arguments focused on discipline-specific content.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
2. Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
b. Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s knowledge of
the topic.
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
9.Draw evidence from informational texts to support analysis, reflection, and
research.
LRHSD (2011) Adapted from ASCD © 2004
Enduring Understandings:
Students will understand that . . .
Essential Questions:
EU 1
When a chemical reaction occurs, atoms combine or rearrange, but matter is
always conserved.
EU 1
EU 2
Chemists analyze data to find patterns in order to predict how chemicals will
react.
EU 2
EU 3
The rates of reactions can determine their usefulness in the world.
EU 3
How is stuff made?
What happens when we mix stuff together?
Why would you want to speed up or slow down a reaction?
EU 4
When materials interact within a closed system, the total mass of the system
remains the same.
EU 4
Knowledge:
Students will know . . .
Skills:
Students will be able to . . .
EU 1
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EU 1
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EU 2
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Signs of a chemical reaction
Chemical Property vs. Physical Property
Chemical Change vs. Physical Change
Law of Conservation of Mass
Symbols used in equations
Types of reactions and patterns of reactivity
o Synthesis and decomposition - use reference sheet
o Single replacement - use activity series
o Double replacement - use solubility rules
o Combustion - complete unless otherwise noted
Net Ionic Equations (L1 and L2 only)
How does conservation of mass apply to the interaction of
materials in a closed system?
How does understanding mass relationships lead to the ability
to
manipulate chemical reactions?
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EU 2
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Use observations and measurements as evidence that a
chemical change did or did not occur.
Write and balance equations
Classify equations as combination, decomposition, single
replacement, double replacement, or combustion
Predict the products of a reaction
Write balanced net ionic equations (L1 and L2 only)
LRHSD (2011) Adapted from ASCD © 2004
EU 3
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EU 4
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Collision Theory
Exothermic and Endothermic reactions, Activation energy
Factors that influence rate
o temperature, concentration, pressure, particle size, catalyst,
inhibitor
Stoichiometry (grams, moles, liters, molecules)
Limiting reactant/excess reactant
Theoretical yield, percent yield, and actual yield
EU 3
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Predict the relative speed of a reaction based on the factors
present
Use an energy diagram to determine if a reaction is endothermic
or exothermic
EU 4
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Students will be able to perform stoichiometry calculations given
a balanced equation and data
• Students will be able to determine the limiting and excess
reactant given a balanced equation and data.
• Students will be able to determine the amount of excess
reactant left over after the reaction (HON/ACC only)
• Students will be able to calculate theoretical yield, use lab data
to determine actual yield, and subsequently calculate percent
yield
Note: Teacher may choose to give CP students a “mole map” or
conversion chart to assist in solving these problems
Stage 2 – Assessment Evidence
Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
You are a firefighter and need to convince the citizens of your town about the importance of installing a carbon monoxide detector in their homes. Design
a PSA that will run on the local news station to persuade them to install a detector. Be sure to address properties of carbon monoxide, sources of carbon
monoxide in the home, and the biological effects of carbon monoxide poisoning (EU1,2)
Your history teacher, (while giving you extra homework!), tells you that chemistry has nothing to do with his/her subject and he/she has no idea why you
are taking it. Your job is to create a short video, presentation or brochure about why students need chemical knowledge. Focus on the fact that many
chemicals/reactions throughout history have served to completely change our world. Examples range from TNT to caffeine to the synthesis of many
LRHSD (2011) Adapted from ASCD © 2004
important pharmaceuticals. Choose one important reaction or chemical and research the changes this particular chemical or chemical process has had
on human history. Be sure to include all relevant chemical reactions and label and explain each (EU1,2)
You are a science teacher designing an experiment/lab for your middle school students to test preservatives that are utilized in common foods. You will
need to write an introduction, safety, material list, procedure, data table and follow-up questions for your students.(EU1,2,3)
Many products take advantage of chemistry in order to change the rate of certain common reactions to suit their needs. Hand warmers are one such
example. Create a brochure that will be included in the product packaging to inform the consumer about how it works. Research the chemical reaction
involved and list at least 3 factors manipulated by the company in order to change the rate of this ordinary reaction and what affect this factor has on
this reaction. (EU3)
You are an employee of the DuPont Chemical Industry working with a team of 3-4 chemists. The laboratory division for which you work for focuses on the
synthesis of ammonia (NH3) from hydrogen and nitrogen gas. (This reaction is commonly referred to as the Haber Process) Your supervisor has informed
your group that he needs you to produce at least 125 grams of ammonia by the end of the day or else your division will be shut down. When checking
your supplies you realize that you have exactly 100 grams of nitrogen and 30 grams of hydrogen gas.
Will your group still be employed at the end of the day? (from http://www.wmich.edu/chemed/documents/Limiting_Reactant_Inquiry_Activity.pdf) (EU4)
Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
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Tests and Quizzes on balancing and predicting equations, factors effecting rates of reaction, and equilibrium/reversibility
Lab Questions from Reactions Lab and Replacement lab
Rate of Reactions Chart
Balancing Equations Race
Tests and Quizzes on
o Stoichiometry (grams, moles, liters, molecules)
o Limiting reactant/excess reactant
Real World Stoichiometry Activity
What’s a Mole in Chemistry Lab
LRHSD (2011) Adapted from ASCD © 2004
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements. Each
learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T= Transfer.
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Teacher demo (A)
o Mixing water, food coloring, baking soda , glycerin, dish detergent and vinegar
o Students make a list chemical reaction or not (mixture vs. reaction)
Baggie Chemistry Mini-lab (M/T)
(http://kisdwebs.katyisd.org/campuses/BDJH/teacherweb/bdjh8thgtsci/Lists/Calendar/Attachments/54/10%206%20chemistry%20in%20a%20bag.
pdf )
Teacher-led Discussion on reactions and symbols (A)
Balancing Equations Pogil (A/M) http://www.pogil.org/uploads/media_items/balancing-chemical-reactions.original.pdf
Using the Internet to Learn How to Balance Equations (http://funbasedlearning.com/chemistry/chemBalancer/default.htm) (A/M)
Balancing Equations Worksheet (A)
Balancing Equations Race Activity (A)
Revisit Demo/Lab: Develop a way to test conservation of matter using the “ingredients” from the demo (M/T)
Shall We Dance? Pogil (A/M) http://www.pogil.org/uploads/media_items/classifying-types-of-chemical-reactions.original.pdf
Puzzle book activity reaction types (A)
Replacement Reaction Lab (T)
WS to Practice predicting products (A/M)
Reaction Types Lab (T)
Endothermic/Exothermic Discovery mini-lab http://suite101.com/article/basic-chemistry-in-a-bag-a98861 (A/M)
Teacher led demo and discussion on factors that affect reaction rates
o Temperature and Tea
o Mg in 1M HCl vs. 3M HCl
o Alka-seltzer in water (whole vs. smashed up, in Erlenmeyer with balloons)
o H2O2 with MnO2
o Fill in chart with reaction, prediction, observation, and explanation (A/M)
Iodine Clock Reaction demo (optional) (M/A)
o What is the effect of temperature, concentration, catalyst?
LRHSD (2011) Adapted from ASCD © 2004
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Stoichiometry (grams, moles, liters, molecules)
o Students list all conversion factors related to the mole (A)
o Construct a Mole Road Map using those conversion factors( used as an aid for L3) (M)
o Practice set up of Stoichiometry problems (A)
Stoichiometry practice worksheets ( many) (A/M)
Oreo Stoich Lab (M)
Real World Stoichiometry Dilemma Activity ( complete activity in small groups)(T)
o Use activity to introduce Limiting reactant/excess reactant (A/M)
POGIL What Happens if I run Out of Ingredients (Reactants) (T)
Ice Cream Soda Stoichiometry (T)
S’Mores Lab Activity (T)
Teacher Led Discussion: Theoretical yield, percent yield, and actual yield (A)
Worksheets to practice calculations with Theoretical, actual, and percent yield (A/M)
“What is a Mole in Chemistry?” Lab Activity – Copper (II) sulfate and Magnesium reaction Lab (T)
o Students’ conduct a lab in which they measure out all reactants, conduct experiment, separate and weigh products and then calculate
theoretical, actual, and percent yield and evaluate data.
LRHSD (2011) Adapted from ASCD © 2004