Chemistry Unit 7: Chemical Equations and Reactions; Textbook Connection: Chapters 8 and 13 Learning Targets Learning Target Assessment I can correctly identify the parts of a chemical equation. Name ___________________________________ Block _________ Score: 5 4 3 Test #1 1 Test #2 I can correctly balance chemical reactions and identify the type of reaction taking place. I can correctly write/balance a formula chemical equation from a word chemical equation. I can apply solubility rules to predict products in chemical reactions.
I can explain the difference between and identify total ionic equations, net ionic equations, and spectator ions. 2 Please note – Learning Target Checks (LTCs) cannot be retaken. Test #1 is worth 25 points and Test #2 is worth 15 points. Test #3 will be worth 10 points and with completion of this learning packet the opportunity to replace Test #1 score with the sum of Test #2 and Test #3 is available. You are strongly encouraged to monitor your level of understanding for the learning targets using the table above. *Modern Chemistry – Sarquis.Sarquis; Houghton, Mifflin, Harcourt (2017) Date My homework Date My homework LT 1: I can correctly identify the parts of a chemical equation. LEVEL 1 PRACTICE: Questions and Problems 1. Explain the Law of Conservation of Mass and how it applies to balancing equations.
2. How can you determine if a chemical change (equation) has occurred?
3. Describe the substances found on the left side of the equation.
4. Describe the substances found on the right side of the equation.
5. What does the arrow signify?
6. What are the symbols for different states of matter (4 of them)?
Reflect: What do I need to work on? What steps will I take to understand and apply the concepts better? LT 2: I can correctly balance chemical reactions and identify the type of reaction taking place. LEVEL 1 PRACTICE: Questions and Problems 7. To balance an equation, what numbers do you change?
8. What is the best way to start balancing a chemical equation?
In Class Examples:
1. _____ H2 + _____ Cl2 à _____ HCl
2. _____ Mg + _____ O2 à _____ MgO
3. _____ CH4 + _____ O2 à _____ CO2 + _____ H2O
4. _____ BaCl2 + _____ Al2(SO4)3 à _____ BaSO4 + _____ AlCl3
5. _____ H2SO4 + _____ NaOH à ______ Na2SO4 + _____ H2O
6. _____C7H16 +
______O2 à ____CO2
+ ___ H2O
Independent Practice/Homework:
1. _____ HgO à _____ Hg + _____ O2
2. _____N2 + _____ H2 à _____ NH3
3. _____ KMnO4 à _____ K2O + _____ MnO + _____ O2
4. _____ Fe + _____ HCl
à _____FeCl2 + _____ H2
5. _____ H2O2 à _____ H2O + _____ O2
6. _____ Al(OH)3 + _____ H2SO4 à _____ Al2(SO4)3 + _____ H2O
7. _____ NaClO3
à _____ NaCl
+ _____ O2
8. _____ BaCl2 + _____ K3PO4 à _____ Ba3(PO4)2 + _____ KCl
9. _____ CO2 + _____ H2O
à_____ C6H12O6
+ _____ O2
10. _____ Na2O2 + _____ H2O à _____ NaOH + _____ O2
11. _____ Al2(SO4)3 + _____ Ca(OH)2 à _____ Al(OH)3 + _____ CaSO4
12. _____ BaO + _____ H2SO4 à _____ BaSO4
+ _____ H2O
13. _____ NaOH + _____ Cl2 à _____ NaCl + _____ NaClO + _____ H2O
14. _____ Na2O2 + _____ H2SO4 à _____ Na2SO4 + _____ H2O2
15. _____ SiCl4 + _____ H2O à _____ H4SiO4 + _____ HCl
16. _____ H2SO4 + _____ HI à _____ H2S + _____ I2 + ____ H2O
Reflect: What do I need to work on? What steps will I take to understand and apply the concepts better? LT 3: I can correctly write/balance a formula chemical equation from a word chemical equation. LEVEL 1 PRACTICE: Questions and Problems Balancing Word Equations
In class examples:
1. potassium chlorate à potassium chloride + oxygen
2. silver nitrate + sodium chloride à silver chloride + sodium nitrate
3. When solid copper reacts with aqueous silver nitrate, the products are aqueous copper (II) nitrate and silver metal.
Independent Practice/Homework:
(Don’t forget diatomic molecules and to balance charges with subscripts and atoms with coefficients!)
1. magnesium + oxygen à magnesium oxide
2. sodium + water à sodium hydroxide + hydrogen
3. potassium + chlorine à potassium chloride
4. potassium hydroxide + sulfuric acid à potassium sulfate + water
5. sulfuric acid + iron à iron (II) sulfate + hydrogen
6. zinc + hydrogen chloride à zinc (II) chloride + hydrogen
7. When isopropanol (C3H8O) burns in oxygen, carbon dioxide, water, and heat are produced. (Be sure to use symbols to
indicate state)
8. When sodium metal reacts with iron (II) chloride, iron metal and sodium chloride are formed. (Be sure to use symbols to
indicate state)
9. When dissolved beryllium chloride reacts with dissolved silver nitrate in water, aqueous beryllium nitrate and silver chloride
powder are made. (Be sure to use symbols to indicate state)
Reflect: What do I need to work on? What steps will I take to understand and apply the concepts better? LT 4: I can correctly balance chemical reactions and identify the type of reaction taking place. LEVEL 1 PRACTICE: Questions and Problems Types of Reactions
Match the following reaction types to their general equation:
1.
2.
3.
4.
5.
Column A
Column B
AB ⇒ A + B
A + B ⇒ AB
Hydrocarbon + O2 ⇒ CO2 + H2O
AX + BY ⇒ AY + BX
A + BX ⇒ AX + B
A) Single Displacement
B) Double Displacement
C) Synthesis
D) Decomposition
E) Combustion
6. Does the following equation represent a combustion reaction, a synthesis reaction, or both? Explain your answer.
2 C + O2 ⇒ 2CO2 + energy
7. Why is it incorrect to say that a compound is broken down into its component elements in a decomposition reaction?
8. When soap is added to hard water, solid soap scum forms. When water is added to baking powder, carbon dioxide bubbles
form. When lemon juice is added to household ammonia solution, water is one of the products. Tell how you know a
double-displacement reaction has occurred in each case.
Write in the type of reaction for each of the following scenarios:
9. Aluminum lawn furniture becomes coated with aluminum oxide outside.
10. Chlorine gas is bubbled through calcium bromide solution. The solution turns brown.
11. Propane is a common household fuel. When burned, water and carbon dioxide form.
12. Steel wool burns, forming an iron oxide.
13. When an electric current is passed through molten potassium bromide, potassium and bromine form.
14. When solutions of sodium iodide and lead (II) nitrate are combined, a yellow solid forms.
15. Define synthesis reaction
Write 3 examples of synthesis reactions found earlier in the packet.
16. Define decomposition reaction
Write 3 more decomposition reactions found earlier in the packet.
17. Define single-replacement reaction
a. Using variables, write the 2 ways a general single-replacement reaction can be written.
b. Write 3 examples single-replacement reactions found earlier in the packet. Identify which element is being
'replaced.'
18. Define double-replacement reaction
c. Write 3 examples of double replacement reactions found earlier in the packet.
19. Define combustion reaction
d. What element will always be a reactant in a combustion reaction?
e. What compounds will always be products in a combustion reaction containing carbon compounds as one of the
reactants? (though not always products in all combustion reactions)
d. Write one example of a combustion reaction found earlier in the packet.
Identifying the Reaction
Determine the type of chemical reaction. Choose from combustion, synthesis, decomposition, single-replacement or double
replacement.
20. Na3PO4 + KOH ----> 3NaOH + K3PO4
____________________________________
21. MgCl2 + Li2CO3 ----> MgCO3 + 2LiCl
____________________________________
22. C6H12 + 9O2 ----> 6 CO2 + 6 H2O
____________________________________
23. Pb + FeSO4 ----> PbSO4 + Fe
____________________________________
24. P4 + 3 O2 ----> 2 P2O3 25. 2 NO2 à O2 + N2
____________________________________ ____________________________________
26. Balance the following equations and indicate the type of reaction taking place:
A)
____ NaBr + ____ H3PO4 ⇒ ____ Na3PO4 + ____ HBr
Type of reaction: ____________________
B)
____ Ca(OH)2 + ____ Al2(SO4)3 ⇒ ____ CaSO4 + ____ Al(OH)3
Type of reaction: ____________________
C)
____ Mg + ____ Fe2O3 ⇒ ____ Fe + ____ MgO
Type of reaction: ____________________
D)
____ C2H4 + ____ O2 ⇒ ____ CO2 + ____ H2O
Type of reaction: ____________________
E)
____ PbSO4 ⇒ ____ PbSO3 + ____ O2
Type of reaction: ____________________
F)
____ NH3 + ____ I2 ⇒ ____ N2I6 + ____ H2
Type of reaction: ____________________
G)
____ H2O + ____ SO3 ⇒ ____ H2SO4
Type of reaction: ____________________
H)
____ H2SO4 + ____ NH4OH ⇒ ____ H2O + ____ (NH4)2SO4
Type of reaction: ____________________
Part 3: Predict the Products
Determine if the following single replacement reactions occur ,write correct formulas for the products in the reactions that do
occur, and balance. Write NR for reactions that do not occur. (activity series in textbook-Level 2)
1) Al + Pb(NO3)2 --->
2) Cl2 + NaI --->
3) Al + CuCl2 --->
4) Au + HCl --->
4) Br2 + CaI2 --->
5) Mg + HCl --->
6) Zn + H2SO4 --->
7) Zn + KI --->
Write correct formulas for the products in these double replacement reactions and balance.
1) Ca(OH)2 + H3PO4 --->
2) K2CO3 + BaCl2 --->
3) Cd3(PO4)2 + (NH4)2S --->
4) Co(OH)3 + HNO3 --->
5) Al(OH)3 + HC2H3O2 --->
6) Al2(SO4)3 + Ca3(PO4)2 --->
Reflect: What do I need to work on? What steps will I take to understand and apply the concepts better? LT 5: I can explain the difference between and identify total ionic equations, net ionic equations, and spectator ions.. LEVEL 1 PRACTICE: Questions and Problems Predict if the following substances are likely to be soluble or insoluble in water using the solubility rules
1. aluminum nitrate
_____________________
2. magnesium chloride
_____________________
3. rubidium sulfate
_____________________
4. nickel (II) hydroxide
_____________________
5. lead (II) sulfide
_____________________
6. magnesium hydroxide
_____________________
7. iron (III) phosphate
_____________________
8. calcium carbonate
_____________________
Predict the identity of the precipitate that forms when aqueous solutions of the following substances are mixed. Write no
reaction if no precipitate is likely
1. FeCl3 and H3PO4
_____________________
2. Ba(NO3)3 and Na2SO4
_____________________
3. KCl and FeSO4
_____________________
4. Pb(NO3)2 and HCl
_____________________
5. Ca(NO3)2 and NaCl
_____________________
6. (NH4)2S and CuCl2
_____________________
1. Explain what happens when an ionic substance is dissolved in water.
2. Write dissociation reactions for the following:
a. AgNO3 à
b. CaBr2 à
c. BaSO4 à
3. What is a precipitation reaction? How can you determine if the reaction occurs?
Solubility Rules
*See “Best Friend” Sheet
Part 2: Describing Reactions in Aqueous Solutions - TIE, NIE, and Spectator Ions
1. Why are complete ionic equations more informative than molecular equations for reactions of ions in aqueous solutions?
2. What is the difference between a complete/total ionic equation and a net ionic equation?
3. Why are spectator ions left out of the net ionic equation?
4. What substance is designated with an (s) in the net ionic equation? What state designation do the other substances have?
5. Why is it necessary to balance the molecular equation before writing the total and net ionic equations?
In-class practice:
6. manganese(II) chloride (aq) +ammonium carbonate (aq) ⇒ manganese(II) carbonate ( ) + ammonium chloride ()
Balanced Equation:
TIE:
NIE:
Spectator:
7. BeI2 (aq) + Cu2SO4 (aq) à
TIE:
NIE:
Spectator Ions:
8. calcium hydroxide (aq)
Balanced Equation:
TIE:
NIE:
Spectator Ions:
+
iron(III) chloride (aq) à
Independent Practice: Show the total ionic and net ionic forms of the following equations. List the spectator ions. If all
species are spectator ions, please indicate that no reaction takes place (NR). Note! You need to make sure the original equation
is balanced before proceeding to the others!
1. AgNO3 (aq) + KCl (aq)
à
AgCl (
) + KNO3 (
)
TIE:
NIE:
Spectator Ions:
2. Mg(NO3)2 (aq)
+ Na2CO3 (aq)
à MgCO3 (
) +
NaNO3 (
)
TIE:
NIE:
Spectator Ions:
3. strontium bromide (aq) + potassium sulfate (aq) à strontium sulfate ( ) + potassium bromide ( )
Balanced Equation:
TIE:
NIE:
Spectator Ions:
4. chromium(III) nitrate (aq)
+ iron(II) sulfate (aq) à chromium(III) sulfate (
Balanced Equation:
TIE:
NIE:
Spectator Ions:
5. K3PO4 (aq) + Al(NO3)3 (aq) à
TIE:
NIE:
Spectator Ions:
6. Ni(NO3)3 (aq)
TIE:
NIE
Spectator Ions:
+ KBr (aq) à
) + iron(II) nitrate (
)
7. cobalt(III) bromide (aq) + potassium sulfide (aq)
à
Balanced Equation:
TIE:
NIE:
Spectator Ions:
8. barium nitrate (aq)
+
ammonium phosphate (aq)
à
Balanced Equation:
TIE:
NIE:
Spectator Ions:
Review Part 3: Ions in Solution
1. Explain the difference between ionization and dissociation.
2. What determines how much a solute ionizes in solution?
3. Explain how to tell the difference between a strong electrolyte and a weak electrolyte.
Level 2 Practice: Redox Reactions
1. What is a redox or oxidation-reduction reaction?
2. What is an oxidation? How can you tell that a substance has been oxidized?
3. What is a reduction? How can you tell that a substance has been reduced?
Identify the substances being oxidized and reduced:
4. MnO4- + Fe2+ à Mn2+ + Fe3+
5. Cu + NO3- à Cu2+ + NO (g)
6. Pb + PbO2 + SO42- à PbSO4
7. Fe(CN)6-4 + MnO4- à Mn2+ + Fe3+ + CO2 + NO3Reflect: What do I need to work on? What steps will I take to understand and apply the concepts better? CCRS for this Unit: Description Secure (S) Developing (D) Beginning (B) Score CCRS #1 Creates and monitors a Creates a personal Implements teacher-­‐‑
How well do personal organization plan organization plan to designed organization you that sets and prioritizes accomplish a task or plan to accomplish a productively goals within a timeframe. meet goals by using task or goal. Examples: I do not work towards Examples: I finish all of my work on available resources and typically finish my work on accomplishing time and study frequently over the meeting deadlines. course of the unit;; I use quizlet time and rarely, if ever, Examples: I finish most of my goals? and/or review my review packets study or prepare for tests regularly, not just before LT Checks work on time and I study the and LT Checks. night before a test or and tests. sometimes an LT Check, but not throughout the unit. CCRS #2 How well do you collaborate with others? CCRS #3 How well do you utilize feedback for improvement? Engages in interdependent work with others to solve problems through communication, questioning, and respectful discussion. Examples: I stay on task when working with others and work with my group to meet the assignment expectations/determine questions as necessary. Initiates communication with others to seek and respond to specific information for growth toward a goal. Examples: I use assessments as a way to improve my learning by reviewing LT Checks, asking questions about concepts and reviewing my tests carefully to learn from them. CCRS #4 How well do you demonstrate respect? Initiates interactions with others using language, body language, listening skills, and actions that contribute to a positive learning community. Examples: I follow classroom rules concerning cell phone use, respectful classroom behavior, and kindness to other students Engages in work with others to solve problems while working towards developing habits of questioning and respectful discussion. Examples: I generally stay on task when working with a group, but I sometimes get distracted and/or lead the group off task. Participates in independent work and ask questions of others. Examples: I generally only work independently. I do not ask questions in a group or work with others in the group. Responds to specific information for growth toward improving skills. Responds to feedback as a part of task completion. Examples: I generally review LT Checks, ask questions about concepts and review my tests, but I do not consistently do all three Examples: I rarely ask questions and do not review LT Checks and/or review my tests carefully. Understands and acknowledges the impact of using language, body language, listening skills, and actions that contribute to a positive learning community. Recognizes the impact of language, body language, listening skills, and action that contribute to a positive learning community. Examples: I do not follow Examples: I often follow classroom rules concerning cell phone use, respectful classroom behavior, and kindness to other students, but I do need reminders sometimes classroom rules concerning cell phone use, respectful classroom behavior, and kindness to other students CCRS UNIT REFLECTION: Complete a reflection on your current score recorded for all 4 standards that includes examples of
how you have demonstrated or not demonstrated the standard. For all standards record a plan of action (POA) to work towards
secure for the standard.