Chemistry
HS/Science
Unit: 07
Lesson: 01
Suggested Duration: 12 days
Chemical Reactions
Lesson Synopsis:
This lesson forms the foundation for understanding the relationship between the law of definite proportions and law of
conservation of mass and the process of balancing chemical equations. Students will complete an investigation to review
the law of conservation of mass. They will move from hands-on explorations to balancing manipulatives that represent
substances in reactions, to balancing and classifying types of reactions with the phases of all reactants and products
indicated properly.
Traditional reaction types (synthesis, decomposition, single replacement, double replacement, and combustion) are
introduced. Then, three additional types of reactions are considered: acid-base reactions, precipitation reactions, and
oxidation-reduction (redox) reactions. Students will investigate the activity of metals in single replacement (redox)
reactions in more detail. Students will be also introduced to some history of chemistry, while discussing theories and laws
in science. Finally, students will investigate and identify categories of reactions (acid-base, precipitation, and oxidationreduction) in order to complete a laboratory report comparing and contrasting these types of reactions.
Instructional Note: With regard to C.10H, the focus of this lesson is to differentiate among acid-base,
precipitation, and oxidation-reduction reactions. Further work with understanding these reactions will be part of
Unit 11.
TEKS:
C.8
The student can quantify the changes that occur during chemical reactions. The student is expected to:
C.8D
Use the law of conservation of mass to write and balance chemical equations. Readiness Standard
C.10
The student understands and can apply the factors that influence the behavior of solutions. The student is expected
to:
C.10H
Understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions.
Readiness Standard
Scientific Process TEKS:
C.1
C.1A
C.1B
C.1C
C.2
C.2D
C.2E
C.2I
C.3
C.3F
Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations
using safe, environmentally appropriate, and ethical practices. The student is expected to:
Demonstrate safe practices during laboratory and field investigations.
Know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as
summarized on the Material Safety Data Sheets (MSDS).
Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of
materials.
The student uses scientific methods to solve investigative questions. The student is expected to:
Distinguish between scientific hypotheses and scientific theories.
Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and
selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific
glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and
burettes, electronic balances, and an adequate supply of consumable chemicals.
Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings,
graphs, journals, summaries, oral reports, and technology-based reports.
The student uses critical thinking, scientific reasoning, and scientific problem solving to make informed decisions
within and outside the classroom. The student is expected to:
Research and describe the history of chemistry and contributions of scientists.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Investigate examples of acid-base, precipitation, and oxidation-reduction reactions. Prepare a laboratory report
which includes observations, types of each reaction, and balanced chemical equations for each reaction.
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Chemistry
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Unit: 07 Lesson: 01
Compare and contrast the types of reactions in the discussion section of the report. (C.2I; C.8D; C.10H)
5F, 5G
1G;
Key Understandings and Guiding Questions:
•
•
The law of conservation of matter governs chemical reactions and is key to balancing chemical equations.
— What is the relationship between the mass of the reactants and the mass of the products?
— How are chemical reactions balanced?
— How does a subscript in a chemical formula affect balancing chemical equations?
— How does a coefficient in a chemical formula affect balancing chemical equations?
Three types of chemical reactions are acid-base, precipitation, and oxidation-reduction.
— How are chemical reactions classified?
— What evidence in a chemical equation indicates an acid-base reaction?
— What evidence in a chemical equation indicates a precipitation reaction?
— What evidence in a chemical equation indicates an oxidation-reduction reaction?
Vocabulary of Instruction:
•
•
•
•
•
•
law of conservation of mass
law of definite proportions
balanced chemical equation
reactants
products
activity series of metals
•
•
•
•
•
synthesis reactions
decomposition reactions
single replacement reactions
double replacement
reactions
combustion reactions
•
•
•
•
•
acid-base reactions
precipitation reactions
oxidation-reduction reactions
coefficient
phlogiston
Materials:
Refer to Notes for Teacher section for materials.
Attachments:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Handout: Lavoisier’s Labor (1 per student)
Handout: Balance the Beans (see Adv Prep, 1 per student)
Handout: Balance the Beans KEY
Handout: Balancing Equations Practice (1 per student)
Teacher Resource: Balancing Equations Practice KEY
Teacher Resource: Balancing Equations Strips (see Adv Prep, 1 strip per student)
Teacher Resource: Balancing Equations Strips KEY
Handout: What Type Are You? (1 per group or student)
Handout: More Types of Reactions (1 per student)
Handout: Reactions Classification (1 per student)
Teacher Resource: Reactions Classification KEY
Handout: Single Replacement Reactions (1 per group)
Handout: Redox or NOT: That IS the Question (1 per student)
Teacher Resource: Performance Indicator Instructions KEY
Teacher Resource: Identifying Types of Reactions Station Cards PI (see Adv Prep, 1 card per station)
Teacher Resource: Identifying Types of Reactions Station Cards KEY
Advance Preparation:
1. Prior to Day 1, preview the activity Lavoisier’s Challenge to explore the challenges students will face. You may wish
to have extra antacid tablets and resealable bags available. To avoid spills, you may wish to have students double
bag their experiments.
2. Prior to Day 2:
• Obtain five obviously different types of dried beans/corn. Put 15–20 of each of the five varieties in small,
resealable plastic bags with one for each group. The bags can be reused with each class.
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Chemistry
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Unit: 07 Lesson: 01
•
3.
4.
5.
6.
7.
Print copies of the Teacher Resource: Balancing Equations Strips, and cut into strips. You will need enough
copies for each student to have one strip.
Prior to Day 3, arrange for access to student computers/Internet for research on chemical reactions and the
acquisition of pictures for the index cards.
Prior to Day 8, if you have not already done so, download and print copies of the STAAR Chemistry Reference
Materials (http://www.tea.state.tx.us/student.assessment/staar/).
Prior to Day 8:
• Prepare the five solutions to be used in the investigation Single Replacement Reactions: 0.05 M copper (II)
sulfate, magnesium sulfate, sodium chloride, silver nitrate, and zinc (II) sulfate. If you have already prepared
solutions for previous activities, they may be used here as long as the concentration is 0.05 M or greater.
However, all solutions should be of the same molarity. Each group will need about 100 mL of each solution, 25
mL for each metal, so decide upon and label reagent bottles.
• Obtain small pieces of copper, magnesium, nickel, and zinc. You may use metal turnings, wire, filings, granules,
or strips. Strips may need to be cut into small pieces. Provide the metals in appropriate containers as well.
• Obtain MSDS for all chemicals, and review local regulations regarding solution safety and disposal.
Prior to Day 11:
• Use the Teacher Resource: Performance Indicator Instructions KEY to prepare materials for the Performance
Indicator:
• Copy and laminate station cards from the Teacher Resource: Identifying Types of Reactions Station
Cards PI.
• Station I preparation:
o Place the copper in the center of the Petri dish. Pour in enough 0.1 M silver nitrate so that the copper is
submerged beneath a few millimeters of solution. (Sometimes the copper floats due to surface tension.
You may have to push it down with a glass rod.) Allow the system to sit undisturbed. Crystals will become
visible after about 10 minutes, but they become large and beautiful after about an hour. Ideally, this
reaction could be started prior to your first class of the day. Tape the lid down.
• Station III preparation:
o For a class of about 25, make a saturated solution of limewater by adding approximately one quarter of a
cup of powdered lime (Ca(OH)2) to approximately 1 liter of water, and then shake it. Let the solution sit
undisturbed until the solid settles to the bottom. Carefully decant about 10 mL of the clear saturated
calcium hydroxide solution into each 25 mL vial, preparing enough vials to provide one per group.
• Station IV preparation:
o Prepare 0.1 M solutions of BaCl2 and Na2SO4, and put the solutions into labeled dropper bottles. Note the
safety concern with barium sulfate. Make a waste collection system using a 250 mL Erlenmeyer flask, a
funnel, and filter paper. You may have to demonstrate folding the paper and using the system.
• Station V preparation:
o Obtain packets of ketchup - one per group, liquid dishwashing soap in a labeled dropper bottle, and
baking soda, either in its box or a container.
• Station VI preparation:
o Obtain some Milk of Magnesia (Magnesium hydroxide), or make your own from Mg(OH) 2 (10 g. solid to
100 mL deionized water). This station is a simulated titration using distilled white vinegar. Decide if you
will use 5 or 10 mL pipettes. You may have to demonstrate pipette usage. A plastic stirring rod may be
substituted for the stir plate and bar..
• Disposal:
o Check your MSDS and local regulations regarding safety and disposal for all solutions.
• Stations III, IV, and V:
o Prepare bottles of deionized water.
Prepare attachment(s) as necessary.
Background Information:
This unit bundles student expectations that relate to chemical changes in matter.
Prior to this unit, students were introduced to the equation for photosynthesis in Grade 7. In Grade 8, students learned
how to apply the law of conservation of mass to recognize if a chemical equation is balanced. During this unit, students
learn how to write and balance chemical equations and how to recognize if the equation represents an acid-base
©2012 TESCCC
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Chemistry
HS/Science
Unit: 07 Lesson: 01
reaction, a precipitation reaction, or an oxidation-reduction reaction. In a future unit, students will apply this information by
comparing acid-base, precipitation, and oxidation-reduction reactions in greater depth.
Chemical compounds are described by chemical formulas. Chemical reactions are described by chemical equations. The
law of definite proportions, also known as Proust’s Law, states that the different atoms in a given compound are
combined in a ratio specific to that compound. The law of conservation of mass states that for any given chemical
reaction, the total mass of the reactants equals the total mass of the products. Mass (matter) is neither created nor
destroyed. Understanding the relationship between the law of definite proportions and law of conservation of mass and
the concept of balancing chemical equations is fundamental to stoichiometric calculations (Unit 08).
In a chemical reaction, the starting materials are called reactants and the resulting materials are called products. A
chemical equation identifies the reactants, products, formulas of the substances, phases of the substances (solid, liquid,
gas, or aqueous), and moles of substances involved in the reaction.
Balancing a chemical equation is based on the law of conservation of mass and refers to having the same number of
atoms of each element involved in the reaction both as reactants and as products. A balanced equation then provides the
needed information related to moles to do stoichiometric calculations, such as determine the mass of reactants needed
and the theoretical yield of the products formed during a chemical process.
Aqueous acid-base reactions involve water not only as solvent but also in the more active roles of reactant and product.
These reactions are the essential chemical events in processes as diverse as the biochemical synthesis of proteins,
industrial production of fertilizers, and proposed methods for revitalizing lakes and ponds damaged by acid rain.
An acid-base reaction, also called a neutralization reaction, occurs when an acid reacts with a base. For the purposes of
this unit, we define acids and bases related to the chemicals commonly encountered in the lab: an acid is a substance
that produces H+ ions when dissolved in water; and a base is a substance that produces OH- ions when dissolved in
water. Acid-base reactions are considered one type of double replacement (displacement) reaction.
Precipitation reactions are common in both nature and industrial processes. Many geological formations, including coral
reefs, some gems and minerals, and deep-sea structures, form through this type of chemical process. The chemical
industry employs precipitation methods to produce several key inorganic compounds. In precipitation reactions, two
soluble ionic compounds react to form an insoluble product, the precipitate. Precipitates form when the electrostatic force
of attraction between the ions is greater than the tendency of the ions to stay in solution (solvated). When solutions of
such ions are mixed, the ions collide and stay together and the resulting substance precipitates. Precipitation reactions
are also a type of double replacement (displacement) reaction.
The Solubility of Common Ionic Compounds in Water chart from the STAAR Chemistry Reference Materials can be used
to predict whether or not a precipitation reaction will occur (Unit 11).
Oxidation-reduction (redox) reactions are vital for biochemical reactions and industrial processes, such as the reactions
that generate electricity in batteries and the reactions that produce cellular energy. Redox reactions include synthesis
reactions, single replacement reactions, decomposition reactions, and all combustion reactions.
Redox reactions are used to reduce ores to obtain metals, produce electrochemical cells, convert ammonia into nitric acid
for fertilizers, and to produce plastics. The driver for these reactions is the movement of electrons from the reacting
atom(s) with less attraction for electrons to the reacting atom(s) with more attraction for electrons. Such movement
results in the formation of ionic and/or covalent compounds as products.
STAAR Note:
Using the law of conservation of mass to write and balance chemical equations will be tested as a Readiness Standard
under Reporting Category 3: Bonding and Chemical Reactions. Recognizing if a chemical equation represents an acidbase reaction, a precipitation reaction, or an oxidation-reduction reaction will be tested as a Readiness Standard under
Reporting Category 5: Solutions.
The Activity Series chart from the STAAR Chemistry Reference Materials can be used to predict whether or not a redox
(single replacement) reaction will occur: the higher element replaces the lower since it is more electronegative.
©2012 TESCCC
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Chemistry
HS/Science
Unit: 07 Lesson: 01
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – What is a Law?
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Hold a brief discussion about laws in science and science fiction.
Pose the following questions:
• What is a “law” in science?
• What laws have you heard of in science?
• How is a law different from a theory or hypothesis?
• How is science different from science fiction?
Answers will vary. Note: Suggest students think about evidence. Ask
which (law, theory, and hypothesis) has the most supporting evidence.
Suggest that science laws (e.g., gravity, time) may be broken in science
fiction. Note and misconceptions and keep track of answers for later
discussion.
2. Inform students they will be conducting an activity to investigate the law
of conservation of mass. Ask them what they recall about the law from
middle school. Again, keep track of responses that will need to be
addressed later in the lesson.
EXPLORE/EXPLAIN I – Lavoisier’s Labor: Investigating the Law of
Conservation of Mass
1. Divide the class into groups of 2–4. Distribute the Handout: Lavoisier’s
Labor to the students, and ask them to read and then complete the task.
They will be investigating Lavoisier’s law of conservation of mass and
designing and implementing a procedure to verify the law.
2. Remind students to record all information for their investigations in their
science notebooks and to be sure to address safety in their plans. Inform
students of cleanup procedures.
3. Give each group access to materials, and remind them that they must
have you review their plan of investigation before they begin to implement
their plans. Consider approving any safe but “faulty” investigations as
learning experiences. As time allows, let students redo “faulty”
investigations so they have to re-plan, and redo their investigations
appropriately.
4. As groups finish their investigations, instruct groups to post their results in
a table on the board. Ask for several groups to share their conclusions.
Discuss the following:
• Was the law of conservation of mass supported in your
investigation? Answers will vary, but most will have “before and
after” masses that are very close. Students should conclude that
having about the same amounts of mass before and after the
reaction show the law of conservation of mass was supported.
• If the law of conservation of mass was not supported in your
investigation, what do you think might have caused the
difference? Answers will vary, but guide students to think about their
©2012 TESCCC
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Suggested Day 1 (continued)
Materials:
• safety goggles (1 pair per student)
• lab apron (1 per student)
• resealable plastic bags (heavy
duty, 1 or more per group)
• graduated cylinder (100 mL, 1 per
group)
• distilled water (per group)
• antacid tablet (such as AlkaSeltzer, 1 tablet per group)
• electronic or triple beam balance
(1 per group)
Attachments:
• Handout: Lavoisier’s Labor (1 per
student)
Safety Note:
Students should wear goggles and
aprons during the activity.
page 5 of 15
Chemistry
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Unit: 07 Lesson: 01
Instructional Procedures
•
Notes for Teacher
procedures and possible sources of error.
Have you heard of the Lavoisiers before? Have you heard of
Joseph Proust? In what context? Have you hear about
phlogiston theory before? If yes, ask for more information and
make a list of their ideas. If not, inform students they will be doing
some independent research to learn more.
5. Assign each student to do brief research about the Lavoisiers, Proust, or
the phlogiston theory. This assignment will be due on Day 7 when you will
synthesize their research results for later in the lesson.
6. Explain that each student should find five important ideas about their
scientist or topic.
7. Instruct students to leave space in their notebooks for notes about each
topic.
Instructional Notes:
There are multiple purposes for the
activity:
•
First, it is designed to review the
law of conservation of mass,
introduced to students in Grade 8,
and check for prior knowledge
and misconceptions.
•
Second, it is designed to provide
students information about the
history and contributions of
Antoine and Marie-Anne
Lavoisier, the father and mother
of modern chemistry.
•
Third, it is designed to familiarize
students with the history of
chemistry.
The law of conservation of mass is
typically NOT well-supported by this
investigation - the bag often has less
mass after the reaction than before.
Sources of differences might include
air buoyancy and leakage. As time
allows, encourage further investigation
by interested students.
You may want to allow students to
double bag their materials to try to
prevent leakage.
Science Notebooks:
Students describe experimental
designs, record data and observations,
and write a conclusion in their science
notebooks.
EXPLORE II – Balance the Beans: Applying the Law of Conservation
of Mass to Balancing Equations
1. Divide the class into groups of 2-4, or you may choose to use the same
groups from the previous day.
Suggested Day 2
2. Inform students they are going to model chemical reactions and balancing
equations.
Materials:
• index cards (3”x5” or other, 1 per
student)
• bag of beans/corn (see Advance
Preparation, 1 per group)
• glue or tape (per group)
3. Distribute the Handout: Balance the Beans and materials needed for this
activity (see Advance Preparation).
4. Instruct students to read and to follow the directions on the handout.
5. Monitor and assist as students work to answer questions. Use
©2012 TESCCC
05/06/13
Attachment:
• Handout: Balance the Beans (see
page 6 of 15
Chemistry
HS/Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
questioning to guide students to correctly balance the formula equations.
6. Instruct students to affix the handouts and index cards/beans in their
notebooks.
•
Advance Preparation, 1 per
student)
Handout: Balance the Beans KEY
Instructional Notes:
Students sometimes have the following
misconceptions or underdeveloped
concepts:
• The original substance disappears
in a chemical reaction.
• Mass is conserved in a chemical
reaction, but the specific atoms are
not.
• Energy is used up and/or created
in a chemical reaction.
Science Notebooks:
Students write word equations,
balanced chemical equations, and a
conclusion about the relationship
between the law of conservation of
mass and balancing equations in their
science notebooks.
EXPLAIN II – Balance the Beans: Applying the Law of Conservation of
Mass to Balancing Equations
1. Facilitate a discussion of formula writing and naming compounds using
the examples from the Balance the Beans activity.
Suggested Day 2 (continued)
2. Provide students a copy of the Handout: Balancing Equations Practice,
and guide students through more practice problems of balancing
equations.
Materials:
• glue or tape (per group)
3. Facilitate a discussion of the Key Understanding: The law of conservation
of mass governs chemical reactions and is key to balancing chemical
equations.
• What is the relationship between the mass of the reactants and
mass of the products? The masses are the same.
• How are chemical reactions balanced? By adding coefficients to
reactants and products until the number of atoms of each element
present is the same for both reactants and products
• How does a subscript in a chemical formula affect balancing
chemical equations? The subscript indicates the number of atoms
present of each element in each compound that must be accounted
for on both sides of the equation.
• How does a coefficient in a chemical formula affect balancing
chemical equations? The coefficient indicates the number of moles
of each reactant and product in a balanced chemical equation.
4. Assign each student a different equation to balance and write a word
equation. Use the Teacher Resource: Balancing Equations Strips (see
Advance Preparation).
©2012 TESCCC
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Check for Understanding:
The practice problems and strips
provide opportunities for formative
assessment.
Attachments:
• Handout: Balancing Equations
Practice (1 per student)
• Teacher Resource: Balancing
Equations Practice KEY
• Teacher Resource: Balancing
Equations Strips (see Advance
Preparation, 1 strip per student)
• Teacher Resource: Balancing
Equations Strips KEY
Instructional Notes:
Websites for practice balancing
chemical equations are available at a
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Chemistry
HS/Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
5. Instruct students to tape the strip into their notebooks and to return the
completed assignment to the next class.
variety of websites.
It may be necessary to clarify matter
and mass, as in conservation of matter
– all matter has mass. The two are the
same law.
Science Notebooks:
Students attach their strips to their
notebooks.
EXPLORE III – Reaction Cards: What Type Are You?
©2012 TESCCC
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Suggested Days 3 and 4
page 8 of 15
Chemistry
HS/Science
Unit: 07 Lesson: 01
Instructional Procedures
1.
Notes for Teacher
Pose the following questions:
• What organizational or classification systems have you seen or
used before? Some examples include: biological classification,
libraries, music stores, grocery stores, the periodic table, school
binders, and phone books.
• What are the advantages of having an organizational system?
Some examples include: ease of finding materials and the system
can be replicated and used by many people.
2. Inform students that over the next few days they will be learning about
two systems for classifying chemical reactions. One system will be based
on the substances involved in the reaction, and one system will be based
on what actually happens during the reaction.
3. Divide the class into groups or allow them to work individually.
Materials:
• index cards or pieces of paper
(3”x5” or other, 5 per student)
• envelopes (to contain cards, 1 per
student)
• glue or tape (1 per group)
• scissors
Attachments:
• Handout: What Type Are You? (1
per group or individual)
6. Provide each student with five index cards or pieces of paper, and
instruct students to label the cards with each type of reaction: synthesis,
combustion, decomposition, single replacement, and double replacement.
Instructional Notes:
Students should have index cards for
these types of reactions:
• synthesis
• combustion
• decomposition
• single replacement
• double replacement
7. Share with students your expectations regarding their research for the
cards (see Advance Preparation).
Be sure to model use of s, l, g, and aq
whenever you balance equations.
4. Distribute to each group a copy of the Handout: What Type Are You?
5. Ask students to read the handout and then answer any questions that
they may have regarding the procedure.
8. Monitor and assist them as they work by answering questions and
guiding them to appropriate examples.
9. NOTE: As needed, provide hints for each type:
Science Notebooks:
Students write word and balanced
chemical equations for each of the five
types of reactions in their science
notebooks.
Synthesis: A + B  AB
Combustion: A + O2(g)  AO2
Decomposition: AB  A + B
Single Replacement: A + BC  AC + B
Double Replacement: AB + CD  AD + CB
10. Distribute an envelope to each student. Instruct students to place the
finished cards in the bag/envelope and then glue the envelope into their
science notebooks for reference.
EXPLAIN III – Reaction Cards - What Type are You?
1. Create and post five charts with headings for the five types of reactions:
synthesis, combustion, decomposition, single replacement, and double
replacement.
2. Instruct students to label five pages of their science notebooks in the
same manner.
3. Instruct each student in each group to take and hold onto one of their
group’s five reaction cards. In groups of about five, ask students to write
©2012 TESCCC
05/06/13
Suggested Days 5, 6, and 7
Materials:
• chart or butcher paper (5 sheets
per class)
• scissors, 1 per student
• glue or tape (per group)
page 9 of 15
Chemistry
HS/Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
the balanced chemical equation for their reaction card on the proper chart
at the front of the classroom.
4. When all the examples have been entered, ask students to verify that
they have been classified appropriately. Ask for volunteers to help make
any necessary adjustments so that all reactions are correct examples.
5. Instruct students to record the synthesis reaction examples on the
appropriate page in their science notebooks.
6. Pose the following question:
• What similarities/patterns do you see between all of the
synthesis reactions shown that might help you identify other
reactions as synthesis? A new compound is always formed from
elements.
Attachments:
• Handout: More Types of
Reactions (1 per student)
• Handout: Reactions
Classification (1 per student)
• Teacher Resource: Reactions
Classification KEY
Science Notebooks:
Students contribute and assess five
charts and then add additional reaction
examples in their science notebooks.
7. Instruct students to record the combustion reaction examples on the
appropriate page in their science notebooks.
8. Repeat the same procedure for each of the following types of reactions;
combustion, decomposition, single replacement, and double replacement.
9. Students alternatively record and discuss each type of reaction. Allow
time for each discussion.
• What similarities/patterns/observations do you see between all
the combustion reactions shown that might help you identify
other reactions as combustion? One of the reactants is always
oxygen.
• What similarities/patterns/observations do you see between all
the decomposition reactions shown that might help you identify
other reactions as decomposition? A decomposition reaction
begins with a single reactant and produces more than one substance.
• What similarities/patterns/observations do you see between all
the single replacement reactions shown that might help you
identify other reactions as single replacement? One of the
reactants is a single element, and it takes the place of an element in
the compound it is reacting with.
• What similarities/patterns/observations do you see between all
the double replacement reactions shown that might help you
identify other reactions as double replacement? The elements in
the reactants switch places with the elements in the products.
10. Introduce acid-base, oxidation-reduction, and precipitation reactions by
giving each student a copy of the Handout: More Types of Reactions as
a basis for discussion. Explain that redox is a shortened way of saying
oxidation-reduction.
11. Point out to students that redox reactions may come in the form of
synthesis, decomposition, combustion, or single replacement reactions.
12. Answer any questions, and instruct students to affix the handout to their
notebooks.
13. Share more information about each reaction type, and have students take
notes in their science notebooks. Instruct students to try to illustrate as
they take notes. Include the following points/examples in the discussion.
©2012 TESCCC
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page 10 of 15
Chemistry
HS/Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
Refer to the Background Information as needed.
• Acids and bases are found everywhere:
• sour milk and the human body contain lactic acid
• lemons and other citrus fruits contain citric acid and
ascorbic acid (Vitamin C)
• apple juice contains malic acid
• grapes and bananas contain tartaric acid
• hydrochloric acid is used in swimming pools
• lye (sodium hydroxide) is used as a drain cleaner
• some antacids contain calcium, magnesium, or aluminum
hydroxide
• household ammonia cleaner is ammonium hydroxide
o Four of the top ten chemicals produced in the U.S in
2007 were sulfuric acid, ammonia, phosphoric acid,
and sodium hydroxide.
o Acids and bases are vital for producing other
chemicals, such as metals, fertilizers, explosives,
pesticides, and paper.
o Acids and bases are also used for cleaning, refining,
electroplating, and food preparation.
• Precipitation reactions can be found in nature and are used in
industry.
• Coral reefs are precipitated calcium carbonate.
• Undersea vents called “black smokers” are precipitated
metal sulfides.
• Heavy metals and other chemicals are removed from
industrial waste water by precipitation.
• Oxidation-reduction (redox) reactions are necessary for life and
are common in industry.
• Plants and animals use redox reactions in their cells.
• Redox reactions are used to produce metals from ores, make
batteries, and to make complex chemicals, such as drugs
and dyes.
• Acid-base reactions and precipitation reactions are types of
double replacement reactions.
14. Instruct students to refer back to the Handout: More Types of Reactions.
15. Focus class discussion on the Key Understanding: Three types of
chemical reactions are acid-base, precipitation, and oxidation-reduction.
16. Use the following questions to facilitate the discussion.
• How are chemical reactions classified? They are classified by type
including combustion, synthesis, decomposition, single displacement,
and double displacement. Reactions can further be described as
acid-base, precipitation, and redox.
• What evidence in a chemical equation indicates an acid-base
reaction? Reactants include an acid and a base; products include
water and a salt, all in solution
• What evidence in a chemical equation indicates a precipitation
reaction? Two soluble ionic compounds react to form an insoluble
product, a precipitate.
• What evidence in a chemical equation indicates an oxidation©2012 TESCCC
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Chemistry
HS/Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
reduction reaction? The formation of a new compound or the
change of a compound into its elements
17. Provide practice by providing each student a copy of the Handout:
Reactions Classification. Instruct students to work with a partner to
classify each reaction as acid-base, redox, or precipitation.
18. Then, instruct students to classify each reaction as combustion,
synthesis, decomposition, single replacement, or double replacement.
19. Monitor student progress and ask students to justify their choices of types
of reactions.
20. Once all students have classified the reactions correctly, instruct students
to cut them out.
21. Instruct students to affix the reactions in their science notebooks under
the appropriate page heading previously created.
22. Note: Remind students that some reactions can be classified as more
than one type and that you will always tell them what the types are that
you want them to use.
23. Remind students of the research assignment from earlier in the lesson.
Research will be due on Day 10 of the lesson.
ELABORATE I – Single Replacement Reactions
Suggested Days 8 and 9
1. Inform students that today they will investigate the reactivity of different
metals in single replacement (oxidation-reduction) reactions.
9. Consider having each group post their list for comparison. If the list varies
from group to group, ask students to suggest reasons for this variation.
Stress the investigational nature of their lists and the usefulness of
verifying its information.
Materials:
• cups (plastic, at least 50 mL
capacity, 20 per group)
• graduated cylinder (50 or 100 mL,
1 per group)
• marker pen (1 per group)
• metal samples (small pieces, 1 of
each per group)
• copper
• magnesium
• nickel
• zinc
• solutions in bottles (0.05 M each
per group)
• copper (II) sulfate
• magnesium sulfate
• sodium chloride
• silver nitrate
• zinc (II) sulfate
• safety goggles (1 pair per student)
• lab aprons (1 per student)
• gloves (1 per student)
10. Next, refer to the Activity Series for Metals from the STAAR Chemistry
Attachments:
2. Divide the class into groups of four. Distribute to each group a copy of the
Handout: Single Replacement Reactions.
3. Ask each group to read through the activity. Answer any student
questions.
4. Show students the location of and your procedure for getting metals,
solutions, and other needed items.
5. Review safety rules and precautions necessary for the investigation and
disposal, including referencing the MSDS for each solution.
6. Monitor groups during the activity; assist with questions and procedures.
7. Once groups are finished, ask students if they see any pattern to the
testing they just completed (a metal with solutions of salts of other
metals).
8. Facilitate a discussion of how students used their data to arrange the
given metals from the most reactive to least reactive.
©2012 TESCCC
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Chemistry
HS/Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
Reference Materials. Students should have a copy of the reference
materials in their notebooks from Unit 01.
11. Instruct students to compare the Activity Series to the group they created
and the class results. Discuss the comparisons.
NOTE: Students will revisit the Activity Series as part of oxidationreduction in Unit 11.
12. Pose the following question:
• How can the Activity Series of Metals be used to predict when a
single replacement reaction will occur? Guide students to the idea
that any metal on the list will replace the metal ion in solution that is
below it in the Activity Series.
13. Optional - Further illustrate the activity of metals in different aqueous
solutions. Locate and project an online animation to illustrate the Activity
Series.
14. Assign students problems for practice from locally adopted textbooks
and/or other district resources using the Activity Series to determine if
reactions will occur, and if so, what products will form.
15. Provide each student a copy of the Handout: Redox or NOT: That IS the
Question. The purpose of the activity is twofold; first, to identify redox
reactions and secondly, to identify substances oxidized and substances
reduced as well as oxidizing agents and reducing agents in redox
reactions.
16. Instruct students to complete a redox analysis for two redox reactions.
17. Students will:
1. Assign oxidation numbers for all elements in the equation
2. Identify the element oxidized and the element reduced
3. Identify the oxidizing agent and the reducing agent
18. Refer to the information on the next page to provide assistance as
needed.
19. Inform students that they will refer to this information again in a later unit.
•
•
Handout: Single Replacement
Reactions (1 per group)
Handout: Redox or NOT: That IS
the Question (1 per student)
Safety Notes:
Ensure all students wear goggles and
aprons during this activity. Stress
laboratory safety when performing
experiments.
MSDS sheets should be reviewed for
all chemicals used.
Instruct students in the proper disposal
of waste chemicals.
Instructional Notes:
If you have already prepared solutions
for previous activities, they may be
used here as long as the concentration
is 0.05 M or greater. However, all
solutions should be of the same
molarity. Be sure that small pieces of
metals are available. You may have
metal turnings, filings, granules or
strips. Strips may need to be cut into
small pieces.
Science Notebooks:
Students collect and analyze data from
their investigation and also work
problems using the Activity Series in
their science notebooks.
20. Remind students that their research assignment will be due during the
following class.
ELABORATE II – Theories and Laws Jigsaw
1. Facilitate a discussion of students’ research results on phlogiston, Proust,
and the Lavosiers.
2. Inform students they will be conducting a jigsaw type of activity in which
those researching one topic all meet together to review their notes and to
become “experts” in that topic.
Suggested Day 10
Instructional Note:
Using a collaborative strategy, such as
a jigsaw, to allow students to
disseminate information to each other
promotes active engagement.
3. Allow 15–20 minutes for this discussion.
4. Then, instruct students to reform their groups so that they are in groups
with an expert from each topic.
©2012 TESCCC
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Chemistry
HS/Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
5. Instruct students to share their expert information with their new groups,
so that all students can take notes on each topic in their science
notebooks.
6. Monitor groups as they discuss to ensure students are actively listening
and taking notes.
7. Facilitate a class discussion asking groups to summarize each topic. Be
sure students understand the main ideas of the phlogiston theory and
how it was proven false, as well as the contributions of Proust and the
Lavoisiers to chemical laws.
8. Additionally, make connections between theories and evidence: theories
in science change in order to account for new evidence.
EVALUATE – Performance Indicator
Suggested Days 11 and 12
Performance Indicator
• Investigate examples of acid-base, precipitation, and oxidationreduction reactions. Prepare a laboratory report which includes
observations, types of each reaction, and balanced chemical
equations for each reaction. Compare and contrast the types of
reactions in the discussion section of the report. (C.2I; C.8D; C.10H)
• 1G; 5F, 5G
1. Refer to the Teacher Resource: Performance Indicator Instructions
KEY, Teacher Resource: Identifying Types of Reactions Station
Cards PI, and Teacher Resource: Identifying Types of Reactions
Station Cards KEY for information on administering the assessment.
©2012 TESCCC
05/06/13
Materials:
• AgNO3 solution, 0.1 M (per Station
I)
• strip of copper foil (about 2 cm2 , 1
per group and 1 per Station I)
• Petri dish (glass w/ lid, 1 per
Station I)
• glass stir rod (1 per Station I)
• limewater (10 mL, per Station III)
• drinking straws (1 per group and 1
per Station III)
• vial (25 mL, per Station III)
• deionized water (wash bottle, per
Station III, IV, V, VI)
• funnel (1 per Station III and IV)
• filter paper (1 piece per Station III
and IV)
• Erlenmeyer flask (250 mL, 1 per
Station III, IV, and V)
• BaCl2 (0.1 M in dropper bottle, per
Station IV)
• Na2SO4 (0.1 M in dropper bottle,
per Station IV)
• spot plate (1 per Station IV)
• stirring rod (glass, 1 per Station IV)
• ketchup packets (1 per group, per
Station V)
• NaHCO3 (baking soda, 1 box per
Station V)
• graduated cylinder (100 mL, 1 per
Station V and VI)
• liquid dishwashing soap (1 dropper
bottle per Station V)
• scoopula (1 per Station V)
• Milk of Magnesia (Mg(OH)2, see
page 14 of 15
Chemistry
HS/Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
•
•
•
•
•
•
•
•
•
Advance Preparation, per Station
VI)
Universal indicator (in dropper
bottle, per Station VI)
vinegar (acetic acid, see Advance
Preparation, per Station VI)
beaker (500 mL, 1 per Station VI)
magnetic stir plate (1 per Station
VI)
stir bar (1 per Station VI)
tongs (1 per Station VI)
safety goggles (1 pair per student)
lab aprons (1 per student)
gloves (1 per student)
Attachments:
• Teacher Resource: Performance
Indicator Instructions KEY
• Teacher Resource: Identifying
Types of Reactions Station
Cards PI (see Advance
Preparation, 1 card per station)
• Teacher Resource: Identifying
Types of Reactions Station
Cards KEY
Safety Notes:
Ensure all students wear goggles and
aprons during this activity. Stress
laboratory safety when performing
experiments.
MSDS sheets should be reviewed for
all chemicals used.
Instruct students in the proper disposal
of waste chemicals.
©2012 TESCCC
05/06/13
page 15 of 15