Carol-Ann Dennis – Backward Planning Lessons 1-4 – Week 3
Title of Lesson 1: What is a chemical reaction?
Grade Levels: 7th grade
Standard: MS – PS1-2. – Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. (examples = burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride).
Objectives: Students will be introduced to chemical reactions, reactants, and products and will build upon their knowledge of chemical versus physical changes.
Essential Questions: How is a chemical change related to a chemical reaction?
Estimated Time: 50 minutes
Materials: Steel wool, lighter,
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(examples = burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride).
Objectives: Students will learn that some chemical reactions form precipitates.
Essential Questions: What is a precipitate and why do some chemical reactions produce precipitates? How do the ions of molecules in two solutions react to form a solid?
Estimated Time: 50 minutes
Materials: Sodium carbonate, Epsom salt (magnesium sulfate), 2 clear plastic cups, test tube, water, Copper II sulfate, household ammonia, hydrogen peroxide (3%), graduated cylinder, 2 droppers, baking soda, calcium chloride, water, graduated cylinder, ½ teaspoon measuring spoon, masking tape, pens, Science Interactive Journal.
6E Learning Cycle Stages
Engage: The teacher will prepare beforehand the two plastic cup solutions. The teacher will pour 100mL of water in one clear plastic cup and add 10g of magnesium sulfate. Stir until the solution is clear. The teacher will pour 50 mL of water in another clear plastic sup and add 5 g of sodium carbonate. Stir until the solution is clear. The teacher will hold up the two clear colorless solutions and slowly pour the smaller amount into the larger. Students will record their observations and questions they have about the reaction in their Science Interactive Journals.
Explore Through E-search: Students will find videos and articles about
Finally ensure that your results are accurate. You should have a light blue precipitate remaining when the sodium carbonate reacts with the copper chloride and when sodium sulphate ionises with copper chloride no precipitate should have formed.
In the Making Maalox Chemical Reaction Lab, the six main purposes of the lab are producing the solids magnesium hydroxide and aluminum hydroxide the active ingredient in Maalox, to be able to provide visual evidence of changes in properties, to be able to observe changes in energy, noting the type or classification of chemical reaction and use balanced equations, use pH indicators to identify products as acids or bases, and lastly to explore what happens when you add an acid to a base. The reactants that we will be using are alum, ammonia in a dropper bottle, epsom salt, cabbage juice, and water. The products that we will be getting are aluminum hydroxide, magnesium hydroxide, and a simple version
Many signs show that a chemical reaction has occurred. Some ways we know there is a chemical reaction are the formation of gas, formation of precipitate, change in temperature, and,or change in color. In part one of the experiment, we know there was a chemical change because of the formation of the white precipitate. We poured the ammonia and water in the flask with alum and water, forming a white, cloudy substance in between the two liquids. The white, cloudy substance between the two is liquids is also known as aluminum hydroxide. The second part of the experiment was very similar to the first, but in the second part we mixed epon salt, water, and ammonia. The precipitate formed from mixing the epson salt, water, and ammonia was called magnesium hydroxide.
Procedure: In this experiment, various chemicals were mixed together, to determine a reaction. Using two drops from chemical 1 and two drops of chemical two, unless otherwise stated, then recording the type of physical reaction or color changes that occurred.
The purpose of this experiment is to distinguish the relationships between reactants and products, in addition to expanding on concepts such as single displacement reactions, mole ratio values, moles to mass, theoretical yields, limiting reactants, excess, stoichiometric relationships and percentage errors.
3. Common observations of a chemical reaction are described in the introduction section. For each observation, name a common or everyday occurrence that must involve a chemical reaction?
to the unknown solution in order to completely precipitate the cations in part A. 2 A compound
The mixture was transferred to a seperatory funnel. Sodium Hydroxide (NaOH, 1 mL) was added to the funnel and the funnel was shaken vigorously making sure to open one end periodically to allow air to escape. The layers were allowed to separate and the two layers were poured into two separate beakers. The organic layer was poured back into the funnel and this step was repeated once more with NaOH, then again with NaCl. Once the organic layer was separated, 520g of anhydrous Magnesium Sulfate was added to dry the layer.
1 litmus paper, red - in bag 2"x 3", Copper (II) Carbonate in Vial, 1/2 Full
Heavy precipitate emerged immediately and solution turned white in color; solution then became opaque and turned light, bright blue in color.
A chemical reaction is when substances (reactants) change into other substances (products). The five general types of chemical reactions are synthesis (also known as direct combination), decomposition, single replacement (also known as single displacement), double replacement (also known as double displacement), and combustion. In this lab, the five general types of chemical reactions were conducted and observations were taken before, during, and after the reaction. Then the reactants and observations were used to determine the products to form a balanced chemical equation. The purpose of this lab was to learn and answer the question: How can observations be used to determine the identity of substances produced in a chemical reaction?
A few more important terms to keep in mind when doing a lab with chemical and physical changes are
reaction has taken place, for example a gad is given off or a solid is
A chemical reaction is a process in which elements or compounds react with one another to create new or different substances. There are two parts to a reaction. Those two parts are the products and the reactants. The reactants are the chemicals or chemical compounds that are going through the reaction itself. The products are chemical elements or chemical compounds that are produced as a result of the reactant or reactants reacting. There are four key indications that there’s a chemical reaction is taking place. Those four signs include a change in color and/or odor, formation of a precipitate or a gas, the release or absorption of energy (light, heat, electricity), and if the reaction is irreversible. Along with this information, there are ways to predict the products of a reaction.
For this activity, students will be able to learn how water is a solvent by dissolving different substances, such as liquids and solids, into water. For this activity on solids and liquids will only be used, but gases can be dissolved in water, too. Some of the substances being used are: food color dyed water, oil, salt, sugar, flour, and coffee. In order to do this activity, the class will be split up into groups of four and will work together on this hands-on activity. It should take about fifteen minutes, but it could be shortened or lengthened. During the activity, the students will be filling out a worksheet that will show what substance(s) worked and did not work. There will also be follow-up questions to answer about the background information. By the end of the activity, the students will be educated on how and why water is the