SNC2PO chemistry

SNC 2PO LESSON PLANS

Unit 2: Chemistry - Chemical Reactions and
Their Practical Applications (22.5 hours)

Students investigate and observe a variety of chemical reactions while practicing safe lab technique. Nomenclature is learned in the process and as discrete objectives. Practical applications and uses of different chemical processes are encountered throughout the unit and in project form in more detail.

Text: Science 10, Nelson
Concepts and Connections

Lesson One

Summary:
-describe lab safety

-do lab describing household chemicals

-do safety sheets

-start worksheet

Homework:
-finish household chemical lab

-finish two safety sheets

-start worksheet

CHEMISTRY

Describe safety rules for the lab

Describe procedures for dealing with accidents

1. Wear goggles when chemicals are heated or mixed

2. Never sniff chemicals

3. Wear gloves when mixing chemicals

4. Clean up messes after working

5. Dispose of chemicals as instructed by the teacher

6. No eating/drinking during labs

7. No horseplay

8. Stand when conducting experiments, do not sit

9. Tie back long hair, do not wear loose clothes when using fire. Stop, drop and roll if burning.

10. If you have questions, ask your teacher.

Every day ONLY ONE entry will be made into the table contents under the title of the first note given.
Every page in the students notebook should also include a date and a page number.
This includes assignments, tests and labs which may be numbered when the teacher returns them.
These should be placed near the relevant notes and not in a separate part of the notebook.

List contents of a variety of household chemicals, including safety rules

Complete lab safety sheet

Complete lab coat diagram of safety rules

Lesson Two

Summary:
-chemistry definitions

-describe properties of matter

-do properties of matter lab, questions

Homework:
-complete properties of matter lab

-complete questions from text

CHEMISTRY- MATTER

Chemistry: -the study of matter (properties and changes)

Matter: -anything with mass and volume (takes up space)

Organization of Matter

Matter

Mixtures – two things that can be physically separated (solution, heterozygous mixtures)

Solution – one thing (solute) dissolved in another (solvent)..salt water

Heterozygous mixtures – two things mixed and are visible…rocks in water

Pure substances – no way to separate the material physically

Elements – just one material…carbon

Compounds – two chemicals stuck/bonded together…carbon dioxide

Do lab on properties of matter, questions

Lesson Three

Summary:
-chemistry reactions

-describe physical/chemical change

-list indicators of chemical change

-do chemical change lab

-learn first 20 elements + 20 more

Homework:
-complete chemical change lab

CHEMICAL REACTIONS

Physical Change: -changes are made but substances are still present

e.g. glass breaks, water boils or freezes

Chemical Change: -changes result in production of new material

e.g. water forms hydrogen and oxygen

Five indications a chemical change has occurred:

-new gas/smell forms

-new precipitate (solid) forms

-heat is produced

-light is produced

-new colour is produced

do chemical/physical change laboratory

give worksheets on elements

Lesson Four

Summary:
-quiz on elements

-describe naming binary compounds

-describe binary symbols

-do binary compound sheets

Homework:
-finish binary compound sheets

BINARY COMPOUNDS

Give quiz on first 20 elements plus 20 more

When elements come together, + joins with – (use valence chart provided)

+ always goes first, - always goes second

e.g. Aluminum (+3) and Oxygen (-2)

Naming: first element is named, then second element ending in “ide”

e.g. Aluminum Oxide

Place charge number over each element, swap the charges

Al₂O₃

Do worksheet on naming binary compounds, then worksheet on symbols for binary compounds

Lesson Five

Summary:
-quiz on elements -retake

-review binary compounds

-worksheet on binary compounds

-Bill Nye “Chemical Reactions” video

Homework:
-finish binary compound worksheet

BINARY COMPOUNDS continued

Most elements on their own are written with just the symbols

Some elements are always found in groups: H₂, O₂, N₂, Cl₂, F₂, P₄, S₈

When two elements have numbers that can be reduced, do so

e.g. Mg₂O₂ can be reduced to MgO

Work on binary compound worksheet

Bill Nye video “Chemical Reactions”

Lesson Six

Summary:
-quiz on binary compounds

-describe Bohr-Rutherford diagrams

-worksheet on atomic parts

-demonstrate spectroscopes

Homework:
-finish atomic parts worksheet

BOHR RUTHERFORD DIAGRAMS

Do quiz on binary compounds

Dalton-matter is made of atoms

Thomson-negative electrons part of atoms

Rutherford-positive neutrons in atoms center/nucleus

Bohr-electrons in shells around nucleus

Uncharged Neutrons in nucleus

(u = atomic mass unit)
PART            LOCATION                MASS                    CHARGE
electron(e-)    shells                         0 u                     negative
protons(p+)   nucleus                     1 u                     positive
neutrons(no) nucleus                      1 u                     no charge -neutral

EXAMPLE:
²³Na
¹¹

This tells us that 23 =atomic mass (larger number),
11 =atomic number (smaller number)
Na =chemical symbol

atomic number = # of protons AND # of electrons in a neutral atom (positive will balance out the negative)

mass number - atomic number = # of neutrons (most of the atoms mass is made of the protons and neutrons, not the electrons)

For the above atom:
protons = 11 (atomic number)
electrons = 11 (atomic number)
neutrons = 23 - 11 = 12 (mass number - atomic number)
symbol = sodium

2e- fit in first shell
8e- fit in second shell
8e- fit in third shell
2e- fit in last shell

Bohr-Rutherford model only works for first 20 elements, as it cannot fit more than 20 electrons
-fill first electon shell first, then work at filling outer layers as needed

¹H p+ = 1, no = 0, e- = 1, Hydrogen Atom
¹

-demonstrate electron energy levels with spectroscope

-draw Bohr-Rutherford diagrams, finish atom parts charts

Lesson Seven

Summary:
-describe Lewis dot, complete for first 20

-describe ion formation, valence charges

-describe ionic bonds

-do worksheet from white book

Homework:
-finish worksheets from white book

LEWIS DOT DIAGRAMS

Lewis Dot diagrams just show outer electrons (VALENCE ELECTRONS = outer electrons)

Practice Lewis dot diagrams for first 20 elements

– H, Li, Na all have one dot (1 valence electron)

– Be, Mg, Ca all have two dots

– F, Cl all have seven dots

– He has two dots, Ne, Ar have eight dots (full outer shells)

Atoms try to fill their VALENCE (outer) shell with electrons

For every negative electron lost the charge becomes positive

For every negative electron gained the charge becomes negative

The resulting charge as atoms gain or lose electrons is called the valence number

Charged atoms are called IONS

– H, Li, Na all have +1 charge (lose one electron)

– Be, Mg, Ca all have +2 charge (lose two electrons)

– F, Cl all have –1 charge (gain one electron)

– He, Ne, Ar have 0 charge (do not react)

Metals tend to make + ions by losing electrons, non-metals tend to make – ions

These opposite charges attract each other – IONIC BOND results between METAL and NON-METAL

Do text work from grade 9 applied text – white book

Lesson Eight

Summary:
-describe radicals/polyatomic molecules

-movie “atoms and their electrons

Homework:
-finish worksheets on radicals

Review Ionic bonding

RADICALS

RADICALS or POLYATOMIC IONS: groups of atoms with a specific valence charge
remember...ion = charged atom which has gained or lost electrons
radicals=groups of atoms that stay together and carry an overall ionic charge (valence)
eg. NO₃^-1 means valence is –1 for this group of atoms

-these atoms show definite properties when together in the form of a radical
-radicals bond with atoms or radicals of opposite charge

Radical	Formula	Valence
nitrate	NO₃^-1	–1
chlorate	ClO₃^-1	–1
carbonate	CO₃^-2	–2
sulphate	SO₄^-2	–2
phosphate	PO₄^-3	–3
hydroxide	OH^-1	–1
acetate	C₂H₃O₂^-¹	–1
permangenate	MnO₄^-1	–1
ammonium	NH₄⁺¹	+1

Potassium with Nitrate:
K⁺¹ and NO₃^-1 ---> K₁(NO₃)₁ ---> KNO₃....called potassium nitrate
...to name molecules with radicals, write the first element and then the radical name (no "ide" ending)

Na⁺¹ and SO₄^-1 ---> NaSO₄....called sodium sulphate

-as with binary compounds, always put the positive valence radical first
Nitrate with Ammonium ---> NO₃^-1 with NH₄⁺¹ ---> NH₄NO₃ ....called ammonium nitrate

-put radicals in brackets if there are more than one copy of a radical is present
Calcium and Nitrate ---> Ca⁺² and NO₃^-1 ---> Ca(NO₃)₂ ....called calcium nitrate and has two nitrates

Show movie “Atoms and their electrons”

Lesson Nine

Summary:
-Covalent bonds defined

-work on model lab

-demonstrate Pringles can

Homework:
-finish model lab

COVALENT BONDS

Bonding involving sharing of electrons, occurs between NON-METALS
Valence (outer electrons) share electrons to fill outer shell

Predict IONIC (metal/nonmetal) and COVALENT (nonmetal/nonmetal) bond

Do model lab

Teacher will demonstrate Pringles can reaction

Lesson Ten

Summary:
-Do ionic compound lab

-review for test

Homework:
-finish test review sheets

IONIC COMPOUNDS LAB

Do lab on ionic compounds

-test water for calcium ions (using NaOH) and chlorine ions (using silver nitrate)

Prepare worksheet for test next class –do practice tests

Lesson Eleven

Summary:
-Chemistry Test

Homework:
-finish test

CHEMISTRY TEST

Finish test

Crossword

Lesson Twelve

Summary:
-Chemistry Reactions description

-complete chemical reaction and composition worksheets

Homework:
-compete worksheets

CHEMISTRY REACTIONS

Reactant + Reactant ----(arrow means chemical reaction)à product + product

Reactants go in

Products come out

Sodium and oxygen mix to produce sodium oxide

Chemical equation is:

Sodium + oxygen à sodium oxide

Copper burns in oxygen to produce copper (II) oxide

Chemical equation is:

Copper + oxygen à copper (ll) oxide

Make models for: CH₄ + O₂ à CO₂+ 2H₂O

Complete chemical equation worksheet

Complete chemical composition worksheet

Lesson Thirteen

Summary:
-Conservation of mass lab

Homework:
-mass conservation

CONSERVATION OF MASS

Do mass conservation lab

Lesson Fourteen

Summary:
-Describe balancing of equations

Homework:
-do balancing sheet

-do word equation review

BALANCING EQUATIONS

Look at page 90 of the text and fill in “how to balance a chemical equation” worksheet

The number of atoms going into a reaction should be equal to the number coming out as products

(the atoms just rearrange)

e.g. CH₄ + O₂ à H₂O + CO₂

You cannot change the number of atoms in a molecule, only the number of molecules

Try to make the number of atoms the same on both sides

In the above reaction, 1 C, 4 H, 2 O go in and 1 C, 2 H, 3 O come out

-only C is balanced…you must add 2 more H to the products and at least one more O to the reactants

Balanced equation is CH₄ + 2 O₂ à 2 H₂O + CO₂

Now, 1 C, 4 H, 4 O go in and 1 C, 4 H, 4 O come out

If the numbers are the same going in and coming out, the equation is balanced

Another example: H₂ +O₂ à H₂O

Balanced, this would be 2 H₂ +O₂ à 2 H₂O

Lesson Fifteen

Summary:
-Review balancing of equations

Homework:
-do second balancing sheet

BALANCING EQUATIONS

If a substance appears in two reactants or two products, balance it last

Lesson Sixteen

Summary:
-Describe types of reactions

Homework:
-Finish types of reactions, balancing

There are four major types of chemical reactions:
1. Synthesis (combination): two simple molecules join into one large molecule

A + B ----> AB

hydrogen + oxygen -----> water
2H₂ + O₂ ----> 2H₂O

2. Decomposition (breakdown): one large molecule breaks into two simpler molecules

AB ----> A + B

water -----> hydrogen + oxygen
2H₂O -----> 2H₂ + O₂

3. Single Displacement: one element displaces another element in a molecule

Z + AB -----> ZB + A (if Z has a positive valence...usually a metal)
Y + AB -----> AY + B (if Y has a negative valence...usually a non-metal)

magnesium + silver nitrate ----> silver + magnesium nitrate
Mg + 2AgNO₃ ----> 2Ag + Mg(NO₃)_2(aq)

4. Double Displacement: two compounds exchange the elements they are bound to

AB + XY ----> AY + XB

lead (II) nitrate + potassium iodide ----> lead (II) iodide + potassium nitrate
Pb(NO₃)_2(aq) + 2KI_(aq) ----> PbI_2(s) + 2KNO_3(aq)

Lesson Seventeen

Summary:
-Do lab on reaction types

Homework:
-Finish types of reactions lab

Reaction Type lab

Lesson Eighteen

Summary:
-Describe rates of reaction

-Do “Blast Off” lab

Homework:
-Finish “Blast Off” lab

Rates of Reaction

Recall: Particle Theory or Kinetic Molecular Theory (KMT)

-all matter is made up of particles that are in constant motion and the particles move more quickly at higher temperatures

From this theory came the Collision Model for chemical reactions. According to the collision model there are two ways to make a chemical reaction go faster: increase the number of collisions or increase the amount of effective collisions.

The collision model helps us understand how the following factors affect the rate of reaction:

1) Temperature: an increase in temperature increases the reaction rate

Higher temperature makes the particles move faster and collide more often. It also increases the effective collisions as the molecules that hit have more energy and a greater number of successful reactions should occur.

2) Concentration: an increase in concentration increases the reaction rate

When more molecules are packed together in a smaller space, they are more likely to collide with each other. The increase in number of collisions should increase the reaction rate.

3) Surface Area: an increase in surface area increases the reaction rate

The amount of area that is exposed allows more collisions and increases the reaction rate.

4) Catalysts: a catalyst will increase the reaction rate

A catalyst is a substance that increases the number of effective collisions so molecules don’t need to collide with as much energy. The catalyst can be reused and is not permanently altered by the reaction.

Do “Blast Off” lab on rates of reaction

Lesson Nineteen

Summary:
-Describe pH scale

-Do pH of household products lab

Homework:
-Finish pH of household products lab

pH means power of hydrogen

water naturally breaks apart with the following reaction: H₂O à H⁺ + OH^-

The concentration of H⁺ ions (mol/L) determines the pH

pH:	1	3	5	7	9	11	13
H⁺ ions	0.1	0.001	0.00001	0.0000001	0.000000001	0.00000000001	0.0000000000001
H⁺ ions	10^-1	10^-3	10^-5	10^-7	10^-9	10^-11	10^-13
Description	acid	acid	acid	neutral	base	base	base

Acids and Bases must be dissolved in water =(aq)

Every pH level closer to the acid (to the left) is multiplied by 10 in strength

pH 2 is 10X more acidic than pH 3

pH 2 is 100X more acidic than pH 4

pH 2 is 100 000X more acidic than pH 7

Every pH level closer to the base (to the right) is divided by 10

pH 13 is 10X more basic than pH 12

pH 13 is 100X more basic than pH 11

pH 13 is 1 000 000X more basic than pH 7

Do lab examining pH of household products

Lesson Twenty

Summary:
-Describe properties of acids/bases

-Describe indicators

-do long sheet on acids/bases

Homework:
-Case Study 8.7,pg.308-311

-do pg. 311, #1-7

ACIDS and BASES

Some ACIDS are: HCl_(aq) H₂SO_4(aq) H₂CO_3(aq) HNO_3(aq)

All acids start with H and are (aq) which means dissolved in water

Increases the number of H+ in the solution, making the pH less than 7.

Acids react with metals to produce explosive H_2(g) (hydrogen gas)

Acids taste sour and feel rough.

Some BASES are: NaOH_(aq) KOH_(aq) LiOH_(aq) NH₄OH_(aq)

All base end with OH and are (aq) which means dissolved in water.

Decreases the number of H+ in the solution, making the pH greater than 7.

Bases do not react with metals.

Bases taste bitter and feel smooth.