CHEMICAL REACTIONS

& ACIDS, BASES,

AND SOLUTIONS

Chapter 6 and 7

TODAY WE WILL

Explain balancing equations using Cornell Notes and Vocab Maps.

1. DESCRIBING CHEMICAL EQUATIONS

2. Chemical equations – what are they?3. Short, easy way to show a chemical reaction, using symbols instead of words3. Reactant + reactant

product + product

2. CONSERVATION OF MATTER

3. During a chemical reaction, matter is neither created nor destroyed.

3. The mass of the reactants must equal the mass of the products

3. The number of atoms stays the same no matter how they are arranged.

2. OPEN AND CLOSED SYSTEMS

3. Open system – matter can enter from or escape the surroundings4. ex: Fire place

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3. Closed system – Matter not allowed to leave orenter.

4. Pumpkin decaying in a bag.

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2. BALANCING EQUATIONS

3. A chemical equation must show the SAME number of each type of atom on both sides of the equations

3. STEPS TO BALANCING EQUATIONS

Step 1: write the equationStep 2: Count the atomsStep 3: Use Coefficients to balance atomsStep 4: Look back and count

3. Coefficient – what are they?4. Number placed in front of a chemical formula

TODAY WE WILL…

Classify chemical reactions using Cornell Notes, our brains, and concept maps.

1. DESCRIBING CHEMICAL REACTIONS

2. CLASSIFYING CHEMICAL REACTIONS

3. Synthesis 4. Put things together4. Two or more elements or compounds combine to make a more complex substance 4. Ex: 2H + O = Water

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3. DECOMPOSITION

4. Compounds break down into simpler products

4. Ex: Hydrogen peroxide breaks down into water and oxygen

2H202 2H20 + O2

3. REPLACEMENT

4. When one element replaces another in a compound

4. When two elements in different compounds trade place

2Cu2O + C 4Cu + CO2

QUESTIONSHow could you determine ….?

What would happen if….?

How would you categorize….?

HOMEWORK

Concept maps:SynthesisDecompositionReplacement

Analyze solutions, concentrations and solubility using Cornell Notes and task cards.

TODAY WE WILL….

2. A uniform mixture that contains a solvent and at least one solute

2. Solvent – what is it?3. A Part of the solution present in the largest amount

2. Solute – dissolved by the solvent and cannot be seen in the solution

1. SOLUTIONS – WHAT ARE THEY?

2. Example

Water + Sugar = Sugar water

Water = Solvent

Sugar = Solute

Sugar water = solution

3. Mixture that contains small, undissolved particles that do not settle out.

3. The particles are too small to be seen, but large enough to scatter a light beam

3. Examples: 4. Fats and proteins in milk4. Fog4. Jell-O4. Shaving cream

2. COLLOIDS – WHAT ARE THEY?

3. A mixture in which particles can be seen and easily separated by settling or filtration.

3. Heterogeneous mixture3. Examples :4. Snow globe

2. SUSPENSION – WHAT IS IT?

3. A lot of solute dissolved in a certain amount of liquid

3. Examples4. Frozen fruit juices4. 3 cups of sugar in lemonade

2. CONCENTRATED SOLUTION

3. The amount of solute is compared to the amount of solution and measured by %4. Solute/solution * 100 = % concentration

2. MEASURING CONCENTRATION

A solution contains 12 grams of solute dissolved in 36 grams of solution. What is the concentration of the solution?

PRACTICE PROBLEM

Page 267 Numbers 4 and 5

PRACTICE PROBLEMS

3. Has a little solute dissolved in a certain amount of solvent.

3. Example4. 1 Cup of sugar dissolved in 8 cups of lemonade4. Frozen fruit juice with 8 cups of water added.

2. DILUTE SOLUTION – WHAT IS IT?

3. Measure of how much solute can dissolve in a solvent at a given temperature

3. Unsaturated solution 4. You can add more to the solution

3. Saturated solution 4. You cannot add more to the solution

3. Supersaturated solution4. Has more solute than the solution can hold and usually it settles out.

2. SOLUBILITY – WHAT IS IT?

4. As temperature increases, solubility increases5. the solution can hold more solute

4. To dissolve more sugar, heat the water

4. Gases tend to become more soluble in cold temperatures5. Hot soda tastes “flat”

3. TEMPERATURE

Page 266 numbers 1-4 on the graph.

PRACTICE TIME

Describe acids and bases using Cornell notes and litmus paper.

TODAY WE WILL…

2. Acids – what are they?3. A substance that tastes sour, and reacts with metals and carbonates3. 0-6 on the pH scale3. Can be corrosive3. Turns blue litmus paper red3. Produce a hydrogen ion H+ in water

1. ACIDS AND BASES

3. Examples of Acids4.4.4.4. Oranges4. Tomatoes4. Spinach

2. Uses of Acids3. Vitamin C3. Various vitamins and minerals3. Used to clean bricks and metals3. Found in fertilizer3. Batteries

3. A substance that tastes bitter and feels slippery

3. 8-14 on the pH scale3. Produces hydroxide ions OH- in water

3. Turns litmus red litmus paper blue

2. BASES – WHAT ARE THEY?

3. Examples4. Ammonia4. Glass cleaner4. Baking Soda4. Calcium Oxide and

calcium hydroxide make mortar and cement

2. Uses of bases3. Cleaning agent3. Creates mortar and cement3. Used in baking that make baked goods fluffy.

HOMEWORKMemory map: Acid, Base

On the left side of your notes complete the following:

Create a Venn Diagram to compare and contrast ACIDS vs Bases.

You have 5 minutes!

WARM-UP

Describe acids and bases in Solutions using Cornell Notes and a foldable.

TODAY WE WILL…

2. Acids in solutions3. H+ are present 3. HCl -> H+ + Cl- in water3. In water the H breaks the bonds with the compound and forms H+

1. ACIDS AND BASES IN SOLUTIONS

3. OH- (hydroxide ion) when bases dissolve in water

3. Not all bases contain OH- 4. ammonia NH3

3. Produces OH- ions in water

2. BASES IN SOLUTIONS

3. pH scale ranges from 0-144. Describes the concentration of ions

3. 0-6.99 acidic4. lemon

3. 7 neutral4. water

3. 7.1 – 14 basic4. Drain cleaner

3. 0 = Strong acid while 6 is a weak acid

3. 8 = weak base while 14 is a strong base

2. STRENGTH OF ACIDS AND BASES

3. Neutralization4. reaction between an acid and a base causing it to become neutral

2. ACID-BASE REACTIONS

ANTACID PRE-LABQuestion: Which antacid works the best?Hypothesis: MaterialsProcedure

ANTACID TABLESubstance

pH before

pH with Antacid A

pH with Antacid B

pH with Antacid C

CHEMISTRY ISA. A characteristic of a substance that

can be observed without changing the substance into another substance

B. The study of matter and how matter changes

C. Anything that has mass and takes up space

D. A rapid reaction between oxygen and a substance called fuel.

ANYTHING THAT HAS MASS AND TAKES UP SPACE IS CONSIDERED

A. MatterB. EnergyC. ChemistryD. Endothermic

WHAT HAPPENS WHEN CHEMICAL BONDS BREAK AND NEW BONDS FORM?

A. A physical changeB. A chemical reactionC. Matter is destroyedD. Surface area increases

THE ONLY SURE EVIDENCE FOR A CHEMICAL REACTION IS

A. The formation of a gasB. A color changeC. The production of one or

more new substancesD. Changes in properties

A CHEMICAL REACTION THAT ABSORBS ENERGY IN THE FORM OF HEAT IS DESCRIBED AS

A. Endothermic B. ExothermicC. CombustionD. Unbalanced

CACO3 REPRESENTS A CHEMICAL

A. SymbolB. FormulaC. SubscriptD. Reaction

A SHORTER, EASIER WAY TO SHOW CHEMICAL REACTIONS, USING SYMBOLS INSTEAD OF WORDS, IS CALLED A

A. Chemical equationB. Chemical formulaC. SymbolD. Subscript

THE SUBSTANCES LISTED ON THE LEFT SIDE OF A CHEMICAL EQUATION ARE THE

A. ProductsB. CoefficientsC. PrecipitatesD. Reactants

In a(n) ____ change, elements and/or compounds rearrange to form new substances.

A material used to decrease the rate of a reaction is called a _____.

The process of solid ice changing into liquid water is a(n) ____ change.

A precipitate is a(n) ____ that forms from solution during a chemical reaction.

The ____ is the amount of one material present in a given volume of another material.

In a chemical equation, the substances written on the right side of the arrow are called?

A chemical reaction that releases energy in the form of heat is a(n) _______ reaction.

EVERY CHEMICAL REACTION INVOLVES A CHANGE IN

a. Energyb. Concentrationc. Stated. Mass

THE NUMBER PLACED BELOW AN ELEMENT’S SYMBOL IN A CHEMICAL FORMULA IS CALLED A

a. Subscriptb. Coefficientc. Reactantd. Product

THE MINIMUM AMOUNT OF ENERGY THAT HAS TO BE ADDED TO START A REACTION IS THE

a. Chemical energyb. Activation energyc. Endothermic energyd. Exothermic energy

WHAT IS THE PURPOSE OF A COEFFICIENT?

CHEMISTRY IS?A. The study of matter and how matter

changesB. Anything that has mass and takes up

spaceC. A rapid reaction between oxygen and a

substance D. The study of physics

CHEMICALS THAT ACT AS BIOLOGICAL CATALYSTS BY SPEEDING UP REACTIONS IN LIVING THINGS ARE

a. Enzymesb. Fuelsc. Inhibitorsd. Reactants

LIST THREE EXAMPLES OF A CHEMICAL CHANGE

Define Synthesis and decomposition.

DISCUSS WITH YOUR GROUP THE FOLLOWING QUESTIONS.1. Why is learning exothermic and

endothermic reactions important to your life?

2. Based on what you know, how would you explain chemical reactions?

TODAY WE WILL…

Analyze how to control chemical reactions using Cornell Notes and a word map.

1. CONTROLLING CHEMICAL REACTIONS2. Activation energy

3. A reaction cannot happen unless it has enough energy3. All chemical reactions require a certain amount of activation energy to get started3. EX: Spark, lightning

2. EXOTHERMIC AND ENDOTHERMIC REACTIONS3. Exothermic – heat energy is released3. Endothermic – heat energy is absorbed

2. RATES OF CHEMICAL REACTIONS3. To make reactions happen faster, add

more energy3. Factors that affect rates of reaction

includes surface area, temperature, concentration, and the presence of catalysts or inhibitors

3. SURFACE AREA4. Smaller surface area can cause a faster reaction4. Chewing food into smaller pieces causes the body to digest the food faster

3. TEMPERATURE4. When an object is heated, the particles

move faster and increase the rate of reaction

4. Faster moving molecules have more energy

3. CONCENTRATION

4. The amount of a substance in a given volume4. More particles = more particles to react

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3. CATALYSTS4. A material that increases the rate of reaction by lowering the activation energy4. Enzymes – biological catalysts

3. INHIBITORS4. A material used to decrease the rate of reaction4. Some reactions work better when they do not react as fast.4. EX: Food preservatives