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Unit 3: Cool Chemistry Show
Essential QuestionsHow do you determine whether a chemical
or physical change has occurred?What characteristics are used to identify a
chemical reaction taking place?How are symbols used to write chemical
formulas of compounds?How are chemical equations written?What are endothermic and exothermic
reactions?How can the rate of a reaction be altered?What are properties of acids and bases?What are oxidation and reduction reactions?
Chapter ChallengePresent an entertaining and informative
science show to other studentsContent will include physical/chemical
changes or acids/basesPresentation must include a
demonstration and an audience-appropriate explanation of the concepts
Written summary + directions for the show and explanations of the chemistry
You may work in groups, topics will be assigned
Day 1: Chemical and Physical ChangeLearning Objectives
◦Learn to differentiate between chemical and physical changes
◦Make observations and cite evidence to identify changes as chemical or physical
◦Explore the new properties exhibited when new materials are made from combinations of two or more original materials
◦Design an experiment to test properties of different combinations of materials
StarterHow do you know if a chemical
change or physical change has occurred?
Give 3 examples of each.Time: 15 minutes
Activity 1Several stations are set up in the
back to observe chemical and physical changes.
Create a data table with three columns for the process you complete, observations and whether it is a chemical or physical change
Time: 60 minutes
Activity 2You will do a lab write up for this
laboratory following the CERR model
Check wiki for what to include for write up
Time: 10 minutes
Closing & Homework What is a physical change? Give 2
examples.What is a solution, solute and solvent?What is a chemical change? Give 2
examples.What “clues” can you look for to determine
if a chemical change has occurred or not?What is a saturated solution?Homework:
◦Chemistry to Go, pg. 777 #1, 2, 4, 5◦Preparing for the Chapter Challenge
Day 2: More Chemical Changes Learning Objectives:
◦Observe several typical examples of evidence that a chemical change is occurring
◦Make generalizations about the combinations of materials that result in the same evidence
◦Make generalizations about materials that tend to react with everything and materials that tend not to react with anything
◦Practice careful laboratory techniques
StarterWhich of the following will result
in a chemical reaction and why?◦Mix 1 cup flour, 1/3 cup sugar, 1 tsp
baking powder with 1 cup milk and 1 egg. Put the mixture in the oven and bake for 30 minutes
◦Add 2 drops of sodium carbonate to 2 drops of sodium sulfate
Time: 15 minutesPlease hand in homework from
last lesson
Activity 1Move with your lab groupsComplete the table on page 780Read through steps 1-3 on page
779-781Time: 10 minutes
Activity 2Move to the back lab benches.All the equipment is on the back
bench that you will need Complete steps 1-3, recording
your data along the wayWhen you are finished, clean up
and put the materials back where you got them
Time: 45 minutes
Closing & HomeworkDiscuss the following questions in
your group:◦How do you test for oxygen, carbon
dioxide and hydrogen?◦What is a precipitate?◦What are acid-base indicators?
Homework◦Chemistry to Go, pg. 784 #1, 2, 3◦Preparing for the Chapter Challenge◦Lab report due on Thursday
Day 3: Chemical Names and FormulasLearning Objectives:
◦Predict the charges of ions of some elements
◦Determine the formulas of ionic compounds
◦Write the conventional names of ionic compounds
◦Make observations to determine whether there is evidence that chemical changes occur on combining two ionic compounds
StarterThe periodic table provides
valuable information for each of the elements.
Look at calcium on your periodic table in your text book.◦What information is provided on the
periodic table for calcium?◦What significance does this
information have?Time: 15 minutes
Activity 1Write the formulas for the
following elements and how many protons they have:◦Copper, zinc, oxygen, silver,
nitrogen, magnesium, iron, aluminum, potassium, sulfur, gold, carbon, chlorine, hydrogen, iodine, calcium, sodium, lead
Time: 15 minutes
Activity 2A compound is formed when a negative
ion (metal) and positive ion (nonmetal)bond
The formula for potassium bromide is KBr◦Write the formula for 4 other compounds that
are created from a group 1 element combining with a group 7 element
The formula for magnesium oxide is MgO◦Write the formula for 4 other compounds that
are created from a group 2 element combining with a group 6 element
Time: 15 minutes
Activity 3If the values of the charge on a positive and
negative ion, the resulting formula for the compound is simply the chemical formulas
If the values are not the same, subscripts are used to balance them◦Example: Al2O3 – Al3+, O2-
◦Write the names and formula for the following compounds: Calcium and oxygen Aluminum and fluorine Boron and oxygen Calcium and chlorine
Time: 10 minutes
Activity 4 Some ionic compounds involve
polyatomic ions◦Sulfate (SO4
2-, CO32-, NO3
-, NH4+, etc.)
Write the formula for the following:◦Potassium nitrate◦Potassium sulfate
Write the name for the following:◦(NH4)2SO4
◦LiNO3
Time: 10 minutes
Activity 5Do chemical reactions occur
every time reactants are mixed?Complete the reactions and fill
out the table belowTime: 20 minutes
Water Vinegar Ammonia Heat (Make a guess)
Baking Soda
Baking Powder
Alka Seltzer
Closing & HomeworkHow are ionic compounds
formed?What is a polyatomic ion? Give
an example of a compound with one.
Distinguish between an ionic and covalent bond.
Homework:◦Chemistry to Go, pg. 790 #1, 2, , 3,
6◦Preparing for the Chapter Challenge
Day 4: Chemical Equations
Day 5: Chemical Energy (60 mins)
Day 6: Reaction Rates
Day 7: Acids, Bases & Indicators
Day 8: Colour Reactions
Day 9: Summative Assessment