Unit C:
Matter & Chemical Change
https://docs.google.com/presentation/d/18FDt5kmM2Jm7KDvfssdh2JNyMFyd7SnEfM7HG3FwuAg/edit?usp=sharing
https://docs.google.com/presentation/d/1HddOan74lk_VBbuRagt02TCx_Xp0nuiw41LhwW3-A8Q/edit?usp=sharing
This presentation is used to follow along in class as we go. It has extra photos, diagrams, videos in addition to pictures of completed notebook pages. See the margins for keys and extra links.
See this link for the printable portrait version or PDF
See my year plan weekly tracker (also a work in progress)
Reminders
NO FOOD IN THE CHEMISTRY LAB
P. 0 - Introduction to Chemistry
You will need:
Insert Lesson Introduction Video Here
Note - See the margins for keys and how to fill in the notes as well as links to websites, activities and more!
00
Vocabulary List
00
Matter and Chemical Change - Chemistry on Mars
1
What lessons can we learn from the movie The Martian”? Any Chemistry?
Matter and Chemical Change - Chemistry on Mars
Martian Potatoes
Describe the garden you planted
What is regolith?
How is it different from soil?
What makes Earth soil superior for growing potatoes (or any other plant) than simulated Martian regolith?
Matter and Chemical Change - Chemistry on Mars
Video - Chemistry On Mars: The Curiosity Rover's Mission to Uncover Martian Habitability
Summarize 3-5 points
000
Read ch 1 or 2 and draw as you listen/read
20 mins
Reminders
Pizza lunch Nov 23!
P. 1-4 - Matter and Chemical Change - Chemistry on Mars
You will need:
Kool-Aid
3 4 1 2
Classifying Mixtures Card Sort
Elements
Compounds
Homogenous
Mixtures
Heterogenous
Mixtures
WE WILL COME BACK TO SEE THIS LATER
The Chemistry of Cotton Candy
Reminders
NO FOOD IN SCIENCE LAB
P. 5-6 - Observing Physical & Chemical Properties
You will need:
Insert Lesson Introduction Video Here
Physical Properties | Physical Changes |
Describes characteristics of matter that can be observed (QUALITATIVE) or measured (QUANTITATIVE) WITHOUT altering the substance in some way (cm3, mL, Pa) | When matter changes physical properties but does not change its overall components |
WATER
|
|
| |
Add - Viscosity, Density, Solubility, odor, magnetism
Physical Properties
Qualitative Quantitative
WE WILL COME BACK TO SEE THIS LATER
2. Physical Changes lab - Ice Cream In A Bag
WE WILL COME BACK TO SEE THIS LATER
Observing Chemical Properties
Chemical Properties | Chemical Changes |
Can only be observed by attempting to change the material in some way.
| Always results in the formation of new materials
|
Signs of Chemical Changes (at LEAST 2 must occur!)
| |
CTPGLN
C _________
T _________
P _________
G _________
L _________
N _________
Observing Chemical Properties
Physical Properties
Qualitative Quantitative
7
Please read the excerpt “From the Brains to the Tail” (pp. 36-44) from the book Buffalo Hunt by Russell Freedman. After you have completed your reading, answer the following questions:
1. In the excerpt, describe three chemical changes that took place.
2. In the excerpt, describe three physical changes that took place.
3. Is the making of pemmican a physical or a chemical change? What properties allowed pemmican to last so long without spoiling?
4. In what ways were buffalo chips useful? What types of reactions describe the burning of buffalo chips?
5. From what you read in the story, and using the information you have learned so far, explain why you think the buffalo hunt is sustainable or unsustainable?
WE WILL COME BACK TO SEE THIS LATER
CARD SORT ACTIVITY
Reminders
P.6 The Chemistry of Bison
You will need:
Insert Lesson Introduction Video Here
The Science of the Bison Hunt
| Physical Changes | Chemical Changes |
Tanning Hides | | |
Making Pemmican | | |
Two- Eyed Seeing - Ecological Knowledge | ||
The “Buffalo” Hunt | | |
Using The Bison | | |
As you listen to the videos, try and identify the following.
Tanning hides
Making pemmican
The Buffalo Hunt
Using the bison
Two-Eyed Seeing
Reminders
NO FOOD IN SCIENCE LAB
P. 7 - Observing Physical Properties LAB
You will need:
Insert Lesson Introduction Video Here
3. Observing Physical Properties - SAFETY FIRST - Do not open vials, wash your hands
For each substance describe its PHYSICAL properties (2-3 observations each)
A. Glycerine | | | |
B. Copper wire | | | |
C. Vegetable Oil | | | |
D. Iron Filings | | | |
E. Copper (II) Sulfate | | | |
F. Graphite Powder | | | |
G. Sugar | | | |
H. Water | | | |
Properties of Pure Substances Materials
Vials of known substances - 2 each of:
Properties of Mixtures Lab Materials
Vials of Unknown substances - numbered as follows (2 of each):
Students need a copy of the Mixtures Lab Observation Table.
High viscosity (thick)
Magnetic
Low Viscosity (thin)
4. Mixture Classification Lab
Vial Number | Observed Properties | Pure Substance (3) or Mixture (5)? | Homogeneous or Heterogeneous? | Identification of materials |
1 | | | | |
2 | | | | |
3 | | | | |
4 | | | | |
5 | | | | |
6* | Clear liquid, not viscous with some white crystal residue dried along the top | Mixture | Homogenous | Water and sugar |
7 | | | | |
8 | | | | |
Properties of Pure Substances Materials
Vials of known substances - 2 each of:
Properties of Mixtures Lab Materials
Vials of Unknown substances - numbered as follows (2 of each):
Students need a copy of the Mixtures Lab Observation Table.
Grey powder, not magnetic
Magnetic powder in viscous liquid
Clear liquid, not viscous, floating yellow liquid on top
Clear liquid, not viscous, residue on top
Clear liquid, not viscous
Blue crystal and magnetic powder
The Chemistry of Cotton Candy
Reminders
P. 8 Observing Chemical Properties Lab
You will need:
Insert Lesson Introduction Video Here
Observing Chemical Properties Lab
Bromothymol Blue
Reaction with Iodine
Acid bubbles in bases
BASE
ACID
8
Presence of starch
Summary:
Observations:
Observing Chemical Properties Lab
Substance | Physical Properties | Reaction to Bromothymol Blue | Reaction to Acid | Reaction to Iodine |
Salt | | | | |
Sodium Bicarbonate | | | | |
Starch | | | | |
Sodium Thiosulfate | | | | |
Bubbles
Turns Iodine clear
Bromothymol Blue
Acetic Acid
Iodine
Salt
Sodium Bicarbonate
Starch
Sodium Thiosulfate
Bromothymol Blue
Acetic Acid
Iodine
Chemical Changes Lab - What’s in the bag? - p. 102
Chemical Changes Lab - What’s in the bag? - p. 102
Phenolphthalein
Summary:
Observations:
Chemical Changes Lab - What’s in the bag? - p. 102
Starting Material | Starting Properties | Changes observed during experiment |
Water | | Step 1 |
Phenolphthalein or Phenol Red | | |
Calcium Chloride | | Step 2 |
Baking soda | | Step 3 |
Water ~ 26C
2. + calcium chloride ~ 40C
3. + sodium bicarbonate ~ 23C
PINK
Yellow + bubbles
Water ~ 26C
2. + calcium chloride ~ 40C
3. + sodium bicarbonate ~ 23C
Reminders
NO FOOD IN SCIENCE LAB
Physical/Chemical Properties
Google Form
You will need:
Insert Lesson Introduction Video Here
Lab Results - Physical/Chemical Properties & Changes Labs
Reminders
Google Form lab due!
P.9-12 - Atomic Theory
You will need:
Insert Lesson Introduction Video Here
Atomic Theory
General Model:
4. Capacity of energy levels
9
Electrons (e-) will always fill the innermost levels first, then the next ones and so on ...
FYI - Do not need to really understand this… grade 10!
Atomic Model Timeline
Erwin Schrödinger - 1926
proposed the quantum mechanical model of the atom, which treats electrons as matter waves
12
10
Reminders
P. 13-14 - Elements &
The Periodic Table
You will need:
Insert Lesson Introduction Video Here
Elements & The Periodic Table
13
13
13
Calculating Neutrons
or
13
B
C
A
C
B
14
14
Reminders
NO FOOD IN SCIENCE LAB
Review Games
You will need:
Insert Lesson Introduction Video Here
Reminders
P. 15-18 - Bohr Model Practice & Atomic Structure
You will need:
Insert Lesson Introduction Video Here
Bohr Model Practice
Draw the first 12 elements of the periodic table. Label ALL three subatomic particles
15
15/16
16
17
17
18
Reminders
P. 19-22 - Decoding
The Periodic Table
You will need:
Insert Lesson Introduction Video Here
20
https://gizmos.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=1077
https://gizmos.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=424
Great Activity Google Clasroom https://docs.google.com/presentation/d/1Wzwb2slljg9x4ZmXsy46jgpAGyBT6d8GDkioCKUWH98/edit?usp=sharing
Metals
Non-
Metals
Metaloides
20
General Rules:
| ||
Metals |
|
|
Non- Metals |
| |
Metaloides |
not heat
| |
https://docs.google.com/presentation/d/12oR18jrAxHARqt3CjdWmsptA2BDO_94RHSjBnEPSzGg/edit?usp=sharing
https://gizmos.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=1077
https://gizmos.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=424
Great Activity Google Clasroom https://docs.google.com/presentation/d/1Wzwb2slljg9x4ZmXsy46jgpAGyBT6d8GDkioCKUWH98/edit?usp=sharing
20
Metals
Non-
Metals
Metaloides
20
Ex - Li (Lithium) | Alkali Metals
|
Ex - Mg (Magnesium) | Alkali- Earth Metals
|
Ex - F (Fluorine) | Halogens
|
Ex - Ar (Argon) | Noble Gases
|
Chemical Families: related elements with similar properties
2, 8, 8, 18
1 2 1 2
22
22
Reminders
QUIZ COMING SOON!
P. 22 - Decoding
The Periodic Table
You will need:
Insert Lesson Introduction Video Here
REDRAW THIS NEXT YEAR
Add
-H is a non-metal, not a AEM
- reactivity up.down
Groups = same valence electrons
Families are only 4 groups
Periods = same number of electron shells
H+ = non-metal
General Rules:
| ||
Metals |
|
|
Non- Metals |
| |
Metaloides |
not heat
| |
https://docs.google.com/presentation/d/12oR18jrAxHARqt3CjdWmsptA2BDO_94RHSjBnEPSzGg/edit?usp=sharing
https://gizmos.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=1077
https://gizmos.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=424
Great Activity Google Clasroom https://docs.google.com/presentation/d/1Wzwb2slljg9x4ZmXsy46jgpAGyBT6d8GDkioCKUWH98/edit?usp=sharing
Reminders
Periodic Table Review
You will need:
Insert Lesson Introduction Video Here
Review for the quiz:
Periodic Table Games
Heads Up/ Headbandz
Atomic Uno
Memory
Periodic table Jenga
Periodic table Battleship
Reminders
P. 0 - Title
You will need:
Insert Lesson Introduction Video Here
Reminders
P. 23-24 - Chemical Compounds - A. Molecular (Covalent)
You will need:
Insert Lesson Introduction Video Here
23.
Chemical Compounds - A. Molecular (Covalent)
Elements form compounds as one way to become more stable.
23
Chemical Compounds - A. Molecular (Covalent)
Compounds contain 2 or more elements in fixed or definite properties
23
23
shared
shared
FORMULA → NAME
Examples:
Never use mono on the first element!
Prefixes:
23
NAME → FORMULA
Prefixes:
24
Molecules made of 2 atoms of the SAME element
Molecular compounds containing atoms from 2
DIFFERENT elements
24
Colour of bead Number of holes
Hydrogen WHITE 1
Carbon BLACK 4
Oxygen RED 2
Nitrogen BLUE 3
Name | Hydrogen Gas | Water | Ammonia | Methane | Ethanol |
Chemical Formula | | | | | |
Drawing | | | | | |
Build It! (Teacher initials) | | | | | |
C2H5OH
Reminders
P. 25-26 - Nomenclature of Molecular Compounds
You will need:
Insert Lesson Introduction Video Here
Nomenclature of Molecular Compounds
Molecular Formula | Name |
CCl4 | |
| nitrogen |
NO | |
NO2 | |
SO2 | |
| sulfur trioxide |
| carbon monoxide |
CO2 | |
| Sulfur hexafluoride |
| dinitrogen tetrafluoride |
Molecular Formula | Name |
S8 | |
P2Cl4 | |
| tetraphosphorus decaoxide |
Cl2O | |
SO3 | |
P4 | |
NBr2 | |
NH3 | |
NH4 | |
C3H8 | (aka Propane) |
CH4 | |
2. Vocabulary /9
binary compound chemical bond chemical formula
Conductivity diatomic molecule Ion
ionic compound IUPAC molecular compound
_______________________ 1. what holds elements together; elements either gain,
lose or share electrons.
_______________________ 2. a compound resulting from atoms sharing electrons.
_______________________ 3. a compound resulting from atoms transferring electrons to other atoms.
_______________________ 4. the chemical symbols and numbers that represent a compound.
_______________________ 5. molecules made up of two atoms of the same element. ex. O2, N2, H2
_______________________ 6. International Union of Pure and Applied Chemistry- an organization of scientists
responsible for setting standards in chemistry – they make recommendations
on how compounds should be named.
_______________________ 7. a compound made from two elements. ex. carbon monoxide (CO)
_______________________ 8. an atom that has gained or lost electrons and therefore has a positive or negative charge.
_______________________ 9. the ability of a substance to carry an electric charge.
3. Review Questions - P.145 # 1-10 /10
______/40 - _______%
KEY
OR … KAHOOT!
Reminders
P. 27-28 -
Chemical Compounds - B. Ionic
You will need:
Insert Lesson Introduction Video Here
B. IONIC COMPOUNDS
Note: We do NOT use prefixes when naming ionic compounds
Chemical Compounds - B. Ionic
CuSO4(II)
Copper 2 sulphate
, FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)
CuSO4(II)
Copper 2 sulphate
, FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)
DRAW THIS
FORMULA → NAME
Examples:
CuSO4(II)
Copper 2 sulphate
, FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)
Note: We do NOT use prefixes when naming ionic compounds
FeCl2(s) =
_______________________
FeCl3(s) =
_______________________
Copper II Sulfate =
___________________
Potassium iodide
Calcium chloride
Iron (II) chloride
Iron (III) chloride
CuSO4
You dont need to know how to do these ones .. . just FYI
NAME → FORMULA
Examples:
CuSO4(II)
Copper 2 sulphate
, FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)
Note: We do NOT use prefixes when naming ionic compounds
LiF
MgCl2
Ionic Compound Rations / Subscripts
Examples:
Sodium Chloride Magnesium Chloride
CuSO4(II)
Copper 2 sulphate
, FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)
Note: We do NOT use prefixes when naming ionic compounds
Cl-
Na+
NaCl
Cl-
Mg2+
MgCl2
3. Forming Ions
| Cl- | I- | O2- | S2- | P3- | Ge4- |
Na+ | | | | | | |
K+ | | | | | | |
Be2+ | | | | | | |
Ca2+ | | | | | | |
Sc3+ | | | | | | |
Ga4+ | | | | | | |
4. Criss-cross
Name any FIVE of the above ionic compounds:
28
Sodium sulfide
Scandium sulfide
Documentary - Super Elements
Reminders
P. 29-30 - Nomenclature of Ionic Compounds
You will need:
Insert Lesson Introduction Video Here
Nomenclature of Ionic Compounds
Name of Cation (+) | Cation | Name of Anion (-) | Anion | Chemical Formula | Name of Compound |
Calcium | Ca2+ | Chloride | Cl- | CaCl2 | Calcium chloride |
Lithium | | Fluoride | | | |
Sodium | | | Cl- | | |
Calcium | | | | Ca3N2 | |
Scandium | | Nitride | | | |
| Y3+ | Bromide | | | |
| K+ | | As3- | | |
| Sr2+ | | | SrTe | |
| Cs+ | | | | Cesium nitride |
| | | | | Calcium phosphide |
| | | | | Tungsten oxide |
| | | | | Lithium sulfide |
| | | | | Osmium oxide |
| | | | ZrSe2 | |
| | | | Rb3As | |
| | | | CdO | |
Chemical Formula | Name of Compound |
CaCl2 | |
| potassium iodide |
MgO | |
| aluminum chloride |
NaBr | |
Al2O3 | |
| lithium nitride |
| barium chloride |
| sodium chloride |
ZnO | |
| silver bromide |
| magnesium hydride *** |
| potassium chloride |
CaF2 | |
| zinc sulfide |
RATIO | Name of Cation | Cation | Name of Anion | Anion | Formula | Name |
2:1 | Calcium | Ca2+ | Chloride | Cl- | CaCl2 | Calcium chloride |
1:1 | | | | | | |
1:2 | | | | | | |
2:3 | | | | | | |
3:2 | | | | | | |
4:1 | | | | | | |
KEY
REVIEW
Reminders
LAB NEXT CLASS
P. 31 - Comparing Molecular and Ionic Bonds
You will need:
Insert Lesson Introduction Video Here
Comparing Molecular and Ionic Bonds
31
Molecular | Property | Ionic |
CO2 - Carbon Dioxide Sugar, wax, fuels/hydrocarbons, water, starch | Example of a substance | NaCl - Sodium chloride (salt), baking soda, bleach, epsom salts |
SHARED | Electrons (shared or given/taken) | GIVE/TAKE |
Non-metals OR metalloids | Bonds between 2 ___+___? (Metals, non-metals, metalloids) | Metal (+) & non-metal (-) |
NO | Does it form ions? (yes or no) | YES |
| Naming rules |
|
STRONG | Bond Strength (strong or weak) | WEAK |
LOW | Solubility in water (high or low) | HIGH |
LOW | Melting points (high or low) | HIGH |
S, L, OR G | State at room tempe (S, L or G) | SOLID |
NO | Conducts Electricity (yes or no) | YES |
NO | Brittle? | YES - CRUSHABLE CRYSTALS |
FIX THESE NOTES TO INCLUDE WHY IONIC AND MOLECULAR - crushing or are s l g at room temp, why soluble
Molecular
Salt
Comparing Molecular and Ionic Bonds
31
Reminders
P. 32 - Ionic and Molecular properties LAB
You will need:
3. Ionic and Molecular Properties Lab ____/12
Substance | # | Formula (Molecular or Ionic) | Description of physical appearance - include weather it breaks apart easily etc... | Solubility in Water (Did it dissolve? - YES or NO) | Conductivity (Light bulb lit or not light) | Melting time or “did not melt” and observations |
Sodium chloride | 1 | NaCL _________ | | | | |
Calcium chloride | 2 | CaCl2 _________ | | | | |
Paraffin | 3 | C22H46 _________ | | | | |
Sucrose | 4 | C12H22O11 _________ | | | | |
Unknown #1 | 5 | _________ | | | | |
Unknown #2 | 6 | _________ | | | | |
Step 1
SMALL BEAKER
Step 2
LARGE BEAKER
Step 3
LARGE BEAKER
Step 4
TIN
Step 5
CLEAN UP
Step 6
RESULTS
32
4. Analysis Questions ______/10
1. Which would you expect to form the harder materials, ionic or molecular compounds? Why?
2. What happened when you tried to crush or break the ionic compounds? How did this compare to the molecular compounds?
3. Which compounds, ionic or molecular, would you expect to melt most easily? Why? - What happens when something melts?
4. Which compounds, ionic or molecular would you expect to conduct electricity? Why? Did this match your results?
Unknown Identification
5. How did you classify Unknown #1 and Unknown #2 (were they molecular, ionic, or one of each?)? Which test or tests was most useful in making this identification?
Substance | # | Formula (Molecular or Ionic) | Description of physical appearance - include weather it breaks apart easily etc... | Solubility in Water (Did it dissolve? - YES or NO) | Conductivity (Light bulb lit or not light) | Melting time or “did not melt” and observations |
Sodium chloride | 1 | NaCL _________ | White colourless crystal, breaks easily | YES | YES | NO |
Calcium chloride | 2 | CaCl2 _________ | White colourless granules, breaks easily | YES | YES | NO |
Paraffin | 3 | C22H46 _________ | Waxy white powder, smooth, does NOT break easily | NO | NO | YES |
Sucrose | 4 | C12H22O11 _________ | White colourless crystal, breaks easily (exception) | YES (exception) | NO | YES |
Unknown #1 | 5 | _________ | White colourless crystal, breaks easily | YES | YES | YES (exception) |
Unknown #2 | 6 | _________ | Fine white powder, does NOT break easily | NO | NO | NO (exception) |
Reminders
P. 32 - Ionic and Molecular Properties Lab Report
You will need:
Insert Lesson Introduction Video Here
Substance | # | Formula (Molecular or Ionic) | Description of physical appearance - include weather it breaks apart easily etc... | Solubility in Water (Did it dissolve? - YES or NO) | Conductivity (Light bulb lit or not light) | Melting time or “did not melt” and observations |
Sodium chloride | 1 | NaCL _________ | White colourless crystal, breaks easily | YES | YES | NO |
Calcium chloride | 2 | CaCl2 _________ | White colourless granules, breaks easily | YES | YES | NO |
paraffin | 3 | C22H46 _________ | Waxy white powder, smooth, does NOT break easily | NO | NO | YES |
sucrose | 4 | C12H22O11 _________ | White colourless crystal, breaks easily (exception) | YES (exception) | NO | YES |
Unknown #1 | 5 | _________ | White colourless crystal, breaks easily | YES | YES | YES (exception) |
Unknown #2 | 6 | _________ | Fine white powder, does NOT break easily | NO | NO | NO (exception) |
32
4. Analysis Questions ______/10
1. Which would you expect to form the harder materials, ionic or molecular compounds? Why?
2. What happened when you tried to crush or break the ionic compounds? How did this compare to the molecular compounds?
3. Which compounds, ionic or molecular, would you expect to melt most easily? Why? - What happens when something melts?
4. Which compounds, ionic or molecular would you expect to conduct electricity? Why? Did this match your results?
Unknown Identification
5. How did you classify Unknown #1 and Unknown #2 (were they molecular, ionic, or one of each?)? Which test or tests was most useful in making this identification?
Reminders
QUIZ THIS WEEK
P. 33-34 - Compound Naming Rules
You will need:
Insert Lesson Introduction Video Here
Reminders
P. 35-36 - STATIONS
Molecular & Ionic
You will need:
STATIONS Molecular & Ionic
STATION 1 - MOLECULAR (Covalent) COMPOUNDS
Red (oxygen), White (hydrogen), Black (carbon), Blue (nitrogen), __________(chlorine)
35
Make it better next year with games and such
STATION 2 - MARSHMALLOW MOLECULAR (Covalent) COMPOUNDS
pink (oxygen), yellow (hydrogen), orange (carbon), green(nitrogen)
CO2 ____________________ Cl2O7 _____________________ NH3 _____________________
S2Cl2 ____________________ C3H8 _____________________ NO _____________________
CO ____________________ H2 _____________________ H2O _____________________
CH4 ____________________ C2H6 _____________________ N2O _____________________
https://drive.google.com/drive/folders/1jq0l21VU78f5vBKHkgcMlQyvLoUg5yQu?usp=sharing
https://gizmos.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=514
https://gizmos.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=512
STATION 2 - See card sort game on page 32
36
STATION 3 - IONIC COMPOUNDS (3D printed)
Red (cations), Purple (anions)
4. 5. 6.
STATION 4 - IONIC COMPOUNDS (laminated paper)
4. 5. 6.
Reminders
P. 37-38 - Naming Compounds
You will need:
Insert Lesson Introduction Video Here
| Covalent/Molecular | Ionic |
Composed of _____ & _______ | | |
Naming Rules | | |
Balance charges or use prefixes? | | |
Reminders
FOR MARKS
Review - Ionic Molecular
You will need:
Insert Lesson Introduction Video Here
Ionic & Molecular (Covalent) Bonds Card Sort
Directions: Sort the set of cards into the correct categories. Then, fill in the chart below with the answers.
Ionic | Molecular |
Definition | Definitio |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
Study for the quiz this week!
FOR MARKS
Reminders
Review - Mid Unit Quiz
You will need:
Insert Lesson Introduction Video Here
Mid Unit Quiz Review Choice Board
Fill out your notebook - highlight key terms
Review Quizziz
(NOT for marks - posted in Google Classroom)
More practice games (not for marks)
Go over the practice PAT questions for this unit.
Friday February 14th
Vocabulary List
Reminders
P. 39-40 - Chemical Reactions
You will need:
Insert Lesson Introduction Video Here
Chemical Reactions
Reactants → Products
37
Next year add CuSO4(II)
Copper 2 sulphate
, FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)
60.6
Sometimes elements combine to form a compound that behaves like a single ion
37
Next year add CuSO4(II)
Copper 2 sulphate
, FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)
3. Chemical reactions
Chemical Reaction
37
Next year add CuSO4(II)
Copper 2 sulphate
, FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)
4. Energy In Chemical Reactions
5. Types of Chemical Reactions
Chemical reaction is where 2 or more substances reorganize their atoms to form new materials.
38
Name | General Equation | Definition | Example |
Synthesis | | 2 elements combine to form a compound. | |
Decomposition | | A compound is broken down into single elements | |
Single Replacement | | A single element switches place with another element in a compound | |
Double Replacement | | 2 compounds react, exchanging metal ions | |
Combustion | | Hydrocarbons burn (substance that contain C + H) | |
Acid/Base | | Double replacement reaction between an acid and a base | |
38
6. Reactions with Oxygen - OXIDATION
Corrosion
Hydrocarbons
Reminders
Chemical Reactions &
Equations Review
You will need:
Insert Lesson Introduction Video Here
Reminders
P. 41-42 - Chemical Reaction Lab
You will need:
Insert Lesson Introduction Video Here
Chemical Reaction Review and Lab
2. Electrolysis of water ____/3
Water → Hydrogen + Oxygen
__________(__) → __________(__) + __________(__)
https://docs.google.com/presentation/d/18-w515SZQjeC_D4Nilv1zSx2QWzX1aPGrQN3kXcR-iE/edit?usp=sharing
2H2O l
2H2 g
O2 g
3. Reactions with oxygen - OXIDATION ____/3
Match the following oxidation reactions to their respective pictures
https://docs.google.com/presentation/d/18-w515SZQjeC_D4Nilv1zSx2QWzX1aPGrQN3kXcR-iE/edit?usp=sharing
A
B
C
| Physical or Chemical? | Evidence of physical or chemical change (2) | Exothermic Endothermic? | Type of reaction |
Mentos + Coke |
| |
| Physical |
| Physical or Chemical? | Evidence of physical or chemical change (2) | Exothermic Endothermic? | Type of reaction |
Alka Seltzer + Water | Citric acid + baking soda +(water) → water + carbon dioxide + sodium citrate C6H8O7 + NaHCO3 + (H2O) → H2O + CO2 + Na3C6H5O7 | |||
| |
| Acid Base (Neutralization) | |
| Physical or Chemical? | Evidence of physical or chemical change (2) | Exothermic Endothermic? | Type of reaction |
Baking Soda + Vinegar | Sodium bicarbonate + Vinegar → Sodium Acetate + Water + Carbon Dioxide NaHCO3 + HC2H3O2 → NaC2H3O2 + H2O + CO2 | |||
| |
| | |
| Physical or Chemical? | Evidence of physical or chemical change (2) | Exothermic Endothermic? | Type of reaction |
Electrolysis (H20) | Water → Hydrogen + Oxygen 2H2O(g) → 2H2 (g) + O2 (g) | |||
| |
| Decom- position | |
| Physical or Chemical? | Evidence of physical or chemical change | Exothermic Endothermic? | Type of reaction |
Zinc and Hydrochloric Acid | Zn (s) + 2 HCl (aq) = ZnCl2 (aq) + H2 (g) | |||
| |
| Single Replacement | |
| Physical or Chemical? | Evidence of physical or chemical change | Exothermic Endothermic? | Type of reaction |
Steel Wool and Copper (II) Sulfate | Iron + Copper (II) Sulfate → Copper + Iron Sulfate Fe + CuSO4 → Cu + FeSO4 | |||
| |
| Single Replacement | |
Iron turned red-brown in colour. Copper solution changed from blue to pale green or colourless.
Evidence of a Chemical Change:
- two reactants changed in colour
- material with new properties formed
-change in temperature (exothermic)
Chemical reaction:
Fe(s) + CuSO4(aq) > Cu(s) + FeSO4(aq)
| Physical or Chemical? | Evidence of physical or chemical change | Exothermic Endothermic? | Type of reaction |
Copper II Sulfate + Sodium Carbonate | Copper (II) Sulfate + Sodium Carbonate → Copper (II) Carbonate + Sodium Sulfate CuSO4 + Na2CO3 → CuCO3 + Na2SO4 | |||
| |
| Double Replacement | |
Mixture went from clear to cloudy.
Solid precipitate formed.
Evidence of a chemical change:
- precipitate formed
- Colour change
- Lightly endothermic
Chemical Reaction:
CuSO4(aq) + Na2CO3(aq) > CuCO3(s) + Na2SO4(aq)
| Physical or Chemical? | Evidence of physical or chemical change | Exothermic Endothermic? | Type of reaction |
Sugar + Sulfuric Acid (aq) | C12H22O11 (s) + H2SO4 (aq) + 1/2 O2 (g) → 11 C (s) + CO2 (g) + 12 H2O (g) + SO | |||
| |
| Dehydration | |
| Physical or Chemical? | Evidence of physical or chemical change | Exothermic Endothermic? | Type of reaction |
Combustion of Mg | 2Mg (s) + O2 (g) → 2MgO (s) | |||
| |
| | |
Iron turned red-brown in colour. Copper solution changed from blue to pale green or colourless.
Evidence of a Chemical Change:
- two reactants changed in colour
- material with new properties formed
Chemical reaction:
Fe(s) + CuSO4(aq) Cu(s) + FeSO4(aq)
Mixture went from clear to cloudy.
Solid precipitate formed.
Evidence of a chemical change:
- precipitate formed
- colour change
Chemical Reaction:
CuSO4(aq) + Na2CO3(aq) CuCO3(s) + Na2SO4(aq)
Analysis Questions
Reminders
P. 43-44 - Reaction Rate
You will need:
Insert Lesson Introduction Video Here
Reaction Rate
Magnesium and Oxygen:
- Mg is an alkaline earth metal
- will react with oxygen once a catalyst is added
Mg(s) + O2(g) MgO(s)
Remember the Law of Conservation of Mass!
Factor Affecting Reaction Rate | Observations | |
Temperature | Generally, when atoms and molecules are heated they move quicker, increasing the chance of collisions.
| Glow Stick Demo or mentos and warm diet coke |
Concentration | Increasing the concentration of reactants means there are more atoms and molecules to collide.
| Elephant Toothpaste (30% vs 3%) |
Surface Area | By breaking reactants into smaller pieces, there is more surface area available to react
| Alka-Seltzer Demo - Observations on the back! |
Magnesium and Oxygen:
- Mg is an alkaline earth metal
- will react with oxygen once a catalyst is added
Mg(s) + O2(g) MgO(s)
Remember the Law of Conservation of Mass!
KI
EXOTHERMIC
Factor Affecting Reaction Rate | Observations | |
Catalysts | Speed up chemical reactions, but are NOT changed or used up during the reaction
| |
Inhibitors | They slow down the rate of reaction but do not prevent it entirely. (see back)
| Galvanized Nail vs non-galvanized |
Reminders
P. 44 - Alka Seltzer Lab
You will need:
Insert Lesson Introduction Video Here
3. Alka Seltzer lab - quick version
Hypothesis:
Variables
3. Alka Seltzer lab
Standing Trials
Stirring Trials
A. Cold Water | B. Room Temperature Water | C. Hot Water | ||||||
| Tablet | Time (s) | | Tablet | Time (s) | | Tablet | Time (s) |
1 | Whole | | 1 | Whole | | 1 | Whole | |
2 | Pieces | | 2 | Pieces | | 2 | Pieces | |
3 | Powder | | 3 | Powder | | 3 | Powder | |
D. Cold Water | E. Room Temperature Water | F. Hot Water | ||||||
| Tablet | Time (s) | | Tablet | Time (s) | | Tablet | Time (s) |
1 | Whole | | 1 | Whole | | 1 | Whole | |
2 | Pieces | | 2 | Pieces | | 2 | Pieces | |
3 | Powder | | 3 | Powder | | 3 | Powder | |
3. Alka Seltzer lab RESULTS FASTER SLOWER
Results may vary from what was actually recorded in class!
Standing Trials
Stirring Trials
A. Cold Water | B. Room Temperature Water | C. Hot Water | ||||||
| Tablet | Time (s) | | Tablet | Time (s) | | Tablet | Time (s) |
1 | Whole | 3:26:80 | 1 | Whole | 00:43:74 | 1 | Whole | 00:28:53 |
2 | Pieces | 3:04:50 | 2 | Pieces | 00:35:50 | 2 | Pieces | 00:26:50 |
3 | Powder | 00:34:06 | 3 | Powder | 00:26:00 | 3 | Powder | 00:22:20 |
D. Cold Water | E. Room Temperature Water | F. Hot Water | ||||||
| Tablet | Time (s) | | Tablet | Time (s) | | Tablet | Time (s) |
1 | Whole | 02:09:40 | 1 | Whole | 00:52:45 | 1 | Whole | 00:14:95 |
2 | Pieces | 01:50:20 | 2 | Pieces | 00:42:71 | 2 | Pieces | 00:13:50 |
3 | Powder | 00:30:15 | 3 | Powder | 00:20:50 | 3 | Powder | 00:12:20 |
Conclusion:
Explain how the rate of reaction (time) DECREASES by changing the:
SPOT THE BAD SCIENCE
Reminders
- Unit Test Jan 19
- All homework due then
UNIT TEST REVIEW
You will need:
Insert Lesson Introduction Video Here
Unit Review
assignments
UNIT TEST
9AG/9G/9M - Thursday Feb 27
9K - Friday Feb 28th
TIME SENSITIVE
CLOSED
Excellence | Proficient | Satisfactory | Limited | Insufficient |
Exemplary and consistent achievement of outcomes and goals. | Skillful and mostly consistent achievement of outcomes and goals | Acceptable and generally consistent achievement of outcomes and goals | Partial and inconsistent achievement of outcomes and goals | Insufficient evidence to assess. |
Teacher comments or observations: | | |||
0
Unit 2: Matter and Chemical Change
Complete the following review booklet and place IN ORDER in a duotang due the DAY OF YOUR TEST. This page should be in the beginning of the duotang.
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SELF EVALUATION | E | P | S | L | I |
Scientific Inquiry – I can work on a problem through an activity or experiment and come up with ways to test or solve the problem with my class or group. | | | | | |
I worked well in groups when collaborating on labs/assignments. I do my fair share of the work and help evaluate ideas. | | | | | |
When collaborating I am positive, focused on the task at hand, and respectful to my peers. I use appropriate language to communicate ideas, procedures and results | | | | | |
I was safe in the science lab; on task, following safety guidelines and expectations. I show concern for safety in planning, carrying out and reviewing activities. | | | | | |
I keep my work organized and in my binder and/or duotang in order. I don’t lose my work. | | | | | |
I am well prepared for my tests and quizzes having made a complete review book and studied ahead of time. | | | | | |
I ask questions about concepts covered, labs, homework, and other things that I am unsure or want to learn more about. | | | | | |
I actively participate in class discussions, raising my hand to contribute. I take risks even if I could be wrong. | | | | | |
I show an interest in science-related questions & issues, & think about my own interests or career possibilities in science. | | | | | |
CURRICULUM CHECKLIST | E | P | S | L | I |
I can investigate and describe the properties of materials. | | | | | |
I can describe and apply different ways of classifying materials based on their composition and properties, including: distinguishing between pure substances, solutions and mechanical mixtures. | | | | | |
I can describe and apply different ways of classifying materials based on their composition and properties, including: distinguishing between metals and nonmetals. | | | | | |
I can describe and apply different ways of classifying materials based on their composition and properties, including: identifying and applying other methods of classification. | | | | | |
I can identify conditions that properties of a material are changed, & evaluate if a new substance has been produced. | | | | | |
I can identify and evaluate dangers of caustic materials and potentially explosive reactions. | | | | | |
I can observe and describe evidence of chemical change in reactions between familiar materials, by: describing combustion, corrosion and other reactions involving oxygen. | | | | | |
I can distinguish between materials that react readily and those that do not. | | | | | |
I can observe and describe patterns of chemical change, by: observing heat generated or absorbed in chemical reactions, and identifying examples of exothermic and endothermic reactions. | | | | | |
I can describe evidence of chemical change in rnxs between materials by: identifying conditions that affect rates of rxn | | | | | |
I can observe and describe evidence of chemical change in reactions between familiar materials, by: identifying evidence for conservation of mass in chemical reactions, & demonstrating/describing techniques | | | | | |
I can demonstrate an understanding of the origins of the periodic table, and relate patterns in the physical and chemical properties of elements to their position in the periodic table – focusing on the first 18 elements. | | | | | |
I can distinguish between observation and theory, and provide examples of how models and theoretical ideas are used | | | | | |
I can use the periodic table to identify the number of protons, electrons and other information about each atom; and describe the relationship between the structure of atoms in each group and the properties of elements in that group. | | | | | |
I can distinguish between ionic & molecular compounds, & describe the properties of some common examples of each. | | | | | |
I can read and interpret chemical formulas for compounds of two elements, and give the IUPAC (International Union of Pure and Applied Chemistry) name and common name of these compounds. | | | | | |
I can identify and describe chemicals commonly found in the home, and write the chemical symbols. | | | | | |
I can identify examples of combining ratios/number of atoms per molecule found in some common materials, and use information on ion charges to predict combining ratios in ionic compounds of two elements. | | | | | |
I can assemble or draw simple models of molecular and ionic compounds. | | | | | |
I can describe familiar chemical reactions, and represent these reactions by using word equations and chemical formulas and by constructing models of reactants and products. | | | | | |
00
Vocabulary List
Anything beyond this point is not ready for students to start.
Anything beyond this point is not ready for students to start.