You are on page 1of 27

Unit Plan: SCH3U - Chemical Reactions

Bora Demiri (101758822), Olivia Kireta (104564651), Kaleigh Martin (104536289)

Chemistry Teachable EDUC-5374

Winter 2021

George Zhou
Table of Contents

Context Information.........................................................................................................2

Concept Map ..................................................................................................................3

Curriculum Day Plan.......................................................................................................4

Day 1...................................................................................................................4

Day 2...................................................................................................................5

Day 3...................................................................................................................6

Day 4..................................................................................................................7

Day 5..................................................................................................................8

Day 6..................................................................................................................9

Day 7................................................................................................................10

Day 8................................................................................................................11

Day 9................................................................................................................12

Day 10..............................................................................................................13

Teaching Strategies......................................................................................................14

Assessments Strategies...............................................................................................15

Unit Test .......................................................................................................................18

Reflection......................................................................................................................24

References....................................................................................................................26

1
Context Information

Course: ​ SCH3U

Grade: ​11 Chemistry, University Preparation

Unit:​ Chemical Reactions

Overview

The purpose of this unit is to deepen students’ understanding of chemistry through the study of

how chemical change occurs. This unit gives students a method of classifying different chemical

reactions and allows them to understand that chemicals react in predictable ways. In addition,

this unit is focused on exploring the implications of chemical reactions used in industry on

society and the environment. Another important goal of this unit is to address students’ previous

misconceptions and preconceptions about chemical reactions and emphasize that a chemical

reaction is just the rearrangement of molecules and atoms in a substance.

Curriculum Emphasis (Overall Objectives)

By the end of this unit, students will:

C1. analyse chemical reactions used in a variety of applications, and assess their impact on
society and the environment;

C2. investigate different types of chemical reactions;

C3. demonstrate an understanding of the different types of chemical reactions.

Time Plan Overview

The unit is taught over 10 lessons (75 minutes each), depending on the student ability some

lessons may be​ extended to reach the goal of the lesson.

Textbook:
Nelson Chemistry 11, 2011

2
Concept Map

3
Curriculum Day Plan

Day 1

Topic Balancing Chemical Equations

Curriculum Expectations Overall: C2


Specific: C2.1 C2.2

Objectives/ By the end of this lesson students will be able to:


Learning Goals ● Understand the general formula for the 5 different types of chemical reactions
● Know how to classify chemical reactions
● Write chemical reactions as word equations and skeleton equations
● Use coefficients to balance chemical equations

Lesson/ Labs/ Activities Hook:​ Students are asked to work in two groups and come up with the longest list of
chemical reactions that happen around them during one day in their lives. Activity is
timed- 4 minutes. Group that wins - gets a “prize”

Lesson:
● Powerpoint presentation
○ Nomenclature review
○ Writing chemical reactions as word equations, skeleton equations and
balanced equations
○ Balancing equations gizmo (online simulation)
○ Introduction to types of chemical reaction
● Chemical reactions video
● Learning consolidated through completion of balancing equations and
classifying reactions worksheet

Assessment Formative:
The teacher will provide feedback throughout the class, and take anecdotal notes based
on student responses during class discussion (hook) and behaviour

Homework:
● Balancing Equations & Classifying Reactions
● Textbook pg. 120 #11-20

Resources Materials:
-Worksheet
-Textbook
-PowerPoint
-Projector

Video:​ “​ 6 Chemical Reactions that changed History”

Gizmo: ​Balancing Chemical Equations

4
Day 2

Topic Synthesis Reactions

Curriculum Expectations Overall: C2, C3


Specific: C2.1, C2.2, C2.4, C3.1

Objectives/ By the end of this lesson students will be able to:


Learning Goals ● Predict the products of synthesis reactions
● Write balanced synthesis reaction equations
● Understand applications of synthesis reactions in real life

Lesson/ Labs/ Activities Hook:​How is rust created? Class discussion will ensue, with the teacher guiding
students to think about other synthesis reactions in there everyday lives

Lesson:
● Powerpoint presentation
○ Review of synthesis general formula
○ Types of synthesis reactions
○ Real life applications
○ Predicting products of synthesis reactions
● Learning consolidated through completion of synthesis reactions worksheet

Assessment Formative:
The teacher will provide feedback throughout the class, and take anecdotal notes based
on student responses and behaviour

Homework:
● Synthesis reactions worksheet
● Textbook pg127 Practice problems: 21-30

Resources Materials:
● Worksheets
● Textbook
● PowerPoint
● Projector

5
Day 3

Topic Decomposition Reactions

Curriculum Expectations Overall: C2, C3


Specific: C2.1, C2.2, C2.4, C3.1

Objectives/ By the end of this lesson students will be able to:


Learning Goals ● Predict the products of decomposition reactions
● Write balanced decomposition reaction equations
● Understand applications of synthesis reactions in real life

Lesson/ Labs/ Activities Hook:​ Where does the air come from in the air bag when an accident happens? What
propels a spaceship back to earth? Teacher will facilitate class discussion on the
applications of decomposition reactions

Lesson:
● Video of the thermal decomposition of zinc carbonate
● Powerpoint presentation
○ Review of decomposition general formula
○ Types of decomposition reactions
○ Real life applications
○ Predicting products of decomposition reactions
● Learning consolidated through completion of decomposition reactions
worksheet

Assessment Formative:
The teacher will provide feedback throughout the class, and take anecdotal notes based
on student responses and behaviour
Homework:
● Decomposition reactions worksheet
● Textbook pg 134 Practice problems # 31-40

Resources Materials:
● Worksheets
● Textbook
● PowerPoint
● Projector

Video:
Decomposition of Zinc Carbonate

6
Day 4

Topic Combustion Reactions

Curriculum Expectations Overall: C2, C3


Specific: C2.1, C2.2, C3.1, C3.2

Objectives/ By the end of this lesson students will be able to:


Learning Goals ● Understand the difference between complete and incomplete combustion
reactions
● Write balanced combustion reaction equations

Lesson/ Labs/ Activities Hook:​ Video of whoosh bottle experiment. Teacher can ask what type of reaction this is,
testing the students prior knowledge. The teacher will introduce the reactants of a
combustion reaction and will discuss results and applications of combustion reactions

Lesson:
● Whoosh bottle video
● Powerpoint presentation
○ Review of combustion general formula
○ Complete combustion
○ Incomplete combustion
○ Real life applications of combustion
○ Balancing combustion reactions
● Learning consolidated through completion of combustion reactions homework

Assessment Formative:
The teacher will provide feedback throughout the class, and take anecdotal notes based
on student responses and behaviour

Homework:
● Textbook pg 141 Practice Problems 41 -50

Resources Materials:
● Worksheets
● Textbook
● PowerPoint
● Projector

Video:
Whoosh Bottle Experiment

7
Day 5

Topic Chapter 3 Quiz + Activity Series

Curriculum Expectations Overall: C2


Specific: C2.1, C2.10

Objectives/ By the end of this lesson students will be able to:


Learning Goals ● Identify the purpose of the activity series
● Correctly use an activity series while completing problems that require the use
of the one

Lesson/ Labs/ Activities Quiz 3 is given out to students

Lesson:
● Demonstration: Activity series demo with spot plate
○ Teacher sets up the demonstration by placing pieces of 3 different
metals into the wells of a spot plate, with a document camera to project
the demonstration onto the projector screen
○ The teacher adds different solutions to the wells and the class observes
if a reaction occurs
■ The teacher will review the 4 signs of a chemical reaction;
temperature change, colour change, formation of a gas and/or
formation of a precipitate
● Class Discussion
○ Following the demonstration the teacher facilitates a class discussion
about predicting if a reaction will occur
○ How to use the activity series

Assessment Summative Assessment:


● The teacher will mark the chapter 3 quiz

Resources Materials:
● Chapter 3 Quiz
● Activity series demo chemicals/ equipment
○ Spot plate
○ Plastic droppers
○ Zinc
○ Copper
○ Magnesium
○ Aluminum nitrate
○ Lead nitrate
● Activity Series Powerpoint
● Textbook
● Projector

8
Day 6

Topic Single Displacement Reactions

Curriculum Expectations Overall: C2, C3


Specific: C2.1, C2.2

Objectives/ By the end of this lesson students will:


Learning Goals ● Explore alkali metals reactivity with water.
● Understand different types of single displacement reactions.
● Write balanced chemical equations for single displacement reactions
● Predict products of single displacement reactions using the Metal activity series
and Halogen series.

Lesson/ Labs/ Activities Hook: ​Alkali metals and water demonstration. Demonstration can be done in-class if
alkali metals: Li, Na and K are available in the chemistry laboratory. Students can be
shown the following video is metals are not available or instruction is online.
https://www.youtube.com/watch?v=i4ymX4bn5UU
Students are asked the following questions: Is there a chemical reaction taking place?
How did the different metals react with water? What was common between the three
reactions? What was different?
After Discussion, Teacher explains the three reactions on the board and introduces
single displacement reactions.

Lesson:
● Powerpoint presentation
○ General description of single displacement reactions
○ Examples of a metal displacing another metal from an ionic compound
○ Examples of non-metal displacing another non-metal from an ionic
compound
○ Activity series of metals
○ Activity series of halogens.
● Learning consolidated through completion single displacement practice
problems
○ Students are asked to individually write a balanced chemical equation
using activity series for practice problems pg 169 , Problems 1 to 10.
These problems are completed in class.
Teacher circulates the room, provides students feedback on their work and clarifies
concepts when necessary.

Assessment Formative assessment.


● Throughout the demonstration and presentation students are asked to predict
products and explain their reasoning. The teacher assesses where students
stand in their understanding through class participation.
● Students consolidate their understanding by completing Practice problems pg
169 Problems 1 to 10. Teacher provides formative feedback on completed
problems.

Resources Materials:
● Textbook
● PowerPoint
● Projector
● Textbook:

​ lkali Metals in Water


Video:​ A

9
Day 7

Topic Double Displacement Reactions and Solubility Guidelines

Curriculum Expectations Overall: C2, C3


Specific: C2.1, C2.6, C3.1, C3.3

Objectives/ By the end of this lesson students will:


Learning Goals ● Explore remedies to soil acidity through neutralization reaction.
● Understand different types of double displacement reactions.
● Write balanced chemical equations for double displacement reactions
● Predict products of double displacement reactions using the solubility guidelines
● Predict Gases and water in double displacement reactions.

Lesson/ Labs/ Activities Hook:​ Students are presented with the following scenario:
“Imagine you are a gardener. Due to different industrial complexes in your area, acid
rain has caused your soil to be acidic and it is interfering with the quality of your garden.
How can you make acidic soil neutral?” Teacher uses a picture of soil and pH
measurement to prompt class discussion. Ideally students would suggest adding a base.
Introduce limestone (CaCO​3) and
​ HCl reaction.

Lesson:
● Powerpoint
○ General description of double displacement reaction
○ Examples of reactions that form Solids
■ Solubility
○ Examples of reactions that form gas.
○ Examples of reactions that form water.
■ Neutralization reactions
● Learning consolidation
○ Students are asked to work in groups of four to predict products of
double displacement reactions using the solubility chart on pg 174.
○ Homework: pg 175, problems 11 to 20.
■ These problems are completed in class. Teacher circulates the
room, provides students feedback on their work and clarifies
concepts when necessary.

Assessment Formative assessment.


● Throughout the presentation students are asked to predict products and explain
their reasoning. The teacher assesses where students stand in their
understanding through class discussion.
● Students consolidate their understanding by completing Practice problems pg
175 , Problems 11 to 20.Teacher provides formative feedback on completed
problems

Resources ● Textbook: Nelson Chemistry 11


● Picture of soil and pH measurement
● Double Displacement Powerpoint presentation

10
Day 8

Topic Combustion of Acetylene Lab

Curriculum Expectations Overall:


C2, C3

Specific:
C2.7, C3.2

Objectives/ By the end of this lesson students will be able to:


Learning Goals ● Use proper lab techniques to collect and combust acetylene gas
● Describe the physical differences between complete and incomplete combustion
● Identify double displacement reactions
● Correctly record quantitative data from an experiment

Lesson/ Labs/ Activities Lab: ​Problem Solving application. Students have learned the different signs of complete
and incomplete combustion , and double displacement reactions. Students put their
knowledge into practice through this laboratory activity.
● Combustion of Acetylene
○ The students will work in groups to investigate complete and incomplete
combustion
○ Students follow the Lab handout attached for detailed instruction.
○ They will prepare test tubes with varying amounts of acetylene and
oxygen
○ One by one they will hold a burning splint to the mouth of the test tube
and record the results (sounds, flame colour, production of soot etc.)
Post-Lab
● Analysis questions are completed and handed in for evaluation.

Assessment Formative:
● The teacher will reflect on students' lab practices and behaviour.
Summative
Analysis questions. The students will submit the lab analysis questions
individually which will be marked by the teacher. This evaluation will contribute
to the students’ final mark for the unit and is done to evaluate student
application knowledge regarding different types of chemical reactions.

Resources Materials:
● Lab Handout
● Lab materials listed on handout
○ One 600 mL beaker
○ Four large test tubes
○ Crucible tongs
○ Lighter
○ Wooden splint
○ Litmus paper
○ Calcium carbide (CaC​2​)
○ Limewater
○ Water
○ PPE

11
Day 9

Topic Reactions in Industry

Curriculum Expectations Overall: C1


Specific: C1.1, C1.2

Objectives/ By the end of this lesson students will:


Learning Goals ● Analyze and research the chemical reactions used in one industry of their
choice.
● Understand the environmental and health concerns caused to the local
population by chemicals used or produced in various industrial processes.
● Reflect on their learning and determine next steps to fill their learning gaps.

Lesson/ Labs/ Activities I​nquiry-based Lesson 5E teaching model.


● Students are divided in groups of 4
● Students are all provided with individual iPads for the entire class time
● This inquiry based lesson can also be done in an online learning setting

Engage:​ Students are shown the following 1.37 min video:​Open-pit copper mining,
smelting, and production | Britannica
Students are asked the following questions in a class discussion:
● What do you think of this industry?
● Would they choose to live next to this copper mine? Why? Why not?
● What chemical reactions could be occurring in this video ?

Explore: ​Students are asked to explore one industry in their groups. Students use the
Reactions in Industry Research Project​ handout to guide their inquiry.

Explain and Elaborate​: one member from each group comes up to the front of the
class to present their findings to the class. The teacher and students elaborate on the
topic by exploring more reactions in industry through the Reactions in Industry ppt
presentation.

Evaluate:​ Each student completes an Exit Ticket


1. Name three things you learned about the industry you researched.
2. Name two things you want to learn more about
3. Name one question you still have.

Assessment Formative assessment.


Teacher provides formative feedback in the form of comments after students present
their findings. Comments based on:
● Understanding of content.
● Use of initiating and planning skills and strategies while conducting research on
industries
● Expression and organization of ideas in presentation.
● Making connections between Chemical industrial process, society, and the
environment.

Resources ● Video: ​Open-pit copper mining, smelting, and production | Britannica


● Chemical Reaction in Industry handout
● Reactions in Industry PowerPoint Presentation.
● Textbook: Nelson Chemistry 11

12
Day 10

Topic Unit Review

Curriculum Expectations C1, C2, C3 (All specific expectations are reviewed)

Objectives/ By the end of the lesson students will:


Learning Goals ● Consolidate their learning.
● Summarize their understanding of the unit concepts.

Lesson/ Labs/ Activities Students create a Mind map of concepts covered in the unit in groups of 4.

Teacher moves around from group to group and clarifies any concepts that students
have questions about.

Teacher reviews the concept maps as a class and allows time to address any questions
students have on the material.

Assessment Assessment as learning and Assessment for learning.


Students create mind maps and practice self assessment of their knowledge.
The teacher also assesses students’ understanding of the unit, clarifies any
misconceptions and provides helpful feedback to students.

Resources Large drawing papers, pencils.

Day 11

Topic Unit Test

Curriculum Expectations C1, C2, C3 (All specific expectations will be tested)

Objectives/ C1. analyse chemical reactions used in a variety of applications, and assess their
Learning Goals impact on society and the environment;

C2. investigate different types of chemical reactions;

C3. demonstrate an understanding of the different types of chemical reactions.

Lesson/ Labs/ Activities Unit Test

Assessment Summative Assessment

Resources Unit test, multiple choice and scantrons

13
Teaching Strategies

Several different teaching methods will be implemented throughout the unit to

ensure the most effective strategies are being used. ​Differentiated instruction​ is one

strategy that will be constantly implemented. Information will be provided to students in

a variety of forms including lecture-based lessons, videos, lab activities and textbook

readings, which will allow the teacher to engage every student. This gives all types of

learners an opportunity to be successful and to fully understand the content.

Technology was also included to provide students with simulations and visualization of

the concepts. A second strategy that will be used is ​inquiry-based teaching​ through

hands-on activities, experiments and demonstrations. Learning by doing is very

important in a chemistry class; students learn best when they can verify what they have

learned through labs. For example, the combustion lab gives students visual verification

of the differences between complete and incomplete combustion. Inquiry-based

teaching is a very important strategy to allow students to explore concepts on their own.

Students can investigate, ask questions and be involved in the learning process, which

gives them a deeper understanding of the concepts being taught. This type of teaching

will be used during the activity series demonstration, as students will make predictions

about the activity series based on the reactions (or non-reactions) shown in the

demonstration. Day 9 is composed of an inquiry-based lesson, using the 5 E model.

Students will be engaged with a video and class discussion; they will explore reactions

in industry by completing a research project; they will explain and elaborate by

presenting their findings to the class, and finally they will evaluate their knowledge by

completing an exit ticket. This method is based on constructivism, and students

14
constructing their own knowledge and understanding. A third strategy that will be used

throughout our unit is ​cooperative learning​. Science relies on collaboration, which is

why group work and discussions will be used to facilitate learning. Each lesson will

implement class discussions and students will work in groups during the combustion

lab, as well as other in-class activities. On day 10, students will collaborate to review

what they have learned in preparation for the unit test. Collaboration allows students to

see different points of view and helps them to develop communication, problem solving

and critical thinking skills.

Assessments Strategies

Assessment is an important part of any teaching strategy. Different forms of

assessment can be used in the classroom to improve learning and also to provide

evidence of learning. The assessment strategies in this unit are varied and are based

on the learning goals of this unit. Several formative assessments are used in this unit

plan to improve student learning, understand student preconceptions or misconceptions

about the subject, and improve instructional strategies. In addition, we included a unit

test, a laboratory analysis, and a quiz as part of our summative assessments that

demonstrate learning.

Every student can improve in their learning if they have the proper tools to do so.

Formative assessments are defined as assessments that provide feedback to students

and teachers on students’ learning and result in actions that improve student learning.

The formative assessments in this unit include classroom discussions after every “hook”

activity and throughout the presentations, practice questions to consolidate learning,

15
and self-assessment tools such as a mind map to allow students to assess their

knowledge of the unit material and practice peer assessment.

Questioning and Classroom Discussions: ​These planned formative classroom

assessments allow the teacher and students to discuss the understanding of various

elements of the Chemical reactions unit. allow the teacher to identify topics that need to

be clarified and addressed in the lesson. Classroom dialogue is a valuable tool in

determining future steps that must be taken to improve subject understanding. At the

beginning of this unit we use a minds-on “hook” activity that requires students to think of

any reactions that they are aware of in their everyday life and come up with the longest

list in a competitive group activity. This diagnostic assessment can highlight any

misconception or preconception students might have about chemical reactions. For

example, students might have the misconception that “Every chemical reaction occurs

instantaneously,” the teacher, in this case, can bring forward chemical reactions that

students might encounter in everyday life such as rusting and allow the students to

either discuss their experience with rust and come to the conclusion that chemical

reactions are not always instant. Through questioning and discussion students have the

opportunity to examine their understanding and teachers have the opportunity to adjust

their teaching to meet student needs.

Knowledge Consolidating through Worksheets and Project presentation:

Throughout the unit students are asked to complete chemical reactions worksheets,

these worksheets are not marked, they are reviewed by the teacher and are discussed

16
with the students individually. Students get feedback on the approach they take to solve

the problems. In addition, students are required to present their understanding of

industrial chemical processes to the class. This presentation is also not evaluated but

feedback in the form of comments is given to each group. These are assessments for

learning as they help both the students and teachers evaluate the next steps toward a

better understanding of the Chemical Reactions unit.

Self-Assessment tools, mind map:​ Students create a mind map as part of the unit

review period. This is both an assessment for and as learning. Students will evaluate

their work and the work of their peers as they work on the mind map individually and as

a group. The teacher clarifies unit concepts during this assessment activity. Students

here get a chance to develop their self-assessment skills and goal-setting skills.

Summative assessment is defined as an assessment that summarizes the

learning achieved at the end of a study period. We have three summative assessments,

Reactions Quiz, Unit test, and Laboratory analysis on acetylene combustion

experiment. The quiz and unit test are based on the learning goal model of assessment.

The Laboratory is an application laboratory where students make connections between

their observations and previous understandings of the two types of combustion

reactions and the double displacement reactions. All of these assessment tools are to

be administered at the end of a study period to evaluate student understanding. The

unit test is based on learning goals and each question is created to address a learning

goal.

17
SCH3U Unit 2: Chemical Reactions Test ​ Name: ____________________

/ 20 (scantron) / 46 (written) Total: / 66

Learning Goals:
1. Analyse chemical reactions used in a variety of applications, and assess their impact on
society and the environment
2. Balance chemical equations for synthesis, decomposition, combustion and
displacement reactions using the IUPAC nomenclature system
3. Predict the products of synthesis, decomposition, combustion, single displacement and
double displacement reactions

1. Describe ​one​ of the two processes used in the extraction of metals from ores.[2] (LG 1)

2. One of the chemical reactions involved in the extraction of magnesium is the neutralization
(double displacement reaction) of magnesium hydroxide with hydrochloric acid. Write the
balanced chemical equation for the reaction, including subscripts that indicate state. [4] (LG 3)

3. Choose ​one​ of the treatment methods below. Describe the method and explain why it is
necessary. [3] (LG 1)
a) Sulfur Dioxide Waste Treatment
b) Cyanide Spill Treatment

4. A student fills two beakers with Fe(NO​3​)​3​ and places a piece of calcium in one and a piece of
lead in the other. The student does not label the beakers and forgets which one is which. How
could the student use the activity series to determine which beaker has calcium and which one
has zinc? [3] (LG 3)

5. Which product of an incomplete combustion reaction is a toxic gas? Explain its effect on the
human body. [2] (LG 3)

6. Balance the following reactions. [8] (LG 2)

A. _____H​3​PO​4​ + _____ KOH → _____K​3​PO​4​ + _____H​2​O

B. _____C​5​H​12​ + _____O​2​ → _____ CO​2​ + _____H​2​O

18
C. _____Cr + _____O​2​ → _____Cr​2​O​3

D. _____HCl + _____Al → _____H​2​+ _____AlCl​3

7. For each of the following reactions state the reaction type and write the ​chemical name​ of the
product(s). [6] (LG 2)

a) _________________ BaCO​3​ → ______________________________________

b) ________________ Mg + Cl​2​ → _____________________________________

8. For each of the following reactions state the reaction type and write the ​chemical formula​ of
the product(s). [6] (LG 2)

a) _________________ Silver Bromide → ________________________________

b)_________________ Magnesium Oxide + Water →

_______________________

9. Single Displacement: If the reaction proceeds, write the symbols of each product. If the
reaction does not proceed, write NR.[4] (LG 3)

a) Ca​(s)​ + Sn(NO​3​)​2 (aq)​ →

b) K​(s)​ + HCl​(aq)​ →

10. Double Displacement: Predict the products of each of the following sets of reactants. Write
the product symbols and record the states of each product.[6] (LG 3)

a) LiOH​(aq)​ + H​2​SO​4 (aq)​→

b) Fe(NO​3​)​3 (aq)​ + Na​3​PO​4 (aq) ​ →

11. Circle the substances which would be given the subscript (s). [2] (LG 3)

19
MgF​2 H​2​CO​3​ PbSO​4 CaS

SCH3U Unit 2: Chemical Reactions Test


Multiple Choice: ​To be completed on scantron

1. Identify the product(s) in the reaction


calcium carbonate + hydrochloric acid ∅ calcium chloride + carbon dioxide + water

a. calcium carbonate and calcium chloride d. calcium chloride and carbon dioxide
b. calcium carbonate and hydrochloric acid e. carbon dioxide and water
c. calcium chloride, carbon dioxide, and water

2. Write the skeleton equation for the reaction in which solid aluminum reacts with chloride gas to form
solid
aluminum chloride.

a. AlCl​3​ (s) → Al(s) + Cl​2​(g) d. Al(s) + Cl​2​(g) → lCl​2​(s)


b. AlCl​2​(s) → Al(s) + Cl​2​(g) e. Al(s) + Cl​2​(g) → AlCl​3​(s)
c. Al(s) + Cl​2​(g) → AlCl(s)

3. What is (are) the product(s) that can form when a metal is reacted with water?

a. a metal oxide and an acid d. a metal hydroxide and hydrogen gas


b. a metal oxide and a base e. Metals do not react with water in any
c. a metal hydroxide and oxygen gas situation.

4. Which of the following can be termed a neutralization reaction?

a. 2K​3​PO​4​(aq) + 3Mg(OH)​2​(aq) → c. 3H​2​SO​4​(aq) + 2AlCl​3​(aq) → Al​2​(SO​4​)​3​ (aq) +


Mg​3​(PO)​4​(aq) + 6KOH(aq) 6HCl(aq)
b. H​2​SO​4​(aq) + 2NaOH(aq) → Na​2​SO​4​ (aq) + d. Both (b) and (c) are neutralization reactions.
2H​2​O (l) e. (a), (b), and (c) are all neutralization reactions.

5. Identify the type of chemical reaction given here:

a. synthesis d. combination
b. decomposition e. oxidation
c. addition

6. Identify the type of chemical reaction given here:

a. synthesis d. combination
b. decomposition e. oxidation
c. addition

20
7. What products would you expect when potassium nitrate decomposes?

a. potassium and nitrogen trioxide gas d. potassium oxide and nitrogen dioxide gas
b. potassium nitrite and oxygen gas e. Nitrates do not decompose.
c. potassium, nitrogen gas, and oxygen gas

8. When solid zinc reacts with chlorine gas, which of the following best describes the possible product(s)
of the reaction?

a. zinc chloride d. Two of the above choices are possible.


b. zinc(I) chloride e. All of (a), (b), and (c) are possible.
c. zinc(II) chloride

9. What is the result of the reaction between a non-metallic oxide and water?

a. an oxyacid d. a non-metallic peroxide


b. a binary acid e. a solution of hydrogenated non-metallic oxide
c. an aqueous solution of a non-metallic oxide and hydrogen gas

10. What is the result of the decomposition of a metal carbonate?

a. a metal carbide and oxygen gas d. a metal oxide and carbon monoxide gas
b. a metal, carbon dioxide, and oxygen gas e. a metal oxide and carbon dioxide gas
c. a metal carbonite and oxygen gas

11. What are the products in the reaction of ammonium iodide with sodium hydroxide?

a. nitrogen gas, hydroiodic acid, and sodium d. sodium iodide and ammonium hydroxide
oxide e. sodium iodide, water, and ammonia gas
b. water, nitrogen trichloride, and sodium iodide
c. ammonium oxide, hydrogen gas, and sodium
iodide

12. A chemical reaction can be classified as more than one type of reaction. This statement is

a. always true d. true only when water is a product


b. never true e. true only when oxygen is a reactant
c. sometimes true

13. What are the possible products of an incomplete combustion reaction?

a. solid carbon c. water vapour


b. carbon dioxide gas d. carbon monoxide gas

21
e. all of the above

14. What is the cause of an incomplete combustion reaction?

a. The temperature of the reaction is too low. d. The combustible material is contaminated
b. There is not enough oxygen gas present for with other material.
complete combustion. e. More than one type of chemical reaction could
c. There is not enough of the combustible be occurring.
material.

15. What is the general form of a single displacement reaction for a metal reacting with an ionic
compound?

a. A + BX → ABX d. AX + BY → AY + BX
b. A + BX → AX + B e. AX + BY → AB + XY
c. AX + BY → AXBY

16. Which halogen(s) can be displaced by bromine?

a. fluorine d. all halogens


b. chlorine e. None of the halogens can be displaced by
c. iodine bromine.

17. What is the name given to any solid that forms during a double displacement reaction?

a. reagent d. residue
b. precipitate e. solute
c. displacement

18. What is the term used to describe the process of dissolving a metal in an aqueous solution to extract
the
metal?

a. slag d. leaching
b. matte e. fractional distillation
c. smelting

19. Find the balanced coefficients of the following chemical reaction:


solid sodium reacts with oxygen gas to produce solid sodium oxide

a. 4, 1, 2 d. 2, 1, 2
b. 1, 2, 4 e. 2, 2, 1
c. 1, 1, 1

22
20. Which of the following explanations outlines a decomposition reaction?

a. a binary compound decomposing into its d. Two of the above explanations are correct.
elements e. All three of the above explanations are
b. a metal nitrate decomposing into a metal correct.
nitrate and oxygen gas
c. a metal hydroxide decomposing into a metal
and aqueous hydroxide ions

23
Reflection

Our unit was divided into ten lessons; however, depending on students’ previous

knowledge and different learning needs, the timeline may need to be adjusted. In each

of our lessons, we have included consolidation activities to ensure that students

understand the material before proceeding to the next topic. The unit explores the five

types of chemical reactions, and ties in prior chemistry knowledge, including

nomenclature, balancing equations, ionic and covalent compounds, and the metal and

non-metal series. Ideally, students would have a review lesson on these concepts

before the unit starts, as the prerequisite material is important for student success in this

unit.

There is a lot to consider when creating a unit plan, including teaching methods,

assessment strategies, and student needs. The chemical reactions unit is a challenging

unit because students may have misconceptions or preconceptions of what constitutes

a chemical reaction. Throughout our unit we included a number of classroom

discussions and diagnostic assessments. These allow the teacher to understand what

students understand and what concepts students might have misconceptions about. We

believe that these teaching methods will help students and teachers adjust their

learning and instruction, respectively. We started our unit plan by developing a concept

map. This was very helpful in planning which topics we needed to cover in the unit. The

concept map gives a visual representation of the unit and allows the teacher to

understand how to teach and approach different topics within the unit. We found this

method of graphic organization to be very useful and included it in our unit as a

formative assessment ​for​ and ​as l​ earning. We have included in our unit a number of

24
differentiation strategies, however each group of students will have their own particular

learning needs and differentiation must be further adjusted to promote student success

in a particular classroom.

We have learned that as chemistry teachers, planning and organizing units of

study in a meaningful way takes a lot of time and effort. It is important to consider

students' prior knowledge, as well as misconceptions they may have. We also learned

that it is important to create meaningful assessments that reflect the learning goals.

Creating this unit plan allowed us to develop our organizational, self-reflection and

creative skills in a professional context. We are appreciative of this assignment

because once a unit plan is complete, it is a strong foundation for our future teaching

practice.

25
References

Common misconceptions. (n.d.). Retrieved February 07, 2021, from

http://chemistry-york.weebly.com/common-misconceptions5.html

Haberer S., Salciccioli K., and Sander M. Nelson Chemistry 11 University Preparation. ,

2011. Print.

Ministry of Education. (2008). The Ontario Curriculum, Grades 11 and 12: Science.

Ministry of Education. (2010). Growing Success. Assessment, Evaluation, and

Reporting in Ontario Schools.

26

You might also like