Professional Documents
Culture Documents
Winter 2021
George Zhou
Table of Contents
Context Information.........................................................................................................2
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
Reflection......................................................................................................................24
References....................................................................................................................26
1
Context Information
Course: SCH3U
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
C1. analyse chemical reactions used in a variety of applications, and assess their impact on
society and the environment;
The unit is taught over 10 lessons (75 minutes each), depending on the student ability some
Textbook:
Nelson Chemistry 11, 2011
2
Concept Map
3
Curriculum Day Plan
Day 1
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
4
Day 2
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
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
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
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Day 5
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
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
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.
Resources Materials:
● Textbook
● PowerPoint
● Projector
● Textbook:
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Day 7
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 (CaCO3) 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.
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Day 8
Specific:
C2.7, C3.2
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 (CaC2)
○ Limewater
○ Water
○ PPE
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Day 9
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.
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Day 10
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.
Day 11
Objectives/ C1. analyse chemical reactions used in a variety of applications, and assess their
Learning Goals impact on society and the environment;
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Teaching Strategies
ensure the most effective strategies are being used. Differentiated instruction is one
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
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
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
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
Students will be engaged with a video and class discussion; they will explore reactions
presenting their findings to the class, and finally they will evaluate their knowledge by
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constructing their own knowledge and understanding. A third strategy that will be used
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
Assessments Strategies
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
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.
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”
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and self-assessment tools such as a mind map to allow students to assess their
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
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
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
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
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with the students individually. Students get feedback on the approach they take to solve
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
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.
learning achieved at the end of a study period. We have three summative assessments,
experiment. The quiz and unit test are based on the learning goal model of assessment.
reactions and the double displacement reactions. All of these assessment tools are to
unit test is based on learning goals and each question is created to address a learning
goal.
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SCH3U Unit 2: Chemical Reactions Test Name: ____________________
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(NO3)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)
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C. _____Cr + _____O2 → _____Cr2O3
7. For each of the following reactions state the reaction type and write the chemical name of the
product(s). [6] (LG 2)
8. For each of the following reactions state the reaction type and write the chemical formula of
the product(s). [6] (LG 2)
_______________________
9. Single Displacement: If the reaction proceeds, write the symbols of each product. If the
reaction does not proceed, write NR.[4] (LG 3)
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)
11. Circle the substances which would be given the subscript (s). [2] (LG 3)
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MgF2 H2CO3 PbSO4 CaS
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.
3. What is (are) the product(s) that can form when a metal is reacted with water?
a. synthesis d. combination
b. decomposition e. oxidation
c. addition
a. synthesis d. combination
b. decomposition e. oxidation
c. addition
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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?
9. What is the result of the reaction between a non-metallic oxide and water?
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
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e. all of the above
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
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
a. 4, 1, 2 d. 2, 1, 2
b. 1, 2, 4 e. 2, 2, 1
c. 1, 1, 1
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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
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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
understand the material before proceeding to the next topic. The unit explores the five
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
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
formative assessment for and as l earning. We have included in our unit a number of
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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.
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
because once a unit plan is complete, it is a strong foundation for our future teaching
practice.
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References
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.
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