Concept Presentation By Ewa Sitarz
HS Biology OISE/UT- 2010
Brushing your
teeth
Making Bread
Dying your hair
Waxing your car
Painting your
toe nails with
nail polish
Washing your
hair
Brushing your
teeth
Making Bread
Dying your hair
Waxing your car
Painting your
toe nails with
nail polish
Washing your
hair
Calcium Carbide
Water
SAFETY FIRST!!!!
Acetylene
Calcium hydroixde





Introduction to Chemical Reactions
Why Students Struggle with Chemistry
SNC 2D and SCH 3U Connections
Lessons #1-3: Introduction to Reactions Types
of Reactions
Main Focus: Strategies to avoid memorization
and Application







Procrastinating
Insufficient Math Preparation
Not Getting or Reading the Text
Not Practicing Problems
Psyching Yourself Out
Not Doing Your Own Work
***Memorizing instead of understanding (lack
of application)
“ I have so
much to
memorize for
tomorrow’s
chemistry unit
test..”
“ I should have
done all those
practice problems
that Ms. Sitarz
assigned..”
“ Chemistry is
scary…all those
long chemical
equations…How
will I ever be able
to approach
them?? I will just
leave them blank
on the test”
Reactions are occurring all around
us!!!!
• Teachers need to:
– Motivate and apply every day examples
– Ensure that required expectations are met by
each student that advance to SCH 3U
– Consistency with Evaluations/Assessments
– Avoid Memorization
– PRACTICE, PRACTICE, PRACTICE, PRACTICE
SET THE KIDS UP FOR SUCCESS!!!!
Expectations: The Big Ideas
SNC 2D
SNC 1D
Investigating
chemical & physical
changes/ testing for
gases
Identify, write the
symbols, and
formulas for common
elements
SCH 3U
Chemical/physical
properties
Chemical and
physical changes
Properties and
characteristics of
reactions
Balancing
Equations
Types of
Reactions
Quantitative/qualitative
relationships
Chemical bonding &
Lab Component
Quantities in chemical
reaction
CHEMICAL REACTIONS
Physical or Chemical Change?
On your cue cards, write a
scenario where this item/object
would be considered a physical
or chemical change
[Can it be both?]
 Reactants
+

and Products
+

Physical or chemical change?
 Counting
Atoms
◦ Subscripts versus Coefficients
◦ Classroom Activity:
 Counting Atoms (~1minuteKeep switching cards)
 Formative assessment
Includes Different Learning Styles

Using Marshmallows…

(visual/tactile)
Mg + 02  MgO
WHY DO WE CARE?
 Building
Blocks; Essential for Balancing
 Understanding Subscripts and Coefficients
 PRACTICE, PRACTICE, PRACTICE!!!!
Lesson 1: Continuation…
Students
please
copy down
the
overhead
BLAH, BLAH,
BLAH, BLAH..
Lesson 1: Continuation…
Students
please
copy
down the
overhead
BLAH, BLAH,
BLAH, BLAH..
Lesson 1: Continuation…

Introduction to Law of Conservation of Mass:
1. What does “ Law” mean?
 Rules
2. What does “Conservation of Mass” mean?
 “Conserved/Conserving ??”
Why Do I need to Know This??????
Law of Conservation of Mass Balancing
• Application
•
• Do we spend too much on Knowledge and Inquiry?
• Balance
Lesson 2: Balancing Chemical Reactions

Take up homework
 Counting
atoms/Conservation of mass
 Take up problems/questions
 Critical for next section
Building Blocks
• Why Do Students Struggle with Balancing?
1. Starting point
2. Misplaced Coefficients
3. Balanced?
4. Scared/ Psyched out
Lesson 2: Continuation
• Why Do Students Struggle with Balancing?
– 1. Starting point Element Inventory
– 2. Misplaced Coefficients Boxes around ALL
chemical formulas
– 3. Balanced?  Element Inventory
– 4. Scared/ Psyched out  Practice, Practice…

Formative Assessment
 Student/
“Teacher” Activity:
 1.
Student balances equations
 2. Switch with partner
 Partner will do Inventory of Elements (Mark/ Correct
equation)
Teacher Observations
 Activity Promotes:

 Team
Building, Communication, Ensures Skill development

Take up/collect worksheets from previous day

REVIEW OF WHMIS

What do you Want Your Students to Take-out of this?
1.
2.
3.
4.

Not Memorizing Equations
Understanding What is really happening and Why
Collaborative Contributions
Stress Importance of Safety
Why Do they need to know this?
 Applicable
to All fields of Employment
• Activity:
1. Get into Groups of 4
2. Follow Teachers Instructions
3. Together we go through Different Types
[INCLUSIVE: Knowledge, Application, Inquiry,
Communication]
1. Teacher Demonstration: (Visual/Auditory)

Burning Magnesium ribbon

Mg + O2 MgO + Energy
2. Student Demonstration: (Tactile)

Milk + Chocolate Chocolate Milk
3. Problem Solving Activities (Logical/Mathematical)
1. What does “synthesis” mean?
 2. Was burning Mg ribbon a chemical or physical change? Why?
 3. Using the letters “A” and “B” form your own Equation to represent
a synthesis reaction
 4. Balance Equation
 5. Application- Purpose of MgO? Where is it used?

3. Problem Solving Activities (Logical/Mathematical)
 1.
What does “synthesis” mean?- to produce
 2. Was burning Mg ribbon a chemical or physical change?
Why? – chemical, heat/light produced
 3. Using the letters “A” and “B” form your own Equation to
represent a synthesis reaction- A + B  AB
 4. Balance Equation- 2Mg + O2 2MgO
 5. Application- Purpose of MgO? Where is it used?
 Librarians,
Construction workers, Doctors, Nurses etc…
1. Teacher Demonstration: (Visual/Auditory)

Break down of Hydrogen Peroxide

H 2 O2
Mn02

H2O + O2(g)
2. Student Demonstration: (Tactile)

Ice cube + Hammer  Crushed Ice
3. Problem Solving Activities (Logical/Mathematical)
1. What does “decomposition” mean?
 2. What does a Catalyst do? Example?
 3. Using the letters “A” and “B” form your own Equation
 4. Balance Equation
 5. How do you test for O2 gas?

3. Problem Solving Activities (Logical/Mathematical)
1. What does “decomposition” mean?- to breakdown
 2. What does a Catalyst do? Example? Accelerates a chemical reaction without itself being affected
(Silva)
 3. Using the letters “A” and “B” form your own Equation
 ABA
+B
Balance Equation- 2H2O2  2H2O + O2(g)
 5. How do you test for O2 gas?- burning splint test- if it relights
 4.
1. Teacher Demonstration: (Visual/Auditory)

Fe(s) + CuSO4 (aq) --> Cu (s) + FeSO4 (aq)
2. Student Demonstration: (Tactile)

“So you think you can Dance?”
3. Problem Solving Activities (Logical/Mathematical)
 What
does “Single displacement” mean?
 Using the letters “A”, “B” and “C” form your own Equation
 Balance Equation
 Application:
 Purpose
and use of Cu and FeSO4
1. Teacher Demonstration: (Visual/Auditory)

CaCl2(aq) + Na2CO3(aq) --> CaCO3(s) + NaCl(aq)
2. Student Demonstration: (Tactile)

“So you think you can Dance?”
3. Problem Solving Activities (Logical/Mathematical)
 What
does “Double displacement” mean?
 Using the letters “A”, “B”, “C” and “D” form your own Equation
 Balance Equation
 Application: Purpose and use of CaCO3 and NaCl ?
Analogy - Dancing with Reactants
• When you are thinking about the four different
types of reactions I'd like you to think about its
similarity to dancing. I'll show you what I mean.
The dance…
• Combustion
• Culminating Lab Following Day– Formative and Summative Evaluation
• Counting, Balancing, Types of Reactions, Law of Conservation
of Mass, pH tests
• OR DO OWN PREPARTION FOR LAB (Full Inquiry-IP, PR, Al, C)
 Teacher monitoring Standards/Ethical Strands of practice
**All though a lot of hands on, keep in mind that some do
not learn like this:
Work Sheets for practice
Literacy Worksheets
SET THEM UP FOR SUCCESS!!!!!!!!!!
Science Lab Report Rubric
Lab Component
Level 1
Level 2
Level 3
Level 4
Introduction
N/A
0.5
1
1.5
2
Purpose
N/A
0.5
1
1.5
2
Hypothesis
N/A
0.5
1
1.5
2
Materials
N/A
0.5
1
1.5
2
Procedure
N/A
0.5
1
1.5
2
1
2
3
4
1
2
3
4
0.5
1
1.5
2
0.5
1
2
3
1
2
3
4
Observations/Results
Observation & Results
Discussion
Sources
of Error
Conclsion
N/A
Questions
N/A
Format
N/A
TOTAL
 Martin- Hansen, L (February 2002); Defining Inquiry. The
Science Teacher and Llewellyn, D. (2005) Teaching High school
Science Through Inquiry. Crown Press
 Website: Ontario College of Teachers. www.oeeo.ca
 Website: Types of Chemical Reactions:
http://www.schools.utah.gov/curr/science/sciber00/8th/ma
tter/sciber/chemtype.htm
 Website: View from My Classroom: The Magic of Chemistry -Learning It is Fun!
www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ285863