1
Unit 2 Chemical Reactions
Day 1̸ 2
Review chemical equation basics : reactants, products, + sign, arrow, word equations, skeleton
equations, symbols for state of matter. State the law of conservation of mass . Balancing equations
( 6 basic steps ), distinguish between subscripts and coefficients. Complete pg 112 (1,2 ) , pg 113
(3,4 ), pg 116 ( 5,6 ), pg 117 ( 7- 9), pg 118 ( 2,4 ). Worksheets
Day 3
Types of chemical reactions (5) (pg. 119) Synthesis : metallic oxides versus non-metallic oxides
pg 122 ( 10-12 ) ; pg 123 ( 14-16 ) ; Decomposition pg 123 ( 14-16 ) ; combustion ( complete
versus incomplete) pg 124 ( 17-20 ) ; pg 125 (1-5 )
Day 4
Lab : Complete and incomplete combustion of Acetylene
Day 5
Single Displacement reactions and the activity series ; reactivity of metals in water pg 127 ( 21 ) ;
reactivity of metals with metallic ion solutions pg 131 ( 22 ) ; reactivity of non-metallics with nonmetallic ions in solution. Pg 131 ( 23,24 )
Day 6
Inquiry lab : Activity series based on metals reacting with metallic ions in solution pg 128
Day 7-8
Double displacement reactions ; formation of precipitate ; solubility rules ; pg 134 ( 25 ) ;
production of a gas pg 135 ( 26 ) ; neutralization reactions pg 135 ( 27,28 ) pg 140 ( 1-4 )
Introduce independent research project
Day 9
Lab : Types of Reactions
Day 10
Lab : Reactions involving oxygen
Day 11
Predicting products of reactions. Complete pg.122 10, 12; pg. 123 (14-16), pg. 124 ( 17 -20 ); pg
125 (1-3) Pg. 127 (21)
Day 12-13
Powerpoint Presentations
Day 14
Chapter 4 review pg 149 ( 3-12,14-18, 22, 23 )
Day 15
Unit Review pg 156 ( 34,35,41,56 )
Day 16
Unit Test
2
Day 1̸ 2
Review chemical equation basics : reactants, products, + sign, arrow, word equations,
skeleton equations, symbols for state of matter. State the law of conservation of mass .
Balancing equations ( 6 basic steps ), distinguish between subscripts and coefficients.
Complete pg 112 (1,2 ) , pg 113 (3,4 ), pg 116 ( 5,6 ), pg 117 ( 7- 9), pg 118 ( 2,4 ).
Worksheets
Defintions :
Reactants -
____________________________________________________________________
Products -
____________________________________________________________________
+ sign -
____________________________________________________________________
arrow -
____________________________________________________________________
state of matter -
s _____________ l ____________
law of conservation of mass -
g ___________
aq _____________
_________________________________________________________________
word equations -
___________________________________________________________
skeleton Equations -
___________________________________________________________
What about...Rules for Balancing Equations? ( see pg 116 – 6 steps )
1. Be patient!
2. Check for the 7-diatomic molecules. H2, N2, O2, F2, Cl2, Br2, I2
3. Balance Metals.
4. Balance Nonmetals. Balance polyatomic radicals as a group.
5. Balance Oxygen.
6. Balance Hydrogen.
7. Recount all atoms.
8. If every coefficient will reduce, rewrite it in the simplest whole-number ratio.
Watch video : How to balance a chemical reaction – you tube
Pg.112 ( Words to balanced equation )
1a.
_________________( )
_____ ______________
b.
+
_________________( ) =>
_______________________ ( )
+ ______ _____________ => ____ __________________
______________( ) + ______________( ) =>
________________ ( ) + ________________( )
____ __________ + ____ ___________ => ____ __________ + ____ ___________
c.
_______________( ) + ____________( ) + ____________( ) =>
_____________________( )
3
___ ________________ + _____ ___________________ => ____ ___________________________
d.
___________________________( ) =>
__________________( ) + _________________( )
_____ _______________________ => _____ _________________ + _____ ______________________
3a.
____________________( )
+
_________________( ) =>
______________________( )
_____ __________________ + _____ _____________________ => _____ ________________________
b.
_________________( ) + ___________________( ) =>
____________( ) + ____________( )
____ __________________ + _____ ________________=> ____ ______________ + ____ _____________
c.
__________________( )
+
________________( ) =>
________________________( )
____ ________________________ + _______ __________________ => ____ ______________________
d. ________________( )+ _______________( ) =>
4a.
____________________( )
+
_________________( ) + ________________( )
_________________( ) =>
______________________( )
____ _____________________ + ____ ____________________ => ___ _____________________
b.
___________________( )
+
_________________( ) =>
______________________( )
___ ____________________ + ____ ___________________ => _______ ____________________
c.
__________________( )
+
___________________( ) =>
________________________( )
___ ______________ + _____ ________________ => ____ __________________________
pg 116 (5,6)
5a.
____ S
+ ____ O2
b.
____ P4
+ ___ O2
=> ____ SO3
=> ____ P4O10
c.
____ H2 + ____ Cl2 => ____ HCl
d.
____ SO2 + ___ O2 => ____ SO3
6a.
_____ Fe
b.
_______ HgO => ____ Hg +
c.
_____ H2O2
d.
_____ HCl + ____ Na2SO4
+ _____ O2
=> ____ H2O
=> ____ Fe2O3
____ O 2
+ ___ O2
=> ____ NaCl
+ ___ H2O
BALANCING CHEMICAL EQUATIONS
+ ____ SO2
4
Balance the following chemical equations:
1
______Al (s) + ______HCl (aq) => ______AlCl3 (aq) + ______H2 (g)
2
______K (s) + ______H2O (l) => ______KOH (aq) + ______H2 (g)
3
______Mg (s) + ______N2 (g) => ______Mg3N2 (s)
4
______NaNO3 (s) => ______NaNO2 (s) + ______O2 (g)
5
_____Ca(OH)2 (s) + _____H3PO4 (aq) =>_____Ca3(PO4)2 (s) + _____H2O (l)
6
______C3H8 (g) + ______O2 (g) =>______CO2 (g) + ______H2O (g)
7
______NH3 (g) + ______O2 (g) => ______NO (g) + ______H2O (g)
8
____NH3 (g) + ____CuO (s) =>____N2 (g) + ____Cu (s) + ____H2O (g)
9
______C12H22O11 (s) + ______O2 (g) => ______CO2 (g) + ______H2O (g)
10
______FeO (s) + ______O2 (g) =>______Fe2O3 (s)
11
______CS2 (l) + ______NH3 (g) =>______H2S (g) + ______NH4SCN (s)
Pg. 118 ( 2,4 )
Pg. 118 (8)
8a.
_____ As4S6
+ _____ O2
=> ____ As4O6
+ _____ SO2
5
b.
______ Sc2O3
+ ___ H2O
c.
____ C2H5OH
d.
______ C4H10 + _____ O2 => _____ CO2 + _____H2O
2a.
__ __________ + ___ ____________ => ____ _______________________
b.
___ ____________ + ___ ______________ => ___ ______________ + ___ ____________
c.
___ _____________ + ___ ____________ => ___ ___________ + ___ ________ + __ _____
+ ____ O2
=> ____ Sc(OH)3
=> _____ CO2 + _____H2O
4a.
b.
c.
d.
e.
Balancing Chemical Equations
1
___ Cu(s) + ___ O2(g) => ___ CuO(s)
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Day 3
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H2O(l) => ___ H2(g) + ___ O2(g)
Fe(s) + ___ H2O(g) => ___ H2(g) + ___ Fe3O4(s)
AsCl3(aq) + ___ H2S(aq) =>___ As2S3(s) + ___ HCl(aq)
CuSO4•5H2O(s) => ___ CuSO4(s) + ___ H2O(g)
Fe2O3(s) + ___ H2(g) => ___ Fe(s) + ___ H2O(l)
CaCO3(s) => ___ CaO(s) + ___ CO2(g)
Fe(s) + ___ S8(s) => ___ FeS(s)
H2S(aq) + ___ KOH(aq) => ___ HOH(l) + ___ K2S(aq)
NaCl(l) => ___ Na(l) + ___ Cl2(g)
Al(s) + ___ H2SO4(aq) => ___ H2(g) + ___ Al2(SO4)3
H3PO4(aq) + ___ NH4OH(aq) => ___ HOH(l) + ___ (NH4)3PO4(aq)
C3H8(g) + ___ O2(g) => ___ CO2(g) + ___ H2O(l)
Al(s) + ___ O2(g) =>___ Al2O3(s)
CH4(g) + ___ O2(g) => ___ CO2(g) + ___ H2O(l)
KNO3 => ___ KNO2 + ___ O2
CaC2 + ___ O2 => ___ Ca + ___ CO2
C5H12 + ___ O2 => ___ CO2 + ___ H2O
K2SO4 + ___ BaCl2 =>___ KCl + ___ BaSO4
KOH + ___ H2SO4 => ___ K2SO4 + ___ H2O
Ca(OH)2 + ___ NH4Cl =>____ NH4OH + ___ CaCl2
C + ___ SO2 => ___ CS2 + ___ CO
Mg3N2 + ___ H2O =>___ Mg(OH)2 + ___ NH3
V2O5 + ___ Ca => ___ CaO + ___ V
Na2O2 + ___ H2O => ___ NaOH + ___ O2
Fe3O4 + ___ H2 => ___ Fe + ___ H2O
Cu + ___ H2SO4 => ___ CuSO4 + ___ H2O + ___ SO2
Al + ___ H2SO4 => ___ H2 + ___ Al2(SO4)3
Si4H10 + ___ O2 => ___ SiO2 + ___ H2O
NH3 + ___ O2 => ___ N2H4 + ___ H2O
C15H30 + ___ O2 => ___ CO2 + ___ H2O
BN + ___ F2 => ___ BF3 + ___ N2
CaSO4•2H2O + ___ SO3 => ___ CaSO4 + ___ H2SO4
C12H26 + ___ O2 => ___ CO2 + ___ H2O
C7H6O3 + ___ O2 => ___ CO2 + ___ H2O
Na + ___ ZnI2 => ___ NaI + ___ Zn
HBrO3 + ___ HBr =>___ H2O + ___ Br2
Al4C3 + ___ H2O => ___ Al(OH)3 + ___ CH4
Ca(NO3)2•3H2O + ___ LaC2 => ___ Ca(NO3)2 + ___ La(OH)2 + ___ C2H2
CH3NO2 + ___ Cl2 => ___ CCl3NO2 + ___ HCl
Ca3(PO4)2 + ___ SiO2 + ___ C => ___ CaSiO3 + ___ CO + ___ P
Al2C6 + ___ H2O => ___ Al(OH)3 + ___ C2H2
NaF + ___ CaO + ___ H2O => ___ CaF2 + ___ NaOH
LiH + ___ AlCl3 => ___ LiAlH4 + ___ LiCl
CaF2 + ___ H2SO4 + ___ SiO2 => ___ CaSO4 + ___ SiF4 + ___ H2O
CaSi2 + ___ SbCl3 => ___ Si + ___ Sb + ___ CaCl2
TiO2 + ___ B4C + ___ C =>___ TiB2 + ___ CO
NH3 + ___ O2 => ___ NO + ___ H2O
SiF4 + ___ NaOH =>__ Na4SiO4 + ___ NaF + ___ H2O
NH4Cl + ___ CaO => ___ NH3 + ___ CaCl2 + ___ H2O
Watch video . five major chemical reactions on you tube ; Types of chemical reactions
(5) (pg. 119) Synthesis : metallic oxides versus non-metallic oxides
pg 122 ( 10-12 ) ; pg 123 ( 14-16 ) ; Decomposition pg 123 ( 14-16 ) ; combustion
( complete versus incomplete) pg 124 ( 17-20 ) ; pg 125 (1-5 )
7
TYPES OF CHEMICAL REACTIONS
Most reactions can be classified into one of five categories by examining the types of reactants and products
involved in the reaction. Knowing the types of reactions can help a person to predict the products which would
be formed in a reaction.
1. SYNTHESIS REACTIONS ( 2 singles to a dance ------> couple + heat )
-
two or more elements or compounds combine to form a new substance also called a combination
reaction
e.g.
A
+
B ----> AB
a) element + element ------> compound
i) formation of an oxide
ii) metal + nonmetal
___ Fe(s) + ___O2 (g) ------> ____ Fe3O2 (s)
___ K (s) + ___Cl2 (g) -------> ___ KCl (s)
b) compound + compound -------> larger compound
i) formation of an acid (oxide of a nonmetal + water)
___SO3 (g) + ___ H2O (l) ------> _____ _________ (aq)
ii) formation of a base (oxide of a metal + water)
___CaO (s) + ___H2O (l) -----> ____ __________ (aq)
2. DECOMPOSITION REACTION ( A couple have a heated argument and break up )
-
a compound breaks down into elements and/or other compounds
e.g. AB ------> A + B
a) simplest type is when compound breaks into its component elements
____ H2O (l) ------> ____ H2 (g) + ____O2 (g)
b) carbonates usually decompose into carbon dioxide plus the metal oxide when heated
___CaCO3 (s)
-------> ____ CaO (s) + _____ CO2 (g)
c) others are more complicated and harder to predict
3. COMBUSTION
a)
reaction of a compound or element with oxygen to form one or more oxides accompanied by the
production of light and heat
combustion of any compound containing carbon, hydrogen and water, or of a hydrocarbon
(a compound containing only C and H) produces carbon dioxide and water
CH4 (g) + _____O2 (g) -------> ____ CO2 (g) + _____ H2O (g)
-
complete combustion occurs if oxygen supplies are sufficient and above products are
obtained
-
incomplete combustion occurs in absence of sufficient oxygen leading to formation
8
of carbon monoxide along with the carbon dioxide and water (sometimes C formed
as well)
___CH4 (g) + ___O2(g)  ___CO2(g) + __CO(g) + __ C (s) + __H2O (g) + Energy
pg 122 ( 10-12 ) ; pg 123 ( 14-16 ) ; Decomposition pg 123 ( 14-16 ) ; combustion ( complete
versus incomplete) pg 124 ( 17-20 ) ; pg 125 (1-5 )
9
Day 4 Lab : Combustion of Fuels
Names _______________________________________
Acetylene gas is a fuel used in welding torches, and it combines with oxygen to produce a very hot flame.
Because it is an organic compound, it contains carbon. When it burns in pure oxygen, it should produce carbon
dioxide. This gas is the product of complete combustion. If there is not enough oxygen, other products form
in what we call incomplete combustion.
This activity involves complete and incomplete combustion, and you will compare the products formed by
both of these reactions. You will then discuss combustion in car engines and furnaces.
Challenge: What is the difference between complete and incomplete combustion of a fuel?
Materials
- 250 mL beaker
- 3 test tubes
- Test tube holder
- Wooden splint
- Calcium carbide
- Safety Goggles
- Masking tape – mark each test tube
Procedure
a. Calcium carbide ( CaC2 ) reacts with water to form acetylene.
Collect a test tube of acetylene as follows:
- Half fill a beaker with water.
- Invert a test tube full of water into the beaker.
- Use forceps to drop a small piece of calcium carbide into the water.
- Place the inverted test tube over the calcium carbide (refer to the figure).
- Let the acetylene gas completely fill the test tube.
- Lift the test tube from the water, allow the air to replace the water that runs out, and place it
mouth down on top of the desk.
Repeat these steps two more times, but each time collect less acetylene (for example, collect ½ full test tube,
and 1/12 full test tube)
b. Put your thumb over the mouth of each tube. Shake it hard for 30 seconds to mix the acetylene and air.
Then place each test tube mouth down on top of the desk.
c. Holding each test tube horizontally, bring a burning splint to its mouth and wait until each reaction is
complete. Record your observations.
Observations (5 marks)
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
10
Discussion
1. Which test tube held the most oxygen? The least? Explain. (3 marks)
2. In which test tube did complete combustion occur? What product was formed? (2 marks)
3. In which test tubes did incomplete combustion occur? What products formed? (2 marks)
4. Where did the flame burn in the first test tube completely filled with acetylene? Why? (2 marks)
5. If a car engine is not tuned, incomplete combustion occurs. What product will form in the engine? How might
it affect the engine? (2 marks)
6. The burner of a gas or oil furnace must be serviced properly; otherwise incomplete combustion of the fuel
occurs. Describe the likely results. Why do you think carbon monoxide detectors are put in house basements?
(3 marks)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
7. Write balanced chemical equations for complete and incomplete combustion of C 2H2. Note for incomplete
combustion reactions there are many possibilities.
1̸12 filled
________________________________________________________________________
1̸2 filed
________________________________________________________________________
filled
_________________________________________________________________________
11
Day 5
Single Displacement reactions and the activity series ; reactivity of metals in water pg
127 ( 21 ) ; reactivity of metals with metallic ion solutions pg 131 ( 22 ) ; reactivity of
non-metallics with non-metallic ions in solution. Pg 131 ( 23,24 )
Single Displacement
( couple + single  new couple + single ) ; single causing breakup can be a metal or non-
metal
One element replaces (or displaces) another element in a compound because it is more active.
A + BC
AB + C


AC + B
AC + B
(metal replaces a metal ion in a compound)
(usually a halogen replaces an anion in a compound)
____ C ( s) + ____Fe2O3 (s)  ______ CO(g) + ______ Fe (s)
____KBr (aq) + ____ Cl2 (g)  ____KCl (aq) + ___ Br2 (aq)
Note: i) Treat hydrogen as a metal
ii) Treat acids (e.g HCl) as ionic compounds ( H+, Cl-)
iii) Treat water as ionic (H+ , OH-)
iv) Use The Activity Series of the Elements Table : any element will displace another element below it on
the series. This is used to predict if a reaction will occur or not.
Single Displacement Reactions and the Activity Series (pg 130)
It is possible to arrange metals in the order of their chemical reactivities and thereby establish an activity
series of metals.
•
The more metallic elements are located near the top of the activity series. As you go from top to bottom
in an activity series the metallic nature of elements decreases.
•
Reactivity of metals towards other elements decreases as you go down the series. The stability of their
compounds also decreases.
•
Group I metals in the periodic table are the most reactive followed by Group II elements.
•
A metal will displace from a compound any other metal which is located below it in the activity series. Ex.
Zinc will displace copper from copper nitrate but can not displace magnesium from magnesium nitrate.
•
Metals above hydrogen will react with acids to liberate hydrogen and form salts. This will not occur with
elements found below hydrogen in the series.
•
Elements from cadmium and up liberate hydrogen from hot water or steam
•
Elements from sodium and up liberate hydrogen from cold water
Thus it can be noted that the activity series is useful because it indicates the possibility of reaction of a given
metal with water, acids, oxygen, sulphur, halogens and compounds of other metals. It also provides a good
indication of the relative stability of compounds of any metal.
a) one metal displaces another metal in an ionic compound
____Cu (s) + ____ AgNO3 (aq) -------> ____ Cu(NO3)2 (aq) + ____ Ag (s)
b) a metal displaces the hydrogen in an acid
Mg (s) + _____HCl (aq) --------> MgCl2 (aq) + H2 (g)
c) a metal displaces the hydrogen in water
___Na (s) + ____ H2O (l) -------> ____ NaOH (aq) + ____ H2 (g)
d) a non metal displaces another nonmetal in a compound
12
Cl2 (g) + CaBr2 (aq) ------> ____________(aq) + _____________(l)
Activity Series
Metals :
Non-metals : Halogens
F2 Cl2 Br2 I2
Pg. 127
21b.
_____Zn
c.
_____ Al
d.
_____ Cu
g.
_____ Ba
+ _____ Pb(NO3)2
+
+
_____ HCl
=> ____ _________ + ____ _____________
=>
_____ AgNO3
+ ____ FeCl2
____ _________ + _____ _____________
=> ____ _________ + ____ _____________
=>
____ ________ + ____ ______________
Complete pg 131(22-24) below:
22a.
_____ Cu
+
______ MgSO4
=> ____ ___________ + ____ _____________
b.
____ Zn
+ ______ FeCl2
=> ___ _____________ + ____ _____________
c.
____ K
+ _____ H2O
=> ____ _____________ + ____ _____________
e.
____ Fe
+ ____ Al2(SO4)3
=> ____ _____________ + ____ ______________
g.
____ Ag
+ ____ H2SO4
=> ____ ______________ + ____ ______________
h.
____ Mg
+ ____ SnCl2
=> ____ ______________ + ____ ______________
23a.
____ Br2
+ ____ KCl
=> ____ ______________ + ___ ______________
b.
____ Cl2
+ ____ NaI
=> ____ ______________ + ___ ______________
24a.
____ Pb
+ ____ HCl
b.
____ KI
+ _____ Br2
=>
c.
____ KF
+ _____ Cl2
=> ____ ______________ + ___ _____________
d.
_____ MgSO4
+ _____ Zn
=>
e.
____ Ni
+ ____ H2SO4
=> ____ ______________ + ___ _____________
____ ______________ + ___ _____________
____ ___________ + ____ ____________
=> ___ ________________ + ____ __________
13
Day 6 : Lab : Activity Series
Names ______________________________________
Introduction
In a single displacement reaction, an element replaces a similar element in a compound to create a new
element and a new compound. In order for the reaction to take place, the element must be more active, or
reactive, than the element in the compound. The activity series of metals lists the elements according to their
reactivity, with more reactive elements at the top of the list and less reactive elements at the bottom. The
activity series explains why some single displacement reactions work and others don’t.
In this lab, you will perform a series of micro-scale experiments to determine the reactivity of several
common metals. Then you will create your own activity series of metals based on the results.
SAFETY
 Hydrochloric acid can cause burns to the skin and damage the eyes. Wear goggles at all times.
 Do not directly inhale any gases produced in this lab.
PROCEDURE
1. Arrange the solid metals in the respective wells of the well plate as shown in the data table. Use a small
piece or “1/4 of a pea” sized amount of the powdered metals.
2. Add about 6-10 drops of the solutions indicated in the data table to the appropriate wells. Record your
observations of any color changes or gas production below.
3. NOTE: Reactions involving very active metals are fast while reactions involving less active elements tend
to be very slow. BE PATIENT as you make observations in this lab. Note in each row which metal reacts
first and the most readily. Include this information in the observations section below.
4. CLEAN UP: Soak up all remaining solutions and wrap left-over solids in a paper towel and place it in the
trashcan. SOLIDS SHOULD NOT BE LEFT IN THE SINK. Rinse the well plate with water and dry it with a
paper towel.
OBSERVATIONS
zinc metal
Pb(NO3)2
solution
CuSO4
solution
AgNO3
solution
HCl
solution
aluminum foil
copper metal
14
ANALYSIS
Write a balanced equation for each single displacement reaction that took place. Include state symbols for all
reactants and products.
CONCLUSIONS
1. Which metal element (Zn, Al or Cu) produced the most obvious reactions? ________
Which solution produced the most vigorous reactions? ______________________
2. Which metal element was largely unreactive? _____________________
Which solution(s) produced the least/smallest reactions? ______________________
3. Based on the results of your experiment, determine which metal is the more active metal in each
pair: HINT: Remember the more active element will cause a reaction. If you saw a reaction with the
metal and the solution, the metal element was more active. If you did not see a reaction between
the metal and the solution, the element in the solution was more active. Circle the correct answer.
Zn vs. Pb
Al vs. Pb
Cu vs. Pb
Zn vs. Cu
Al vs. Cu
Zn vs. Ag
Al vs. Ag
Cu vs. Ag
Zn vs. H
Al vs. H
Cu vs. H
4. Based on the results of your experiment, create an activity series of the following metals: Zn, Al, Cu,
Pb, Ag, H. (List the most reactive elements first and the least reactive elements last).
15
Day 7
Double displacement reactions ; formation of precipitate ; solubility rules ; pg 134 ( 25,28a ) ;
production of a gas pg 135 ( 26 ) ; neutralization reactions pg 135 ( 27,28 ) pg 140 ( 1-4 )
DOUBLE DISPLACEMENT REACTIONS ( couples change partners )
-the exchange of cations between two ionic compounds
-usually in aqueous solutions
AB + CD ------>
AD + CB
(A and C are cations, B and D are anions)
a) formation of a precipitate
-one of the products will be insoluble in water and produce a precipitate
-the other product will be soluble
-solubility is determined by using a table of solubilities ( see chemistry helper )
____BaCl2 (aq) + ____ K2SO4 (aq) -------> ___ BaSO4 ( ) + ____ KCl ( )
Solubility is a measure of how a substance dissolves in water at a given temperature and pressure. A substance
that does not dissolve well in water is called insoluble . Chalk is a substance that has a low
solubility. Substances like sodium chloride, NaCl, that dissolve well in water are called soluble.
Look at the Solubility Table pg 666
Predicting The Formation of A Precipitate
Follow these steps to correctly determine if a product is an insoluble precipitate.
Example 1:
Determine the products (if any) when a solution of sodium sulfate is mixed with a solution of
lead(II) nitrate. If a reaction occurs, summarize the reaction as a balanced chemical equation.
Step What you should write
1
We are starting with two compounds therefore this is a double displacement reaction and the products will
be sodium nitrate and lead(II) sulphate
2
sodium sulphate + lead(II) nitrate ------>
3
Anything with nitrate in it is soluble, anything with sodium in it is soluble therefore only lead(II) sulphate is
insoluble
4
sodium sulphate(aq) + lead(II) nitrate(aq) ------>
sodium nitrate + lead(II) sulphate
5
Na2SO4(aq) +
Pb(NO3)2 ----->
NaNO3(aq) +
6
Na2SO4(aq) +
Pb(NO3)2 -----> _____NaNO3(aq) +
sodium nitrate(aq) + lead(II) sulphate(s)
PbSO4(s)
PbSO4(s)
Complete :
___ _____ + _____ ZnCl2 (aq)  ____ZnS(s) + ____ NaCl(aq)
_____ Na2CO3(aq) + _____ Ca(OH)2(aq)  _____ NaOH( ) + _____ CaCO3( )
Complete pg 134 (25,28a)
16
b) formation of a gas
Reactions Producing Gas ( double displacement followed by decomposition )
Reactions Producing Gas
Summary of Reactions Producing Gas
pg 135 ( 26 )
c)
Neutralization
A special double displacement reaction involving an acid and a base. The reaction always produces a ________
and __________. The acid provides the ____ and the base _________ to make ________________.
Acid +
HCl(aq)
Base
+
 ______________ + _________________
NaOH (aq)

_________(aq) + __________(l)
H2SO4 (aq)
+
___NaOH (aq) 
_____(aq)
+ ___ ___________( )
17
pg 135 ( 27,28 ) pg 140 ( 1-4 )
18
Day 8
Double Displacement
Name
_________________
Date
__
Period
1. Re-write the reactants with appropriate state symbols (use the solubility chart on the back of the periodic
table).
2. Predict the products for each double displacement reaction.
3. Use the solubility rules again to determine the states of each product.
Example: 2NaCl(aq) + H2SO4(aq)  Na2SO4(s) + 2HCl(aq)

1. FeBr2 + K2CO3
2. Ag2S + CuCl2
3. Pb(NO3)2
4. BaI2


+ HI
+ H2SO4

5. CuBr2 + K2S 
6. Na3PO4
7. NaC2H3O2
+ MgSO4
+ AgNO3


8. FeCl2 + H2S 
9. (NH4)2SO3 + Sr(OH)2 
10. HCl + NH4OH 
Complete pg 135 ( 26-28 )
19
Independent Research Powerpoint Presentations : Computer lab
A. Analyse, on the basis of research, chemical reactions used in various industrial processes ( e.g.
pulp and paper production, mining and chemical manufacturing ) that can have an impact on the
health and safety of local populations. Consider the issue : base metal smelting produces useful
metals such as zinc, lead, copper and nickel directly from their ores. However during smelting
harmful compounds can be released into the environment, including cadium, arsenic, sulphur
dioxide and mercury, all of which can endanger the health and safety of local populations.
Answer the questions that follow :
1. What are some chemical reactions used in the manufacture of paper.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________
2. How might the reactants or products of the pulp and paper production process affect the health of
people living near the plant.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. In what ways might the leaching of chemicals from tailing ponds affect the water quality in a
local community.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. In what ways do toxic chemical fires affect local communities.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
20
B
Assess the effectiveness of some applications of chemical reactions that are used to address social and
environmental needs and problems. Consider the issue : Scrubber systems are a group of air pollution
control devices used by industry to remove or neutralize exhaust gases before they reach the atmosphere.
Scrubber technologies help to reduce acid precipitation, but there are many different scrubbing
techniques with varying levels of effectiveness in controlling acid gas emissions. Answer the questions
that follow :
1. How are chemical reactions used to remediate environments affected by oil spills.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How can tailing ponds be rehabitated to lesson the effects of hazardous chemicals on plant populations.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What types of chemical reactions can change a toxic chemical into one that is less toxic or non-toxic.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
21
Science PowerPoint Rubric
Names ____________________________________________________________
Topic __________________________________________________________________
Category
Introduction
Content
Excellent
Good
Poor or Not Observed
3 points
2 points
1 point
0 points
The introduction
presents the overall
topic and draws the
audience into the
presentation with
compelling questions
or by relating to the
audience's interests
or goals.
The introduction is
clear and coherent and
relates to the topic.
The introduction shows
some structure but
does not create a
strong sense of what is
to follow. May be
overly detailed or
incomplete and is
somewhat appealing to
the audience.
The introduction does not
orient the audience to what
will follow.
10 points
6 points
4 points
0 points
The content is written
clearly and concisely
with a logical
progression of ideas
and supporting
information.
The content is written
with a logical
progression of ideas
and supporting
information.
The content is vague
in conveying a point of
view and does not
create a strong sense
of purpose.
The content lacks a clear
point of view and logical
sequence of information.
Includes persuasive
information from
reliable sources.
Includes some
persuasive information
with few facts.
The project includes
motivating questions
and advanced
organizers. The
project gives the
audience a clear
sense of the project’s
main idea.
Some of the
information may not
seem to fit.
Sources used appear
unreliable.
Information is
accurate, current and
comes mainly from *
primary sources.
Text Elements
Fair
The sequencing is unclear
and does not appear
interesting or relevant to
the audience.
Includes little persuasive
information and only one
or two facts about the
topic.
Information is incomplete,
out of date and/or
incorrect.
Sequencing of ideas is
unclear.
6 points
4 points
2 point
0 points
The fonts are easy-toread and point size
varies appropriately
for headings and text.
Sometimes the fonts
are easy-to-read, but
in a few places the use
of fonts, italics, bold,
long paragraphs, color
or busy background
detracts and does not
enhance readability.
Overall readability is
difficult with lengthy
paragraphs, too many
different fonts, dark or
busy background,
overuse of bold or lack
of appropriate
indentations of text.
The text is extremely
difficult to read with long
blocks of text and small
point size of fonts,
inappropriate contrasting
colors, poor use of
headings, subheadings,
indentations, or bold
formatting.
Use of italics, bold,
and indentations
enhances readability.
Text is appropriate in
length for the target
audience and to the
point.
The background and
colors enhance the
readability of text.
POINTS
22
Layout
6 points
4 points
2 point
0 points
The layout is visually
pleasing and
contributes to the
overall message with
appropriate use of
headings,
subheadings and
white space.
The layout uses
horizontal and vertical
white space
appropriately.
The layout shows
some structure, but
appears cluttered and
busy or distracting
with large gaps of
white space or uses a
distracting
background.
The layout is cluttered,
confusing, and does
not use spacing, headings
and subheadings to
enhance the readability.
4 points
2 points
0 points
Sources of
information are
properly cited so that
the audience can
determine the
credibility and
authority of the
information
presented.
Most sources of
information use proper
citation, and sources
are documented to
make it possible to
check on the accuracy
of information.
Sometimes copyright
No way to check validity of
guidelines are followed information.
8 points
4 points
2 points
0 points
The graphics, sound
and/or animation
assist in presenting
an overall theme and
enhance
understanding of
concept, ideas and
relationships.
The graphics,
sound/and or
animation visually
depict material and
assist the audience in
understanding the flow
of information or
content.
Many of the graphics,
sounds, and/or
animations seem
unrelated to the
topic/theme and do
not enhance the
overall concepts.
The graphics, sounds,
and/or animations are
unrelated to the content.
Images are created
using proper size and
resolution, and all
images enhance the
content.
Images are proper
size, resolution Most
images enhance the
content.
Scholarly Credits 8 points
Graphics, Sound
and/or
Animation
Writing
Mechanics
Images are too
large/small in size. or
images are poorly
cropped or the
color/resolution is
fuzzy.
Graphics do not enhance
understanding of the
content, or are distracting
decorations that create a
busy feeling and detract
from the content.
Fewer than 3 visuals or
sounds are used in the
presentation
At least 8 visuals are
embedded in the
PowerPoint
There are from 5-7
appropriate visuals or
sounds in the
presentation..
3-5 visuals or sounds
are appropriate for the
presentation
9 points
6 points
3 points
0 points
The text is written
with no errors in
grammar,
capitalization,
punctuation, and
spelling.
The text is clearly
written with little or no
editing required for
grammar, punctuation,
and spelling.
Spelling, punctuation,
and grammar errors
distract or impair
readability.
Errors in spelling,
capitalization, punctuation,
usage and grammar
repeatedly distract the
reader and major editing
and revision is required.
(3 or more errors)
(more than 5 errors)
/50
TOTAL POINTS
23
Day 9
Laboratory Experiment: Types of Chemical Reactions
Objectives
1.
2.
3.
To observe a variety of chemical reactions.
To interpret and explain observations with balanced chemical equations.
To classify each reaction as one of the seven main types.
Most of the solutions that you will be using in this lab are poisonous, corrosive, or irritants. When handling these
solutions be sure to wear your goggles properly. Wash any spills and splashes immediately with plenty of water
and inform your teacher of what has been spilled.
Materials:
Bunsen burner
Wood splints
Test tubes (6)
Crucible
Ring clamp
Clay triangle
Tongs
Medicine dropper
Steel wool
Copper wire
Iron nail
Copper (II) sulfate pentahydrate solid
Mossy zinc
Hydrogen peroxide solution (3 %)
0.5 M copper (II) sulphate
0.5 M calcium chloride
water
0.5 M sodium carbonate
2 M hydrochloric acid
manganese dioxide
Procedure:
1. Make observations before, during and after each reaction. Record your observations in a table.
2. Each different reaction is at a different station throughout the room. Travel throughout the room so that
all of the 7 reactions are completed.
Reaction 1
1.
2.
Adjust a burner flame to high heat.
Using crucible tongs, hold a 6 cm length of copper wire in the hottest part of the flame, for a few minutes.
The hottest part of the flame is the top of the blue cone.
Reaction 2
CAUTION: Copper (II) sulphate is poisonous. Do not get any in your mouth; wash any spills or splashes away
with plenty of water.
1.
2.
3.
Clean an iron nail with a piece of steel wool so that the surface of the nail is shiny.
Place the nail in the tube and add copper (II) sulphate solution so that one quarter of the nail is covered.
After a few minutes, remove the nail and note any changes in both the nail and the solution.
24
Reaction 3
1.
Put about 1 cm of solid copper (II) sulphate pentahydrate in a crucible.
2.
Attach the ring clamp to the retort stand, place the clay triangle on the ring clamp and stand the crucible
on the clay triangle.
3.
Heat the crucible with a Bunsen burner until no further change is observed.
4.
Save the contents for Reaction 4.
Reaction 4
1.
Allow the crucible from Reaction 3 to cool for 5-10 minutes (until the crucible is cool to the touch).
2.
Use a medicine dropper to add 2 or 3 drops of water to the crucible.
3.
Record your observations (feel the bottom of the crucible).
Reaction 5
1.
One quarter fill a test tube with calcium chloride solution. One quarter fill the other test tube with sodium
carbonate solution.
2.
Pour the calcium chloride into the sodium carbonate and observe any changes.
3.
Dispose of materials down the drain.
Reaction 6
CAUTION: Hydrochloric acid is corrosive to skin, eyes and clothing. When handling hydrochloric acid make sure
your goggles are on properly. Wash spills and splashes off your skin and clothing immediately using
plenty of water and call your teacher.
1.
Place a piece of zinc in the test tube.
2.
Carefully add hydrochloric acid to the test tube to cover the piece of zinc.
3.
Observe any changes.
4.
Stopper the test tube for one minute and test the gas by inserting a flaming splint into the mouth of the
test tube.
Reaction 7
1.
2.
3.
Quarter fill a test tube with hydrogen peroxide solution.
Add a small amount of manganese dioxide and quickly stopper the test tube with a stopper.
Test the gas evolved by inserting a glowing splint into the mouth of the test tube.
Reaction 8
1.
Place two spatula tips full of copper (II) carbonate, CuCO3, in a clean test tube. Note the appearance of
the sample in your observations.
2.
Using a test tube holder, heat the CuCO3 strongly in the burner flame for 2-3 minutes. AIM THE MOUTH
OF THE TEST TUBE AWAY FROM YOURSELF AND OTHERS. After heating, another group member
should ignite a wood splint and quickly place the burning splint into the test tube to test for the
presence of CO2 gas.
25
Observations :
Reaction #
Observations
Post Lab Discussion
Write balanced chemical equations for each reaction and state type of reaction :
1. _________________ ________________________________________________________________________
2. _________________ ________________________________________________________________________
3. _________________ ________________________________________________________________________
4. _________________ ________________________________________________________________________
5. _________________ ________________________________________________________________________
6. _________________ ________________________________________________________________________
7. _________________ ________________________________________________________________________
8. _________________ ________________________________________________________________________
Questions
1.
In Reaction 1, with which substance in the air did the copper react? _______________________
2.
In Reaction 2, changes occurred in both the nail and the solution. What do the changes in the solution
indicate?
_____________________________________________________________________________________
26
3.
What evidence did you see that chemical reactions took place in Reactions 3 and 4?
___________________________________________________________________________________
4.
In reaction 5, one of the products is sodium chloride (table salt), which, as you know, is highly soluble in
water. What, therefore, would be the product that would account for the precipitate which formed?
_________________________________________________________________________________
5.
6.
What does the glowing splint test suggest about the identity of the gas evolved in Reaction 7?
_______________________________________________________________
The formula for hydrogen peroxide is H2O2. Two products are formed in Reaction 7, one of which is a
common gas which you know from Question 6 and the other a common liquid. What is the most likely
identity of this common liquid? _____________________________________
7.
Compare the solid product produced in in reaction 8 to the product in reaction 1. ___________________
27
Day 10
Chemical Reactions Involving Oxygen
Safety: Caution should be used when burning elements. All burning should be done directly under the fume hood.
Goggles should be worn at all times. Finally, avoid looking directly at burning magnesium.
Part 1:
1. Your teacher will demonstrate the collection of oxygen and the burning of iron (Fe) & magnesium (Mg).
2. Obtain the following equipment: glass plate, 50 mL beaker, 600 mL beaker, glass jar, “deflagrating spoon”, 2
pieces of red litmus, 2 pieces of blue litmus, pneumatic trough, and a plastic bag with a hose.
3. Use the large beaker to fill the pneumatic trough with tap water; make sure the hose drains into the sink.
4. Put on your goggles. Ensure that the fume hood is in place. Ignite your Bunsen burner. Place the spoon in the
flame (directly under the fume hood) for 30 seconds to burn away any residue from previous labs.
5. Place approximately 10 - 20 ml of distilled water in the 50 mL beaker.
6. Fill the jar with oxygen via the downward displacement of water (as demonstrated earlier).
7. Once your deflagrating spoon is cool, get a tiny amount of sulfur from your teacher. Heat the spoon by placing
it in the middle of a moderate flame (directly under the fume hood). Lift the spoon out of the flame periodically to
check if the sulphur is on fire. When a small flame rises from the sulphur, place the spoon in the jar (directly
under the fume hood). Catch as much gas as possible in the jar and seal it with the glass plate. If any sulphur
remains, burn it away (directly under the fume hood).
8. At this point, a glass plate should be on top of your jar, trapping an oxide gas inside. Slide the glass plate off
to one side so that you can pour in the distilled water from your beaker. Try not to let any gas escape.
9. Ensuring that the mouth of the jar is tightly covered with the plate, shake the jar vigorously. This will allow the
water to react with the oxide – forming either an acid or a base. Place one piece of blue litmus and one piece of
red litmus in the water. Note whether the water has become acidic or basic. Repeat above using charcoal.
10. Rinse and return all equipment, but keep your fume hood and burner set up for Part 2 below.
Observations :
Reactants
Observation
28
Day 11
Predicting products of reactions. Complete pg.122 10, 12; pg. 123 (14-16), pg. 124
( 17 -20 ); pg 125 (1-3) Pg. 127 (21)
Predicting Products
1.
Metals plus oxygen produce metallic oxides ( synthesis reaction ) plus heat
2.
3.
4.
Metals plus non-metals produce binary compounds ( synthesis reaction ) plus heat
Non-metals plus oxygen produce non-metallic oxides ( binary compounds ) ( synthesis reaction )
2 non-metals produce binary compound ( see preferred valence of the more electropositive element
to predict the mostly product ( synthesis reaction )
Reactive metals plus water produce hydroxides plus hydrogen gas ( single displacement )
Reactive metals plus acids produce salts plus hydrogen gas ( single displacement )
Metallic oxides plus water produce hydroxides ( synthesis reaction )
Non-metallic oxides plus water produce acidic solutions (synthesis reaction)
Binary compounds heated produce two elements
Carbonates plus heat produce oxides plus carbon dioxide gas ( decomposition )
Halides plus reactive halogen produce a new halide plus a new halogen (single displacement)
2 soluble salts produce precipitate plus new soluble salt ( double displacement )
Carbonate plus acid produce salt plus water plus carbon dioxide ( double displacement followed by
decomposition.
Acid plus base produce salt + water ( double displacement ) ( neutralization )
Organic compound plus oxygen produce carbon dioxide plus water ( complete combustion )
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
pg 140 ( 1,2 )
1a.
___ Li
+ ___ H2O  ___ __________ + ___ ________________
b.
___ Sn
+ ___ FeCl2  ___ __________ + ___ ________________
c.
___ F2
+ ___ KI
d.
___ Al
+ ___ MgSO4  ___ __________ + ___ ________________
e.
___ Zn
+ ___ CuSO4  ___ __________ + ___ ________________
f.
___ K
+ ___ H2O  ___ __________ + ___ ________________
2a.
___ NaOH(aq)
b.
___ Ca(OH)2 (aq) + ___ HCl(aq)  ___ __________(aq) + ___ ________________(l)
c.
___ K2CrO4(aq)
d.
___ K2CO3(aq) + ___ H2SO4(aq)  ___ __________(aq) + ___ ____________(l) + ___ _________(g)
 ___ __________ + ___ ________________
+ ___ Fe(NO3)3 (aq)  ___ __________(s) + ___ ________________(aq)
+ ___ NaCl(aq)  ___ __________ + ___ ________________
29
Types of Reactions Review Worksheet
Name______________________
Identify the type of reaction. Predict the products and then write a balanced equation for each
reaction. Remember your formulas for the products must be consistent with the charges on common ions.
______________________ 1.
______________________ 2.
___ KClO3(s)
 ___ ________(s) + ___ ___________(g)
___ KCl (aq) + ___ AgNO3 (aq)  ___ ____(s) + ___ _(aq)
_______________________3.
___NaIO3
_______________________4.
___ Zn +___ H2SO4 ___ ______(aq) + ___ _________(g)
_______________________5.
___BaCl2(aq) + ___ K2SO4(aq)  ___ ____(s) + ___ ___(aq)
_______________________6.
___ KBr(aq)
_______________________7.
___AgNO3(aq) + ___ K2CO3 (aq) ___ ____(s) + ___ __(aq)
_______________________8.
___ CaCl2(aq) + __Na3PO4(aq) ___ ____(s) + ___ ____(aq)
_______________________9.
___CaCO3 (s) ___ ________(s) + ___ ___________(g)
_______________________10.
_______________________11.
_______________________12.
______________________13.
_______________________14.
 ___ ________(s) + ___ ___________(g)
+ Cl2 (g) ___ ______(aq) + ___ ________(g)
___N2 ( )
+
___ O2 ( )  ___ ____________ (g)
___ FeCl2 (s)
+
Cl2 (g )  ___ _____________( )
___HCl (aq) + ___NaOH
______(aq) + ___ ________(l)
___ CaCl2 (aq)+ ___ Na2CO3(aq) ___ ____(s) + ___ ____(aq)
___Mg(s)
+ ___ CuBr2 (aq) ___ ____(s) + ___ ____(aq)
_______________________15.
___H2 (g)
+ ___O2(g)  ___ ________(g)
_______________________16.
___ Al (s) + ___Cl2(g)
___ __________(s)
_______________________17.
___BaCl2 (aq) +___ K2CO3 (aq) ___ ____(s) + ___ ____(aq)
_______________________18.
___ Mg(s) +
_______________________19.
___Zn (s)
______________________ 20.
______________________ 21.
___O2 (g)
___ ___________(s)
+ ___ CuSO4(aq) ___ ____(s) + ___ ____(aq)
___ Al (s) + ___CuSO4 (aq) ___ ____(s) + ___ ____(aq)
___ C2H2(g) + ___ O2(g) ___ ____(g) + ___ ____(g)
______________________ 22. ___ C2H2(g) + ___ O2(g) ___ ____(g) + ___ ____(g) + ___ C(s)
30
Pg 122
10.
12.
a.
____ K
+ ____ Br2
=> ____ ______
___________________
d.
_____ Li
+ ____ O2
=> _____ ______
____________________
a.
_____ K2O
+ ____ H2O => ____ ________________ _________________
d.
_____ SO2
+ ____ H2O => ____ ______________
______________________
14.
_____ HgO => ___ _______ + ___ _________
_______________________
15.
b.
____ Ag2O => _____ ________ + ____ __________
c.
____ AlCl3 => ___ ____________ + ___ ____________ _____________________
16.
a.
____ MgCO3 => ___ ___________ + ____ _____________ ___________________
17.
____ CH3OH + ____ O2
18.
____ C8H18
19.
_____ C3H6O
20.
____ C16H34 + ____ O2 => ____ _________ + ___ _________
____________________
=> ____ _________ + ___ _________
+ ____ O2 => ____ _________ + ___ _________
+ ____ O2 => ____ _________ + ___ _________
____________________
__________________
____________________
____________________
Pg. 125
1a.
_____ Be
+ ____ O2 => ____ _______________
b.
_____ Li
+ _____ Cl2 => ____ _________________
c.
_____ Mg + _____ N2 => ___ __________________
d.
______ Al + ____ Br2
2a.
____ K2O
b.
____ CuO => ___ __________ + ____ _______________
d.
_____ Ni2O3 => ___ _______________ + ____ ________________
3a.
b.
=> ____ ___________________
=> ___ ____________ + ____ _________________
_____________________________ =>
__________________ + _________________
__ __________ + ___ ____________ => ____ _______________________
31
TYPES OF REACTIONS
1.) Predict the products for each of the following ADDITION rxns.
a.) Mg(s) + I2(g) 
b.) CaO(s) + H2O(l) 
c.) CO2(g) + H2O(l) 
+

d.) Al(s) + O2(g) 
e.) Na2O(s) + H2O(l) 
2.) Predict the products for each of the following DECOMPOSITION rxns
a.) MgCl2(s) 
b.) BeCO2(s) 
c.) H2CO3(s) 
+

d.) LiHCO3(s) 
e.) K3N(s) 
3.) Predict the products for each of the following SINGLE DISPLACMENT rxns
a.) H2(g) + SnO(aq) 
b.) K(s) + Zn(NO3)2(aq) 
c.) Cl2(g) + NaBr(aq) 
+
+

d.) Ba(s) + H2O(l) 
e.) Cu(s) + HCl(aq) 
4.) Predict the products for each of the following DOUBLE DISPLACEMENT rxns. Show the states.
a.) (NH4)2S(aq) + AlCl3(aq) 
b.) Ba(OH)2(aq) + Li3PO4(aq) 
c.) Pb(NO3)2(aq) + Na2SO4(aq) 
+
+

d.) K2CO3(aq) + MgS(aq) 
e.) Sr(OH)2(aq) + Rb2SO4(aq) 
5.) Predict the products for each of the following COMBUSTION rxns
a.) complete combustion: CH4 + O2 
b.) complete combusiton:
c.) incomplete combusiton:
C2H2 + O2 
CH3OH + O2 
+ O2

32
6.) Predict the products for each reaction below and state the type of reaction. All reaction types are represented.
a.) Ba(NO3)2(aq) + Na2SO4(aq) 
Type: ___________________
b.) Cu(s) + O2(g) 
Type: ___________________
c.) Ni(s) + H2SO4(aq) 
Type: ___________________
d.) Zn(s) + F2(g)
Type: ___________________

e.) LiHCO3(s) 
Type: ___________________
f.) Ca(s) + H2O(l) 
Type: ___________________
g.) Al2O3(s) + H2O(l) 
Type: ___________________
h.) MgO(s) 
Type: ___________________
i.) Sr(OH)2(aq) + Ca(NO3)2(aq) 
Type: ___________________
j.) Br2(g) + CaI2(aq) 
Type: ___________________
k.) Au(s) + H3PO4(aq) 
Type: ___________________
Day 12-13
Powerpoint Presentations
33
Day 14
Chapter 4 review pg 149 ( 3-12,14-18, 22, 23 )
Day 15
Unit Review pg 156 ( 34,35,41,56 )
Day 16
Unit Test