Chemistry 12 Unit 1: Reaction kinetics
Lesson Sketches:
Assessment plan:
Lesson 1 – Ice cream Social
Objectives: Pre‐assess student knowledge,
Ice‐breakers, class rules, expectations and
activities assessment introduction
Activities:
Tagxedo self‐portrait activity
Think‐pair‐share 30words that make
students unique
Students individually make online Tagxedo
(Wordle in the shape of a picture)
When finished student prepare ice‐cream bag
–label with name
‐bags have pre‐assessment questions
attached to them
Class sits in circle (pass bag in a circle to
mash the icecream), introduce each other
with Tagxedo self‐portraits, teacher
introduction), pre‐assessment questions on
bags initiate class discussion about Chem
11 PLOs and Unit 1 PLOS, class rules,
atmosphere, activities and assessments
techniques introduced and discussed
Class expectations posted on website
Students complete self‐assessment of
Tagxedo and eat icecream
RUBRIC below
Lesson plan and handout:
http://msdaleychem.weebly.com/unit‐1‐‐
1.html
Check list for student participation
Attendance while observing pairs
Pre‐assess student chem knowledge
with notes on discuss of the 30 pre‐
assessment questions
Pre‐assess students understanding
of group activities to be used in the
class, class dynamics, maturity and
communication skills
Check self‐assessment worksheets,
check off competition in excel sheet
for and provide feedback on
students self‐assessment
Make note in teacher journal over
class attitude, friendships, attitudes,
interests and level to tailor further
lessons
Lesson 2 Chemical Reactions
Objectives:
•
•
Give examples of reaction
proceeding at different rates
Identify two factors that affect rate
Outline:
Students will brainstorm reaction rates and
how they differ in speeds. Examples will be
posted on class Glogster (online collage) and
chemical and physical reactions will be
sorted. Chemical reactions will be rated slow ‐
>fast
They will experiment with temperature and
concentration and produce a class graph on
the board of reaction rates.
The idea that temperature and concentration
change reaction rate will be discovered.
Formative assessment is used to measure
student’s ability to explain the concept.
Connections to the browning on food, and a
recent local new article will invoke thought
surrounding the relevance of studying
kinetics.
http://msdaleychem.weebly.com/unit‐1‐‐
2.html
Assessment:
Attendance: hand back self‐
assessment from first class –
discuss student’s attitude to self‐
assessment
Check participation in Glogster
examples (post‐it ‐> checklist) of at
least 5 students
Laboratory skills assessment: safety
class check list (check atleast 5
students)
Formal pre‐assessment of Unit 1
concepts Worksheet 1
Lesson 3 Calculating Reaction Rates
Objectives:
•
Calculate reaction rates
SWBAT :
•
describe and calculate rate in terms of
some quantity (produced or
consumed) per unit of time
Assessment:
Attendance: Collect worksheet 1 /
exit slip
Activities:
Lego building intro
Power point on reaction rates, moles and
conversions
Practice Calculation done as class – student
work through with mini‐white boards
Survey (thumbs‐up, so‐so, thumbs down) ‐
of class comfort on conversions and rate
calculations
Practice problems in small groups, groups
present answers, answers posted on website
Hetero/homogeneous reaction lesson
Discussion: Why reaction rates are
useful/beneficial? (i.e. acid rain/limestone)
Unit 1 concept map introduced
Homework sheet Assigned and discussed
Exit slip‐ draw connection to daily
activities.
Resources:
Lesson Plan, PowerPoint, practice and
homework worksheets
http://msdaleychem.weebly.com/calculating‐
reaction‐rates.html
Observe student participation in
Lego activity
Draw popsicle sticks for
contributions from class
Visual graph‐ note class comfort.
Ask questions on areas of difficulty.
Draw popsicle sticks to create
groups
Circulate and note student
strengths – post‐its
Note student connections
Teacher homework:
‐mark worksheet one – add written
feedback and record pre‐
assessment level
Lesson 4 Monitoring Reaction Rates
Objectives:
− Recall the four factors affecting reaction rate
− Define activation energy
− Estimate reaction rate by comparing number
of bonds
Introduce:
− catalysis
− The 6 ways to monitor reactions
Activities
Entrance activity – define hetero/homogenous
Unit Concept map used to guide students
Demo of four factors affecting rate
Potential energy diagrams and activation
energy discussed
Practice problems on reaction rate/bond#’s
Students make simple PE poster
Jigsaw activity to identify 6 ways to monitor
reaction rates
Class moves six students holding the example
reactions from the jigsaw to order them in
fastest to slowest
Hand in Jigsaw worksheet
Assessment:
Attendance:
Hand back marked worksheet 1 –
with written feedback
Collect Worksheet 2 – mark
complete/incomplete in journal
Collect student definitions‐
Observe student posters – store for
lessons 8, 10 and 14
Assess class ability and discussion
when ordering reactions
Check participation in Jigsaw‐count
papers – note missing students
Resources:
http://msdaleychem.weebly.com/monitoring‐
reaction‐rates.html
Teacher homework‐mark
worksheet 2 (record marks and
general notes)
Lesson 5 Reaction Rates Review
Objectives: Class activity to practice material
and make quiz content
Revisit PE diagrams, reaction rates and any
thing that seems to be a difficult concept
Quizzes are done in four groups (birthday
groups) and quizzes are completed by the
group. Answers checked with teacher, and
group assigned (or given freedom to choose)
their own quiz (with answer key) activity.
They use the quiz questions to model their
own questions to quiz classmates.
Hand back Worksheet 2 – discuss
and post answers online
Discuss hetero/homo definitions –
expectations for definitions on
Provincial Exam (Example from BC
Provincial marking Guide)
Observe with clipboard –
participation, ability to identify four
factors, and define activation
energy.
Peer made quizzes posted online for
review
More sample quizzes are available online
– with answers posted
Lesson 6 Quiz and Intro to Collision Theory
In class Quiz,
Introduction to collision theory. Youtube
Video on Collision Theory and students write
predictions as to why/how the collision
theory will change their PE diagrams.
Ideas discussed.
Bouncy balls to model collision theory
Exit slip: Define activation energy. Make an
analogy to activation energy in your daily life.
(i.e. have to be this tall to ride the
rollercoaster, the movie costs 5 dollar)
Assessment:
Attendance: # of quiz papers (post‐
it note anyone missing)
Formal Written Assessment
‐note mood of class, morning
disturbances, conflicts in notes
Pre‐assess student’s ability to
explain collision theory
Ability to explain the factors
necessary for successful collision
Teacher homework:
Mark quizzes provide written
feedback,
Record quiz marks and note any
common misconceptions
Lesson 7 Catalysis Lab
Students complete Lab question sheet with
calculation questions
Worksheet done in pairs and reviewed as a
class. Individually students will explain the
concept of a catalyst and reaction rates.
Found Poetry activity to access
understanding of how a catalyst can improve
the efficiency of a process.
Exit list: find an example of a catalyst in a
process online (on smart‐phone or ipads).
Lesson 8 PE Diagrams and Collision
Theory
Assessment:
Attendance: number of Lab stations
(post‐it note anyone missing)
Hand back quizzes for take home
corrections
Observe Lab skills with post‐it
notes
Check lab questionnaire completion
and make notes on reaction rate
calculations for experimental data
Assessment:
Review Quiz 1 and post answers
online
Students take out ball and box Collision
theory models. You‐tube video on Collision
theory. Students critique the model’s
Check list of participation.
strengths/weaknesses. It does represent right
orientation so students work in small groups
to improve the model given various materials Observations of improved models
(i.e use Velcro squares show orientation
for concept understanding.
needs.)
Collision Theory will add onto the students
understanding of reactants going to products.
They revisit their predictions (from lesson 3)
refine their explanation and then add to their
reaction diagram that they made last class.
Maybe by adding a molecular example on the
bottom such as : H2 + I2 → 2HI
Access student concept
In groups students watch the video and
understanding.
create collision theory “text book” or
worksheet and compare with those online
Peer‐review
Peer assessment of group products.
Groups make a wiki‐page/blog entry to teach
other students about collision theory
Represent knowledge for larger
audience.
Lesson 9 Introduce Enthalpy
Assessment:
Attendance: head count
Quiz Review for Quiz 2. Students make recipe
for quiz (number and type of questions to
cover the necessary PLOS)
Class check‐in – ask if students have any
concerns in snowball activity.
Introduce enthalpy. True false jeopardy game
to pre‐assess enthalpy knowledge.
Lesson 10
Quiz 2 and Endo/Exothermic Lab
Quiz review – students
contribute to quiz format and
question type
Pre‐assess enthalpy knowledge
Snowball activity for open class
communication/feedback
Practice quizzes posted online
Assessment:
Attendance hand out quizzes
In‐class quiz
Formal assessment quiz 2
Lab exercise
Lab skills observed with checklist
Lab worksheet handed in
Lab worksheet completed in pairs
Exitslip: Give an example of an exothermic
and endothermic reaction.
Lesson 11
Enthalpy in Energy Diagram
Review Material up to Enthalpy
Lesson 12 Midterm test
Careers in Science
Community member presentation on job.
Exitslip: what are the 5 most important
features you will look for in a job in the future
(i.e. wage, hours, conditions, location)
Quiz 2 reviewed as class and
answers posted online
Class practice in groups, and
individual for midterm.
Practice tests posted online
Formal in‐class quiz
Class presentation from community
member in Science and Tech.
Based on interests students
research different careers in
Science and Tech and share with
classmates
Teacher homework: mark midterm,
provide written feedback, record
mark and feedback
Lesson 13 Calculating Energy Changes
Review worksheet on endo/exo reactions, QR
code for website references –add engagement
while teacher in different room
Attendance: handback Midterms
individually, students get paper and
speak with teacher about
performance (in office) while others
complete worksheet.
Class energy ramp hands on demo.
Homework for practice
Lesson 14 Review material and introduce
Reaction mechanisms
Pre‐assess knowledge of reaction
mechanisms
Entrance activity: receive worksheet 1 for
personal journal reflection.
Self‐assessment/reflection
Students asked what questions they have.
Student contribute to curriculum
and quiz content
Quiz questions developed and
solved posted online
Practice tests posted online
In class formal assessment
Review for quiz 3 directed to answer these
questions. Develop quiz content as class.
Lesson 15 Quiz 3 and Reaction
Mechanisms
Quiz 3 in class
Reaction mechanisms video
Revisit PE diagrams
Lesson 16 Intermediates and Catalysts
Lesson 17 Quiz 4 and Enzyme and
Catalysis – biological examples of reactions
Lesson 18 Review for Unit test
Lesson 19
Unit test
Students research current Science/tech
news story and present to class.
Quiz 3 handed back and corrected
in class –answers posted online
Practice tests online
Formal class assessment
Return quiz 4 with feedback
Pre‐assess Unit 2
PLOS covered in assessments:
QUIZ 1: Reaction Kinetics ‐ (Introduction)
A1. give examples of reactions proceeding at different rates
A2. describe rate in terms of some quantity (produced or consumed) per unit of time
A3. experimentally determine rate of a reaction
A4. identify properties that could be monitored in order to determine a reaction rate
A5. recognize some of the factors that control reaction rates
A6. compare and contrast factors affecting the rates of both homogeneous and
heterogeneous reactions
A7. discuss situations in which the rate of reaction must be controlled
QUIZ 2 Collision Theory
B1. demonstrate an awareness of the following reactions are the result of collisions
between reactant particles
sufficient kinetic energy (KE) and favourable geometry are required
not all collisions are successful
to increase the rate of a reaction one must increase the frequency of successful
collision
o energy changes are involved in reactions as bonds are broken and formed
B9. describe the role of the following factors in reaction rate:
o
o
o
nature of reactants
concentration
temperature
surface area
B2. describe the activated complex in terms of its potential energy (PE), stability, and
structure
B3. define activation energy
B4. describe the relationship between activation energy and rate of reaction
o
o
o
o
QUIZ 3 Collision Theory
B5. describe the changes in KE and PE as reactant molecules approach each other
B6. draw and label PE diagrams for both exothermic and endothermic reactions,
including ΔH, activation energy, and the energy of the activated complex
B7. relate the sign of ΔH to whether the reaction is exothermic or endothermic
C3. define catalyst
C4. compare and contrast the PE diagrams for a catalyzed and uncatalyzed reaction in
terms of:
• reaction mechanism
• ΔH
• activation energy
QUIZ 4 Reaction Mechanisms and Catalysts
B8. write a chemical equation including the energy term (given a ΔH value) and vice
versa
C1. use examples to demonstrate that most reactions involve more than one step
C2. describe a reaction mechanism as the series of steps (collisions) that result in the
overall reaction
C5. identify reactant, product, reaction intermediate, and catalyst from a given reaction
mechanism
C6. describe the uses of specific catalysts in a variety of situations
Handouts: Day 1 Introduction
Tagxedo Portrait Activity
Name:
Partners Name:
Date:
What does personality mean? What about unique?
You are unique. What makes you unique? What interests you? Who or what is important to
you?
You will brainstorm with a partner about the people, places, things, activities, and values
that are important to you. Then you will choice/circle the 30 words that you think are the
most important to include in your Tagxedo portrait.
People
Places
Hobbies
Things
Entertainment
Subjects
Career
Think about what you spend your time and
money on.
What do you enjoy doing?
What do you hope for in 5, 10, 50 years……
Values
Name:___________________________
Tagxedo Self-Portrait Self-Assessment
Please complete and hand in with your Tagxedo portrait and brainstorming sheet
1.
Describe a challenge you faced when choosing the 30 words to describe what
makes you -you.
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________
2.
Did you partner assist you in the process? If so, how or what did they do to help
you? If not, why do you think you were able to do this by yourself?
______________________________________________________________________
______________________________________________________________________
____________________________________________________
3. Circle the description for each criteria that best suites your self-portrait.
Criteria
Excellent
Good
Word
Choice
30 words
present that
relate to your
personality/inter
ests
Image
The image is
present and
presents you (or
a shape has
been used as
per teacher
consultation)
The portrait is a
representation
of my
personality
30 words
present
some of
which
relate to
your
personality
The image
(or shape)
present is
not of you
Objective
The
portrait
somewhat
represents
my
personality
Student and teacher Comments:
Developing
Differing
numbers of
words of which
some or all
relate to your
personality and
interests
An image is not
used
The portrait
does not
represent my
personality
Student
comment
Teacher
comment
Pre‐assessment Rubric (For Teacher‐Use Unit 1, Day 1)
Pre‐assessment question (attached to the ice‐cream bag)
Teacher notes
Example questions ‐ 30 will be created to assess student’s
knowledge base
What kind of chemistry in happening this ice‐cream process?
i.e : Students can describe states in
terms of molecules moving slow or
fast
What is the difference between chemical and physical
change?
How does temperature change reaction rates? Why?
What is the difference between the milk and ice‐cream
(speaking about the atoms)
What is an exothermic reaction?
Why do some things explode and others do not?
What is a mole?
What information do we use to convert to moles?
What are the parts of an atom?
What is an electron? How do we use them everyday?
Can you change the rate of physical reactions?
Can you change the rate of chemical reactions?
…… more questions to cover material and amount of
students/ice‐cream bags in class
Teacher Notes:
Example Formal Assessment
Chemistry 12 Reaction Rates Quiz 1
Name:
Date:
1. Consider the following reaction:
N2H4(l) + 2H2O2(l) ® N2(g) + 4H20(l)
In 1.0 seconds, 0.015 mol of H2O2 is consumed. The rate of production of N2 is
A. 1.5
B. 7.5
C. 6.0
D. 1.5
x
x
x
x
10‐3 mol/s
10‐3 mol/s
10‐3 mol/s
10‐2 mol/s
2. Which of the following could be used to measure the rate of the reaction?
A. mL/s
B. mL/g
C. g/mL
D. mL/mol
3. Consider the following reaction in an open container:
MgCO3(s) + 2HCl(aq) ® MgCl2(aq) + H2O(l) + CO2(g)
The rate of this reaction could be calculated by using which of the following?
A. a change in Cl‐
B. an increase in [HCl]
C. a change in pressure
D. a decrease in mass of the system
4. Consider the following reaction in an closed container:
MgCO3(s) + 2HCl(aq) ® MgCl2(aq) + H2O(l) + CO2(g)
The rate of this reaction could be calculated by using which of the following?
A. a change in Cl‐
B. an increase in [HCl]
C. a change in pressure
D. a decrease in mass of the system
Short Answer
1) What are the four factors that affect reaction rates. Name the four and give an example of
one factor affecting a chemical reaction (see in class or in your own life.)
(3 marks )
Factors (1/2 mark each)
1
2
3
4
Example (1 mark):
2) You want to calculate the reaction rate of a CHEMICAL reaction (hint: physical reaction is a
change of state like water boiling.) Using an example of a chemical reaction (1mark) explain
what you would monitor (1mark) and how you would calculate the average reaction rate (1
mark)
(total:3 marks)
An example could anything from BBQing a steak to carbon capture (photosynthesis in plants). I
am interested in what you would monitor and what controls you would be mindful‐of
(open/closed container) rather than the balanced chemical formula.