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.
