Chemical Reactions Unit
January 4- January 21 (2016)
Day 1: Review of Ionic vs Covalent vs Acid
Objectives (SWBAT):
Physical Science 5- differentiate between ionic, covalent, and acid formulas
Evaluated by:
-Column one of the naming review
Class structure:
Do Now: On an index card, write your name and email address. Also write the topic you understood most last
semester and the topic you understood least.
1. Engage- The teacher will summarize the semester’s expectations, grade breakdown, and learning
objectives.
2. Explore- Students will practice identifying ionic and covalent bonds by filling each blank in column one of
the naming review with and I for ionic, C for covalent or A for acid.
3. Explain- Students will explain (pair/share) how they knew the difference between the formulas.
4. Elaborate- The class will brainstorm other things they remember about ionic and covalent compounds
including how they bonds are formed, vocabulary associated with this, and how to name compounds.
The teacher will map this at the front of the room then provide a finished copy at the end of class.
Summary: Ionic and covalent bonding were the major units last semester. Ionic bonds are made of a cation (metal or
ammonium) and an anion (nonmetal or polyatomic ion) through a transfer of electrons from the cation to the anion.
Covalent bonds are made of two nonmetals through the sharing of electrons.
Day 2: Review of Naming Compounds
Objectives (SWBAT):
Physical Science 5- differentiate between and name ionic, covalent, and acid formulas
Evaluated by:
Naming Review
Class structure:
Do Now: Identify each of the compounds below as ionic or covalent: H2S, CaO, MgCl2, NF3.
1. Engage- Teacher will demonstrate/review naming of compounds using the compounds in the Do Now.
2. Explore- Students will name each compound on the naming review.
3. Explain- Students will check the first page with their partner and identify any errors, explaining to their
partner what they did wrong.
4. Elaborate- Students will finish the back of the page alone and without the flow chart then the answers
to the back will be checked as a class.
Summary: Ionic bonds are named the name of the cation then the name of the anion with the ending of the anion
changed to –ide. If the cation is a transition metal, the name includes a parentheses after the name of the cation with
roman numerals denoting the charge of the cation.
Covalent bonds are named with the names of each element with the ending of the second element changed to -ide.
However, covalent bonds also have greek prefixes denoting the number of atoms for each element.
Acids are named based on the anion with the ending changed to –ic unless the anion is a polyatomic ion whose name
ends in ous. Then, the ending is –ite. However, binary acids also have the prefix hydro- in the name.
Day 3: Writing Symbolic Equations from Word Equations
Objectives (SWBAT):
Physical Science 5- differentiate between and name ionic, covalent, and acid formulas
Physical Science 7 and 34- write a symbolic equation from a word equation
Evaluated by:
Word Equations Worksheet
Class structure:
Do Now: Write the formulas for the compounds: Copper (III) Sulfate and Aluminum Sulfate.
1. Engage- Discuss the reaction of dropping Aluminum in Copper (III) Carbonate and write the reaction
both in words and symbolically.
a. Review of vocabulary- reactant, product, yield
2. Explore- Students will write skeleton equations from word equations.
3. Explain- Students will check their answers against their partner’s answers and identify any errors,
explaining to their partner what they did wrong.
4. Elaborate- Teacher will point out differences and similarities among the reactants and the products then
review the idea of conservation of matter.
Summary: In a chemical reaction, a new product is formed when bonds of the reactants (starting material) are broken
and bonds of the products (ending material) are formed.
Day 4: Conservation of Matter Activity
Objectives (SWBAT):
Physical Science 38- Relate the law of conservation of matter to chemical equations.
Inquiry 5- Use mathematics and organizational skills to solve a problem
Evaluated by:
Conservation of Mass Activity
Class structure:
Do Now: Write the formulas for the reactants in the reaction of calcium carbonate and sodium phosphate
forming sodium carbonate and calcium phosphate.
1. Engage- Students will read about alka-seltzer. What is it made of, chemically? What is it used for?
What type of reaction does it have with water?
2. Explore- Students will complete the conservation of mass lab.
3. Explain- Students will explain the results of the activity and ways to improve it (ex: multiple trials). Then,
the class will compare the two experiments to learn new vocabulary: open system vs closed system.
4. Elaborate- Students will apply this understanding of conservation of matter to skeleton equations to
identify whether they are balanced or not.
Summary: In a chemical reaction matter is transformed into new material but none is created or destroyed. The mass,
charge, and energy of the system remain the same.
Day 5: Balancing Equations and Mini Quiz #1
Objectives (SWBAT):
Physical Science 38- Use the law of conservation of matter to balance chemical equations.
Inquiry 5- Use mathematics and organizational skills to solve a problem
Evaluated by:
-Balancing Equations Worksheet
-Mini Quiz #1: Interpreting Word Equations
Class structure:
Do Now: Clear your desk for the mini quiz.
1. Engage- Teacher will use three of the word equations from day 3 to demonstrate how to balance
equations (NOTES).
a. Step 1- do an element inventory of both sides (list the elements present and the number of
atoms of each)
b. Step 2- use coefficients in front of formulas as multipliers to change the number of atoms on a
side
c. Beware- you CANNOT change subscripts (formulas). You can only change how many of that
formula you have (coefficients) but when you do that, you change the number of atoms of every
element in that formula.
2. Explore- Students will practice balancing chemical equations on their own.
3. Explain- Students will show all their work.
4. Elaborate- Students will write three of the equations on the sheet as balanced word equations.
Summary: Due to the law of conservation of mass, we know that in any chemical reaction, we will have the same
elements in the same quantities on both sides of a chemical equation. Coefficients ensure this.
Day 6: More Balancing Chemical Equations
Objectives (SWBAT):
Physical Science 38- Use the law of conservation of matter to balance chemical equations.
Inquiry 5- Use mathematics and organizational skills to solve a problem
Evaluated by:
Balancing Chemical Equations- Advanced
Class structure:
Do Now: Balance the following Equation. AlCl3 + CuBr2-> AlBr3 + CuCl2
1. Engage- The class will review the answers to the balancing worksheet from Day 5. (Students will practice
naming compounds as the answers are reviewed)
2. Explore- Students will balance more advanced chemical reactions for additional balancing practice.
3. Explain- Students will show their work using element inventories and/or scratch-outs.
4. Elaborate- Students will complete two step problems by initially writing skeleton equations for word
equations then balancing these equations.
Summary: When balancing chemical equations, remember that you can NOT change subscripts of formulas only the
coefficients in front of them.
Day 7: Intro to Types of Reactions
Objectives (SWBAT):
Physical Science 31- Describe chemical reactions using descriptions of reactants and products
Evaluated by:
Types of Reactions Worksheet
Class structure:
Do Now: Write and balance the symbolic chemical equation for when ammonium chloride combines with sodium nitride
to form ammonium nitride and sodium chloride.
1. Engage- Students will compare and contrast the reactant and product formulas/names to determine
what type of switching/combining/breaking is happening in the chemical equation from the Do Now.
Then, the teacher will introduce the six types of chemical reactions, how they are recognized, and the
basic chemical equation for each.
Name of Reaction
Basic Equation
What is happening?
How to Recognize
+
Synthesis
A + B  AB
2 pieces (usually elements)
Only 1 product
come together to form 1
compound
Decomposition
AB  A + B
1 compound breaks into 2+
Only 1 reactant
pieces
Single Replacement
A + BC  B + AC
The lonely reactant element
Reactants are 1
replaces an element in an
element and 1
ionic compound. **If the
ionic compound
single element is a metal it
will replace the metal in the
compound. If it is a nonmetal
it will replace the nonmetal in
the compound.
Double Replacement AB + CD  CB + AD
2 ionic compounds switch
Reactants are 2
partners (outsides pair and
ionic compounds
insides pair)
Acid/Base
HA + B(OH)  BA + H2O A type of acid base reactionReactants are 1
(Neutralization)
same type of switch
acid (starts with H)
and 1 base (ends
with OH)
Combustion
CxHy + O2  CO2 + H2O
A hydrocarbon (compound
Products are
made of only H, C, and
always CO2 + H2O
sometimes O) is burned in
oxygen gas to produce CO2
and H2O
2. Explore- Students will identify the reaction type for 14 practice problems.
3. Explain- Students will explain their choices at the end of class (pair/share).
4. Elaborate- Teacher will correct any misconceptions held by multiple students.
Summary: There are six types of chemical reactions: synthesis, decomposition, single replacement, double replacement,
acid/base, and combustion.
Day 8: Product Prediction Introduction
Objectives (SWBAT):
Physical Science 31- Describe chemical reactions using descriptions of reactants and products
Physical Science 34, 6- Predict products of chemical reactions, given the formulas of reactants
Evaluated by:
Reaction Breakdown on Product Prediction Packet
Class structure:
Do Now: How is an acid/base reaction recognized (using only the reactants)?
1. Engage- Students will review chemical reaction types from Day 7 by predicting the reaction type for the
reactions in the product prediction packet.
2. Explore- Students will practice charting their thinking to prepare for product prediction. They will break
down the reactants of each reaction and identity them as element or compound, ionic vs covalent vs
metal vs nonmetal, and then use general symbolic representations (A, B, AB, CD) to depict this.
3. Explain- Students will use these charts to double check then justify their determination of reaction type.
4. Elaborate- Students will predict the products for all combustion reactions.
Summary: Reaction type can be determined by the reactants only. First, identify each reactant as element or
compound. If it is an element, determine whether it is a metal or nonmetal. If it is a compound, determine whether it is
ionic or covalent. (Compounds whose formulas begin with H act as ionic compounds).
Day 9: Product Prediction for Single Replacement, Double Replacement, and
Acid/Base Reactions
Objectives (SWBAT):
Physical Science 31- Describe chemical reactions using descriptions of reactants and products
Physical Science 34, 6- Predict products of chemical reactions, given the formulas of reactants
Evaluated by:
Progression on the Product Prediction Packet (due day 10)
Class structure:
Do Now: How is a combustion reaction different/distinguishable from a single replacement reaction?
1. Engage- Teacher will provide the number of problems for each type of reaction for students to evaluate
their predictions then allow for 2 minutes for students to compare predictions with their table group to
identify any incorrect predictions.
2. Explore- Students will use their reactant breakdowns from Day 8 to predict the products formed in the
single replacement, double replacement, and acid/base reactions in the packet.
3. Explain- Students will show their work using the crisscross method.
4. Elaborate- Students will check the remaining problems to ensure that none are SR, DR, AB, or
combustion reactions.
Summary: Reactions with an element and an ionic compound are single replacement reactions. Reactions with 2 ionic
compounds can be double displacement or a type of double displacement called acid/base (neutralization).
Day 10: Product Prediction for Synthesis and Decomposition Reactions
Objectives (SWBAT):
Physical Science 31- Describe chemical reactions using descriptions of reactants and products
Physical Science 34, 6- Predict products of chemical reactions, given the formulas of reactants
Evaluated by:
Product Prediction Packet (DUE)
Class structure:
Do Now: What is the difference between a synthesis and a decomposition reaction?
1. Engage- The teacher will explain that there are four different templates for synthesis reactions (NOTES)
a. Metal + nonmetal  crisscross to form ionic compound
b. Nonmetal + nonmetal  jam together the formulas with the more metallic element first to form
a covalent compound
c. Covalent + Water  jam together the elements with H first to form an acid
d. Metal Oxide + Water  crisscross the metal with hydroxide to form a base
2. Explore- Students will predict the products of the synthesis reactions, charting their thinking in the
boxes below.
3. Explain- Teacher will explain how the remaining reactions in the packet are similar (all have one
reactant) but that these reactions fall into two types
a. Binary ionic  Metal + Nonmetal
b. Ternary ionic  metal oxide (crisscross metal with oxygen) and 2nd compound made of
remaining elements.
4. Elaborate- Students will predict the products for the decomposition reactions, charting their thinking the
boxes below then work on the pre-lab for Day 11.
Summary: Synthesis reactions are those in which two reactants form one product. This product can be ionic, covalent,
acid, or base depending on the reactants. Decomposition reactions are those in which an ionic compound breaks into its
components.
Day 11: Types of Reactions Lab
Objectives (SWBAT):
Physical Science 31- Describe chemical reactions using descriptions of reactants and products
Physical Science 35- Describe chemical reactions using balanced equations
Physical Science 34, 6- Predict products of chemical reactions, given the formulas of reactants
Physical Science 38- Use the law of conservation of matter to balance chemical equations.
Evaluated by:
Types of Reactions Lab
Class structure:
Do Now: Work on your test review while the pre-lab is checked.
1.
2.
3.
4.
Engage- The class will review the safety procedures of the lab.
Explore- Students will complete the types of reactions lab.
Explain- Students will explain their observations in terms of the products formed.
Elaborate- Students will complete the test review for further practice for the unit test.
Summary: For each type of chemical reaction, a new product is formed. This is evidenced by a precipitate, gas release,
color change, temperature change, odor, or light production.
Day 12: Review for Chemical Reactions Test
Objectives (SWBAT):
Physical Science 31- Describe chemical reactions using descriptions of reactants and products
Physical Science 35- Describe chemical reactions using balanced equations
Physical Science 34, 6- Predict products of chemical reactions, given the formulas of reactants
Physical Science 38- Use the law of conservation of matter to balance chemical equations.
Physical Science 5- differentiate between and name ionic, covalent, and acid formulas
Physical Science 7- write a symbolic equation from a word equation
Evaluated by:
Test Review
Class structure:
Do Now: Finish up your lab/post-lab work as the review is checked.
1.
2.
3.
4.
Engage- The class will review the lab from Day 11.
Explore- Teacher will discuss the answers to the test review.
Explain- Teacher will show all work during the discussion of the review questions.
Elaborate- Teacher will also review vocabulary and test layout.
Summary: Chemical reactions occur all the time, all around you. We learn about them in chemistry so that you know
how they work, why things are designed in certain ways, and any dangers present.
Day 13: Test- Chemical Reactions
Objectives (SWBAT):
Demonstrate at least 67 % proficiency on the objectives of this unit.
Evaluated by:
Test- Chemical Reactions
Class structure:
Do Now: Take out a calculator and something to write with, open your binder to the table of contents and place
it on the back bench, move your bags to the A/C, and clear your calculator RAM
TEST
Summary: Knowing the difference between metal, nonmetal, ionic, and covalent is the ground work. You must also now
remember reaction types.
Test Preparation
GLE
Objective
Day(s) Addressed
Physical Science 5
Write and name formulas for ionic, covalent, and acid formulas.
1, 2, 3, 5, 6, 8, 9, 10, 12
Physical Science 7
Write a balanced symbolic equation from a word equation
3, 11, 12
Physical Science
34
Describe chemical equations by developing word equations
3, 12
Physical Science
38
Relate the law of conservation of matter to chemical equations and use it
to balance equations
4, 5, 6, 11, 12
Physical Science
31
Describe chemical reactions using descriptions of reactants, products, and
energy changes
7, 8, 9, 10, 11, 12
Physical Science 6
Write and name the chemical formula from products that form from the
reaction of selected reactants
8, 9, 10, 11, 12
Vocabulary:
Ionic
Yield
Decomposition
Covalent
Closed System
Single Replacement
Acid
Open System
Double Replacement
Reactant
Conservation of Matter
Combustion
Product
Synthesis
Neutralization
Assessment Design
Basic: 6 Questions
Standard: 12 Questions
Expanded: 6 Questions
Essential Skills and Learning Objectives
Type of
Question
(MC, CR, P)
Basic
(Remember &
Understand)
Write and name formulas for ionic, covalent, and acid
formulas.
MC/ CR
2 MC
Write a symbolic equation from a word equation
CR
Relate the law of conservation of matter to chemical
equations and use it to balance equations
MC/CR
Predict the products that form from the reaction of selected MC/CR
reactants
Standard
(Apply &
Analyze)
Expanded
(Evaluate &
Create)
1 CR
1 CR
3 CR
2 MC
3 CR
1 MC
1 CR
2 MC
6 CR
1 MC
1 CR