Unit: CHEMICAL & PHYSICAL CHANGES
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Teaching
objectives
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Area: PHYSICS & CHEMISTRY
Understand the difference between physical and chemical change.
Deduce information from chemical reactions.
Learn how to use the Collisions Theory to explain the chemical changes.
Understand the concept of mol and use it for stoichiometric calculations.
Learn to adjust chemical reactions taking into account The Law of Conservation of Mass
Know what information we can obtain from chemistry reactions.
Calculate masses from the chemistry reaction.
Know the specific vocabulary of the unit in English.
Use the proper English chemistry vocabulary to explain results and draw
conclusions.
Maximize student participation in group work and use English as the
communicative language among peers as much as possible.
Final
task
Evaluation
criteria
 Initial Assessment: Before starting the unit, the teacher will test the following
aspects: Does the student know how to calculate proportions? Does the student
know the Rule of Three or cross multiplication? What is the student´s knowledge
about the different methods for separating different compounds? Which specific
vocabulary of the unit is known by the student?.
Material for the assessment: brain shower, informal observations, diagnostic
testing, group work to learn from each other.
Formative assessment(60%): During the development of the unit, the teacher will
check if the student understand and has assimilated the contents that have been
dealt with. This assessment will be carried out daily.
The teacher will take into account the work done in the student´s notebooks
(20%), the peer-assignment(15%), the learner´s performance and their use of the
English language in explaining the different concepts and solving the issues raised
by the unit(15%), as well as their behavior and attitude over the course of the
unit(10%). Moreover, the teacher will also correct the student´s homework and
provide feedback on it.
Material for the assessment: rubrics.
 Summative Assessment(40%): the teacher will check: if the student is able to
distinguish between physical and chemical changes, if the student knows the Law
of Conservation of Mass and how it can be applied to chemical reactions, if the
student is able to write, adjust and explain a simple chemical reaction and if the
student is able to apply the knowledge acquired to real situations. It will be assessed if the student uses the proper English vocabulary and scientific terms.
Material for the assessment: standardized tests with the possibility of using
manipulative materials in the laboratory, rubric for the notebook and self and peer
assessment worksheets.
Key
Competences
Material
Resources
Lessons: 4
Ed. Level: 3TH E.S.O.
During the last century the rain water in some parts of the world has become far more acidic. This acid rain
has been caused by the emission of pollutant gases such as SO2. The gas is produced when fuels obtained from
crude oil are burned. When SO2 is released into the air it reacts with water and oxygen to form sulfuric acid,
H2SO4.
SO2 + O2
SO3
SO3 + H2O
H2SO4
This gives rain water a pH below 5.0. Rain water that has this higher level of acidity can cause damage to
buildings and statues, particularly those made of limestone or marble. (Marble and limestone both consist of
calcium carbonate (CaCO3), and differ only in their crystalline structure.) Sulfuric acid in the rain water
reacts with calcium carbonate in the limestone or in the marble, a chemical reaction between calcium
carbonate and sulfuric acid results in the dissolution of CaCO 3 to give aqueous ions, which in turn are washed
away in the water flow.
H2SO4 + CaCO3
CO2 + CaSO4 + H2O
This process occurs at the surface of the buildings or monuments; thus acid rain can easily destroy the details
on relief work (e.g., the faces on a statue). In addition, when the water dries, the ions form salt crystals
within the pore system. These crystals can disrupt the crystalline arrangement of the atoms in the stone,
causing the fundamental structure of the stone to be disturbed.
1. ANSWER:
a) Why do you think the deterioration of the ancient buildings constructed in marble has hastened in
the last century, especially in the big cities?
b) The dissolution of the CaCO3 for the effect of the acid rain. Is it a physical or a chemical change?
c) The break of the stone for effect of the calcium sulfate. Is it a physical or a chemical change?
2. A chunk of marble of 2 kg reacts with Sulphuric acid until it dissolves totally, according to the reaction
H2SO4 + CaCO3
CO2 + CaSO4 + H2O
a) Calculate the quantity of substance of CO2 that will be formed.
b) Calculate the mass of CaSO4 that will be formed.
 ·Competence in linguistic communication: Read and understand simple English scientific texts.
 ·Mathematical competence: Use the Rule of Three. Make the appropriate conversions using the conversion
factors. Solve equations.
 ·Competence in knowledge and interaction with the physical world: Recognize and understand the different
and simple reactions that occur in our daily life. Predict the chemical or physical changes in real situations.
 ·Competence in processing information and use of ICT: Working with press articles to contextualize the information of the unit on issues related to the daily life of the students. Suggest some interesting websites that reinforce the content covered in the unit. Use of the Internet for research.
 ·Competence in thinking skills and citizenship: Assume responsibilities in work groups. Respectful relationships
with peers. The study of the chemical reactions reinforces the knowledge on environmental issues, as well as the
responsibility that citizens have in the care of the environment.
 ·Competence for learning to learn: Throughout the unit, students work on the necessary skills for developing
autonomous learning practices.
 · Manipulative material: water, ice, flasks, Bunsen burner , ammoniac, hydrochloric acid, sodium bicarbonate,
vinegar, eggs, balances, test tubes,
 · Text book, notebook, scientific calculator.
 · Interactive pages and videos such as:
video explains the physical and chemical changes: https://www.youtube.com/watch?v=M8tyjwB42X4
stoichiometric calculator:http://mmsphyschem.com/stoichiometry.htm
Make your own volcano: http://www.sciencebob.com/experiments/volcano.php
Clean coins with vinegar: http://www.sciencebob.com/experiments/pennychem.php
Potassium chlorate + a red gummy bear https://www.youtube.com/watch?v=txkRCIPSsjM
Kids Chemical reactions experiments: http://www.lovemyscience.com/cat_reaction.html
Created by María Ribelles Gimeno (2015)
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Physical and Chemical change.
Chemical reactions. The Collisions Theory.
Measure of the mass.
The concept of mol and the Avogadro Number.
Chemical equation: Information that it provides and
adjusts.
 Simple stoichiometric calculations.
 The Law of Conservation of Mass: Lavoisier.
Unit: CHEMICAL& PHYSICAL CHANGES
Area:PHYSICS & CHEMESTRY
Lessons: 4
Ed. Level: 3TH E.S.O.
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Interpret Chemical equations.
Balance by inspection simple Chemical reactions.
Perform simple calculations using the concept of mol.
Apply the laws of chemical reactions to simple examples.
 Interpret diagrams according to the theory of collisions
to explain chemical reactions.
 Units of measurement used in other countries. Problems
related to not using the SI unit.
 Research of the scientists involved into the Unit: Lavoisier, Avogadro, Lewis.
 Environmental education. Interest by not pouring toxic
waste from the laboratory, improper and imprudent way.
 Highlight the importance of compliance with the standards of safety in the laboratory.
 Cooperative work: group work, pair works.
 Recognize the presence of chemical reactions in students
'real lives.
 Apply the knowledge acquired to real situations, why we
freeze food?
Content
Cognition
Student
learning
outcomes
Culture
Communication
Language for the topic
Vocabulary
 Specific vocabulary: change, stoichiometry, coefficient,
reactants, products, molecular weights, atoms, mixture,
mass, conversion factor, proportion, water, ice, flasks,
Bunsen burner , ammoniac, hydrochloric acid, sodium
bicarbonate, vinegar, eggs, balances, test tubes, environmental, waste, safety, laboratory, freeze, temperature, reaction, solid, liquid, gas, dissolution,
 General vocabulary: magnitude, sugar, experience, task,
glass, transformation, light, strong, weak, thermometer,
speed,
 Verbs: adjust, balance, inspect, calculate, draw, obtain,
separate, write, explain, apply, take into account, break,
transform, read, show, interact, create,
Language for interaction
Structures
 Present Simple:
A Chemical change occurs..
 Present Continuous:
The sodium bicarbonate is reacting..
 Conditional:
What will be the result of the reaction if..?
How does the reaction change if..?
 Imperative:
Determine the products obtained..
Calculate the mass..
Perform an analysis of the situation..
 What do you think..?
 I agree with you because.., I don´t agree with you because..
 Could you explain that again, please?
 What would happen if..?
 When does the reaction occur?
 What is the difference between..?
 Could you tell me..?
 How can we calculate..?
 I don´t understand..
 How can I use..?
Created by María Ribelles Gimeno (2015)
Lesson: 1/4
Unit: CHEMICAL& PHYSICAL CHANGES
Learning Outcomes
Content
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Physical and Chemical
change.
Chemical reactions
Introduction/
Revision
Warm up
Activities
Main
Activities
Want to know/
Communication
 Use the proper English chemist vocabulary to express conclusions and explain
results.
 Get involved in group work and use
English as the communication language
among peers as much as possible.
 Use of written English in the notebook
using the specific vocabulary.
Cognition
 Differentiate
between
physical
and
chemical
change.
 Interpret Chemical equations.
Culture
 Cooperative work: group
work, pair works.
 Recognize the presence of
chemical reactions in students 'real lives.
 Issue solving: A deposit of gold has been found by a group of students from this class, this gold is mixed with
other minerals, sand and other substances which are not identified.
a) How do you think they can separate gold from everything else?
b) At the end of the separating process, the students discovered that the 63% of mixture was gold, and
the weight of the mixture was 115 g. How many gold have they found?
 During the task, it will be revised which specific vocabulary of the unit is known by the students.
In the laboratory:
In pairs, students put one spoon of sodium bicarbonate in a glass, and then they add vinegar. Students can see
a lot of bubbles. (When baking soda (sodium bicarbonate) reacts with vinegar (acetic acid) you get water,
carbon dioxide and sodium acetate (a salt). The bubbles that form are caused by the release of the CO2.
 The teacher introduces the difference between physical and chemical change.
 The video https://www.youtube.com/watch?v=M8tyjwB42X4 (video explains the physical and chemical
changes)
 Students write their conclusions on their notebooks.
 Students think about the experiment in the laboratory and write their conclusions on their notebook.
 Types of chemical reactions: combustion (cars), synthesis, decomposition, acid-base (insect bite), redox
(battery).
Reinforcement/
Extension
Assessment/
Reflection
Material/
Resources
 Appreciate the order, cleaning and rigorous work in the laboratory.
 The student´s behavior and attitude over the course of the unit: interest, participation, collaboration, use
of English.
 Moreover, the teacher will also correct the student´s homework and provide feedback on it.
 The student´s use of the English language in explaining the different concepts and solving the issues raised
by the lesson.
 Students must participate in their self and peer assessment
 The above items will be assessed using a rubric.
 Manipulative material: water, flasks, sodium bicarbonate, vinegar, spoon.
 Text book and notebook.
 Interactive pages such as:
https://www.youtube.com/watch?v=M8tyjwB42X4 (video explains the physical and chemical changes)
Created by María Ribelles Gimeno (2015)
Lesson: 2/4
Unit: CHEMICAL& PHYSICAL CHANGES
Learning Outcomes
Content
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The Collisions Theory.
Measure of the mass.
The concept of mol and
the Avogadro Number.
Introduction/
Revision
Communication
 Use the proper English chemist vocabulary to express conclusions and explain
results.
 Get involved in group work and use
English as the communication language
among peers as much as possible.
 Use of written English in the notebook
using the specific vocabulary.
Cognition
 Interpret diagrams according to the theory of collisions to explain Chemical
reactions
 Balance
by
inspection
simple Chemical reactions
Culture
 Cooperative work: group
work, pair works.
 Research of the scientists
involved into the Lesson,
Lewis, Avogadro.
 Units of measurement
used in other countries.
 In 4- student work group they discuss when a chemical or a physical change is produced in the following
and real situations:
Coffee is thrown inside a glass of milk. We can see that the color has changed.
Fermentation of the barley to obtain beer.
Fry a steak.
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Warm up
Activities
Main
Activities
Want to know/
Reinforcement/
Extension
Assessment/
Reflection
Material/
Resources
In pairs, students try to balance simple Chemical reactions such a:
Cl2 + H2 ---> 2 HCl
Students think about the Collisions Theory and build the reaction´s diagram.
 The video Potassium chlorate + a red gummy bear (https://www.youtube.com/watch?v=txkRCIPSsjM )
is watched.
 Problem 1:Find the number of particles from moles: You have 3.0 moles of substance. How many
particles of substance do you have? Analysis: You are given moles and are asked to find particles. So
you start with units of moles and end up with units of particles in your answer. Before you even begin to
worry about the numbers, be sure to place the starting and ending units where they need to go.
 Problem 2: Find the Number of Moles from Particles. Instead of being given moles as in Problem 1, you
are now given a number of particles and must convert back to the units of moles. You have 2.56 x
10^25 particles of substance. Find out how many moles you have. Analysis: You are given particles
and are asked to find how many moles you have. So this time you start with particles and end up with
units of moles in your answer. Follow the same pattern as before. Begin by placing your units first.
 Students write their conclusions on their notebooks.
 Types of chemical reactions: combustion (cars), synthesis, decomposition, acid-base (insect bite), redox
(battery).
 How the Temperature and the Pressure affect to chemical reactions.
 The student´s behavior and attitude over the course of the unit: interest, participation, collaboration, use
of English.
 Moreover, the teacher will also correct the student´s homework and provide feedback on it.
 The student´s use of the English language in explaining the different concepts and solving the issues raised
by the lesson.
 Students must participate in their self and peer assessment
 The above items will be assessed using a rubric.
 Text book and notebook.
 Interactive pages and videos such as:
The video Potassium chlorate + a red gummy bear is watched
Created by María Ribelles Gimeno (2015)
Lesson: 3/4
Unit: CHEMICAL& PHYSICAL CHANGES
Learning Outcomes
Content


Chemical
equation:
Information that it provides and adjusts.
Simple
stoichiometric
calculations
Introduction/
Revision
Warm up
Activities
Main
Activities
Cognition
Communication
 Use the proper English chemist vocabulary to express conclusions and explain
results.
 Get involved in group work and use
English as the communication language
among peers as much as possible.
 Use of written English in the notebook
using the specific vocabulary.
 Perform simple calculations
using the concept of mol.
Culture
 Environmental education.
Interest by not pouring
toxic waste from the laboratory, improper and
imprudent way.
 Highlight the importance
of compliance with the
standards of safety in the
laboratory.

 Correct the homework.
 During the task, it will be revised which specific vocabulary of the unit is known by the students.
 In the laboratory:
1.) Pour about two inches of vinegar into your test tube, 2.) You are using a test tube, position it in the
test tube rack once you have poured in the vinegar. 3.) Take the nail and sand down the tip end of the nail
with the sandpaper (make sure that you have a long nail to stand in the vinegar). 4.) Place the nail to rest
in the vinegar. Watch and in a few minutes you should see bubbles appear in the test tube around the iron
nail. These bubbles are hydrogen bubbles.
 Issue solving:
A sample contains 27.1 g of calcium oxide. How many moles of calcium oxide are in
the sample? NOTE: Use the Periodic Table to find the molecular mass (grams per
mole)
 Interactive page: stoichiometric calculator, (This program does stoichiometric calculations on a
balanced chemical equation) http://mmsphyschem.com/stoichiometry.htm
 Students write their conclusions on their notebooks.
Want to know/
 Prediction of the Chemical reactions.
Reinforcement/
Extension
Assessment/
Reflection
Material/
Resources
 Appreciate the order, cleaning and rigorous work in the laboratory.
 The student´s behavior and attitude over the course of the unit: interest, participation, collaboration, use
of English.
 Moreover, the teacher will also correct the student´s homework and provide feedback on it.
 The student´s use of the English language in explaining the different concepts and solving the issues raised
by the lesson.
 Students must participate in their self and peer assessment
 The above items will be assessed using a rubric.
 Manipulative material: water, flasks, test tube, sand, vinegar, spoon.
 Text book and notebook.
 Interactive pages and videos such as:
http://www.lovemyscience.com/cat_reaction.html
http://mmsphyschem.com/stoichiometry.htm
Created by María Ribelles Gimeno (2015)
Lesson: 4/4
Unit: CHEMICAL& PHYSICAL CHANGES
Learning Outcomes
Content

The Law of Conservation
of Mass: Lavoisier.
Introduction/
Revision
Warm up
Activities
Main
Activities
Want to know/
Communication
 Use the proper English chemist vocabulary to express conclusions and explain
results.
 Get involved in group work and use
English as the communication language
among peers as much as possible.
 Use of written English in the notebook
using the specific vocabulary.
Cognition
 Apply the laws of chemical
reactions to simple examples.
Culture
 Cooperative work: group
work, pair works.
 Apply
the
knowledge
acquired to real situations, why we freeze food?
 Correct the homework.
 During the task, it will be revised which specific vocabulary of the unit is known by the students.
 Watch these videos:
Make your own volcano: http://www.sciencebob.com/experiments/volcano.php
Clean coins with vinegar: http://www.sciencebob.com/experiments/pennychem.php
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Students analyze and predict the reactions watched on the videos.
Express the law of conservation of mass in your own words.
Explain why the concept of conservation of mass is considered a scientific law.
Explain the following sentence: mass of reactants = mass of products
Students write their conclusions on their notebooks.
 Application in the alimentary industry.
Reinforcement/
Extension
Assessment/
Reflection
Material/
Resources
 The student´s behavior and attitude over the course of the unit: interest, participation, collaboration, use
of English.
 Moreover, the teacher will also correct the student´s homework and provide feedback on it.
 The student´s use of the English language in explaining the different concepts and solving the issues raised
by the lesson.
 Students must participate in their self and peer assessment
 The above items will be assessed using a rubric.
 Text book and notebook.
 Interactive pages and videos such as:

Make your own volcano: http://www.sciencebob.com/experiments/volcano.php

Clean coins with vinegar: http://www.sciencebob.com/experiments/pennychem.php

Created by María Ribelles Gimeno (2015)