Lab for types of reactions
1. What curriculum expectations does this lab meet?
Overall Expectations
C2. Investigate, through inquiry, the characteristics of chemical reactions;
C3. Demonstrate an understanding of the general principles of chemical reactions, and various
ways to represent them.
Specific Expectations
C2.2 Construct molecular models to illustrate the structure of molecules in simple chemical reactions
(e.g., C + O2 ➞ CO2; 2H2 + O2 ➞ 2H2O), and produce diagrams of these models. [PR, C]
C2.3 Investigate simple chemical reactions, including synthesis, decomposition, and displacement
reactions, and represent them using a variety of formats (e.g., molecular models, word equations,
balanced chemical equations). [PR, AI, C]
C3.4 Write word equations and balanced chemical equations for simple chemical reactions. (e.g., 2H2
+ O2 ➞ 2H2O)
C3.5 Describe, on the basis of observation, the reactants in and products of a variety of chemical
reactions, including synthesis, decomposition, and displacement reactions. (e.g., reactions occurring
when magnesium burns or in the production of oxygen from hydrogen peroxide; the reaction of iron
and copper sulphate; reactions occurring when fossil fuels burn)
2. What safety instructions would you give students before/during and after the lab?
Safety Instructions
1. Conduct yourself in a responsible manner at all times in the laboratory.
2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of
a procedure, ASK YOUR TEACHER BEFORE PROCEEDING WITH THE ACTIVITY.
1. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware
as containers for food or beverages.
2. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the
laboratory. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are
dangerous and prohibited.
3. Always work in a well-ventilated area.
4. Be alert and proceed with caution at all times in the laboratory. Notify the teacher immediately of
any unsafe conditions you observe.
5. Experiments must be personally monitored at all times. Do not wander around the room, distract
other students, startle other students or interfere with the laboratory experiments of others.
6. Know the locations and operating procedures of all safety equipment including: first aid kit(s),
and fire extinguisher. Know where the fire alarm and the exits are located.
7. Know what to do if there is a fire drill during a laboratory period; containers must be closed, and
any electrical equipment turned off.
8. Any time chemicals, heat, or glassware are used, students will wear safety goggles. NO
EXCEPTIONS TO THIS RULE!
9. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher immediately, no
matter how trivial it seems. Do not panic.
10. If you or your lab partner is hurt, immediately (and loudly) yell out the teacher's name to get the
teacher's attention. Do not panic.
11. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken
glass. Place broken glass in the designated glass disposal container.
12. Never force glass tubing into rubber stoppers.
13. Students should properly note odors or fumes with a wafting motion of the hand.
14. Confine long hair and loose clothing. Laboratory aprons should be worn.
15. Students should avoid transferring chemicals they have handled to their faces.
16. Examine glassware before each use. Never use chipped, cracked, or dirty glassware.
17. If you do not understand how to use a piece of equipment, ASK THE TEACHER FOR HELP!
18. Do not place hot apparatus directly on the laboratory desk. Always use an insulated pad. Allow
plenty of time for hot apparatus to cool before touching it.
19. Follow the give instructions to disposal of the chemicals appropriately.
3. What prior knowledge do you need to be able to lead the lab?
 They will need to know the different types of reactions (synthesis, decomposition, combustion,
single displacement of cation or anion, or double displacement and neutralization reaction)
 How to write and balanced chemical equation for reaction
 They will know how to write the chemical names & formula for the products of a reaction
4. What is the purpose of the lab? Is it to introduce a concept? Reinforce? Lab skills? etc.
The purpose of this lab is to reinforce the concept of the types of chemical reactions and to reinforce this
through a lab activity.
5. How will you assess this lab? (Please make specific reference to KICA)
Category
Use of critical/creative
thinking processes, skills,
and strategies (e.g.,
analysing, interpreting,
problem solving, evaluating,
forming and justifying
conclusions on
the basis of evidence )
Level 1
uses critical/
creative thinking
processes, skills,
and strategies
with limited
effectiveness
Level 2
uses critical/
creative thinking
processes, skills,
and strategies
with some
effectiveness
Level 3
uses critical/
creative thinking
processes, skills,
and strategies
with considerable
effectiveness
Level 4
uses critical/
creative thinking
processes, skills,
and strategies
with a high
degree of
effectiveness
Application of knowledge
and skills (e.g., concepts
and processes, safe use of
equipment, scientific
investigation skills) in
familiar contexts
Use of conventions,
vocabulary, and
terminology of the
discipline in oral, visual,
and/or written forms (e.g.,
symbols, formulae, scientific
notation, SI units)
Applies knowledge
and skills in familiar
contexts with limited
effectiveness
Applies knowledge
and skills in familiar
contexts with some
effectiveness
Applies knowledge
and skills in familiar
contexts with
considerable
effectiveness
Applies knowledge
and skills in familiar
contexts with a high
degree of
effectiveness
uses conventions,
vocabulary, and
terminology of the
discipline with
limited effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline
with some
effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline
with considerable
effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline
with a high
degree of
effectiveness
6. How could you modify this lab for enriched students? students with IEPs? ELL? etc.
Make basic accommodations for special needs students by providing these students with extra time,
computer options, strategic seating, assistive technology, etc., as outlined in their Individual Education
Plans (IEPs). For the ELL student will give them a vocabulary sheet with the explanation of difficult
word or concepts, and the use of pictures in lab safety sheet.
7. What will the students gain from participating in this activity?
The students will gain a better understanding of the general principles of chemical reactions, and
various ways to represent them. They will also gain more experience with writing word equations and
balanced chemical equations for simple chemical reactions.