Oakland Schools Chemistry Resource Unit Nomenclature & Chemical Reactions Lynn Hensley South Lyon High School South Lyon Community Schools 1 Nomenclature and Chemical Reactions Content Statements: C4.2 Nomenclature All compounds have unique names that are determined systematically C4.2x Nomenclature All molecular and ionic compounds have unique names that are determined systematically. C3.4 Endothermic and Exothermic Reactions Chemical interactions either release energy to the environment (exothermic) or absorb energy from the environment (endothermic). C5.2 Chemical Changes Chemical changes can occur when two substances, elements, or compounds interact and produce one or more different substances whose physical and chemical properties are different from the interacting substances. When substances undergo chemical change, the number of atoms in the reactants is the same as the number of atoms in the products. This can be shown through simple balancing of chemical equations. Mass is conserved when substances undergo chemical change. The total mass of the interacting substances (reactants) is the same as the total mass of the substances produced (products). C5.5 Chemical Bonds-Trends An atom’s electron configuration, particularly of the outermost electrons, determines how the atom can interact with other atoms. The interactions between atoms that hold them together in molecules or between oppositely charged ions are called chemical bonds. C5.6x Reduction/Oxidation Reactions Chemical reactions are classified according to the fundamental molecular or sub molecular changes that occur. Reactions that involve electron transfer are known as oxidation/reduction (or “redox”). 2 Content Expectations: C4.2A - Name simple binary compounds using their formulae. C4.2B - Given the name, write the formula of simple binary compounds. C4.2c - Given a formula, name the compound. C4.2d - Given the name, write the formula of ionic and molecular compounds. C3.4A - Use the terms endothermic and exothermic correctly to describe chemical reactions in the laboratory. C5.2A - Balance simple chemical equations applying the conservation of matter. C5.5B - Predict the formula for binary compounds of main group elements. C5.6b - Predict single replacement reactions. 3 Instructional Background Information: Nomenclature/Chemical Bonds: Nomenclature involves the naming and formula writing for molecular and ionic compounds. Molecular compounds are limited to two nonmetals using the first 20 elements. Ionic compounds are limited to the first 20 elements plus copper, iron, lead, and mercury and common ions. Common ions are limited to: acetate, hydroxide, sulfate, sulfite, nitrate, nitrite, carbonate, and ammonium. See examples below: Ionic Compounds Type 1 Name the metal, then name the nonmetal-but change ending to ide Ex. NaCl AlF3 sodium chloride aluminum fluoride Type 2 Name the metal, and then name the polyatomic ion Ex. NaNO3 sodium nitrate Li3(PO4) lithium phosphate Type 3 Transition metals must include charge as a Roman numeral. This is the stock system. Ex. Fe2O3 CuCl CuCl2 iron (III) oxide copper (I) chloride copper (II) chloride 4 Binary Molecular Compounds Usually consists of 2 nonmetals. Names use prefixes to indicate subscripts. Names still use –ide endings 1=mono 2=di 3=tri Ex. CO N2O4 PCl3 SCl6 N2O3 carbon monoxide dinitrogen tetraoxide phosphorus trichloride sulfur hexachloride dinitrogen trioxide 4=tetra 5=penta etc. Writing Formulas – Ionic Compounds Steps: 1) Write symbols for each ion. 2) Determine charge of each ion. 3) Add more of either ion, as needed in order to get a neutral charge on the compound. 4) Put parentheses around polyatomic ions. 5) Subscripts indicate the number of each ion used. EX: calcium iodide Ca I Ca+2 I-1 CaI2 EX: aluminum sulfate Al SO4 Al+3 SO4-2 Al2(SO4)3 Endothermic and Exothermic Reactions: Use the terms endothermic and exothermic to describe chemical reactions in which heat is transferred between the system and surroundings. Possible demos/reactions include zinc or magnesium with hydrochloric acid or steel wool with vinegar for exothermic. Endothermic reactions would be vinegar with baking soda or ammonium chloride with barium hydroxide. Reactions either release or absorb energy based on the net energy change of the bonds. 5 Chemical Changes: Balance chemical equations using coefficients to obey the law of conservation of matter. Teacher tip: Use the acronym MINOH for ordering of balancing. Order: Metals, polyatomic Ions, Nonmetals, Oxygen, Hydrogen. Draw representations of chemical equations using shapes to map out the reactants and products. EX: 2 H2 + O2 Æ 2 H2O □□ + □□ + ●●Æ □●□ + □●□ Reduction/Oxidation Reactions: These reactions involve the transfer of electrons between two elements. Single replacement reactions are prime examples of these. The use or development of an activity series to predict which reactions actually occur is necessary. Keep in mind that metals replace metals and nonmetals replace nonmetals. The element higher on the activity series can replace any element under it. Teacher tip: You can use the analogy that ionic compounds have to be a “boy” and a “girl”. This is why a metal replaces a metal or a nonmetal replaces a nonmetal. Examples: Zn + CuCl2 Æ Cu + ZnCl2 zinc replaces Cu because Zn is higher on the activity series F2 + 2 NaCl Æ 2 NaF + Cl2 fluorine replaces Cl because F is higher than Cl Cu + LiF Æ no reaction because Cu is lower than Li on the activity series 6 Terms and Concepts: Binary compound Ionic compound Molecular compound Polyatomic ions Naming compounds Writing chemical formulas Reactants Products Yields Single replacement Oxidation numbers Double replacement Endothermic Exothermic Activity series Chemical reactions Word equations Law of conservation of matter Instructional Resources www.pogil.org Inquiry based activities - You will need to sign up for a password. Go to the curriculum materials tab, select downloadable activities, go to bottom of page and click on selected activities www.ChemistryInquiry.com Inquiry based activities, sample ones can be printed or entire collection can be ordered. www.Flinnsci.com - Great source for MSDS sheets and safety information, along with links to other teacher resources. 7 Nomenclature and Chemical Reactions Activity #1 – Balancing Equations with Manipulatives. Questions to be investigated How do I balance equations? Objectives The student will be able to balance equations using coefficients and following the law of conservation of matter. Teacher Notes The teacher will need to print copies of the “cards” to have enough for each group of students (extra hint – laminate the cards). Groups of 2 are recommended. Materials Worksheet for each student and a set of cards for each student. Sources www.middleschoolscience.com Procedure/Description of Lesson Students will use cards with symbols of elements and compounds and coefficients to learn how to balance equations and apply the law of conservation of matter. The cards can be made by hand as explained below or cards can be printed on a color printer from the website. Student and teacher handouts are following. 8 Balancing Chemical Equations Activity by Liz LaRosa www.middleschoolscience.com Objectives: • • • • • • to to to to to to read chemical equations identify elements by their chemical symbol count atoms identify the coefficients and subscripts in a chemical equation. label the reactants and products of a chemical equation balance chemical equations Materials: These account for one complete set. Color scheme is VERY important for visualization during the activity. on 3x5 Index 1 red 2 orange 6's Cards "Reactants" CO2 Fe N2 Na2SO4 4 red 2's 2 black 7's on 5x8 Index Cards CH4 4 blue 3's 2 blue "+" Al C2H6 H2 4 green 4's 1 black "yield" sign ---> Al2O3 CaCl2 H2O NaCl P4O10 2 purple 5's 1 purple "Products" C Fe3O4 NH3 Na O2 P4 CaSO4 H2O2 Na2O 9 Pre Lab Questions: Answer the following before you begin the activity: 5H2 1. What number represents the Coefficient? _____ 2. What number represents the Subscript? _____ 3. What element is represented by the letter "H"? _____ 4. How many "H's" do you have? _____ Procedure: 1. Using your set of index cards, replicate the chemical equation onto your desk. 2. Label the reactant side and the product side. Record the following information into Table 1: 3. 4. 5. 6. 7. 8. Identify the elements on the reactant side. Count the number of atoms for each element. Identify the elements on the product side. Count the number of atoms on the product side. Are the 2 sides equal? If not, the equation is not balanced. The index cards numbered 2 - 7 are your coefficients. They can ONLY be placed in front of the elements. You can not change the subscripts. 9. Choose an element that is not balanced and begin to balance the equations. 10. Continue until you have worked through all the elements. 11. Once they are balance, count the final number of Reactants and Products. 12. Write the balanced equation. 13. Can your equation be simplified? 10 Data: Table 1: Chemical Equations (whole page, large boxes, sideways into lab book) Make the following Reactants Products Balanced Equations on your Reactants Products - Final - Final Equation desk H2 + O2 --> H2O H2O2 --> H20 + O2 Na + O2 --> Na2O N2 + H2 --> NH3 P4 + O2 --> P4O10 Fe + H2O --> Fe3O4 + H2 C + H2 --> CH4 Na2SO4 + CaCl2 --> CaSO4 + NaCl C2H6 + O2 --> CO2 + H2 O Al2O3 --> Al + O2 Analysis/Results: 1. 2. 3. 4. 5. What does "-->" mean? What side of the equation are the reactants found? products? Why must all chemical equations be balanced? Why can't the subscripts be changed? What does it mean to "simplify" the equation? Conclusion: 2-3 sentences on what you learned. 11 TEACHER NOTES: The index cards are a bit time consuming to create. I had some students help at lunch time for a few days. Once done, you can laminate them and have them forever! The materials account for one complete set which is good for 2-3 students to use. Print activity cards on card stock instead of making index cards for quicker set up. The color coding is very important for visualization. It is easier and quicker to locate the elements that you are trying to balance. If everything is in black ink, it’s harder to distinguish the equation contents. © Copyright 2000, E. S. Belasic 12 Balancing Equations Lab: TEACHER ANSWER KEY Table 1: Chemical Equations Make the following Reactants Equations on your desk Products 2 hydrogen 2 hydrogen 4 hydrogen 1 oxygen 2 2 hydrogen hydrogen 2 oxygen 4 hydrogen H2 + O2 --> H2O 2 oxygen H2O2 --> H20 + O2 2 oxygen Reactants - Products Final - Final 1 sodium 3 oxygen 2 sodium 4 oxygen 4 sodium 2 oxygen 1 oxygen 2 oxygen 2 nitrogen Na + O2 --> Na2O 2 nitrogen 1 nitrogen N2 + H2 --> NH3 P4 + O2 --> P4O10 2 oxygen 1 iron Fe + H2O --> Fe3O4 + H2 2 hydrogen 1 oxygen 1 carbon C + H2 --> CH4 2 hydrogen 2sodium Na2SO4 + CaCl2 --> CaSO4 + NaCl same as 2 H2 + O2 --> final 2 H2O reactants same as final reactants 2 H2O2 --> 2 H20 + O2 same as 4Na + O2 --> final 2 Na2O reactants same as N2 + 3H2 --> final 2 NH3 reactants 6 hydrogen 4 4 same as phosphorus phosphorus P4 + 5O2 --> final P4O10 reactants 10 oxygen 10 oxygen 3 iron 3 iron same as 3Fe + 4H2O 2 -> Fe3O4 + 8 hydrogen final hydrogen 4H2 reactants 4 oxygen 4 oxygen 1 carbon 1 carbon same as C + 2 H2 --> final CH4 4 reactants 4 hydrogen hydrogen 1 sodium 2 sodium 2 hydrogen 3 hydrogen 4 phosphorus Balanced Equation 1 sulfur 1 sulfur 1 sulfur 4 oxygen 4 oxygen 4 oxygen 1 calcium 1 calcium 1 calcium same as final reactants Na2SO4 + CaCl2 --> CaSO4 + 2 NaCl 13 C2H6 + O2 --> CO2 + H2O 2 chlorine 1 chlorine 2 carbon 1 carbon 6 hydrogen 2 hydrogen 2 oxygen Al2O3 --> Al + O2 2 chlorine 4 carbon 12 hydrogen 3 oxygen 14 oxygen 2 1 4 aluminum aluminum aluminum 3 oxygen same as 2 C2H6 + 7O2 final --> 4CO2 + reactants 6H2O 2 oxygen 6 oxygen same as final reactants 2 Al2O3 --> 4Al + 3O2 Assessment Ideas Give students a quiz on the parts of an equation and a quiz on balancing equations before moving on. Summative assessment would be balancing equations and answering questions on a unit test. 14 Nomenclature and Chemical Reactions Activity #2 – Creating Ionic Compounds Questions to be investigated How do I name ionic compounds and write correct chemical formulas? Objectives The student will be able to name ionic compounds and write correct chemical formulas by building compounds from cards. Teacher Notes Teacher will need to make a set of cards for each group of students. Laminating and storing cards in Ziploc bags is suggested. Materials Worksheet per student and one set of cards per group of 2 students. Real-World Connections By knowing how to read, name and write chemical compounds, students will be able to read labels on food item, cleaning products, health and beauty products, etc. Sources ESC Region XIII http://www.5.esc13.net/science/docs/ion%20ionic%20manipulatives.pdf http://www.esc13.net/science/docs/creating%20ionic%20compounds.pdf Procedure/Description of Lesson Students will use cards to building molecules and from that determine the correct chemical formula, then name the compound. See next page for student handout. 15 16 17 18 19 20 Assessment Ideas Lab Activity – Ionic Compounds and Nomenclature Teacher sets up clear vials with tops with a few grams of solid. The vial is labeled EITHER with the name OR the formula. The students are to determine the missing piece. Teachers can set up as many or as few sets as they wish and choose which ever compounds they have available. Suggestion: use a variety of colored compounds and compounds with different crystal size. If you are worried about students opening the vials, then place 2 or 3 in a Ziploc bag. See attached worksheet. Game – Salty Eights A card game by Key Curriculum Press (www.keypress.com) from their Living by Chemistry program, Unit 1: Alchemy. The idea behind the game is for students to make compounds from the cards which have a variety of elements with their valence states. Points are awarded based on the complexity of the molecule. 21 Ionic Compounds and Nomenclature Activity Name_____________ Date______Hour____ There are 5 sets of vials. Each vial contains a different ionic compound. The vial either has the name, or the formula, but not both. You need to complete the data chart. You may use a periodic table. Name Set #1 Formula Color Description Set #2 Set #3 Set #4 Set #5 22 Nomenclature and Chemical Reactions Activity #3 – Chemical Reaction Equations Questions to be investigated How do I balance equations and use the coefficients to do mole ratios? Objectives The student will learn how to balance equations and draw reactions and then apply the coefficients to mole ratios. Teacher Notes Teacher may want to have magnets or bingo chips of different colors/shapes to use on the board to show balancing and rearranging of atoms and to help modeling the drawing of reactions. Materials Worksheets Real World Connections Can discuss how industrial processes and the manufacture of pharmaceuticals rely on ratios and balanced equations to acquire the desired amounts. Sources www.pogil.org Go to curriculum materials and click on downloadable items, then go towards bottom of page and click on collected activities, you will need to sign up for a password, activities are useable for one year from time of download Procedure/Description of Lesson Students will write their own definitions, analyze a balanced equation and draw a diagram of it, then use the mole ratios to solve mole-mole or mole-mass problems. Student handout is on next page. 23 24 25 26 27 Assessment Ideas Give students a set of blocks or colored bingo chips and ask them to a balance an equation by diagram. Then using simple numbers for mental math have them do mole-mole and mass-mass problems (formative). Give students a worksheet with practice problems (formative). Variety of test questions, multiple choice and working out (summative). 28 Nomenclature and Chemical Reactions Activity #4 – Chemical Reactions Lab Questions to be investigated How do I predict the products of a reaction? Objectives The student will observe and perform several chemical reactions. They will be able to predict the products, balance the equations, and in some cases decide if the reaction was endothermic or exothermic. C3.4A, C3.4B, C5.2A, C5.6b Teacher Notes The reactions in this lab could be done via demonstration if lab facilities or quantity of materials are an issue. If done via demonstration then students should write down what the instructor is doing and some observations. If no fume hood is available, omit station 7. Materials Magnesium ribbon Bunsen burner Silver nitrate solution (0.1M) Sodium chloride solution (0.1M) Zinc metal Hydrochloric acid (1.0 M) Copper (II) sulfate solution (0.1M) Barium chloride solution (0.1M) Sodium sulfate solution (0.1M) Hydrogen peroxide (3%) Manganese (IV) oxide Sulfur Copper (II) sulfate hydrate Matches Alcohol burner with ethanol or methanol 29 Safety Concerns Students must wear goggles and aprons at all times. Station 1: DO NOT look directly at the burning magnesium – it can damage your eyes Station 2: Silver nitrate can stain skin and clothing. Station 3: Hydrochloric acid is corrosive to skin, use caution. Have baking soda available to neutralize spills. Station 4: Copper (II) sulfate is a skin irritant. Station 5: None, but see disposal note. Station 6: Don’t get hydrogen peroxide in cuts. Station 7: MUST BE DONE IN FUME HOOD. Station 8: Copper (II) sulfate hydrate can be a skin irritant. Do not breathe fumes while heating. Station 9: Alcohol burners do get warm. Methanol is very hot and burns nearly invisible. Ethanol burns with a blue flame and is safer. Disposal: Dispose of all substances per MSDS sheet or disposal methods in the Flinn Scientific Chemical Catalog. MSDS sheets and safety information can be found at www.FlinnSci.com . Real-World Connections Can relate reactions to the fact that many items (foods, pharmaceuticals) are made through chemical reactions. Discuss that your body works because of many chemical processes and reactions. Sources http://staff.imsa.edu/science/chemistry/web/Chemical%20Reactions%20Labrevised.pdf Procedure/Description of Lesson Students will perform a series of chemical reactions, make observations, and balance the equations they performed. Students will identify types of reactions, parts of an equation, and give evidence of a chemical reaction. See Lab Handout below: 30 Chemical Reactions Lab Purpose: to become more familiar with different types of chemical reactions by conducting several reactions, noting the results, and discussing observations with colleagues. Procedure: At each of the nine stations, there are directions for you to followincluding directions for waste disposal – FOLLOW ALL DIRECTIONS CAREFULLY! You should visit only six of the nine stations. You MUST visit stations 6, 8 and 9. You will then choose one station from stations 1 and 7, one station from stations 2 and 5 and one station from stations 3 and 4. You do not need to move through the stations in any particular order. You MUST wear your safety goggles at ALL TIMES! At each station, answer the following questions in your lab notebook or on your paper: a. How did you know a chemical reaction took place? b. Formula of reactant(s) c. Formula of product(s) d. Type of chemical reaction e. Write the balanced equation for the reaction (including all physical states). Station 1: 1. Get a strip of magnesium ribbon (about 2.5 cm long). Holding it with forceps, ignite the ribbon in a Bunsen burner flame. Do not look directly at the burning magnesium! Looking directly at the burning magnesium could damage your eyes. 2. Hold the burning ribbon over a glass plate so that no burning magnesium lands on the lab bench. Word equation: Magnesium reacts with oxygen to produce magnesium oxide. Station 2: 1. Place 10 drops of silver nitrate into a small test tube. Add 10 drops of sodium chloride to the same test tube. Word equation: Aqueous silver nitrate reacts with aqueous sodium chloride to produce solid silver chloride and aqueous sodium nitrate. 31 Station 3: 1. Place a small piece of zinc into a small test tube. Add enough dilute hydrochloric acid (HCl) to just cover the piece of zinc. Word Equation: Zinc reacts with aqueous hydrochloric acid to produce aqueous zinc (II) chloride and hydrogen gas. Station 4: 1. Place a small piece of magnesium ribbon (about 10 mm long) into a small test tube. 2. Add enough copper (II) sulfate to just cover the ribbon. Set aside for 15 minutes. Examine the contents of the test tube. If no change is observed, notify your teacher. Word equation: Aqueous Copper (II) sulfate reacts with magnesium to produce aqueous magnesium sulfate and copper. Station 5: 1. Place 10 drops of barium chloride into a small test tube. Add 10 drops of sodium sulfate to the same test tube. Word equation: Aqueous barium chloride reacts with aqueous sodium sulfate to make barium sulfate and aqueous sodium chloride. Station 6: 1. Place 20 drops of hydrogen peroxide into a small test tube. 2. Add a small amount of manganese (IV) oxide to the tube (just enough to cover the bottom of the test tube). HINT: manganese (IV) oxide is a catalyst. It is not a reactant or product, but it speeds up the rate of the reaction. A catalyst is indicated in a chemical reaction by writing the formula of the catalyst over the arrow. Word equation: Aqueous hydrogen peroxide produces water and oxygen. Station 7: USE THE FUME HOOD FOR THIS PROCEDURE!! 1. Place a small amount of sulfur into a deflagration spoon. Heat over a Bunsen burner until the sulfur begins to burn. Word equation: Sulfur reacts with oxygen to yield sulfur dioxide gas. 32 Station 8: 1. Place a small amount (a small scoop) of hydrated copper (II) sulfate into a small test tube. Heat the hydrate over a Bunsen burner until the chemical reaction is complete (the reaction should be obvious). NOTE: A hydrate is a compound that contains water. The formula of a hydrate is written a little differently than formulas for other compounds. The formula for the hydrate of copper (II) sulfate is written CuSO4. 5H2O. This means there are five water molecules bound to one CuSO4 molecule. (The correct name for this compound is copper (II) sulfate pentahydrate). Word equation: When copper (II) sulfate pentahydrate is heated, anhydrous copper (II) sulfate and water vapor are produced. (Anhydrous means “no water”) Station 9: 1. Use the matches/lighter to ignite the methanol in the lamp by lighting the wick. 2. Extinguish the flame by putting the cap over the wick. Word equation: Methanol reacts with oxygen to produce carbon dioxide gas and water. Questions to answer in your lab notebook or on paper for the next class: 1. Name five types of chemical reactions. 2. What is a reactant in a chemical reaction? 3. What is a product in a chemical reaction? 4. Name four ways you can tell a chemical reaction has taken place. 5. What does the symbol Æ mean in a chemical equation? 6. Give the four symbols for physical states of reactants and products, and tell what each means. 7. Why must chemical equations be balanced? Conclusion: Was the purpose of this lab achieved? What evidence do you have to support your answer? Revised January 11, 2008 http://staff.imsa.edu/science/chemistry/web/Chemical%20Reactions%20Labrevised.pdf Assessment Ideas Give students a worksheet with equations. Have the students predict the products, balance the equations, and identify the type of reaction (formative). Do the same for a unit test (summative). 33 Nomenclature and Chemical Reactions Activity #5 – Metal/Metal Ions Lab Simulation Questions to be investigated How do I predict products of a single replacement reaction? What is an activity series? How do I draw representations of reactions? Objectives The student will perform an online lab simulation of single replacement reactions to create an activity series. Then the student will predict which reactions occur and what the products are. Lastly, they will draw diagrams to represent the reactions. Teacher Notes This is an online simulation. There is an accompanying worksheet to print for the students to fill while they do the simulation. Materials Worksheet packet for each student. Real-World Connections Discuss electroplating and reactivity of metals. A lot of jewelry is made of silver, gold, or copper because these metals are very unreactive. Sources www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/animationsindex .htm Procedure/Description of Lesson Students will complete an online lab simulation from the above site. After clicking the link, select Reactions of Metals and Metal Ions Simulation. The handout can be printed from the item below the simulation which is labeled as a tutorial. Assessment Ideas Give students an activity series to use and have them predict if a reaction will occur and if so, what the products would be (formative). Give the students a scenario related to extracting metals or reactivity and ask them to explain what happened based on the activity of metals and single replacement reactions (summative). Have students perform “wet” lab doing four single replacement reactions. Students will predict products, balance equations, and create an activity series for the four metals used and hydrogen. See handout below. Wear goggles, use caution with acid, metals may NOT go down the drain. 34 Single Replacement Reactions Background Information: In nature, elements can occur either free, meaning uncombined with other elements, or chemically combined in a compound. The tendency of a particular element to combine with other substances is a measure of the activity of that element. The more active an element is, the more likely it is to combine. In a single replacement reaction, an uncombined element replaces a less active element that is combined in a chemical compound. The less active element is then freed from the compound. For example, in the reaction Zinc + copper sulfate Æ zinc sulfate + copper Zinc replaces the less active copper, combines with sulfate, and frees the copper from the compound. In this investigation, you will observe how various metals undergo single replacement reactions when placed in acid. If the metal is more active than the hydrogen in the acid, it will replace the hydrogen and hydrogen will be released as a gas. Problem: How does a single replacement reaction occur? Materials: (per group) Safety goggles, 1M hydrochloric acid Graduated cylinder Copper (cut wire in to pieces of 1-cm length) Iron (nail) 5 test tubes test-tube rack Zinc Aluminum Magnesium (cut into 1-cm lengths) Procedure: 1. Label your test tubes with the names of the metals listed in the materials. 2. Put on your safety goggles. Carefully pour approximately 5 mL of HCl into each test tube. (Make sure the amount of HCl is the same in each test tube. 3. One at a time, place the appropriate metal in each test tube. Record your observations for each metal. Feel each test tube as the reaction proceeds and record your observations. 4. When you have completed the investigation, carefully pour off the acid, rinse the metal several times with water, and put it into a container provided by your teacher. Do not put any unused metal in the sink. 35 Observations: 1. What did you observe in the test tube with the acid and a. b. c. d. e. magnesium_______________________________________________________ aluminum________________________________________________________ iron_____________________________________________________________ copper___________________________________________________________ zinc_____________________________________________________________ Conclusions: 1. Write and balance the single replacement reaction that has occurred between the acid and each metal. a. magnesium b. aluminum c. iron d. copper e. zinc 2. Were these reactions endothermic or exothermic? _______________________ Explain__________________________________________________________ ________________________________________________________________ 36 Critical Thinking and Application 1. Which of the metals are more active than hydrogen? _________________ 2. Which of the metals are less active than hydrogen? _____________________ 3. What could you do to prove that hydrogen gas was produced as a result of these reactions? ________________________________________________________ ______________________________________________________________ 4. The rate at which hydrogen gas is produced is a result of these single replacement reactions is an indication of the relative activity of the metals. List the order of their activity from most active to least active. ________________________________________________________________ ______________________________________________________________ 5. Nonmetals can also be involved in single replacement reactions. If chlorine is more active than bromine, write the equation for the reaction between chlorine and potassium bromide. ________________________________________________________________ ________________________________________________________________ 37 Nomenclature and Chemical Reactions Activity #6 – ChemQuest Questions to be investigated How to balance equations, identify types of reactions, and predict products of a reaction. Objectives The student will be able to label the parts of an equation, balance equations, predict the products of reactions, and identify the type of reactions. Materials Worksheet packet for each student. Sources www.ChemistryInquiry.com These Chemquests are being used with permission of Jason Neil. The entire set of Chemquests, answer keys, and skill practice worksheets are on a CD-rom that can be purchased from the website. Procedure/Description of Lesson Chemquests are designed to be an inquiry learning cooperative group activity. Instead of lecturing on the topic, the instructor gives a short introduction to the topic, and then places the students in groups of 2-3. The students then work through the Chemquest to discover and figure out the concept. Go over answers/discuss when students are done, then re-teach if necessary. See student handouts below. 38 39 40 41 42 43 44 45 46 Assessment Ideas Give a formative quiz the next day on labeling the parts of an equation and just balancing. Predicting products and more complicated balancing can be on a summative unit test. 47