(AS CHEMISTRY) Weekly Planning
Semester 1
Week 7
Planning Teacher: Mr. Alaa Ismail
Lesson
Day
1
Warm up
(5 – 10)
Date: 18-22/10/2015
Main Activity
( 30 mins)
Activity
Key vocab
Objectives
Teaching and classwork
Pre-Knowledge
The teacher asks
the students to
define the
enthalpy change
of the reaction.
Standard enthalpy
change, formation,
combustion.
1. Define
the
standard
enthalpy
change of
formation.
Pre-Knowledge The
students will define the
standard conditions of
measuring enthalpy
change.
The teacher writes the
formula of Carbon dioxide
on the board (CO2) and
asks the students to write
an equation for
preparation of carbon
dioxide. The teacher will
eliminate the equations
that not representing
formation and let the
students deduce the
reason and thus defining
the enthalpy of formation.
(Induction)
The teacher distinguishes
2. Define
the
standard
enthalpy
change of
combustio
n.
Plenary
(5 -10 mins)
The students
will distinguish
between
enthalpy of
formation and
enthalpy of
combustion.
(formation is
forming of 1
mol
compound,
while
combustion is
burning 1 mol
compound)
Differentiation
LA and MA; they are able
to recall the definitions of
enthalpy change of
combustion and
formation and to write
simple chemical
equations.
HA; they are able to write
more complex chemical
reactions with fractions
as coefficients.
Assess
ment
and
resour
ces
between burning and
combustion and asks the
students about the
conditions needed for
combustion The teacher
will ask the students to
write combustion equation
and define the enthalpy of
combustion. (Induction)
2
Revision
Revision
Revision
Revision
Revision
Revision
3
Quiz (Chemical
Calculations)
Quiz (Chemical
Calculations)
Quiz
(Chemical
Calculatio
ns)
Quiz (Chemical
Calculations)
Quiz
(Chemical
Calculations)
Quiz (Chemical
Calculations)
4
Pop-Quiz on
writing definitions
and examples for
enthalpy change
of formation and
enthalpy change
of combustion.
Enthalpy change of
neutralization,
Enthalpy change of
atomization.
The teacher asks the
students to define the
word atomisation and to
write a chemical equation
on atomisation and to
define the term. The
students link this term with
the steps of Born-Haber
cycle which was studied
previously.
The teacher revise the
following terms: acid,
base, neutralisation and
the products of
neutralisation reactions.
The students write
different neutralisation
reactions, from these
equations and the
discussion with the
teacher, the students will
The students
will distinguish
between
enthalpy of
atomisation
and enthalpy
of
neutralisation.
(atomisation is
forming of 1
mol atoms,
while
neutralisation
is forming 1
mol water)
LA and MA; able to
define enthalpy change
of atomization and
neutarlisation and to
write simple chemical
equations.
1. Defi
ne
enth
alpy
chan
ge
of
ato
miza
tion.
2. Defi
ne
enth
alpy
chan
ge
of
neut
ralis
ation
HA; the teacher asks
these students to write
atomization reactions for
P4 and S8 as well as
writing neutralization
reaction equation
between sulfuric acid and
sodium hydroxide.
Revisio
n
be able to define enthalpy
change of neutralisation.
5
6
7
Examples from
real life;
Body temperature
is constant in
summer and
winter
In North pole and
south pole, water
solidifies on its
surface but not
deep inside, this
will lead to the
property of high
specific heat
capacity.
The teacher
mentioned the
amount of energy
in calories exists
in food and asks
the students
about the
apparatus used to
measure the
amount of energy
in food.
Specific heat
capacity.
.
Enrichment
questions:
-Work out the unit
Specific heat
capacity,
combustion
1. Defi
ne
spec
ific
heat
capa
city.
The teacher draws a
beaker with 1 Kg water at
360C and describes the
process of heating and
raising its temperature to
370C.From this example
and the previous
discussion, the students
will be able to define
specific heat capacity.
From the
definition, the
students will
deduce a unit
of specific heat
capacity.
HA; they are able to
deduce the unit of
specific heat capacity.
the students
draw coffeecup
calorimeter.
HA; understands that ∆T
is the same whatever is
the unit of temperature.
Ma and LA; they are able
to define specific heat
capacity.
Fire evacuation Drill
calorimeter
1. Calculate
the
amount
of energy
transferre
d using
calorimet
ers.
2. Commen
t on
sources
of error
and
assumpti
ons
made in
experime
nts.
1. Calculate
ΔHn and
ΔHc.
The teacher shows the
students video on
calorimeter and the steps
of measuring enthalpy
change of reaction on
http://www.youtube.com/w
atch?v=SagNcyN1yUQ
Ma and LA; have the
ability to use the
equation:
The teacher discusses the
video with the students
and let them work in
groups to answer the first
question about ∆Hn in their
worksheet.
- From the starter activity,
the student deduce that
the Energy is measured
E= m. C. ∆T
The students
solve question
(2) in the
HA; are going to evaluate
the procedure in terms of
specific heat capacity
Workshe
et and
handout.
of Energy using
the following
equation:
E= m.C.ΔT
-What is the
importance of
the high specific
heat capacity of
water in
Nature?
8
Pre- Knowledge:
The teacher asks
the students
different
questions on
calculating the
enthalpy change.
calorimeter, coffeecup calorimeter.
2. Evaluate
the
procedure
and
determine
the
sources of
errors and
assumptio
ns made
in
calculatin
g enthalpy
change.
Bomb- calorimeter. 1. Evaluate
the
procedure
and
determine
the
sources of
errors and
assumptio
ns made
in
calculatin
g enthalpy
change.
in joules. To find the
enthalpy change the
students should divide
the energy by the
number of moles.
- They also deduce that no
need to convert the
temperature in solving
numerical problem,
because the change in
temperature is
measured.
- The students evaluate
the procedure and
suggest methods to
improve the
experimental procedure
used to calculate the
enthalpy change.
The teacher distributes
pictures for the typical
combustion calorimeter
and the coffee-cup
calorimeter and asks the
students to comment on
the diagram and to
deduce the function of
each part of the
calorimeter. Students
centred learning
The students can also add
using computer in
temperature log for more
accurate temperature
recording. They also
deduce the temperature
correction using graphs as
a convenient method to
determine the maximum
temperature.
The teacher explains the
worksheet.
assumption.
MA and LA; are going to
improve the procedure in
terms of using more
accurate equipment such
as pipette.
Solve textbook HA; will be able to
exercises page improve the experimental
(39)
procedure in terms of
bomb calorimeter.
MA and LA; will be able
to understand the
mechanism of the bomb
calorimeter by a series of
diagrams drawn by the
teacher to simplify the
process.
Workshe
et,
textbook
page (38
and 39)
accurate measurements
using bomb calorimeter.
Hadith