Unit 3: Cool Chemistry Show
Essential Questions








How do you determine whether a chemical
or physical change has occurred?
What characteristics are used to identify a
chemical reaction taking place?
How are symbols used to write chemical
formulas of compounds?
How are chemical equations written?
What are endothermic and exothermic
reactions?
How can the rate of a reaction be altered?
What are properties of acids and bases?
What are oxidation and reduction reactions?
Chapter Challenge
Present an entertaining and informative
science show to other students
 Content will include physical/chemical
changes or acids/bases
 Presentation must include a demonstration
and an audience-appropriate explanation of
the concepts
 Written summary + directions for the show
and explanations of the chemistry
 You may work in groups, topics will be
assigned

Day 1: Chemical and Physical
Change

Learning Objectives
◦ Learn to differentiate between chemical and
physical changes
◦ Make observations and cite evidence to
identify changes as chemical or physical
◦ Explore the new properties exhibited when
new materials are made from combinations of
two or more original materials
◦ Design an experiment to test properties of
different combinations of materials
Starter
How do you know if a chemical change or
physical change has occurred?
 Give 3 examples of each.
 Time: 15 minutes

Activity 1
Several stations are set up in the back to
observe chemical and physical changes.
 Create a data table with three columns
for the process you complete,
observations and whether it is a chemical
or physical change
 Time: 60 minutes

Activity 2
You will do a lab write up for this
laboratory following the CERR model
 Check wiki for what to include for write
up
 Due: October 25
 Time: 10 minutes

Closing & Homework






What is a physical change? Give 2 examples.
What is a solution, solute and solvent?
What is a chemical change? Give 2 examples.
What “clues” can you look for to determine
if a chemical change has occurred or not?
What is a saturated solution?
Homework:
◦ Chemistry to Go, pg. 777 #1, 2, 4, 5
◦ Preparing for the Chapter Challenge
Day 2: More Chemical Changes

Learning Objectives:
◦ Observe several typical examples of evidence
that a chemical change is occurring
◦ Make generalizations about the combinations
of materials that result in the same evidence
◦ Make generalizations about materials that
tend to react with everything and materials
that tend not to react with anything
◦ Practice careful laboratory techniques
Starter

Which of the following will result in a
chemical reaction and why?
◦ Mix 1 cup flour, 1/3 cup sugar, 1 tsp baking
powder with 1 cup milk and 1 egg. Put the
mixture in the oven and bake for 30 minutes
◦ Add 2 drops of sodium carbonate to 2 drops
of sodium sulfate
Time: 15 minutes
 Please hand in homework from last lesson

Activity 1
Move with your lab groups
 Complete the table on page 780
 Read through steps 1-3 on page 779-781
 Time: 10 minutes

Activity 2
Move to the back lab benches.
 All the equipment is on the back bench
that you will need
 Complete steps 1-3, recording your data
along the way
 When you are finished, clean up and put
the materials back where you got them
 Time: 45 minutes

Closing & Homework

Discuss the following questions in your
group:
◦ How do you test for oxygen, carbon dioxide
and hydrogen?
◦ What is a precipitate?
◦ What are acid-base indicators?

Homework
◦ Chemistry to Go, pg. 784 #1, 2, 3
◦ Preparing for the Chapter Challenge
◦ Lab report due on Thursday
Day 3: Chemical Names and
Formulas

Learning Objectives:
◦ Predict the charges of ions of some elements
◦ Determine the formulas of ionic compounds
◦ Write the conventional names of ionic
compounds
◦ Make observations to determine whether
there is evidence that chemical changes occur
on combining two ionic compounds
Starter
The periodic table provides valuable
information for each of the elements.
 Look at calcium on your periodic table in
your text book.

◦ What information is provided on the periodic
table for calcium?
◦ What significance does this information have?

Time: 15 minutes
Activity 1

Write the formulas for the following
elements and how many protons they
have:
◦ Copper, zinc, oxygen, silver, nitrogen,
magnesium, iron, aluminum, potassium, sulfur,
gold, carbon, chlorine, hydrogen, iodine,
calcium, sodium, lead

Time: 15 minutes
Activity 2


A compound is formed when a negative ion
(metal) and positive ion (nonmetal)bond
The formula for potassium bromide is KBr
◦ Write the formula for 4 other compounds that
are created from a group 1 element combining
with a group 7 element

The formula for magnesium oxide is MgO
◦ Write the formula for 4 other compounds that
are created from a group 2 element combining
with a group 6 element

Time: 15 minutes
Activity 3


If the values of the charge on a positive and
negative ion, the resulting formula for the
compound is simply the chemical formulas
If the values are not the same, subscripts are
used to balance them
◦ Example: Al2O3 – Al3+, O2◦ Write the names and formula for the following
compounds:





Calcium and oxygen
Aluminum and fluorine
Boron and oxygen
Calcium and chlorine
Time: 10 minutes
Activity 4

Some ionic compounds involve polyatomic
ions
◦ Sulfate (SO42-, CO32-, NO3-, NH4+, etc.)

Write the formula for the following:
◦ Potassium nitrate
◦ Potassium sulfate

Write the name for the following:
◦ (NH4)2SO4
◦ LiNO3

Time: 10 minutes
Activity 5
Do chemical reactions occur every time
reactants are mixed?
 Complete the reactions and fill out the
table below
 Time: 20 minutes

Water
Baking Soda
Baking
Powder
Alka Seltzer
Vinegar
Ammonia
Heat (Make
a guess)
Closing & Homework
How are ionic compounds formed?
 What is a polyatomic ion? Give an
example of a compound with one.
 Distinguish between an ionic and covalent
bond.
 Homework:

◦ Chemistry to Go, pg. 790 #1, 2, , 3, 6
◦ Preparing for the Chapter Challenge
Day 4: Chemical Equations

Learning Objectives:
◦ Represent chemical changes using word
equations and chemical equations
◦ Distinguish between different classes of
chemical reactions
◦ Predict the possible products of single
displacement and double displacement
reactions
◦ Determine whether a reaction has occurred
based on evidence observed
◦ Use the principle of conservation of matter
to balance chemical reactions
Starter
What products are formed when you
react a metal with an acid?
 Complete the equations below:

◦ Zn + HCl
◦ Mg + HNO3 
◦ Cu + H2SO4 

Time: 15 minutes
Activity 1
Watch the following video about
balancing equations
 Now try to balance the equations from
the starting activity
 Time: 15 minutes

Activity 2

We will be observing the different types
of reactions:
◦
◦
◦
◦
Synthesis
Decomposition
Single Displacement
Double Displacement
Complete the sheet to go along with the
reactions
 Time: 30 minutes

Closing & Homework

Discuss the following questions with your
group
◦ What is a synthesis, decomposition, single
displacement and double displacement
reaction? Give an example of each.
◦ How can you tell if a double displacement
reaction has occurred?

Time: 10 minutes
Homework
Read Chem Talk, pg. 798
 Pg. 801 #1, 2, 4, 5

Day 5: Chemical Energy (60 mins)
Observe endothermic and exothermic
reactions
 Determine whether energy changes are
endothermic or exothermic
 Observe energy changes when matter
changes

Starter

Put your hand on the ice pack on the
desk.
◦ Draw a diagram to show which way heat is
flowing
How do the chemicals in the cold pack
lower the temperature?
 Time: 15 minutes

Activity 1

You will be performing 2 experiments:
◦ Baking soda + vinegar
◦ Magnesium + sulfuric acid
For each, record the temperature of the
liquid before you add the solid to it
 As the reaction is occurring, keep the
thermometer in the system and record
the highest/lowest temperature it reaches
 Time: 20 minutes

Activity 2

In your lab group, draw 2 graphs:
◦ Endothermic
◦ Exothermic

Include:
◦ Labels & a title
◦ ΔH, Ea
◦ Example

Time: 15 minutes
Closing
Describe an endothermic reaction.
 Describe an exothermic reaction.
 Explain which is endothermic and which
is exothermic:

◦ Bond breaking
◦ Bond forming
Distinguish between heat and
temperature.
 Time: 5 minutes

Homework
Read Chem Talk, pg. 804
 Chemistry to go, pg. 807 #1, 4, 5
 Preparing for the chapter challenge, pg.
808
 Remember you need to sign up for a
topic for your presentation

Day 6: Reaction Rates
Discover conditions that make a reaction
proceed faster or slower
 Discuss explanations for why this happens
at the molecular level

Starter

The rate of reaction is the speed at which
the reactants are converted to products
◦ What are some factors that influence the rate
of a reaction?
◦ How could you make a reaction take place at
a faster rate?
◦ How could you slow a reaction down?

Time: 15 minutes
Activity 1
Move to your lab groups
 Complete the table on the following page
 Investigation is set up at the back
 Clean up when you are finished
 Time: 45 minutes

Investigation
Fastest
speed?
Activity 1
Concentration
- Where is the reaction faster
– with a concentrated acid or
dilute acid?
Surface Area
- Where is the reaction faster
– with a smaller surface area
(large chunk) or larger surface
area (small pieces)?
Temperature
- Where is the reaction faster
– in a cold temperature or
hot temperature?
Catalyst
- Where is the reaction the
fastest – with a catalyst or
without?
Slowest
speed?
Observations/Exp
lanation
Lab Benches
The equipment in the lab benches is a
complete mess
 There is a list of what items need to be in
the lab bench
 Organize the benches and tidy them
 If you are missing equipment, let me know

Activity 2
You will complete a CERR lab report for
this lab activity
 Use this time to get started on it
 Remember when you hand it in, I want all
the sections together.
 Due: November 8

CERR Lab Write-Up
Claim: What are the 4 different factors that
affect the rate of a reaction? Explain how
they affect the rate of reaction.
 Evidence: Include your data table
 Reasoning: Why was one condition faster
than the other? Explain with regards to what
is happening to the molecules and kinetic
energy. Explain all 4 factors.
 Rebuttal: Why would each of the factors not
show the opposite results? For example, why
would a lower temperature not have a
higher rate of reaction?

Homework
Read Chem Talk, pg. 812
 Chemistry to go, pg. 814 #1, 2, 3, 6
 Preparing for the chapter challenge
 Chapter Challenge: Monday, November 12

◦ Sign up for a topic
◦ Presentation can be a maximum of 5 minutes
Day 7: Acids, Bases & Indicators

Learning Objectives:
◦ Identify common household acids and bases
◦ Identify characteristic properties of acids and
bases, and learn to tell the difference between
acids and bases
◦ See how strong acids and bases behave differently
from weak acids and bases
◦ Make neutral solutions by combining an acid and
base by titration
◦ Determine the pH of various solutions using
indicators
◦ Categorize solutions based on the pH scale
◦ Use the mathematical definition of pH
Starter
What is an indicator? Can you think of
any natural substances that can be used as
an indicator?
 What are some properties of acids and
bases?
 How can you tell the difference between
an acid and a base?
 Time: 15 minutes

Activity 1
Indicators are used to see whether a
substance is acidic, basic, or neutral
 A reaction with a metal can also be used

◦ What happens when a metal reacts with an
acid?

The indicators we will use today include:
◦ Litmus paper, phenophthalein, and methyl
orange

What are some limitations to these
indicators?
Activity 1 (cont’d)
Observations with Metal or Indicators
Compound
Vinegar
Milk
Lemon juice
Ammonia
Bleach
Water
Dish soap
Carbonated
drink
HNO3
NaCl solution
Magnesium
Litmus Paper
Phenol.
Methyl Orange
Activity 1 (cont’d)
Test the different substances with the 3
different indicators
 Can you tell if the substances are a strong
acid/weak acid or strong base/weak base
with these indicators?

◦ Why or why not?

Time: 30 minutes
Activity 2
Sit with 2-3 other people who are not in
your lab group
 Compare your findings and discuss any
discrepancies
 Categorize the compounds as either
acidic, basic, or neutral
 Time: 15 minutes

Activity 3
Universal indicator can be used to show
the strength of an acid or base
 Create a diagram that shows the colour
range for universal indicator, the pH
values for the colours, and some
examples of substances that would be
found at that pH value
 Time: 20 minutes

Closing

Compare acids and bases with regards to
the following characteristics:
◦ Taste, feel, pH, reaction with metals
Write an equation that shows what
happens when an acid reacts with water
 Write an equation that shows what
happens with a base reacts with water
 What is pH?

Homework
Read Chem Talk
 Pg. 824 #1, 2, 3
 Preparing for the chapter challenge
 CERR lab report due November 8

Day 8: Colour Reactions That
Involve the Transfer of Electrons

Learning Objectives:
◦ Cause different metals to rust by oxidationreduction (redox) reactions
◦ Determine what materials can react with
metals, causing the metals to rust
◦ Write the word equations and chemical
equations for redox reactions
◦ Identify the materials that react, and the
materials that are spectators in a redox
reaction
◦ Learn how to impede rusting
Starter
What happens to old cars that are
subjected to rain and snow?
 What happens to BBQ tools if they are
left out in the rain?
 Why does this happen?
 Time: 15 minutes

Activity 1

We will be performing the following
reactions:
◦ Zn + CuSO4
◦ Al + CuCl2
Write word and symbol equations for
them
 Balance the equations
 Leave space between the equations for
oxidation numbers
 Time: 15 minutes

Activity 1 (cont’d)
Zn + CuSO4  Cu + ZnSO4
 Zinc + copper (II) sulfate copper + zinc sulfate
 2Al + 3CuCl2  3Cu + 2AlCl3
 Aluminum + copper (II) chloride  copper +
aluminum chloride

Activity 2
Follow the directions for the reactions on
pg. 826, 827
 Complete the questions for #1 and 2 as
you go along
 Time: 30 minutes

Activity 3

How do we know which substances have
been oxidized, and which have been
reduced?
◦ OIL RIG (oxidation is loss, reduction is gain)
◦ Leo the lion says GER (loss of electrons is
oxidation, gain of electrons is reduction)


Single elements have an oxidation number of
0
Example:
◦ 2Na + Cl2 2NaCl
◦ Sodium and chlorine both start with an oxidation
number of 0
◦ Na – oxidation number = +1
◦ Cl – oxidation number = -1
Activity 3 (cont’d)
Complete the oxidation numbers
worksheet with a partner
 Time: 20 minutes

Closing
What is a redox reaction?
 How can you tell if an atom oxidized?
 How can you tell if an atom is reduced?
 What is a spectator in a reaction?

Homework
Read Chem Talk, pg. 828
 Pg. 829 #1, 2, 3, 4, 6
 Chapter Challenge – November 12
 Summative Assessment – November 12

Day 9: Summative Assessment