Unit 3: Cool Chemistry Show
Essential Questions
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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
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Day 1: Chemical and Physical
Change
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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
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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
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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
 Time: 10 minutes
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Closing & Homework
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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
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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
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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
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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
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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
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Closing & Homework
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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?
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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
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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.
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◦ What information is provided on the periodic
table for calcium?
◦ What significance does this information have?
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Time: 15 minutes
Activity 1
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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
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Time: 15 minutes
Activity 2
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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
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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
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Time: 15 minutes
Activity 3
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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:
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Calcium and oxygen
Aluminum and fluorine
Boron and oxygen
Calcium and chlorine
Time: 10 minutes
Activity 4
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Some ionic compounds involve
polyatomic ions
◦ Sulfate (SO42-, CO32-, NO3-, NH4+, etc.)
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Write the formula for the following:
◦ Potassium nitrate
◦ Potassium sulfate
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Write the name for the following:
◦ (NH4)2SO4
◦ LiNO3
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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
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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:
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◦ Chemistry to Go, pg. 790 #1, 2, , 3, 6
◦ Preparing for the Chapter Challenge
Day 4: Chemical Equations
Day 5: Chemical Energy (60 mins)
Day 6: Reaction Rates
Day 7: Acids, Bases & Indicators
Day 8: Colour Reactions
Day 9: Summative Assessment