Mr. Oulton, Chem11
Class: Grade 11 Chemistry
Day 1 of New Unit:
Lesson Title: Single/Double Replacement Reactions (New Unit)
Curriculum Outcomes:
Teacher: Mr. Oulton
Class Size: 29
Time: 60 mins + 30 min ELP
Learning Objectives:
1. Students will be comfortable with writing balanced chemical equations from word equations with states indicated
according to instruction and the solubility table.
2. Students will be familiar with the common states of each element (including diatoms BrINClHOF and special cases P4
and S8).
3. Students will be familiar with Single/Double replacement reactions.
Materials:
 SMART Board (“November 12th, 2014” file) + Laptop
 Worksheet on Single & Double Replacement Reactions - (29)
 Precipitations Lab Sheets (two-pages) – (29)
 Activity Series + Solubility Table sheets – (29)
ELP:
A. Summative Quiz (25-30 minutes):
A quiz is prepared for them to complete. This is an individual assessment so they should split apart their desks.
Please give them a periodic table (this is the only additional material they will need). Let the students know
that when they have completed the quiz they should continue to work on the Balanced Word Equations # 2
sheet.
Class:
B. Solubility Rules and Activity Series (25-30 minutes):
Discuss with students the solubility rules for various ionic compounds. Discuss special cases of molecular
compounds that they will be expected to know (ammonia, water, carbon dioxide). Students will be expected
to have this table committed to memory.
Explain the point of the activity series as a segway into Single Replacement reactions. Students will not be
expected to memorize this table, but must know how to use it.
D. Review of Single/Double Displacement Reactions (15 minutes):
They should be familiar with the “Square Dancing” idea from grade 10. Discuss the difference and some
examples of each reaction.
E. Single/Double Replacement Reactions Handout (15 minutes):
Have the students work on a worksheet with some practice on each of the reactions. The first 14 are for
homework due tomorrow.
F. Handout the Lab for Friday (2 minutes):
They will be completing a lab Friday (Day 3) on Single/Double displacement reactions and precipitates. In
preparation for the lab they should review the procedure and data table.
HW: The first 14 questions on single/double replacement worksheet due tomorrow; read over the lab procedure.
Mr. Oulton, Chem11
Class: Grade 11 Chemistry
Day 2:
Teacher: Mr. Oulton
Lesson Title: Single/Double Replacement Reactions
Curriculum Outcomes:
Class Size: 29
Time: 60 mins
Learning Objectives:
1. Students will be comfortable with writing balanced chemical equations from word equations with states indicated
according to instruction and the solubility table.
2. Students will be familiar with Single/Double replacement reactions.
Materials:
 SMART Board (“November 13th, 2014” file)+ Laptop
 Worksheet on Single & Double Replacement Reactions - (29)
 Format for a Laboratory Report Sheets (two-pages) – (29)
 Exit Slip - (29)
Class:
A. Lab Handout + Explain (5-10 minutes):
While students are coming in, handout the “Format for a Laboratory Report” sheets. Explain that what
you specifically want for their lab is written on the second page. You can read aloud what you expect,
and let students know that it will be due 1 week and a day after the lab date (Day 9). They will be
given time in class on Monday (Day 4) to work on it and ask any more questions they have over the
weekend (at least read through this sheet over the weekend). Lab will be tomorrow (Day 3).
B. Update Solubility and Activity Series Tables (2 minutes):
As described in SMART Board file, make the necessary additions!
C. Activity Series Table Reminder (2 minutes):
Just remind the students that the metals at the top are more reactive, and the non-metals at the top of
their new list are more reactive. So like a boss and his lower employees, he can “do whatever he wants
and push them out”.
D. Single Replacement Reactions Examples (10 minutes):
See SMART Board file: 1, 2, 4 will react; #3 will not because cobalt is lower in activity series than sodium.
No surprises in solubility (all soluble except the metals).
E. Reminder that water is actually HOH and that when we push out the H, we are left with OH to attach to the
metal (5 minutes).
2Al(s) + 6H2O(l)  2Al(OH)3(s) + 3H2(g)
F. Double Replacement Reaction Examples (10 minutes):
They all simply switch the cations.
1. Na2SO4(aq) + Pb(NO3)2(aq)  2NaNO3(aq) + PbSO4(s)
2. NaCl(aq) + AgNO3(aq)  NaNO3(aq) + AgCl(s)
3. NaOH(aq) + HCl(aq)  NaCl(aq) + H2O(l)
G. Formative Assessment (Handout with answers on back for them to check) (15 minutes):
Circulate the room and check-in with each student to check their progress.
H. Exit Slip they must complete before leaving, and can then get their quiz back while they are doing it
(last 5 minutes of class)!
HW: Finish the handout if not completed in class, review lab procedure for tomorrow’s lab.
Mr. Oulton, Chem11
Class: Grade 11 Chemistry
Day 3:
Teacher: Mr. Oulton
Lesson Title: Precipitation Lab
Curriculum Outcomes:
Class Size: 29
Time: 60 mins
Learning Objectives:
1. Students will be comfortable with chemistry lab procedure.
2. Students will learn to investigate reactions and match theoretical with experimental results.
Materials:
 Precipitations Lab Handout (handout given previous day; have a couple extra on-hand)
 All necessary materials according to the lab procedure
 Safety materials (goggles, gloves, fire extinguisher, etc.)
A. Review of Lab Procedure + Safety (10-15 minutes):
Students must wear goggles and gloves. There will be no horse-play tolerated in the lab whatsoever. These
chemicals we are working with are dangerous and we cannot tolerate any misbehavior (you will be expelled
from the lab and be given another project to make up the mark). Never lift the chemicals above your chest
area; you should always keep the droppers pointed directly down or on an angle, never upside down. Never
put anything in your mouth, including your gloves! Eye wash station and sink location should be explained. No
food, gum, or drinks in the lab.
Stations 1-5:
You will either share the plate, or use the plastic plates (have an example to show them at the station). You
will take a few drops of each reactant and place it in the holder. Once both groups have finished, have one
group member bring the waste to the front lab bench.
Stations 6, 7:
Each group will use a test tube, the instructions are to fill the test tube about a ¼ of the way with the solution,
and then drop a small amount of the metal into the solution. Once you are finished (even if the reaction is
not), please return the test tube to the front bench and place in the waste holder.
B. Lab (40-45 minutes):
Students will complete the lab in their assigned groups of three (one group of 2). I will let the groups
know when they should switch (every 5 minutes).
We will go over proper lab report procedure after the lab or on Monday (time dependent). You should
keep all of your observations to complete your lab! Write down as much as possible.
C. If time leftover:
Explain lab report procedure:
- Cover page with Name of lab, your name, your partners names, the date, the class
- Purpose: What were we trying to do in this lab?
- Materials: List the materials we used in today’s lab
- Procedure: Third person past tense. “The ____ solution was added to the test tube; a small amount of
_________ was then added.”
- Data/Observations: You should include a completed observation table as well as all of your
balanced chemical equations with states.
Mr. Oulton, Chem11
-
Analysis: Complete the questions from the analysis portion of your lab
Conclusion/Discussion: Complete the conclusion question.
Typed or handwritten (table cannot be cut and pasted; create a new table and if you are drawing it,
use a ruler).
HW: Work on tidying up lab; can begin to type information up.
Mr. Oulton, Chem11
Class: Grade 11 Chemistry
Day 4:
Teacher: Mr. Oulton
Lesson Title: Double Replacement + Decomposition Reactions (Lab Time)
Curriculum Outcomes:
Class Size: 29
Time: 60 mins
Learning Objectives:
1. Students will be comfortable with writing balanced chemical equations for single/double replacement reactions as
well as decomposition reactions.
2. Students will be comfortable with preparing a formal lab report.
Materials:
 SMART Board (“November 17th, 2014” file) + Laptop
 Worksheet on Decomposition Reactions - (29)
 Precipitations Lab Sheets (two-pages) – (already handed out)
 Book the Netbooks (Starr Hicks’ room, pick up in a.m. – 1823 code)
Hand back journals + exit slips before the bell, while students are coming in. Lab work in ELP tomorrow.
A. Homework Review/Neutralization (5-7 minutes):
Go through any of the problems from the Single/Double Replacement Reactions that students had
trouble with. Start them off with a couple of warm-up ones (1 of each) if they don’t have any problems
with the material. This will lead them into decomposition.
Students will be familiar with acid/base reactions; point out that neutralization is just a special case of
double replacement reactions (this shouldn’t take much time as students are familiar from grade 10).
B. Discuss Decomposition Reactions (15 minutes):
Definition: Decomposition Reaction involves the breakdown of one compound into simpler
compounds. It doesn’t necessarily mean it breaks down into its elements; it might just break down into
small compounds like carbon dioxide or water and other elements or compounds.
5 Cases (they should copy each of these in their notes with an example):
1. Binary Compound (NaCl, CaF2, etc.)  break down into their elements.
Ex: NaF(s)  Na(s) + F2(g)
Ex: H2O(l)  H2(g) + O2(g)
2. Carbonates  break down into the metal oxide + CO2
Ex: Li2CO3(s)  Li2O(s) + CO2(g)
3. Bases (anything with hydroxide)  break down into metal oxide + H2O
Ex: Ca(OH)2(s)  CaO(s) + H2O(g)
4. Oxyacids  break down into the nonmetal oxide + H2O
Ex: HNO3(s)  N2O5(s) + H2O(g) * I would give you a list of the most stable non-metal oxides on a test
5. Chlorates (anything with ClO3-)  metal chloride + oxygen
Ex: KClO3(s)  KCl(s) + O2(g)
C. Practice: Decomposition Reactions Handout (10 minutes):
Give the students the handout on Decomposition Reactions to test out the 5 cases. Assign for
homework (there won’t be enough time in class to complete it).
D. Lab Work + Questions (28- 30 minutes):
Provide the students with time to work on their labs from Day 3. The Netbooks are available if they
would like to work on them, or if they just want to use the class to do their rough work (equations,
questions etc.). They will also be given ELP on Wednesday to work on it in class. Ask them if they have
any pressing questions before you allow them to go sign out a Netbook.
HW: Work on the lab (and finish the handout on decomposition reactions).
Mr. Oulton, Chem11
Class: Grade 11 Chemistry
Day 5:
Lesson Title: Synthesis + Combustion Reactions
Curriculum Outcomes:
Teacher: Mr. Oulton
Class Size: 29
Time: 60 mins
Learning Objectives:
1. Students will be comfortable with writing balanced chemical equations for combination (synthesis) and combustion
reactions.
2. Students will now be able to predict the products of all 5 types of reactions.
Materials:
 SMART Board (“November 18th, 2014” file)+ Laptop
 Worksheet on Synthesis + Combustion Reactions - (29)
 Return Chemistry Journals
Hand back journals before the bell, while students are coming in.
Announce: Time in ELP tomorrow to work on Lab. Quiz on Friday, Day 8 (covering 5 types of equations +
states).
A. Homework Review (5-7 minutes):
Go through any of the problems from the Decomposition Reactions that students had trouble with.
Start them off with a couple of warm-up ones (3 problems - 1 of which is synthesis) if they don’t have
any problems with the material, the last problem will lead them into talking about synthesis.
B. Discuss Synthesis Reactions (15 minutes):
Follow along with the SMART Board file for definition and examples (then practice afterward).
C. Discuss Combustion Reactions (15 minutes):
Follow along with the SMART Board file for definition and examples (then practice afterward).
D. Worksheet Practice (18- 20 minutes):
Provide the students with time to work on the handout “Combination & Combustion Reactions.” There
are answers on the back for them to check their work.
E. (If time permits):
Throw up a couple of examples and see if they can determine what type of reaction and predict
products.
HW: Work on the lab (and finish the handout on synthesis + combustion reactions). Quiz on Friday (Day 8) on
Types of Reactions.
Mr. Oulton, Chem11
Class: Grade 11 Chemistry
Day 6:
Lesson Title: 5 Types of Reactions Mixed
Curriculum Outcomes:
Teacher: Mr. Oulton
Class Size: 29
Time: 60 mins + 30 mins (ELP)
Learning Objectives:
1. Students will be comfortable with writing balanced chemical equations for combination (synthesis) and combustion
reactions.
2. Students will now be able to predict the products of all 5 types of reactions.
Materials:
 SMART Board (“November 19th, 2014” file) + Laptop
 Worksheets on 5 types of Reactions x 2 - (29)
 Return Chemistry Journals
 Netbooks - (29)
 Entrance Slip – 5 Types of Reactions – (29)
Hand back remaining journals before the bell, while students are coming in.
ELP:
A. Lab Work Time (30 minutes):
Students will be given 30 minutes of ELP to work on their lab reports. If they think the computers will take
too much time to start up, have them work on rough copies or figuring out all of their equations. Walk
around and check if anyone has questions about the lab or major difficulties. Check Adam has
gathered the data from a classmate.
Class:
B. Entrance Slip (5 minutes):
Handout the entrance slip after the bell goes for class. Once completed, have them bring it up to you
to mark (solutions are provided, mark what students did incorrectly so they know how to fix their
problem; return by end of class).
C. Discuss 5 Types of Reactions: Review (10 minutes):
Briefly touch on each of the 5 types of reactions. Make an emphasis on neutralization as distinguished
from typical Double Replacement reactions.
D. Practice Worksheets x 2 (38- 40 minutes):
Provide the students with time to work on the handout “Combination & Combustion Reactions.” There
are answers on the back for them to check their work.
E. Conclusion (5 minutes):
Remind them there is a quiz tomorrow and you will have them marked and back for Friday so we can
have a test on Monday to move on.
HW: Work on the lab; due Monday. Quiz Friday. Test on Tuesday (very similar to the quiz).
Mr. Oulton, Chem11
Class: Grade 11 Chemistry
Day 7:
Teacher: Mr. Oulton
Lesson Title: 5 Types of Reactions Mixed (continued)
Curriculum Outcomes:
Class Size: 29
Time: 60 mins
Learning Objectives:
1. Students will be comfortable with writing balanced chemical equations for combination (synthesis) and combustion
reactions.
2. Students will now be able to predict the products of all 5 types of reactions.
Materials:
 SMART Board (“November 20th, 2014” file) + Laptop
 Worksheets on 5 types of Reactions x 2 – (have a few extra copies)
 Entrance Slip – (29)
Class: Upon review of the entrance slips, I determined the students needed another day of practice mixing
the different reaction type questions.
A. Entrance Slip (5-7 minutes):
Have students complete an entrance slip that will assess them on their ability to predict products and
states.
B. Review Entrance Slips (5-7 minutes):
Go over the entrance slip questions from the day before and today’s. Open up to questions.
C. Discuss Activity Series and Its Importance (5-7 minutes):
Have students explain what the purpose of the activity series is, including examples of when it’s used.
D. Practice Worksheets x 2 (30 minutes):
Allow students to continue to work on the handout “Combination & Combustion Reactions.” There are
answers on the back for them to check their work. Also have some more mixed problems on-hand for
students to work on if they finish early.
Have the answers on the board for students to check their solutions. Move them up as students need
them. Circulate the room to check in with all students on their confidence levels.
E. Conclusion (2 minutes):
Remind them there is a quiz tomorrow (Day 8) and you will have them marked and back for Monday
(Day 9) so we can have a test on Tuesday (Day 10).
HW: Work on the lab; due Monday. Quiz Friday. Test on Tuesday (very similar to the quiz).
Mr. Oulton, Chem11
Class: Grade 11 Chemistry
Day 8:
Teacher: Mr. Oulton
Lesson Title: 5 Types of Reactions Quiz/ Test Review
Curriculum Outcomes:
Class Size: 29
Time: 60 mins
Learning Objectives:
1. Students will now be able to predict the products of all 5 types of reactions.
2. Students will be comfortable predicting states of products/reactants and balancing equations.
Materials:
 5 Types of Reactions Quiz - (29)
 Test Review Worksheet (to be handed out when completed the quiz) – (29)
A. Warm-up (5 minutes):
Throw up a couple of predicting products questions on the board just to get them warmed up before
the quiz (use at least one decomposition).
B. Quiz (35-45 minutes):
Students will complete the quiz. They will have a maximum of 45 minutes to complete the quiz. Once
they are done, they are to grab a test-review handout to work on in preparation for test on Monday.
C. Formative Assessment (10 minutes):
Work on the “Test Review” worksheet to prepare for the test.
HW: Work on the lab; due Monday (Day 9). Test on Tuesday, (Day 10) similar to the quiz.
Mr. Oulton, Chem11
Class: Grade 11 Chemistry
Day 9:
Teacher: Mr. Oulton
Lesson Title: 5 Types of Reactions Word Problems + Test Review
Curriculum Outcomes:
Class Size: 29
Time: 60 mins
Learning Objectives:
1. Students will now be able to predict the products of all 5 types of reactions.
2. Students will be comfortable predicting states of products/reactants and balancing equations.
3. Students will be comfortable predicting products of equations given in word form.
Materials:
 Test Review Worksheet (have a few extra on-hand)
Collect lab reports as they are due today.
A. Warm-up (5 minutes):
Throw up a couple of predicting products questions on the board just to get them warmed up.
B. Word Equations (10-15 minutes):
Go over some student-led questions on the board when reactants are given in word form. Students
must determine what reaction is happening based on word formulas, as well as cues for types of
reactions, ex: must be able to know that reacted with air means combustion with O2, a gas was
released from an acid + metal (must know the only possible gas is H2), etc.
C. Test Review continued (30-35 minutes):
Work on the “Test Review” worksheet to prepare for the test. Students will have the opportunity to work
through some word equations as well. Have students work on these first and walk around to monitor
their progress.
HW: Complete lab if you have not done so already. Test tomorrow (Day 10), similar to the quiz.
Mr. Oulton, Chem11
Class: Grade 11 Chemistry
Day 10:
Teacher: Mr. Oulton
Lesson Title: 5 Types of Reactions Test
Curriculum Outcomes:
Class Size: 29
Time: 60 mins
Learning Objectives:
1. Students will now be able to predict the products of all 5 types of reactions.
2. Students will be comfortable predicting states of products/reactants and balancing equations.
Materials:
 SMART Board + Laptop
 5 Types of Reactions, Solubilities, & Balancing Test - (29)
 Activity Series + Periodic Table Handouts – (29)
A. Unit Test (60mins):
Students will have 1 hour to complete the test. If some students need to, they can stay up to 10 minutes
into lunch. They will only be allowed to use the handouts provided to them and a pencil/eraser. If
students finish early, give them significant figures handout to review the rules from grade 10 and/or
grade 11 Physics. If students need more information on the rules, direct them to the textbook on pg 265.
HW: None