Nomenclature and Chemical Reactions - Oakland Schools
Nomenclature and Chemical Reactions - Oakland Schools
Nomenclature and Chemical Reactions - Oakland Schools
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Oakl<strong>and</strong> <strong>Schools</strong> Chemistry Resource Unit<br />
<strong>Nomenclature</strong> &<br />
<strong>Chemical</strong> <strong>Reactions</strong><br />
Lynn Hensley<br />
South Lyon High School<br />
South Lyon Community <strong>Schools</strong><br />
1
Content Statements:<br />
C4.2 <strong>Nomenclature</strong><br />
<strong>Nomenclature</strong> <strong>and</strong> <strong>Chemical</strong> <strong>Reactions</strong><br />
All compounds have unique names that are determined systematically<br />
C4.2x <strong>Nomenclature</strong><br />
All molecular <strong>and</strong> ionic compounds have unique names that are determined<br />
systematically.<br />
C3.4 Endothermic <strong>and</strong> Exothermic <strong>Reactions</strong><br />
<strong>Chemical</strong> interactions either release energy to the environment (exothermic) or absorb<br />
energy from the environment (endothermic).<br />
C5.2 <strong>Chemical</strong> Changes<br />
<strong>Chemical</strong> changes can occur when two substances, elements, or compounds interact<br />
<strong>and</strong> produce one or more different substances whose physical <strong>and</strong> chemical properties<br />
are different from the interacting substances. When substances undergo chemical<br />
change, the number of atoms in the reactants is the same as the number of atoms in<br />
the products. This can be shown through simple balancing of chemical equations. Mass<br />
is conserved when substances undergo chemical change. The total mass of the<br />
interacting substances (reactants) is the same as the total mass of the substances<br />
produced (products).<br />
C5.5 <strong>Chemical</strong> Bonds-Trends<br />
An atom’s electron configuration, particularly of the outermost electrons, determines<br />
how the atom can interact with other atoms. The interactions between atoms that hold<br />
them together in molecules or between oppositely charged ions are called chemical<br />
bonds.<br />
C5.6x Reduction/Oxidation <strong>Reactions</strong><br />
<strong>Chemical</strong> reactions are classified according to the fundamental molecular or sub<br />
molecular changes that occur. <strong>Reactions</strong> that involve electron transfer are known as<br />
oxidation/reduction (or “redox”).<br />
2
Content Expectations:<br />
C4.2A - Name simple binary compounds using their formulae.<br />
C4.2B - Given the name, write the formula of simple binary compounds.<br />
C4.2c - Given a formula, name the compound.<br />
C4.2d - Given the name, write the formula of ionic <strong>and</strong> molecular compounds.<br />
C3.4A - Use the terms endothermic <strong>and</strong> exothermic correctly to describe chemical<br />
reactions in the laboratory.<br />
C5.2A - Balance simple chemical equations applying the conservation of matter.<br />
C5.5B - Predict the formula for binary compounds of main group elements.<br />
C5.6b - Predict single replacement reactions.<br />
3
Instructional Background Information:<br />
<strong>Nomenclature</strong>/<strong>Chemical</strong> Bonds:<br />
<strong>Nomenclature</strong> involves the naming <strong>and</strong> formula writing for molecular <strong>and</strong> ionic<br />
compounds. Molecular compounds are limited to two nonmetals using the first 20<br />
elements. Ionic compounds are limited to the first 20 elements plus copper, iron, lead,<br />
<strong>and</strong> mercury <strong>and</strong> common ions. Common ions are limited to: acetate, hydroxide,<br />
sulfate, sulfite, nitrate, nitrite, carbonate, <strong>and</strong> ammonium. See examples below:<br />
Ionic Compounds<br />
Type 1<br />
Name the metal, then name the nonmetal-but change ending to ide<br />
Ex. NaCl<br />
AlF 3<br />
sodium chloride<br />
aluminum fluoride<br />
Type 2<br />
Name the metal, <strong>and</strong> then name the polyatomic ion<br />
Ex. NaNO 3 sodium nitrate<br />
Li 3 (PO 4 ) lithium phosphate<br />
Type 3<br />
Transition metals must include charge as a Roman numeral. This is the stock<br />
system.<br />
Ex. Fe 2 O 3<br />
CuCl<br />
CuCl 2<br />
iron (III) oxide<br />
copper (I) chloride<br />
copper (II) chloride<br />
4
Binary Molecular Compounds<br />
Usually consists of 2 nonmetals. Names use prefixes to indicate subscripts.<br />
Names still use –ide endings<br />
1=mono 2=di 3=tri 4=tetra 5=penta etc.<br />
Ex. CO<br />
N 2 O 4<br />
PCl 3<br />
SCl 6<br />
N 2 O 3<br />
carbon monoxide<br />
dinitrogen tetraoxide<br />
phosphorus trichloride<br />
sulfur hexachloride<br />
dinitrogen trioxide<br />
Writing Formulas – Ionic Compounds<br />
Steps:<br />
1) Write symbols for each ion.<br />
2) Determine charge of each ion.<br />
3) Add more of either ion, as needed in order to get a neutral charge on the<br />
compound.<br />
4) Put parentheses around polyatomic ions.<br />
5) Subscripts indicate the number of each ion used.<br />
EX: calcium iodide<br />
Ca I Ca +2 I -1 CaI 2<br />
EX: aluminum sulfate<br />
Al SO 4 Al +3 SO 4<br />
-2<br />
Al 2 (SO 4 ) 3<br />
Endothermic <strong>and</strong> Exothermic <strong>Reactions</strong>:<br />
Use the terms endothermic <strong>and</strong> exothermic to describe chemical reactions in which heat<br />
is transferred between the system <strong>and</strong> surroundings. Possible demos/reactions include<br />
zinc or magnesium with hydrochloric acid or steel wool with vinegar for exothermic.<br />
Endothermic reactions would be vinegar with baking soda or ammonium chloride with<br />
barium hydroxide.<br />
<strong>Reactions</strong> either release or absorb energy based on the net energy change of the<br />
bonds.<br />
5
<strong>Chemical</strong> Changes:<br />
Balance chemical equations using coefficients to obey the law of conservation of matter.<br />
Teacher tip: Use the acronym MINOH for ordering of balancing. Order: Metals,<br />
polyatomic Ions, Nonmetals, Oxygen, Hydrogen. Draw representations of chemical<br />
equations using shapes to map out the reactants <strong>and</strong> products.<br />
EX: 2 H 2 + O 2 2 H 2 O<br />
□□ + □□ + ●● □●□ + □●□<br />
Reduction/Oxidation <strong>Reactions</strong>:<br />
These reactions involve the transfer of electrons between two elements. Single<br />
replacement reactions are prime examples of these. The use or development of an<br />
activity series to predict which reactions actually occur is necessary. Keep in mind that<br />
metals replace metals <strong>and</strong> nonmetals replace nonmetals. The element higher on the<br />
activity series can replace any element under it. Teacher tip: You can use the analogy<br />
that ionic compounds have to be a “boy” <strong>and</strong> a “girl”. This is why a metal replaces a<br />
metal or a nonmetal replaces a nonmetal.<br />
Examples:<br />
Zn + CuCl 2 Cu + ZnCl 2 zinc replaces Cu because Zn is higher on the activity series<br />
F 2 + 2 NaCl 2 NaF + Cl 2 fluorine replaces Cl because F is higher than Cl<br />
Cu + LiF no reaction because Cu is lower than Li on the activity series<br />
6
Terms <strong>and</strong> Concepts:<br />
Binary compound Ionic compound Molecular compound<br />
Polyatomic ions Naming compounds Writing chemical formulas<br />
Reactants Products Yields<br />
Single replacement Oxidation numbers Double replacement<br />
Endothermic Exothermic Activity series<br />
<strong>Chemical</strong> reactions Word equations Law of conservation of<br />
matter<br />
Instructional Resources<br />
www.pogil.org Inquiry based activities - You will need to sign up for a password.<br />
Go to the curriculum materials tab, select downloadable activities, go to bottom of page<br />
<strong>and</strong> click on selected activities<br />
www.ChemistryInquiry.com Inquiry based activities, sample ones can be printed or<br />
entire collection can be ordered.<br />
www.Flinnsci.com - Great source for MSDS sheets <strong>and</strong> safety information, along with<br />
links to other teacher resources.<br />
7
<strong>Nomenclature</strong> <strong>and</strong> <strong>Chemical</strong> <strong>Reactions</strong><br />
Activity #1 – Balancing Equations with Manipulatives.<br />
Questions to be investigated<br />
Objectives<br />
How do I balance equations?<br />
The student will be able to balance equations using coefficients <strong>and</strong> following the<br />
law of conservation of matter.<br />
Teacher Notes<br />
Materials<br />
Sources<br />
The teacher will need to print copies of the “cards” to have enough for each<br />
group of students (extra hint – laminate the cards). Groups of 2 are<br />
recommended.<br />
Worksheet for each student <strong>and</strong> a set of cards for each student.<br />
www.middleschoolscience.com<br />
Procedure/Description of Lesson<br />
Students will use cards with symbols of elements <strong>and</strong> compounds <strong>and</strong><br />
coefficients to learn how to balance equations <strong>and</strong> apply the law of conservation<br />
of matter. The cards can be made by h<strong>and</strong> as explained below or cards can be<br />
printed on a color printer from the website. Student <strong>and</strong> teacher h<strong>and</strong>outs are<br />
following.<br />
8
Balancing <strong>Chemical</strong> Equations Activity<br />
Objectives:<br />
by Liz LaRosa<br />
www.middleschoolscience.com<br />
• to read chemical equations<br />
• to identify elements by their chemical symbol<br />
• to count atoms<br />
• to identify the coefficients <strong>and</strong> subscripts in a chemical equation.<br />
• to label the reactants <strong>and</strong> products of a chemical equation<br />
• to balance chemical equations<br />
Materials: These account for one complete set. Color scheme is VERY important<br />
for visualization during the activity.<br />
on 3x5 Index<br />
Cards<br />
2 orange 6's<br />
4 red 2's 2 black 7's<br />
1 red<br />
"Reactants"<br />
on 5x8 Index<br />
Cards<br />
CO 2 Fe N 2 Na 2 SO 4<br />
CH 4 Fe 3 O 4 NH 3 O 2<br />
4 blue 3's 2 blue "+" Al C 2 H 6 H 2 Na P 4<br />
4 green 4's<br />
2 purple 5's<br />
1 black<br />
"yield" sign<br />
---><br />
1 purple<br />
"Products"<br />
Al 2 O 3 CaCl 2 H 2 O NaCl P 4 O 10<br />
C CaSO 4 H 2 O 2 Na 2 O<br />
9
Pre Lab Questions:<br />
Answer the following before you begin the activity:<br />
5H 2<br />
1. What number represents the Coefficient?<br />
_____<br />
2. What number represents the Subscript?<br />
_____<br />
3. What element is represented by the letter "H"?<br />
_____<br />
4. How many "H's" do you have? _____<br />
Procedure:<br />
1. Using your set of index cards, replicate the chemical equation onto your desk.<br />
2. Label the reactant side <strong>and</strong> the product side.<br />
Record the following information into Table 1:<br />
3. Identify the elements on the reactant side.<br />
4. Count the number of atoms for each element.<br />
5. Identify the elements on the product side.<br />
6. Count the number of atoms on the product side.<br />
7. Are the 2 sides equal? If not, the equation is not balanced.<br />
8. The index cards numbered 2 - 7 are your coefficients. They can ONLY be<br />
placed in front of the elements. You can not change the subscripts.<br />
9. Choose an element that is not balanced <strong>and</strong> begin to balance the equations.<br />
10. Continue until you have worked through all the elements.<br />
11. Once they are balance, count the final number of Reactants <strong>and</strong> Products.<br />
12. Write the balanced equation.<br />
13. Can your equation be simplified?<br />
10
Data:<br />
Table 1: <strong>Chemical</strong> Equations (whole page, large boxes, sideways into lab book)<br />
Make the following<br />
Equations on your<br />
desk<br />
H 2 + O 2 --> H 2 O<br />
H 2 O 2 --> H 2 0 + O 2<br />
Na + O 2 --> Na 2 O<br />
N 2 + H 2 --> NH 3<br />
P 4 + O 2 --> P 4 O 10<br />
Fe + H 2 O --> Fe 3 O 4<br />
+ H 2<br />
C + H 2 --> CH 4<br />
Na 2 SO 4 + CaCl 2 --><br />
CaSO 4 + NaCl<br />
C 2 H 6 + O 2 --> CO 2 +<br />
H 2 O<br />
Al 2 O 3 --> Al + O 2<br />
Reactants Products Reactants<br />
- Final<br />
Products<br />
- Final<br />
Balanced<br />
Equation<br />
Analysis/Results:<br />
1. What does "-->" mean?<br />
2. What side of the equation are the reactants found? products?<br />
3. Why must all chemical equations be balanced?<br />
4. Why can't the subscripts be changed?<br />
5. What does it mean to "simplify" the equation?<br />
Conclusion:<br />
2-3 sentences on what you learned.<br />
11
TEACHER NOTES:<br />
The index cards are a bit time consuming to create. I had some students help at lunch<br />
time for a few days. Once done, you can laminate them <strong>and</strong> have them forever! The<br />
materials account for one complete set which is good for 2-3 students to use.<br />
Print activity cards on card stock instead of making index cards for quicker set up.<br />
The color coding is very important for visualization. It is easier <strong>and</strong> quicker to locate<br />
the elements that you are trying to balance. If everything is in black ink, it’s harder to<br />
distinguish the equation contents.<br />
© Copyright 2000, E. S. Belasic<br />
12
Balancing Equations Lab: TEACHER ANSWER KEY<br />
Table 1: <strong>Chemical</strong> Equations<br />
Make the following<br />
Equations on your desk Reactants Products Reactants -<br />
Final<br />
H 2 + O 2 --> H 2 O<br />
H 2 O 2 --> H 2 0 + O 2<br />
Na + O 2 --> Na 2 O<br />
N 2 + H 2 --> NH 3<br />
P 4 + O 2 --> P 4 O 10<br />
Fe + H 2 O --> Fe 3 O 4 +<br />
H 2<br />
C + H 2 --> CH 4<br />
2<br />
hydrogen<br />
2 oxygen<br />
2 hydrogen<br />
2 oxygen<br />
1 sodium<br />
2 oxygen<br />
2 nitrogen<br />
2 hydrogen<br />
4<br />
phosphorus<br />
2 oxygen<br />
1 iron<br />
2 hydrogen<br />
1 oxygen<br />
1 carbon<br />
2 hydrogen<br />
2sodium<br />
2<br />
hydrogen<br />
1 oxygen<br />
2<br />
hydrogen<br />
3 oxygen<br />
2 sodium<br />
1 oxygen<br />
1 nitrogen<br />
3 hydrogen<br />
4<br />
phosphorus<br />
10 oxygen<br />
3 iron<br />
2<br />
hydrogen<br />
4 oxygen<br />
1 carbon<br />
4 hydrogen<br />
1 sodium<br />
4<br />
hydrogen<br />
2 oxygen<br />
4<br />
hydrogen<br />
4 oxygen<br />
4 sodium<br />
2 oxygen<br />
2 nitrogen<br />
6<br />
hydrogen<br />
4<br />
phosphorus<br />
10 oxygen<br />
3 iron<br />
8 hydrogen<br />
4 oxygen<br />
1 carbon<br />
4<br />
hydrogen<br />
2 sodium<br />
Products<br />
- Final<br />
same as<br />
final<br />
reactants<br />
same as<br />
final<br />
reactants<br />
same as<br />
final<br />
reactants<br />
same as<br />
final<br />
reactants<br />
same as<br />
final<br />
reactants<br />
same as<br />
final<br />
reactants<br />
same as<br />
final<br />
reactants<br />
Balanced<br />
Equation<br />
2 H 2 + O 2 --><br />
2 H 2 O<br />
2 H 2 O 2 --><br />
2 H 2 0 + O 2<br />
4Na + O 2 --><br />
2 Na 2 O<br />
N 2 + 3H 2 --><br />
2 NH 3<br />
P 4 + 5O 2 --><br />
P 4 O 10<br />
3Fe + 4H 2 O -<br />
-> Fe 3 O 4 +<br />
4H 2<br />
C + 2 H 2 --><br />
CH 4<br />
Na 2 SO 4 + CaCl 2 --><br />
CaSO 4 + NaCl<br />
1 sulfur<br />
4 oxygen<br />
1 calcium<br />
1 sulfur<br />
4 oxygen<br />
1 calcium<br />
1 sulfur<br />
4 oxygen<br />
1 calcium<br />
same as<br />
final<br />
reactants<br />
Na 2 SO 4 +<br />
CaCl 2 --><br />
CaSO 4 +<br />
2 NaCl<br />
13
2 chlorine 1 chlorine 2 chlorine<br />
C 2 H 6 + O 2 --> CO 2 +<br />
H 2 O<br />
2 carbon<br />
6 hydrogen<br />
2 oxygen<br />
1 carbon<br />
2 hydrogen<br />
3 oxygen<br />
4 carbon<br />
12<br />
hydrogen<br />
14 oxygen<br />
same as<br />
final<br />
reactants<br />
2 C 2 H 6 + 7O 2<br />
--> 4CO 2 +<br />
6H 2 O<br />
Al 2 O 3 --> Al + O 2<br />
2<br />
aluminum<br />
3 oxygen<br />
1<br />
aluminum<br />
2 oxygen<br />
4<br />
aluminum<br />
6 oxygen<br />
same as<br />
final<br />
reactants<br />
2 Al 2 O 3 --><br />
4Al + 3O 2<br />
Assessment Ideas<br />
Give students a quiz on the parts of an equation <strong>and</strong> a quiz on balancing<br />
equations before moving on. Summative assessment would be balancing<br />
equations <strong>and</strong> answering questions on a unit test.<br />
14
<strong>Nomenclature</strong> <strong>and</strong> <strong>Chemical</strong> <strong>Reactions</strong><br />
Activity #2 – Creating Ionic Compounds<br />
Questions to be investigated<br />
Objectives<br />
How do I name ionic compounds <strong>and</strong> write correct chemical formulas?<br />
The student will be able to name ionic compounds <strong>and</strong> write correct chemical<br />
formulas by building compounds from cards.<br />
Teacher Notes<br />
Materials<br />
Teacher will need to make a set of cards for each group of students. Laminating<br />
<strong>and</strong> storing cards in Ziploc bags is suggested.<br />
Worksheet per student <strong>and</strong> one set of cards per group of 2 students.<br />
Real-World Connections<br />
Sources<br />
By knowing how to read, name <strong>and</strong> write chemical compounds, students will be<br />
able to read labels on food item, cleaning products, health <strong>and</strong> beauty products,<br />
etc.<br />
ESC Region XIII<br />
http://www.5.esc13.net/science/docs/ion%20ionic%20manipulatives.pdf<br />
http://www.esc13.net/science/docs/creating%20ionic%20compounds.pdf<br />
Procedure/Description of Lesson<br />
Students will use cards to building molecules <strong>and</strong> from that determine the correct<br />
chemical formula, then name the compound. See next page for student<br />
h<strong>and</strong>out.<br />
15
Assessment Ideas<br />
Lab Activity – Ionic Compounds <strong>and</strong> <strong>Nomenclature</strong><br />
Teacher sets up clear vials with tops with a few grams of solid. The vial is<br />
labeled EITHER with the name OR the formula. The students are to determine<br />
the missing piece. Teachers can set up as many or as few sets as they wish <strong>and</strong><br />
choose which ever compounds they have available. Suggestion: use a variety of<br />
colored compounds <strong>and</strong> compounds with different crystal size. If you are<br />
worried about students opening the vials, then place 2 or 3 in a Ziploc bag.<br />
See attached worksheet.<br />
Game – Salty Eights<br />
A card game by Key Curriculum Press (www.keypress.com) from their Living by<br />
Chemistry program, Unit 1: Alchemy. The idea behind the game is for students<br />
to make compounds from the cards which have a variety of elements with their<br />
valence states. Points are awarded based on the complexity of the molecule.<br />
21
Ionic Compounds <strong>and</strong> <strong>Nomenclature</strong><br />
Activity<br />
Name_____________<br />
Date______Hour____<br />
There are 5 sets of vials. Each vial contains a different ionic compound. The vial either<br />
has the name, or the formula, but not both.<br />
You need to complete the data chart. You may use a periodic table.<br />
Name Formula Color Description<br />
Set #1<br />
Set #2<br />
Set #3<br />
Set #4<br />
Set #5<br />
22
<strong>Nomenclature</strong> <strong>and</strong> <strong>Chemical</strong> <strong>Reactions</strong><br />
Activity #3 – <strong>Chemical</strong> Reaction Equations<br />
Questions to be investigated<br />
Objectives<br />
How do I balance equations <strong>and</strong> use the coefficients to do mole ratios?<br />
The student will learn how to balance equations <strong>and</strong> draw reactions <strong>and</strong> then<br />
apply the coefficients to mole ratios.<br />
Teacher Notes<br />
Materials<br />
Teacher may want to have magnets or bingo chips of different colors/shapes to<br />
use on the board to show balancing <strong>and</strong> rearranging of atoms <strong>and</strong> to help<br />
modeling the drawing of reactions.<br />
Worksheets<br />
Real World Connections<br />
Sources<br />
Can discuss how industrial processes <strong>and</strong> the manufacture of pharmaceuticals<br />
rely on ratios <strong>and</strong> balanced equations to acquire the desired amounts.<br />
www.pogil.org<br />
Go to curriculum materials <strong>and</strong> click on downloadable items, then go towards<br />
bottom of page <strong>and</strong> click on collected activities, you will need to sign up for a<br />
password, activities are useable for one year from time of download<br />
Procedure/Description of Lesson<br />
Students will write their own definitions, analyze a balanced equation <strong>and</strong> draw a<br />
diagram of it, then use the mole ratios to solve mole-mole or mole-mass problems.<br />
Student h<strong>and</strong>out is on next page.<br />
23
Assessment Ideas<br />
Give students a set of blocks or colored bingo chips <strong>and</strong> ask them to a balance<br />
an equation by diagram. Then using simple numbers for mental math have them<br />
do mole-mole <strong>and</strong> mass-mass problems (formative).<br />
Give students a worksheet with practice problems (formative).<br />
Variety of test questions, multiple choice <strong>and</strong> working out (summative).<br />
28
<strong>Nomenclature</strong> <strong>and</strong> <strong>Chemical</strong> <strong>Reactions</strong><br />
Activity #4 – <strong>Chemical</strong> <strong>Reactions</strong> Lab<br />
Questions to be investigated<br />
Objectives<br />
How do I predict the products of a reaction?<br />
The student will observe <strong>and</strong> perform several chemical reactions. They will be<br />
able to predict the products, balance the equations, <strong>and</strong> in some cases decide if<br />
the reaction was endothermic or exothermic. C3.4A, C3.4B, C5.2A, C5.6b<br />
Teacher Notes<br />
The reactions in this lab could be done via demonstration if lab facilities or<br />
quantity of materials are an issue. If done via demonstration then students<br />
should write down what the instructor is doing <strong>and</strong> some observations. If no<br />
fume hood is available, omit station 7.<br />
Materials<br />
Magnesium ribbon<br />
Bunsen burner<br />
Silver nitrate solution (0.1M)<br />
Sodium chloride solution (0.1M)<br />
Zinc metal<br />
Hydrochloric acid (1.0 M)<br />
Copper (II) sulfate solution (0.1M)<br />
Barium chloride solution (0.1M)<br />
Sodium sulfate solution (0.1M)<br />
Hydrogen peroxide (3%)<br />
Manganese (IV) oxide<br />
Sulfur<br />
Copper (II) sulfate hydrate<br />
Matches<br />
Alcohol burner with ethanol or methanol<br />
29
Safety Concerns<br />
Students must wear goggles <strong>and</strong> aprons at all times.<br />
Station 1: DO NOT look directly at the burning magnesium – it can damage your<br />
eyes<br />
Station 2: Silver nitrate can stain skin <strong>and</strong> clothing.<br />
Station 3: Hydrochloric acid is corrosive to skin, use caution. Have baking soda<br />
available to neutralize spills.<br />
Station 4: Copper (II) sulfate is a skin irritant.<br />
Station 5: None, but see disposal note.<br />
Station 6: Don’t get hydrogen peroxide in cuts.<br />
Station 7: MUST BE DONE IN FUME HOOD.<br />
Station 8: Copper (II) sulfate hydrate can be a skin irritant. Do not breathe<br />
fumes while heating.<br />
Station 9: Alcohol burners do get warm. Methanol is very hot <strong>and</strong> burns nearly<br />
invisible. Ethanol burns with a blue flame <strong>and</strong> is safer.<br />
Disposal: Dispose of all substances per MSDS sheet or disposal methods in the<br />
Flinn Scientific <strong>Chemical</strong> Catalog. MSDS sheets <strong>and</strong> safety information can be<br />
found at www.FlinnSci.com .<br />
Real-World Connections<br />
Can relate reactions to the fact that many items (foods, pharmaceuticals) are<br />
made through chemical reactions. Discuss that your body works because of<br />
many chemical processes <strong>and</strong> reactions.<br />
Sources<br />
http://staff.imsa.edu/science/chemistry/web/<strong>Chemical</strong>%20<strong>Reactions</strong>%20Labrevised.pdf<br />
Procedure/Description of Lesson<br />
Students will perform a series of chemical reactions, make observations, <strong>and</strong><br />
balance the equations they performed. Students will identify types of reactions,<br />
parts of an equation, <strong>and</strong> give evidence of a chemical reaction.<br />
See Lab H<strong>and</strong>out below:<br />
30
<strong>Chemical</strong> <strong>Reactions</strong> Lab<br />
Purpose: to become more familiar with different types of chemical reactions by<br />
conducting several reactions, noting the results, <strong>and</strong> discussing observations with<br />
colleagues.<br />
Procedure: At each of the nine stations, there are directions for you to followincluding<br />
directions for waste disposal – FOLLOW ALL DIRECTIONS<br />
CAREFULLY!<br />
You should visit only six of the nine stations. You MUST visit stations 6, 8 <strong>and</strong> 9.<br />
You will then choose one station from stations 1 <strong>and</strong> 7, one station from stations 2 <strong>and</strong><br />
5 <strong>and</strong> one station from stations 3 <strong>and</strong> 4. You do not need to move through the stations<br />
in any particular order. You MUST wear your safety goggles at ALL TIMES!<br />
At each station, answer the following questions in your lab notebook or on your<br />
paper:<br />
a. How did you know a chemical reaction took place?<br />
b. Formula of reactant(s)<br />
c. Formula of product(s)<br />
d. Type of chemical reaction<br />
e. Write the balanced equation for the reaction (including all physical states).<br />
Station 1:<br />
1. Get a strip of magnesium ribbon (about 2.5 cm long). Holding it with forceps,<br />
ignite the ribbon in a Bunsen burner flame. Do not look directly at the<br />
burning magnesium! Looking directly at the burning magnesium could<br />
damage your eyes.<br />
2. Hold the burning ribbon over a glass plate so that no burning magnesium l<strong>and</strong>s<br />
on the lab bench.<br />
Word equation: Magnesium reacts with oxygen to produce magnesium oxide.<br />
Station 2:<br />
1. Place 10 drops of silver nitrate into a small test tube. Add 10 drops of sodium<br />
chloride to the same test tube.<br />
Word equation: Aqueous silver nitrate reacts with aqueous sodium chloride to produce<br />
solid silver chloride <strong>and</strong> aqueous sodium nitrate.<br />
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Station 3:<br />
1. Place a small piece of zinc into a small test tube. Add enough dilute hydrochloric<br />
acid (HCl) to just cover the piece of zinc.<br />
Word Equation: Zinc reacts with aqueous hydrochloric acid to produce aqueous zinc (II)<br />
chloride <strong>and</strong> hydrogen gas.<br />
Station 4:<br />
1. Place a small piece of magnesium ribbon (about 10 mm long) into a small test<br />
tube.<br />
2. Add enough copper (II) sulfate to just cover the ribbon. Set aside for 15<br />
minutes. Examine the contents of the test tube. If no change is observed, notify<br />
your teacher.<br />
Word equation: Aqueous Copper (II) sulfate reacts with magnesium to produce<br />
aqueous magnesium sulfate <strong>and</strong> copper.<br />
Station 5:<br />
1. Place 10 drops of barium chloride into a small test tube. Add 10 drops of sodium<br />
sulfate to the same test tube.<br />
Word equation: Aqueous barium chloride reacts with aqueous sodium sulfate to make<br />
barium sulfate <strong>and</strong> aqueous sodium chloride.<br />
Station 6:<br />
1. Place 20 drops of hydrogen peroxide into a small test tube.<br />
2. Add a small amount of manganese (IV) oxide to the tube (just enough to cover<br />
the bottom of the test tube). HINT: manganese (IV) oxide is a catalyst. It is not<br />
a reactant or product, but it speeds up the rate of the reaction. A catalyst is<br />
indicated in a chemical reaction by writing the formula of the catalyst over the<br />
arrow.<br />
Word equation: Aqueous hydrogen peroxide produces water <strong>and</strong> oxygen.<br />
Station 7: USE THE FUME HOOD FOR THIS PROCEDURE!!<br />
1. Place a small amount of sulfur into a deflagration spoon. Heat over a Bunsen<br />
burner until the sulfur begins to burn.<br />
Word equation: Sulfur reacts with oxygen to yield sulfur dioxide gas.<br />
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Station 8:<br />
1. Place a small amount (a small scoop) of hydrated copper (II) sulfate into a small<br />
test tube. Heat the hydrate over a Bunsen burner until the chemical reaction is<br />
complete (the reaction should be obvious). NOTE: A hydrate is a compound that<br />
contains water. The formula of a hydrate is written a little differently than<br />
formulas for other compounds. The formula for the hydrate of copper (II) sulfate<br />
is written CuSO 4 . 5H 2 O. This means there are five water molecules bound to one<br />
CuSO 4 molecule. (The correct name for this compound is copper (II) sulfate<br />
pentahydrate).<br />
Word equation: When copper (II) sulfate pentahydrate is heated, anhydrous copper (II)<br />
sulfate <strong>and</strong> water vapor are produced. (Anhydrous means “no water”)<br />
Station 9:<br />
1. Use the matches/lighter to ignite the methanol in the lamp by lighting the wick.<br />
2. Extinguish the flame by putting the cap over the wick.<br />
Word equation: Methanol reacts with oxygen to produce carbon dioxide gas <strong>and</strong> water.<br />
Questions to answer in your lab notebook or on paper for the next class:<br />
1. Name five types of chemical reactions.<br />
2. What is a reactant in a chemical reaction?<br />
3. What is a product in a chemical reaction?<br />
4. Name four ways you can tell a chemical reaction has taken place.<br />
5. What does the symbol mean in a chemical equation?<br />
6. Give the four symbols for physical states of reactants <strong>and</strong> products, <strong>and</strong> tell what<br />
each means.<br />
7. Why must chemical equations be balanced?<br />
Conclusion: Was the purpose of this lab achieved? What evidence do you have to<br />
support your answer?<br />
Revised January 11, 2008<br />
http://staff.imsa.edu/science/chemistry/web/<strong>Chemical</strong>%20<strong>Reactions</strong>%20Labrevised.pdf<br />
Assessment Ideas<br />
Give students a worksheet with equations. Have the students predict the<br />
products, balance the equations, <strong>and</strong> identify the type of reaction (formative).<br />
Do the same for a unit test (summative).<br />
33
<strong>Nomenclature</strong> <strong>and</strong> <strong>Chemical</strong> <strong>Reactions</strong><br />
Activity #5 – Metal/Metal Ions Lab Simulation<br />
Questions to be investigated<br />
Objectives<br />
How do I predict products of a single replacement reaction? What is an activity<br />
series? How do I draw representations of reactions?<br />
The student will perform an online lab simulation of single replacement reactions<br />
to create an activity series. Then the student will predict which reactions occur<br />
<strong>and</strong> what the products are. Lastly, they will draw diagrams to represent the<br />
reactions.<br />
Teacher Notes<br />
Materials<br />
This is an online simulation. There is an accompanying worksheet to print for<br />
the students to fill while they do the simulation.<br />
Worksheet packet for each student.<br />
Real-World Connections<br />
Sources<br />
Discuss electroplating <strong>and</strong> reactivity of metals. A lot of jewelry is made of silver,<br />
gold, or copper because these metals are very unreactive.<br />
www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/animationsindex<br />
.htm<br />
Procedure/Description of Lesson<br />
Students will complete an online lab simulation from the above site. After<br />
clicking the link, select <strong>Reactions</strong> of Metals <strong>and</strong> Metal Ions Simulation. The<br />
h<strong>and</strong>out can be printed from the item below the simulation which is labeled as a<br />
tutorial.<br />
Assessment Ideas<br />
Give students an activity series to use <strong>and</strong> have them predict if a reaction will<br />
occur <strong>and</strong> if so, what the products would be (formative).<br />
Give the students a scenario related to extracting metals or reactivity <strong>and</strong> ask<br />
them to explain what happened based on the activity of metals <strong>and</strong> single<br />
replacement reactions (summative).<br />
Have students perform “wet” lab doing four single replacement reactions.<br />
Students will predict products, balance equations, <strong>and</strong> create an activity series<br />
for the four metals used <strong>and</strong> hydrogen. See h<strong>and</strong>out below. Wear goggles, use<br />
caution with acid, metals may NOT go down the drain.<br />
34
Single Replacement <strong>Reactions</strong><br />
Background Information:<br />
In nature, elements can occur either free, meaning uncombined with other elements, or<br />
chemically combined in a compound. The tendency of a particular element to combine<br />
with other substances is a measure of the activity of that element. The more active an<br />
element is, the more likely it is to combine. In a single replacement reaction, an<br />
uncombined element replaces a less active element that is combined in a chemical<br />
compound. The less active element is then freed from the compound.<br />
For example, in the reaction<br />
Zinc + copper sulfate zinc sulfate + copper<br />
Zinc replaces the less active copper, combines with sulfate, <strong>and</strong> frees the copper from<br />
the compound.<br />
In this investigation, you will observe how various metals undergo single replacement<br />
reactions when placed in acid. If the metal is more active than the hydrogen in the acid,<br />
it will replace the hydrogen <strong>and</strong> hydrogen will be released as a gas.<br />
Problem: How does a single replacement reaction occur?<br />
Materials: (per group)<br />
Safety goggles,<br />
1M hydrochloric acid<br />
Graduated cylinder<br />
Copper (cut wire in to pieces of 1-cm length)<br />
Iron (nail)<br />
5 test tubes<br />
test-tube rack<br />
Zinc<br />
Aluminum<br />
Magnesium (cut into 1-cm lengths)<br />
Procedure:<br />
1. Label your test tubes with the names of the metals listed in the materials.<br />
2. Put on your safety goggles. Carefully pour approximately 5 mL of HCl into each<br />
test tube. (Make sure the amount of HCl is the same in each test tube.<br />
3. One at a time, place the appropriate metal in each test tube. Record your<br />
observations for each metal. Feel each test tube as the reaction proceeds <strong>and</strong><br />
record your observations.<br />
4. When you have completed the investigation, carefully pour off the acid, rinse the<br />
metal several times with water, <strong>and</strong> put it into a container provided by your<br />
teacher. Do not put any unused metal in the sink.<br />
35
Observations:<br />
1. What did you observe in the test tube with the acid <strong>and</strong><br />
a. magnesium_______________________________________________________<br />
b. aluminum________________________________________________________<br />
c. iron_____________________________________________________________<br />
d. copper___________________________________________________________<br />
e. zinc_____________________________________________________________<br />
Conclusions:<br />
1. Write <strong>and</strong> balance the single replacement reaction that has occurred between the<br />
acid <strong>and</strong> each metal.<br />
a. magnesium<br />
b. aluminum<br />
c. iron<br />
d. copper<br />
e. zinc<br />
2. Were these reactions endothermic or exothermic? _______________________<br />
Explain__________________________________________________________<br />
________________________________________________________________<br />
36
Critical Thinking <strong>and</strong> Application<br />
1. Which of the metals are more active than hydrogen? _________________<br />
2. Which of the metals are less active than hydrogen? _____________________<br />
3. What could you do to prove that hydrogen gas was produced as a result of these<br />
reactions? ________________________________________________________<br />
______________________________________________________________<br />
4. The rate at which hydrogen gas is produced is a result of these single<br />
replacement reactions is an indication of the relative activity of the metals. List<br />
the order of their activity from most active to least active.<br />
________________________________________________________________<br />
______________________________________________________________<br />
5. Nonmetals can also be involved in single replacement reactions. If chlorine is<br />
more active than bromine, write the equation for the reaction between chlorine<br />
<strong>and</strong> potassium bromide.<br />
________________________________________________________________<br />
________________________________________________________________<br />
37
<strong>Nomenclature</strong> <strong>and</strong> <strong>Chemical</strong> <strong>Reactions</strong><br />
Activity #6 – ChemQuest<br />
Questions to be investigated<br />
Objectives<br />
Materials<br />
Sources<br />
How to balance equations, identify types of reactions, <strong>and</strong> predict products of a<br />
reaction.<br />
The student will be able to label the parts of an equation, balance equations,<br />
predict the products of reactions, <strong>and</strong> identify the type of reactions.<br />
Worksheet packet for each student.<br />
www.ChemistryInquiry.com<br />
These Chemquests are being used with permission of Jason Neil. The entire set<br />
of Chemquests, answer keys, <strong>and</strong> skill practice worksheets are on a CD-rom that<br />
can be purchased from the website.<br />
Procedure/Description of Lesson<br />
Chemquests are designed to be an inquiry learning cooperative group activity.<br />
Instead of lecturing on the topic, the instructor gives a short introduction to the<br />
topic, <strong>and</strong> then places the students in groups of 2-3. The students then work<br />
through the Chemquest to discover <strong>and</strong> figure out the concept. Go over<br />
answers/discuss when students are done, then re-teach if necessary.<br />
See student h<strong>and</strong>outs below.<br />
38
Assessment Ideas<br />
Give a formative quiz the next day on labeling the parts of an equation <strong>and</strong> just<br />
balancing. Predicting products <strong>and</strong> more complicated balancing can be on a<br />
summative unit test.<br />
47