e2 Unit 2 Chemistry - Wolf Ridge

1 unit 2 Chemistry unit 2- Chemistry : Matter/ periodic table /Acids & Bases LESSON OUTLINE: I. Matter a. Phases of Matter b. Conservation of Matter c. Physical and Chemical Change d. Phase Change and Energy e. Gas Laws II. Elements and the periodic table a. Atomic Models b. periodic table Organization c. Metals vs. Nonmetals III. Atoms and Bonding a. Chemical Symbols b. Chemical Formula Writing c. Chemical Bonding IV. Chemical Reactions a. Balancing Equations b. Acids and Bases c. Neutralization of an Acid KEY CONCEPTS: As students progress through the year learning about the biotic and abiotic environment, the movement of chemicals in pathways, like Nitrogen and Sulfur in acid rain production, and cycles such as the carbon cycle, becomes very important.

2 This unit is designed to give the students the chemical language skills needed to understand these pathways and cycles. OUTCOMES: Upon completion of this lesson, students will be able to: 1. describe how matter is conserved even though it may change properties as it forms compounds or changes physically. 2. explain how the periodic table is organized based on the atomic model and how the characteristics of different elements are related to the number of electrons on the outer shell of the element s atoms. 3. write proper chemical formulas based on the atoms valence electrons in the compound. 4. describe the properties of acids and bases and describe with a chemical equation how an acid and a base can combine to make a salt and water.

3 GRADUATION STANDARDS: The following MN graduation standards apply: Distinguish between a mixture and a pure substance and use physical properties to separate mixtures and identify pure substances. Use physical properties to distinguish between metals and non-metals. Identify evidence of chemical changes, including color change, generation of a gas, solid formation and temperature change. Distinguish between chemical and physical changes in matter. Use the particle model of matter to explain how mass is conserved during physical and chemical changes in a closed system. Recognize that acids are compounds whose properties include a sour taste, characteristic color changes with litmus and other acid/base indicators, and the tendency to react with bases to produce a salt and water.

4 Describe the role of valence electrons in the formation of chemical bonds. Explain how the rearrangement of atoms in a chemical reaction illustrates the law of conservation of mass. Describe a chemical reaction using words and symbolic equations. unit 2- Chemistry : Matter/ periodic table /Acids & Bases LEARNING ACTIVITIES: I. Assign reading: (6 hours) Chapter 1 sections 1-3 and Chapter 2 sections 1-3: from the Prentice Hall Science Explorer 2009 Chemical Building Blocks and have students do reading previews, answer key concept questions, define key terms and do the Target Reading Skills. II. Phases of Matter: (1 hour) What Changes Do You See Introduce matter with a simple observation exercise of the different phases of matter.

5 A. Materials i. Beaker ii. Watch plate iii. Ice cubes iv. Food coloring v. Hot water b. Procedure: Have the students follow the following procedure with ice, water, beaker. i. Fill a beaker 1/3 full of HOT water. ii. Put one drop of food coloring in the hot water iii. Place an ice cube in the hot water. iv. Cover the beaker with the watch glass. v. Place an ice cube on top of the watch glass. c. Have students answer the following questions as they observe the apparatus. i. What state of matter is the water? _____ (Solid, Liquid, Gas) ii. What state of matter are the ice cubes? _____ (Solid, Liquid, Gas) iii. What changes in the state of matter is occurring to the ice cube in the water?

6 Iv. What changes in the state of matter is occurring at the surface of the water? v. What changes in the state of matter is occurring on the bottom of the watch glass? vi. Why is the water on the bottom of the watch glass not colored? d. Conclusion: i. What determines the state of matter? ii. Review experiment questions at the end of the hour. unit 2- Chemistry : Matter/ periodic table /Acids & Bases III. Conservation of Matter: (1 hour) What is Matter Introduce the law of conservation of matter with the following exercise. Have the students describe the law by doing the following experiment. a. Notes: - Matter is anything that has mass and occupies space. b. Ask the Question: What happens to the mass of water when you add sugar?

7 C. Materials: i. Water ii. Sugar iii. Triple-beam Balance d. Have students determine if the mass changes when combining sugar and water. i. Measure 100 ml of water ii. Find the mass of the water (don t include the mass of the graduated cylinder) iii. Measure 10 g of sugar iv. Mix sugar and water v. Measure the final mass of water and sugar mixture e. Post lab questions: Ask students to answer the following questions. i. What was the starting mass of the water? ii. What was the mass of the sugar? iii. What happened to the mass of the water after you added sugar? iv. How close was the mass of the sugar plus the mass of the water to the mass of the combined sugar and water mass?

8 Mass of sugar + Mass of water = Mass of combined water and sugar f. Conclude the last 15 minutes of the class period by having the students answer the question A glass of unsweetened lemonade weighs 255 grams. A spoonful of sugar weighs 25 grams. Predict how much you think the sweetened lemonade will weigh after you stir in the sugar. From the Uncovering Student Ideas in Science: 25 formative assessment probes Keeley, Page. Uncovering Student Ideas in Science. Arlington, VA: NSTA, 2005. Print. unit 2- Chemistry : Matter/ periodic table /Acids & Bases IV. Physical and Chemical Change Card Activity: (1 hour) Have the students use the cards in this activity to introduce examples of physical and chemical changes and have the students build a working definition of physical and chemical change.

9 At the end of the class period, to fill out an exit ticket, Define a chemical change. And Define a physical change. Collect the exit tickets as the students leave the classroom. Use it as a tool to measure the growth in understanding from today s lesson. V. Physical and Chemical Stations Lab: (1 hour) At the start of the hour review student responses to exit ticket. Then have students move between 7 stations (3 minutes per sation) to decide if the change happening at the station is a physical or chemical change based on the definition given in class at the start of the hour, and have them explain their reasoning. a. Materials i. Matches ii. Test tubes iii. Salt water bath iv.

10 Vinegar v. Baking soda vi. Seltzer tablet vii. Ice viii. Potato ix. Iodine Solution x. Salt b. Procedure: Set up and have the students cycle through the following seven stations: i. Station 1 - Matches chemical change gas production, light, heat Strike a match and watch it as it burns. Blow the match out before it burns your fingers. When your observations are completed, rinse the used match in tap water and dispose of it in the watch glass on lab table . ii. Station 2 -Water Baths - physical change phase change Fill a test tube or less with tap water. Place it in the salt-water ice bath and stir it around gently and constantly for 2-3 minutes (possibly more) without removing it.