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Created By: Becky Creech
This is considered a discovery activity. Students would conduct these activities prior to teacher-led discussion on the concepts. This lesson serves as an introduction to the concepts. Discovery activities help the teacher uncover students’ prior knowledge and misconceptions. They give students hands-on/minds-on experiences to stimulate their learning of new concepts. Students are encouraged to think about how to answer questions or solve problems. They are asked to explain their observations based on their current understanding of the concepts. Students are introduced to the different types of chemical reactions. They observe examples of each reaction type—combination (synthesis), decomposition, single-replacement, double-replacement. From given examples of reactions, the students try to write the chemical equations for what is occurring in each reaction they observe. In Part E, the students try to list metals in order of their reactivity based on their experimental results.
? Write equations describing chemical reactions using appropriate symbols. ? Identify a reaction as synthesis (combination), decomposition, single-replacement, double-replacement, or combustion. ? Predict the products of synthesis (combination), decomposition, single-replacement, double-replacement, or combustion reactions.
Time Required: 90 minutes
? compacted piece of steel wool ? watch glass ? tongs ? Bunsen burner ? balance ? copper (II) sulfate pentahydrate ? test tube (& test tube holder) ? water dropper bottle ? copper (II) sulfate solution, 0.1 M, in dropper bottle ? magnesium turnings or ribbon ? hydrochloric acid, 0.1 M, in dropper bottle ? zinc pieces ? reaction well plate ? barium chloride solution, 0.1 M, in dropper bottle ? potassium sulfate solution, 0.1 M, in dropper bottle ? cobalt (II) nitrate solution, 0.1 M, in dropper bottle ? ammonium carbonate solution, 0.1 M, in dropper bottle ? small pieces of metals—Mg, Zn, Fe, Al, Pb, Cu ? small test tubes
Skills/Knowledge Gained by Learners:
? Observation skills ? Evidence for a chemical change (reaction) ? Writing chemical equations for reactions.
Student sheet containing the procedural steps is attached Teacher Notes— ? This works best if it is set-up as stations. ? In Part A, use a large piece of steel wool in order to best see a slight increase in mass. ? Part E requires a lot of substances if each group does it individually. I usually have each group set-up one metal in copper (II) sulfate solution. The students walk around the room to make their observations of each set-up. It could also be done as a teacher demonstration with a before, middle, and after set-up for the students to observe.
Closure: (How to draw the project to a close)
Students share their ideas from the discovery with their peers during a class discussion.
? Lab—Activity Series of Metals—Students use what they learned in Part E of the discovery to experimentally determine the activity series of metals when given a set of metals and salt solutions. ? Quiz—A short quiz includes questions directly from the discovery and the concepts covered. ? Worksheet—Allows students practice with the concepts introduced in the discovery.