Types of Chemical Reactions

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

A WebQuest for 9th Grade Chemistry for ICPE

Designed by

Alex [email protected]

Based on a template from The WebQuest Page

Chemical Reactions Exploration

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page] IntroductionIn this Webquest you will play the role of the detective as you

investigate what occurred the night of the Chemical Reactions Ball. We still don’t know how many casualties there are; however, we know there were both elements and polyatomic ions that walked away from the reactions. Also we already know that the anions were negative and on the right side of the ballroom and the cations were positive and on the left side of the ballroom. Your goal is to understand what exactly happened that night between the polyatomic ions and monatomic ions. How did the compounds react with each other and what should they be charged with for their actions? What signs were there that a chemical reactions occurred? What did the crime scene look like? So far, we suspect the following compounds and elements reacted with each other:

Lead Nitrate [Pb(NO3)2] reacted with Sodium Iodide [NaI]

Hydrogen Peroxide [H2O2] reacted with the catalyst Potassium Iodide [KI

Sodium [Na] reacted with Chlorine gas [Cl2 ]

Silver Nitrate [AgNO3] reacted with Copper Metal [Cu]

Methane Gas [CH3] reacted with Oxygen Gas [O2]

*remember a Catalyst does not react with the reactant, but speeds up the process of the reaction.

Student Page

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

At the end of this investigation you must:

Give a detailed investigative report on what you think happened during the Chemical Reactions Ball based on the videos that you will watch and any other evidence that you find.

First, explain each type of chemical reaction and provide an example from the list of reactions on the introduction page.

Then, explain in detail how each of the compounds reacted and what the product(s) of the reaction was based on your research.

What evidence was given that a chemical reaction occurred? Give evidence using EPOCHL (L refers to production of light).

Create a visual or crime scene to clearly show how the cations, anions, and other compounds reacted.

Title

The Task

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

1. Research about the five different kinds of chemical reactions. In order to do this, use this evidence:

Types of Chemical Reactions Additional information can come from your book.

2. Identify the reactions on the introduction page as a type of chemical reaction using you research. Predict what the products are with each reaction.

3. Then, watch the videos provided for concluding evidence in your investigation to understand how each type of reaction allows chemical compounds to react.

Chemical Reaction Exploration

4. Create a crime scene visual that shows the balanced chemical reactions and how the compounds and elements reacted with each other using arrows to show how the products were made. You should also give information such as type of chemical reaction, type of bond between the compounds (covalent or ionic), and signs of a chemical reaction for each reaction.

5. Finish your investigation with an investigative report summarizing what happened that night at the Chemical Reactions Ball. Detailed criteria for the report is given on the Task Page.

The Process

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

Exemplary10

Accomplished8

Developing6

Beginning4

Score

Components of Report

All required elements are present and additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.

All required elements are present.

One required element is missing, but additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.

Several required elements are missing.

Drawings/Diagrams

Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are labeled neatly and accurately.

Diagrams are included and are labeled neatly and accurately.

Diagrams are included and are labeled.

Needed diagrams are missing OR are missing important labels.

Analysis The relationship between the types of chemical reactions and products of those reactions are discussed and trends/patterns logically analyzed. Predictions are accurately made about the products.

The relationship between the types of chemical reactions and products of the reactions are discussed and trends/patterns logically analyzed.

The relationship between the types of chemical reactions and products of the reactions are discussed but no patterns, trends or predictions are made based on the data.

The relationship between the types of chemical reactions and products of the reactions are not discussed.

Spelling, Punctuation and Grammar

One or fewer errors in spelling, punctuation and grammar in the report.

Two or three errors in spelling, punctuation and grammar in the report.

Four errors in spelling, punctuation and grammar in the report.

More than 4 errors in spelling, punctuation and grammar in the report.

Evaluation

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

During this exploration, you learned about five kinds of chemical reactions. These include, but are not limited to: synthesis, combustion, decomposition, single displacement,and double displacement. You also learned how cations react with anions and what products are produced in accordance to The types of chemical reactions. You also reinforced your knowledge of when a chemical reaction occurs using EPOCHL, balancing equations and compounds, and types of bonds between compounds.

Conclusion

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

Thank you to those who provided their videos on YouTube and pictures. They are very useful in providing educational information to this class and Webquest. Here is the list of sources that were used during this Webquest:

Kosasihiskandarsjah. “Five Major Chemical Reactions” Jan 07 2008.http://www.youtube.com/watch?v=tE4668aarck

Chemsnippets. “Chemical Reactions” Oct 11 2006.http://www.youtube.com/watch?v=ul4xRy8hcsQ

Basco36. “Reaction of Lead Nitrate & Potassium Iodide Solutions” Feb 09, 2008.http://www.youtube.com/watch?v=DITY2rXYU-I&eurl

FreeScienceLectures. “Marshmallow Experiment” May 05, 2007http://www.youtube.com/watch?v=hqQZ7QLqIVU&eurl

Sciencevidds. “Reaction of Sodium with Chlorine (subtitled)” April 01, 2007http://www.youtube.com/watch?v=VBReOjo3ri8&eurl

Standards used for this Webquest were found at the Colorado Department of Education-Office of Standards and Assessment under the K-12 Academic Standards. It was last updated in 2007.

To acquire the latest version of this template and training materials for a Webquest, click on these hyperlinks: The WebQuest Page and The WebQuest Slideshare Group

Credits & References

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

A WebQuest for 9th Grade Chemistry for ICPE

Designed by

Alex [email protected]

Based on a template from The WebQuest Page

Evaluation

Teacher Script

Conclusion

Types of Chemical Reactions

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

The origin of this lesson came from when I created my first lesson plan in my Practicum I education class. I used the lesson plan to lecture 9 th graders in the class Introduction to Chemistry, Physics, and Earth Sciences at Preston Junior High. The topic was, of course, types of chemical reactions. The teacher wanted me to give a PowerPoint presentation on chemical reactions and to show demos of each reaction during class. She also wanted me to create a lab that the students could do in class. This Exploration was specifically designed for these students in the ICPE class. ICPE is a remedial science class for 9 th graders that didn’t do so well in their 8th grade science class; therefore, they are learning what they didn’t learn the previous year.

The lesson discusses five different kinds of reactions: synthesis, decomposition, combustion, single displacement, and double displacement. The students watch videos and look at notes and their science book to find more information about the types of reactions. After the students get a sense of how each reaction works, they can then predict what the products are of each reaction. Afterwards, the students watch other videos that explain the reactions. The videos demonstrate the reactions and show what specifically happens during the reaction. The students can then use EPOCHL (effervesce, precipitate, odor, color, heat or cold, and light) as traits of a chemical reaction taking place to decide if a chemical reaction did indeed take place.

Evaluation

Teacher Script

Conclusion

Introduction (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

This lesson could be used for 8th grade students as well as students of a higher grade. This lesson could also be used for any chemistry class where you think the students would be able to understand these concepts. There is some math involved when balancing the equations and you need to keep that in mind when assigning this Webquest.

The students should know how to balance a chemical compound before this Webquest as it asks the students to balance chemical reactions. The student should also have a basic understanding of the terms anions, cations, polyatomic ions, monatomic ions, elements, covalent bonding and ionic bonding, and the difference between a physical and chemical reaction using EPOCHL.

Evaluation

Teacher Script

Conclusion

Learners (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Science Standards Addressed

The students will be able to:•Ask questions and state hypotheses using prior scientific knowledge to help design and guide development and implementation of a scientific investigation;

•Use appropriate technologies to gather, process, and analyze data and to report information related to an investigation;

•Communicate and evaluate scientific thinking that leads to particular conclusions;

•Organize elements by their physical and chemical properties; and,

•Use word and chemical equations to relate observed changes in matter to its composition and structure.

Other thinking and communications skills that were encouraged by this lesson were creating inferences to the videos and the investigative report. The students had to be creative in writing their report as detectives, using their research to inspire their writer’s voice as a detective. They also had to be creative with designing their crime scene or visual and with their both their visual and report the students had to be systematic and categorical. Some groups learn about teamwork and compromising to get the task done, as well. Critical thinking and creativeness is imperative to understanding this assignment.

Evaluation

Teacher Script

Conclusion

Curriculum Standards (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

This lesson was organized by the scientific method. The students begin the project with research, predict what they think might happen with the reactions on the introduction page, then they visually qualitatively and quantitatively see what happens to the reactions and record the data, and they draw conclusions based upon what they saw and create visuals to express what they saw happening.

The students should be able to get through the videos in one class period and then at home finish writing the report. If they need to see the videos again they will be able to access it on the internet. It should take a week to complete the project upon starting it. This lesson is mulitdisciplinary.

The students can be in groups if they want. If that is the case, allow they to create their own groups because then it allows them to be responsible to their own group and they can’t complain if one of their group members is being lazy.

The teacher will need to know how to navigate through blogger and know how to use a computer. This lesson is easy enough for a novice teacher as long as the teacher understands the concepts in detail that the students will be learning. The lesson may require for the teacher to know class-management skills if the students become unfocused.

Variations

The lesson can be taught in class as supposed to a computer lab. They teacher could do the reactions in class as demos and then the students would still be able to see the reactions occurring. If the teacher is uncomfortable with doing demos in class they could show the videos to the students on a projector.

Evaluation

Teacher Script

Conclusion

The Process (Teacher)

Student Process Page

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Resources that are needed to implement this lesson are:

•Class set of chemistry books

•Accounts for each student on Blogger• Blogger Home Page

•Computer lab where students can access internet sites provided

Websites used during this exploration are:• http://coolchemicalreactions.blogspot.com/

• This website provides the types of chemical reactions that students will be using when writing the report and gives examples of each type of reaction in the video.

• http://chemicalreactionexploration.blogspot.com/• This website provides the students with a visualization via

videos of the reactions that are in this exploration; therefore, the teacher doesn’t have to waste reactant material and worry about disposing product.

Only one teacher is needed to implement this lesson. The students can work together in understanding this exploration, but they must turn in their own report. This will allow them to think critically about the different concepts of the exploration. If the students can still not answer the question with the help of fellow peers, they then can go to the teacher for help.

Evaluation

Teacher Script

Conclusion

Resources (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

In order for this lesson to be successful, the students must create reports that give accurate accounts of each types of chemical reaction and correctly answer the questions given to them. The students should also be as creative as possible and enjoy the project. Additionally, the lesson is successful if the project is easy for the students to understand what is asked of them. An exemplary project is one that correctly describes all the types of reactions as well as the reactions on the introduction page. They need to have all the questions correctly answered and create a visual and investigative report that is very colorful, understandable, and sophisticated. This, of course, should be tightly related to the standards and objectives you cited above.

Evaluation

Teacher Script

Conclusion

Evaluation(Teacher)

Exemplary10

Accomplished8

Developing6

Beginning4

Components of Report

All required elements are present and additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.

All required elements are present.

One required element is missing, but additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.

Several required elements are missing.

Drawings/Diagrams

Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are labeled neatly and accurately.

Diagrams are included and are labeled neatly and accurately.

Diagrams are included and are labeled.

Needed diagrams are missing OR are missing important labels.

Analysis The relationship between the types of chemical reactions and products of those reactions are discussed and trends/patterns logically analyzed. Predictions are accurately made about the products.

The relationship between the types of chemical reactions and products of the reactions are discussed and trends/patterns logically analyzed.

The relationship between the types of chemical reactions and products of the reactions are discussed but no patterns, trends or predictions are made based on the data.

The relationship between the types of chemical reactions and products of the reactions are not discussed.

Spelling, Punctuation and Grammar

One or fewer errors in spelling, punctuation and grammar in the report.

Two or three errors in spelling, punctuation and grammar in the report.

Four errors in spelling, punctuation and grammar in the report.

More than 4 errors in spelling, punctuation and grammar in the report.

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Step by Step directions to the facilitator:

1. Go to the computer lab. 2. Tell the students to go to the Webquest site and begin the webquest program.

Additionally tell them to listen to and follow the directions carefully.3. Make sure to mention that the students can be in groups of two or work individually

if they prefer and that the investigative report is due the following week. 4. Then tell the students to begin at the introduction page and work their way down

until the reach the Credits & References page. 5. If they have specific questions, they can ask the teacher or the facilitator. The

YouTube website should be working. 6. Also, the students should take their time and make sure they understand each

reaction and video.7. When the students understand the types of reactions and videos. They can then

begin creating the visual or report away from the computer; however, if might be beneficial for them to stay at their computer to get clarification from the Webquest and videos.

Teacher Process Page

Evaluation

Teacher Script

Conclusion

Teacher Script (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

This lesson gives students a creative means to learn about types of chemical reactions. It is not a lab report, but an investigative report. The lesson, also, directs the students to different concepts that relate to the types of chemical reactions and the students are forced to make connections between these different concepts and the chemical reactions.

Hopefully, the students will remember this project when they go on to higher level chemistry classes. It will be important to know this information because it creates the foundations needed for these harder chemistry classes.

Evaluation

Teacher Script

Conclusion

Conclusion (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Thank you to those who provided their videos on YouTube and pictures. They are very useful in providing educational information to this class and Webquest. Here is the list of sources that were used during this Webquest:

Kosasihiskandarsjah. “Five Major Chemical Reactions” Jan 07 2008.http://www.youtube.com/watch?v=tE4668aarck

Chemsnippets. “Chemical Reactions” Oct 11 2006.http://www.youtube.com/watch?v=ul4xRy8hcsQ

Basco36. “Reaction of Lead Nitrate & Potassium Iodide Solutions” Feb 09, 2008.http://www.youtube.com/watch?v=DITY2rXYU-I&eurl

FreeScienceLectures. “Marshmallow Experiment” May 05, 2007http://www.youtube.com/watch?v=hqQZ7QLqIVU&eurl

Sciencevidds. “Reaction of Sodium with Chlorine (subtitled)” April 01, 2007http://www.youtube.com/watch?v=VBReOjo3ri8&eurl

Standards used for this Webquest were found at the Colorado Department of Education-Office of Standards and Assessment under the K-12 Academic Standards. It was last updated in 2007.

To acquire the latest version of this template and training materials for a Webquest, click on these hyperlinks: The WebQuest Page and The WebQuest Slideshare Group

Evaluation

Teacher Script

Conclusion

Credits & References (Teacher)