In terms of prior knowledge or skills, students have seen in a that mixing an acid and a base together produces a chemical reaction. This combination reduces the energy of stabilizes the system its internal energy and derease of around 58 kJ per mole of water formed if the acid and the base are strong. Stopping class to discuss this is important because if students are to be able to write balanced chemical equations they will need to start with correct formula units for their salts Mini-lesson, Part 2: Once students have had a chance to write chemical formulas for salts I turn back to what we did at the beginning of class. Activator: After students have had a chance to do this assignment, I ask a student to show their answers to the class. Catch and Release Opportunities: The one common mistake I see from walking around is that students have forgotten how to use the periodic table to determine the charge of a monatomic ion. The quiz does not allow the use of notes and is taken independently.
While many students will not be able to work this problem to completion based on the exit tickets I saw from last class, I feel like this is a good way to start class because it gets students thinking about titration problems again, and it sends the message that I still expect students to meet this challenge. When they can articulate their strategy they are given a different quiz. I note that the base gives up the positive Na+ and the acid gives off the negative Cl-. The total positive charge has to be equal and opposite to the total negative charge. This video shows students explaining how to do this skill.
I then remind students that individual atoms can have a charge, and I remind them that the different groups on the periodic table provide us with a hint about what the charge is. Guided Practice, Part 2: I ask students to do the first practice problem in the sheet. After I take attendance I walk around the room to see how students are doing, and they confirm my expectations. For example, I might ask where the student got the volume of 0. This instructional choice reflects my desire to slowly and methodically build up to the skill of writing neutralization reactions. .
In student work 1, the student did not balance the chemical equation. This amount of energy is released in the environment as heat during the , that is an exothermic reaction. The student does the teaching, and I ask clarifying questions that really tease out the details in the problem. Students who get the quiz wrong are asked to reflect on their mistake and make a plan for avoiding the mistake in the future. I remind them that Groups 1 and 2 have charges of 1 + and 2 +, and Groups 17, 16, and 15 have charges of 1 -, 2 -, and 3 -, respectively. Student Activity: Students work on the remainder of the Ionic Bonding Practice problems.
I want students doing this work so that they have a chance to practice the skill that they have just learned. Heat gained by solution temperature increase x 100 g × 4. This strategy is shown in this video. The process of using the equations to show what is happening in the test tube introduces a level of complexity beyond what students would observe from seeing color changes or even pH changes. Do Now: Students enter class and are asked to work the first problem of. If these students get a problem wrong, I ask that they try to figure out what they did wrong, and get help from another student before asking me for help.
There are no special materials needed for this lesson. The answers to all the quizzes are found in this. I then show the class the answers using the. Mini-lesson: My first challenge is to help students remember how to write salts. I note that students who have not yet passed the quiz need to do so before they can do the lab. Most students met with success on this task, and so I release them to finish these practice problems. Exit tickets revealed that students ended the last class with varying degrees of skill at this task.
By getting this early exposure, students will have begun thinking about neutralization reactions before I give my lesson on the subject; it is my hope that they will have a little momentum going into the lesson. Students who have limited understanding or who were absent yesterday can sign up for re-teaching. Heat gained by cooler water temp. During this part of class I work the room and answer student questions in a manner that ensures that the student has to be an equal partner in figuring out their problem as modeled in this video. Heat gained by calorimeter temperature increase x heat capacity ofcalorimeter 5. I point out that a neutralization reaction produces a salt and water, and so if you can write the salt, you can write the reaction.
I then point out that page 234 shows how to deal with polyatomic ions. Toward the end of class students who have shown proficiency in solving problems are invited to take a that shows they are able to solve titration problems. Student Activity: During this time students have a number of options depending on where they are in terms of understanding how to conduct titration problems. My goal here is to diversify the teacher voice in my classroom, and to show students that a student has managed to learn the material well enough to teach it. Heat gained by cooler water temp. After they have had a chance to try it, I ask a student to show their work and explain how they derived the chemical formula for the salt, as well as the coefficients.
Guided Practice: I ask students to write the salts for problems 2-4 from the problems. Instructions Before viewing an episode, download and print the note-taking guides, worksheets, and lab data sheets for that episode, keeping the printed sheets in order by page number. Mini-lesson: Today I co-teach my mini-lesson with a student, who takes the lead. I remind students to use the table on page 235 of their text book. In terms of prior knowledge or skills, students should have a basic understanding of the titration process. While they are working I walk around and answer students' questions, help them stay on task, and look for common mistakes. I reason that this is a good way to begin class because it introduces students to the material for today.
The salt is the NaCl. These topics are essential to the new material in this lesson, which is learning how to write balanced chemical equations for neutralization reactions. Students who feel they understand the material are asked to practice, and to check their answers with the that are posted on the wall around the room. Being able to write the chemical formulas for salts seems like a good first step. Here are samples of that students took.