Slide 1 / 75 New Jersey Center for Teaching and Learning Progressive Science Initiative This material is made freely available at www.njctl.org and is intended for the non-commercial use of students and teachers. These materials may not be used for any commercial purpose without the written permission of the owners. NJCTL maintains its website for the convenience of teachers who wish to make their work available to other teachers, participate in a virtual professional learning community, and/or provide access to course materials to parents, students and others. Click to go to website: www.njctl.org Slide 2 / 75 Chemical Reactions and Energy Classwork and Homework www.njctl.org Slide 3 / 75 Unit Preview Classwork Complete as much of the Graphic Organizer on the next page as you can based on what you already know. For each term you should give a definition of the term and up to three other things you remember about the term. One of your three may be an example of the term itself. Even if you don’t think you have learned about the term before, you should be able to find a definition for the term. In the last column, list any questions you still have about the term.
Slide 4 / 75 Term and Definition What I Remember My Questions 1. 2. Atom 3. 1. 2. Element 3. 1. 2. Molecule 3. 1. 2. Compound 3. 1. 2. Pure Substance 3. Slide 5 / 75 Term and What I Remember My Questions Definition 1. 2. Mixture 3. 1. 2. Heterogeneous Mixture 3. 1. 2. Homogeneous Mixture 3. 1. 2. Physical Property 3. 1. 2. Chemical Property 3. Slide 6 / 75 Classwork #1: S ignals and Changes
Slide 7 / 75 Complete the list of common signals that a change is occurring or has occurred. Remember, these signals are usually based on OBSERVABLE PROPERTIES. Some properties will require you to use a tool such as a thermometer or a ruler to determine how much change has occurred. The first one has been completed for you as a guide. Slide 8 / 75 Observed Using Measured Using Signal and Example Phase change – Eyes because it No special tools melting loses its shape and required might change color candle wax melting Phase change - freezing Phase change – boiling Phase change - condensing Color change Odor change Slide 9 / 75 Signal and Example Observed Using Measured Using Taste buds UNSAFE, NEVER TASTE Flavor change ANYTHING IN THE SCIENCE LAB Temperature change Smoke produced Light produced Bubbles produced Precipitate produced
Slide 10 / 75 Signal and Example Observed Using Measured Using Mass change Volume change Density change Shape change Texture change Slide 11 / 75 Classwork #2: Classifying Physical Changes and Chemical Reactions Slide 12 / 75 For each situation, describe whether it is a physical change or a chemical reaction and then explain your thinking. There may be more than one correct answer depending on how you think about the situation.
Slide 13 / 75 Physical or Situation Thought Process Chemical It is still butter. It was Butter melting Physical change a phase change from solid to liquid Charcoal heating a grill Mixing sugar in water Heating sugar on the stove until it turns brown and starts smoking Digesting food Breathing Slide 14 / 75 Physical or Situation Thought Process Chemical Puddles evaporating Cutting your hair Melting silver to make jewelry Blowing bubbles Melting cheese Making cheese Slide 15 / 75 Physical or Situation Thought Process Chemical Bleaching your hair Sharpening a knife Firework explodes Composting
Slide 16 / 75 Classwork #3: Conservation of Mass Slide 17 / 75 1 Are the laws of conservation of matter and conservation of mass interchangeable? Why or why not? Slide 18 / 75 2 Hydrogen peroxide decomposes to give water and oxygen. A What part of this chemical reaction represents reactants? B What part of this chemical reaction represents products? C Explain the difference between reactants and products.
Slide 19 / 75 3 Is it possible to start with 25g of reactants and end with 35g of products? Why or why not? Slide 20 / 75 4 Consider the following equation: AgNO 3 + FeCl 2 AgCl +HNO 3 . Are the laws of conservation of mass and matter true in the reaction? Justify your answer. Slide 21 / 75 5 In order to burn something in the laboratory, oxygen gas is needed. A Where does the oxygen gas come from? B Is the oxygen gas a reactant or product. Explain.
Slide 22 / 75 Homework: C onservation of Mass Slide 23 / 75 6 Is it possible to start with 5g of one chemical and 10g of another chemical and make 15g of a third chemical? Explain why or why not. Slide 24 / 75 7 Is conservation of mass and matter true in the reaction: AgNO 3 + HCl AgCl +HNO 3 ? Justify your answer.
Slide 25 / 75 8 Why is it hard to measure the amount of products produced when something burns? Slide 26 / 75 Classwork #4: Balancing Equations Slide 27 / 75 9 Draw a balanced picture equation to show individual iron atoms combining with individual sulfur atoms to form iron (II) sulfide, which has the formula FeS. Identify the reactants and products.
Slide 28 / 75 10 Draw a balanced picture equation to show individual carbon atoms combining with individual fluorine atoms to form carbon tetrafluoride which has the formula CF 4 . Identify the reactants and products. Slide 29 / 75 11 Use a chart to show that the following equation is balanced:N 2 + 2O 2 2NO 2 A Name the reactants: B Name the products: C Are the properties of the products and reactants the same? Justify your answer. Slide 30 / 75 12 Balance the following equation: Fe 2 O 3 + Al Al 2 O 3 + Fe A Name the reactants: B Name the products:
Slide 31 / 75 Homework: Balancing Equations Slide 32 / 75 13 Draw a balanced picture equation to show individual calcium atoms combining with individual phosphorus atoms to form calcium phosphide, which has the formula Ca 3 P 2 . Identify the reactants and products. Slide 33 / 75 14 Draw a balanced picture equation to show individual gold atoms combining with individual bromine atoms to form gold (I) bromide, which has the formula AuBr. Identify the reactants and products.
Slide 34 / 75 15 Use a chart to show that the following equation is balanced:CuOH + HF H 2 O + CuF A Name the reactants: B Name the products: Slide 35 / 75 16 Balance the following equation: Li 3 P + Al AlP + Li A Name the reactants: B Name the products: Slide 36 / 75 Classwork #5: Types of Energy
Slide 37 / 75 17 Identify an example of each type of energy in the image below. Justify your choices. A Kinetic Energy: B Chemical Potential Energy: C Electromagnetic Energy: D Thermal Energy: Slide 38 / 75 18 Which has more energy a bus moving at 15m/s or a baseball moving at 15m/s? Why? Slide 39 / 75 19 Which has more energy 5 kilograms of dynamite or 10 kilograms of dynamite? Why?
Slide 40 / 75 Homework: Types of Energy Slide 41 / 75 20 What is the major type of energy of sunlight? Why? Slide 42 / 75 21 What is the major type of energy of a raindrop falling from the sky? Why?
Slide 43 / 75 22 What has more kinetic energy 10kg of bees flying at 10m/s or 10kg of birds flying at 10m/s? Why? Slide 44 / 75 23 Which has more energy 100 calories of cookies or 100 calories of popcorn? Why? Slide 45 / 75 Classwork #6: Energy Changes
Slide 46 / 75 Use the word/phrase bank below to fill in the Venn diagram. After using all the words in the word bank, come up with two new examples of each type of reaction and write these in the appropriate place on the Venn diagram. Reactants Absorb have lower Burning a Heats Baking bread energy from energy than candle surroundings surroundings products Reactants Conserve Chemical Conserve Melting ice have higher mass reaction energy cubes energy than products Slide 47 / 75 Exothermic Endothermic Slide 48 / 75 Homework: Energy Changes
Slide 49 / 75 24 Define exothermic reactions. Slide 50 / 75 25 Define endothermic reactions. Slide 51 / 75 26 Is boiling water an endothermic or exothermic process? Justify your answer.
Slide 52 / 75 27 Is lighting a match an endothermic or exothermic process? Justify your answer. Slide 53 / 75 28 Is baking a cake an endothermic or exothermic process? Justify your answer. Slide 54 / 75 Classwork #7: Temperature and Thermal
Slide 55 / 75 29 If you know an object’s temperature, do you know how much thermal energy it has? Explain. Slide 56 / 75 30 What properties of a substance influence the amount of thermal energy it possesses? Slide 57 / 75 31 Which has more thermal energy, 500mL of boiling water or 250mL of boiling water? Explain your answer.
Slide 58 / 75 32 What must happen to the thermal energy of a substance during deposition? Explain why. Slide 59 / 75 33 What must happen to the thermal energy of a substance during evaporation? Explain why. Slide 60 / 75 Homework: Temperature and Thermal
Slide 61 / 75 34 Explain how two substances can be at the same temperature but have different amounts of thermal energy. Give an example. Slide 62 / 75 35 Explain how two substances can be at different temperatures but still have the same amount of thermal energy. Give an example. Slide 63 / 75 36 Which has more thermal energy, 500g of ice or 500g of steam? Explain your answer.
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