Chemical Reactions - Science Class 3000
Glencoe ScienceChapter ResourcesChemical ReactionsIncludes:Reproducible Student PagesASSESSMENTTRANSPARENCY ACTIVITIES Chapter Tests Section Focus Transparency Activities Chapter Review Teaching Transparency ActivityHANDS-ON ACTIVITIES Assessment Transparency Activity Lab Worksheets for each Student Edition ActivityTeacher Support and Planning Laboratory Activities Content Outline for Teaching Foldables–Reading and Study Skills activity sheet Spanish Resources Teacher Guide and AnswersMEETING INDIVIDUAL NEEDS Directed Reading for Content Mastery Directed Reading for Content Mastery in Spanish Reinforcement Enrichment Note-taking Worksheets
Glencoe SciencePhoto CreditsSection Focus Transparency 1: Richard Megna/Fundamental Photographs;Section Focus Transparency 2: Reuters NewMedia Inc./CORBISCopyright by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theChemical Reactions program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027ISBN 0-07-867152-3Printed in the United States of America.1 2 3 4 5 6 7 8 9 10 079 09 08 07 06 05 04
ReproducibleStudent PagesReproducible Student Pages Hands-On ActivitiesMiniLAB: Observing the Law of Conservation of Mass. . . . . . . . . . . . . 3MiniLAB: Try at Home Identifying Inhibitors . . . . . . . . . . . . . . . . . . . 4Lab: Physical or Chemical Change?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Design Your Own Exothermic or Endothermic? . . . . . . . . . . . . . . 7Laboratory Activity 1: Chemical Reactions. . . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Reaction Rates and Temperature . . . . . . . . . . 13Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17 Meeting Individual NeedsExtension and InterventionDirected Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Chemical Reactions1
Hands-On ActivitiesHands-OnActivities2 Chemical Reactions
NameDateClassHands-On ActivitiesObserving the Law ofConservation of MassProcedure1. Place a piece of steel wool into a medium test tube. Seal the end of the testtube with a balloon.2. Find the mass.3. Using a test tube holder, heat the bottom of the tube for two minutes in ahot water bath provided by your teacher. Allow the tube to cool completely.4. Find the mass again.Analysis1. What did you observe that showed a chemical reaction took place?2. Compare the mass before and after the reaction.Copyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.3. Why was it important for the test tube to be sealed?Chemical Reactions3
NameDateClassProcedure1. Look at the ingredients listed on packages of cereals and crackers inyour kitchen.2. Note the preservatives listed. These are chemical inhibitors.3. Compare the date on the box with the approximate date the box waspurchased to estimate shelf life.Analysis1. What is the average shelf life of these products?2. Why is increased shelf life of such products important?Copyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.Hands-On ActivitiesIdentifying Inhibitors4 Chemical Reactions
NameDateClassHands-On ActivitiesPhysical or Chemical Change?Lab PreviewDirections: Answer these questions before you begin the Lab.1. How can you tell if a chemical change has taken place?2. What material in this activity can cause skin and eye irritation?Matter can undergo two kinds of changes—physical and chemical. Aphysical change affects the physical properties. When a chemical changetakes place, a new product is produced.Real-World QuestionProcedureHow can a scientist tell if a chemical changetook place?1. Measure 300 mL of water. Pour water into500-mL Erlenmeyer flask.2. Weigh 15 g of baking soda. Carefully pourthe baking soda into the flask. Swirl theflask until the solution is clear.3. Insert the rubber stopper with the glasstubing into the flask.4. Measure 600 mL of water and pour intothe 1000-mL beaker5. Attach one end of the rubber tubing to thetop of the glass tubing. Place the other endof the rubber tubing in the beaker. Be surethe rubber tubing remains under the water.6. Remove the stopper from the flask. Carefully add 250 mL of vinegar to the flask.Replace the stopper.7. Count the number of bubbles coming intothe beaker for 20 s. Repeat this two moretimes.8. Record your data on the Data Table.GoalsCopyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Determine if a physical or chemical changetook place.Safety PrecautionsWARNING: Vinegar (acetic acid) may causeskin and eye irritation.Materials500-mL Erlenmeyer flask1000-mL graduated cylinderone-hole stopper with 15-cm length of glasstube inserted1000-mL beaker45-cm length of rubber (or plastic) tubingbalancestopwatch or clock with second handweighing dishbaking sodavinegarChemical Reactions5
NameDateClass(continued)Number of BubblesFirst TestSecond TestThird TestConclude and Apply1. Describe what you observed in the flask after the acid was added to the baking soda solution.2. Classify Was this a physical or chemical change? How do you know?3. Analyze Results Was this process endothermic or exothermic?4. Calculate the average reaction rate based on the number of bubbles per second.Communicating Your DataCompare your results with those of other students in your class.6 Chemical ReactionsCopyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.Hands-On ActivitiesData Table
NameDateClassDesign Your OwnHands-On ActivitiesExothermic or Endothermic?Lab PreviewDirections: Answer these questions before you begin the Lab.1. Why should you wash your hands after completeing the lab?2. What happens to energy in an exothermic reaction?Energy is always a part of a chemical reaction. Some reactions need energyto start. Other reactions release energy into the environment. Think aboutthe difference between these two types of reactions.Real-World QuestionWhat evidence can you find to show that a reaction between hydrogen peroxide and liver orpotato is exothermic or endothermic?Copyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.Form a HypothesisMake a hypothesis that describes how you canuse the reactions between hydrogen peroxideand liver or potato to determine wether a reaction is exothermic or endothermic.Goals Design an experiment to test whether areaction is exothermic or endothermic.Measure the temperature change caused bya chemical reaction.Possible Materialstest tubes (8)test-tube rack3% hydrogenperoxide solutionraw liverraw potatothermometerstopwatchclock with second hand25-mL graduated cylinderSafety PrecautionsWARNING: Hydrogen peroxide can irritateskin and eyes and damage clothing.Be careful when handling glass thermometers.Test tubes containing hydrogen peroxideshould be placed and kept in racks. Dispose ofmaterials as directed by your teacher.Wash your hands when you complete this lab.Test Your HypothesisMake a Plan1. As a group, look at the list of materials.Decide which procedure you will use totest your hypothesis, and which measurements you will make.2. Decide how you will detect the heat releasedto the environment during the reaction.Determine how many measurements youwill need to make during a reaction.3. You will get more accurate data if yourepeat each experiment several times. Eachrepeated experiment is called a trial. Use theaverage of all the trials as your data for supporting your hypothesis.4. Decide what the variables are and whatyour control will be.Follow Your Plan1. Make sure your teacher approves your planbefore you start.2. Carry out your plan.3. Record your measurements immediatelyin the table in the Data and Observationssection.4. Calculate the averages of your trial resultsand record them.Chemical Reactions7
NameDateClass(continued)Temperature afterAdding Liver ( C)TrialStartingAfterTemperature afterAdding Potato ( C)minStartingAftermin1234TotalAverageAnalyze Your Data1. Can you infer that a chemical reaction took place? What evidence did you observe to support this?2. Identify what the variables were in this experiment.3 Identify the control.Conclude and Apply1. Do your observations allow you to distinguish between an exothermic reaction and anendothermic reaction? Use your data to explain your answer.2. Where do you think that the energy involved in this experiment came from? Explain your answer.Communicating Your DataCompare the results obtained by your group with those obtained by other groups. Arethere differences? Explain how these might have occurred.8 Chemical ReactionsCopyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.Hands-On ActivitiesData and Observations
Date1LaboratoryActivityClassChemical ReactionsThe changes that occur during a chemical reaction are represented by a chemical equation. Anequation uses chemical symbols to represent the substances that change. The reactants, on the leftside of the equation, are the substances that react. The products, on the right side of the equation,are the substances that are formed from the reaction.In the following reaction, two reactants form one product. Water and oxygen are the reactants.The product is hydrogen peroxide.H2O –12 O2 H2O2A chemical reaction may have two products from the breakdown of a single reactant. In thisexample water is the reactant. Hydrogen and oxygen are products.2H2O 2H2 O2Two reactants can also combine to make two products. In the following reaction, carbon displaces the hydrogen in water and hydrogen and carbon monoxide are released as gases.H2O C H2 COStrategyYou will recognize the reactants and products of a chemical reaction.You will write a word equation for a chemical reaction.You will write a balanced chemical equation using chemical symbols.Copyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.MaterialsPart Aaluminum foilburnermatchestongssteel woolPart Bmatchestest tubespoonbaking soda, NaHCO3test-tube holderwood splintPart Ccommon nail, Festeel woolstringbeakercopper (II) sulfate solution,CuSO4watch or clockpaper towelWARNING: Copper (II) sulfate solution is poisonous. Handle with care. Wear goggles and an apron.ProcedurePart A—Two Reactants One Product1. Observe the color of the steel wool. Recordyour observations in the Data and Observations section.2. Predict changes in the steel wool when it isheated in the flame. Write your predictionin the Data and Observations section.3. Protect the table with a sheet of aluminumfoil. Place the burner in the center of thefoil. Light the burner. WARNING: Stayclear of flames.Figure 1Steel woolChemical Reactions9Hands-On ActivitiesName
NameDateClassLaboratory Activity 1 (continued)Part B—One Reactant Two Products1. Use the burner set up in Part A.2. Place a spoonful of baking soda, NaHCO3,in a test tube. Use the test-tube holder toheat the test tube in the flame, as shown inFigure 2. Do not point the mouth of the testtube toward anyone. In the Data and Observations section, write your prediction ofwhat will happen as the baking soda isheated.3. Record the description and colors of theproducts formed inside the tube as it isheated.4. Test for the presence of CO2. Light awooden splint. Insert the flaming splintinto the mouth of the test tube. If theflame of the splint goes out, CO2 is present.Record your observations of the productsof this reaction.1. Carefully rub the nail with a piece of steelwool until the nail is shiny. Tie a stringaround the nail. Fill a beaker about halffull with the CuSO4 solution. Record thecolors of the nail and the CuSO4 solution inTable 1.WARNING: Use care when handling sharpobjects. Wash hands immediately aftercoming in contact with copper(II) sulfatesolution.2. Dip the nail in the CuSO4 solution. (SeeFigure 3.) Predict what changes will happen to the appearance of the nail and thesolution. After 5 min, pull the nail from thesolution and place it on a paper towel.Record the colors of the nail and the solution in Table 1.3. Put the nail back into the solution andobserve further color changes.Figure 3Figure 2SplintBaking sodaData and ObservationsPart A—Two Reactants One Product1. Color of steel wool before burning:2. Prediction of changes in the heated steel wool:10 Chemical ReactionsPart C—Two Reactants Two ProductsCopyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.Hands-On Activities4. Hold the steel wool (containing iron, Fe)with the tongs over the flame as shown inFigure 1. As the steel wool burns, recordthe changes it goes through.
NameDateClassHands-On ActivitiesLaboratory Activity 1 (continued)3. Color of burned steel wool:Part B—One Reactant Two Products4. Prediction of changes in the heated baking soda:5. Description of deposits inside heated test tube:6. Observations of flaming splint:Part C—Two Reactants Two Products7. Prediction of changes in nail and CuSO4 solution:Table 1Observation timeBefore reactionCopyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.After reactionColor of nailColor of CuSO solution48.9.10.11.Questions and Conclusions1. Identify the two reactants in the heating of steel wool.2. How does the heat from the flame affect the reactants when steel wool is heated?3. What evidence suggests that at least two reactants were formed when NaHCO3 was heated?4. Was the heating of NaHCO3 an endothermic or exothermic reaction? Explain your answer.Chemical Reactions11
NameDateClassLaboratory Activity 1 (continued)6. Was the addition of the iron nail to the copper(II) sulfate solution an endothermic orexothermic reaction?Strategy CheckCan you identify the reactants and products of a chemical reaction?Can you write a word equation for a chemical reaction?Can you write a balanced chemical equation using chemical symbols?Copyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.Hands-On Activities5. From your observations, does the reaction of an iron nail with the copper(II) sulfate yieldmore than one product?12 Chemical Reactions
Date2LaboratoryActivityClassReaction Ratesand TemperatureNot all chemical reactions occur at the same rate. Some chemical reactions are very fast; others arevery slow. The same chemical reaction can happen at several different rates depending on the temperature at which the reaction occursIn this experiment, you will investigate the effect of temperature on a decomposition reaction.Household bleach is a solution of five percent sodium hypochlorite (NaClO). This compounddecomposes to produce sodium chloride and oxygen gas.2NaClO 2NaCl O2StrategyYou will observe the amount of oxygen produced from the decomposition of household bleachat various temperatures.You will graph the reaction data.You will determine the relationship between reaction rate and temperature for this reaction.Materialsbeaker (400-mL)thermometerpipette, plastic microtip2.5 percent NaClO solutionmicroplate (24-well)Co(NO3)2 solutionpipette, plasticwashers, iron or lead (3 or 4)clock with second handimmersion heater or hot plateCopyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.WARNING: Handle both solutions with care. Solutions can harm clothes and skin.Rinse spills with plenty of water.ProcedurePart A—Reaction at Room Temperature1. Safety goggles and a laboratory apronmust be worn throughout this experiment.Look at the equation of the decompositionreaction. In the Data and Observationssection, write a prediction of what youmight observe during this reaction. Writea hypothesis describing how temperaturewill affect this reaction rate.2. Allow 400 mL of tap water to come toroom temperature.3. At the top of Table 1, measure and recordthe temperature of the water to the nearest0.5 C.4. Using the microtip pipette, place 30 dropsof 2.5 percent sodium hypochloritesolution in well A1 of the microplate.5. Rinse the microtip pipette twice with distilled water. Discard the rinse water.6. Using the rinsed pipette, place 10 dropsof cobalt nitrate solution into well C1 ofthe microplate.7. Rinse the microtip pipette twice with distilled water. Discard the rinse water.8. Draw up the sodium hypochlorite solution in well A1 into the bulb of the plasticpipette. Be sure that no solution remainsin the stem of the pipette.9. Place three or four iron or lead washersover the top of the stem of the pipette, asin Figure 1.10. Turn the pipette upside down and squeezeand hold the pipette to expel the air fromthe bulb of the pipette.11. While squeezing the pipette, bend the stemof the pipette over into the cobalt nitratesolution in well C1, as shown in Figure 2.Be prepared to start timing the reaction assoon as you complete the next two steps.12. Release the pipette bulb and draw thecobalt nitrate solution into the pipette.The two solutions will mix. Record anychanges you observe.Chemical Reactions13Hands-On ActivitiesName
NameDateClassLaboratory Activity 2 (continued)Figure 224-wellplatePlastic pipetteWashersSodiumhypochloritesolution13. While holding the pipette in place, quicklysubmerge the pipette bulb and washerassembly into the beaker of water asshown in Figure 3. Begin timing. If necessary, hold the pipette upright.14. Count the number of bubbles producedby the reaction as they escape from thestem of the pipette every 15 s for 3 min.rRcord in Table 1 the total number ofbubbles counted for each 15s interval.15. Use Figure 4 to graph the data from PartA. Plot time on the X axis and the totalnumber of bubbles on the Y-axis. Draw aline that best fits the data points.Figure 3Beaker14 Chemical ReactionsPart B—Reaction at a Higher Temperature1. Place the beaker of water in the immersionbath or on the hot plate. Heat the wateruntil its Celsius temperature is 10 higherthan that of the room temperature water.2. Repeat steps 3–14 in Part A, using thewater bath at this higher temperature.3. Plot your data from Part B on the samegraph as Part A, but use a different coloredpen or pencil.Part C—Reaction at a Lower Temperature1. Fill the beaker with tap water. Add ice to lowerthe Celsius temperature of the water 10 belowthat of the room temperature water.2. Repeat steps 3–14 in Part A, using thewater bath at this lower temperature.3. Plot your data from Part C on the samegraph as Part A, but use a third color.Copyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.Hands-On ActivitiesFigure 1
NameDateClassHands-On ActivitiesLaboratory Activity 2 (continued)Data and Observations1. Prediction of reaction:2. Hypothesis relating reaction rate and temperature:Table 1Time (s)A. Total numberof bubbles(room temperature)B. Total numberof bubbles(higher temperature)C. Total numberof bubbles(lower temperature)
Chemical Reactions 9 Name Date Class Chemical Reactions The changes that occur during a chemical reaction are represented by a chemical equation. An equation uses chemical symbols to represent the substances that change. The reactants, on the left side of the equation, are the substances that react. The products, on the right side of the equation,
Chemical Reactions Slide 3 / 142 Table of Contents: Chemical Reactions · Balancing Equations Click on the topic to go to that section · Types of Chemical Reactions · Oxidation-Reduction Reactions · Chemical Equations · Net Ionic Equations · Types of Oxidation-Reduction Reactions · Acid-Base Reactions · Precipitation Reactions
Lesson Overview Chemical Reactions and Enzymes Chemical Reactions and Enzymes. Lesson Overview Chemical Reactions and Enzymes Chemical Reactions A chemical reaction is a process that changes , or transforms, one set of chemicals into another by changing the
Chemical reactions called _ reactions give off heat. 5. Other reactions called _ reactions absorb heat and cool the immediate environment. 6. True or False. During all chemical reactions, a chemical change takes place that produces new substances with properties different than those of the original substances. .
The Major Classes of Chemical Reactions. 4.6 Elements in Redox Reactions 4.1 The Role of Water as a Solvent 4.2 Writing Equations for Aqueous Ionic Reactions 4.3 Precipitation Reactions 4.4 Acid -Base Reactions. 4.5 Oxidation -Reduction (Redox) Reactions 4.7
Types of Reactions There are five main types of chemical reactions we will talk about: 1. Synthesis reactions 2. Decomposition reactions 3. Single displacement reactions 4. Double displacement reactions 5. Comb
ii. acid–base neutralization reactions iii. oxidation–reduction or redox reactions. Q.3. What are the important aspects of redox reactions? Ans: Almost every element participate in redox reactions. The important aspects of redox reactions are as follows: i. Large number of natural, biological and industrial processes involve redox reactions .
C.P. Chemistry Test Unit 8 Study Guide Chemical Equations and Reactions Recognize evidence of chemical change. Identify the reactants and products in a chemical reaction. Represent chemical reactions with equations. Know what is represented by the symbols: s, l, g, and aq. Categorize chemical reactions by type (synthesis/combination, decomposition,
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