3: CHEMICAL REACTIONS
TOPIC 3:CHEMICAL REACTIONS
Topic 3: Chemical ReactionsC11-3-01Determine average atomic mass using isotopes and their relative abundance.Include: atomic mass unit (amu)C11-3-02Research the importance and applications of isotopes.Examples: nuclear medicine, stable isotopes in climatology, dating techniques C11-3-03Write formulas and names for polyatomic compounds using International Unionof Pure and Applied Chemistry (IUPAC) nomenclature.C11-3-04Calculate the mass of compounds in atomic mass units.C11-3-05Write and classify balanced chemical equations from written descriptions ofreactions.Include: polyatomic ionsC11-3-06Predict the products of chemical reactions, given the reactants and type ofreaction.Include: polyatomic ionsC11-3-07Describe the concept of the mole and its importance to measurement inchemistry.C11-3-08Calculate the molar mass of various substances.C11-3-09Calculate the volume of a given mass of a gaseous substance from its density at agiven temperature and pressure.Include: molar volume calculationC11-3-10Solve problems requiring interconversions between moles, mass, volume, andnumber of particles.C11-3-11Determine empirical and molecular formulas from percent composition or massdata.C11-3-12Interpret a balanced equation in terms of moles, mass, and volumes of gases.C11-3-13Solve stoichiometric problems involving moles, mass, and volume, given thereactants and products in a balanced chemical reaction.Include: heat of reaction problemsC11-3-14Identify the limiting reactant and calculate the mass of a product, given thereaction equation and reactant data.C11-3-15Perform a lab involving mass-mass or mass-volume relations, identifying thelimiting reactant and calculating the mole ratio.Include: theoretical yield, experimental yieldC11-3-16Discuss the importance of stoichiometry in industry and describe specificapplications.Examples: analytical chemistry, chemical engineering, industrial chemistry Suggested Time: 25.5 hours23206.x10
GRADE 11 CHEMISTRY Topic 3: Chemical ReactionsSPECIFIC LEARNING OUTCOMEC11-3-01: Determine average atomic mass using isotopes and theirrelative abundance.2302x10Include: atomic mass unit (amu)SLO: C11-3-016.(2.0 hours)SUGGESTIONS FOR INSTRUCTIONGeneral Note to TeachersAs Topic 3 is a long unit, teachers are strongly encouraged to divide it intotwo parts.Entry-Level KnowledgeIn Grade 9 Science (learning outcome S1-2-04), students learned about the basicatomic structure (protons, neutrons, and electrons), atomic number, and averageatomic mass of elements. They should be able to use this information to draw Bohrmodels of various atoms. See Senior 1 Science: A Foundation for Implementation(Manitoba Education and Training, A28, A34-37).TEACHER NOTESDifferent variations of atoms of the same element occur in nature. These variationsare called isotopes. The average mass of the isotopes for each element is acharacteristic of that element.Isotopes are atoms of the same element (same number of protons) with differentnumbers of neutrons. They have identical atomic numbers (number of protons) butdifferent mass numbers (number of protons plus number of neutrons).A mass numberAZXX symbolZ atomic numberGeneral Learning Outcome ConnectionsGLO A4:GLO B1:GLO D3:GLO D5:GLO E3:Identify and appreciate contributions made by women and men from many societies and culturalbackgrounds that have increased our understanding of the world and brought about technologicalinnovations.Describe scientific and technological developments—past and present—and appreciate their impact onindividuals, societies, and the environment, both locally and globally.Understand the properties and structures of matter, as well as various common manifestations andapplications of the actions and interactions of matter.Understand the composition of the Earth’s atmosphere, hydrosphere, and lithosphere, as well as theprocesses involved within and among them.Recognize that characteristics of materials and systems can remain constant or change over time, anddescribe the conditions and processes involved.4 – Topic 3: Chemical Reactions
GRADE 11 CHEMISTRY Topic 3: Chemical ReactionsSKILLSANDATTITUDES OUTCOMESC11-0-U1: Use appropriate strategies and skills to develop an understanding of chemical concepts.Examples: analogies, concept frames, concept maps, manipulatives, particulate representations, roleplays, simulations, sort-and-predict frames, word cycles C11-0-U2: Demonstrate an understanding of chemical concepts.Examples: use accurate scientific vocabulary, explain concepts to others, compare and contrastconcepts, apply knowledge to new situations and/or contexts, create analogies, use manipulatives C11-0-S7: Interpret patterns and trends in data, and infer and explain relationships.Isotopes are usually represented in several ways.Example:Sodium-24 or 24NaThe atomic mass unit (often designated as u, μ, or amu) is defined as 1/12th themass of a carbon-12 (C-12) atom. The magnitude of the atomic mass unit isarbitrary. In fact, 1/24th the mass of a carbon atom or 1/10th the mass of the ironatom could have been selected just as easily. Three reasons for using 1/12th themass of a C-12 isotope are: Carbon is a very common element. It results in nearly whole-number atomic masses for most other elements. The lightest element, hydrogen (H), has a mass of approximately 1 amu.When the amu was first developed, the mass in grams of 1 amu was unknown;however, it has since been experimentally determined. The atomic mass unit is anextremely small unit of mass.Activity: Average Atomic MassIllustrate how the average atomic masses of atoms are determined by their relativemass compared to C-12.Students should use relative abundance data to calculate the average atomic massof elements. Most elements have naturally occurring isotopes. The CRC Handbook ofChemistry and Physics will provide the relative abundance for each of them.Note: When using data from the handbook, make sure that the percent abundancecalculates to the actual atomic mass.Examples:One of the dietary sources of potassium is the banana: 93.1% of the potassiumatoms are potassium-39 (20 neutrons), 6.88% are potassium-41, and only a trace arepotassium-40.Elemental boron is a combination of two naturally occurring isotopes: boron-10 hasa relative abundance of 19.78% and boron-11 has a relative abundance of 80.22%.Topic 3: Chemical Reactions – 5
GRADE 11 CHEMISTRY Topic 3: Chemical ReactionsSPECIFIC LEARNING OUTCOMEC11-3-01: Determine average atomic mass using isotopes and theirrelative abundance.2302x10Include: atomic mass unit (amu)6.(continued)Sample:Relative Abundance of Stable Magnesium (Mg) IsotopesIsotopeRelativeAbundance (%)Atomic 1.1725.98259For additional questions, see Appendix 3.1: Calculating Average Atomic Mass.Laboratory ActivityStudents could develop their understanding of relative abundances by completing asimulation lab activity in which the average mass of Canadian pennies is used tomirror how the average atomic mass is determined. For this activity, studentswould require archival data from the Royal Canadian Mint outlining the percentcomposition of iron, steel, zinc, copper, and other metals (such as Sn) found inalloys used to mint pennies. About every five years, these alloys change, due tofluctuations in world commodity prices for the native metals.For a history of the composition of the penny, see the following website:Northern Blue Publishing. Canadian History Business News. The Small CanadianPenny: s/165-The-SmallCanadian-Penny.html Another activity related to percent composition in Canadian currency can bedownloaded from:Magma Communications. Doug De La Matter. Experiments with Coins: http://www.magma.ca/ dougdela/ideas/coindemo.pdf AnalogyThe use of weighted averages to determine a student’s mark involves the sameprocess as determining the average atomic mass.6 – Topic 3: Chemical Reactions
GRADE 11 CHEMISTRY Topic 3: Chemical ReactionsSKILLSANDATTITUDES OUTCOMESC11-0-U1: Use appropriate strategies and skills to develop an understanding of chemical concepts.Examples: analogies, concept frames, concept maps, manipulatives, particulate representations, roleplays, simulations, sort-and-predict frames, word cycles C11-0-U2: Demonstrate an understanding of chemical concepts.Examples: use accurate scientific vocabulary, explain concepts to others, compare and contrastconcepts, apply knowledge to new situations and/or contexts, create analogies, use manipulatives C11-0-S7: Interpret patterns and trends in data, and infer and explain relationships.SUGGESTIONS FOR ASSESSMENTRubrics/ChecklistsSee Appendix 10 for a variety of rubrics and checklists that can be used for selfassessment, peer assessment, and teacher assessment.Laboratory ActivityThe lab activity that models the relative abundances of isotopes using the historicalcomposition of Canadian pennies could be assessed either as a formal lab reportusing the Laboratory Report Format (see SYSTH 14.12) or by using questions andanswers from the data collected from the activity.Visual DisplayIntroduce students to isotopes by having them draw the isotopes of hydrogen (H).1121HHydrogenHDeuterium31HTritiumStudents could present what they have learned using posters pamphlets bulletin board displays modelsEach of these presentation styles could be assessed using an appropriate rubriccreated with students prior to the assignment. A sample presentation rubric isprovided in Appendix 10 of this document.Paper-and-Pencil TasksStudents should calculate the average atomic mass of various elements based onrelative abundance data. When using data from the CRC Handbook of Chemistry andPhysics, make sure that the percent abundance calculates to the actual atomic mass.Topic 3: Chemical Reactions – 7
GRADE 11 CHEMISTRY Topic 3: Chemical ReactionsSPECIFIC LEARNING OUTCOMEC11-3-01: Determine average atomic mass using isotopes and theirrelative abundance.2302x10Include: atomic mass unit (amu)6.(continued)LEARNING RESOURCES LINKSChemistry (Chang 49)Chemistry: The Central Science (Brown, et al. 44)Chemistry: Concepts and Applications (Phillips, Strozak, and Wistrom 67)Chemistry: The Molecular Nature of Matter and Change (Silberberg 52)Glencoe Chemistry: Matter and Change (Dingrando, et al. 102)McGraw-Hill Ryerson Chemistry, Combined Atlantic Edition (Mustoe, et al. 43)McGraw-Hill Ryerson Chemistry 11, Ontario Edition (Mustoe, et al. 163)Nelson Chemistry 11, Ontario Edition (Jenkins, et al. 27)Nelson Chemistry 12: College Preparation, Ontario Edition (Davies, et al. 80)Prentice Hall Chemistry: Connections to Our Changing World (LeMay, et al. 107)8 – Topic 3: Chemical Reactions
GRADE 11 CHEMISTRY Topic 3: Chemical ReactionsSKILLSANDATTITUDES OUTCOMESC11-0-U1: Use appropriate strategies and skills to develop an understanding of chemical concepts.Examples: analogies, concept frames, concept maps, manipulatives, particulate representations, roleplays, simulations, sort-and-predict frames, word cycles C11-0-U2: Demonstrate an understanding of chemical concepts.Examples: use accurate scientific vocabulary, explain concepts to others, compare and contrastconcepts, apply knowledge to new situations and/or contexts, create analogies, use manipulatives C11-0-S7: Interpret patterns and trends in data, and infer and explain relationships.NOTESTopic 3: Chemical Reactions – 9
GRADE 11 CHEMISTRY Topic 3: Chemical ReactionsSPECIFIC LEARNING OUTCOMEC11-3-02: Research the importance and applications of isotopes.Examples: nuclear medicine, stable isotopes in climatology, datingtechniques 2302x106.SLO: C11-3-02(1.0 hour)SUGGESTIONS FOR INSTRUCTIONEntry-Level KnowledgeStudents were introduced to isotopes in the treatment of learning outcomeC11-3-01. As yet, they have little knowledge about the uses of isotopes.TEACHER NOTESIn addressing this learning outcome, teachers may want to include a discussion ofhalf-life, but should avoid a detailed treatment of radioactive decay equations.Introduce students to the importance and applications of isotopes by relating theuses of various isotopes. Some examples are provided below. (Note: Students willfind an abundance of isotopes with minimal information on each. Therefore,research assignments should reflect the variety of isotopes rather than detailedinformation on one isotope.)Additional information can be found in the following appendices: Appendix 3.2: Don’t Be an Isodope: Get the Facts on Isotopes Appendix 3.3: Isotopes Used in Medicine and Climatology Appendix 3.4: The Importance and Applications of IsotopesIsotope Applications1. Radioactive Tracers in Medical Diagnosis131 I can be used to image the thyroid, heart, lungs, and liver, and to measureiodine levels in blood. 24Na (a beta emitter with a half-life of 14.8 h) injected into the bloodstream asa salt solution can be monitored to trace the flow of blood and detect possibleconstrictions or obstructions in the circulatory system. PET (positron emission tomography) scans use 15O in H215O and 18F bonded toglucose to measure energy metabolism in the brain.General Learning Outcome ConnectionsGLO A3:GLO B4:GLO D3:Distinguish critically between science and technology in terms of their respective contexts, goals, methods,products, and values.Demonstrate knowledge of and personal consideration for a range of possible science- and technologyrelated interests, hobbies, and careers.Understand the properties and structures of matter, as well as various common manifestations andapplications of the actions and interactions of matter.10 – Topic 3: Chemical Reactions
GRADE 11 CHEMISTRY Topic 3: Chemical ReactionsSKILLSANDATTITUDES OUTCOMESC11-0-R1: Synthesize information obtained from a variety of sources.Include: print and electronic sources, specialists, other resource peopleC11-0-R2: Evaluate information obtained to determine its usefulness for information needs.Examples: scientific accuracy, reliability, currency, relevance, balance of perspectives, bias C11-0-R5: Communicate information in a variety of forms appropriate to the audience, purpose, andcontext.2. Radioactive Isotopes in Medical Treatment Implants of 198Au or mixtures of 90Sr and 90Y have been used to destroypituitary and breast cancer tumours. Gamma rays from 60Co are used to destroy brain tumours.3. Oxygen Isotopes in Climatology and GeologyStable isotopes such as 16O and 18O were used to indicate global temperatures inthe distant past. This can be done by determining the ratio of 18O to 16O in icecores extracted from Earth’s polar caps or from sediment cores exhumed fromthe ocean floor. There is a correlation between an excess of the light isotope, 16O,in precipitation and global temperatures.When ice sheets grow in the polar regions during glacial periods, theyincorporate water that has been evaporated in the low latitudes and carried tothe poles in the form of water vapour, which is then precipitated as snow.Evaporation favours the light isotope of oxygen, 16O, for reasons of simplekinetics, and so polar ice has proportionally more 16O than the seawater leftbehind when evaporation rates are high (warmer periods). This means thatnewly deposited ocean sediments will have a greater abundance of the heavierisotope, 18O, when world temperatures are higher than average. Therefore: When world ice volume increases during a glacial stage, the heavier isotope,18O, decreases in polar ice and snow. When ice volume shrinks during warming (interglacial) periods, such as wehave right now, the abundance of 18O increases in the world’s oceans. Thisshows up in decreased 18O content in polar ice.This isotopic signature can be preserved in certain shelled animals such as marineForaminifera. These tiny bottom-dwellers secrete a silicate shell that carries theratio of 18O/16O consistent with what that ratio was in the seawater around it.“Heavy shell” more ice on the planet. This makes for a very effectivepaleothermometer that can be used to correlate ocean temperatures, world climate,and sea-ice volumes. See Appendix 3.2 for a more detailed treatment.Topic 3: Chemical Reactions – 11
GRADE 11 CHEMISTRY Topic 3: Chemical ReactionsSPECIFIC LEARNING OUTCOMEC11-3-02: Research the importance and applications of isotopes.Examples: nuclear medicine, stable isotopes in climatology, datingtechniques 2302x106.(continued)4. Carbon and Hydrogen Isotopes in Atmospheric Nuclear TestsNuclear weapons tests put large and detectable amounts of certain radioactiveisotopes into the atmosphere. After the near-elimination of nuclear bomb testingdue to the Limited Test Ban Treaty in 1963, the carbon-14 (14C) concentration inthe atmosphere began decreasing immediately. Anybody born before 1965 or sopossesses a significantly higher concentration of 14C than someone born afteratmospheric nuclear testing ended. Thus, we can tell how old many livingorganisms are (including humans) based on the recent history of 14C content inthe atmosphere. Such sources of radiogenic isotopes are often described ascoming from anthropogenic (human-generated) activities.A detailed discussion of tritium in the atmosphere can be found at the followingwebsites:U.S. Environmental Protection Agency: Radiation Information: .htm U.S. Geological Survey: http://wwwrcamnl.wr.usgs.gov/isoig/period/h iig.html The U.S. Geological Survey also provides information related to periods ofatmospheric nuclear testing.5. Isotopes in Dating Techniques Carbon-14, with a half-life of 5730 y, is used to determine the age of bonesdiscovered at archeological sites because the 14C continues to decay over theyears, whereas the amount present in the atmosphere is constant. Themaximum age of an object for dating purposes using 14C is about 24 000 years,whereas a long-lived isotope such as 238U can be used to date materials up to4.5 x 109 years. Uranium-238 and lead-206 are commonly used to date very ancient objectssuch as minerals contained within rock samples.Research/ReportsStudents research and report on applications of isotopes in medicine,paleoclimatology (e.g., ice-core research), other dating techniques, and so on.WebQuests could be used to research the required information. Having studentscomplete the search process on their own time would save some class time. Theresearch reports could be presented in a variety of ways. See Appendix 3.4: TheImportance and Application of Isotopes.12 – Topic 3: Chemical Reactions
GRADE 11 CHEMISTRY Topic 3: Chemical ReactionsSKILLSANDATTITUDES OUTCOMESC11-0-R1: Synthesize information obtained from a variety of sources.Include: print and electronic sources, specialists, other resource peopleC11-0-R2: Evaluate information obtained to determine its usefulness for information needs.Examples: scientific accuracy, reliability, currency, relevance, balance of perspectives, bias C11-0-R5: Communicate information in a variety of forms appropriate to the audience, purpose, andcontext.SUGGESTIONS FOR ASSESSMENTRubrics/ChecklistsSee Appendix 10 for a variety of rubrics and checklists that can be used for selfassessment, peer assessment, and teacher assessment.Research ReportsHave students conduct and report their research either individually or in smallgroups. The information collected could be presented as written reports oral presentations bulletin board displays multimedia presentationsVisual DisplaysStudents could present what they have learned using posters pamphlets bulletin board displays modelsEach of these presentation styles could be assessed using an appropriate rubriccreated with students prior to the assignment. Samples of presentation rubrics areprovided in Appendix 10 of this document.Topic 3: Chemical Reactions – 13
GRADE 11 CHEMISTRY Topic 3: Chemical ReactionsSPECIFIC LEARNING OUTCOMEC11-3-02: Research the impo
McGraw-Hill Ryerson Chemistry 11, Ontario Edition (Mustoe, et al. 163) Nelson Chemistry 11, Ontario Edition (Jenkins, et al.27) Nelson Chemistry 12: College Preparation, Ontario Edition (Davies, et al.80) Prentice Hall Chemistry: Connections to Our Changing World(LeMay, et al.107) SPECIFIC LEARNING OUTCOME
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
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Topic 8: Chemical Reactions Chemical Equations & Reactions (Chapter 8 in Modern Chemistry) Describing Chemical Reactions A chemical reaction is the process by which one or more substances are changed into one or more different substances. In any chemical reaction, the original substances are known as the
