Chemical Reactions

MATERIAL AICLE
FSICA Y QUMICA- INGLS 4 ESO

CHEMICAL REACTIONS

MAYO
2012
M Dolores Martnez Jimnez
IES AZ-ZAIT
JAN

IDENTIFICACIN DEL MATERIAL AICLE

NIVEL LINGSTICO SEGN
MCER

A.2.2

IDIOMA

Ingls
MATERIA

Fsica y Qumica
NCLEO TEMTICO

Reacciones qumicas
GUON TEMTICO
Repasaremos la diferencia entre cambios fsicos y cambios qumicos.
Introduciremos la nomenclatura de reacciones qumicas y los
conceptos necesarios para el estudio de las reacciones qumicas en
los dos niveles de descripcin, el macroscpico y el microscpico.
Veremos cmo se representa una reaccin qumica y el ajuste de las
ecuaciones qumicas.
Estudiaremos una familia de sustancias que se encuentran en el
entorno inmediato del alumnado (cidos y bases), y las reacciones
entre ellas.
FORMATO

Material didctico en formato pdf

CORRESPONDENCIA
CURRICULAR
(etapa, curso)

4 ESO
AUTORA

M Dolores Martnez Jimnez
TEMPORALIZACIN
APROXIMADA

Cuatro sesiones + proyecto final (una sesin)
COMPETENCIAS BSICAS
Conocimiento e interaccin con el medio fsico: Entender la
importancia de la qumica en nuestra vida.
Digital y tratamiento de la informacin: Utilizar los recursos digitales
para realizar informes.
Lingstica: Utilizar correctamente el lenguaje cientfico usando la L1
y L2.
Aprender a aprender: Participar en el propio proceso de aprendizaje.
Autonoma e iniciativa personal: Afrontar tareas experimentales en
el laboratorio con responsabilidad.
OBSERVACIONES

Una de las sesiones trabajaremos en el laboratorio.

4 de ESO: Chemical reactions 3
TABLA DE PROGRAMACIN AICLE

OBJETIVOS DE ETAPA

Comprender y utilizar estrategias y conceptos bsicos de las Ciencias de la
Naturaleza para interpretar fenmenos naturales
Comprender y expresar mensajes con contenido cientfico utilizando el
lenguaje oral y escrito con propiedad
Comunicar a otros argumentaciones y explicaciones en el mbito de la ciencia
Obtener informacin utilizando distintas fuentes, incluidas las tecnologas de la
informacin y la comunicacin

CONTENIDOS DE CURSO

Reacciones y ecuaciones qumicas. Ley de conservacin de la masa

cidos y bases. Neutralizacin

TEMA

Cambios fsicos y cambios qumicos

Conceptos de reaccin y ecuacin

Magnitudes qumicas: Masa atmica y Masa molecular. Mol y Masa molar

Clculos qumicos. Ley de conservacin de la masa. Ajuste de ecuaciones

cidos y bases. Escala de pH. Indicadores. Neutralizacin

MODELOS DISCURSIVOS

Expresar ideas previas

Dialogar sobre cambios qumicos cotidianos

Analizar Textos

Analizar videos

Explicar cuestiones

Experimentar en el laboratorio

Resumir ideas principales

Relacionar los diferentes contenidos creando conexiones entre ellos

Narrar biografas de cientficos

TAREAS

Ejercicios de vocabulario especfico con definiciones

Tratamiento de textos

Cuestionarios

Actividades prcticas

Visualizacin de videos

Elaboracin de resmenes

Realizacin de mapas conceptuales

Bsqueda de informacin, realizacin de presentaciones en formato digital y
presentacin al grupo

TABLA DE PROGRAMACIN AICLE

CONTENIDOS LINGSTICOS

FUNCIONES:

Describir fenmenos observados en la vida diaria (This is a/I think this is a/
Let me think)

Identificar fenmenos observables con los estudiados tericamente (I can
see/Maybe/Look, this is/Because there is, are/It seems to me/For this
reason/Therefore)

Discutir y argumentar con opiniones personales (I think this is a/I think so/ I
dont agree/Do you agree?/What do you think?/I understand what you say
but/As you probably know/I see your point/What I meant was)

Sintetizar las ideas principales de contenidos aprendidos (Firstly/On the one
hand/On the other hand/To begin with/In addition/ Finally)

Explicar observaciones experimentales (I can see/Maybe/Look, this
is/Because there is, are/ It seems to me/ For this reason/therefore)

Explicar y argumentar resultados de problemas prcticos propuestos
(What would you put?/ Why have you put?/ I would write/
I think/It could be/ As a result/Therefore)

ESTRUCTURAS:

Present Simple/ Future Simple
... is called.../ ... may be written...
Did you find...?/ Can you spell...?/ How do you spell...?
What is the definition...?/ How many...?/ Do you agree?
What kind of...?/ Can you help me...?
Look for information/ I agree/ I think that...
However/ For example/ On the other hand/ There is,are
I think so/ I dont think so/ Instead of/ It could be/ According to
In my opinion/ I can see/ Maybe/ Firstly/ I would write...

LXICO:

Physical change, chemical change, chemical reaction, chemical equation,
reactants, products, arrow, law, coefficient, atom, molecule, ion, beaker,
watch glass, mortar, spatula, pestle, atomic mass, formula mass, mole,
gram formula mass (GFM), conservation, mass, balanced chemical equation,
properties, acid, base, concentration, pH scale, pH indicators, methyl
orange, phenolphthalein, neutralization

CRITERIOS DE EVALUACIN
Diferenciar entre cambios fsicos y cambios qumicos
Reconocer de forma prctica una reaccin qumica
Identificar los reactivos y productos de una reaccin qumica
Conocer y explicar magnitudes qumicas
Enunciar leyes ponderales de la qumica, expresadas tanto en trminos
macroscpicos como atmicos y moleculares
Explicar las propiedades y las reacciones de los cidos y las bases


1. Previous ideas

Everything changes around us, and
even in us, but not all changes are
the same type. We can differentiate
between physical changes and
chemical changes
Structures to use
This is a......
I think this is a .......
I think that...
Let me think,..
What kind of change is this?
What do you think?
Do you agree with me?

Indicate the nature of the following
changes:

We light a match
We dissolve salt in water
We eat a sandwich
An ice cube melts
The mercury in a thermometer rises

Now you must try to answer the following questions

What is the difference between a physical change and a chemical change?
What is a chemical reaction?
How may a chemical reaction be represented?
What is a conservation law?
Do you know the substances called acids and the substances called bases?

If you dont know how to answer the questions, you must try again at the end of the unit

A.1. VOCABULARY EXERCICES
A.1.1. WORDSEARCH
Find the words from the list
N J L N T R L A T F C T P D M
A O Y A A S U D S L M N R U M
T U I L V N U T G O V E O T C
B X O T C O N O L O S I D H H
H M T V A A I E R Y R C U T J
Z A W Z T V C S J P W I C I P
V A A C T U R A I Y O F T L F
S V A N L P C E E E R F S A J
S E H E A T O M S I R E Y W A
R C I M O T A P A N A O W X P
M O L E C U L A R S O C P V L
A L F W I U P Q L T S C H G R
C J X P Z B Z C M R Z U T K Q
K D O K W Y Z X D X W B S M N
Z B X W Q R U M F V X R F E D

ARROW
ATOM
ATOMIC
COEFFICIENT
CONSERVATION
LAVOISIER
LAW
MASS
MOLAR
MOLECULAR
MOLECULE
PRODUCTS
PROUST
REACTANTS
Useful phrases/ structures to communicate
How many words have you found?
Can you show me where........ is?
Where did you find...?
Itis in the .........column and the........ row
Which way does....... go? (forward, backward, down, up, diagonally)

A.1.2. DEFINITIONS
A) Match the words and the explanations:

B) What is the diference:

1 Atom A Substances that are consumed in the course of a chemical reaction
2 Molecule B Substance that produces hydrogen ions when it is dissolved in
water
3 Chemical equation C Substances that are formed during chemical reactions
4 Mole D Atom or molecule in which the total number of electrons is not
equal to the total number of protons
5 Acid E One or more chemical changes that occur at the same time
6 Products F Substance that produces hydroxide ions when it is dissolved in
water
7 Base G The basic unit of the matter
8 Chemical reaction H The amount of substance containing 6,023.10
23
particles
9 Ion I The symbolic representation of a chemical reaction
10 Reactants J An electrically neutral group of two or more atoms
Atom Ion
Atom Molecule
Reactants Products
Chemical reaction Chemical equation
Acid Base
Useful phrases/ structures to communicate
The most important difference between....... and..... is......
Let me think
I think this is a...
I think so
I dont agree
I understand what you say but...
What I meant was
As you probably know
What do you think?


2. Chemical Reactions.
A.2. LISTENING
Chemical change always implicates the conversion
of pure substances (____________ and
______________) called _____________ into
other pure substances called ____________with
different properties from the reactants.
One or more chemical changes that occur at the
same time are called a chemical______________.
Chemical reactions can be represented using a chemical ______________.
A chemical equation may be written in words or in chemical symbols
The reactants are written to the left of an __________ and the products are written to
the right.
The symbols for states of matter may be used to show whether each reactant or
product is _________, liquid, gas or aqueous.
carbon + oxygen carbon dioxide
C
(s)
+ O
2(g)
CO
2(g)
A chemical change is a change in the arrangements and bonds between ________ and
________.

A chemical _________ can be very
spectacular.
In a chemical change fumes may appear,
bubbling liquids and new colours.
Furthermore, Light and _______ may be
produced, or energy may be consumed.
However, many ____________ changes
happen very quietly and are not visible. For
instance, thousands of kinds of ___________
___________ happen in the living creatures
every day. In your body, chemical changes
help you digest your food and supply the
nutrients needed by your body to grow and
be active.

Key words: reactants, arrow, heat, products,
chemical change, chemical reaction, solid, chemical equation, atom, ion, elements,
compounds.

A.3. PRACTICAL ACTIVITY 1. A TRANSPARENT EGG
Investigating whether it will make reaction
What do we want to do?
See the interior of an egg without breaking the shell
What will we need?
Beakers, watch glass, a raw egg and white wine vinegar
How will we do it?
We will introduce the egg carefully into the beaker and we will pour vinegar to cover
the egg and to close with a clock glass. Waiting a few days..... (it is advisable to change
the vinegar several times throughout the days)
Results
Explain all that you observe.
Do you think that there has been a chemical reaction? Why?
If your answer is yes, what substances have reacted?
Compare the egg with another fresh egg. What do you
notice?

PRACTICAL ACTIVITY 2. THE COLOURS CHANGE
What do we want to do?
Check if some change takes place when we mix two white solids
What will we need?
Three mortar, two spatulas, potassium iodide and lead nitrate (II)
How will we do it?
We will put portions of potassium iodide and lead nitrate (II) in two separate mortars.
We will gently crush with the pestle each substance. When each substance is finely
powdery we will mix both together in the third mortar. Mix with the pestle.
Results
Explain all that you observe.
Do you think that there has been a chemical reaction? Why?
If your answer is yes, what substances have reacted?
Try to write the chemical reaction that takes place with the help of your teacher?
What substances are the reactants?
What substances are the products?

Another session we will do this chemical
reaction by using the aqueous reactants.

Key words: beaker, clock glass,
mortar, spatula, pestle

Useful structures to answer the questions
Look, this is...
I can see...
Maybe...
In my opinion...
Because there is/are...
It seems to me...
For this reason...
Therefore...


3. Chemical Magnitudes
Relative Atomic Masses (M)
The relative atomic mass of an element is the ratio of the average mass of atoms of an
element.
The unit to measure the atomic mass is the unified atomic mass unit:
Atomic mass unit (u) is 1/12 of the mass of an atom of carbon-12
Formula Mass (M)
The Formula Mass is calculated by adding together the relative atomic masses of all the atoms
in the formula of the substance.
The unit to measure Formula Masses is the unified atomic mass unit (u).
A.4. WATCHING AND LISTENING TO THIS VIDEO
http://www.bbc.co.uk/scotland/learning/bitesize/standard/chemistry/calculations/cal
c_formulae_rev2.shtml (cortesa de la BBC)
Mole
Mole is the amount of substance containing 6,023.10
23
particles.
Gram Formula Mass (GFM) (M)
The Gram Formula Mass of a substance is its Formula Mass expressed in gram. The
unit of the Gram Formula Mass is (g/mol).
Example:
Atomic Masses: M(C)= 12 u, M(H)= 1 u
Formula Mass : M(CH
4
) = 1C. 12 + 4H. 1 = 12 + 4 = 16 u
Gram Formula Mass: M
CH4
= 16 g/mol
1 mole of CH
4
are 16 g and contains 6,023.10
23
molecules (particles) of CH
4

The calculation of moles can be done using the equation,
moles =
Now sum up what youve just learnt Summarize
Key words: chemical change, chemical reaction, chemical equation, atomic mass, formula
mass, mole, gram formula mass.

Useful structures
Firstly.../On the one hand.../On the other hand.../To begin
with.../In addition.../ Finally...

4. Chemical calculations
A.5. Antoine and Marie-Anne Lavoisier
Antoine-Laurent de Lavoisier (also Antoine Lavoisier), the "father of modern chemistry was a
French nobleman prominent in the history of ___________ and ____________.
In 1783, the excellent chemist presented an _______________ to the French Academy of
Sciences that surprised the scientific world. Lavoisier showed how he had been able to
____________ water into two gases. He then recombined the two gases and ignited them with
a spark. The result was the formation of water. _______________ the two gases, which he
named hydrogen and oxygen, he had shown that water is not an element, something
____________ at the time.
This was not the first time these chemical reactions had been studied. However, Lavoisier was
the first person to _____________ explain what was happening during the ____________. His
idea became the most important concept in chemistry since Daltons suggestion that
__________ was made of atoms. The idea was that all chemical reactions occur in such a way
that the total ________ of the substances involved never changes.
Lavoisier was helped by his _______ Marie- Anne who studied chemistry, along with English
and Art. She became Lavoisiers assistant and ____________. Antoine did not speak English,
only French, and Marie translated many of his writings into English. Also, they worked together
in their ______________.
Antoine and Marie- Anne laboured together for 20 years to gather data that showed that the
total mass of the ____________ is always equal to the total mass of the reactants in a chemical
reaction (Law of _______________ of Mass).

A.6 Questionnaire
1. How did the Lavoisiers demostrate
that water is not an element?
2. In what ways were Marie-Anne and
Antoine Lavoisier colleagues?
3. What other scientist is named in the text?
4. What was his contribution to science?

The couple in his office

The Law of Conservation of Mass
Lavoisier and his wife Marie- Anne made careful measurements of the masses of
reactants and products in many chemical reactions.
They found that the total mass of the system never changed during a chemical
reaction. Lavoisier formulated the Law of Conservation of Mass.
This law states that:
The mass is conserved in a chemical reaction or
The total mass of the products is always equal to the total mass of reactants in a
chemical reaction or
The atoms are conserved (neither made nor destroyed) in all chemical reactions.
Writing and balancing Chemical Reactions
According to the Law of Conservation of Mass, the number of atoms of an element is
the same after a chemical reaction as it is before a chemical reaction.
You can use this information to determine the coefficients that balance the equation.
Here is an example: H
2
+ N
2
NH
3
Balanced chemical equation: 3H
2
+ N
2
2NH
3
These numbers that are placed in front of the formulas in the balanced chemical
equation are called coefficients.
You can read this equation as Three molecules of hydrogen (H
2
) will combine with one
molecule of nitrogen (N
2
) to produce two molecules of ammonia (NH
3
)
This is much like a recipe used in cooking. For example, it is possible to double a
recipe, which for this reaction would means that Six molecules of hydrogen will react
with two molecules of nitrogen to produce four molecules of ammonia.
The smallest whole number ratio for this reaction is 3:1:2
A.7. WATCHING AND LISTENING TO THIS VIDEO
http://www.bbc.co.uk/scotland/learning/bitesize/standard/chemistry/calculations/calc_reacti
ons_rev1.shtml (cortesa de la BBC)
A.8. READING CHECK
Refer to the following chemical equation to answer these questions: 4Li + O
2
2Li
2
O
1. Read the balanced chemical equation
2. What is the symbol that means produces in a chemical reaction?
3. How many atoms of lithium (Li) will combine exactly with two molecules of
oxygen(O
2
)?
4. How many molecules of oxygen are required to produce ten lithium oxides?

5. Acids and Bases
A.9. THE BURNING OF FUELS AND THE OCEANS
Ocean water contains dissolved carbonate ______and ______________ ions, and
many animals use these ions to build their shells (corals, clams, oysters make
protective shells out of calcium
________________).

This process is under threat from the _________
activity, not because of what we are doing directly to the _____________ but because
of what we are doing to the air. The ____________ we use comes mostly from burning
coal and _____________ as fuels. The burning of these fuels adds enormous amounts
of ___________ _______________ to the atmosphere. This extra carbon dioxide is
absorbed by the oceans and this absorption has harmful ____________.
The carbon dioxide gas which enters the ocean can _________ with water to form
carbonic _________ (H
2
CO
3
). Part of the dissolved carbonate ions in the seawater,
which are _________, work to ______________ the excess carbonic acid and
carbonate levels drop in the ocean. With lower carbonate _________________, the
ability of sea creatures to make shells decreases.
_________ the pH of the ocean drops (making the sea water ___________) causing
the coral reefs to begin to dissolve (coral _______________ in acidic water).
Coral reefs are home to countless forms of sea life. If we do not control the
__________ of extra carbon dioxide emissions in the ________________, we could
cause irreparable __________ to our oceans.
A.10 Questionnaire
1. What chemical reactions appear in the text?
2. How does the excess carbon dioxide gas to the atmosphere produce a less ability of
shellfish to make their shells?
3. How can we stop the acidification of our oceans?
4. Why are important the coral reefs?

Acids y Bases
You are familiar with acids and bases because you use them, see them, and even eat
them every day.
For example, lemon juice contains ascorbic acid (vitamin C), which helps our bodies to
absorb iron. A very strong acid in your stomach helps to digest what you eat. Many
cleaning products are bases. Some medical drugs are bases as well.
Acids and bases have useful properties, but they should be handled with care. Some
acids and bases are corrosive, which means they can burn your throat or stomach if
you swallow them and will burn your skin or eyes on contact.
Arrhenius Theory of acids and bases
Acids and bases are very soluble in water and they behave as electrolytes, in other
words, they conduct the electric current.
A solution that is either acidic or basic can conduct electricity because it contains ions
freely moving.
According to the Arrhenius Theory:
Acid is a substance that produces hydrogen
ions (H
+
) when it is dissolved in water
HCl Cl
-
+ H
+

H
2
SO
4
SO
4
2-
+ 2H
+

Base is a substance that produces hydroxide
ions (OH
-
) when it is dissolved in water
KOH K
+
+ OH
-

Ca(OH)
2
Ca
2+
+ 2OH
-

pH scale
This is a number scale for measuring how
acidic or basic a solution is.
By using the pH scale, acids are chemical
compounds that produce a solution with a
pH of less than 7 when they dissolve in
water. Bases are compounds that produce a
solution with a pH of more than 7 when they
dissolve in water.
If a solution has a pH of 7, it is said to be neutral (neither acidic nor basic).

pH Indicators
They are chemicals that change colour depending on the pH of the solution they are
placed in.
One safe way to tell whether a solution is acidic or basic is to use a pH indicator.
Universal indicator contains a number of indicators that turn different colours
depending on the pH of the solution.
Other pH indicators are the pH paper, the phenolphthalein, the methyl orange...
Acid-Base Neutralization
When separate solutions containing H
+
ions and OH
-
ions are combined, they react by
forming water:
H
+
+ OH
-
H
2
O
When an acidic solution is mixed with a basic solution, the solutions neutralize each
other, which means that the acidic and basic properties are in balance.
Neutralization reaction (acid-base reaction)
When an acid and a base react a salt and water are formed:
acid + base salt + water
For example: HCl + NaOH NaCl + H
2
O
Another example: Aluminum sulphate is prepared by dissolving aluminum hydroxide in
sulphuric acid. The reaction is:
3H
2
SO
4
+ 2Al(OH)
3
Al
2
(SO
4
)
3
+ 6 H
2
O
Key words: acid, base, indicator, scale pH, neutral, neutralization, theory.
A.11. PRACTICE PROBLEMS
One of you will write on the board. The rest of the students should help him or her and
copy the problems in their notebooks.
Complete and balance the following
neutralization reactions.
1. HCl + KOH
2. HNO
3
+ Mg(OH)
2

3. HClO
4
+ Ca(OH)
2

4. H
3
PO
4
+ CsOH
5. H
2
CO
3
+ Al(OH)
3

Discussion
What number would you put in...?
Why have you put one ..... in...?
I would write one.... in...
I think....
It could be...
As a result
Therefore

A.12. CRISS-CROSS PUZZLE
What I have learnt.
Complete the crossword puzzle by using the clues below.

Across
4. Atom or molecule in which the total number of electrons is not equal to the total number of
protons.
7. The amount of substance containing 6,022.10
23
particles.
9. The name for the type of chemical reaction between an acid and a base.
10. Author of one of the theories of acids and bases.
11. The basic unit of the matter.

Down
1. One kind of indicator.
2. He is best known for his pioneering work in the development of modern atomic theory.
3. The father of modern chemistry.
4. Chemicals that change colour depending on the pH of the solution they are placed in.
5. An electrically neutral group of two or more atoms.
6. Substances that are consumed in the course of a chemical reaction.
8. Compound that produces solutions with a pH of more of 7 when it is dissolved in water.
11. Substance that produces hydrogen ions when it is dissolved in water.

Can you help me with the word in across/down number ....?
I think the word in across/down number.... is.....
What do you think...................... is?
How do you spell....?

A.13. C-MAP
What I have learnt.
Build a C- Map with the data bellow and what you have learnt.
One of you will write on the board. The rest of the students should help him or her and
copy the C- Map in their notebooks.
Chemical change Reactants Products Neutralization
reactions
Physical change Chemical equation Balanced chemical
equation
Acids
Chemical reaction Conservation of Mass Coefficients Bases

A.14. PROJECT
In this unit three scientists have appeared, John Dalton, Antoine Lavoisier and Svante
August Arrhenius. Now we are going to work about them and other scientists, Ernest
Rutherford, Dimitri Mendeleiv and Amadeo Avogadro.
The class will be divided in groups of three.
Each group will choose one character.

You will PREPARE A PRESENTATION or similar (ten slides) that summarizes about the selected
character the following aspects:
o Brief biographic profile
o Brief description of the age in which he lives
o Relevant social or cultural events of the age
o Brief description of his work and contributions to the history of science
o The importance of his work in our time
You will WRITE A PLAY and you will PERFORM it to the rest of the class.

Discussion
Firstly, I would write.....
Where would you put....?
Why have you put..... after/before...?
I would write....next to.....
I think....
Look for information on the internet and in the library
Prepare a presentation to show to the rest of the class
Find old clothes to wear as costumes in the performance

Self assessment

I CAN
classify different changes in physical and
chemical changes
YES NO NOT
YET
explain in a practical way when a chemical
reaction takes place
YES NO NOT
YET
say the reactants and the products in a
chemical reaction
YES NO NOT
YET
explain different chemical magnitudes YES NO NOT
YET
write balanced chemical reactions YES NO NOT
YET
enunciate the law of conservation of mass YES NO NOT
YET
explain the differences between an acid and a
base
YES NO NOT
YET
dissociate an acid and a base YES NO NOT
YET
give the acidity o basicity of a solution by using
the pH scale or a pH indicator
YES NO NOT
YET
write and balance neutralization reactions YES NO NOT
YET
use English to learn and communicate YES NO NOT
YET

REFERENCES
BC SCIENCE 10. McGraw- Hill Ryerson. 2008
Chemistry- The Nature of Matter. Patricia Horton, Thomas McCarthy. Glencoe McGraw- Hill. 2005

Webs
http://commons.wikimedia.org/wiki/Main_Page
http://www.wordle.net/create
http://www.discoveryeducation.com/free-puzzlemaker/?CFID=10325219&CFTOKEN=25193543
http://www.bbc.co.uk/scotland/learning/bitesize/standard/chemistry/


Chemical Reactions

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MATERIAL AICLE

FSICA Y QUMICA- INGLS 4 ESO

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