Macroscopic patterns are related to the nature of microscopic and atomic-level structure.
Some students may be asked to participate in the demonstration, while others may watch and record observations. Students will be working in small teams to perform the lab. The teacher may choose to designate certain team members to perform specific tasks.
The lesson also features several extensions. The demonstration is followed by guided instruction, with definitions and example problems. The lesson concludes with an in-depth lab that formally assesses student understanding of Lesson 2, but will carry over into Lesson 3.
Instructional Procedures View Safety Types of reactions lab Students should NOT be allowed to handle concentrated sulfuric acid.
It is extremely irritating to skin and eyes, and highly reactive. You will dilute 18M sulfuric acid to 3M sulfuric acid. Add the acid VERY slowly to cold water with ice cubes in it, stirring constantly. If the heat builds up, it can spray onto skin and cause severe burns.
Prepare diluted sulfuric acid solution. Tell students that you are going to perform a demonstration for them.
The demonstration represents a chemical reaction. They will see evidence that a chemical reaction is taking place color change, formation of a precipitate, formation of gas, production of heat, etc.
As you work through the demonstration, write the products and reactants on the board. Students should copy this information as well as their observations into their notebook.
To make the end product look like toothpaste, you can slide two drops of red food coloring down one side of the cylinder. Then slide two drops of green food coloring down the other side of the cylinder. When you are ready, add 5 ml of 2M potassium iodide KI.
As you are adding the reactants, ask students to write them down so that they have practice differentiating between reactants and products.
Have students write down their observations. They should notice that the reaction produces a considerable amount of heat and bubbles. You may need to help them write the products of this reaction as shown below.
Do not balance the equation. Based on Lesson 1, students should be able to create an atom inventory and balance the reaction; guide them through this if needed. Most students will notice the bubbles or foam produced. The oxygen gas gets trapped in the soap, which produces the foam.
In fact, if you light a wooden splint coffee stirrer with a match, blow it out so that it glows and gently hold it over the bubbles, it will relight. Some students may notice the foam steaming. If they are close to the demonstration, they may notice it feels hot.
This is a result of the reaction being exothermic. This would be a good time to define exothermic reaction: Chemical reactions that produce heat or light as the reaction proceeds.
They often feel warm to the touch. Exothermic reactions are often written with energy as one of the products, such as: There are several categories that chemists typically refer to but today we are going to focus our discussion on five of them. Please write the names in your notebook. Leave enough space to write the definition and examples for each type of reaction.Chemical Reactions lab 4 1 Name_____ Lab #4: Chemical Reactions Many chemical reactions can be placed into one of two categories: oxidation-reduction reactions and double replacement reactions.
Oxidation-reduction reactions are ones in which electrons are transferred from one species to another. Tags: Answers chemical reaction lab Type of Reactions Share this post Share with Facebook Share with Twitter Share with Google+ .
Moody 12 December Chemical Reaction Types lab report: Introduction: The purpose of the lab was to create a demonstration that presented four types of chemical reactions (synthesis, decomposition, single-displacement, and doubledisplacement).5/5(7).
Lab Report: Types of Reactions.
Record your observations on these data pages as you perform each reaction. Write a balanced formula equation with state labels for each reaction.
If no reaction occurs, follow the instructions in the Procedure. Part A: Combination Reactions. In college, most chemistry classes were focused on creating chemical reactions.
We were constantly challenged to figure out what reaction would happen when you mix chemicals together. It particularly focuses on types of matter, physical properties, phase changes, and factors that affect physical properties.
This unit's purpose is so much more than just the content, however. Chemical Reactions Labs Answer Key. Chemical Reactions Lab Title Cards For Lab Stations.
Station 1: Pop Your Top. 15 minutes. Procedure.