Chemical reactions
Overview / In this chapter students will learn how to construct word and symbol (formula) equations, predict the products of different types of simple chemical reactions (such as decomposition, combination, precipitation and redox reactions) and investigate how chemistry can be used to produce a range of useful substances such as metals, fuels and pharmaceuticals. They will investigate how the factors of temperature, surface area, concentration, agitation and catalysts affect the rate of a chemical reaction.
Strand / Content description and elaborations
Science Understanding / CHEMICAL SCIENCES
Different types of chemical reactions are used to produce a range of products and can occur at different rates
- investigating how chemistry can be used to produce a range of useful substances such as fuels, metals and pharmaceuticals
- predicting the products of different types of simple chemical reactions
- using word or symbol equations to represent chemical reactions
- investigating the effect of a range of factors, such as temperature and catalysts, on the rate of chemical reactions
Science as a Human Endeavour / NATURE AND DEVELOPMENT OF SCIENCE
Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community
USE AND INFLUENCE OF SCIENCE
The values and needs of contemporary society can influence the focus of scientific research
Science Inquiry Skills / QUESTIONING AND PREDICTING
Formulate questions or hypotheses that can be investigated scientifically
- evaluating information from secondary sources as part of the research process
- developing ideas from students’ own or others' investigations and experiences to investigate further
Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods
- combining research using primary and secondary sources with a student’s own experimental investigation
- using modelling and simulations, including using digital technology, to investigate situations and events
- explaining the choice of variables to be controlled, changed and measured in an investigation
- considering the potential hazards of chemicals or biological materials used in experimental investigations
- describing specific safety precautions required for investigations
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies
- designing and constructing appropriate graphs to represent data and analysing graphs for trends and patterns
- calculating means and ranges from data and considering the distribution of sets of quantitative data
- comparing conclusions with earlier predictions and reviewing scientific understanding
- suggesting more than one possible explanation of the data presented
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data
Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems
COMMUNICATING
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations
- using secondary sources as well as a student’s own findings to help explain a scientific concept
Unit 5.1 Chemical equations
Strand / Content descriptor and elaborations / Suggested teaching and learning strategies / Pearson science 10 Resources / Register
Science Understanding / CHEMICAL SCIENCES
Different types of chemical reactions are used to produce a range of products and can occur at different rates
- predicting the products of different types of simple chemical reactions
- using word or symbol equations to represent chemical reactions
Interactive Activity – Balancing equations
Interactive Activity – Chemical changes / Pearson Reader
What is a chemical equation
Revise the terms reactants and products and how they relate to a chemical equation. Explain:
- Word and formula equations
- Adding states
Balanced chemical equations
Explain how to create balanced chemical equations. / SB: p143–145
Prac 1 – Reactions with modelling clay / SB: p148 Prac 1
Prac 2 – Conservation of mass / SB: p148 Prac 2
Activity Book 5.1 – Balancing chemical equations / AB: 5.1
Science as a Human Endeavour / NATURE AND DEVELOPMENT OF SCIENCE
Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community
Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries / Moving atoms
Discuss the scientists who have contributed to the understanding of chemical reactions, atoms and scanning tunnelling microscopes. / SB: p146 SHE
Activity Book 5.2 – Moving atoms / AB: 5.2
Science Inquiry / PLANNING AND CONDUCTING
Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods
- using modelling and simulations, including using digital technology, to investigate situations and events
1–2 – Research activities / SB: p147 Inquiring Q1–2
Prac 1 – Reactions with modelling clay / SB: p148 Prac 1
Prac 2 – Conservation of mass / SB: p148 Prac 2
PROCESSING AND ANALYSING DATA AND INFORMATION
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies
- calculating means and ranges from data and considering the distribution of sets of quantitative data
- comparing conclusions with earlier predictions and reviewing scientific understanding
EVALUATING
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data
Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems / Prac 2 – Conservation of mass / SB: p148 Prac 2
COMMUNICATING
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations
- using secondary sources as well as a student’s own findings to help explain a scientific concept
Unit assessment / Complete selected unit review questions / SB: p147 Unit review
Research portfolio / SB: p147 Inquiring Q1–2
Unit 5.2 Classifying chemical reactions
Strand / Content descriptor and elaborations / Suggested teaching and learning strategies / Pearson science 10 Resources / Register
Science Understanding / CHEMICAL SCIENCES
Different types of chemical reactions are used to produce a range of products and can occur at different rates
- investigating how chemistry can be used to produce a range of useful substances such as fuels, metals and pharmaceuticals
- predicting the products of different types of simple chemical reactions
- using word or symbol equations to represent chemical reactions
Video – Investigating reactivity of metals / Pearson Reader
Decomposition reactions
Explain decomposition reactions including thermal decomposition. / SB: p149–150
Science4fun – Raisin lava lamp / SB: p150 science4fun
Prac 1 – Heating metal carbonates / SB: p159 Prac 1
Combination reactions
Explain combination reactions. / SB: p150
Precipitation reactions
Explain:
- precipitation reactions and solubility
- ionic compounds
- predicting precipitation reactions
Prac 2 – Precipitation reactions / SB: p160 Prac 2
Oxidation and reduction reactions
Discuss in detail:
- Oxidation reactions
- Reduction reactions
- Redox reactions and electrons
- Metal displacement reactions
- Activity Series
Activity Book 5.3 – Combustion of magnesium / AB: 5.3
Science4fun – Acrobatic flame / SB: p154 science4fun
Prac 3 – Carbon reduction / SB: p161 Prac 3
Activity Book 5.4 – Classifying chemical reactions / AB: 5.4
Extraction of metals
Discusses in detail the following:
- Native metals
- Carbon reduction
- Electrolysis
Activity Book 5.5 – Extracting gold / AB: 5.5
Science Inquiry / QUESTIONING AND PREDICTING
Formulate questions or hypotheses that can be investigated scientifically
- developing ideas from students’ own or others’ investigations and experiences to investigate further
Inquiring question:
4 – Student-designed activity / SB: p158 Inquiring Q4
PLANNING AND CONDUCTING
Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods
Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data
- considering the potential hazards of chemicals or biological materials used in experimental investigations
2–3 – Research activities
4 – Student-designed activity / SB: p158 Inquiring Q2–4
Prac 1 – Heating metal carbonates / SB: p159 Prac 1
Prac 2 – Precipitation reactions / SB: p160 Prac 2
Prac 3 – Carbon reduction / SB: p161 Prac 3
PROCESSING AND ANALYSING DATA AND INFORMATION
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
- comparing conclusions with earlier predictions and reviewing scientific understanding
- suggesting more than one possible explanation of the data presented
4 – Student-designed activity / SB: p158 Inquiring Q4
Prac 1 - Heating metal carbonates / SB: p159 Prac 1
Prac 2 – Precipitation reactions / SB: p160 Prac 2
Prac 3 – Carbon reduction / SB: p161 Prac 3
Unit assessment / Complete selected unit review questions / SB: p158 Unit review
Research portfolio / SB: p158 Inquiring Q2–3
Unit 5.3 Rates of chemical reactions
Strand / Content descriptor and elaborations / Suggested teaching and learning strategies / Pearson science 10 Resources / Register
Science Understanding / CHEMICAL SCIENCES
Different types of chemical reactions are used to produce a range of products and can occur at different rates
- investigating how chemistry can be used to produce a range of useful substances such as fuels, metals and pharmaceuticals
- predicting the products of different types of simple chemical reactions
- using word or symbol equations to represent chemical reactions
- investigating the effect of a range of factors, such as temperature and catalysts, on the rate of chemical reactions
Fast and slow chemical reactions
Explain how reactions do not all occur at the same rate and how different factors affect the rate of a reaction. / SB: p162–163
Controlling the rate of chemical reactions
Scientists can actively control the rate of a chemical reaction using the methods described below. Explain each and do the accompanying prac and activities to help students understand how they affect the rates.
- Temperature
- Concentration
- Agitation
- Surface area of reactants
- Catalysts
Prac 1 – Rate of reaction: The effect of temperature / SB: p169 Prac 1
Prac 2 – Rate of reaction: The effect of concentration / SB: p170 Prac 2
Prac 3 – Rate of reaction: The effect of agitation / SB: p171 Prac 3
Prac 4 – Rate of reaction: The effect of surface area / SB: p171 Prac 4
Activity Book 5.6 – Reaction rate and surface area of reactants / AB: 5.6
Activity Book 5.7 – Fast and slow reactions / AB: 5.7
Science4fun – Jellied enzymes / SB: p166
science4fun
Science as a Human Endeavour / USE AND INFLUENCE OF SCIENCE
The values and needs of contemporary society can influence the focus of scientific research / Enzymes for fuels and pharmaceuticals
Discuss the scientists and history of biofuels and pharmaceuticals and how enzymes relate. / SB: p167 SHE
Teacher Companion extension activities / Teacher Companion
Science Inquiry / QUESTIONING AND PREDICTING
Formulate questions or hypotheses that can be investigated scientifically
- evaluating information from secondary sources as part of the research process
- developing ideas from students’ own or others’ investigations and experiences to investigate further
4 – Student-designed activity / SB: p168 Inquiring Q4
Prac 4 – Rate of reaction: The effect of surface area / SB: p171 Prac 4
PLANNING AND CONDUCTING
Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods
- combining research using primary and secondary sources with a student’s own experimental investigation
- considering the potential hazards of chemicals or biological materials used in experimental investigations
- describing specific safety precautions required for investigations
1–3 – Research activities
4 – Student-designed activity / SB: p168 Inquiring Q1–4
Inquiring question:
4 – Student-designed activity / SB: p168 Inquiring Q4
Prac 4 – Rate of reaction: The effect of surface area / SB: p171 Prac 4
PROCESSING AND ANALYSING DATA AND INFORMATION
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies
- designing and constructing appropriate graphs to represent data and analysing graphs for trends and patterns
- calculating means and ranges from data and considering the distribution of sets of quantitative data
- comparing conclusions with earlier predictions and reviewing scientific understanding
Inquiring question:
4 – Student-designed activity / SB: p168 Inquiring Q4
Prac 2 – Rate of reaction: The effect of concentration / SB: p170 Prac 2
Prac 3 – Rate of reaction: The effect of agitation / SB: p171 Prac 3
Prac 4 – Rate of reaction: The effect of surface area / SB: p171 Prac 4
Activity Book 5.6 – Reaction rate and surface area of reactants / AB: 5.6
EVALUATING
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data / Prac 4 – Rate of reaction: The effect of surface area
Inquiring question:
4 – Student-designed activity / SB: p171 Prac 4
SB: p168 Inquiring Q4
COMMUNICATING
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations
- using secondary sources as well as a student’s own findings to help explain a scientific concept
4 – Student-designed activity
Prac 4 – Rate of reaction: The effect of surface area / SB: p168 Inquiring Q4
SB: p171 Prac 4
Unit assessment / Complete selected unit review questions / SB: p168 Unit review
Research portfolio / SB: p168 Inquiring Q1–3
Chapter Review
Suggested teaching and learning strategies / Pearson science 10 Resources / Register
Complete the chapter review questions at the end of the chapter / SB: p172 Chapter review
Complete the Thinking scientifically questions at the end of the chapter / SB: p173–174 Thinking scientifically
Reteach and relearn / Teacher Companion
Quick quiz (revision) / Teacher Companion
Interactive Quiz / Pearson Reader
Activity Book 5.8 – Literacy review / AB: 5.8
Review glossary of terms introduced in the chapter / SB: p175 Glossary
Chapter Test / Pearson Reader
Program review and evaluation
TopicModifications required in program
Additional practicals and skill development
Assessment for learning strategies
Projects undertaken
Websites
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