Students will complete the lab activities 6 double replacement reactions with teacher guidance. Na 2S Colorless aqueous solution. Allow hands-on learners that may struggle with the conceptual nature of two aqueous solutions forming a precipitate to have multiple note cards with the ions names and symbols to pair up and demonstrate the Double Replacement Reaction. B Support claim s with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Which element is being oxidized in this reaction.
We also thought that among the ones forming a solid, not all would have the same color. In the scheme of teaching chemistry, this activity should be done after students have written formulas and balanced equations and while the class is learning types of chemical reactions and evidences for chemical reactions. The teacher key looks just like the student instructions. What evidence do you have to prove this? This lab rotation represents the students second lab experience and thus, I am asking them to back up all claims with multiple pieces of evidence as we increase the complexity of our understanding with each lab station. At each lab station you must determine if the reaction observed is a chemical or physical reaction. It's focus is scientific literacy. It is made of sodium bicarbonate which is ionically bonded and reacts when in the presence of an acid.
If applicable ie: if you classified it as a precipitation reaction include the net ionic equation as well. This unit is full of hands on labs and station rotations that will engage any middle school student in chemistry! Students utilize reading, writing, and speaking strategies in order to develop scientific literacy. Students will perform one type of reaction in this lab, but they will be studying a section of the chemistry text which deals with all 5 types of chemical reactions. Carefully examine your net ionic reactions and data table, what patterns do you notice for certain precipitate reactions? Student Work: In the first question, this student demonstrates some of the challenges that many students have in this lab. The teacher copy of the lab instructions includes answers to the post lab questions and a student data table with the answers filled in.
This lab combines two skills students already know balancing equations and writing formulas with types and evidences of chemical reactions. The teacher copy of the lab instructions includes answers to the post lab questions and a student data table with the answers filled in. The chemist describes this process first as a complete ionic equation. The general formula for a double replacement reaction and a description of the reaction is on the first page of the student instruction booklet. This makes the color initially change to a white precipitate and then over a few seconds to a murky brown color with release of I2. During the first semester of my freshmen year, I had to hand in the lab report below after conducting a group experiment in chemistry class.
Then use a toothpick to swirl the reaction mixture and touch the toothpick to the pH paper. The water simply turned green because the food coloring was green. Although we did clean them after every experiment, some impurities may have been involved without us knowing it. While we talk concerning Solubility Rules Worksheet Answers, scroll the page to see particular similar images to complete your references. I believe that this experiment was one that would clearly prove this to be true. Blow out the flame and try again! Experimental Procedure Part A: Classifying Aqueous Reactions 1.
In addition, students need to have a familiarity with different properties in order to name them. When the positive sodium breaks from the negative chloride, which ion of the lead nitrate solution does it combine with? Based on your results, you will write complete and net ionic equations for each reaction that has taken place. With the product of silver and chloride ions, the presence of the chloride ion will be very evident as it is a solid substance. Always remember, if you don't see watermark does not mean the pictures is able to freely used without permission. Science is probably the main subject that should be learned by action rather than words. In my classroom, students frequently self-assess their level of understanding on each skill in the unit as we go. The four post lab questions on the back page of the lab booklet should each count ten points.
At each lab station, students not only identify the signs of a chemical change, but they also read reactant and product descriptions in order to identify changes in chemical and physical properties that occurred. There was gas production when the bubbles formed. After plotting their point, the students list the things that they are still working on. In the third question, this student was able to compare properties between the reactants and products; however, she listed two physical properties rather than identifying one chemical and one physical property. Do not shake it too hard, as it may result in a leakage of the mixed solution that could cause an error in the result. Because she noticed the tin foil was hot, she stated that it was gaining energy and thus was endothermic. Many message came to us about the proper right connected with the photos on our gallery.
Given the formulas for ionic compounds, students will be able to name the compound. A precipitation reaction results in the formation of an insoluble product. It could have been either because the two solutions did not react at all, or because both the products and reactants of the resulting chemical equation are soluble. At this point, it may be their first time seeing a decomposition reaction. Setup and Materials: The Reaction: Student Work: The student above recognizes that this is a chemical reaction. If a precipitate forms, record that data including color.
In the following questions, the student does a nice job citing both a chemical and physical property and how it changed after the reaction. If applicable ie: if you classified it as a precipitation reaction include the net ionic equation as well. They write a net ionic equation, which eliminates spectator ions. Most precipitates of copper are blue. For most, if they miss this question they either need to learn to slow down and think about what is actually occurring in reactions or they have a misconception about what boiling point actually means.