Unit Title : Reactivity and rate of Reactions ( UNIT 6 and Unit 8 Text book)

Subject: CHEMISTRY

Sub topic: Grade :8

No. of classes: 24 classes

Learning Objectives:

In this unit, pupils build on their previous knowledge of chemical reactions to develop their knowledge of
The reactivity series of metals with oxygen, water and dilute acids.
Displacement reactions.
The effects of concentration, particle size, temperature and catalysts on the rate of a reaction.

Scientific Enquiry work focuses on:

Using preliminary work to decide how to carry out an investigation based upon previous knowledge, understanding and research.
Deciding which apparatus to use and assess any hazards.
Choosing whether to use evidence from first-hand experience of secondary sources.
Obtaining reliable results.
Describing patterns (correlations).
Drawing conclusions and evaluating methods.

Recommended Vocabulary for this unit:

Reactivity series displacement reaction concentration catalyst.
Objectives Set Induction/ Teaching PSOW ( List of Expecte Application/Assessme
Strategies/Activities practicals for sciences) d nt
Observa
tion/Pre
cautions
Describe the reactivity of metals with Compare the rates of reaction of some metals Copper, iron, Formative:
oxygen, water and dilute acids. with oxygen.
magnesium,zinc, oxygen.
Small samples of a range of metals can be
cleaned and left in air. They are checked at Lab glassware and heating Worksheet
Use a range of materials and intervals for signs of oxidation. The same apparatus.
equipment and control risks. range of metals can each be heated in air and Classwork
Copper, iron, magnesium,
placed in a gas jar of oxygen. zinc. Project
Describe patterns seen in results. Write word equations for each reaction. Lab Activity
Class test/ Cycle
Describe the reactivity of metals with Compare the rates of reaction of some metals test
oxygen, water and dilute acids. with water.
Students will rotate Home
Small pieces of metal are cleaned and left in between four lab stations
water to observe changes after the next few assignments:
designed to investigate the
Give an explanation of the effects of days. Some may only react when heated in four factors temperature,
concentration, particle size steam, some will not react at all. concentration, surface area
temperature and catalysts on the rate (particle size), and catalysts
The reaction of a small piece of sodium with Field work
of a reaction. which can change the
water can be demonstrated by the teacher
 with the usual safety precautions. reaction rates. The student Others ( specify) :
groups should be limited to
Use a range of materials and 3-4 members and each Research on periodic
equipment and control risks. student should be assigned table_________
Write word equations for each reaction.
roles.
_____________________
Describe patterns seen in results. _______
Station 1 Temperature

Investigate the effect

temperature will have on
the rate of the reaction. Use
anti-acid tablet and two
cups of water.

In cup A with the iced water

add ½ a tablet of anti-acid
tablet.
In cup B with the hot water
add ½ a tablet of anti-acid
tablet.

Observe which reaction is

the quickest.

Questions

Which reaction had the

fastest rate?

answer: the one in the hot

water
Explain what could be
occurring at the molecular
level. (How are the
molecules moving or
acting?)

answer: the higher

temperature allows for
more collisions given a
product at a faster rate. Hot
water gives rapid molecule
movement.

Station 2 Surface Areas

Investigate the effect of

surface area on the rate of
a reaction. Use the steel
wool and the lighter
(teacher supervision) for
the reactions.

Ball up pea size amount of

steel wool. Burn the piece
for 10 seconds.

Spread out the piece and

make an observation.

Burn the spread out piece

for another ten seconds.

Make an observation.

Questions
Which reaction had the
fastest rate?

answer: the spread out

piece because it gave
access to all the molecules
which was not the case in
the balled up piece.

Explain what could be

occurring at the molecular
level for the balled piece
versus the spread out
piece. (How are the
molecules moving or
acting?)

answer: the spread out all

molecules are accessible
and allows for a faster
transition from reactant to
product.

If left to burn for more than

10 seconds, which would
take longer the balled piece
or the spread out piece?
Explain your answer.

ans: balled piece the

molecules are not all
accessible causing a longer
rate.

Station 3 Concentrations
Investigate the effect of
concentration on the rate of
a reaction. Use the different
concentrations of vinegar
and baking soda for these
reaction.

In one cup use pure vinegar

(3mL) and place one
spoonful of baking soda.

In another cup add pure

vinegar (1.5mL) and water
(1.5 mL) before you add the
spoon full of baking soda.

Make an observation.

Questions

Which reaction had the

fastest rate?

answer: the one with the

higher concentration

Explain what could be

occurring at the molecular
level in each example.
(How are the molecules
moving or acting?)

answer: the higher

concentration particles are
more available tightly fit
giving higher probability of
collision having reactants
turn to product much faster.

Why are high concentration

reactions faster than low
concentrations?

answer: the higher

concentration particles are
more available tightly fit
giving higher probability of
collision having reactants
turn to product much faster.

Station 4 Catalysts

Investigate the effect of

catalysts on the rate of a
reaction. Use the catalyst
provided with the vinegar
and baking soda for these
reaction.

In small plastic bottle use

pure vinegar and place one
spoonful of baking soda
cover with a balloon.

In another small plastic

bottle add pure vinegar and
add catalysts before you
add the spoon full of baking
soda covered with a
balloon.
Make an observation.

Questions

Which reaction had the

fastest rate

answer: the one with the

catalyst

Explain what could be

occurring at the molecular
in each example. (How are
the molecules moving or
acting?)

answer: the catalyst allows

for the reaction to go
quicker helping reactants
bond to each other faster.

How do catalyst cause this

effect? (hint: think of the
structure of the catalyst)

answer: catalyst's shape

allows for them to easy
adhere to reactants helping
them turn to products at a
faster rate without changing
the overall reaction.

Closure: How will the

teacher assist students in
organizing the knowledge
gained in the lesson?

Essential questions/guiding
 questions (10 minutes)
Students will respond to
one of the essential
questions using the
knowledge they have
gained from their lab
activity. They are
encouraged to include the
vocabulary for the lesson
and give as much detail as
possible this will be used to
determine their
comprehension.

Describe the reactivity of metals with Compare the rates of reaction of some metals Copper, iron, magnesium,
oxygen, water and dilute acids. with dilute acid. zinc, dil HCl.

Small pieces of metals (NOT including Lab glassware.

sodium) are added to dilute hydrochloric acid
Use a range of materials and and the reaction observed. The hydrogen gas
equipment and control risks. made can be tested.

Write word equations for each reaction.

Describe patterns seen in results.

Learning Objective Activities Resources

Describe the reactivity of metals with Construct a reactivity series for metals.
oxygen, water and dilute acids. Pupils should collect their
 observations of reactions in a table and
suggest an order of reactivity. This can be
Look critically at sources of enhanced with research or supplied
secondary data. information about metals which have not been
observed.

Decide whether to use evidence from

first-hand experience or secondary
sources.

Explore and understand the reactivity Investigate whether the reactivity series is the Copper, iron, magnesium,
series. same with different acids and whether some zinc, dilute acids (sulphuric,
acids and more reactive than others. Pupils nitric, ethanoic).
should plan their own investigations including
Look critically at sources of a basic risk assessment and decide whether
secondary data. to use primary data and/or secondary data.

Decide whether to use evidence from

first-hand experience or secondary
sources.

Select ideas and produce plans for

testing based upon previous
knowledge, understanding and
research.

Decide which measurements and

observations are necessary and what
equipment to use.

Decide which apparatus to use and

assess any hazards in the laboratory.

Give examples of displacement Make predictions about displacement Copper sulfate soln, iron
reactions. reactions. sulfate soln, steel rod,
copper coin, magnesium,
zinc, magnesium sulfate
Test explanations by using them to Put a steel rod or blade into copper sulfate soln.
make predictions and then evaluate solution and a ‘copper’ coin into iron sulfate
these against evidence. solution.

When the idea of displacement is clear,

students can predict, and confirm, the results
of the reaction between other metals and
solutions.

Explore and understand the reactivity Explain why the historical order of the http://www.freezeray.co
series. discovery of metals is related to the reactivity m/flashFiles/RatesOfRea
series. Different students can research the ctionSurfaceArea.swf
methods used for extracting named metals
Discuss and explain the importance and the dates of their discovery. Group results http://www.freezeray.co
of questions, evidence and can be used to relate the difficulty of m/flashFiles/RatesOfRea
explanations, using historical and extraction and history to position in the
ctionConc.swf
contemporary examples. reactivity series.
http://www.freezeray.co
m/flashFiles/RatesOfRea
ctionTemp.swf

Give an explanation of the effects of Show how rate of reaction depends on

concentration, particle size concentration of reactants. Carry out an
temperature and catalysts on the rate investigation into the time taken for a 3cm
of a reaction. length of magnesium ribbon to completely
react in 25 cm3 of hydrochloric acid. varying
the concentration of the acid.
Give an explanation of the effects of Show how rate of reaction depends on
concentration, particle size particle size. The time taken the same mass
temperature and catalysts on the rate of magnesium powder and magnesium ribbon
of a reaction. to completely react with hydrochloric acid can
be compared.

Learning Objective Activities Resources

Give an explanation of the effects of Show how rate of reaction depends on the Hydrogen peroxide soln,
concentration, particle size presence of a catalyst.
temperature and catalysts on the Manganese(IV) oxide
rate of a reaction. Laboratory glassware.
Hydrogen peroxide can be decomposed into
water and oxygen. Students observe the rate
Make observations and of the reaction before and after the addition of
measurements. a small quantity of manganese(IV) oxide.

Investigate the use of a catalyst in industry

and find out how it relate to energy, cost and
pollution issues using secondary sources.

Give an explanation of the effects of Use the kinetic theory to explain effects on
concentration, particle size rates of reaction.
temperature and catalysts on the rate
of a reaction.
Through diagrams, use ideas about particle
theory to explain the effects of the different
variables on the speed of reactions, i.e.
concentration increases the number of
particles, temperature increases their speed
and that increased lump size decreases the
area for particles to approach one another.
Summative Assessment
Students will conduct small 15 minute
experiments that pertain to temperature,
concentration, surface area and catalyst's
effect on the rate of a chemical reactions.

At the end of the lesson students will

choose one of the three main essential
questions to assess their understanding.
The teacher can determine student
understanding from the lab write-up
analysis as well as the student response
to the closing essential question.

Station 1 Temperature

Investigate the effect temperature will

have on the rate of the reaction. Use anti-
acid tablet and two cups of water.

Questions

Which reaction had the fastest rate?

answer: the one in the hot water
Explain what could be occurring at the
molecular level. (How are the molecules
moving or acting?)
answer: the higher temperature allows for
more collisions given a product at a faster
rate. Hot water give rapid molecule
movement.
Station 2 Surface Areas

Questions

Which reaction had the fastest rate?

answer: the spread out piece because it
gave access to all the molecules which
was not the case in the balled up piece.
Explain what could be occurring at the
molecular level for the balled piece versus
the spread out piece. (How are the
molecules moving or acting?)
answer: the spread out all molecules are
accessible and allows for a faster
transition from reactant to product.
If left to burn for more than 10 seconds,
which would take longer the balled piece
or the spread out piece? Explain your
answer.
answer: balled piece the molecules are
not all accessible causing a longer rate.
Station 3 Concentrations
Questions

Which reaction had the fastest rate?

answer: the one with the higher
concentration
Explain what could be occurring at the
molecular level in each example. (How
are the molecules moving or acting?)
answer: the higher concentration particles
are more available tightly fit giving higher
probability of collision having reactants
turn to product much faster.
Why are high concentration reactions
faster than low concentrations?
answer: the higher concentration particles
are more available and tightly fit, giving
higher probability of collision: reactants
will turn to product more quickly.
Station 4 Catalysts

Questions

Which reaction had the fastest rate?

answer: the one with the catalyst
Explain what could be occurring at the
molecular in each example. (How are the
molecules moving or acting?)
answer: the catalyst allows for the
reaction to go quicker helping reactants
bond to each other faster.
How do catalyst cause this effect? (hint:
think of the structure of the catalyst)
answer: catalyst's shape allows for them
to easy adhere to reactants helping them
turn to products at a faster rate without
changing the overall reaction.
Essential Questions/ Guiding Questions

Utilize your knowledge of reaction rates to

explain why we keep most foods in the
refrigerator.
answer: Food that is kept at low
temperatures will have low particle
movement and the decay process will be
delayed. Food left out in hot temperature
will decay much quicker because particle
are moving much faster increasing the
decay process.
Utilize your knowledge of reaction rates to
explain why highly concentrated
medications can be deadly.
answer: Highly concentrated medication
will react much quicker in the body. This
will place higher concentrations of the
 product in the body that your body may
not be able to handle.
If the temperature, concentration or
surface area were increased in the
following scenario, hypothesize how it
would change the reaction.
AReactant + BReactant -> Product

ans: The reaction will shift towards the

product because the high temperature will
cause the reactant to collide much more
rapidly changing to the product.

Desired Learning Outcome: Reflection:

 Students will be able to apply the concepts learnt in the unit to

infer, interpret ,plot graphs accordingly.
What worked well:

What didn’t work well:

Notes/changes/suggestions:
Resources:
Multimedia tutorial about the basics of atomic structure and how atoms interact to create more complex compounds.

http://ippex.pppl.gov/ippex/PhysicsModules.html