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MATERIAL AICLE FÍSICA Y QUÍMICA- INGLÉS 4º ESO

CHEMICAL REACTIONS

MAYO

2012

Mª Dolores Martínez Jiménez IES AZ-ZAIT

JAÉN

IDENTIFICACIÓN DEL MATERIAL AICLE

NIVEL LINGÜÍSTICO SEGÚN

MCER

A.2.2

IDIOMA

Inglés

MATERIA

Física y Química

NÚCLEO TEMÁTICO

Reacciones químicas

GUÍON TEMÁTICO

Repasaremos la diferencia entre cambios físicos y cambios químicos. Introduciremos la nomenclatura de reacciones químicas y los

conceptos necesarios para el estudio de las reacciones químicas en los dos niveles de descripción, el macroscópico y el microscópico. Veremos cómo se representa una reacción química y el ajuste de las ecuaciones químicas. Estudiaremos una familia de sustancias que se encuentran en el entorno inmediato del alumnado (ácidos y bases), y las reacciones entre ellas.

FORMATO

Material didáctico en formato pdf

CORRESPONDENCIA CURRICULAR

(etapa, curso)

4º ESO

AUTORÍA

Mª Dolores Martínez Jiménez

TEMPORALIZACIÓN APROXIMADA

Cuatro sesiones + proyecto final (una sesión)

COMPETENCIAS BÁSICAS

Conocimiento e interacción con el medio físico: Entender la importancia de la química en nuestra vida. Digital y tratamiento de la información: Utilizar los recursos digitales

para realizar informes.

Lingüística: Utilizar correctamente el lenguaje científico usando la L1 y L2. Aprender a aprender: Participar en el propio proceso de aprendizaje. Autonomía e iniciativa personal: Afrontar tareas experimentales en el laboratorio con responsabilidad.

OBSERVACIONES

Una de las sesiones trabajaremos en el laboratorio.

4º de ESO: Chemical reactions 3

TABLA DE PROGRAMACIÓN AICLE

OBJETIVOS DE ETAPA

Comprender y utilizar estrategias y conceptos básicos de las Ciencias de la

Naturaleza para interpretar fenómenos naturales

Comprender y expresar mensajes con contenido científico utilizando el lenguaje oral y escrito con propiedad

Comunicar a otros argumentaciones y explicaciones en el ámbito de la ciencia

Obtener información utilizando distintas fuentes, incluidas las tecnologías de la

información y la comunicación

CONTENIDOS DE CURSO

Reacciones y ecuaciones químicas. Ley de conservación de la masa

Ácidos y bases. Neutralización

TEMA

Cambios físicos y cambios químicos

Conceptos de reacción y ecuación

Magnitudes químicas: Masa atómica y Masa molecular. Mol y Masa molar

Cálculos químicos. Ley de conservación de la masa. Ajuste de ecuaciones

Ácidos y bases. Escala de pH. Indicadores. Neutralización

MODELOS DISCURSIVOS

Expresar ideas previas

Dialogar sobre cambios químicos cotidianos

Analizar Textos

Analizar videos

Explicar cuestiones

Experimentar en el laboratorio

Resumir ideas principales

Relacionar los diferentes contenidos creando conexiones entre ellos

Narrar biografías de científicos

TAREAS

Ejercicios de vocabulario específico con definiciones

Tratamiento de textos

Cuestionarios

Actividades prácticas

Visualización de videos

Elaboración de resúmenes

Realización de mapas conceptuales

Búsqueda de información, realización de presentaciones en formato digital y

presentación al grupo


TABLA DE PROGRAMACIÓN AICLE

CONTENIDOS LINGÜÍSTICOS

FUNCIONES: Describir fenómenos observados en la vida diaria (This is a/I think this is a/

Let me think)

Identificar fenómenos observables con los estudiados teóricamente (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

don’t 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 prácticos 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 don’t think so/ Instead of/ It could be/ According to

In my opinion/ I can see/ Maybe/ Firstly/ I would write...

LÉXICO: 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 EVALUACIÓN

Diferenciar entre cambios físicos y cambios químicos

Reconocer de forma práctica una reacción química

Identificar los reactivos y productos de una reacción química

Conocer y explicar magnitudes químicas

Enunciar leyes ponderales de la química, expresadas tanto en términos

macroscópicos como atómicos y moleculares

Explicar las propiedades y las reacciones de los ácidos 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 don’t 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...?

It’is 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 6,023.1023 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 don’t 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) + O2(g) → CO2(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 (cortesía de la BBC)

Mole

Mole is the amount of substance containing 6,023.1023 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(CH4) = 1C. 12 + 4H. 1 = 12 + 4 = 16 u

Gram Formula Mass: M CH4 = 16 g/mol →

→1 mole of CH4 are 16 g and contains 6,023.1023 molecules (particles) of CH4

The calculation of moles can be done using the equation,

moles =

Now sum up what you’ve 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...


http://www.bbc.co.uk/scotland/learning/bitesize/standard/chemistry/calculations/calc_formulae_rev2.shtml

http://www.bbc.co.uk/scotland/learning/bitesize/standard/chemistry/calculations/calc_formulae_rev2.shtml

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 Dalton’s 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 Lavoisier’s 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: H2 + N2 → NH3

Balanced chemical equation: 3H2 + N2 → 2NH3

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 (H2) will combine with one molecule of nitrogen (N2) to produce two molecules of ammonia (NH3)”

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 (cortesía de la BBC)

A.8. READING CHECK

Refer to the following chemical equation to answer these questions: 4Li + O2 → 2Li2O

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(O2)?

4. How many molecules of oxygen are required to produce ten lithium oxides?


http://www.bbc.co.uk/scotland/learning/bitesize/standard/chemistry/calculations/calc_reactions_rev1.shtml

http://www.bbc.co.uk/scotland/learning/bitesize/standard/chemistry/calculations/calc_reactions_rev1.shtml

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 _________ (H2CO3). 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+

H2SO4 → SO42- + 2H+

Base is a substance that produces hydroxide

ions (OH-) when it is dissolved in water

KOH → K+ + OH-

Ca(OH)2 → Ca2+ + 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- → H2O

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 + H2O

Another example: Aluminum sulphate is prepared by dissolving aluminum hydroxide in

sulphuric acid. The reaction is:

3H2SO4 + 2Al(OH)3 → Al2(SO4)3 + 6 H2O

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. HNO3 + Mg(OH)2 →

3. HClO4 + Ca(OH)2 →

4. H3PO4 + CsOH →

5. H2CO3 + 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 6,022.1023 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/


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/

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