Вы находитесь на странице: 1из 10

Topic : Trends in Group 2

Date:

Grade 10

Duration: 80 + 80 minutes

Objectives: At the end of the lesson students must be to:

1. Define accurately the terms trends, ionization energy, reactants and products.
2. Describe in details how elements in group 2 react with water, acid and oxygen.
3. Write accurate balanced chemical equation for the reaction with element in Group II with
water, oxygen and acid.
4. Create news programme on the trends in Group II.
5. Describe the test for hydrogen gas.
6. State the solubility rules.
7. Work in groups and respect each other opinion.

Materials and Apparatus: phone, facebook app, mgagnesium, calcium, hydrochloric acid,

Methodology: experimenting, discussion, cooperative grouping,

Process Skills: observing, writing balanced chemical equation , inferring, and prediction

Strategies:

1. Students will be asked to prepare a news cast on trends in Group 2 to highlight all the
objectives stated above.
2. Students will be placed into group according to their talents and given task to match with
their talent. Writers will write the scripts, song writers will make up jiggles and songs,
actors will make up skits, artist will create the set.
3. Students will prepare their newscast and teacher will walk around assisting students with
their pieces.
Teachers and students will invite other students and teachers to watch the news and
teacher will record the news live on Facebook for others to see.

Culminating Activity: students will record their newscast.

Day 2.

1. Teachers and students will watch the news and critique its strengths and weakness.
Teacher will focus on correcting students misconceptions on the topic.
2. Teacher will burn magnesium strip and ask students to state their observations.
3. Students will be given the steps to write balance chemical equation and write one for the
reaction.
4. Students will be told that equation above represents a combination react. Students will
define the term combination reaction.
5. Students will predict how calcium and barium would react and write equations for the
reaction.
6. Teacher will teach students how to assign state symbols by giving them the solubilty
rules.
7. Students will explain why elements the bottom of group II have less ionization energy
and is less reactive.
8. Students will watch a reaction between the reaction between magnesium and
hydrochloric acid. Teacher will test for hydrogen gas. Teacher will write the equation for
the reaction.

Culminating Activity:

Write a balanced chemical equation for the reaction between calcium and hydrochloric acid
and describe what they would see during the reaction.
Topic : Trends in Group 2 + Writing Laboratory Report

Date:

Grade 10

Duration: 80 + 80 minutes

Objectives: At the end of the lesson students must be to:

1. Write balanced chemical equation for the reaction between strontium and barium with
acid and water.
2. Correctly answer CSEC chemistry past paper question on Trends in Group 2.
3. Make accurate observation based on the topic.
4. State the headings need in

Materials and Apparatus: YouTube video showing the reaction of group 2 elements with acid,
projector, laptop, Chemistry Explained, Chemistry- Concise revision course, pastpaper booklet,

Methodology: experimenting, discussion,

Process Skills: observing, writing balanced chemical equation , inferring, and prediction

Strategies:

1. Students will watch a video and comment on the rate at which elements reacts in with
hydrochloric acid. Students will answer the following questions:
a. State the most reactive element in group. What signs they used to identify the most
reactive element.
b. State the observation for the reaction between the acid and the metal.
c. Write balance chemical equation for the reaction.
2. Students will review what they learnt in the topic.

Culminating Activity:

Students answer the following questions:

Chemistry Explained page ___ questions _______; page ___ questions _______.

CSEC Chemistry Past Paper book year ____ paper ___ question ___.

Chemistry Concise New Edition page ___ questions _______.


Day 2:

1. Students discuss some laboratory activities they did when they were in lower school.
Students will review writing a laboratory report with teacher.
2. Students and teacher will go through the laboratory report and discuss its features.

Culminating Activity

Student will state what they would observe if:

a. Blue food colouring was placed in water.


b. What they would smell if rotten egg was place in the class room.
Laboratory Report

Date

Lab #:

Topic:

Aim: The purpose of the experiment.

Materials and Apparatus: a list of essential glassware, chemicals and other items used to carry
out the experiment. Most can be identified from the method.

Diagram of Apparatus: 2D drawing of the apparatus setup used in the experiment.

NB: The drawing must be labeled in scripts on the right hand side of the
diagram. Each diagram should have a TITLE.

TITLE MUST BE SPECIFIC AND WRITTEN IN ALL CAPS AND

UNDERLINED.

Method:

1. Method must be listed and NOT written in prose (paragraph).form.


2. Written in past tense and NO use of personal pronouns (NO me, I, us, we, they etc.).
3. All essential steps must be present and written in chronological order.
4. Appropriate grammar according to Standard English must be used.

Observation/ Results:

Observation

Record what you SEE, HEAR, SMELL (No tasting is to be done in the lab. This is not
safe). We do not infer, explain or conclude or make assumptions here. We just record what
was OBSERVED using our senses.

DO NOT IDENTIFY OR NAME GASES OR SOLIDS OR PRODUCTS HERE. E.g. You


carried out a test for a gas given off with lime water. You cannot report specifically that
carbon dioxide was seen or produced. Instead, you should report that effervescence was
seen, and lime water became milky or cloudy. Later in your discussion you would infer from
the lime water going cloudy that it was carbon dioxide that was produce.
GUIDES TO WRITING OBSERVATION

Describe any changes in colour of solution, the colour of mixture formed, the colour of
filtrate and residue. If a solid is formed is it crystalline or powdery? Describe its colour.
Describe effervescence (bubbles) as vigorous, mild or slow. What is its colour?
(colourless, yellow, brown, etc). Does the gas have a smell ( pungent, odourless,
irritating) ?
Change in litmus paper (red to blue or blue to red or was the paper bleached).
Glowing splint- does it glow brighter or relight?
Lighted splint went out with a (loud or soft) pop?

RESULTS

TABLE:

Tables must have:

1. Four (4) connected sides.


2. Heading (with units where appropriate e.g. time/s, height/ cm mass/g). Therefore, there is
NO NEED TO WRITE UNITS AFTER EACH VALUE WITHIN THE TABLE.
3. TITLE MUST BE VERY SPECIFIC, WRITTEN IN ALL CAPS AND UNDERLINED.
4. If values are used in a column all must have the same number of decimal places.
5. Where values are large or extremely small, write them in standard form (e.g. 2.0 x 10-3).

NB: if the table cannot hold all the values, close the table and write the title, then re-draw
the complete table, with headings, on the next page with the remaining values and re-write
the title.

GRAPH:

Graphs must done using PENCIL and have:

1. A suitable scale which takes up more that 50 % of the graph paper.


2. The axes must be labelled and have units where appropriate.
3. The points must be accurately plotted.
4. APPROPRIATE TITLE WRITTEN AT THE TOP IN ALL CAPS AND
UNDERLINED.
5. Points must be connected using a line of best fit or curves of best fit. No double lines or
sketchy lines.
Discussion:

Provides an explanationz for the results or observations. E.g. if separating funnel was used,
explain why one of the liquid is floating on the other. Why the gas or solid was formed? Name
the filtrate and residue. Name the gases or solid formed.

Where limitation, precautions and errors are asked for, PLEASE PUT THOSE THAT ARE
SPECIFIC TO THE EXPERIMENT AND NOT GENERAL limitations, precautions and/or
errors.

Conclusion: ANSWER THE AIM. So, if your aim is to find the density of an object. Here DO
NOT say the density of the object was found. State the actual density determined during the
experiment.
Topic : Trends in Group 2

Date:

Grade 10

Duration: 80 + 80 minutes

Objectives: At the end of the lesson students must be to:

1. State correct observations when elements Calcium and Magnesium react with
hydrochloric acid.
2. State correct observations when elements Calcium and Magnesium react with Water.
3. Write balanced chemical eqautions for the reaction between calcium with water and HCl
4. Write balanced chemical eqautions for the reaction between magnesium with water and
HCl.
5. Work in groups to carry out laboratory activities.

Materials and Apparatus: laboratory sheet, water, magnesium, calcium, hydrochloric acid,

Methodology: experimenting, discussion, cooperative grouping,

Process Skills: observing, writing balanced chemical equation, inferring, and prediction

Strategies:

1. Teacher will give students a laboratory talk on the experiment to be conducted.


2. Students will carry out the lab as written on the lab sheet in groups of 5.

Culminating Activity:

Students will write up the lab.


Topic : Trends in Group 2

Date:

Grade 10

Duration: 80 minutes

Objectives: At the end of the lesson students must be to:

1. Write correct balance chemical equation to show how displacement reaction in group 7.
2. Create song on The reactivity series in group seven.
3. Create a song to remember the cations and their charge.
4. Create a mnemonics to remember the charges for anions.

Teacher will be absent from class and students will be given the following instruction as
stated below.

Write balanced chemical equation for the following reactions.

1. Magnesium iodide + chlorine gas


2. Sodium chloride + bromine solution
3. Potassium bromide and chlorine gas.

Prepare a catchy song on:

1. ALL cations and their valency


2. All anions and their valency
3. Reactivity series of halogens
4. Reactions of element in Group 2

Test next week Wednesday on trends in Group 2 and 7.


Topic : Trends in Group 7

Date:

Grade 10

Duration: 80 minutes + 80 minutes

Objectives: At the end of the lesson students must be to:

1. Define the terms: electronegativity, electron affinity.


2. Define in their own words single displacement reaction.
3. Describe the appearance of elements in Group 7.
4. Explain why melting and boiling point increase as we go down group 7.
5. Explain why elements in group 7 are diatomic.
6. Give reasons why fluorine and chlorine are gases, bromine is a liquid but iodine is a
solid.
7. Give the conditions necessary for a single displacement reaction.

Materials and Apparatus: poem on Halogens,

Methodology: discussion,

Process Skills:, inferring, and prediction

Strategies:

1. Students will read the poem on Halogens.


2. Students will answer the following questions.