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Chemical Reactions
Chemical Reactions
Chemical Reactions
Chemical Reactions
Chemical Reactions
Chemical Reactions
Chemical Reactions
Chemical Reactions
Chemical Reactions
Chemical Reactions
Chemical Reactions
Chemical Reactions
Chemical Reactions
Chemical Reactions
Chemical Reactions
Chemical Reactions
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Chemical Reactions

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Presented by Karen Compton, Jane Smith and Claudia Wallace in the ACT2 stand at CAST2010 in Houston, Texas

Presented by Karen Compton, Jane Smith and Claudia Wallace in the ACT2 stand at CAST2010 in Houston, Texas

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  • 1. <ul><li>Chemistry Assessment </li></ul><ul><li>Eligible Texas Essential </li></ul><ul><li>Knowledge and Skills </li></ul>Texas Education Agency Student Assessment Division September 2010
  • 2. <ul><li>Readiness standards have the following characteristics. </li></ul><ul><li>They are essential for success in the current grade or course. </li></ul><ul><li>They are important for preparedness for the next grade or course. </li></ul><ul><li>They support college and career readiness. </li></ul><ul><li>They necessitate in-depth instruction. </li></ul><ul><li>They address broad and deep ideas. </li></ul>Texas Education Agency Student Assessment Division September 2010
  • 3. <ul><li>Supporting standards have the following characteristics. </li></ul><ul><li>Although introduced in the current grade or course, they may be emphasized in a subsequent year. </li></ul><ul><li>Although reinforced in the current grade or course, they may be emphasized in a previous year. </li></ul><ul><li>They play a role in preparing students for the next grade or course but not a central role. </li></ul><ul><li>They address more narrowly defined ideas. </li></ul>Texas Education Agency Student Assessment Division September 2010
  • 4. <ul><li>TEA is implementing a number of changes that should serve to test knowledge and skills in a deeper way. </li></ul><ul><li>Tests will contain a greater number of items that have a higher cognitive complexity level . </li></ul><ul><li>Items will be developed to more closely match the cognitive complexity level evident in the TEKS . </li></ul><ul><li>In science, process skills will be assessed in context , not in isolation, which will allow for a more integrated and authentic assessment of these content area. </li></ul><ul><li>In science, the number of open-ended (griddable) items will increase to allow students more opportunity to derive an answer independently. </li></ul>Texas Education Agency Student Assessment Division September 2010
  • 5.  
  • 6.  
  • 7. Engage Whoosh bottle Gummi bear Burning bubbles Sodium in H 2 O
  • 8. Prior knowledge? <ul><li>Write chemical formulas </li></ul><ul><li>Atomic masses </li></ul><ul><li>What is a precipitate </li></ul>
  • 9. What should be taught? <ul><li>Write equations given formulas or names </li></ul><ul><li>Balance equations by counting atoms </li></ul><ul><li>Types of reactions </li></ul><ul><li>Predict products </li></ul><ul><li>Activity series </li></ul><ul><li>Solubility rules and net ionic equations </li></ul><ul><li>Oxidation and reduction </li></ul><ul><li>Assign oxidation numbers; ID agents </li></ul><ul><li>Simple equilibrium using LeChatelier’s principle </li></ul><ul><li>Factors affecting rates of reactions </li></ul>
  • 10. What will constitute mastery? <ul><li>The student should be able to: </li></ul><ul><li>Write, balance and predict equations for all 5 general types of reactions </li></ul><ul><li>Write net ionic equations </li></ul><ul><li>Use activity series </li></ul>
  • 11. <ul><li>Calcium hydroxide reacts with ammonium sulfate. </li></ul><ul><li>The balanced equation for this reaction is </li></ul><ul><li>CaOH 2 + NH 4 SO 4  CaSO 4 + NH 4 OH </li></ul><ul><li>Ca(OH) 2 + (NH 4 ) 2 SO 4  CaSO 4 + 2 NH 4 OH </li></ul><ul><li>Ca(OH) 2 + (NH 4 ) 2 SO 4  CaSO 4 + NH 4 OH </li></ul><ul><li>Ca(OH) 2 + (NH 4 ) 2 SO 4  CaSO 4 + 2 NH 3 + H 2 O </li></ul>Do they really need to know this?
  • 12. <ul><li>Which reaction shows a balanced net ionic equation for the reaction between silver nitrate and potassium iodide? </li></ul><ul><li>AgNO 3 + KI  AgI + KNO 3 </li></ul><ul><li>Ag + + I -  AgI </li></ul><ul><li>K + + NO 3 - +  KNO 3 </li></ul><ul><li>2 AgNO 3 + 2 KI  2 AgI + 2 KNO 3 </li></ul>Net Ionic CCRS
  • 13. <ul><li>CH 4 + 2 O 2  CO 2 + 2 H 2 O </li></ul><ul><li>In this equation, what substance is being oxidized? </li></ul><ul><li>CH 4 </li></ul><ul><li>O 2 </li></ul><ul><li>CO 2 </li></ul><ul><li>H 2 O </li></ul><ul><li>Or </li></ul><ul><li>Identify the oxidizing agent. </li></ul>Oxidation/reduction
  • 14. <ul><li>Which of these reactions will occur? </li></ul><ul><li>Pb + ZnCl 2  </li></ul><ul><li>Mg + FeCl 3  </li></ul><ul><li>Zn + MgCl 2  </li></ul><ul><li>Cu + NaCl  </li></ul>Activity series CCRS
  • 15. <ul><li>Carbon burns faster in pure oxygen than in air because….. </li></ul><ul><li>Higher concentration of reactant </li></ul><ul><li>Oxygen is a catalyst </li></ul><ul><li>The temperature is increased </li></ul><ul><li>The oxygen is a gas </li></ul>Factors that affect reaction rates
  • 16. <ul><li>In which direction will the equilibrium shift for this reaction if the temperature is increased? </li></ul><ul><li>CH 4 + 2 O 2  CO 2 + 2 H 2 O + energy </li></ul><ul><li>Left because it is exothermic </li></ul><ul><li>Left because it is endothermic </li></ul><ul><li>Right because it is exothermic </li></ul><ul><li>Right because it is endothermic </li></ul><ul><li>Or </li></ul><ul><li>SO 2 + O 2 ↔ 2 SO 3 ∆H = -197.9 kJ/mol </li></ul>CCRS Pre-AP

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