Lesson Title: Understanding Different Forces Grade: 11(SCH3U)

Subject: Chemistry Date: October 12, 2017 Time: 75 minutes

Description: We will be discussing the chemical reactions today. We will start with an overview of the
different types of chemical reactions (synthesis, single displacement, decomposition, double
displacement, and combustion!). We will begin with the overview followed by demonstrations and
discussions about the type of reactions that occurred. Students will conduct experiments in small groups
and determine the type of reaction that occurred. After the experiment students will take up the answers
together and a class discussion will be held

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
Big Ideas:
• Chemicals react in predictable ways.
• Chemical reactions and their applications have significant implications for society and the
environment.

Overall Expectations:
C2. investigate different types of chemical reactions;
C3. demonstrate an understanding of the different types of chemical reactions.

Ontario Curricular Specific Expectations

C2.2 write balanced chemical equations to represent synthesis, decomposition, single

displacement, double displacement, and combustion reactions, using the IUPAC nomenclature
system
C3.1 identify various types of chemical reactions, including synthesis, decomposition,
single displacement, double displacement, and combustion

Learning Goals

• Understand what a single displacement and a double displacement reaction are

• Write balance chemical equations for single and double displacement reactions
• Predict the types of products of a single or double displacement reaction (precipitate, gas, etc..)

Today I will learn...

• About single and double displacement reactions
• How to predict the products of a single or double displacement reaction using a balanced
chemical equations

ASSESSMENT and EVALUATION

Success Criteria
I can: distinguish between a double and single displacement reaction
I can: determine if a single displacement or double displacement reaction will occur given the reactants
I can: use a balanced chemical equation to predict the products of a single or double displacement
reaction
Assessment
Achievment Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding;
Thinking; Communications; Application
Assessment For: N/A
Assessment AS: discussion as the experiments occur
Assessment OF: N/A
Assessment Mode: oral/performance/written (highlight/circle one or two that apply)
Assessment Strategy: (tasks for students engagement)
• Group discussions during demonstrations
• Observing students during experiment portion of class
CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

• Knowledge of balanced chemical equations
• Knowledge of solutions and precipitates

Resources and Materials

- The Ontario Curriculum Grades 11 and 12 Science, Revised

- Nelson Chemistry 11: University Preparation, (2011)

Learning Environment
• Students will be in desks for the first part of this lesson
• During the experimentation phase students will be doing experiments on the back and side
benches
• During the final discussion students will be asked to write on the board and discuss as a group

Lesson – Delivery Format

What teacher does: What students do:

Beginning of Class (0-5 min)
• Greet the students and allow time to settle • Get settled into the classroom
 Review and Introduction (5-35 min)
• Will have previously done lesson on balancing • Work together collaboratively
chemical equations. Quick five-minute review of how on working through
to balance a chemical equation examples, checking answers
• Discuss single displacement reactions using students and discuss methods of
and board examples problem solving
o Have three student volunteers come to the
front of the room. Have two of them link • Ask questions clarifying
understanding
arms (or hold onto a ruler). Have the two
conjoined students walk towards the other • Reaffirm knowledge by
student and have the single student replace checking solutions and
one of the two students methods from teacher
o Write a few single displacement reactions
on the board as examples
(Zn(s)+CuSO4(aq)→ZnSO4(aq)+Cu(s))
o Perform the silver nitrate and copper
experiment and ask students what they
think will happen (discuss later)

• Discuss double displacement reactions using

students and board examples
o Have four students at the front of the room
in two pairs. One student from each pair
likes the other ruler better! When the two
pairs approach each other two students (1
from each pair) change places.
o Write a few double displacement reactions
on the board as examples (Ba(NO3)2(aq) +
CuSO4(aq) → BaSO4(s) + Cu(NO3)2(aq) )
o Perform demonstration of silver nitrate
and sodium chloride
Experiment (35-60 min)
• Have the students conduct the experiment • Students will follow the
outlined in the handout procedure to this experiment
in groups of 3-4.

• Since this is an introductory

experiment, students will not
be making their own
procedure

Experiment Results and Discussion (60-75)

• Have some of the students write down the balanced • Discuss the experiment with
chemical formulas and then have another student you and the classroom
explain why the other student wrote it the way they did
• Discuss the first demo (coper and silver nitrate)
Teacher Copy
Double Displacement Reactions:
1. Pour about 2 mL of ammonium nitrate (NH4NO3) into a labeled test tube. Pour the same
amount of sodium hydroxide solution (NaOH) into another labeled test tube. Record your
observations of both starting materials.
2. Mix the solutions in an evaporating dish. Be careful not to overfill the dish. Wave your hand
across the dish (WAFT) to identify evidence of chemical change.
This will release trace amounts of ammonium that the students should be able to smell and
identify.
NH4NO3(aq)+NaOH(aq)→NaNO3(aq)+NH3(g)+H2O(l)
1. Pour 2ml of sodium sulphate (Na2SO4) solution into a labeled test tube. Pour the same
amount of barium chloride (BaCl2) solution in another test tube. Record your observations of
both starting materials.
2. Add the barium chloride to the sodium suphate and record your results.
This reaction will result in a white Ba2SO4 precipitate
Na2SO4(aq)+BaCl2(aq)→Ba2SO4(s)+2NaCl(aq)

Single Displacement Reaction:

1. Place about 2 mL of copper(II) chloride solution in the test tube.
2. Add a small strip of magnesium ribbon to the solution. After a few minutes, record your
observations
Solid copper should form on the strip of magnesium
CuCl2(aq)+Mg(s)→MgCl2(aq) +Cu(s)

This one may be hard for students so expect some questions (it’s to get them thinking)
1. Add a small piece of solid calcium to a test tube containing 2 mL water (H2O) and record
your observations.
A gas should be produced (H2(g)) and the solution may be a bit cloudy from the Ca(OH)2
2H2O(l)+Ca(s)→Ca(OH)2(aq)+ H2(g)
Student Copy
Today you will be conducting four short experiments. You will be required to record your results
and attempt to write the balanced chemical equations. When each experiment is done,
hypothesize the type of reaction that occurred (single or double displacement) and which
elements displaced each other.

Experiment 1:
1. Pour about 2 mL of ammonium nitrate (NH4NO3) into a labeled test tube. Pour the same
amount of sodium hydroxide solution (NaOH) into another labeled test tube. Record your
observations of both starting materials.
2. Mix the solutions in an evaporating dish. Be careful not to overfill the dish. Wave your hand
across the dish (WAFT) to identify evidence of chemical change.

Experiment 2:
1. Place about 2 mL of copper(II) chloride solution in the test tube.
2. Add a small strip of magnesium ribbon to the solution. After then next experiment is
complete return to this experiment and record your observations

Experiment 3:
1. Add a small piece of solid calcium to a test tube containing 2 mL water (H2O) and record
your observations.

Experiment 4:
1. Pour 2ml of sodium sulphate (Na2SO4) solution into a labeled test tube. Pour the same
amount of barium chloride (BaCl2) solution in another test tube. Record your observations of
both starting materials.
2. Add the barium chloride to the sodium suphate and record your results.

We will discuss the results as a class at the end of the lecture.