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Weekly Planner Year 10 Rates Of Reactions

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Weekly Planner: Y Planner:  Year ear 10  10  Learning Intention: Vocabulary: Monday N/A No Yr 10 Science Classes Term: Term: 3 Tuesday Engage Double Period  ! " N/A Topic Week: 7 Week: 7 • Rates of reaction Topic: Rates Topic: Rates of Reaction Wednesday N/A No Yr 10 Science Classes • Thursday E#$lore Double Period 1 ! % Collision t&eor' N/A Success Criteria: I ill be able to N/A I ill be able to (ist t&e )a's reactions can be s$ed u$ or slo)ed do)n and understand )&' it can c&ange I ill be able to N/A I ill be able to E#$lain )&' a collision *ust ta+e $lace for a reaction to occur, -nderstand &o) to s$eed u$ or slo) do)n a reaction an' )&', #usVels !"# Different types of chemical reactions are used to  produce a range of products and can occur at different rates (ACSSU187) N/A Different types of chemical reactions are used to  produce a range of products and can occur at different different rates (ACSSU187) • • Friday N/A No Science Classes N /A !"# N/A Use knowledge of scientific concepts to draw conclusions that are consistent with eidence (ACS!S"#$) Warm $p Introduct !"# ion %&'%( mins N/A You.ube cli$ Discussion N/A Assess $rior +no)ledge 45&at are t&e  )a's )e can s$eed u$ a reaction6 Can 'ou t&in+ of an' e#a*$les6 5&' does a collision need to ta+e $lace for a reaction to occur6 2eit&er to brea+ bonds or for* ne) ones, %%8%  %%8!8% 9onds in &'drogen $ero#ide &ae bro+en and ne) bonds &ae for*ed )it& )ater and o#'gen, N/ A 5&at &el$ed &'drogen $ero#ide react and $roduce )ater and o#'gen6 A, Catal'st, 5&at is a catal'st6 .&is is )&at )e@re focussing on toda', A substance t&at s$eeds u$ a reactionB, 5&at else do )e +no) about catal'sts6 A, .&e' N/ A  )uestion !"# s I ill ask *or introduct ion uic+ discussion and ui and recall *ain ideas fro* last lesson 2assess $rior +no)ledge, Discuss as a class t&e )a's )e can s$eed u$ or slo) do)n a reaction, ;et students to list t&e <e )a's, 1, .e*$: cold=slo) cold=slo)>> &ot=fas &ot=fastt %, Concen Concentra tratio tion: n: lo)=not lo)=not *an' *an' $articles> &ig&=*an' $articles 3, Surface Surface area: area: s*all= s*all= onl' outside outside reacts> large=*ore area to react ?, Catal'st: Catal'st: none= none= lo) lo) reaction reaction>> $resent= $resent= fast , Agitating: Agitating: none=slo) none=slo) *oe*ents> *oe*ents> agitating=faster *oe*ents 5&' does t&is s$eed u$ reactions6 Can 'ou t&in+ of an' e#a*$les6 N/A !"# N/A toget&er to for* ne) bonds #cti+ity ,('-( mins !"# PRAC: ;ie s&eets to students and de*onstrate set u$, ;o t&roug& *et&od, Read intro, , 9' using our +no)ledge of rates of reactions> )&at do 'ou t&in+ t&e reaction )ill be li+e for concentration of 36 aster or slo)er t&an "6 5&at to include in t&e )rite u$ of t&e $rac, Ai*: )rite in boo+ aterials: see s&eet et&od: see s&eet Results: )rite on s&eet and $aste in boo+ Discussion: ans)er uestions in boo+ Conclusion: )rite in boo+, Role $la' actiit' outside S&o) Po)erPoint and go oer rules 9rea+ students u$ into t)o grou$s> list t&e  )a's )e can s$eed u$ reactions, Temperature. lo) &eat= slo) *oe*ents= less c&ance to collide> &ig& &eat= *ore energ'=*oing faster=*ore c&ance to collide Concentration  lo) concentration= onl' 3 students=less c&ance to collide> &ig& concentration=all students=*ore c&ance to collide Sur*ace #rea s*all surface area= students trael in blobs=onl' t&e outside of  blob reacts> large surface area= blobs are bro+en u$=all students trael indiiduall'=*ore c&ance to collide #gitating none=slo) *oe*ents> agitating=gain energ' uic+l'=*ore c&ance to collide Catalyst  none=slo) *oing=less c&ance of colliding )&en traeling in straig&t lines> catal'st $resent=one student grabs F$articles@ and brings t&e* toget&er so t&e' react Co*$lete $rac and roa* around t&e class assessing students for*atiel', for*atiel', /0tende d acti+ity N/A Conclusi on " Share ( mins 1e2ectio n ( mins Prepare N/ A ill in t&e ga$s )or+ s&eet N/ A N/A 5&at are reactants6 5&at are $roducts6 9alancing euations De*onstrate ele$&ants toot&$aste e#$eri*ent> &o) did G s$eed u$ t&e reaction6 5&at )as t&e $roduct6 5&at )ere *' reactants6 Dra) u$ euation and balance it, %%8%  %%8!8% Na*e )&en )e )ould use our +no)ledge of   N/A rates of reactions in eer'da' lies  As+ students to read t&eir conclusion, o) )ould 'ou e#$lain rates of reactions to 'ear H students6 N/A • N/ A Prac )it& lab tec&nician 5&at did G learn toda'6 5&at )as interesting6 N/ A N/ A 5&at did 'ou learn toda'6 .&u*bs u$/do)n feedbac+ *et&od N/ A Po)erPoint Ele$&ants toot&$aste e#$eri*ent ProIector • N/A • N/A N/A Weekly Planner: Y Planner:  Year ear 10  10  Learning Intention: Vocabulary: Monday N/A No Yr 10 Science Classes Term: Term: 3 Tuesday E#$lain Double Period 1 ! % N/A Topic Week: H Week: H  .'$es  .'$es of c&e*ical reactions • Topic: Rates Topic: Rates of Reaction Wednesday N/A No Yr 10 Science Classes • Thursday Elaborate J Ealuate Double Period  ! "  .'$es  .'$es of reaction/ rates rates of reactions N/A Success Criteria: I ill be able to N/A I ill be able to  Gdentif' t&e diKerent t'$es of c&e*ical reactions and gie an e#a*$le of eac& I ill be able to N/A I ill be able to (ist )a's reactions can be s$ed u$ and )&'> list t&e t'$es of reactions, #us Ve Vels !"#3 Different types of chemical reactions are used to  produce a range of products and can occur at different rates (ACSSU187) N/A Different types of chemical reactions are used to  produce a range of products and can occur at different different rates (ACSSU187) • • Friday N/A No Science Classes N/A !"# N/A Analyse patterns and trends in data Analyse patterns data%% including descri&ing relationships &etween aria&les and identifying inconsistencies (ACS!S"#') Warm $p Introduct !"# ion %&'%( mins N/A uic+ science ui ;o t&roug& ans)ers lintstones loe stor'4 .'$es .'$es of c&e*ical reactions 45rite e#a*$les and ne) ocab in rig&t &and corner of t&e board Synthesis A!9  A9 EgL 2%!8 % %%8 'drogen ! 8#'gen  )ater 4ecomposition A9  A!9 EgL 2%MCl8 3  %MCl ! 38% Potassiu* C&lorate  Potassiu* C&loride ! 8#'gen       N/ A N /A uic+ ui 5atc& You.ube cli$ Reision ga*e: Celebrit' &eads )it& rates of reactions and t'$es of reactions 4Eac& student )ill be gien a rate of reaction> t)o at a ti*e and t&e' as+ uestions to co*e u$ )it& tea* N/A !"# 4Eac& grou$ ta+es turns ans)ering uestions> if t&e' get t&e uestion rig&t t&e' get 10 $oints> if t&e' $ass t&e ne#t tea* gets to ans)er t&e uestion, 1eplacement A9 ! C  C9 ! A EgL 2A;N8 3 ! Cu CuN83 ! Ag Siler Nitrate ! Co$$er  Co$$er Nitrate ! Siler Ionic A9 ! CD  AD ! C9 EgL 2%MN83 ! g2Cl%  g2N83% ! %MCl Potassiu* nitrate ! agnesiu* C&loride agnesiu* Nitrate ! Potassiu* C&loride       )uestion !"# s I ill ask *or introduct ion #cti+ity !"# ,('-( mins /0tende d acti+ity N/ A Conclusi N/A on " Share ( mins 1e2ectio N/A n ( mins Prepare N/A 5&at@s &a$$ening in a s'nt&esis reaction6 5&at@s &a$$ening in a deco*$osition reaction6 Ect, Complete prac. one *or each reaction type S'nt&esis = Gron sul$&ur e#$eri*ent Deco*$osition = Ele$&ants toot&$aste Re$lace*ent = Nail e#$eri*ent clear reaction Gonic = Nail e#$eri*ent blue solution C&e*ical euations uestions Recognising t&e t'$e of reaction based on t&e euation, 1, 5or+ toge toget&e t&err as a class class %, 5or+ inde$e inde$ende ndentl ntl' ' Correct )or+ toget&er> &o) did 'ou +no) t&at )as t&e ans)er6 5&at did G learn toda'6 5&at )as interesting6 Su**arise t&e lesson in four sentences, E#$eri*ents 2lab tec&nician uestions lintstones stor' 9orro) t&e $roIector • N /A 5&at are t&e )a's )e can s$eed u$ a reaction6 5&at are t&e t'$es of reactions6 N/A Reision )or+ s&eet, Correct as a class, N/A N /A Reision )or+ s&eet nu*ber %, N /A ;ie students s Do)ner feedbac+ for*s, N/A N/ A Are 'ou con