« Ion exchange reactions »

Part of the long-term plan

9.1A Electrolytic dissociation

Date:

Teacher's name: Bitabarova Khadisha

CLOSED: 9

Attendees:  

Not Attended:

Subject of the lesson:

Practical work №1. « Ion exchange reactions »

Learning Objectives Available in This Lesson (Link to the Curriculum)

9. 9.2.2.1 Molecular and ionic formulation of the reaction equation;

9.2.2.2 Interpretation of causes of ion exchange reactions .

Objectives of the lesson

All students:

Ion exchange can be written in molecular and ionic equations of reaction , explain the causes of ion exchange reactions ;

Most pupils are:

Reduced ionic equation for ionic and molecular equations .   

Some pupils say:

Ion exchanges can give examples and reactions to the reactions.

Evaluation criteria

·                Compounds of ion exchange form molecular and ionic equations of reactions;

·                The end-to-end ion exchange explains the causes of the reaction.

The level of thinking skills

Knowledge , understanding, application

Language Goals

Learners can:

The ion exchange reacts

Key words and phrases: ion exchange, full and abbreviated ionic equations, end-to-end ion exchange reactions

Useful language definitions for a classroom dialogue / subscription:

What is ion exchange reactions?

- What are the reactions of neutralization?

What are the ion exchange reactions going on?

Engaging in Values

Collaboration, critical thinking, teamwork, respect, respect, cooperation, active involvement, sense of responsibility, readiness to learn.

Interdisciplinary communication

F flute / electric current /

Previous reading

9.4.1.5 removal of acidity and alkalinity of the solution

9.4.1.6 - Development of equations of electrolytic dissociation of acid, alkaline, medium and acid salts

9.4.1.7 - Example of strong and weak electrode and their disconnection, ability to define the principle of dissociation

Planned stages of the lesson

Types of exercises planned on the lesson

             Resources

The beginning of the lesson

3 minutes

Organizational stage . Formation of favorable climate.

The method "Find your family" :

Splitting into groups : Students are divided into three groups by identifying the "family" of the cards written.

Group 1 "Acids"

Group 2

Group 3 "Salts"

cards

The middle of lesson

5 minutes

5 min

3 minutes

5 min

15 min

Previous education:

(SS) Task1 . " Magic basket " method / ADD questions and answers /

- Electrical p o What lïtter?

-What are we called beel electrolytes?

- What kind of father ?

Electric p o What lïttik dissociation?

What is the ions dissolved in acids?

-How many ions are broken down?

- Which ions are broken down by salt?

- What types of chemical reactions are there?

Rating : (asterisk)

(T g) Tapsırma2 "method somey"

"Acids, bases and salts in the water solubility of substances given in the following table, using the table" Write out the formula: CuO, Cu (OH) ₂ , Ca (OH) ₂ , H ₂ SO ₄ , K ₂ SO ₄ , BaSO ₄ , AgNO ₃ , AgCl, FeCl ₃ , PbCO ₃ .

Descriptor:

1.                    It writes insoluble substances in water

2.                    Detects and writes soluble substances

3.                    Writes the equation for the dissolution of water soluble substances

Rating : One assesses the "traffic sources", the teacher distributes active students jüldızşalar

  Explaining the lesson : The teacher emphasizes that the chemical properties of electrolytes are properties of ions. That is why explains the reaction , as in the ionic form, rather than molecular . The teacher shows 3 types of ion exchange reactions through video recording: 1) ion exchange reactions; 2) gas-exchange ion exchange reaction; 3) Aqueous ion exchange reaction. Then the equation of reaction: a) molecular; b) full ion; b) in shortened ionic form.

(Jf) Task 3. Method "Find a Coupon" . This cationic tuñbağa shoot for "solubility" & c teni using anionic: Ba ²⁺ , Pb ²⁺ , Al ³⁺ , Cu ²⁺ , Ag ⁺ dissociation equation of the summer .  

Descriptor:

1.                    It defines the anion that catso's drooping

2.                    Writes the equation of dissociation

Evaluation: checks each other, evaluates through traffic lights

(Tj) Task 4 : Practical work №1 " Ion rejection reactions" The experiment method / student experiments in the group, acquainted with the textbook in terms of work .

Purpose of the work: ______________________________

Reactives: _______________________________________

-Jabdıq narrow tools : _________________________________

(TP) : work in progress                        

1top: Practice: 1 hour , pour a solution of sodium hydroxide ınawıqqa phenolphthalein solution tamızıñdar. Gradually add sulfuric acid to this solution. What Changes Have We Made?

Group 2: 2 : ınawıqqa 2-3 ml of sodium hydroxide solution and copper (II) sulphate solution Do it slowly.

Group 3 : Case 3 : Put sodium carbonate into the test and pour 1 ml of diluted solution of sulfuric acid onto it.

All groups: Crown Crown : To the first test, add sodium chloride and the other sodium phosphate solution. Gradually add both the pipetone and the silver nitrate solution.

Completes the table according to the experience of all groups. What did you notice? Explain. Write the molecular, full, and reduced ionic equation of the reaction

      Descriptor:

- Makes practice instructions

-Molecular , complete and abbreviated ionic equations of the equation of chemical reaction .

- Conclusion

Evaluation: Evaluation of each other's "traffic light" method                                  

Basket, cards

ICT

video record

End of lesson

4 min

( F ) lessons in the head flag "in order to face " method of 5 : irreversibility of ion-exchange reactions are reversible and seams. Define the type of reactionary reactions:

1.

A / AlCl ₃ + 3NaOH →

B / CaCO ₃ + 2HCl   

C / H ₂ SO ₄ + Ba (OH) ₂   

D / K NO ₃ + NaCl →

E / Na ₂ SO ₄ + 2KCl →

N / A NO ₃ + KOH →

Descriptor :

1. Determine the reaction of the reagent

2. Detects uncomfortable reactions

3. Writes molecular, ionic equations

Assessment: oral 

Reflexes:

The stick apple "Blue apple, red apple" is distributed to the blue apple, "What's wrong with the lesson?", Comments on the " Reduced Everyone"

Home task:

Sort - How Do You Plan Yourself? How do you plan to complicate the task to high schoolchildren?

Assessment - How do you plan to check whether students are accustomed to learning?

Health and

safety precautions

- When I work in the group, I am able to load leadership skills on the talented students. Students perform tasks according to their abilities. In experiments with low-skilled students, the majority of pupils write molecular, ionic, and chemical reactions. Highly qualified pupils summarize their experience. The teacher monitors and guides the work of all students .

Evaluate each other: through traffic lights;

Teacher evaluates oral and asterisk distribution.

Steak "Blue apple, red apple"

I plan on checking the accustomed learners through effective methods of assessment

  Safety rules

- taking into account the safety rules in the course of work

Reflexes

Is the lesson / learning objective true? What Did Students Learn From Today? What was the situation in the classroom? Was the differentiated differentials I planned to be effective? Am I progressing over time? And amended its plan what and why over there ?

Lesson n Write ikiriñizdi an empty cell below . With the theme of your lessons in the same cell , answer the questions that