In this lesson students are introduced to the concept of reaction rates through watching a demonstration, asking questions, performing an exploration activity, and taking notes.
For this lesson there are several resources needed:
I engage students in the lesson by having them come up with questions regarding a phenomenon at the front of the classroom. I then have students come back to this phenomenon after taking notes to see if they can answer some of their questions. I like this activity because it is a fun demonstration that gets students interested in what we will be learning.
The demonstration that I do is based on Flinn Scientific's Sudsy Kinetics Lab Demo.
For the next section of this lesson I have students begin to think about chemical reactions in terms of reactant concentration decreasing and product concentration increasing through performing and activity.
I got the idea for this activity from a workshop that I attended put on by Jodye Selco a professor at Cal Poly Pomona. This link has a website with more information about this activity.
In this section of the lesson I introduce the concept of reactions, reactions rates, and factors that affect reactions to students. I do this by showing them a PowerPoint and students take notes on their notes graphic organizer.
To finish the lesson I have students go back to their introduction paper and decide if they can answer any of the questions that they came up with.
I then have them go to #4 on their paper and have them try to come up with why there are differences in the three graduated cylinders. As students are answering the questions I walk around to make sure that they understand the question. For the most part students get that there is a difference in concentration between cylinders 2 and 3 so that is why 3 went faster.
I then show them #5 and have them think about what sodium iodide is. Most of them realize that it is a catalyst.
Finally for #6 I have them try to answer some of their questions. Most students are able to answer at least some of their questions.
Here are several examples of student work.
These examples are pretty characteristic of responses with students being able to understand the difference between the cylinders in terms of concentration and catalyst. Also, many students were able to answer some of their questions which was pretty neat!