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Identifying Unknown Samples Part II

The students discuss their flow charts and lab results, explaining how they identified their unknown substances.

The students discuss their lab results in this segment.

Premiere Date: July 12, 2016 | Runtime: 00:04:24

Support Materials

Toolkit

Activity Series Chart
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Solubility of Common Compunds in Water
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Procedures for Naming Ionic Compounds
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Unit 5E Balancing Equations Practice Problems 1
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Unit 5E Balancing Equations Practice Problems 2
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Unit 5E Formula Writing and Naming Compounds Practice
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Unit 5E Ionic Charges Chart
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Unit 5E More Equations Practice Problems 1
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Unit 5E More Equations Practice Problems 2
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Unit 5E Naming Ionic and Molecular Compounds
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Unit 5E Naming Ionic Compounds Practice Problems 1
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Unit 5E Naming Ionic Compounds Practice Problems 2
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Unit 5E Naming Molecular Compounds Practice Problems
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Unit 5E Note Taking Guide & Segment Questions
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Unit 5E Practice Questions 1- Determining Oxidation Number
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Unit 5E Practice Questions 2- Determining Oxidation Number
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Unit 5E Practice Questions 3- Determining Oxidation Number
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Unit 5E Practice Questions 4- Determining Oxidation Number
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Unit 5E Practice Questions 5- Determining Oxidation Number
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Unit 5E Word Equations Practice Problems
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Unit 5E Writing and Identifying Types of Equations
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Unit 5E Writing Binary and Ternary Practice Problems
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Unit 5E Writing Binary Formulas Practice Problems
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Unit 5E Writing Ternary Formulas Practice Problems
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Series Toolkit Unit 5 Ionic Charges Chart Cations and Anions
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Science & Engineering Practices

Engaging in Argument from Evidence

The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose. (NRC Framework, 2012, p. 73)

Obtaining, Evaluating and Communicating Information

Any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering. (NRC Framework, 2012, p. 76)

Vocabulary

activity series - a list of metals or non-metals in order of decreased reactivity.

chemical change - any change that results in the formation of a new chemical substance.

coefficient - a number in front of a chemical substance that represents the quantity needed for a reaction.

combustion reaction - a type of chemical reaction that occurs when carbon and hydrogen compounds react with oxygen to produce carbon dioxide and water.

decomposition reaction - when one reactant breaks apart into two or more products.

double displacement reaction - a type of chemical reaction that occurs when the like ions of two ionic substances displace each other to form new substances; also known as a double replacement reaction.

law of conservation of matter - matter cannot be created or destroyed, it just changes from one form to another.

matter - anything that has mass and takes up space.

physical change - a change which alters a substance without altering its composition.

precipitate - a solid substance formed in a solution during a chemical reaction.

product - a substance formed as the result of a chemical reaction.

reactant - a substance that takes part in and undergoes change during a chemical reaction.

single displacement reaction - a type of chemical reaction that occurs by the transfer of electrons, so that a neutral substance displaces a like-charged ion in a compound so that it becomes neutral; also known as a single replacement reaction.

solubility table - a table which displays the ability of a substance to dissolve or dissociate in water or an acid.

synthesis reaction - a reaction that combines two or more reactants to form one product. 

Georgia Standards of Excellence

SC2Obtain, evaluate, and communicate information about the chemical and physical properties of matter resulting from the ability of atoms to form bonds.

SC2.eAsk questions about chemical names to identify patterns in IUPAC nomenclature in order to predict chemical names for ionic (binary and ternary), acidic, and inorganic covalent compounds.

SC2.fDevelop and use bonding models to predict chemical formulas including ionic (binary and ternary), acidic, and inorganic covalent compounds.

SC3Obtain, evaluate, and communicate information about how the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions.

SC3.aUse mathematics and computational thinking to balance chemical reactions (i.e. synthesis, decomposition, single replacement, double replacement, and combustion) and construct an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

SC3.bPlan and carry out investigations to determine that a new chemical has formed by identifying indicators of a chemical reaction (specifically precipitate formation, gas evolution, color change, water production, and changes in energy to the system should be investigated).

Request Teacher Toolkit

The Chemistry Matters teacher toolkit provides instructions and answer keys for labs, experiments, and assignments for all 12 units of study. GPB offers the teacher toolkit at no cost to Georgia educators. Complete and submit this form to request the teacher toolkit. You only need to submit this form one time to get materials for all 12 units of study.