Lesson Plan Chemistry Class X by Nguyễn Thị Thu Hằng - Bình Xuyên High School

T: Nguyễn Thị Thu Hằng – Bình xuyên high school Duyệt giáo án

Ngày…..tháng…..năm 2018

Vũ thị Minh Thúy Date of preparing: 10/01/2018

Teaching date: 27/01/2018

Period 38 – Lesson 22 CHLORINE I. Objectives 1. Knowledge - Ss know physical properties, natural occurrence, applications and synthesis of chlorine.

- Ss understand : The basic chemical property of chlorine is that it has strong oxidative property. Besides it is still a reducing agent.

2. Skills - Ss predict, test and conclude about basic chemical property of chlorine.

- Ss obsever experiments and conclude about chemical property of chlorine.

3. Attitude Ss have a good attitude about problem protecting the environment.

II. Method Talking, using experiment movies.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Read the lesson before starting.

IV. Procedure 1. Class organization Class

attending

Student absent

11A2 2. Checking the previous lesson 1 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

3. New lesson

Contents I. PHYSICAL PROPERTIES - In normal condition, chlorine is a greenish – yellow, pungent, very toxic gas. It can destroy the mucosa of respiratory tract.

- Chlorine gas is 2.5 times heavier than air and can dissolve in water.

- Chlorine gas can dissolve strongly in organic solvents, for example: benzene, ethanol, hexane, carbon tetrachloride,…

Teacher's activities/Students’ activity Activity 1: : researching on the physical properties of chlorine T shows a bottle of chlorine gas and gives a question to S:That a bottle containing chlorine, please observe and give some physical properties of chlorine.

T: Is chlorine lighter or heavier than the air?Calculate the relative density of chlorine with respect to the air.

T notes S about toxicity, solubility in water and organic solvents of chlorine.

II. CHEMICAL PROPERTIES The basic chemical property of chlorine is that it has strong oxidative property.

Activity 2:researching on the chemical properties of chlorine T: Basing on electronegativity and structure of chlorine atom, can you predict what basic chemical property of chlorine is?

T: Show experiment video of chlorine and sodium, copper, iron.

S: observe the phenomena occurring during experiments and write chemical equations.

T: Asks S to determine the changing of oxidation number of chlorine atom, and deduce the role of chlorine in these reaction.

T suggest S giving the conclusion.

1. Reactions with metal 2Na + Cl2 → 2NaCl Cu + Cl2 → CuCl2 2Fe + 3Cl2→ 2FeCl3 Conclusion: Chlorine gas can directly oxidize most metals to form chloride salts correspondingto the highestoxidation number of chlorine .

2.Reactions with hydrogen 0

0

+1 −1

Cl2 + H 2 → 2 H Cl

Conclusion: In reactions with metals and hydrogen, chlorine exhibits strongly oxidative property.

3.Reactions with water −1

+1

Cl2 + H2O → ← H Cl + H Cl O

Activity 3: T introduces to S the condition of reaction between chlorine and hydrogen.

S: write the chemical equation and determine the role of chlorine.

Activity 4: T introduces the reaction of chlorine with water: When dissolved in water, part of chlorine gas reacts with water to form hydrochloric acid and hypochlorous acid.

S determines the role of chlorine: Chlorine is both a reducing agent and an oxidizing agent.

T adds: Since HClO is a strong oxidizing 2

T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

agent, chlorine water has a high bleaching property.

III. NATURAL OCCURRENCE 35 37 17 Cl , 17 Cl Compounds: NaCl; KCl.MgCl2.6H2O. IV. APPLICATION

V. SYNTHESIS 1. Synthesizing chlorine in the laboratory −1 t o

+4

+2

0

Mn O2 + 4H Cl → Mn Cl2 + Cl2 + 2H 2 O +7

−1

+2

+6

−1

+2

Activity 5: T: Why does chlorine element only occur in nature in the form of compounds, and what are those compounds?

Activity 6: T: Asks students to read the page number of 99 on textbook and find the application of chlorine in our daily life.

Activity 7: S: Read the textbook to give the method of preparing chlorine in the laboratory and write chemical equations.

0

2K Mn O 4 + 16H Cl = 2KCl + 2 Mn Cl 2 + 5 Cl 2 + 8H 2 O 0

K2 Cr2 O7 +14HCl = 2KCl + 2CrCl3 + 3Cl2 + 7H2O

KClO3 + 6HCl →KCl+3Cl2+ 3H2O 2. Manufacture of chlorine 2NaCl+2H2O đpcm  → 2NaOH+Cl2 +H2

T introduces to S the method of producing chlorine in industry.

4. Consolidation: Ssdo the exercises 1, 2 on page 101 of the textbook.

5. Homework: Ss do the exercises from 3 to 7, on page 101 of the textbook.

Prepare for the new lesson.

3 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Duyệt giáo án

Ngày…..tháng…..năm 2018

Vũ thị Minh Thúy Date of preparing: 25/01/2018

Teaching date: 03/02/2018

Period 40 – Lesson 23 HYDROGEN CHLORIDE – HYDROCHLORIC ACID AND CHLORIDE SALT (P2) I. OBJECTIVES 1. Knowledge - Ss know: The method to produce chlohydric acid in the laboratory and in industry.

Identification of chloride ion.

- Ss understand : besides owning all general chemical properties of acid, hydrochloric acid exhibits reductive property because in HCl molecule, chlorine element has the lowest oxidation number of 1.

2. Skills - Ss obsever experiments to identify chloride ion.

3. Attitude Ss have a good attitude about problem protecting the environment.

II. Method Talking, using experiment movies.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Read the lesson before starting.

IV. Procedure 1. Class organization Class 10A3 2. Checking the previous lesson

attending

Student absent

3. New lesson Contents II. Chlohydric acid 3. Synthesis a) In the laboratory reaction of NaCl(s) + H2SO4 concentrated ( sulfate method)

Teacher's activities/Students’ activities Activity 1: Ss read the textbook and give the method to synthesize cllohydric acid in the lab. And write the chemical equations.

4 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

o

o

250 C NaHSO + NaCl (s) + H2SO4cc t< → 4 HCl ↑ o

T notes Ss about the condition of reaction.

o

400 C Na SO + 2NaCl (s) + H2SO4cc t> → 2 4 2HCl ↑ Hydrogen chloride dissolved in water to form hydrochloric acid. b) Manufacture of hydrochloric acid in industry (Integrated method) H2 + Cl2 HCl (Sulfate method) (Chlorination process of organic compounds CH4 + Cl2 CH3Cl + HCl

III. CHLORIDE SALT AND IDENTIFICATION OF CHLORIDE ION 1. Some chloride salts * Solubility: Most chloride salts dissolve in water, except some insoluble salts such as AgCl and slightly soluble salts such as CuCl, PbCl2. *Application: - NaCl: is the most important salt. + Used as table salt, food preservation. + Is an essential material in chemical industry to synthesize NaOH, Cl2,H2,Javel water, HCl acid,...

- KCl: used as fertilizer - ZnCl2: used to prevent...from rooting - AlCl3: used as a catalyst in organic synthesis - BaCl2: used forpets control in agriculture 2. How to identify chloride ion AgNO3 solution is the reagent to identify chloride ion.

NaCl + AgNO3→ AgCl↓(white) + NaNO3 HCl + AgNO3→ AgCl↓(white) + HNO3 4. Consolidation: T give questions

Ss read the textbook and give the method to produce hydrochloric acid in industry.

T guides students to analyze Figure 5.7 in the textbook and asks Ss to write the chemical equation for inllustrating.

T provides more information about manufacture of hydrochloric acid in industry: sulfate method and a large amount of HCl is obtained in industry from the chlorination process of organic compounds (mainly hydrocarbon).

Activity 2:

T: introduces to Ss about the ability to dissolve and the application of some chloride salts.

T carry out the experiment to identify chloride ion in hydrochloric acid and sodium chloride solution. And conclude about the identification of chloride ion.

- Give the examples to prove that HCl acid owns all chemical properties of acid and it has reductive property.

- Outlined how to identify chloride ion .

5. Homework: Ss do the exercises from 1 to 7, on page 106 of the textbook.

5 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Duyệt giáo án

Ngày…..tháng…..năm 2018

Vũ thị Minh Thúy Date of preparing: 30/01/2018

Teaching date: 10/02/2018

Period 42 – Lesson 24 AN OVERVIEW OF CHLRORINE COMPOUNDS CONTAINING OXYGEN I. OBJECTIVES 1. Knowledge - Ss know: The method to produce chlohydric acid in the laboratory and in industry.

Identification of chloride ion.

- Ss understand : besides owning all general chemical properties of acid, hydrochloric acid exhibits reductive property because in HCl molecule, chlorine element has the lowest oxidation number of1.

2. Skills- Ss obsever experiments to identify chloride ion.

3. Attitude Ss have a good attitude about problem protecting the environment.

II. Method Talking, using experiment movies.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Read the lesson before starting.

IV. Procedure 1. Class organization Class

attending

Student absent

2. Checking the previous lesson 3. New lesson Contents I. JAVEL WATER Javel water is a solution of mixture of NaCl and

Teacher's activities/Students’ activities Activity 1: T: I think many people among us have used

6 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

NaClO ( sodium hypochloride).

1. Application Javel water has bleaching and antiseptic properties. It is used to bleach cotton, fiber, paper and to disinfect cages, toilets.

2. Properties NaClO is a salt of weak acid (weaker than carbonic acid). Hence, it reacts gradually with CO2 in the air to form unstable hypochlorous acid HClO. NaClO + CO2 + H2O → NaHCO3 + HClO Both NaClO and HClO in the solution have very strong oxidative property.

3. Synthesis - In the laboratory, let chlorine gas react with dilute NaOH solution at ambient temperatures.

- In industry, Javel water is produced by electrolysis of NaCl solution (concentration from 15 to 20%) in the electrolysis barrel without diaphragm.

II. CHLORIDE OF LIME 1.Molecular structure and properties - Molecular structure is CaOCl2 - chloride of lime is a mixed salt.

- Chloride of lime is a white, porous powder.

- Chemical properties: + Is the salt of weak acid. + Has strong oxidative property just like Javel water.

2. Applications - It is used to bleach cotton, fiber, paper.

It is used to disinfect landfills, sewers, cages,…

- A large amount of chloride of lime is used in oil refining.

- Used to treat toxic substances and protect the environment.

3. Synthesis Cl2 + Ca(OH)2→ CaOCl2 + H2O

javel water so who can give me some applications of this solution?

Ss give some applications of javel water T adds: NaClO salt is a very strong oxidizing agent so javel water has bleaching and antiseptic properties.

Activity 2: T: guides Ss to comment about the properties of Javel water

Activity 3: Ss: read the textbook and give the method to synthesis Javel water and write the chemical equations to illustrate.

Activity 4: T introduces to Ss about molecular structure and properties of chloride of lime.

Activity 5: Ss read the textbook and give the method to synthesize CaOCl2 4. Consolidation: T summaries whole knowledge and asks Ss to do the exercises1, 4 on page 108 in the textbook.

5. Homework: - Do the exercises 2,3, and 5 on page 108 in the textbook.

- read the lesson 25 to prepare for the following lesson.

Duyệt giáo án

Ngày…..tháng…..năm 2018 7

T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Vũ thị Minh Thúy Date of preparing: 08/03/2018

Teaching date: 17/03/2018

Period 44 – Lesson 25 FLUORINE – BROMINE – IODINE (PERIOD 2) I. OBJECTIVES 1. Knowledge - Ss understand : The basic chemical property of fluorine, bromine, iodine is the oxidizing property, fluorine has the strongest oxidizing properties; the reason for decreasing gradually the oxidative property from fluorine to iodine.

2. Skills - Ss do qualitative exercises and Quantitative exercises about fluorine, bromine and iodine.

3. Attitude Ss have positive attitude and proactive when doing exercises about fluorine, bromine and iodine.

II. Method Talking, problem solving.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Review the previous lesson by themselves before starting.

IV. Procedure 1. Class organization Class attending 10A3 2. Checking the previous lesson

Student absent

Write the chemical equations to finish the following series ( write the condition of the reactions clearly).

NaCl 8 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

(1) ( 2) (3) ( 4) MnO2  → Cl2  → CaOCl2  → CaCl2  → CaCO3

(6) Br2  → AgBr

3. New lesson Contents

Teacher's activities/Students’ activities

I.SUMMARING THE KNOWLEDGE - Physical properties and natural occurrence - Chemical properties II. EXERCISES Exercises on page 113

Activity 1: T gives the questions to help Ss summary whole knowledge about fluorine, bromine and iodine.

Activity 2: T asks and guides Ss to do the exercises in the textbook.

Hydrofluoric acid is a weak acid but exhibits a special property of corroding glass devices.

Chemical equation: HBr + NaOH → NaBr + H2O nHBr= 1/81 <nNaOH = 1/40 deduce, the obtained solution turns litmus blue.

Have strong oxidative property, and decrease gradually from fluorine to iodine.

2F2 + 2H2O 4HF + O2

1. D 2. B

3. F2, Cl2, Br2, I2 4. Halogen reacts with water

0

Cl 2 + H 2 O 0

Br2 + H 2 O

−1

H Cl −1

+

+1

H Cl O +1

H Br + H Br O

Iodine hardly reacts with water.

5. a. Using chlorine gas and starch 6. Starch changes from white to blue.

Cl2 + 2KI → KCl + 2I2 Iodine obtaining reacts with starch to form a blue compound.

4. Consolidation: T summaries whole knowledge about halogen group.

5. Homework: - Review the previous lessons by themselves and read the lesson 26 before starting.

Duyệt giáo án

Ngày…..tháng…..năm 2018

9 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Vũ thị Minh Thúy Date of preparing: 15/03/2018 Period 46 – Lesson 26

Teaching date: 24/03/2018

REVIEW: HALOGEN GROUP (period 2)

I. OBJECTIVES 1. Knowledge - Ss understand : The basic chemical property of fluorine, bromine, iodine is the oxidizing property, fluorine has the strongest oxidizing properties; the reason for decreasing gradually the oxidative property from fluorine to iodine.

2. Skills - Ss do qualitative exercises and Quantitative exercises about fluorine, bromine and iodine.

3. Attitude Ss have positive attitude and proactive when doing exercises about fluorine, bromine and iodine.

II. Method Talking, problem solving.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Review the previous lesson by themselves before starting.

IV. Procedure 1. Class organization Class

attending

Student absent

2. Checking the previous lesson T continues to help SS review without checking the previous lesson.

3. New lesson Contents II. EXERCISES E 1. C E 2. A E 3. B E 4. A E5

Teacher's activities/Students’ activities Activity 1: T devides Ss to 4 groups ang give the exercises for every group.

Ss have prepared exercises on pages 118, 119 for reviewing.

10

T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

a) 1s22s22p63s23p63d104s24p5 b) Br: Bromine, Br – Br c) Basic chemical property: Strong oxidative property d) Bromine has oxidative property which is stronger than iodine and is weaker than chlorine.

E6 2KMnO4 + 16HCl 2KCl+ 2MnCl2 + 5Cl2 + 8H2O MnO2 + 4HCl MnCl2 + Cl2 + 2H2O 2K2Cr2O7 + 14HCl 2KCl+ 2CrCl3 + 3Cl2 + 7H2O E7 MnO2 + 4HCl MnCl2 + Cl2 + 2H2O Cl2 + 2NaI → 2NaCl + I2 E8 Chlorine has stronger oxidative property than bromine and iodine.

E9 Because flourine can oxidize water easily.

E10 The result is: C% = 1,86% E11 a) mAgCl = 14,35g b) CM (NaNO3)=CM (AgNO3 dư)= 0,2 (mol/l) E12 MnO2 + 4HCl MnCl2 + Cl2 + 2H2O Cl2 + 2NaOH NaCl + NaClO + H2O E13 Cl2 + 2NaOH NaCl + NaClO + H2O

Ss do: nHCl = 4nCl2 = 4nI2 = 4*12,7/254= 0,2 mol => mHCl= 36,5*0,2 = 7,3 g.

Ss give the reactions to prove: Cl2 + 2NaI → 2NaCl + I2 Cl2 + 2NaBr → 2NaCl + Br2

Ss give the solution: CM (NaOH)= 0,8 (mol/l) CM (NaCl)= 1,6 (mol/l) Oxygen gas with chlorine gas impurityare passed through an alkaline solution, only chlorine reacts with alkaline solution generating soluble salts in solution .

Escaping gas is pure oxygen.

4. Consolidation: T summaries whole knowledge about halogen group.

5. Homework: - Review the previous lessons by themselves and read the lesson 26 before starting.

Duyệt giáo án

Ngày…..tháng…..năm 2018

11 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Vũ thị Minh Thúy Date of preparing: 22/03/2018

Teaching date: 28/03/2018

Period 49 – Lesson 29 OXYGEN – OZONE (period 1) I. OBJECTIVES 1. Knowledge - Ss know the position, structure, physical properties and applications of oxygen - Ss understand : the chemical properties of oxygen 2. Skills: Writing reaction equation 3. Attitude: Ss have positive attitude and proactiveto plant trees II. Method Talking, problem solving.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Review the previous lesson by themselves before starting.

IV. Procedure 1. Class organization Class

attending

Student absent

10A2 2. Checking the previous lesson 3. New lesson Contents A. OXYGEN I. POSITION AND STRUCTURE Oxygen has the atomic number of 8, belongs to group VIA, period 2 of the Periodic table of chemical elements.

- The electron configuration : 1s22s22p4 - The structural formula: O=O II. PHYSICAL PROPERTIES - Oxygen gas is colorless, odourless, tasteless gas which is quite heavier than air (

Teacher's activities/Students’ activities

Ss gives the position and structure of oxygen

Basing on previous knowledge and reading the textbook, Ss give the physical properties of oxygen.

12

T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

d

O2

= KK

32 = 1. 1 ) 29

- Under the atmospheric pressure, oxygen liquefies at -183oC - Oxygen gas dissolves weakly in water T suggests Ss giving the chemical properties III. CHEMICAL PROPERTIES Oxygen is a reactive non – mental, and it has of oxygen and writing the reaction equation strong oxidative property to illustrate.

1.Reacting with metals 0

0

+2 −2

0

t 2 Mg + O2 → 2 Mg O 0

0

0

0

+3

0

−2

t 4 Al + 3 O2  → 2 Al2 O3

+ t0

8 3

−2

3 Fe+ 2 O2  → Fe3 O4

2. Reacting with non – metals 0

0

+4 −2

0

t C + O2 → C O2 0

0

+4 −2

0

t S + O2 → S O2 0

0

+5 −2

0

t 4 P + 5 O2 → 2 P2 O 5

3. Reacting with compounds - CO burns in the air +2

0

0

+4

t 2 C O + O2 → 2 C O2

- Ethanol burns in the air −2

0

0

+4 −2

−2

t C 2 H 5 OH + 3 O 2 → 2 C O 2 + 3H 2 O

Ss give the applications of oxygen.

IV. APPLICATIONS - Oxygen plays an important role in human and animals’ life.

- Annually, countries in all over the wall produce tens of million tonnes of oxygen to meet industrial demands.

4. Consolidation: T summaries whole knowledge about oxygen.

5. Homework: - Review the previous lessons by themselves and read the lesson 30 before starting.

Duyệt giáo án

Ngày…..tháng…..năm 2017

13 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Vũ thị Minh Thúy Date of preparing: 04/04/2018

Teaching date: 04/04/2018

Period 51 – Lesson 30

SULFUR I. OBJECTIVES 1. Knowledge - Ss know the position, structure, physical properties and applications of SULFUR - Ss understand : the chemical properties of SULFUR 2. Skills: Writing reaction equation 3. Attitude: Ss have positive attitude and proactive when doing exercises of sulfur.

II. Method Talking, problem solving.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Review the previous lesson by themselves before starting.

IV. Procedure 1. Class organization Class 10A3 2. Checking the previous lesson

attending

Student absent

Checking the homework 3. New lesson

Contents I. POSITION AND ATOMIC ELECTRON CONFIGURATION - Position: Sulfur atomic has the atomic number of 16. It belongs to groupVIA, period 3 of the Periodic Table of chemical elements.

- Atomic electron configuration: 1s22s22p63s23p4 II. PHYSICAL PROPERTIES Sulfur has two allotropes: Rhombic sulfur (Sα)

Teacher's activities/Students’ activities

Ss give the position of sulfur

T gives information

14 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

and monoclinic sulfur (Sβ) - Two allotropes are different in crystal structure and some physical properties, but they have the same chemical properties.

III. CHEMICAL PROPERTIES When sulfur element participate in reactions, its oxidation number can decrease or increase.

Thus, we say that sulfur exhibits oxidative and reductive properties 1. Sulfur reacts with metals and hydrogen 0

0

+3

0

−2

t 2 Al + 3 S → Al 2 S 3 (aluminium sulfide) 0

0

+2 −2

o

T suggests Ss giving chemical properties of sulfur

Ss write chemical equations and comment about the role of sulfur in that reactions

t Fe+ S  → Fe S (ion II sulfide) 0

+2 −2

0

Hg + S → Hg O (at ambient temperature) 0

0

0

+1 −2

t H 2 + S → H2 S In these reactions, S exhibits oxidative property.

2. sulfur reacts with non – metals S reacts with some non – metals at suitable temperature 0

0

+4 −2

o

t S + O2  → S O2 0

0

o

+6 −1

t S + 3 F2  → S F6 In thesereactions, S exhibits reductive property.

Ss read the textbook and give information IV. APPLICATIONS OF SULFUR Sulfur has a large number of important applications in many industries T gives give information V. NATURAL OCCURRENCE AND SULFUR PRODUCTION - In nature, sulfur occurs mostly in the element form, forming large mines in the Earth’s crust.

- sulfur also occurs in the form of compounds such as sulfate salts and sulfide salts. * To exploit sulfur from a sulfur mine, special equipment is used 4. Consolidation: T summaries whole knowledge about halogen group.

5. Homework: - Review the previous lessons by themselves and read the lesson 26 before starting.

Duyệt giáo án

Ngày…..tháng…..năm 2018

15 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Vũ thị Minh Thúy Date of preparing: 04/04/2018

Teaching date: 11/04/2018

Period 53 – Lesson 32 HYDROGEN SULFIDE. SULFUR DIOXIDE. SULFUR TRIOXIDE (p1) I. OBJECTIVES 1. Knowledge- Ss know the physical properties and applications of HYDROGEN SULFIDE, SULFUR DIOXIDE. - Ss understand : the chemical properties of HYDROGEN SULFIDE, SULFUR DIOXIDE. 2. Skills: Writing reaction equation 3. Attitude: Ss have positive attitude and proactive to protect environment

II. MethodTalking, problem solving.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Review the previous lesson by themselves before starting.

IV. Procedure 1. Class organization Class attending 10A3 2. Checking the previous lesson: Check the homework

Student absent

3. New lesson

Contents A. HYDROGEN SULFIDE I. PHYSICAL PROPERTIES - Hydrogen sulfide is a colorless gas with the smell of a rotten egg and is very poisonous.

- H2S gas is a little heavier than the air and dissolves slightly in water.

III. CHEMICAL PROPERTIES 1. Weak acidic properties Hydrogen sulfide dissolves in water to form very weak acid solution called hydrosulfuric acid H2S + NaOH NaHS + H2O H2S + 2NaOH Na2S + 2H2O

Teacher's activities/Students’ activities

Ss read the textbook and give the physical properties

Write chemical equation to illustrate

16 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

2. Strong reductive property Hydrogen sulfide is said to have strong reductive property * −2

0

0

0

t 2 H 2 S + O2 → 2 S + 2H 2O −2

0

0

+4

t 2 H 2 S + 3 O2 → 2 S O2 + 2 H 2 O * Note: when H2S solution contacts oxygen in the air, it gradually becomes yellow cloudy.

Ss read the textbook V. NATURAL OCCURRENCE AND SYNTHESIS - In nature, hydrogen sulfide occurs in stream water and in volcanic gas and releases from dead bodies of humans and animals…

- In industry, hydrogen sulfide gas is not produced. In the laboratory, it is synthesized in the chemical reaction of hydrochloric acid with iron (II) sulfide FeS + 2HCl FeCl2 + H2S Ss read the textbook B. SULFIDE DIOXIDE I. PHYSICAL PROPERTIES - Sulfur dioxide is a colorless, pungent, is heavier than air.

- It dissolves strongly in water - Sulfur dioxide is a toxic gas.

4. Consolidation: T summaries whole knowledge about halogen group.

5. Homework: - Review the previous lessons by themselves and read the new lesson before starting.

Duyệt giáo án

Ngày…..tháng…..năm 2018

17 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Vũ thị Minh Thúy Date of preparing: 10/04/2018 Period 55 – Lesson 33

Teaching date: 18/04/2018

SULFURIC ACID. SULFATE SALT

I. OBJECTIVES 1.Knowledge -Give some important physical properties of sulfuric acid such as state, color, density, solubility, etc.

- Understand chemical properties of dilute and concentrated sulfuric acid, especially reaction with basic oxides, bases, salts, metals and non-metals.

- Know role of sulfuric acid in the national economy.

- Remember method to produce sulfuric acid in industry.

2.Skills -Writechemicalequations to illustratethechemicalpropertiesof sulfuric acid.

-Solvethe exercises whichconcernthepropertiesandproductionof sulfuric acid.

- Observe phenomena of the experiment relative to chemical properties.

-ImprovespokenEnglishinchemistry.

-Improvestudents’teamworkskills.

-Improvestudents’learningautonomy.

3.Attitude -Havepositiveattitudestoself–improvementofknowledgeinsulfuric acid.

-Raisestudents’interestinchemistry.

- Enrich knowledgeinindustrialapplicationofthematerialsinhumanlife.

II. MethodTalking, problem solving.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Review the previous lesson by themselves before starting.

IV. Procedure 1. Class organization Class attending 10A3 2. Checking the previous lesson Checking the homework

Student absent

3. New lesson Teaching processis designed into activities,showing pedagogical processof the elected active teaching methods

Teacheractivity/ Student activity

Content

Activity 1: Physical properties

18 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

I. Physical properties - Teacher: Asks students to observe the bottle - Sulfuric acid (H2SO4) is a viscous, colorless, nonof concentrated sulfuric acid and to remark volatile liquid. the physical properties of it.

- It is 2 times heavier than water (98% H2SO4 has D = 1,84 g/cm3).

- Q: How can concentrated sulfuric acid be diluted?

- To dilute concentrated H2SO4 acid, acid must be - Teacher: Gives some extra information: poured into water graduallyand stirred gently with a H2SO4 dissolves in water infinitely and glass rod. This cannot be done in opposite way. releases a lot of heat. If we pour water into H2SO4, water boils suddenly and acid drops spout out dangerously.

Figure 6.6. The diluting method of concentrated H2SO4 Activity 2: Chemical properties - Q1: What do you know about the chemical II. Chemical properties * Remark: properties of H2SO4?

- Sulfuric acid is a strong acid (have learned in chapter - Ans 1: It is a strong acid.

I Chemistry 9th grade).

- Q2: What are the common oxidation states of sulfur in nature?

- Concentrated sulfuric acid is a strong oxidant.

- Ans 2: There are five oxidation states of sulfur such as -2, 0, +2, +4, +6.

- Q3: What is the oxidation state of sulfur in H2SO4 acid?

- Ans 3: +6.

- Q4: According to that oxidation state, which chemical property does concentrated sulfuric acid have?

- Ans: Oxidative property.

- Teacher: Asks students to list some general properties of dilute sulfuric acid.

- Q: Answer some exercises for reactions of dilute sulfuric acid and metals, basic oxides, 1. Properties of dilute sulfuric acid bases and salts.

Dilute sulfuric acid has general properties of acid, these - Teacher: + Prepares and shows some are: experiments of concentrated sulfuric acid

19 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

- Changes litmus color into red.

reacts with copper, sulfur and sucrose. + Students: Finish the following table

- Reacts with reactive metals, liberating hydrogen gas.

Reaction H2SO4 + Cu â&#x2020;&#x2019; H2SO4 + sucrose â&#x2020;&#x2019;

- Reacts with basic oxides and bases.

Observations

- Reacts with many salts.

* Notice: Metals, which are weak reductive agents - Teacher: Besides strong acidic property, (located after hydrogen in the reactive metals series), concentrated sulfuric acid has typical do not react with dilute sulfuric acid. chemical properties as follows: 2) Properties of concentrated sulfuric acid + Strong oxidative property.

- Strong oxidative property: + Hydrophillic property.

Hot concentrated, sulfuric acid has very strong -Teacher: Concludes reactions of oxidative property, it can oxidize most of metals concentrated sulfuric acid and other (except Au, Pt), many non-metals (C, S, P, â&#x20AC;Ś) and substances. many compounds: Reaction Observations 2H 2SO 4conc. + Cu â&#x2020;&#x2019; CuSO 4 + SO 2 + 2H 2 O H2SO4 + Cu â&#x2020;&#x2019; CuSO4 Copper is + SO2+ H2O dissolved.

2H 2SO 4conc. + S â&#x2020;&#x2019; 3SO 2 + 2H 2 O - A colorless gas is released.

- Hydrophillic property: - The color of the flower disappears. Concentrated sulfuric acid absorbs water intensively. It - The color of the also absorbs water from glucide compounds. For obtained solution example, when dropping concentrated H2SO4 into is blue. sucrose (figure 6.7) : .

Black carbon is C12H22O11

12C

pushed out of the C H O

12C + 11H2O 12 22 11 + 11H2O 2H2SO4conc. + C â&#x2020;&#x2019; cup.

- The reaction is Then, a part of carbon is oxidized by concentrated CO2 + 2SO2 + 2H2O H2SO4 to liberate CO2 and SO2 gas which cause the strong effervesce and push carbon out of the cup. exothermal.

C + 2H2SO4 conc.â&#x2020;&#x2019; CO2 + 2SO2 + 2H2O + Notice: Glucide (or carbohydrates) is the common name of substances such as - Warning: Contacting skin with concentrated H2SO4 glucose, sucrose, starch and cellulose with the will cause serious burn, hence care must be taken when general formula of Cn(H2O)m. (see chapter 5, using sulfuric acid.

Chemistry 9).

Activity 3: Applications - Teacher: asks students to state some III. Applications applications of sulfuric acid.

- Sulfuric acid takes the first place for its application in

20 T: Nguyáť&#x2026;n Tháť&#x2039; Thu Háşąng â&#x20AC;&#x201C; BĂŹnh XuyĂŞn high school

- Teacher: Provides the extra information: many production industries.

Every year, countries all over the world produce approximately 160 million tons of - Sulfuric acid is used to produce fertilizers, pesticides, detergents, chemical fiber, plastics, paints, dyes, H2SO4. medicine, oil refining, etc.

Activity 4: Production of sulfuric acid - Teacher: asks students to read the textbook and discuss together to answer two following questions: Q1: Which method is used to produce sulfuric acid in industry?

Q2: What is oleum?

- Students: Find more information in textbook and answer the questions.

IV. Production Sulfuric acid is produced in industry by contacting method. This method has 3 main steps: a) Produce sulfur dioxide (SO2) - Burn sulfur:

S + O2 SO2

- Or burn iron pyrites ore FeS2:

- Teacher: Presents a video of production of sulfuric acid.

4FeS2 + 11O2 2Fe2O3 + 8SO2 b) Produce sulfur trioxide (SO3) SO2is oxidized by oxygen gas or an excess amount of air at 450 â&#x20AC;&#x201C; 500oC, with vanadium (V) oxide V2O5 as a ,

catalyst:

2SO2 + O2"#########$2SO3

c) Absorb SO3 by H2SO4 H2SO4 98% is used to absorb SO3, then oleum H2SO4.nSO3 is obtained: H2SO4 + nSO3â&#x2020;&#x2019; H2SO4.nSO3 The use an excess amount of water to dilute oleum, concentrated H2SO4 is obtained: H2SO4.nSO3 + nH2O â&#x2020;&#x2019; (n+1) H2SO4

4. Homework 1. A compound has the mass composition of 35.96% of S; 62.92% of O and 1.12% of H. The chemical formula of this compound is A. H2SO3 B. H2S2O7 C. H2SO4 D. H2S2O8.

Choose the right answer.

Do the exercises 2-6 2. The oxidation state of sulfur in a type of oleum compound, H2S2O7, is A. +2

B. +4

C. +6

D. +8

Choose the right answer.

21 T: Nguyáť&#x2026;n Tháť&#x2039; Thu Háşąng â&#x20AC;&#x201C; BĂŹnh XuyĂŞn high school

3. There are 4 bottles, each bottle contains one colorless solution: NaCl, HCl, Na2SO4, Ba(NO3)2.

Distinguish the solution in each bottle using chemical method. Write chemical equations of occurring reactions, if any.

4. a) Concentrated sulfuric acid is used to dry moist gases, give one example. There are moist gases which cannot be dried by concentrated sulfuric acid, give one example. Why? b) Concentrated sulfuric acid can convert many organic compounds into charcoal (called carbonization). Give examples about the carbonization of glucose and sucrose. c) What are the differences between drying and carbonization?

5. a) In which cases does sulfuric acid have the general chemical properties of an acid? What are these properties? Give chemical equations as illustrative examples. b) In which cases does sulfuric acid have specific chemical properties? What are these properties?

Give chemical equations as illustrative examples.

6. Given 100 ml of 98% H2SO4solution, with the density of 1.84 g/cm3. The H2SO4 solution above is diluted to H2SO4 20% solution. a) Calculate the volume of needed water for dilution. b) How does dilution must be carried out?

Duyệt giáo án

Ngày…..tháng…..năm 2018

Vũ thị Minh Thúy

22 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Date of preparing: 10/04/2018 Period 57 – Lesson 34

Teaching date: 02/05/2018 REVIEW: OXYGEN AND SULFUR (p1) - tiết 29

I. OBJECTIVES 1. Knowledge: Consolidate knowledge about oxygen and sulfur - The physical properties, chemical properties, synthesis and applications.

2. Skills: Writing reaction equation 3. Attitude: Ss have positive attitude and proactive to protect environment II. MethodTalking, problem solving.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Review the previous lesson by themselves before starting.

IV. Procedure 1. Class organization Class attending 10A3 2. Checking the previous lesson Checking the homework

Student absent

3. New lesson Contents A. KNOWLEDGE TO MASTER I. STRUCTURE AND PROPERTIES OF OXYGEN AND SULFUR 1. Electron configuration of atoms - Oxygen atom: 1s22s22p4 - Sulfur atom: 1s22s22p63s23p4 2. Electronegativity - The electronegativity of oxygen is 3.44 - The electronegativity of sulfur is 2.58 3. Chemical properties - Oxygen and sulfur are non – metals with strong oxidative property, with oxygen having stronger oxidative property than sulfur.

- Besides, sulfur exhibits reductive property when reacting with elements with higher electronegativitysuch as oxygen, fluorine.

II.PROPERTIES OF SULFUR COMPOUNDS

Teacher's activities/Students’ activities

Ss remind previous knowledge.

23 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

1. Hydrogen sulfide - Hydrogen sulfide solution in water has weak acidic property.

- Hydrogen sulfide has strong reductive property 2. Sulfur dioxide - SO2 is an acidic oxide.

- SO2 exhibits oxidative and reductive property.

3. Sulfur trioxide and sulfuric acid - SO3 is an acidic oxide.

- Dilute H2SO4 solution has general properties of acids.

- Concentrated H2SO4 has specific chemical properties: Very strong oxidative property and hydrophilic property.

T suggest Ss repeating previous knowledge.

4. Consolidation: T summaries whole knowledge about oxygen and sulfur.

5. Homework: - Do whole exercises in the textbook.

Duyệt giáo án

Ngày…..tháng…..năm 2018

Vũ thị Minh Thúy

24 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Date of preparing: 04/05/2018

Teaching date: 09/05/2018

Period 58 – Lesson 34 REVIEW: OXYGEN AND SULFUR (p2)

tiết 30

I. OBJECTIVES 1. Knowledge: Consolidate knowledge about oxygen and sulfur.

- Ss know the physical properties, chemical properties, synthesis and applications.

2. Skills: Writing reaction equation, do the exercises about oxygen and sulfur.

3. Attitude: Ss have positive attitude and proactive to protect environment II. MethodTalking, problem solving.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Review the previous lesson by themselves before starting.

IV. Procedure 1. Class organization Class attending 10A2 2. Checking the previous lesson: Check the homework

Student absent

3. New lesson Contents B. EXERCISES E1. D E2. 1C; 2B. E3.

H2S only exhibits reductive property.

Sulfuric acid only exhibits oxidative property.

E4.

E5.

E6. Ba(OH)2 E7. a. H2S and SO2.

Teacher's activities/Students’ activities Ss do exercises on page 146, 147.

The chemical equation H2SO4 + 8HI → 4I2 + H2S + 4H2O 3H2SO4 + H2S 4SO2 + 4H2O H2SO4 + 8HI → 4I2 + H2S + 4H2O Fe + S → FeS FeS + 2HCl → FeCl2 + H2S↑ Fe + H2SO4→ FeSO4 + H2↑ H2 + S→ H2S Ca(OH)2 to identify SO2 Pb(NO3)2 to identify H2S H2SO3 → BaSO3↓ + HCl → SO2↑ H2SO4 → BaSO4↓

25 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Can not coexist Can coexist.

Can not coexist.

b. O2 and Cl2. c. HI and Cl2.

4. Consolidation: T summaries whole knowledge about oxygen and sulfur.

5. Homework: - Review the previous lessons by themselves and read the new lesson before starting.

Duyệt giáo án

Ngày…..tháng…..năm 2018

26 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Vũ thị Minh Thúy Date of preparing: 05/05/2018

Teaching date: /05/2018

Period 59 – Lesson 35 PRACTICAL TASK 5: PROPERTIES OF SULFUR COMPOUNDS – tiết 31 I. OBJECTIVES 1. Knowledge: Consolidate knowledge about sulfur compounds: Hydrogen sulfide, sulfur dioxide, sulfuric acid.

2. Skills: Practice skill of doing experiments 3. Attitude: Ss have positive attitude and proactive to protect environment II. MethodTalking, problem solving, doing experiments.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Reading the lesson carefullyby themselves before starting.

IV. Procedure 1. Class organization Class attending 10A3 2. Checking the previous lesson: Check the homework

Student absent

3. New lesson Contents I. EXPERIMENTAL PROCEDUCE 1. Synthesizing and proving the reductive of hydrogen sulfide FeS + HCl → FeCl2 + H2S↑ H2S + O2 → SO2 + H2O 2. The reductive property of sulfur dioxde SO2 + Br2 + 2H2O → 2HBr + H2SO4 3. The oxidative property of sulfur dioxide 2H2S + SO2 → 3S + 2H2O 4. The oxidative property of sulfuric acid

Teacher's activities/Students’ activities Activity 1: T guides SS to set up the equipment for H2S synthesis from FeS and HCl solution according to figure 6.8.

Ss observe the phenomenon, write the chemical equations and determine the roles of the reactants.

Activity 2: T guides SS to do the experiment.

Ss observe the phenomenon, write the chemical equations and determine the roles of the reactants.

Activity 3: T guides SS to do the experiment.

Ss observe the phenomenon, write the chemical equations and determine the roles of the

27 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Cu + H2SO4 → CuSO4 + SO2 + H2O

reactants.

Activity 4: T guides SS to do the experiment.

Ss observe the phenomenon, write the chemical equations and determine the roles of the reactants.

II. WRITE THE REPORT

Activity 5: T asks students to clean up the lab and guides Ss to write the report.

4. Consolidation: T sums up the properties of thesulfur compounds.

5. Homework: That’s all for today. Please, don’t forget to do the homework and read the new lesson before starting.

Duyệt giáo án

Ngày…..tháng…..năm 2018

Vũ thị Minh Thúy

28 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Date of preparing: 06/05/2018

Teaching date: /05/2018

Period 61 – Lesson 36 RATE OF CHEMICAL REACTION (p1)

- tiết 32

I. OBJECTIVES 1. Knowledge: - Ss know the definition of the rate of chemical reaction.

2. Skills: Explain about the influence of factors to rate of chemical reactions.

3. Attitude: Ss have positive attitude and proactive to protect environment II. MethodTalking, problem solving.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Review the previous lesson by themselves before starting.

IV. Procedure 1. Class organization Class attending 10A3 2. Checking the previous lesson: Check the homework

Student absent

3. New lesson Contents I. CONCEPT OF THE RATE OF CHEMICAL REACTION 1. Experiment E1: BaCl2+H2SO4 BaSO4 +2HCl (1) E2:Na2S2O3+H2SO4 S +SO2+H2O+ Na2SO4 (2) 2. Remarks The rate of a chemical is the change in concentration of a reactant or a product per unit of time.

II. FACTORS INFLUENCING THE RATE OF CHEMICAL REACTIONS 1. The influence of concentration * Experiment: - Beaker 1: 5ml dd Na2S2O3

Teacher's activities/Students’ activities

Ss describe the phenomenon (1) We see the appearance of white BaSO4 precipitate immediately.

(2) We see the appearance of the milky color of sulfur after a white.

T sugguest Ss comment: The reaction 1 occurs faster than reaction 2.

T guide Ss to research the example in the textbook.

Ss describe how to conduct the experiment, give the remark and the conclusion.

29 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

- Beaker 2: 2.5ml dd Na2S2O3 + 2.5ml H2O * Remark The reaction 1 occurs faster than reaction 2. *Conclusion As the concentration of a reactant increases, the rate of chemical reaction increases accordingly.

2. The influence of pressure * Remark Pressure affects to the rate of chemical reaction of gaseous compounds.

As the pressure increases, the concentration of gaseous compounds increases accordingly, so the rate of chemical reaction increases.

T sugguest Ss to comment about the influence of pressure to the rate of chemical reaction.

4. Consolidation: T repeat the content of the lesson.

5. Homework: That’s all for today. Please, don’t forget to do the homework and read the new lesson before starting.

Duyệt giáo án

Ngày…..tháng…..năm 2018

Vũ thị Minh Thúy

30 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Date of preparing: 06/05/2018

Teaching date: /05/2018

Period 63 – Lesson 37 PRACTICAL TASK 6: THE RATE OF CHEMICAL REACTION – tiết 33 I. OBJECTIVES 1. Knowledge: - Ss know the definition of the rate of chemical reaction.

2. Skills: Explain about the influence of factors to rate of chemical reactions.

3. Attitude: Ss have positive attitude and proactive to protect environment II. MethodTalking, problem solving.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Review the previous lesson by themselves before starting.

IV. Procedure 1. Class organization Class attending 10A2 2. Checking the previous lesson: Check the homework

Student absent

3. New lesson Contents I. EXPERIMENTAL PROCEDURES 1. The influence of concentration on the rate of the chemical reactions The chemical equation: Zn + 2HCl → ZnCl2 + H2↑

2.The influence of temperature on the rate of the chemical reactions The chemical equation: Zn + H2SO4→ ZnSO4 + H2↑

Teacher's activities/Students’ activities A 1: T gives Prepare two test tubes: - The first tubecontains 3 ml of HCl solution with the concentration of approximately 18%.

- The second tube contains 3 ml of HCl solution with the concentration of approximately 6%.

Add onegranule of zinc with the same size to each tube simultaneously.

Ss observethe phenomenon occurring in two test tubes andgive a conclusion.

A2: T guides Ss: Prepare two test tubes: each tube contains 3 ml of H2SO4 solution with concentration of approximately 15%. Heat the solution in one tube to near boiling point.

31 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

3.The influence of surface area on the rate of the chemical reactions The chemical equation: Zn + H2SO4→ ZnSO4 + H2

Add one granule of Zn with the same size to each tube simultaneously.

Ss observethe occurring phenomenon in two test tubes andgive a conclusion.

Write the chemical equations of the occurred reaction.

A3: T guides Ss: Prepare two test tubes: each tube contains 3 ml of H2SO4 solution with concentration of approximately 15%. Then, prepare two Zn samples with the same mass. One sample has a smaller size than the other.

Add two zinc sample containing above H2SO4 to both test tubes simultaneously.

Ss observethe occurring phenomenon in both test tubes and draw a conclusion.

Write the chemical equations of the occurring reactions.

T guides Ss to write the report ask Ss to clean the laboratory.

II. WRITE THE REPORT 4. Consolidation: T repeat the content of the lesson.

5. Homework: That’s all for today. Please, don’t forget to do the homework and read the new lesson before starting.

Duyệt giáo án

Ngày…..tháng…..năm 2018

Vũ thị Minh Thúy

32 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Date of preparing: 06/05/2018

Teaching date: /05/2018

Period 65 – Lesson 38 CHEMICAL EQUILIBRIUM (P2) - tiết 34 I. OBJECTIVES 1. Knowledge: - Ss know the definition of the rate of irreversible reactions, reversible reactions and chemical equilibrium, and the shift of chemical equilibrium.

2. Skills: Explain about the influence of factors to rate of chemical equilibrium.

3. Attitude: Ss have positive attitude and proactive to protect environment II. MethodTalking, problem solving.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Review the previous lesson by themselves before starting.

IV. Procedure 1. Class organization Class attending 10A3 2. Checking the previous lesson: Check the homework

Student absent

3. New lesson Contents I. IRREVERIBLE REACTIONS, REVERIBLE REACTIONS, AND CHEMICAL EQUILIBRIUM 1. Irreversible reactions III. FACTORS AFFECTING CHEMICAL EQUILIBRIUM 1. The influence of concentration Examine the following reaction C(s) + CO2 (g) 2CO(g) Conclusion: When there is an increase or a decrease in the concentration of a subtance in the equilibrium, the equilibrium shifts in the direction toward reducing the impact of the increase or decrease in the concentration of the subtance.

2. The influence of pressure

Teacher's activities/Students’ activities

T guides Ss to comment about the influence of concentration.

33 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Conclusion: T guides Ss to comment about the influence of When there is an increase or a decrease in the pressure. total pressure of the equilibrium system, the equilibrium always shifts in the direction toward reducing the impact of increasing or decreasing the pressure.

3. The influence of temperature - With an increase in the temperature, the T guides Ss to comment about the influence of equilibrium shifts in the direction of the temperature. exothermic reaction, the derection which reduces the impact of increasing temperature.

4. The role of catalysts The catalyst does not change the chemical equilibrium.

IV. THE MEANINGS OF THE RATE OF CHEMICAL REACTION AND CHEMICAL Ss read the textbook and represent.

EQUILIBRIUM IN CHEMICL PRODUCTION 4. Consolidation: T repeat the content of the lesson.

5. Homework: Do the exercises on page 162, 163 and read the lesson 39 before starting.

Duyệt giáo án

Ngày…..tháng…..năm 2018

34 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Vũ thị Minh Thúy Date of preparing: 07/05/2018

Teaching date: /05/2018

Period 67 – Lesson 39 REVIEW: THE RATE OF CHEMICAL REACTION AND CHEMICAL EQUILIBRIUM (p2) - tiết 35 I. OBJECTIVES 1. Knowledge: Consolidate knowledge about THE RATE OF CHEMICAL REACTION AND CHEMICAL EQUILIBRIUM. - Ss know the definition, the factors affecting.

2. Skills: Writing reaction equation, do the exercises about THE RATE OF CHEMICAL REACTION AND CHEMICAL EQUILIBRIUM. 3. Attitude: Ss have positive attitude and proactive to protect environment II. MethodTalking, problem solving.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Review the previous lesson by themselves before starting.

IV. Procedure 1. Class organization Class

attending

Student absent

10A3 2. Checking the previous lesson: Check the homework 3. New lesson Contents A. KNOWLEDGE TO MASTER B. EXERCISES E 1.A E 2. D E 3. There are 5 main methods Concentration, pressure, temperature, surface area, and catalysts.

E 4. The reactions having the higher rate are a) Fe + CuSO4(4M) b) Zn + CuSO4 (2M, 50oC) c) Zn (powder) + CuSO4(2M) d) 2H2 + O2→ 2H2O ( normal temperature,

Teacher's activities/Students’ activities T asks Ss to the exercises 1,2,3.

Ss do the exersises 4,5,6,7 on the board.

35 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

catalyst) E 6. The equilibrium does not shift. a) the right. b) The equilibrium does not shift. c) The equilibrium does not shift. d) the right. e) the right.

E 7. a) The equilibrium will shift to the left. b) The equilibrium does not shift. c) The equilibrium will shift to the right. d) The equilibrium does not shift. e) The equilibrium will shift to the left.

4. Consolidation: T repeat the factors affecting rate of chemical reaction and chemical equilibrium..

5. Homework: prepare for the review lesson.

Duyệt giáo án

36 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Ngày….tháng….năm 2017

Duyệt giáo án

Ngày…..tháng…..năm 2018

Vũ thị Minh Thúy Date of preparing: 10/04/2018

Teaching date: 18/04/2018

Date of preparing: 06/05/2017

Teaching date: 12/05/2017

Period 69 REVIEW I. OBJECTIVES 1. Knowledge: Consolidate knowledge about previous knowledge.

- Ss know the definition, the factors affecting.

2. Skills: Writing reaction equation, do the exercises given.

3. Attitude: Ss have positive attitude and proactive to protect environment II. MethodTalking, problem solving.

III. Preparing 1. Teacher: reference books, computer and projector.

2. Student: Review the previous lesson by themselves before starting.

IV. Procedure 37 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

1. Class organization Class attending 10A2 2. Checking the previous lesson: Check the homework

Student absent

3. New lesson Contents Contents

Teacher's activities/Students’ activities T gives exercises to Ss

Exercises 1. A compound has the mass composition of 35.96% of S; 62.92% of O and 1.12% of H. The chemical formula of this compound is

A. H2SO3

B. H2S2O7

C. H2SO4

D. H2S2O8.

Choose the right answer.

2. The oxidation state of sulfur in a type of oleum compound, H2S2O7, is

A. +2

B. +4

C. +6

D. +8

Choose the right answer.

3. There are 4 bottles, each bottle contains one colorless solution: NaCl, HCl, Na2SO4, Ba(NO3)2. Distinguish the solution in each bottle using chemical method. Write chemical equations of occurring reactions, if any.

4. a) Concentrated sulfuric acid is used to dry moist gases, give one example. There are moist gases which cannot be dried by concentrated sulfuric acid, give one example. Why?

b) Concentrated sulfuric acid can convert many organic compounds into charcoal (called carbonization). Give examples about the carbonization of glucose and sucrose. c) What are the differences between drying and carbonization?

5. a) In which cases does sulfuric acid have the general chemical properties of an acid?

What are these properties? Give chemical equations as illustrative examples.

b) In which cases does sulfuric acid have specific chemical properties? What are these properties? Give chemical equations as illustrative examples.

6. Given 100 ml of 98% H2SO4solution, with the density of 1.84 g/cm3. The H2SO4 solution above is diluted to H2SO4 20% solution.

a) Calculate the volume of needed water for dilution. b) How does dilution must be carried out 38 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Duyệt giáo án Ngày….tháng….năm 2017

39 T: Nguyễn Thị Thu Hằng – Bình Xuyên high school