Chemical Equations

Extra Resources and Help

Right Let's Start!

In your book, copy the title and add the date. Read through the information and answer the questions in your book in FULL SENTENCES!

1. Make a list of 2 chemical reactions you see at home and 2 you have seen in the Science Lab.

2. How do you know a reaction has taken place?

3. Watch the video below. Write down all the things you see that tell you a reaction has taken place.

4. What would we call a compound made from iron and sulphur?

5. What would we call a compound made from copper and bromine?

6. Use this to write the word equation for the reaction in the video.

7. What might we call a compound made from iron, sulphur and oxygen?

8. What might we call a compound made from copper, chlorine and oxygen?

We can represent reactions in a number of ways. So far you have tried writing a word equation. Now let's try using particle diagrams:

9. Copy the diagram below into your book and match up the particle diagrams with the words (use the correct colours) for the reaction you saw in the video.

The following particle diagrams each represent a different reaction. Here are the reactants that were used: Magnesium and copper sulphate, magnesium and oxygen, calcium carbonate and hydrochloric acid.

10. Copy each particle drawing and write the correct word equation for that reaction (use the list of reactants given above to help you - what products will be made?) <Need a hint? Go to your teacher and take a screen shot of the help sheet!>

11. Using the descriptions given, below, write the word equations for each reaction. Challenge: can you draw the particle diagrams for these reactions too?

Next Challenge: Now we have represented reactions using particle diagrams and word equations let's have a go at symbol equations!

12. Where can we find out the symbols for elements?

13. Why are symbols useful to Scientists, think of as many different ideas as you can?

14. Write out the name for each of the compounds above (that have been represented by their symbols).

Look back at the word equations you wrote for Q 9 and 10.

15. Write the symbol equations for those word equations. Make sure your equation is balanced (that means there are the same amount of each type of element either side of the arrow - remember atoms are not made or destroyed in a reaction they just move places).

16. Now try and write the balanced symbol equations for Q11.

17. Copy the table above into your book and fill it in (what are the advantages and disadvantages of representing reactions in each of the ways we have tried today?).

Extension: Now you are an expert!

Produce a resource using whatever medium you prefer (iPad? - any app you like! Paper / Book? - any style you like!) that teaches students one of the following things:

A) How to realise whether a chemical reaction has occurred (you could compare them to physical changes).

B) How to use particle diagrams to show changes that occur in a chemical reaction.

C) How to write word equations.

D) How to write and balance symbol equations.