The chemistry scenario

Elaborated by: Krzysztof Błaszczak

Target group:

High school/technical school student

Core curriculum:

New core curriculum:

High school and technical high school – basic level:

XI Applications of selected inorganic types. Pupil:

3) appropriate types of limestone (limestone, marble, chalk), their properties and use; designs and analyzes an experiment aimed at distinguishing limestone rocks among other rocks and minerals; writes the appropriate reaction equation;
4) apply the mechanism of karst phenomenon and support for transient water hardness; writes appropriate reaction equations.

High school and technical high school – extended level:

XI Applications of selected inorganic types. Pupil:

3) appropriate types of limestone (limestone, marble, chalk), their properties and use; designs and analyzes an experiment aimed at distinguishing limestone rocks from other rocks and minerals; writes the appropriate reaction equation;
4) apply the mechanism of karst phenomenon and support for transient water hardness; writes appropriate reaction equations.

Old core curriculum:

High school and technical high school – basic level:

XI. The uses of selected inorganic compounds Student:

2) describes the types of calcareous rocks (limestone, marble, chalk), their properties and uses; designs and carries out an experiment to distinguish calcareous rocks from other rocks and minerals; writes appropriate chemical equations;
3) describes the mechanism of the karst phenomenon and of the removal of the temporary hardness of water; writes appropriate chemical equations.

Abstract title:

2.4 Calcareous rocks

Link to the lesson:

https://www.epodreczniki.pl/reader/c/169412/v/30/t/student‑canon/m/iykY0iW6b9

Subject: Properties and use of calcareous rocks

Duration: 45 min

Lesson objective:

The student is introduced to the problem of calcareous rocks, taking into account the experiments and reactions characteristic for the detection of calcium carbonate, the obtainment of quicklime and slaked lime, as well as learning the mechanism of the karst phenomenon

The criteria for success:

• you will list the types, properties and use of calcareous rocks

• you will characterize calcareous rocks

• you will design and carry out an experiment to detect calcareous rocks among other rocks and minerals

• you will write the chemical equation characteristic for detection of calcium carbonate

• you will explain what ‘slaking’ of quicklime consists in

• you will explain how quicklime differs from slaked lime

• you will discuss the safety rules for working with quicklime and slaked lime

• you will write the molecular formula for calcium carbonate, quicklime and slaked lime

• you will identify the factor that contributes to the setting (hardening) of masonry mortar

• you will explain what setting of masonry mortar consists in

• you will explain why the walls in newly‑built apartments and houses should not be wallpapered

• you will design an experiment intended to identify the products created during thermal decomposition of calcium carbonate

• you will explain rock karstification processes

Key competences:

• communication in the mother tongue

• communication in foreign languages

• mathematical competence and basis competences in science and technology

• digital competence

• learning to learn

Acquired and improved skills:

• using the digital handbook

• communication

• computer

• inquiry

• creative thinking and acting

• cooperation

• conducting experiments

Teaching aids:

• computers with loudspeakers and Internet access

• multimedia resources included in the abstract and e‑textbook

• multimedia projector

• interactive whiteboard/chalkboard and chalk

• equipment, laboratory glassware and reagents for the experiment – see description of experiment 1 in the e‑textbook (abstract)

• table tent or green, yellow and red cards

Methods/techniques

• problematic: directed conversation, discussion

• exposing: the film

• programmed: using the computer, using an e‑textbook

• practical: experiment

• expository: lecture elements

• teacher’s demonstration

• traffic lights technique for students’ self‑assessment, and thus determining the level of mastery of the discussed problem on an ongoing basis

• flipped learning method

• brainstorming

Forms of work:

• activity in groups

• activity in pairs

• individual activity

Lesson plan overview:

Introduction

1. The teacher distributes to the students table tents or cards in three colors: green, yellow and red to be used during the activity using traffic lights method. The teacher presents the lesson objectives in the student's language in the form of a multimedia presentation and discusses the criteria for success (the teacher can send lesson objectives and criteria for success to the students by e‑mail or post them e.g. on Facebook, which will allow the students to keep their portfolio).

2. The teacher and the students work together to determine the subject of the lesson on the basis of the previously presented lessons objectives and then writes it on an interactive whiteboard/chalkboard. The students write the subject down in their notebooks.

3. Health and safety - before starting the experiments, the teacher introduces the students to the safety data sheets of the substances that will be used during the lesson. The teacher points out the need to be careful when working with them.

Realization

1. The teacher uses the flipped learning method. Before the lesson, students were instructed to prepare information (from the abstract, e‑textbook, the Internet) about the types of calcareous rocks, taking into account their properties, occurrence in Poland, use and karsting processes. Starting this phase of the lesson, the teacher gives out the worksheets. Selected students act as assistants: they discuss said problems using external resources and e‑textbook information, among others, films presenting the effects of karst‑forming processes from the Niedźwiedzia Cave, the Raj Cave, the Postojna Cave in Slovenia (the teacher may also play them during the lesson). One of the assistants asks the students to do the interactive exercise – a multiple‑choice question with illustrations (the text of the exercise can be found in the methodological note) – “Which photos show karst phenomena?”. The teacher also instructs the students to look at the interactive graphics presenting the use of chalk.

2. The teacher, using the resources from the abstract, presents in the form of a teacher’s demonstration, and in line with the instructions, experiment 1 “How does hydrochloric acid affect calcareous rocks?”. Students observe the process and start a discussion – an exchange of observations leading to conclusions, which they write down in the worksheets. The teacher writes down the chemical equation for the reaction detecting calcium carbonate on the board at the same time explaining its principle. Students copy the equation into the worksheets. Then they start to fulfill instruction 3 from the abstract, using the brainstorming method.

3. As in the previous test, the teacher again presents experiment 2 – “What substances can be obtained as a result of roasting calcareous rocks?” according to the instructions given in the abstract. Students observe and discuss the changes, drawing conclusions from the experiment, and then note down their observations in the worksheets. The teacher writes the chemical equation for decomposition of calcium carbonate on the board, explaining its principle – the participants in the lesson copy the equation into the worksheets.

4. The teacher writes on the board, while explaining it, the chemical equation for the reaction of quicklime slaking. As before, students write down the observations, conclusions and the chemical equation in the worksheets. Next, they fulfill instruction 4 from the abstract, working using the brainstorming method.

5. The teacher writes down the chemical equation for the reaction of masonry mortar’s setting on the board and, at the same time, explains its principle. The observations, conclusions and the chemical equation are written down by the students in the worksheets.

6. The teacher writes down on the board and discusses the chemical equation for the setting of lime mortar – the students copy the equation into the worksheets.

7. The teacher asks the students to do interactive exercises.

Summary

1. In the summary of the lesson, the teacher asks the students to finish the following sentences:

• It was easy for me...

• It was difficult for me...

The teacher can use the interactive whiteboard in the abstract or instruct students to work with it to sum up the lesson.

Multimedia:

I. Interactive exercise – multiple‑choice question with illustrations

II. Interactive exercise – matching pictures with captions

III. Interactive graphics showing the use of chalk

IV. Interactive whiteboard for evaluating lessons and self‑evaluation of the student’s knowledge