TIỂU LUẬN môn DẠY HỌC HÓA HỌC BẰNG TIẾNG ANH, SOẠN 1 GIÁO án DẠY HỌC BẰNG TIẾNG ANH

Tiểu luận CHUYÊN ĐỀ PHƯƠNG PHÁP DẠY HỌC HOÁ HỌC BẰNG TIẾNG ANH Ở TRƯỜNG THPT Chuyên ngành: Lí luận và Phương pháp dạy học bộ môn Hóa học GIÁO ÁN DẠY HỌC CHỦ ĐỀ HOÁ HỌC BẰNG TIẾNG ANH. ............................................................................................................................ Tiểu luận CHUYÊN ĐỀ PHƯƠNG PHÁP DẠY HỌC HOÁ HỌC BẰNG TIẾNG ANH Ở TRƯỜNG THPT Chuyên ngành: Lí luận và Phương pháp dạy học bộ môn Hóa học GIÁO ÁN DẠY HỌC CHỦ ĐỀ HOÁ HỌC BẰNG TIẾNG ANH. ............................................................................................................................

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC VINH

- -HỌC VIÊN: NGUYỄN TRUNG QUÂN

Tiểu luận CHUYÊN ĐỀ PHƯƠNG PHÁP DẠY HỌC HOÁ HỌC BẰNG

TIẾNG ANH Ở TRƯỜNG THPT

Chuyên ngành: Lí luận và Phương pháp dạy học bộ môn Hóa học

LỚP CAO HỌC 27 (Vinh)

HƯỚNG DẪN KHOA HỌC

Lesson 29 : OXI – OZON

I OBJECTIVES

1 Knowledge is required

- Know the position and configuration of the outermost layer of eletron; Physical properties, chemical properties, natural state, application of oxygen; Method of oxygen preparation in laboratories and in industry.

- Understand the cause of oxygen being a strong nonmetallic; very strong oxidizing (oxidizing most metals (except Au, Ag, Pt .), nonmetals (except for halogens), many organic inorganic compounds).

- Complete application of chemical equations on the chemical and preparation properties of oxygen.

- Know ozone is oxidant and understand the oxidation of ozone is stronger than the oxygen.

2 Skill is required

- Predict, test and conclude about the chemical properties of oxygen through structural characteristics and reactions, illustrated experiments.

- Developing the capacity of the content research group operation; contact the reality to understand the role and application of oxygen with science and technology and life from which propose measures

to protect the environment.

- Developing observation and visual competence to grasp and apply knowledge to specific issues.

- Applying knowledge and thinking to complete chemical equations illustrating the chemical properties and preparation of oxygen.

- Get an overview of ozone, about its properties and its role in science and technology and life.

II VOCABULARY

Ti ng Vi t ếng Việt ệt Ti ng Anh ếng Việt Ti ng Vi t ếng Việt ệt Ti ng Anh ếng Việt

Tr ng thái ạng thái Status Ch t khí ất khí Gases

Đ âm đi n ộ âm điện ện Acoustic power H u h t ầu hết ết Most

Kim lo i ạng thái Metal D đoán ự đoán Predict

Hi n t ện ượng ng Phenomenon Ph n ng ản ứng ứng Response

S cháy ự đoán The fire S s ng ự đoán ống The Life

Đ tan ộ âm điện Solubility B o v ản ứng ện Protect

V trí ị trí Location C u t o ất khí ạng thái Structuring

ng d ng

Ứng dụng ụng Application Đi u ch ều chế ết Institutional

Ch ng c t ư ất khí Distillation Phân đo n ạng thái Segment

III EXPRESSIONS

Ti ng Anh ếng Việt Ti ng Vi t ếng Việt ệt

oxygen in life on earth oxy trong cu c s ng trên trái đ t ộc sống trên trái đất ống trên trái đất ất

environmental protection measures Các bi n pháp b o v môi tr ện pháp bảo vệ môi trường ảo vệ môi trường ện pháp bảo vệ môi trường ường ng

exists in molecular form t n t i d ng phân t ồn tại ở dạng phân tử ại ở dạng phân tử ở dạng phân tử ại ở dạng phân tử ử

Little soluble in water Ít tan trong n ước c

Effects are many non-metallic Tác dụng được nhiều phi kim

In industry Trong công nghiệp

IV PLAN OF TEACHING

Activity 1: (5 minutes)

Start the lesson.

Show students videos of the role oxygen plays on life on earth.

Purpose: 1) Students see the role of oxygen in life on earth.

2) Students propose environmental protection measures.

3) Go to post.

Activity 2: (20 minutes)

New post activity.

Class divided into 4 groups of content research teachers assigned.

GROUP 1: Research and present content about the location, structural characteristics and physical properties of oxygen.

Teacher and student Activities Knowledge to meet

- Teachers organize, track and

instruct students to discuss content

research groups.

- Students discuss content research

groups under the guidance of

teachers.

- Teachers for students see BTH.

Determine the location of the oxygen.

A OXI

I LOCATION AND STRUCTURE

- Location, atomic structure Location Structuring 8th Box

VIA Group Cycle 2

There are 8 E and

8p There are 6 e out

along There are 2 class

E.

Electron configuration of oxygen:1s22s22p4

 The oxygen has 6e outer layer.

- Molecular structure: oxygen exists in molecular form

: : : :O O  O O  O

gg gg

II PHYSICAL PROPERTIES

- Colorless and odorless gases; Sustain life, fire and

- Slightly heavier than air. 32

1,1 29

times.

- tliquefied = -1800C.

- Little soluble in water.

GROUP 2: Study and present content on the outermost characteristics, electrical tones and chemical properties of oxygen.

- Teachers organize, track and

instruct students to discuss content

research groups.

- Students discuss content

research groups under the guidance

of teachers.

- Teacher for laboratory Viewer:

oxygen effects with Fe (when students

present content).

- Teacher for HS Video watch: Oxygen

effects with sulfur (when students

present content).

- Teachers give HS video experiments:

Oxygen effects with C2H5OH (when

students present content).

III CHEMICAL PROPERTIES

- The oxygen has 6e overchilled.

- There is a power sound = 3.44

(only lost Flo).

 Oxygen has a strong oxidant.

1 The effect with metals.

Most metal-excluded effects: Au,

Ag, Pt

0

0

2

t

t

 

 

  

2 The effect with non-needle.

Effects are multiple non-metallic (except halogen)

0

0

t

t

 

 

  

  

3 Effects on compounds

The effect with many inorganic and organic compounds.

0

0

2 2

t

t

  

 The oxygen conclusion is

sharply oxidant.

GROUP 3: Researching and presenting content on the application and

mechanism of oxygen.

- Teachers organize, track and

instruct students to discuss content

research groups.

- Students discuss content

research groups under the guidance

of teachers.

- Teacher for watch video test: oxygen

processing (when the student presents

content).

- Teachers give HS simulation video

experiments: oxygen production

(when students present content).

IV APPLICATION

V INSTITUTIONAL

1 In the laboratory.

- Principles: Heat destroys oxygen-rich compounds and poor heat like: KClO3 (solid), KMnO4 (solid)

0

0 2

,

2

t

MnO t

2 In industry.

- From the air: distilled liquid air segmentation, oxygen collection at-1830C.

- From water: water-feces.

2H O   electrolysis 2H  O  GROUP 4: Researching and presenting content on the nature and role of ozone.

- Teachers organize, track and

instruct students to discuss content

research groups.

- Students discuss content research

groups under the guidance of

teachers.

B OZON

1 Physical properties

- Is a light blue, characteristic odor

- tliquefied = -1120C

- Tan trong nước nhiều hơn oxi

2 Chemical properties

- Ozone has a very strong oxidation, which is stronger than oxygen Oxidation of most metals (except Au, Pt), non-metallic, many organic inorganic compounds

- Often, ozone reacts with silver to form silver oxide

2Ag + O3 → Ag2O + O2

3 Ozone in the wild

- The ozone is concentrated in the upper atmosphere, from the ground

20 – 30 km

- In natural ozone formed by ultraviolet rays

3O2 2O3 Activity 3: (8 minutes)

Expand.

Student guidance Teacher explains 1 issue number:

Problem 1: When raising the aquarium, people often use a aeration set What is the significance of the aeration?

Problem 2: When the climb, the air is dilute What does "dilute" mean? Why

is there a phenomenon?

Activity 4: (7 minutes)

To operate, strengthen knowledge.

Teachers who instruct students to use and strengthen their

Question 1: The oxygen element has an atomic number of 8 The position

of the oxygen in the periodic table of chemical elements is

A Cycle 3, VIA group B Cycle 2, VIA Group

C Cycle 3, group IVA D Cycle 2, group IVA.

Question 2: The chemical characteristic of oxygen element is

A Strong oxidant Properties B Strong calculation

C Weak oxidation properties D Moderate oxidation and reducing properties.

Question 3: In the laboratory, it is prepared by the

A Water-feces B Thermo-Fertilizer (NO3)2

C KClO3 catalytic Heat MnO2 D Fractional distillation of liquid air

segments.

Question 4: The sequence of substances all effects on oxygen is

A Mg, Al, C, C2H5OH B Al, P, Cl2, CO

C Au, C, S, CO D Fe, Pt, C, C2H5OH

Ultraviolet rays

Question 5: The complete combustion of 17.4 grams of Mg and Al

mixture in oxygen (residual) is obtained 30.2 grams of composite oxide The volume of oxygen gas ( standard conditions ) involved in the reaction

is

A 17,92 liter B 8,96 liter C 11,20 liter D 4,48 liter

Tutorial

Conservation of mass: nO2 = (30,2 - 17,4)/32 = 0,4 (mol)⇒ V = 0,4 22,4 = 8,96 (liter)

VI HOMEWORK (5 minutes)

- Do the following exercises:

Question 1: Add 3 grams MnO2 to 197 grams of mixture X including KCl and KClO3 Mix thoroughly and boil the mixture to the reaction completely, obtained weight solids 152 grams The KCl volume in 197 grams X is

37,25 gam.

Question 2: Burns completely 3.6 grams of metal M (have a unchanged chemotherapy in the compound) in CL2 and O2 gas mixtures After the response 11.5 grams of solids and volume of gas mixtures responded to 2.8 liters ( standard conditions ) Metal M is

- Refresher, system of oxygen knowledge Do the exercises in textbooks page 127, 128.

- View and compose post content: SULFUR.

REFERENCE MATERIAL

1 (Eds.), Tran Trung Ninh (2018) Methods of teaching chemistry in English High school Vinh University Publishing Office

2 High-distance (2019) Teach some chemistry-themed lessons in English Education Publishing.

3 Textbook of Chemistry 10th grade – Education Publisher.

4 A guide to implementing the skills of Chemistry grade 10 – Educational publisher.

5 Textbook of Chemistry 10 – Educational Publisher.

LESSON: ALCOHOLS

A OBJECTIVES

By the end of the lesson student will be able to:

1 Define what alcohol is

2 Name the alcohol

3 Determine the structure of the alcohol and identify the functional group of alcohol

4 Describe the physical and chemical properties of alcohol

5 Describe the principles and methods of producing alcohol by fermentation

6 Apply alcohol oxidation reaction in your life

B VOCABULARY

homologous

học

full structural

formula

công thức cấu tạo

dilute sulphuric

acid H 2 SO 4 loãng ethanoic acid axit axetic

học

distillation

chưng cất phân đoạn

men

C EXPRESSIONS

acyclic saturated monoalcohol alcohol no đơn chức mạch hở

D PLAN OF TEACHING

What are alcohols?

In the previous lesson, you studied two

homologous series: the alkanes and alkenes The

alcohols are another homologous series

 Alcohols are organic compounds which

have the hydroxyl (-OH) functional

groups connecting directly to their

saturated carbon atoms

H H

H

this functional group

ethanol:

Activity 1 Learn about homologous series and structure of alcohol

GV tổ chức hoạt động nhóm tìm hiểu về định nghĩa, dãy đồng đẳng và cấu tạo của alcohol Một số câu hỏi thảo luận:

Q1 How is alcohol defined? Q2 What is the functional group of alcohol?

Q3 How is the structure of alcohol?

Q4 Who can draw structural and molecular formula of ethanol?

What is the general formula of acyclic

saturated monoalcohols?

All alcohols contain the elements carbon,

hydrogen and oxygen They have the general

formula CnH2n+1OH

Activity 2 Determine the general formula of alcohol

GV gợi ý HS nhận xét về thành phần các nguyên tố có mặt trong alcohol từ đó tìm

ra công thức tổng quát của

alcohol no đơn chức mạch hở

Nomenclature of Alcohols

The name of an alcohol ends with ‘-ol’ Hence,

an alcohol that contains two carbon atoms is

called ethanol The fist three alcohols in the

homologous series are given below

Activity 3 Introduction of alcohol naming rules

GV giới thiệu quy tắc gọi tên của alcohol no đơn chức mạch hở Sau đó hướng dẫn các nhóm HS thực hành gọi tên một số alcohol theo bảng sau

Name Molecular formula Structural formula Full structural formula

Methanol

or

CH4O

H

H

Ethanol

C2H5OH or

C2H6O

CH3CH2OH

H

H H

H

C H

Propanol

C3H7OH or

C3H8O

CH3CH2CH2

H

C O H H

H H

H

C

H C H

H

Physical Properties of Alcohols

The Table below shows the physical states,

solubilities and boiling points of some alcohols

al state

Solubility

in water

Boiling point ( o C)

Methano

very

solubility decreases as the molecular size

increases For example, methanol is very

soluble in water but butanol is only

slightly soluble in water

four alcohols are liquids at room

temperature

Activity 4 Introduction of physical properties of alcohols

GV chuẩn bị các mẫu vật của một số alcohol đầu dãy đồng đẳng, cho HS quan sát trạng thái của chúng và nêu nhận xét Sau đó làm thí nghiệm để nhận xét về độ tan trong nước của các alcohol này Tổ chức các hoạt động cho HS dự đoán

sự thay đổi nhiệt độ sôi của các alcohol và rút ra quy luật thay đổi đó

Chemical Properties of Alcohols

group, they are not alkalis In fact, they

are all neutral

because the C-O and O-H bonds in

alcohols are more reactive than the C-C

and C-H bonds in alkanes

is responsible for the typical reactions

that alcohols undergo

properties Alcohols can take part in

these reactions: combustion and

oxidation

Activity 5 Introduction of chemical properties of alcohols

GV tổ chức hoạt động nhóm cho HS trả lời các câu hỏi: Q1 Is the functional group (-OH) basic property?

Q2 Compare the polarization

of the C-O and O-H bonds in alcohol with the C-C and C-H bonds in the alkane

Q3 Considering the role of the OH-group, how does it influence the chemical properties of the alcohol?

Like most other organic compounds, an alcohol

such as ethanol burns in air to produce carbon

dioxide and water vapour

ethanol + oxygen  heat carbon dioxide +

water vapour

C2H5OH (l) + 3O2 (g)  heat 2CO2 (g) + 3H2O

(g)

The combustion of alcohols in excess oxygen

produces a clean flame, as only carbon dioxide

and water vapour are produced

combustion of alcohol

GV hướng dẫn HS đốt cháy ethanol:

Q1 Observe the flame and draw comments

Q2 Write the chemical equation of combustion reaction

How is the combustion of alcohols useful to

us?

Alcohols can be used as a fuel In fact, some race

cars run on methanol Methanol is less volatile

than petrol and is less likely to explode in an

accident Methanol is also a clean fuel It does

not produce soot on combustion Vietnam relies

heavily on petrol as a fuel Do you think it is

good to use alcohol as a fuel instead?

Alcohol is also burnt on some foods such as

fruit cake to give it a distinct flavor

Activity 7 Learn about

combustion of methanol

GV sử dụng phương pháp đóng vai, tạo tình huống giả định, HS vào vai nhà khoa học khảo sát khách hàng sử dụng xăng sinh học E5 methanol làm nhiên liệu thay thế xăng RON 92 ở Việt Nam

Sau đó hướng dẫn HS thảo luận rút ra các nhận xét

Oxidation

Alcohol are easily oxidised For example, in the

laboratory, we can oxidise ethanol by heating it

with a mixture of potassium dichromate (VI)

solution (K2Cr2O7) and dilute sulphuric acid

Ethanol then becomes ethanoic acid

Activity 8 Learn about oxidation of alcohol

Sử dụng phương pháp bàn tay nặn bột, GV hướng dẫn HS thực hành thí nghiệm oxi hóa ethanol bằng hỗn hợp dung dịch K2Cr2O7/H2SO4 Yêu cầu

HS rút ra các nhận xét:

• Role of ethanol and K2Cr2O7

/ H2SO4 solution in the experiment