Five examples of chemistry lecture notes in senior three.
1. Example of Chemistry Lecture Notes for Senior Three.
First, the textbook Experimental Chemistry is an important part of the chemistry curriculum in senior high schools. This course module helps students to have a deeper understanding of the position of experiments in chemical science, master the basic methods and skills of chemical experiments, and cultivate their innovative spirit and practical ability to solve practical problems by experimental means.
Distinguishing sodium sub-XX from salt is selected from the third question of Experimental Chemistry published by Jiangsu Education Press. The theme of this lesson is the identification of matter. The identified objects are industrial salt (sodium sub-XX) and table salt, which are closely related to production and life. The identification method mainly involves the chemical properties of the identified substance, and leaves enough space for students to explore the identification method from the perspectives of physical properties, composition and structure.
According to the characteristics of substances, the textbook requires students to design the experimental scheme of substance identification from different angles and conduct experimental exploration, so as to realize the value of chemical theoretical knowledge in practical application and further enhance students' ability to solve practical problems by using chemical knowledge.
Second, say the goal.
The goal of classroom teaching is the starting point and destination of teaching. We have set the following three-dimensional goals for this class.
Knowledge and skills: Learn the basic skills of substance identification by analyzing the differences in structure, composition and properties between NaNo2 and Nacl.
Process and Methods: Through the identification process of NaNo2-2 and Nacl, students' comprehensive ability of experimental design, evaluation, operation and treatment was cultivated.
Emotion, attitude and values: based on how to prevent sodium nitrite poisoning by mistake in life, establish the consciousness of applying chemical knowledge to production and life practice, and improve the ability of applying existing knowledge to solve practical problems in cooperative learning.
In the setting of the above objectives, we fully reflect the differences in identification methods determined by nature differences, and at the same time pay good attention to the handling of the relations between presupposition and generation, subject and dominance, independence and cooperation, convergence and divergence, theory and practice.
Third, the process of speaking.
According to the general principles of situation introduction, combination of reason and reason, combination and supplement, teacher-student interaction, consistency in learning and application, and continuous sublimation, starting from the fact that different substances have different compositions and properties, different compositions and properties determine different identification methods, different identification methods present different phenomena, and different identification methods need to make reasonable choices, the teaching structure of the whole class is set to "create situations, ask questions", "present first, seek enlightenment" and "stimulate thinking"
Teaching process introduction: Through the video report of industrial salt (sodium nitrite) poisoning incident, the author puts forward "Why is this serious poisoning incident?" Problems; Through the presentation of nano-2 samples and the instructions for the use of nano-2, it is further put forward that "how to avoid this poisoning through identification?" problem
The design intention is based on real events in life, which can better stimulate students' interest in learning, clarify the learning direction that should be paid attention to in learning, and make the classroom quickly enter an orderly and efficient teaching state. Putting learning and research in the context of solving real-life problems, this presupposition of "informing" learners' learning goals can effectively stimulate learners to plan a series of expected behaviors for quickly obtaining learning results, and gradually transform the expected behaviors into practical behaviors, so that the practical behaviors can match the correct learning results.
Problems in teaching process 1: How to distinguish Nacl from NH4cl through experiments? On the basis of students' group discussion, teachers and students came up with four schemes: flame reaction method, gas method (reaction with NaoH solid), color development method (reaction with litmus test solution) and color development method (contact with pH test paper).
Design Intention Ausubel believes that by presenting the first organizer to learners, the existing cognitive structure in learners' minds can be activated, which is intended to provide a conceptual framework for the learning of newly presented materials, thus helping to maintain and transmit wisdom and skills.
In the teaching process, through the study of two solid identification methods, Nacl and NH4cl, we think about and sort out the basic principles that should be followed in substance identification. That is, according to the differences in physical properties, chemical properties, composition and structure of substances.
The design intention is to summarize and refine the common principle of substance identification on the basis of analyzing the identification methods of solid Nacl and NH4cl, and complete the sublimation of students' cognitive structure from individual to general and from concrete to abstract, so as to identify NaNo2 and Nacl solids.
It provides the support of upper concepts and rules, and also lays a good foundation for students to choose the required information and problem-solving strategies.
Question 2 in the teaching process: What knowledge do you have to distinguish NaNo2 and Nacl reasonably? (Present the completed homework: find and summarize the properties and uses of NaNo2, and show the small popular science papers written), project and present the property comparison table of NaNo2 and Nacl.
The design aims to let students know the essence of NaNo2-2 by searching information and writing popular science articles. It not only improves students' ability to search and receive information, but also cultivates students' ability to analyze and process information. The results of property search and property comparison are finally displayed in the form of tables, which not only reflects the high density of information, but also highlights the differences in physical and chemical properties between NaNo2 and Nacl.
Question 3 in the teaching process: how to identify NaNo2 and Nacl by experimental methods? (Students discuss in groups and initially form a short experimental plan)
Teachers and students have summarized and combed the experimental operation of material identification, and it is necessary to comprehensively consider the contents of scheme design, scheme evaluation, scheme practice and scheme reflection.
The design aims to give full play to students' subjective initiative and cultivate students' ability to discover, evaluate, absorb and use information through group cooperative learning, so as to optimize the quality of students' thinking transfer, divergence and convergence, and finally form some orderly experimental identification schemes from a theoretical point of view.
In the teaching process, the typical theoretical appraisal scheme designed by students, teachers and students * * * evaluates the feasibility from the practical point of view, and enters the scheme practice in groups (four people work in groups with clear tasks, and report the experimental steps, phenomena and conclusions).
The design intention embodies the characteristics of chemistry as an experiment-oriented subject, cultivates students' ability of mutual cooperation and hands-on operation, tests the rationality, simplicity, safety and feasibility of theoretical design, and highlights the "dynamic" function of experiments, as well as the "static" function of experiments (the evaluation function of practice on theory).
In the teaching process, teachers and students must have enough knowledge reserves and master the general identification process when identifying substances by induction and sorting. On this basis, consider whether there is any difference between the theory and practice of material identification.
Question 4: How do construction workers distinguish salt from industrial salt in a simple way?
The knowledge of design intent and the acquisition of ability need constant summarization, constant training and constant thinking, so that theoretical knowledge and methods can be brought back to life, and students' passion and intelligence in applying theoretical knowledge to solve practical problems can be re-stimulated, so that students can feel the success and joy of learning chemistry and better realize the classroom objectives of emotional attitudes and values.
Summary of teaching process: verification and inquiry are the basic ideas of material identification, qualitative and quantitative methods; Traditional and modern methods; Local and holistic methods; Basic and comprehensive methods are the bridge between specific identification methods and the composition and properties of substances. Although these methods must be used according to the specific situation, the construction of their independent knowledge and ability should be integrated into the complete system of chemistry in time.
Timely induction, summary and promotion of design intent can not only highlight the orderly construction of complete system knowledge, but also strengthen the optimal cultivation of innovation and comprehensive ability.
2. Example of Chemistry Lecture Notes in Senior Three
1, teaching material analysis: 1. 1 The position and function of teaching materials.
After the chemical reaction and energy change of alkali metals in this chapter, we can better apply and consolidate the redox reaction and ionic equation's knowledge in the previous chapter, and also provide rich perceptual knowledge of typical metal elements for the periodic law of elements in the next chapter. This chapter essentially plays the role of connecting the past with the future. Sodium is a representative metal among alkali metals. Learning the properties of sodium well can lay a good foundation for learning other alkali metals in the future. So the textbook in this section is the focus of this chapter.
1.2 teaching emphases and difficulties
The key point is to understand the chemical properties of sodium from its atomic structure characteristics.
The difficulty is the observation and analysis of experimental phenomena.
2. Target analysis
2. 1 according to the requirements of the syllabus, I met a group of elements for the first time in high school, so I should guide students to know that sodium is a very active metal, understand its physical properties, and master its chemistry, so as to pave the way for studying other group elements in the future.
2.2 In terms of ability, students' observation ability, thinking ability and innovation ability are cultivated through experiments on the nature of sodium and discussion on experimental phenomena. By improving the experiment, students can experience the passion of chemical experiment creation and stimulate their interest in learning chemistry.
3. Process analysis
(A) create scenarios and ask questions
Why is sodium in kerosene? What will happen if you put it directly in the air? What is the phenomenon of putting sodium into water? Will it "stir up a thousand waves with one stone"? Observing experiments with these questions can stimulate students' curiosity and exploration spirit.
(2) Demonstrate the experiment and observe the phenomenon.
Physical properties of sodium such as color, state, hardness, density, melting point, boiling point, electrical conductivity and thermal conductivity are summarized through physical sodium. Demonstrate igniting sodium in air to observe its products; Then demonstrate the reaction between sodium and water, and let the students sum up. Finally, I summarize the reaction phenomena: "float", "ball", "swim", "disappear" and "red". (The test method of gas generation in the textbook is not effective, so I improved it: use a plastic bottle filled with half a bottle of water, tie a sodium needle the size of a soybean on the cork, turn the bottle upside down so that sodium and water can fully react, remove the cork, light a match, and the effect is greatly improved. )
(C) analysis of the phenomenon, in-depth exploration
Sodium is silvery white, its surface color is gloomy, and it turns pale yellow after burning in the air, indicating that sodium is easily oxidized to sodium oxide by oxygen in the air at room temperature, and reacts with oxygen to generate sodium peroxide after ignition. Different conditions and different products. The essence of the reaction between sodium and water is the reaction between sodium and hydrogen ions separated from water and electricity. The higher the hydrogen ion concentration, the more intense the reaction, and the reaction between sodium and dilute hydrochloric acid will explode.
(4) Summarize the nature and draw a conclusion.
Through the properties of sodium, sodium is an active metal with strong reducibility. Explain the use of sodium in combination with its properties, and demonstrate the use of sodium through multimedia.
4. Analysis of learning methods
Through the teaching of this course, we can teach students the understanding of metal sodium, master the essence of metal sodium, see the essence through phenomena, analyze and summarize the essence of matter, cultivate students' ability to observe and analyze problems, mobilize students' enthusiasm and stimulate students' interest in learning.
5. Summarize and assign homework.
Using multimedia to demonstrate the chemical properties of sodium. The properties of sodium can be compared with those of other alkali metals, so that we can have a deeper understanding of the properties of sodium from point to surface and from the outside to the inside.
3. Example of Chemistry Lecture Notes in Senior Three
1 The position and function of teaching materials In the basic concepts and theoretical knowledge of middle schools, oxidation-reduction reaction occupies an extremely important position, which runs through middle school chemistry teaching materials and is one of the key and difficult points in middle school chemistry teaching. Middle school chemistry needs to learn many important elements and their compounds, and all reactions involving the change of valence state of elements are redox reactions. Only by letting students master the basic concepts of redox reactions can they understand the nature of these reactions. The reason why the theory of redox reaction is arranged in the chapter of halogen is that there are many redox reactions introduced in this chapter, and it is necessary to understand the redox reaction in essence objectively, which can deepen the understanding of the properties of halogen and other elemental compounds.
Redox reaction, like atomic structure and periodic law of elements, has always been a good teaching material for dialectical materialism education. Oxidation and reduction are a typical contradiction. They have both struggle and unity, opposition and interdependence. If there is oxidation reaction, there must be reduction reaction. They can't exist in isolation, but are unified in the redox reaction. The phenomenon of unity of opposites can be seen everywhere in chemistry. Through careful guidance, students can gradually understand the embodiment of the law of unity of opposites in natural phenomena. On the other hand, it will help students to learn chemistry knowledge with correct viewpoints and methods, which is of decisive role and significance for students to form a scientific world outlook.
2 Teaching objectives, requirements and arrangement characteristics
This section requires students to deepen their understanding of the concepts of oxidation, reduction, oxidant and reductant from the viewpoint of valence and electron transfer, learn to judge redox reaction from the viewpoint of valence and electron transfer, and correctly indicate electron transfer with arrows. The textbook in this section begins with reviewing the narrow redox reaction learned in junior high school, that is, analyzing the redox reaction from the perspective of oxygen gain and oxygen loss, then analyzing it from the perspective of price fluctuation (or viewpoint), and finally revealing the essence of redox reaction from the perspective of electron transfer (electron gain and loss or electron pair transfer), thus forming the concept of generalized redox reaction. This arrangement from narrow sense to broad sense, from simple to complex, from special to general, from macro to micro has strong logic, which accords with the cognitive process of students from perceptual to rational.
3. Analyze the key points and difficulties of the textbook.
The theme to be discussed in this textbook is the characteristics and essence of redox reaction. The key and difficult point is how to guide students to understand the concepts of oxidation, reduction, oxidant, reductant and redox reaction from the viewpoint of valence fluctuation and electron transfer, so as to summarize the characteristics and essence of redox reaction. As for the difficulties, how to guide students to correctly understand that the substance of oxidation reaction is reductant and the substance of reduction reaction is oxidant, how to express electron transfer by double-line bridge method and single-line bridge method and the difference between the two methods.
4. Example of Chemistry Lecture Notes in Senior Three
1. teaching material analysis Through the study of the previous chapters, students have mastered the theoretical knowledge such as the law of conservation of energy, the limit of chemical reaction, the direction of chemical reaction, the spontaneity of chemical reaction, the principle of galvanic cell, etc., and made full preparations for the study of this section. Chemical battery is a technical product with strong practicability and wide application range developed according to the principle of primary battery. From watches, players and children's toys to aerospace and satellite communication, it is almost everywhere. Therefore, the teaching in this section is the extension and expansion of theoretical knowledge in practice, which links abstract theory with students' perceptual experience accumulated in daily life to help students further understand chemical batteries.
The rapid development of modern science and technology has also promoted the progress of the battery industry, and various new batteries have emerged one after another. The textbook selects three representative battery types: primary battery (alkaline zinc-manganese battery), secondary battery (lead battery) and fuel cell with bright future application prospects. The basic structure, working principle, performance and application range of the battery are briefly introduced. At the same time, infiltrate students with green environmental awareness.
Second, the teaching objectives
Understand the composition and application knowledge and skills of common batteries;
Understand the reaction principle of primary battery, secondary battery and fuel cell;
Understand the close relationship between common batteries and human life and production.
Process and Methods Learn the ways and means of obtaining information through various means, learn the composition, application and principle of common chemical batteries in combination with life and production practice, and experience the process of transforming science and technology into productivity through inquiry and learning inquiry methods.
Emotion, attitude and values stimulate students' interest in inquiry by exploring the working principle of batteries. Through the introduction of new batteries, students' creative desire and interest in learning can be improved, and the methods of using and creating energy can be learned, so that students' awareness of environmental protection and energy saving can be improved.
Third, teaching focuses on difficulties.
The reaction principle, performance and application of primary battery, secondary battery and fuel cell are emphatically introduced.
Reaction principle of refractory battery and writing of electrode reaction formula
Fourthly, the analysis of learning situation.
Compulsory Chemistry 2, students have learned the basic knowledge of redox reaction, and in the previous section, they have learned the basic content of primary battery, knowing the definition, formation conditions and simple electrode reaction of primary battery, so they further learn the knowledge of chemical power supply on this basis. Students can draw relevant conclusions by observing experimental phenomena and analyzing relevant data, and have certain abilities of observation, experiment and thinking.
Design conception of verb (abbreviation of verb)
This course is closely related to daily life and production practice. Therefore, in the design of this course, we should adhere to the classroom-oriented, extending to before and after class. In classroom teaching, we should start with the common chemical power supply in daily life and take the development history of chemical power supply as a clue to explore alkaline zinc-manganese batteries, lead batteries, hydrogen-oxygen fuel cells and so on. Work in groups to guide students to find out the similarities and differences between these batteries. * * * Explore the research and development direction of chemical batteries. Before class, you can learn about chemical power supply through shop investigation and online consultation. After class, we can further stimulate students' curiosity through group research study, further strengthen the training of students' scientific methods and thinking, strengthen students' cooperative inquiry, and cultivate students' ability of logical reasoning, analyzing problems, solving problems and summarizing laws.
Sixth, teaching methods.
The teaching of this class is mainly guided by "preview learning". Through students' self-preparation, investigation and research, and consulting materials, we can initially understand the classification of common batteries, the judgment of battery quality, and the writing of electrode equations. The teaching method of "cooperative inquiry" is adopted in the classroom, that is, the cooperative inquiry autonomous learning mode of creating situations, asking questions, group inquiry, solving problems, group induction and asking new questions. In teaching, by creating problem situations, we can experience and feel the occurrence and development of knowledge, and experience the joy of success brought by cooperative inquiry. In the whole teaching process, we should also pay attention to cultivating students' summing-up ability and pragmatic inquiry spirit. After class, through research study, students are further guided to cooperate and explore, and the knowledge they have learned is comprehensively used to analyze practical problems from different angles such as management, technology, environment and consumption with a broader vision.
Seven. teaching process
Organize teaching and introduce new courses.
Introduce the types of chemical batteries.
Flash courseware shows and demonstrates the structure and working principle of three kinds of chemical batteries.
Manufacturing hydrogen-oxygen fuel cells
Summarize the lesson.
class exercise
5. Example of Chemistry Lecture Notes for Senior Three.
I. teaching material analysis (1) ammonia is the fourth chapter of chemistry 1 (compulsory); Non-metals and their compounds; The fourth section. It is the second part of the knowledge of elemental compounds after the third chapter of Metals and Their Compounds, and it is one of the focuses of chemistry teaching in senior high schools.
(2) Ammonia is a compound of nonmetallic element nitrogen, and it is the first substance studied along the thought of nonmetallic element science (hydride → simple substance → oxide → oxyacid → salt). It is a common and important chemical product in life.
Second, the analysis of learning situation
1, ammonia is very common in life, and some physical properties are already familiar.
2. After studying elemental compounds in the third chapter, I have the ability to continue studying elemental compounds.
3, active thinking, like to start work, have certain reasoning ability and observation ability.
Third, the teaching objectives
Knowledge and skills
Understand the physical properties and uses of ammonia and the * * * properties of ammonium salts. Master the chemical properties of ammonia.
Process and method
Cultivate students' ability to observe, analyze, reason and judge according to experimental phenomena.
Through the understanding of ammonia, students can further consolidate their study of material understanding methods.
Emotional attitudes and values
By exploring the causes of interesting experimental phenomena, we can stimulate students' interest in learning chemistry and cultivate a rigorous scientific attitude.
Increasing grain yield through nitrogen fertilizer can solve the hunger problem and make students feel the great contribution of chemistry and science and technology to social development.
Help students to establish a correct outlook on life and values through the story of Nobel Prize winner Haber.
Fourth, important and difficult points
Teaching Emphasis: Properties of Ammonia and Ammonium Salt
According to the content of this section and the requirements of curriculum standards, determine the focus of this section.
Teaching difficulty: the principle of fountain formation
We can analyze the working principle of fountain by using classroom experiments and examples of students' life contact (such as the fountain in our school), and break through the difficulties by combining the practice of typical examples.
Verb (abbreviation of verb) teaching method and learning method
1, teaching methods
Design questions to inspire thinking; Experimental exploration, breaking through difficulties; Give instructions in time to dispel doubts.
Step 2 study law
Independent preview, cooperative display, inquiry and discussion.
Six, teaching mode (chemistry group teaching mode-three steps)
Independent preview → independent test → inquiry discussion → inquiry exercise → classroom summary → classroom test.