Senior high school chemistry lecture notes
As a conscientious people's teacher, it is inevitable to prepare lessons, which is helpful to improve teachers' theoretical literacy and ability to control teaching materials. So how should the course draft be written properly? The following are three high school chemistry lectures I arranged for you. Welcome to share.
Senior High School Chemistry Lecture Draft 1 The topic of my lecture is "Calculation of Chemical Reaction Heat", an optional course of chemistry in People's Education Press. Next, I will talk about teaching materials, teaching methods, learning methods and teaching process.
First of all, talk about textbooks.
(1) status and function
Energy is an important material basis for human survival and development. This chapter helps students understand the application of thermochemistry principles in production, life and scientific research, the important role of chemistry in solving energy crisis, and the practical significance of saving energy and improving energy utilization.
Compulsory Chemistry 2, students have learned the knowledge of chemical energy and thermal energy, and have a certain understanding of the relationship between chemical bonds and energy changes in chemical reactions and the mutual transformation between chemical energy and thermal energy. This chapter is an extension and improvement on this basis. The concept of enthalpy change is introduced to make students realize that the release or absorption of energy in chemical reactions is based on changed substances, which are inseparable, but mainly substances. The amount of energy depends on the amount of reactants and products. Qualitative analysis of energy changes in chemical reactions has become quantitative analysis. The measurement and calculation problems of various thermal effects are solved. In this section, we will further discuss the relationship between "quality" and "energy" when the energy changes in chemical reactions are expressed by thermal effects under certain conditions, which is not only an important content of integrating theory with practice, but also of great significance for students to further understand the laws and characteristics of chemical reactions.
This section is the focus of the first chapter, because one of the main contents of thermochemistry research is the calculation of reaction thermal effect. The calculation of reaction heat is of great significance to the control of fuel combustion and reaction conditions and the design of thermochemical equipment.
(2) learning objectives
(a) knowledge and skills objectives
1, understand the reaction pathway and reaction system.
2. Understand the meaning of Gus' law and simply calculate the heat of reaction by using Gus' law.
3. Thermochemical equation can be used to simply calculate the heat of reaction.
(2) process and method objectives
1. Analyze and demonstrate Gus's law from the perspective of approach and energy conservation, and cultivate the ability to analyze problems.
2. Through the calculation of thermochemical equation and the related calculation of Goose's law, the computing ability is cultivated.
(C) emotional attitudes and values goals
1. Through the research on the discovery process and application of Gass Law, we can feel the contribution of chemical science to human life and social development. At the same time, develop the habit of thinking deeply and carefully.
2. Consolidate what you have learned in time and develop good study habits by strengthening practice; Form good writing habits.
(3) learning is difficult.
1, the meaning of Gass law and the calculation of reaction heat according to Gass law.
2. Calculate the reaction heat according to the thermochemical equation.
(4) Prepare multimedia courseware as a teaching aid.
Second, oral teaching methods
A, analogy-creating problem situations and guiding students to explore independently-understanding Gus's law from the perspective of ways.
B. Inference-Understanding Gus's Law from the perspective of energy conservation.
C, oral delivery method-timely guidance.
D. practical training method-case analysis and classroom training.
Problems to be paid attention to in teaching;
1. Guide students to accurately understand theoretical concepts such as reaction heat, combustion heat and Gass law, be familiar with the writing of thermochemical equations, and attach importance to the application of concepts and thermochemical equations.
2. When calculating the heat of combustion, it should be emphasized that the pure substance of 1mol is the standard, so it should be noted that the stoichiometry of the substance in the thermochemical equation corresponds to the △H of the reaction (the stoichiometry of the substance appears in fractional form). At the same time, we should also pay attention to the conversion relationship between the amount of substance, the quality of substance and the molar volume of gas, but we should also emphasize that it is carried out according to the standard of complete combustion of 1mol pure substance.
3. The calculation of reaction heat is closely related to the calculation of the amount of related substances, and attention should be paid to cultivating students' comprehensive application ability in the calculation process.
4. You can supplement some different types of exercises appropriately, and solve problems in time when they are found. For example, the main components of coal, oil and natural gas.
Taking combustion reaction as an example, it not only consolidates and implements knowledge and calculation ability, but also shows that when these substances burn, their △H value is very large, which further understands that coal, oil and natural gas are the most important fossil fuels in the world today. Arouse students' awareness and sense of responsibility in resource utilization and environmental protection.
5. In the process of teaching, we should also pay attention to the following points: (1) Define the problem-solving mode: examination → analysis → solution (2) Related thermochemistry.
The equation and related units are written correctly. (3) accurate calculation; (4) Reflect on the key points of solving problems (the standard of combustion heat and the significance of thermochemical equations) and the places that are prone to mistakes.
Third, theoretical study.
Chemistry is a science based on experiments. Only through intuitive and vivid experimental study can students leave a deep impression and be most convincing. In teaching, I pay attention to creating problem scenarios in time to guide students to analyze experimental phenomena, and at the same time use these enlightening questions to activate students' thinking, learn or enhance students' ability to analyze and summarize problems. Therefore, the guidance of learning methods makes classroom teaching an important aspect in the field of quality education. According to the teaching materials and students' characteristics, this lesson is guided by the following learning methods: 1, autonomous learning ability. 2. Experimental inquiry ability. 3. Ability to use chemical knowledge.
Fourth, the teaching process
Part one: knowledge preparation: contact the old knowledge "burning heat" to reduce students' strangeness, and design and measure "H2 (g)+1/2o2 (g) = H2O(g) △ h1=-241.8kj/mol, H2O (g). So, what should be the heat of combustion △H of H2? A good understanding of knowledge can pave the way for reviewing the concept and calculation of burning heat, which can stimulate students' cognitive emotions from old knowledge and pave the way for mastering new knowledge.
How to measure the reaction heat by creating a scenario: c (s)+1/2o2 (g) = = co (g) Δ h1=?
Introduce a new course
Think and answer: ① Can it be measured directly? How to measure?
(2) What should I do if I can't measure directly?
Create problem situations, stimulate students' thinking and cultivate their interest in learning.
The third part, the derivation of Gus' law, analyzes the illustrations in the textbook 1-9, and draws Gus' law by analogy, understanding it from the perspective of energy conservation, and cultivating the ability of reading self-study and the consciousness of introspection.
The fourth link is to correctly practice Gus's law, find problems in time and solve them in time. Through practice,
The application of theory deepens the understanding of the concept itself and strengthens the application of the concept.
Test the learning effect and consolidate what you have learned.
The fifth link is to summarize Gus's law, assign homework, summarize and highlight key points, so as to promote the organization and systematization of students' knowledge.
Five, the blackboard design
Section 3 Calculation of Chemical Reaction Heat
One gus law
1. The content of Gass law:
δH3 =δh 1+δH2
2. The application of Gus law:
It is difficult to directly measure the reaction heat of chemical reactions, such as slow reaction and many side reactions.
Second, the calculation of chemical reaction heat
Chemistry Lecture Notes for Senior High School 2 I. teaching material analysis
The position and function of teaching materials
This textbook is a compulsory chemistry 1 chapter 2, section 2, published by People's Education Publishing House. It is an introductory course for students to know ion reaction and ionic equation. From the perspective of the teaching material system, it is the continuation and deepening of the knowledge of solution conductivity, acid, alkali and salt in junior high school, and also the basis of learning the theoretical knowledge of electrolyte solution in senior high school, so from the perspective of the knowledge system, it plays a connecting role. From the perspective of research methods, it is another form of learning the classification standard of chemical reaction and essentially analyzing the principle basis of chemical reaction, and it is also the key knowledge and ability necessary for students to further study chemistry and engage in chemistry specialty. Mastering these contents not only consolidated the preliminary knowledge of ionization in junior high school, but also laid a certain foundation for the elective study of four electrolyte solutions. In this way, learners can reveal and understand the nature of chemical reactions in solutions.
4. Teaching objectives
(1) knowledge and skills
① Through the analysis of the conductivity of the solution, the understanding of ionization is established from the macro, micro and symbolic levels.
② Understand the concept of electrolyte; Can understand the essence of acid, alkali and salt from the angle of ionization; Learn to write ionization equations of common acids, bases and salts.
③ Understand the nature of electrolyte reaction in solution.
(2) Processes and methods
The concept of chemistry is the core of the basic knowledge of chemistry. In teaching, we should create various scenarios and use effective means to let students experience and explore the formation and development process of concepts.
③ Chemical principles reflect the essence of chemical phenomena and facts, and have strict logicality, which guides or inspires students to discover or summarize principles through inquiry in the process of logical thinking, and to understand and master principles in essence.
⑶ Emotional attitudes and values
Subject thinking is the soul of subject. With the corresponding discipline thought, students will acquire the basic methods of discipline research in essence, thus having the innovation ability and the motivation of lifelong learning.
3. Emphasis and difficulty in teaching.
1. Establish the understanding of ionization from macro, micro and symbolic levels.
2. Understand the nature of the reaction between electrolytes
Second, the analysis of learning situation and learning methods
Junior high school chemistry has learned that sodium chloride solution can conduct electricity, while sucrose solution is not. However, it is not very clear about the nature of solution conductivity and what other substances can conduct electricity. This course should make full use of students' curiosity and thirst for knowledge, design experiments and problem situations, and let students discover, analyze and solve problems by themselves in independent experiments, positive thinking and mutual discussion.
Third, teaching methods.
Create a scene to make the teaching of concepts such as electrolyte procedural and the teaching of principles such as ion reaction logical. The whole class focuses on the study of solution conductivity, and the teaching method is practice and discovery.
Fourth, the teaching procedure.
Our school began to implement small classes this year, adopting the teaching mode of "two before two-learning before teaching, practicing before speaking". The student-centered and teacher-led teaching process has been fully implemented in teaching. In this section, students understand that the solution is conductive in a specific background, which broadens their horizons and arouses their curiosity-what kind of solute in the solution can conduct electricity? Why does it conduct electricity? The whole class is designed by students themselves to explore the nature and conditions of material conduction and the nature of electrolyte reaction in solution.
Create a situation
Show pictures and guide students to get information from the working principle of "household appliances-simple flashlight". Focus on what is a conductive liquid substance.
Question import
Prepare 12 reagents and a set of simple devices designed by ourselves to measure the conductivity of substances. Students are divided into groups to design experimental schemes, and the material conductivity 13 times or more is measured. Objective: Under the condition of simple thinking, only 12 times and 13 times were performed to urge students to think deeply. Teacher-led breakthrough point: the change of conductivity of substances in different solvents or the change of conductivity after solutions react with each other. )
design scheme
Students explore design.
Requirements: Classify according to a certain basis, select a substance for each category to determine the conductivity, and then analyze what can be solved in this group according to the experimental phenomenon.
problem (Objective: ① If all the experiments designed by students are tested, time is not allowed; ② Cultivate students' classification of substances.
On this basis, we have a deeper understanding of the classification (3) to prepare for learning the definitions of acid, alkali and salt)
Process: students think for themselves and design the scheme; Group communication, learn from each other's strong points and reach a * * * understanding; Team report. Objective: To cultivate students' habit of thinking independently and studying in groups, and to cultivate their ability of expression and communication. This process also realizes the rationalization of scientific inquiry, that is, completing experimental inquiry under a certain purpose)
Second, teachers' inquiry design
The conductivity of CuSO4 _ 4 solution was measured with a conductive device, and then Ba (OH) _ 2 solution was added dropwise, so that students could observe the changes of light bulbs in the conductive device and the phenomena in the solution. (Objective: When students' cognitive level can't reach the purpose of inquiry, teachers should play an auxiliary role and give students a starting point for inquiry. )
Experimental inquiry
Students do the experiment in groups of six.
(1) Connect a simple device for measuring conductivity.
⑵ Determine the conductivity of the selected reagent.
Classroom documentary
First, students' inquiry design:
Students can use their knowledge to classify and get two results:
According to the subconscious classification of components-the selected reagents are: acid, alkali, salt, organic solution;
Question to be solved: What substance can conduct electricity?
Subconsciously classify according to the state of substances-the selected reagents are: distilled water, solid, solution;
Problems to be solved: principles and conditions of electrical conduction.
These are as expected. When reporting the second situation, some groups think that the conductivity of distilled water should be determined.
A discussion was conducted, and it was concluded that water is the condition of ionized matter. However, the students didn't realize that ethanol can also be used as a solvent, so the teacher gave guidance here, which not only broke through the limitation of understanding dispersant, but also highlighted the role of water in ionization, and prepared for learning ion reaction.
Implementation knowledge points: the concepts of electrolyte and non-electrolyte; Understanding ionization from microscopic and symbolic levels; Understand acid, alkali and salt in essence. (written on the blackboard)
Second, teachers' inquiry design:
In the student's plan, there is an experiment to design the conductivity change of the system after the solutions react with each other. However, in the process of students' exploration, most students failed to do it because of complexity, and a few students failed to achieve the experimental purpose (different reagents were selected). So I demonstrated this "difficult" experiment in class (the scheme was designed by students, only the reagents that can achieve the purpose of inquiry were selected, and students were also prompted to control the dosage of reagents).
Implementation knowledge points: understand ion reaction and master the essence of ion reaction (blackboard writing)
Extended application
The solution in flashlight is electrolyte solution (objective: to solve the problems in creating scenarios and lay the foundation for electrochemical knowledge in electrolyte theory).
What are the chemical reactions in junior and middle schools? Classification? (Objective: To find out the conditions for students to learn ion reaction, which is macroscopically manifested as precipitation, gas and water)
The essence of ion reaction is expressed in chemical language. Objective: To encourage students to analyze the reaction between electrolyte solutions with particle view after learning ionization equation, so as to lay a foundation for studying ionic equation's writing in the next class.
Teaching reflection
The ultimate goal of scientific inquiry is to realize and improve students' scientific literacy. We have experienced the evolution of chemistry teaching mode in senior high school. From teaching indoctrination to formal inquiry at a certain level, and then to a complete inquiry process containing various inquiry elements. I think the teaching design of this class is a relatively complete inquiry process. In the application of teaching, we should pay attention to essential problems, stimulate students' curiosity to form an atmosphere of asking questions, and then establish hypotheses-make research plans-test hypotheses-draw conclusions-exchange results. Judging from the classroom teaching effect, the teaching goal has been basically achieved. However, in the teaching process, I also deeply realized that some students can't ask questions (the advantages of group learning are reflected at this time), some students lack understanding of scientific research methods such as the method of controlling variables (accidentally measuring the conductivity of water), and many students don't know the purpose of doing experiments, so I think that only a formal inquiry step can not improve students' scientific literacy, and it must be adhered to in the teaching dribs and drabs and in the teaching design of each class. In the process of teaching, we should deal with the relationship between examination and teaching. Under the inquiry teaching, some teachers will feel that the teaching time is not enough and the time needed to strengthen knowledge points is not enough. How to solve it? My experience is that students can understand what they understand and express in group communication, so don't repeat it. Teachers must pay attention to the implementation of knowledge points and the solution of typical problems when designing teaching.
Every class should be designed effectively, which tests the overall improvement of teachers' teaching ideas, teaching skills, teachers' professional quality and students' scientific quality. Let's practice together.
blackboard-writing design
Section II Ion Reaction
Section II Ion Reaction
Ionization of acid, alkali and salt in aqueous solution
1. Understanding compound 3 from ionization. Acid, alkali and salt viewed from ionization
Electrolyte acid
Non-electrolyte base
salt
2. Expression of ionization 4. Understanding chemical reaction from ionization
Ionization equation ion reaction:
The essence of ionic reaction:
High school chemistry lecture manuscript 3 1. Teaching material analysis and the Establishment of Teaching Objectives
1. Teaching content: Chemistry in Senior High School Book 1 (compulsory) Chapter 5 Section 4 "Chemical bonds" The first lesson includes: ① chemical bonds, ② ionic bonds, ③ valence bonds, ④ polar bonds and nonpolar bonds.
2. Orientation of teaching materials: The content of this section is to learn the knowledge of chemical bonds after learning the atomic structure, periodic law of elements and periodic table of elements. The content of this section is to learn the knowledge of molecular structure-chemical bond on the basis of atomic structure. Learning this knowledge is conducive to a more systematic and complete understanding of the theory of material structure. At the same time, it also provides a foundation for the next class-e-learning. The key problem to be solved in the next class is to express the formation process of ionic bonds and valence bonds electronically. Students should first know the concept of chemical bonds. Learning the knowledge of chemical bonds is of great guiding significance for studying nitrogen group elements, magnesium and aluminum in the future.
3. teaching material analysis: The first part is about ionic bond-reviewing the process of the reaction between active metal sodium and active nonmetal chlorine to produce ionic compound sodium chloride. In order to arouse students' enthusiasm, this paper reviews these knowledge in the form of classroom discussion, broadens and deepens it at the same time, and then puts forward the concept of ionic bond on this basis; The second part is about the content of * * * valence bond-just like ionic compounds, the concept of * * * valence bond is put forward on the basis of reviewing the process of the reaction between chlorine and hydrogen in junior high school to produce * * * valence compound hydrogen chloride; The third part introduces nonpolar bonds and polar bonds, which deepens the understanding of valence bonds. After learning valence bonds, students must consider the attraction of * * * electron pairs among bonding atoms and the position of * * * electron pairs among bonding atoms. The textbook answers students' questions and introduces the concepts of non-polar bond and polar bond.
4. Determination of teaching objectives:
1) knowledge objective: to understand the concepts of ionic bond and valence bond; Understand the formation conditions of ionic bonds and * * * valence bonds; Understand the concept of chemical bond and the essence of chemical reaction.
2) Ability goal: the idea of unity of opposites: anions and cations constitute two contradictory aspects in ionic compounds.
3) Emotional goal: By observing the reaction between sodium and chlorine, and demonstrating the experiment between chlorine and hydrogen, we can experience the chemical changes caused by the breaking of chemical bonds from a macro perspective and stimulate students' curiosity to explore the nature of chemical reactions; The formation process of ionic bond and valence bond is demonstrated by courseware, so that students can deeply understand the microscopic essence of chemical reaction-the fracture of old bond and the formation of new bond, and cultivate their imagination of microscopic particle movement.
Second, the focus and difficulty of teaching
Key points: the concepts of ionic bond and valence bond.
Difficulties: the concept of chemical bond, the essence of chemical reaction.
Basis of establishment: chemical bonds exist in microstructure, so we can't observe them. Only through CAI demonstration can students understand its formation process. This part belongs to the basic concept of chemistry and is also the focus of the college entrance examination, so we should break through this part.
Third, the teaching material processing
Content adjustment: this lesson first explains the knowledge about chemical bonds, and puts the contents of ionic bonds and valence bonds into the next lesson.
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