IIT/FIELD MUSEUM High School Transformation Project

Classifying Chemical Reactions

Glencoe Chemistry: Matter and Change
Unit 3 Bonding and Reactions
Chapter 10 Chemical Reactions
Section 10.2 Classifying Chemical
Reactions
Context of the Lesson
After students learn what chemical reactions are and how to express
them in chemical equations, they need to learn to identify the five (5)
fundamental types of chemical equations: synthesis, decomposition, singlereplacement, double-replacement and combustion. This lesson provides
students with a guided-inquiry experience that allows them to understand
the types of chemical reactions by leading them through several exercises
using analogies. After this lesson, students will be ready to learn aqueous
chemical reactions.
Main Goals & Objectives
Students will sort mathematical equations into categories then repeat
the exercise with chemical equations. Afterwards, students will listen to a
story with analogies to chemical changes and then create their own analogy
stories. From performing these activities, students will be able to:
Classify chemical reactions as synthesis, decomposition, singlereplacement, double-replacement or combustion reactions.
Identify the characteristics of the fundamental types of chemical
reactions.
Develop models for chemical reactions and identify the limitations of
the models.
Nature of Science: Integrated Theme
Explain that scientists creativity influences their doing inquiry so they
may have different observations and interpretations of the same
phenomena.
Explain that scientists background knowledge influences their doing
inquiry so they may have different observations and interpretations of
the same phenomena.
Scientific Inquiry: Integrated Theme
Explain that scientific investigations all begin with a question, but do
not necessarily test a hypothesis.
Explain that there is no single scientific method and provide at least
two different methods.
Explain that inquiry procedures are guided by the question asked.

Explain that all scientists performing the same procedures may not get
the same results.
Explain that inquiry procedures can influence the results of an
investigation.
Explain that research conclusions must be consistent with the data
collected.

General Alignment to Standards

STATE GOAL 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences
C. Know and apply concepts that describe properties of matter and
energy and the interactions between them
12.C.5a Analyze reactions (e.g., nuclear reactions, burning of
fuel, decomposition of waste) in natural and man-made energy
systems.
Materials
Per pair of students:
Mathematical Equations Challenge sheet*
Chemical Equations Challenge sheet*
Scissors
*Teacher note: The two equation sheets should be copied on differently
colored paper because although, they will be cut up into pieces, they still
need to be distinguishable.
Per student:
Notebook
Reaction Types Worksheet
Safety
Remind students that lab materials are to be used ONLY as directed
Review safety issues regarding scissors and other sharp objects

The Lesson
Day One
Bell Ringer:
On the board or overhead, write: We humans classify many thingsliving
organisms, food groups, types of cars, just to name a few. What is the
purpose of all this classifying? Write three reasons that classification is
useful. Have students think, pair, share their ideas.
Activity
Assign students to teams of two and distribute the Mathematical Equations
Challenge worksheet (one per team).
Instruct students to cut the sheet into strips, with one equation on each strip.
Then sort the equations into groups based on their observations. Circulate
among the students and observe their equation groupings. If students seem
really confused, suggest that they look for five possible groups or not at the
actual numbers, but at the way the equations look overall.
When a team has successfully grouped their equations into five groups
(which will look remarkably like synthesis, decomposition, etc.), have them
explain their groupings. Then give them the Chemical Equations Challenge
worksheet and instruct them to repeat the procedure done with the math
equations. Indicate that they use their groups of mathematical equations to
help them sort the chemical equations. Almost all students will classify the
equations into the five (5) fundamental reaction types.
Once a team has successfully grouped the chemical equations, direct them
to write the chemical equations in their notebooks in the same groupings as
the strips of paper. They should then prepare to explain to the class how they
developed their classification schemes.
As a class discussion, ask teams to explain the development of their
classification schemes. Encourage all students to share their thought
processes and point out that their different methods were influenced by each
students creativity and interpretation. Indicate that this is a normal aspect
of the nature of science. Also, point out that the students combined their
previous classifying skills with new knowledge about chemical reactions to
develop their classification schemes. Indicate that this is a common aspect of
the scientific inquiry.
Homework
Read Section 10.2 (pages 284-291) and match the five classes of reactions
with the five groups you made in class. On the Reaction Types Worksheet,
identify each reaction by its class.

Day Two
Bell Ringer:
On the board or overhead, write: Last night you read about five types of
chemical reactions. How would you describe each one in a sentence? Write
a description of what happens in each type of reaction: synthesis,
decomposition, single replacement, double replacement and combustion.
Review
Check in the worksheet students completed for homework, then go over the
correct answers as students check their work. An answer presented via the
overhead projector can speed up this process. Discuss any items that the
students found difficult and provide clues to identifying the five reaction
types as necessary.
Example clues:
one productsynthesis
one reactantdecomposition
one lonely element and one compound on each sidesingle replacement
two compounds on each sidedouble replacement
oxygen as reactant, oxides as productscombustion
Tell students that you are going to read them a story. Ask them to put down
their pens and relax. (You may wish to dim the lights and light a candle to
set the mood for the romantic story. You may also enhance your street
creed by acknowledging that the story is very hokey, but that it does the
job!)

The Story
One day, as you are walking out of school after your last class, you see
the most attractive person youve seen in a long while. You ask your friends
if they know who this person is. One of your friends knows the person and
tells you the attractive persons name. In fact, your friend is good friends
with this persons friend and offers to find out what lunch period this new
apple of your eye is in. The next day at lunch, your friend takes you over to
the table where the person is sitting and introduces you. You and your friend
sit down with the attractive person and friend, and the four of you talk and
enjoy lunch together. You find that not only is this person cute, but funny
and enjoyable to be around. The person seems to enjoy your company, too,
and you exchange e-mail addresses and phone numbers.
That night, you get a phone call from the person and talk for a while.
You enjoy it and learn that the two of you have a lot in common. Before long,
the two of you are a couple, and you decide to go to the next school dance
together. Youre so excitedthis person is so much fun to be around that
youre sure its going to be a great night.
The day of the dance comes and everything is perfectyour clothes,
your dates clothes, the decorations, the musicits all great and youre

having a terrific time. The DJ puts on a slow song and you find that you really
like dancing in your dates arms. The next song is a fast one and you and
your date join a group of friends dancing nearby. For part of the song, you
find yourself dancing across from your best friends date, while your friend is
dancing beside your date. Its fun to be part of such a casual group, but its
also nice to go back to your own date for the next slow song.
Later in the evening, you are warm and thirsty, so you head out into
the hallway, where there is punch to drink. Your date stays behind, fastdancing as part of a large group. When you return a few minutes later, the
music has changed, and you cant find your date anywhere. Then you spot
your date, across the dance floor, slow-dancing with someone else! You feel
confused, angry and foolish standing alone on the dance floor, so you hurry
back out into the hall. When your date comes looking for you a few songs
later, you tell your date what you saw and how you felt. The conversation
turns into an argument, with heated emotions and raised voices. You and
your date decide that perhaps you had different ideas about the evening and
you break up.
A few weeks later, youre walking out of school, when you see ahead of
you the most attractive person youve spotted in a long while
Ask the students what the story had to do with chemistry. The students
should be able to identify the parts of the story that represent the five
classes of chemical reactions.
Synthesis: two students joining as a couple
Double replacement: dancing with the other couple
Single replacement: your date dancing with someone else
Combustion: the argument
Decomposition: breaking up
Discuss with students the ways in which the analogy works and the ways it
doesnt. (Example of a flawcombustion releases energy, just as the
argument was heated, but the argument doesnt have an outside reactant to
represent oxygen.)
Direct the students to individually write a story that contains analogies for all
five types of fundamental chemical reactions. The story can be about
whatever you wanta few ideas are football games, telephone calls and
cookingexcept that you cannot copy any analogy you heard in the class
story. The story doesnt need to be longjust long enough to include
comparisons to all five reaction types.
Homework
Complete your story, then highlight and identify the five (5) analogies for the
five (5) fundamental chemical reactions. Then write a sentence or two
explaining the flaws/weaknesses in your analogyhow is this story not a
perfect comparison to real chemical reactions?

Modifications
Advanced classes/students may complete the equation-sorting
exercise quickly and have time to begin working on the first days
homework, the Reaction Types Worksheet, in class.
Students who need assistance organizing their thoughts while reading
may benefit from a worksheet with a blank table to organize their
notes. A sample is provided at the end of this lesson.
Limited English Language students may need copies of the story to
help improve comprehension.
Assessment
Students understandings of the five types of reactions are assessed through:
Observation and discussion of their classification schemes
Correctly completed classifications of mathematical and chemical
equations
Solutions to Reaction Types Worksheet
Analogy stories
Rubric for analogy story:
Reaction Type Analogy Story
_____ / 5 all reactions accurately are
represented
_____ / 1 complete sentences
_____ / 2 grammar and spelling
_____ / 2 creativity and story flow
_____ / 10 total points

Classifying Chemical Reactions Worksheet

Name: ____________________________________ Period: _____
Classify each reaction as synthesis, decomposition, single replacement, double
replacement or combustion. The equations are not balanced.

1.

PbCl2

AgNO3

Pb(NO3)2

AgCl

___________________________
2.

NH3 +

HCl

3.

AlCl3 +

NH4Cl

Na2SO4

___________________________

Al2(SO4)3

NaCl

___________________________
4.

Zn

ZnS

___________________________
5.

Al2(SO4)3

BaCl2

BaSO4 +

AlCl3

___________________________
6.

Al2S3

Al

___________________________
7.

H2SO4 +

Fe

H2

FeSO4

___________________________
8.

C12H22O11

O2

CO2

H2O

___________________________
9.

Mg(OH)2

H2SO4

MgSO4

H2 O

___________________________
10.

NaOH

CuSO 4

Na2SO4

___________________________
11.

C4H12

O2

H 2O

___________________________

CO2

Cu(OH)2

12.

Fe

O2

Fe2O3

___________________________
13.

Mg3(PO4)2

H2

Mg + H3PO4

___________________________
14.

NH4NO3

N2O

H2O

___________________________
15.

Cl2 +

KBr

KCl

___________________________

Br2

Classifying Chemical Reactions

Reading NotesSection 10.2 (pages 284-291)

Reaction Type

Synthesis

Decomposition

Single
Replacement

Double
Replacement

Combustion

Sample Equation

Clues for
Recognizin
g Reaction
Type

Teacher Notes:
Synthesistwo reactants join to form one product **clue: one product
A + B AB
2 Na + Cl2 2 NaCl
Decompositionone reactant breaks into several products **clue: one
reactant
CD C + D
2 H2O 2 H2 + O2
Single Replacementan element in a compound switches places with a lone
element **clue: lonely element on each side
A + BC AC + B
2 KBr + Cl2 2 KCl + Br2
Double Replacementtwo compounds swap their positive and negative
parts **clue: two compounds on each side
AB + CD AD + CB
AgNO3 + NaCl AgCl + NaNO3
Combustionan energy-releasing reaction with oxygen to produce one or
more oxides **Clue: O2 is a reactant, products are compounds with oxygen
in them
AB + O2 AO + BO
C + O2 CO2

Mathematical Equations Challenge

Names
of
Group
________________________

Members:

__________________________

Challenge Question:
The mathematics professors have generally agreed that there are five (5)
different possible types of addition expressions. Using your observations
skills, I am sure that you will recognize similarities and subtle differences in
each of the 21 mathematical equations. Can you classify each of these
mathematical equations into the correct five different categories?
Hints:
Use scissors to cut out each equation from the accompanying sheet.
No mathematics textbooks or calculators can be used at any time.
Report:
In the space below, your groups reaction classification scheme should
contain:
a general description of each category
two sample equations for each category
Classification Scheme:

Mathematical Equations Challenge

1.

28

54

82

2.

22

55

25

52

3.

40

22

44

18

4.

75

12

15

72

5.

131 =

44

18

69

6.

14

16

7.

45

42

8.

79

52

27

9.

20

58

16

94

10.

17

42

12

47

11.

33

29

44

18

12.

71

73

13.

62

49

111

14.

46

18

15

13

15.

12

50

18

44

16.

35

20

52

107

17.

59

48

49

58

18.

38

24

18

44

19.

67

61

20.

36

13

33

16

21.

48

14

44

18

Chemical Equations Challenge

Names
of
Group
________________________

Members:

_________________________

Challenge Question:

Can you classify each of these chemical reactions into five different
categories?
Hints:
Use scissors to cut out each reaction from the accompanying sheet.
Do NOT balance the equations as this may confuse you.
No textbooks can be used at any time.
Report:
In the space below, your groups reaction classification scheme should
contain:
a general description of each category
two sample equations for each category

Classification Scheme:

Chemical Equations Challenge

1.

SiO2 +

Mg

Si

2.

SO2

O2

SO3

3.

CaCl2+

K3PO4

4.
5.

CO +
H2CO3

O2

6.
7.
8.
9.

CaCO3
C4H10
P4O10
Cu

+
+
+
+

11. Ag2SO4
AgI

12. NaHCO3
H 2O

NH4I

17. Al2(SO4)3
+
CaSO4
18. CuBr +

(NH4)2SO4

Na2CO3

Ba(NO3)2 +
O2

O2

+
H2O

CO2

Ca(OH)2

Br2
+

Hg

LiOH +
H2
Ca
CaSO4

HNO3

H20
+

CaCl2
CO2

Cl2

CO2

13. Li
+
14. H2SO4
H2
15. BaO
+

KCl

H 2O

HCl
H2CO3
+
O2
H 20
+
H 2O
H3PO4
HgNO3
Cu(NO3)2
N2

16. C10H22
H 2O

MgO

Ca3(PO4)2 +
CO2
CO2 +

10. NCl3

19. CH4

Al(OH)3

CuBr2
CO2 +

Instructor's Notes
Chemical Equations Challenge

H2O

Frustration with the Traditional Lecture Approach

During my first year of teaching I taught this material in a traditional
lecture approach, and I was very disappointed at the number of students
who were not able to classify these chemical reactions despite having been
exposed to my "brilliant" lecture. I felt that my organized, carefully scripted
lesson should -have been an automatic success. How could they not see
things exactly as they had been told, exactly as their own notes told them?
I decided to take a chance during my second year of teaching. Would they
be able to see the patterns and trends in these chemical equations before I
assigned the formal terms synthesis, decomposition, single replacement,
double replacement and combustion? I was nervous at first but was
absolutely stunned at how easily my students were able to do this. I have
experienced success with this in every class (regular or honors), and I am
now a firm believer in the constructivist belief of "experience it first, name it
afterwards."
I am extremely proud of creating this activity because I enjoy teaching the
types of reactions after this activity. To see them nodding along with me as
the formal names are introduced to them, and hearing comments like "We
saw that one!" is much more pleasant than hearing the usual "How did you
know it was a single replacement reaction again?"
Groups and Incentives to Finish Early
This cooperative activity takes about 30-50 minutes to make sure that
everyone gets finished. I score this as 10 points, and award the extra
credit to the first three groups to finish. Three extra points for being first,
two points for the second group, one extra for being third. This keeps the
groups focused and minimizes the chances of groups merging.
Teacher's Role in the Classroom
Once the groups have been assigned and students understand the task, the
teacher becomes the facilitator. The teacher can walk around the
classroom to monitor the students' progress. Teachers should remain
silent because students will often seek assistance through a teacher's facial
cues, comments, etc. To keep the groups on track, a teacher cannot simply
let the students go without some timely encouragement. I often make the
following comments to maintain a productive classroom atmosphere:
"We are looking for patterns and trends.'
"What do you start with? What do you end with?'
"Think about it... with only five different groups, they can't be too element
specific."
"Is this right?"
"Well, explain to me why you put these together." Student justifies the
categories... "Ok, I like this one and that one, but I don't like this group here."
THEN WALK AWAY.
"There seems to be one equation that just doesn't fit in this group." THEN
WALK AWAY.
Two extensions for groups who finish early?
If a group finishes earlier than the rest, ask them to look closely at the
double replacement category. If they truly see the patterns, they should be
able to predict the products of the reactions. I will then give them both
starting materials of a double replacement reaction. "Give me the products
and then I will believe you really see what I see."

Another extension is for students to write the formal names of the types of
chemical equations on the chalkboard. Ask the students to try to match the
formal name with their five different categories, "Don't be surprised if your
students get all five correct in their first try!!! Shocking, but true!!!
Why aren't the equations balanced?
The equations provided are not balanced and students are specifically told
not to balance them. This helps to mini-mire the potential for distraction
since the coefficients do not influence the classification of the chemical
equations. Teachers who feel obligated to have the equations balanced can
ask students to do this after completing the activity.
Recommended Classification Scheme:
There are many different ways to categorize chemical reactions, but the
equations were specifically selected with the classification scheme
described in a popular chemistry textbook.1
Synthesis: A chemical reaction with only 1 product.

SO2 +

O2

SO3

Decomposition: A chemical reaction with only 1 reactant.

H2CO3

CO2

H 2O

Single Replacement: An element and compound produce a new

element and new compound.

H2SO4

Ca

CaSO4

H2

Double Replacement: Two compounds react by exchanging ions

producing two new compounds.

NaCl

AgNO 3

AgCl

NaNO 3

Combustion: A hydrocarbon and oxygen react to produce

carbon dioxide and water.

CH4

O2

CO2

H2O

R. C.; Smith, R G.; Price, J. Merrill Chemistry, 1995, Glencoe/McGraw-Hill, p. 228-230.

Flinn Scientific Foundation

Chemical Equations Simulation for Teachers

Synthesis (Only one number on the right side)
35
+ 20
+ 52
=
107
28

+ 54

= 82

62

+ 49

= 111

Decomposition (Start with one number and end with many)

46

= 18

15

79

= 52

+ 27

131

= 44

+ 18

13

+ 69

Double Replacement (Switch ones' positions to form two new numbers)

17

+ 42

= 12

+ 47

22

+ 55

= 25

+ 52

59

+ 48

= 49

+ 58

Single Replacement (Single digit replaces one's position)

45

+ 2

42

+ 5

67

+ 1

61

+ 7

14

+ 6

16

+ 4

Combustion (Numbers on the right side are always 18 and 44)

40

+ 22

= 44

+ 18

12

+ 50

= 18

33

+ 29

= 44

Flinn Scientific Foundation

44
18