Concept: Chemical Change

Concept Map of Chemical Change in Chemistry 20

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Concept: Chemical Change by Mind Map: Concept: Chemical Change

1. Sources

1.1. Cloonan, C. A., Nichol, C. A., & Hutchinson, J. S. (2011). Understanding Chemical Reaction Kinetics and Equilibrium with Interlocking Building Blocks. Journal Of Chemical Education, 88(10), 1400-1403.

1.2. Dahsah, C., & Coll, R. (2008). Thai Grade 10 and 11 Students' Understanding of Stoichiometry and Related Concepts. International Journal Of Science And Mathematics Education, 6(3), 573-600.

1.3. Kern, A. L., Wood, N. B., Roehrig, G. H., & Nyachwaya, J. (2010). A Qualitative Report of the Ways High School Chemistry Students Attempt to Represent a Chemical Reaction at the Atomic/Molecular Level. Chemistry Education Research And Practice, 11(3), 165-172.

1.4. Sesen, B., & Tarhan, L. (2011). Active-Learning versus Teacher-Centered Instruction for Learning Acids and Bases. Research In Science & Technological Education, 29(2), 205-226.

1.5. Yalcinkaya, E., Tastan-Kirik, O., Boz, Y., & Yildiran, D. (2012). Is Case-Based Learning an Effective Teaching Strategy to Challenge Students' Alternative Conceptions regarding Chemical Kinetics?. Research In Science & Technological Education, 30(2), 151-172.

2. Misconception: Students had a lot of trouble understanding pH. Specifically, that it is not a rating of acidity. ie. 14 = high pH = strong acid

3. Misconception: Students often believe that more mass results in a higher concentration. They fail to take molar mass into consideration

4. Actual, Theoretical and Percent Yield

5. Limiting and Excess Reagents

6. Titration

6.1. End Point

6.2. Equivalence Point

7. Titration Curves for Strong Acids and Bases

8. Precipitation

9. Reaction Stoichiometry

10. Spectator Ions

11. Chemical Reaction Equations

11.1. Net Ionic Equations

12. Key Concepts in Unit D

13. Applied Mathematics 20

13.1. Specific Outcome 6.2

13.2. Specific Outcome 6.3

13.3. Specific Outcome 6.3

14. Applied Mathematics 10

14.1. Specific Outcome 1,2

14.2. Specific Outcome 1.3

14.3. Specific Outcome 5.1

15. Daniel Coffey, Eric Gilmour, Evan Lock

16. Assignment 1b

17. Chemistry 20

17.1. Unit A: The Diversity of Matter and Chemical Bonding

17.2. Unit B: Forms of Matter: Gases

17.3. Unit C: Matter as Solutions, Acids and Bases

17.4. Unit D: Quantitative Relationships in Chemical Changes

18. Science 10

18.1. Unit A: Energy and Matter in Chemical Change

19. Chemistry 30

19.1. Unit A: Thermochemical Changes

19.2. Unit B: Electochemical Changes

19.3. Unit D: Chemical Equilibrium

20. Pure Mathematics 10

20.1. Specific Outcome 2.7

21. Misconception: Students believe the reactant with less mass or volume is the limiting reagent. They fail to recognize that moles are determining factor.

22. Misconception: Students also have shown to have difficulty in understanding chemical language such as equilibrium, shift, acid, pH, and concentration from ways that these terms are used in everyday life.

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