T: Nguyễn Thị Thu Hằng – Bình xuyên high school
Duyệt giáo án

Ngày…..tháng…..năm 2018

Vũ thị Minh Thúy
Date of preparing: 10/01/2018

Teaching date: 27/01/2018

Period 38 – Lesson 22
CHLORINE
I. Objectives
1. Knowledge
- Ss know physical properties, natural occurrence, applications and synthesis of chlorine.
- Ss understand : The basic chemical property of chlorine is that it has strong oxidative
property. Besides it is still a reducing agent.
2. Skills
- Ss predict, test and conclude about basic chemical property of chlorine.
- Ss obsever experiments and conclude about chemical property of chlorine.
3. Attitude
Ss have a good attitude about problem protecting the environment.
II. Method
Talking, using experiment movies.
III. Preparing
1. Teacher: reference books, computer and projector.
2. Student: Read the lesson before starting.
IV. Procedure
1. Class organization
Class

attending

Student absent

11A2
2. Checking the previous lesson
1
T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


3. New lesson

Contents
I. PHYSICAL PROPERTIES
- In normal condition, chlorine is a greenish
– yellow, pungent, very toxic gas. It can
destroy the mucosa of respiratory tract.
- Chlorine gas is 2.5 times heavier than air
and can dissolve in water.
- Chlorine gas can dissolve strongly in
organic solvents, for example: benzene,
ethanol, hexane, carbon tetrachloride,…

Teacher's activities/Students’ activity
Activity 1: : researching on the physical
properties of chlorine
T shows a bottle of chlorine gas and gives a
question to S:That a bottle containing
chlorine, please observe and give some
physical properties of chlorine.

T: Is chlorine lighter or heavier than the air?
Calculate the relative density of chlorine
with respect to the air.
T notes S about toxicity, solubility in water
and organic solvents of chlorine.

II. CHEMICAL PROPERTIES
The basic chemical property of chlorine is
that it has strong oxidative property.

Activity 2:researching on the chemical
properties of chlorine
T: Basing on electronegativity and structure
of chlorine atom, can you predict what basic
chemical property of chlorine is?
T: Show experiment video of chlorine and
sodium, copper, iron.
S: observe the phenomena occurring during
experiments and write chemical equations.
T: Asks S to determine the changing of
oxidation number of chlorine atom, and
deduce the role of chlorine in these reaction.
T suggest S giving the conclusion.

1. Reactions with metal
2Na + Cl2 → 2NaCl
Cu + Cl2 → CuCl2
2Fe + 3Cl2→ 2FeCl3
Conclusion: Chlorine gas can directly
oxidize most metals to form chloride salts

correspondingto the highestoxidation
number of chlorine .

2.Reactions with hydrogen
+ →2
Conclusion: In reactions with metals and
hydrogen, chlorine exhibits strongly
oxidative property.
3.Reactions with water
Cl2 + H2O +

Activity 3:
T introduces to S the condition of reaction
between chlorine and hydrogen.
S: write the chemical equation and
determine the role of chlorine.
Activity 4:
T introduces the reaction of chlorine with
water: When dissolved in water, part of
chlorine gas reacts with water to form
hydrochloric acid and hypochlorous acid.
S determines the role of chlorine: Chlorine is
both a reducing agent and an oxidizing
agent.
T adds: Since HClO is a strong oxidizing
2

T: Nguyễn Thị Thu Hằng – Bình Xuyên high school



agent, chlorine water has a high bleaching
property.
III. NATURAL OCCURRENCE
,
Compounds: NaCl; KCl.MgCl2.6H2O.
IV. APPLICATION

V. SYNTHESIS
1. Synthesizing chlorine in the laboratory
 1 to

4

2

0

Mn O2  4H Cl  Mn Cl 2  Cl 2  2H 2O
7

1

2

6

1

2


Activity 5:
T: Why does chlorine element only occur in
nature in the form of compounds, and what
are those compounds?
Activity 6:
T: Asks students to read the page number of
99 on textbook and find the application of
chlorine in our daily life.
Activity 7:
S: Read the textbook to give the method of
preparing chlorine in the laboratory and
write chemical equations.

0

2K Mn O 4  16H Cl 2KCl  2 Mn Cl 2  5Cl 2  8H 2O
0

K 2 Cr2 O7  14H Cl 2KCl  2 Cr Cl 3  3Cl 2  7H 2O

KClO3 + 6HCl →KCl+3Cl2+ 3H2O
2. Manufacture of chlorine
T introduces to S the method of producing
2NaCl+2H2O2NaOH+Cl2 +H2
chlorine in industry.
4. Consolidation: Ssdo the exercises 1, 2 on page 101 of the textbook.
5. Homework: Ss do the exercises from 3 to 7, on page 101 of the textbook.
Prepare for the new lesson.

3

T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


Duyệt giáo án

Ngày…..tháng…..năm 2018

Vũ thị Minh Thúy
Date of preparing: 25/01/2018

Teaching date: 03/02/2018

Period 40 – Lesson 23
HYDROGEN CHLORIDE – HYDROCHLORIC ACID AND CHLORIDE SALT (P2)
I. OBJECTIVES
1. Knowledge - Ss know: The method to produce chlohydric acid in the laboratory and in industry.
Identification of chloride ion.
- Ss understand : besides owning all general chemical properties of acid, hydrochloric acid exhibits
reductive property because in HCl molecule, chlorine element has the lowest oxidation number of
-1.
2. Skills - Ss obsever experiments to identify chloride ion.
3. Attitude Ss have a good attitude about problem protecting the environment.
II. Method
Talking, using experiment movies.
III. Preparing
1. Teacher: reference books, computer and projector.
2. Student: Read the lesson before starting.
IV. Procedure
1. Class organization
Class

10A3
2. Checking the previous lesson

attending

Student absent

3. New lesson
Contents
II. Chlohydric acid
3. Synthesis
a) In the laboratory
reaction of NaCl(s) + H2SO4 concentrated
( sulfate method)

Teacher's activities/Students’ activities
Activity 1:
Ss read the textbook and give the method to
synthesize cllohydric acid in the lab. And write
the chemical equations.

4
T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


t o  250 o C

NaCl (s) + H2SO4cc      NaHSO4 +
HCl 


T notes Ss about the condition of reaction.

t o  400 o C

2NaCl (s) + H2SO4cc      Na2SO4 +
2HCl 
Hydrogen chloride dissolved in water to form
hydrochloric acid.
b) Manufacture of hydrochloric acid in industry
(Integrated method)
H2 + Cl2HCl
(Sulfate method)
(Chlorination process of organic compounds
CH4 + Cl2 CH3Cl + HCl

III. CHLORIDE SALT AND
IDENTIFICATION OF CHLORIDE ION
1. Some chloride salts
* Solubility: Most chloride salts dissolve in
water, except some insoluble salts such as AgCl
and slightly soluble salts such as CuCl, PbCl2.
*Application:
- NaCl: is the most important salt.
+ Used as table salt, food preservation.
+ Is an essential material in chemical industry to
synthesize NaOH, Cl2,H2,Javel water, HCl
acid,...
- KCl: used as fertilizer
- ZnCl2: used to prevent...from rooting
- AlCl3: used as a catalyst in organic synthesis

- BaCl2: used forpets control in agriculture
2. How to identify chloride ion
AgNO3 solution is the reagent to identify
chloride ion.
NaCl + AgNO3 AgCl(white) + NaNO3
HCl + AgNO3 AgCl(white) + HNO3
4. Consolidation: T give questions

Ss read the textbook and give the method to
produce hydrochloric acid in industry.
T guides students to analyze Figure 5.7 in the
textbook and asks Ss to write the chemical
equation for inllustrating.
T provides more information about manufacture
of hydrochloric acid in industry: sulfate method
and a large amount of HCl is obtained in
industry from the chlorination process of organic
compounds (mainly hydrocarbon).
Activity 2:
T: introduces to Ss about the ability to dissolve
and the application of some chloride salts.

T carry out the experiment to identify chloride
ion in hydrochloric acid and sodium chloride
solution. And conclude about the identification
of chloride ion.

- Give the examples to prove that HCl acid owns all chemical properties of acid and it has
reductive property.
- Outlined how to identify chloride ion .

5. Homework: Ss do the exercises from 1 to 7, on page 106 of the textbook.

5
T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


Duyệt giáo án

Ngày…..tháng…..năm 2018

Vũ thị Minh Thúy
Date of preparing: 30/01/2018

Teaching date: 10/02/2018

Period 42 – Lesson 24
AN OVERVIEW OF CHLRORINE COMPOUNDS
CONTAINING OXYGEN
I. OBJECTIVES
1. Knowledge
- Ss know: The method to produce chlohydric acid in the laboratory and in industry.
Identification of chloride ion.
- Ss understand : besides owning all general chemical properties of acid, hydrochloric acid exhibits
reductive property because in HCl molecule, chlorine element has the lowest oxidation number of1.
2. Skills- Ss obsever experiments to identify chloride ion.
3. Attitude Ss have a good attitude about problem protecting the environment.
II. Method Talking, using experiment movies.
III. Preparing
1. Teacher: reference books, computer and projector.
2. Student: Read the lesson before starting.

IV. Procedure
1. Class organization
Class

attending

Student absent

2. Checking the previous lesson
3. New lesson
Contents
I. JAVEL WATER
Javel water is a solution of mixture of NaCl and

Teacher's activities/Students’ activities
Activity 1:
T: I think many people among us have used

6
T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


NaClO ( sodium hypochloride).
1. Application
Javel water has bleaching and antiseptic
properties. It is used to bleach cotton, fiber,
paper and to disinfect cages, toilets.
2. Properties
NaClO is a salt of weak acid (weaker than
carbonic acid). Hence, it reacts gradually with

CO2 in the air to form unstable hypochlorous
acid HClO.
NaClO + CO2 + H2O → NaHCO3 + HClO
Both NaClO and HClO in the solution have very
strong oxidative property.
3. Synthesis
- In the laboratory, let chlorine gas react with
dilute NaOH solution at ambient temperatures.
- In industry, Javel water is produced by
electrolysis of NaCl solution (concentration
from 15 to 20%) in the electrolysis barrel
without diaphragm.
II. CHLORIDE OF LIME
1.Molecular structure and properties
- Molecular structure is CaOCl2
- chloride of lime is a mixed salt.
- Chloride of lime is a white, porous powder.
- Chemical properties:
+ Is the salt of weak acid.
+ Has strong oxidative property just like Javel
water.
2. Applications
- It is used to bleach cotton, fiber, paper.
It is used to disinfect landfills, sewers, cages,…
- A large amount of chloride of lime is used in
oil refining.
- Used to treat toxic substances and protect the
environment.
3. Synthesis
Cl2 + Ca(OH)2→ CaOCl2 + H2O


javel water so who can give me some
applications of this solution?
Ss give some applications of javel water
T adds: NaClO salt is a very strong oxidizing
agent so javel water has bleaching and antiseptic
properties.
Activity 2:
T: guides Ss to comment about the properties of
Javel water

Activity 3:
Ss: read the textbook and give the method to
synthesis Javel water and write the chemical
equations to illustrate.
Activity 4:
T introduces to Ss about molecular structure and
properties of chloride of lime.

Activity 5:
Ss read the textbook and give the method to
synthesize CaOCl2
4. Consolidation: T summaries whole knowledge and asks Ss to do the exercises1, 4 on page 108 in
the textbook.
5. Homework: - Do the exercises 2,3, and 5 on page 108 in the textbook.
- read the lesson 25 to prepare for the following lesson.

Duyệt giáo án

Ngày…..tháng…..năm 2018

7

T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


Vũ thị Minh Thúy
Date of preparing: 08/03/2018

Teaching date: 17/03/2018

Period 44 – Lesson 25
FLUORINE – BROMINE – IODINE (PERIOD 2)
I. OBJECTIVES
1. Knowledge
- Ss understand : The basic chemical property of fluorine, bromine, iodine is the oxidizing
property, fluorine has the strongest oxidizing properties; the reason for decreasing gradually
the oxidative property from fluorine to iodine.
2. Skills
- Ss do qualitative exercises and Quantitative exercises about fluorine, bromine and iodine.
3. Attitude
Ss have positive attitude and proactive when doing exercises about fluorine, bromine and
iodine.
II. Method
Talking, problem solving.
III. Preparing
1. Teacher: reference books, computer and projector.
2. Student: Review the previous lesson by themselves before starting.
IV. Procedure
1. Class organization
Class

attending
10A3
2. Checking the previous lesson

Student absent

Write the chemical equations to finish the following series ( write the condition of the
reactions clearly).
NaCl
8
T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


(1)
(2)
(3)
(4)
MnO2 ��
� Cl2 ��
� CaOCl2 ��
� CaCl2 ��
� CaCO3

(6)

Br2 ��� AgBr
3. New lesson
Contents

Teacher's activities/Students’ activities


I.SUMMARING THE KNOWLEDGE
- Physical properties and natural occurrence
- Chemical properties
II. EXERCISES
Exercises on page 113

Activity 1:
T gives the questions to help Ss summary
whole knowledge about fluorine, bromine
and iodine.
Activity 2:
T asks and guides Ss to do the exercises in
the textbook.
Hydrofluoric acid is a weak acid but exhibits
a special property of corroding glass devices.
Chemical equation:
HBr + NaOH → NaBr + H2O
nHBr= 1/81 deduce, the obtained solution turns litmus
blue.
Have strong oxidative property, and decrease
gradually from fluorine to iodine.
2F2 + 2H2O  4HF + O2

1. D
2. B

3. F2, Cl2, Br2, I2
4. Halogen reacts with water

0

Cl 2  H 2 O
0

Br2  H 2 O

1

H Cl
1



1

H Cl O
1

H Br  H Br O

Iodine hardly reacts with water.
5.
a. Using chlorine gas and starch
6. Starch changes from white to blue.

Cl2 + 2KI → KCl + 2I2
Iodine obtaining reacts with starch to form a
blue compound.

4. Consolidation: T summaries whole knowledge about halogen group.
5. Homework: - Review the previous lessons by themselves and read the lesson 26 before
starting.

Duyệt giáo án

Ngày…..tháng…..năm 2018

9
T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


Vũ thị Minh Thúy
Date of preparing: 15/03/2018
Period 46 – Lesson 26

Teaching date: 24/03/2018

REVIEW: HALOGEN GROUP (period 2)

I. OBJECTIVES
1. Knowledge
- Ss understand : The basic chemical property of fluorine, bromine, iodine is the oxidizing
property, fluorine has the strongest oxidizing properties; the reason for decreasing gradually
the oxidative property from fluorine to iodine.
2. Skills
- Ss do qualitative exercises and Quantitative exercises about fluorine, bromine and iodine.
3. Attitude Ss have positive attitude and proactive when doing exercises about fluorine,
bromine and iodine.
II. Method Talking, problem solving.

III. Preparing
1. Teacher: reference books, computer and projector.
2. Student: Review the previous lesson by themselves before starting.
IV. Procedure
1. Class organization
Class

attending

Student absent

2. Checking the previous lesson
T continues to help SS review without checking the previous lesson.
3. New lesson
Contents
II. EXERCISES
E 1. C
E 2. A
E 3. B
E 4. A
E5

Teacher's activities/Students’ activities
Activity 1:
T devides Ss to 4 groups ang give the
exercises for every group.
Ss have prepared exercises on pages 118,
119 for reviewing.
10

T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


a) 1s22s22p63s23p63d104s24p5
b) Br: Bromine, Br – Br
c) Basic chemical property: Strong oxidative
property
d) Bromine has oxidative property which is
stronger than iodine and is weaker than
chlorine.
E6
2KMnO4 + 16HCl 2KCl+ 2MnCl2 + 5Cl2 +
8H2O
MnO2 + 4HCl  MnCl2 + Cl2 + 2H2O
2K2Cr2O7 + 14HCl 2KCl+ 2CrCl3 + 3Cl2 +
7H2O
E7
MnO2 + 4HCl  MnCl2 + Cl2 + 2H2O
Cl2 + 2NaI → 2NaCl + I2
E8
Chlorine has stronger oxidative property
than bromine and iodine.
E9
Because flourine can oxidize water easily.
E10
The result is: C% = 1,86%
E11
a) mAgCl = 14,35g
b) CM (NaNO3)=CM (AgNO3 dư)= 0,2 (mol/l)
E12

MnO2 + 4HCl  MnCl2 + Cl2 + 2H2O
Cl2 + 2NaOH  NaCl + NaClO + H2O
E13
Cl2 + 2NaOH  NaCl + NaClO + H2O

Ss do:
nHCl = 4nCl2 = 4nI2 = 4*12,7/254= 0,2 mol
=> mHCl= 36,5*0,2 = 7,3 g.
Ss give the reactions to prove:
Cl2 + 2NaI → 2NaCl + I2
Cl2 + 2NaBr → 2NaCl + Br2

Ss give the solution:
CM (NaOH)= 0,8 (mol/l)
CM (NaCl)= 1,6 (mol/l)
Oxygen gas with chlorine gas impurityare
passed through an alkaline solution, only
chlorine reacts with alkaline solution
generating soluble salts in solution .
Escaping gas is pure oxygen.

4. Consolidation: T summaries whole knowledge about halogen group.
5. Homework: - Review the previous lessons by themselves and read the lesson 26 before
starting.
Duyệt giáo án

Ngày…..tháng…..năm 2018

11
T: Nguyễn Thị Thu Hằng – Bình Xuyên high school

Vũ thị Minh Thúy
Date of preparing: 22/03/2018

Teaching date: 28/03/2018

Period 49 – Lesson 29
OXYGEN – OZONE (period 1)
I. OBJECTIVES
1. Knowledge
- Ss know the position, structure, physical properties and applications of oxygen
- Ss understand : the chemical properties of oxygen
2. Skills: Writing reaction equation
3. Attitude: Ss have positive attitude and proactiveto plant trees
II. Method Talking, problem solving.
III. Preparing
1. Teacher: reference books, computer and projector.
2. Student: Review the previous lesson by themselves before starting.
IV. Procedure
1. Class organization
Class

attending

Student absent

10A2
2. Checking the previous lesson
3. New lesson

Contents
A. OXYGEN
I. POSITION AND STRUCTURE
Oxygen has the atomic number of 8, belongs
to group VIA, period 2 of the Periodic table
of chemical elements.
- The electron configuration : 1s22s22p4
- The structural formula: O=O
II. PHYSICAL PROPERTIES
- Oxygen gas is colorless, odourless,
tasteless gas which is quite heavier than air

Teacher's activities/Students’ activities
Ss gives the position and structure of oxygen

Basing on previous knowledge and reading
the textbook, Ss give the physical properties
of oxygen.
12

T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


()
- Under the atmospheric pressure, oxygen
liquefies at -183oC
- Oxygen gas dissolves weakly in water
III. CHEMICAL PROPERTIES
T suggests Ss giving the chemical properties
Oxygen is a reactive non – mental, and it has of oxygen and writing the reaction equation

strong oxidative property
to illustrate.
1.Reacting with metals
0

0

0

0

0

0

3

2

t
4 Al  3 O2 ��
� 2 Al2 O3


8
3

2

t

3 Fe  2 O2 ��
� Fe3 O4

2. Reacting with non – metals

3. Reacting with compounds
- CO burns in the air
- Ethanol burns in the air
IV. APPLICATIONS
Ss give the applications of oxygen.
- Oxygen plays an important role in human
and animals’ life.
- Annually, countries in all over the wall
produce tens of million tonnes of oxygen to
meet industrial demands.
4. Consolidation: T summaries whole knowledge about oxygen.
5. Homework: - Review the previous lessons by themselves and read the lesson 30 before
starting.

Duyệt giáo án

Ngày…..tháng…..năm 2017

Vũ thị Minh Thúy
Date of preparing: 04/04/2018

Teaching date: 04/04/2018

Period 51 – Lesson 30

13
T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


SULFUR
I. OBJECTIVES
1. Knowledge
- Ss know the position, structure, physical properties and applications of SULFUR
- Ss understand : the chemical properties of SULFUR
2. Skills: Writing reaction equation
3. Attitude: Ss have positive attitude and proactive when doing exercises of sulfur.
II. Method
Talking, problem solving.
III. Preparing
1. Teacher: reference books, computer and projector.
2. Student: Review the previous lesson by themselves before starting.
IV. Procedure
1. Class organization
Class
10A3
2. Checking the previous lesson

attending

Student absent

Checking the homework
3. New lesson
Contents
I. POSITION AND ATOMIC ELECTRON

CONFIGURATION
- Position: Sulfur atomic has the atomic number
of 16. It belongs to groupVIA, period 3 of the
Periodic Table of chemical elements.
- Atomic electron configuration:
1s22s22p63s23p4
II. PHYSICAL PROPERTIES
Sulfur has two allotropes: Rhombic sulfur (Sα)
and monoclinic sulfur (Sβ)
- Two allotropes are different in crystal structure
and some physical properties, but they have the
same chemical properties.
III. CHEMICAL PROPERTIES

Teacher's activities/Students’ activities
Ss give the position of sulfur

T gives information

T suggests Ss giving chemical properties of

14
T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


When sulfur element participate in reactions, its
oxidation number can decrease or increase.
Thus, we say that sulfur exhibits oxidative and
reductive properties
1. Sulfur reacts with metals and hydrogen

(aluminium sulfide)
0

0

2 2

o

t
Fe S ��
� Fe S (ion II sulfide)
0

sulfur

Ss write chemical equations and comment about
the role of sulfur in that reactions

2 2

0

Hg  S � Hg O (at ambient temperature)
In these reactions, S exhibits oxidative property.
2. sulfur reacts with non – metals
S reacts with some non – metals at suitable
temperature
0

0

4 2

o

t
S  O2 ��
� S O2
0

0

o

6 1

t
S  3 F2 ��
� S F6
In thesereactions, S exhibits reductive property.

IV. APPLICATIONS OF SULFUR
Ss read the textbook and give information
Sulfur has a large number of important
applications in many industries
V. NATURAL OCCURRENCE AND
T gives give information
SULFUR PRODUCTION
- In nature, sulfur occurs mostly in the element

form, forming large mines in the Earth’s crust.
- sulfur also occurs in the form of compounds
such as sulfate salts and sulfide salts.
* To exploit sulfur from a sulfur mine, special
equipment is used
4. Consolidation: T summaries whole knowledge about halogen group.
5. Homework: - Review the previous lessons by themselves and read the lesson 26 before starting.

Duyệt giáo án

Ngày…..tháng…..năm 2018

Vũ thị Minh Thúy
Date of preparing: 04/04/2018

Teaching date: 11/04/2018

Period 53 – Lesson 32
15
T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


HYDROGEN SULFIDE. SULFUR DIOXIDE. SULFUR TRIOXIDE (p1)
I. OBJECTIVES
1. Knowledge- Ss know the physical properties and applications of HYDROGEN SULFIDE,
SULFUR DIOXIDE.
- Ss understand : the chemical properties of HYDROGEN SULFIDE, SULFUR DIOXIDE.
2. Skills: Writing reaction equation
3. Attitude: Ss have positive attitude and proactive to protect environment
II. MethodTalking, problem solving.

III. Preparing
1. Teacher: reference books, computer and projector.
2. Student: Review the previous lesson by themselves before starting.
IV. Procedure
1. Class organization
Class

attending

Student absent

10A3
2. Checking the previous lesson: Check the homework
3. New lesson
Contents
A. HYDROGEN SULFIDE
I. PHYSICAL PROPERTIES
- Hydrogen sulfide is a colorless gas with the
smell of a rotten egg and is very poisonous.
- H2S gas is a little heavier than the air and
dissolves slightly in water.
III. CHEMICAL PROPERTIES
1. Weak acidic properties
Hydrogen sulfide dissolves in water to form
very weak acid solution called hydrosulfuric
acid
H2S + NaOH  NaHS + H2O
H2S + 2NaOH  Na2S + 2H2O
2. Strong reductive property
Hydrogen sulfide is said to have strong

reductive property
*

Teacher's activities/Students’ activities
Ss read the textbook and give the physical
properties

Write chemical equation to illustrate

* Note: when H2S solution contacts oxygen in

16
T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


the air, it gradually becomes yellow cloudy.
V. NATURAL OCCURRENCE AND
Ss read the textbook
SYNTHESIS
- In nature, hydrogen sulfide occurs in stream
water and in volcanic gas and releases from dead
bodies of humans and animals…
- In industry, hydrogen sulfide gas is not
produced. In the laboratory, it is synthesized in
the chemical reaction of hydrochloric acid with
iron (II) sulfide
FeS + 2HCl  FeCl2 + H2S
B. SULFIDE DIOXIDE
Ss read the textbook
I. PHYSICAL PROPERTIES

- Sulfur dioxide is a colorless, pungent, is
heavier than air.
- It dissolves strongly in water
- Sulfur dioxide is a toxic gas.
4. Consolidation: T summaries whole knowledge about halogen group.
5. Homework: - Review the previous lessons by themselves and read the new lesson before
starting.

Duyệt giáo án

Ngày…..tháng…..năm 2018

Vũ thị Minh Thúy
Date of preparing: 10/04/2018
Period 55 – Lesson 33

Teaching date: 18/04/2018
SULFURIC ACID. SULFATE SALT

I. OBJECTIVES
1.Knowledge

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T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


-Give some important physical properties of sulfuric acid such as state, color, density,
solubility, etc.
- Understand chemical properties of dilute and concentrated sulfuric acid, especially reaction
with basic oxides, bases, salts, metals and non-metals.

- Know role of sulfuric acid in the national economy.
- Remember method to produce sulfuric acid in industry.
2.Skills
-Writechemicalequations to illustratethechemicalpropertiesof sulfuric acid.
-Solvethe exercises whichconcernthepropertiesandproductionof sulfuric acid.
- Observe phenomena of the experiment relative to chemical properties.
-ImprovespokenEnglishinchemistry.
-Improvestudents’teamworkskills.
-Improvestudents’learningautonomy.
3.Attitude
-Havepositiveattitudestoself–improvementofknowledgeinsulfuric acid.
-Raisestudents’interestinchemistry.
- Enrich knowledgeinindustrialapplicationofthematerialsinhumanlife.
II. MethodTalking, problem solving.
III. Preparing
1. Teacher: reference books, computer and projector.
2. Student: Review the previous lesson by themselves before starting.
IV. Procedure
1. Class organization
Class

attending

Student absent

10A3
2. Checking the previous lesson Checking the homework
3. New lesson Teaching processis designed into activities,showing pedagogical processof the
elected active teaching methods

Teacheractivity/ Student activity

Content

Activity 1: Physical properties

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T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


I. Physical properties
- Teacher: Asks students to observe the bottle - Sulfuric acid (H2SO4) is a viscous, colorless, nonof concentrated sulfuric acid and to remark volatile liquid.
the physical properties of it.
- It is 2 times heavier than water (98% H 2SO4 has D =
1,84 g/cm3).
- Q: How can concentrated sulfuric acid be
diluted?

- To dilute concentrated H2SO4 acid, acid must be
- Teacher: Gives some extra information: poured into water graduallyand stirred gently with a
H2SO4 dissolves in water infinitely and glass rod. This cannot be done in opposite way.
releases a lot of heat. If we pour water into
H2SO4, water boils suddenly and acid drops
spout out dangerously.

Figure 6.6. The diluting method of concentrated H2SO4
Activity 2: Chemical properties
- Q1: What do you know about the chemical II. Chemical properties
* Remark:
properties of H2SO4?

- Sulfuric acid is a strong acid (have learned in chapter
- Ans 1: It is a strong acid.
I Chemistry 9th grade).
- Q2: What are the common oxidation states
of sulfur in nature?
- Concentrated sulfuric acid is a strong oxidant.
- Ans 2: There are five oxidation states of
sulfur such as -2, 0, +2, +4, +6.
- Q3: What is the oxidation state of sulfur in
H2SO4 acid?
- Ans 3: +6.
- Q4: According to that oxidation state, which
chemical property does concentrated sulfuric
acid have?
- Ans: Oxidative property.
- Teacher: Asks students to list some general
properties of dilute sulfuric acid.
- Q: Answer some exercises for reactions of
dilute sulfuric acid and metals, basic oxides, 1. Properties of dilute sulfuric acid
bases and salts.
Dilute sulfuric acid has general properties of acid, these
- Teacher: + Prepares and shows some are:
experiments of concentrated sulfuric acid

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T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


reacts with copper, sulfur and sucrose.

- Changes litmus color into red.

+ Students: Finish the following table

- Reacts with reactive metals, liberating hydrogen gas.

Reaction
H2SO4 + Cu →
H2SO4 + sucrose →

- Reacts with basic oxides and bases.

Observations

- Reacts with many salts.

* Notice: Metals, which are weak reductive agents
- Teacher: Besides strong acidic property, (located after hydrogen in the reactive metals series),
concentrated sulfuric acid has typical do not react with dilute sulfuric acid.
chemical properties as follows:
2) Properties of concentrated sulfuric acid
+ Strong oxidative property.
- Strong oxidative property:
+ Hydrophillic property.
Hot concentrated, sulfuric acid has very strong
-Teacher:
Concludes
reactions
of oxidative property, it can oxidize most of metals
concentrated sulfuric acid and other (except Au, Pt), many non-metals (C, S, P, …) and

substances.
many compounds:
Reaction
Observations
2H 2SO 4conc. + Cu � CuSO 4 + SO 2 + 2H 2O
H2SO4 + Cu → CuSO4 Copper
is
+ SO2+ H2O
dissolved.
2H 2SO 4conc. + S � 3SO 2 + 2H 2O
- A colorless gas
is released.
- Hydrophillic property:
- The color of the
flower disappears. Concentrated sulfuric acid absorbs water intensively. It
- The color of the also absorbs water from glucide compounds. For
obtained solution example, when dropping concentrated H2SO4 into
is blue.
sucrose (figure 6.7) :
C12H22O1112C + 11H2O - Black carbon is
C12H22O1112C + 11H2O
2H2SO4conc. + C → CO2 pushed out of the
+ 2SO2 + 2H2O
cup.
Then, a part of carbon is oxidized by concentrated
- The reaction is
H2SO4 to liberate CO2 and SO2 gas which cause the
strong
effervesce and push carbon out of the cup.
exothermal.

C + 2H2SO4 conc. CO2 + 2SO2 + 2H2O
+ Notice: Glucide (or carbohydrates) is
the common name of substances such as - Warning: Contacting skin with concentrated H2SO4
glucose, sucrose, starch and cellulose with the will cause serious burn, hence care must be taken when
general formula of Cn(H2O)m. (see chapter 5, using sulfuric acid.
Chemistry 9).
Activity 3: Applications
- Teacher: asks students to state some III. Applications
applications of sulfuric acid.
- Sulfuric acid takes the first place for its application in
many production industries.

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T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


- Teacher: Provides the extra information: - Sulfuric acid is used to produce fertilizers, pesticides,
Every year, countries all over the world detergents, chemical fiber, plastics, paints, dyes,
produce approximately 160 million tons of medicine, oil refining, etc.
H2SO4.
Activity 4: Production of sulfuric acid
- Teacher: asks students to read the textbook
and discuss together to answer two following
questions:
Q1: Which method is used to produce sulfuric
acid in industry?
Q2: What is oleum?
- Students: Find more information in
textbook and answer the questions.

IV. Production
Sulfuric acid is produced in industry by contacting
method. This method has 3 main steps:
a) Produce sulfur dioxide (SO2)
- Burn sulfur:

S + O2 SO2

- Or burn iron pyrites ore FeS2:

4FeS2 + 11O2 2Fe2O3 + 8SO2
- Teacher: Presents a video of production of
sulfuric acid.
b) Produce sulfur trioxide (SO3)
SO2is oxidized by oxygen gas or an excess amount of
air at 450 – 500oC, with vanadium (V) oxide V2O5 as a
catalyst:
2SO2 + O22SO3
c) Absorb SO3 by H2SO4 H2SO4 98% is used to absorb
SO3, then oleum H2SO4.nSO3 is obtained:
H2SO4 + nSO3 H2SO4.nSO3
The use an excess amount of water to dilute oleum,
concentrated H2SO4 is obtained:
H2SO4.nSO3 + nH2O (n+1) H2SO4
4. Homework 1. A compound has the mass composition of 35.96% of S; 62.92% of O and 1.12%
of H. The chemical formula of this compound is
A. H2SO3
B. H2S2O7
C. H2SO4
D. H2S2O8.

Choose the right answer.
Do the exercises 2-6
2. The oxidation state of sulfur in a type of oleum compound, H2S2O7, is
A. +2

B. +4

C. +6

D. +8

Choose the right answer.

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T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


3. There are 4 bottles, each bottle contains one colorless solution: NaCl, HCl, Na 2SO4, Ba(NO3)2.
Distinguish the solution in each bottle using chemical method. Write chemical equations of
occurring reactions, if any.
4. a) Concentrated sulfuric acid is used to dry moist gases, give one example. There are moist gases
which cannot be dried by concentrated sulfuric acid, give one example. Why?
b) Concentrated sulfuric acid can convert many organic compounds into charcoal (called
carbonization). Give examples about the carbonization of glucose and sucrose.
c) What are the differences between drying and carbonization?
5. a) In which cases does sulfuric acid have the general chemical properties of an acid? What are
these properties? Give chemical equations as illustrative examples.
b) In which cases does sulfuric acid have specific chemical properties? What are these properties?
Give chemical equations as illustrative examples.
6. Given 100 ml of 98% H2SO4solution, with the density of 1.84 g/cm3. The H2SO4 solution above is

diluted to H2SO4 20% solution.
a) Calculate the volume of needed water for dilution.
b) How does dilution must be carried out?

Duyệt giáo án

Ngày…..tháng…..năm 2018

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T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


Vũ thị Minh Thúy
Date of preparing: 10/04/2018
Period 57 – Lesson 34

Teaching date: 02/05/2018
REVIEW: OXYGEN AND SULFUR (p1) - tiết 29

I. OBJECTIVES
1. Knowledge: Consolidate knowledge about oxygen and sulfur
- The physical properties, chemical properties, synthesis and applications.
2. Skills: Writing reaction equation
3. Attitude: Ss have positive attitude and proactive to protect environment
II. MethodTalking, problem solving.
III. Preparing
1. Teacher: reference books, computer and projector.
2. Student: Review the previous lesson by themselves before starting.
IV. Procedure
1. Class organization

Class
attending
10A3
2. Checking the previous lesson Checking the homework

Student absent

3. New lesson
Contents
A. KNOWLEDGE TO MASTER
I. STRUCTURE AND PROPERTIES OF
OXYGEN AND SULFUR
1. Electron configuration of atoms
- Oxygen atom: 1s22s22p4
- Sulfur atom: 1s22s22p63s23p4
2. Electronegativity
- The electronegativity of oxygen is 3.44
- The electronegativity of sulfur is 2.58
3. Chemical properties
- Oxygen and sulfur are non – metals with
strong oxidative property, with oxygen having
stronger oxidative property than sulfur.
- Besides, sulfur exhibits reductive property
when reacting with elements with higher
electronegativitysuch as oxygen, fluorine.

Teacher's activities/Students’ activities

Ss remind previous knowledge.

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T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


II.PROPERTIES OF SULFUR
COMPOUNDS
1. Hydrogen sulfide
- Hydrogen sulfide solution in water has weak
acidic property.
- Hydrogen sulfide has strong reductive
property
2. Sulfur dioxide
- SO2 is an acidic oxide.
- SO2 exhibits oxidative and reductive property.
3. Sulfur trioxide and sulfuric acid
- SO3 is an acidic oxide.
- Dilute H2SO4 solution has general properties
of acids.
- Concentrated H2SO4 has specific chemical
properties:
Very strong oxidative property and hydrophilic
property.

T suggest Ss repeating previous knowledge.

4. Consolidation: T summaries whole knowledge about oxygen and sulfur.
5. Homework: - Do whole exercises in the textbook.

Duyệt giáo án

Ngày…..tháng…..năm 2018

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T: Nguyễn Thị Thu Hằng – Bình Xuyên high school


Vũ thị Minh Thúy
Date of preparing: 04/05/2018

Teaching date: 09/05/2018

Period 58 – Lesson 34
REVIEW: OXYGEN AND SULFUR (p2)

tiết 30

I. OBJECTIVES
1. Knowledge: Consolidate knowledge about oxygen and sulfur.
- Ss know the physical properties, chemical properties, synthesis and applications.
2. Skills: Writing reaction equation, do the exercises about oxygen and sulfur.
3. Attitude: Ss have positive attitude and proactive to protect environment
II. MethodTalking, problem solving.
III. Preparing
1. Teacher: reference books, computer and projector.
2. Student: Review the previous lesson by themselves before starting.
IV. Procedure
1. Class organization
Class

attending

Student absent

10A2
2. Checking the previous lesson: Check the homework
3. New lesson
Contents
B. EXERCISES
E1. D
E2. 1C; 2B.
E3.
H2S only exhibits reductive property.
Sulfuric acid only exhibits oxidative property.
E4.

E5.
E6. Ba(OH)2
E7.

Teacher's activities/Students’ activities
Ss do exercises on page 146, 147.
The chemical equation
H2SO4 + 8HI → 4I2 + H2S + 4H2O
3H2SO4 + H2S  4SO2 + 4H2O
H2SO4 + 8HI → 4I2 + H2S + 4H2O
Fe + S → FeS
FeS + 2HCl → FeCl2 + H2S↑
Fe + H2SO4→ FeSO4 + H2↑
H2 + S→ H2S
Ca(OH)2 to identify SO2

Pb(NO3)2 to identify H2S
H2SO3 → BaSO3↓ + HCl → SO2↑

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T: Nguyễn Thị Thu Hằng – Bình Xuyên high school