The composition of the solution in unit 9 of the third volume of chemistry and reflection

Answer 1

The following is an example of the composition of the solution in the ninth unit of the third volume of chemistry:

** 1. Teaching objectives **
1. knowledge and skills
- Students can accurately explain the basic concepts of solution, solute, and solute, as well as their relationships.
- Clearly describe the characteristics of the solution and its components.
- Understand the important uses of solutions in life and production.
2. process and method
- Through teaching activities, students could experience the methods of scientific inquiry and cultivate the ability to observe, analyze problems, and summarize.
3. Emotions, attitudes and values
- During the learning process, through group cooperation and communication, the students 'team spirit was cultivated, and the awareness of learning and improving through communication was raised.

** 2. Important and Difficult Points in Teaching **
1. teaching focus
- Grasp the concepts of solution, solute, and solute and be able to accurately judge them.
2. teaching difficulties
- Understanding the dissolving process from a microscopic perspective.

** 3. Teaching Method **
1. Teaching method: Directly explain the basic concepts of solution, solute, and solute to ensure that students have a clear understanding of the basic knowledge.
2. Discussion method: raise questions to guide students to discuss, such as the judgment of solute and solution in different scenarios, to stimulate students 'thinking.
3. Group cooperation method: organize students into groups to carry out experimental exploration or problem discussion, cultivate the spirit of cooperation and stimulate interest in learning.

** 4. Teaching process **

#(I) Introduction
1. Show some common solution related items or scenes in life, such as salt water, sugar water, iodinate, etc., to guide students to think about the common characteristics of these substances, thus leading to the concept of solution.

#(2) Knowledge Explanation
1. The definition, characteristics and composition of solution
- The definition of a solution was that one or more substances were dispersed into another substance to form a uniform and stable mixture.
- Explain in detail the characteristics of the solution: Homogeneous (the properties of the solution are the same everywhere) and stability (when the external conditions are unchanged, the solution will not separate or separate out solid).
- Explain the composition of a solution: From a macro point of view, a solution is composed of a solute and a solution; from a microscopic point of view, analyze the solute molecules (or ions) in the process of solution formation. At the same time, the solute could be a solid (such as salt solution), a liquid (such as alcohol in alcohol solution), or a gas (such as the nitrogen gas in hydrogen). The solution was usually water, but there were other solutions such as alcohol in tincture.
2. Determination of Solute and Solute
- By listing many different types of solutions (such as sulfuric acid solution, soda water, etc.), the students were asked to practice judging the solute and the solute in them. The teacher guided the students to summarize the methods and rules of judgment. For example, when a general solid or gas is dissolved in a liquid, the solid or gas is the solute, and the liquid is the solution. When two liquids dissolve each other, the more the solution, the less the solute. However, if one of the liquids is water, then water is usually used as the solution.
3. Important Use of Solution
- It introduced the uses of solutions in terms of life, production, scientific research, etc., such as the use of physiological salt solution for infusion in medical treatment, the use of pesticide solution in agriculture, and the faster reaction rate of many reactions in chemical experiments.

#(3) Experimental Exploration (Option)
1. Design simple experiments, such as exploring the phenomenon of different substances dissolving in water, observing some macro phenomena during the dissolving process (such as color changes, temperature changes, etc.), guiding students to try to explain these phenomena from a microscopic perspective, and deepen their understanding of the composition and formation process of solutions.

#(IV) Class Practice
1. Arrange relevant practice questions, including the judgment of the composition of the solution, the judgment of the solute and the solution, the analysis of the concept of the solution, etc., so that the students can practice in the classroom. The teacher will patrol and guide the students and correct the mistakes in time.

#(5) Class summary
1. Guide the students to review the definition, characteristics, composition of the solution, the judgment method of solute and solution, and the important uses of the solution.

#(6) Homework
1. Arrange homework, such as written assignments (including some exercises on the concept and composition of solutions) and extended assignments (such as asking students to find special solutions in their lives and analyze their composition).

** Teaching Reflection: **

1. the key of success
- In the teaching process, through the combination of various teaching methods, such as intuitive display, vivid explanation, interesting experimental inquiry and group discussion, most students could better understand the concept, composition and other knowledge content of the solution, and their participation in the class was high, especially in the group discussion and experimental inquiry. The students showed strong interest and positive thinking attitude.
- Many students were able to understand the wide application of solutions in daily life and production, thus realizing the close connection between chemistry knowledge and life, which increased the enthusiasm of students to learn chemistry.

2. deficiencies in
- Although animation and analogy were used to explain the microscopic components of the solution, some students still had difficulty understanding it. In the future, more effective teaching methods needed to be explored, such as increasing the use of microscopic model teaching aids.
- In the classroom practice session, it was found that some students were easily confused about some special situations (such as the situation where the two liquids were mutually dissolved and there was water). This indicated that the emphasis and practice on this part of the content was not enough in the teaching and needed to be strengthened in the subsequent teaching.
- In the process of group cooperative learning, the organization and division of labor of individual groups were not reasonable enough, resulting in the low participation of some students. In the future, it was necessary to strengthen the organization and guidance of group cooperative learning to ensure that every student could be fully trained and improved in group activities.
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