aot junior high reaction

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The following are some games suitable for junior high school to practice reaction skills: 1. ** Team Command Game **: For example, the Reflex Challenge Game in the second document. The game uses the word "team" as the command keyword. If there is a command with the word "team", you have to do the required action. If there is no command, you can't move. This game can train the reaction speed and concentration ability of the participants. During the game, they need to quickly judge the command and make the correct response. In addition, it can increase the interest and interaction in the case of many participants. 2. Plants vs. Zombies 2: This is a game suitable for all ages. Players need to quickly determine the location and type of zombies in the game, and plant suitable plants in time to resist the attack of zombies. This process can train the player's reaction ability. At the same time, they need to organize the functions and layout of the plants to train their organizational skills. 3. << Subway Surfers >>: Players need to run on the tracks and avoid being caught by the security guards. During the game, there will be various obstacles and unexpected situations, such as the change of the track, oncoming obstacles, etc. Players need to react quickly to avoid them. This is very helpful in improving their concentration and reaction ability. 4. " Combination drill " in sports games: In this game, students were divided into two groups with a small ball in the middle of the back-to-back. One student was designated to face the teacher. The teacher gave different instructions such as standing at attention, at ease, running forward, running backward, etc. The students not only had to make accurate movements, but also had to keep the ball from falling. During this process, the students had to quickly respond according to the instructions, effectively training their reaction ability, cooperation ability, and concentration ability. 5. " Happy relay race " in sports games: The baton exchange segment uses the form of fists colliding between teammates. This requires both parties to have a fast reaction ability. In addition, during the competition, each competitor must pass through obstacles set up when running, such as balls, volleyballs, etc. The competitors must quickly respond to the situation on the track, which is a good exercise for reaction ability and adaptability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

In junior high school chemistry, the equation for the decomposition reaction of ureas was: (NH2 <2>)<2> CO → NH2 <2>+<2> CO2 <2>. It should be noted that the decomposition reaction of ureas requires certain conditions to be carried out. Generally, it needs to be carried out at a higher temperature (150 - 190 ° C) and under basic conditions (which can be achieved by adding basic catalyst such as lithium and lithium). The basic conditions can provide the radical ions (oh2) to promote the decomposition reaction of ureas. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

Rewriting the junior high reaction into an ion equation generally followed the following steps: ###1. Write the chemical equation First of all, he had to write down the chemical equation of the reaction. This was the foundation. If the chemical equation was written wrong, the subsequent steps would be wrong. ###2. Dismantle the chemical formula 1. ** Dismountable material ** - Strong acid, strong base, and dissolved salt could be written in the form of ions. - Strong acid generally included sulfuric acid, hydrogen acid, hydrogen iodate, peroric acid, etc. in water solutions. - Strong bases such as lithium, lithium, and lithium were in the water solution or molten state (the middle school stage focused on the water solution). - Most of the salt could be disassembled in an water solution or molten state (the emphasis in junior high school was on water solution), such as the common salt, such as the common salt such as salt and salt. 2. ** Non-dismantled substance ** - A simple substance couldn't be dismantled because a simple substance wasn't made of ions. - Solids (such as poorly dissolved solid such as calcium dioxide) could not be dismantled. They mainly existed in solid form in the solution, not in the form of ions. - Oxides could not be dismantled, such as copper dioxide, iron dioxide, etc. They did not participate in the reaction in the form of ions. - The volatile substances (such as carbon dioxide gas, etc.) could not be dismantled. They were not in the form of ions. - Weak ions (weak acid, weak base, and water) could not be dismantled. For example, vinegar was a weak acid and existed in the form of molecules in the solution. - The hard to dissolve substances (precipitations) could not be dismantled, such as the precipitations of the sulfuric acid. - The non-eletrolyte could not be dismantled. The non-eletrolyte was not ionised in the solution, such as alcohol. - The weak acidic radical generally could not be dismantled (except for the HSO4-bisulfuric acid radical in the solution state, which could be completely dismantled in some cases). ###3. Remove the same ions He deleted the same ions on both sides of the equation and simplified the equation. ###4. Check the equation 1. It was to check if the reaction was true. 2. To check if the elements were conservative, the number of atoms of the same element on both sides of the equation had to be equal. 3. Check the conservation of charge. The total amount of charge on both sides of the equation must be equal.(The conservation of lost and gained electrons must also be paid attention to in the oxido-reduction reaction, but it is relatively easy to rewrite the ion equation in the middle school oxido-reduction reaction.) 4. Check if the ion symbol is correct. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a teaching plan for a heating reaction of a chemical substance in junior high school: ** 1. Teaching objectives ** 1. ** Knowledge and Skill Target ** - Students can understand the significance of heating operations in chemistry experiments. - Master the correct use of common instruments (such as test tubes, beakers, etc.) when heating. - Understand the typical chemical reactions of different substances under heating conditions. 2. ** Course, Method, and Target ** - Through experimental demonstration and students 'experimental operation, students' observation ability and experimental operation ability were cultivated. - Guide the students to analyze the phenomenon in the heating reaction, and improve the students 'ability to summarize and think logically. 3. ** Emotions, attitudes, values, goals ** - Cultivate students 'rigorous scientific attitude and safety awareness. - To stimulate students 'interest in chemistry experiments. ** 2. Important and Difficult Points in Teaching ** 1. ** Teaching Focus ** - The correct use of heating equipment (alcohol lamp). - The operation points of different instruments under direct heating and indirect heating. - Experimental phenomena and chemical equations of typical heating reactions (such as the thermal decomposition of lithium hydrogen carbonates). 2. ** Teaching Difficulties ** - Understand the effect of heating on the rate and direction of chemical reactions. - Accurately determine the occurrence of chemical reactions based on experimental phenomena. ** 3. Teaching Method ** Teaching method, demonstration method, experimental inquiry method, and discussion method. ** 4. Teaching process ** #(1) Introduction (3 minutes) 1. The teacher asked,"Students, we have already come into contact with some chemical reactions in our previous chemistry studies. Can you recall if there are any reactions that require heating?" (Guide the students to recall the reactions such as the thermal decomposition of bronze) 2. The teacher played a video showing some phenomena related to heating in daily life, such as heating water to boil, cooking food, etc., and asked,"What special effect does heating have in chemistry experiments?" This led to the main topic of this lesson-the heating reaction of matter. #(2) Knowledge Explanation (10 minutes) 1. The meaning of heating - Explain the effect of heating on the properties of matter: - In terms of physical properties, it was mentioned that heating could cause a three-state change in a substance, such as heating ice to turn into water and then into steam; heating could also speed up the dissolving speed of a substance, such as dissolving cane sugar faster; most of the solid and liquid in water increased with the increase in temperature, and a few were the opposite (such as slaked lime). - In terms of chemical properties, some reactions that could not be spontaneously carried out at room temperature could be transformed into spontaneous reactions after heating, such as the decomposition of calcium dioxide into calcium dioxide and carbon dioxide at high temperature. Moreover, heating could accelerate the rate of chemical reactions. Many spontaneous chemical reactions accelerated after heating, and the energy released could maintain the reaction at a faster speed. 2. Heat instrument-spirit lamp - Demonstrate the spirit lamp and explain the structure of the spirit lamp, including the lamp cap, lamp body, and wick. - Details of the precautions for the use of the spirit lamp: - Before use, check whether the wick is flat and whether the amount of alcohol in the lamp is appropriate (not too little). If there is too little alcohol, add it with a funnel. - It emphasized that alcohol could not be added to a burning spirit lamp, and that one spirit lamp could not be used to connect to another burning spirit lamp. - When heating, the outer flame part of the flame should be used because the temperature of the outer flame is the highest. - When extinguishing, use the lamp cap to extinguish it, not blowing with your mouth. After extinguishing, use the lamp cap to prevent the alcohol from evaporating. #(3) Experimental demonstration (15 minutes) 1. direct heating experiment - Demonstrating how to heat a liquid using a test tube: - Take a clean test tube and add an appropriate amount of water (about 1/3 of the test tube volume). - Use a test tube clamp to hold the middle and upper part of the test tube, and tilt the test tube at about 45°. - Use the outer flame of the alcohol lamp to heat the bottom of the test tube to remind the students to observe the phenomenon when the water boils (bubbles, water surface fluctuations, etc.). - Demonstrate heating a solid with a dry test tube: - He took a small amount of copper sulfuric acid crystals and placed them at the bottom of a dry test tube. - Use the test tube clamp to fix the test tube, and the mouth of the test tube is slightly inclined downward (to prevent the condensed water from flowing back and causing the test tube to explode). - Heat it up with an alcohol lamp and let the students observe the change in color of the copper sulfuric acid crystal (from blue to white). 2. indirect heating experiment - Demonstrate heating the liquid in the beaker through the gauze: - Add more water to the beaker and insert the thermometer into the water. - He placed the gauze on the tripod and placed the beaker on the gauze. - Use an alcohol lamp to heat it up. Let the students observe the process of the water temperature rising. At the same time, emphasize that the role of the asbestos-mesh is to make the beaker heat evenly. - Simply mention the water bath heating (the silver mirror reaction can be used as an example to explain that the water bath heating can achieve uniform heating when the reaction temperature is less than 100°C, but it will not be demonstrated in detail). #(4) Student Experiment (15 minutes) 1. The students were divided into groups of three to four. 2. Each group of students was provided with experimental equipment and medicine, such as test tubes, alcohol lamps, matches, water, copper sulfuric acid crystals, etc. 3. Have the students perform the following experiments: - Heat a small amount of water with a test tube, observe and record the phenomenon. - Use a dry test tube to heat up a small amount of copper sulfuric acid crystals, observe and record the phenomenon. 4. The teacher patrolled and guided the students to correct their mistakes in time, such as heating with the inner flame, improper position of the test tube clamp, etc. #(5) Discussion and summary of experimental phenomena (10 minutes) 1. Let each group of students send a representative to report the experimental phenomenon. 2. Guide the students to analyze and summarize the experimental phenomena: - When it came to heating a liquid, boiling water was a physical change, and heating only changed the state of the water. - The color change of the copper sulfuric acid crystal was due to a chemical change. The reaction equation was: CuSO4 + 5H2O. 3. He emphasized the key points of the heating operation again, including the correct use of the instrument and the safety precautions for heating. #(6) Class summary (5 minutes) 1. Review the main content of this lesson with the students: - The significance of heating operations in chemical experiments included the effects on the physical and chemical properties of substances. - The correct way to use an alcohol lamp. - The experimental operation points of direct heating and indirect heating. - Phenomena and related chemical reactions observed through experiments. 2. He emphasized the importance of heating operation in future chemistry studies and experiments. #(7) Homework 1. written assignment - Ask the students to complete the exercise questions on the heating reaction of substances in the textbook, such as writing the chemical equation for heating the hydrogen carbonates. 2. Extension homework - Ask the students to look up the materials and find out what other substances will have interesting reactions when heated. Write down the reaction equations. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

1. ** Basic Concepts ** - Force is the effect of an object on another object. Reaction force and reaction force are the forces produced by the interaction between two objects through different forms (such as attraction, relative motion, and transformation). - The force and reaction between two objects were always equal in size and opposite in direction. They acted on a straight line and acted on each other. 2. ** Specialties ** - Equal in size: The two are the same size. - Opposite direction: Completely opposite direction. - Forces of the same nature, such as elasticity or friction. - It was applied in a straight line. - They appeared at the same time, disappeared at the same time, depended on each other, and changed at the same time. They could not exist alone. There was no distinction between primary and secondary. - This pair of forces acted on different objects and could not cancel each other out. - Newton's third law was valid regardless of the frame of reference. In a non-inertia frame, Newton's third law was still valid. 3. ** The difference between balance and balance ** - Different objects of action: The action and reaction force act on two interacting objects, while the equilibrium force is a force acting on the same object. - ** Dependence is different **: The action and reaction force are produced at the same time and disappear at the same time. They depend on each other and change at the same time. They cannot exist independently. There is no such dependence between the equilibrium forces. After removing one of the forces, the other can exist independently. - ** Superposition is different **: The action and reaction force do not act on the same object, so the effect of the force cannot be superimposed, and the resulting force cannot be obtained. Since the force of the equilibrium force acts on the same object, the effect of the force can be superimposed. - The nature of the force is different: the acting force and the reaction force are the same kind of force; the equilibrium force can be the joint force of several kinds of forces, it can be the same kind of force, or it can be different. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

1. ** Condition of the metathesis reaction ** - For acid + base = salt + water (neutralizing reaction), at least one of the acid and base involved in the reaction was easily dissolved in water. - Acid + salt = new acid + new salt. If the salt in the reagent is difficult to dissolve, then the product must be dissolved. The reaction between acid and salt is a metathesis reaction in an aquatic solution. The conditions for the metathesis reaction must be met.(There are precipitations, gas, or water). For example, when limestone (CaCO) is used to produce CO2 in the laboratory, only sulfuric acid can be used, because the CaSOformed by the reaction of CaCOand sulfuric acid is slightly dissolved and will cover the surface of CaCOto prevent the reaction from continuing. It is necessary to master the reaction of weak acid salt (such as Na <anno data-annotation-id ="0000004 - 4445 - 400a-400a-800000005e"> CO2 </anno>, CaCO) with strong acid (HQ, H </anno> SO, HNO), and the reaction to form BaSOand AgCl. - Alkali + salt = new base + new salt. The base and salt participating in the reaction must be water-dissolved, and there must be a hard-to-dissolve substance or a volatile base (NH2·H2 O) in the product. - Salt + salt = two new types of salt. The two types of salt participating in the reaction must be water-dissolved. If one of the products was a hard-to-dissolve salt, the reaction could proceed. 2. ** Reaction conditions of acid and basic oxygen ** - Strong acid (H <2> SO2 <3>, HNO2 <3>, and HC1) can react with all basic oxide-based compounds, while weak acid (H <2> CO2 <3>, H <2> S <3>, etc.) can only react with active metal oxide-based compounds. 3. ** Reaction conditions of acidic oxides and alkalites ** - Under normal conditions, acidic compounds can react with strong base solutions, but SiO2 needs to be heated to react with a solid form of NaOx (or a solid form of KhOx). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The chemical equation for the reaction between copper and copper is: Mn + CuSO4 = Mn + CuSO4 + Mn. In junior high school chemistry, this was a typical substitution reaction. The reaction phenomenon was that the color of the blue copper sulfuric acid solution gradually became colorless, and at the same time, a red solid (copper) would be deposited on the surface of the copper. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

1. ** A method to determine the activity of metal **: - It could be judged based on the difficulty of the reaction between the metal and oxygen or the intensity of the reaction phenomenon under the same conditions. 2. ** Reaction of some active metals with oxygen **: - ** Magnesium **: - Under normal temperature, when it reacted with oxygen, the surface darkened and formed a white solid. - [Burning in the air: Glows out a dazzling white light and forms a white solid.] - ** aluminum **: It acts with oxygen in the air to form a dense aluminum dioxide film that can prevent further oxidization and has good corrosion resistance. - Iron: - It doesn't react with oxygen in the air, but it can react with water and oxygen to form Fe2O3cdot xH2O (iron + 3, oxygen- 2). - Burning in oxygen: Roll the iron wire into a spiral shape, hold a match, light the match, and when the match is about to burn out, put it into the oxygen cylinder. The iron wire burns violently, sparks shoot out, and release a lot of heat. After cooling, it will form a black solid (the reaction will form Fe3O4, in which iron has ions of different valences). - Copper: It only reacts with oxygen at high temperatures. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>