Lesson objectives:
- Educational: form an idea of the subject of chemistry. Give initial concepts about matter, a chemical element, about simple and complex substances, about the three forms of existence of a chemical element.
- Developmental: development of students’ logical and semantic thinking, memory, chemical language, as well as the ability to carry out independent activities in the classroom.
- Educating: to cultivate a culture of mental work, to develop the communicative qualities of the individual.
Lesson type: learning a new topic.
Teaching method: partially search, research, problem.
Organizational forms: conversation, independent work, practical work.
Material support for the lesson: Computer, projector, screen.
On the demonstration table: collection of glass and aluminum products. Iron filings, sulfur, a magnet, a sheet of white paper and a glass of water.
On students' desks: sugar, vegetable oil, sand, aluminum - in test tubes and water in a flask, blanks for designing a laboratory experiment.
Motivation: Updating knowledge.
We start with the question “What do you know about chemistry?”
During the conversation, we bring the conversation into line with the meaning of chemistry,
using the stand “ Chemistry in our lives”.
Chemistry has enormous potential, creates previously unknown materials,
It makes a person’s work easier, clothes him, saves his time, creates coziness and comfort, and even changes people’s appearance.
But the same chemistry can become hazardous to health, even deadly...
Science fiction writer and scientist - biochemist Isaac Asimov wrote: “Chemistry is death, packaged in jars and boxes...”
What has been said is sometimes true not only in relation to chemistry, but also in relation to electricity, household appliances, and transport.
We cannot live without electricity, but a bare wire is deadly, we all love to watch TV, but behind its back panel the voltage is thousands of volts, we need a car, but people often die under its wheels.
Likewise, the use by people of the achievements of modern chemistry requires high general culture, great responsibility and, of course, knowledge.
Next, we bring students to the idea that modern man cannot do without what chemistry gives him, and in order not to become like a child who plays with fire and does not understand what he is playing with, modern man must have at least a general understanding of the subject of chemistry . Our task today is to find out how this ancient science arose and what is the subject of study of this science?
Studying new material and primary control:
Demonstration of the presentation in PowerPoint “The History of Chemistry” (Appendix 1)*.
What does the science of chemistry study? Chemistry studies: (write on the board and in a notebook):
- Substances.
- Properties of substances.
- Transformations of substances.
Demonstration collections of glass and separately aluminum products.
- question: what do all these objects have in common (test tubes, flasks, glass are demonstrated). Answer: they are made of glass;
- question: why can’t the same test tube be made of aluminum? What is the difference between glass and aluminum? The answer is properties;
Demonstration: by the action of a magnet on iron filings and sulfur,
Place iron filings and sulfur in a glass of water.
Frontal discussion of the properties of iron filings and sulfur.
Consolidation: we will carry out a laboratory experiment, formalizing the result in the proposed forms - blanks according to the sample:
Sample :
Laboratory experience.
Topic: Study of the physical properties of various substances.
Target:________________________________
The result of the work.
1.Add some water to the contents of each of the four test tubes.
2.Describe what happens in the test tube.
3. Of the substances whose properties you just described, indicate those that:
a) are in the same state of aggregation;
b) practically insoluble in water.
4. Compare the properties of sugar and sand, indicate the similarities and differences in the properties of these substances.
CONCLUSION: Various substances can have both _____________ and
And _________________ properties.
Question to the class: what is the physical body? Give examples?
Conclusions: (write in notebook)
- Matter is what physical bodies are made of.
- Chemistry is the science of substances, their properties and transformations.
Question: why do you need to know the properties of certain substances? The answer is to use them to your advantage.
The result of this conversation is summed up in the following diagram: 
Let's remember what we know from physics:
substances are made up of molecules, and molecules are made up of
tiny atoms, which, in turn,
differ like car brands: Volga, Moskvich,
Lada, etc. There are about 118 such types of atoms in total.
Thus, writing in a notebook:
A certain type of atom is called a chemical element.
We explain that each chemical element has
three forms of existence. (transfer the diagram from the board to the notebook) 
For example:
Express fastening:
1.
Students are asked to listen to the statement and raise right hand, if we are talking about a simple substance, and the left one – if we are talking about an element:
-nitrogen does not support combustion;
- iron has the ability to be magnetized;
- the oxygen content in sulfur(IV) oxide is less than in sulfur(VI) oxide;
- the ammonia molecule consists of nitrogen and hydrogen;
- yellow sulfur;
- Iron is included in many multivitamins.
2.
Complete the diagram: 
Control of absorption:
Self-control test with self-checking - answers prepared in advance. (Appendix 2).
We judge mastery by the number of correct answers.
1.
Any object that surrounds us is:
a) physical body;
b) substance
2.
A glass vase, a glass glass, a glass flask are:
a) bodies;
b) substances.
3.
Substance is:
a) what the physical body consists of;
b) any object surrounding us.
4.
Which of the sentences below refers to glass as a physical body?
a) he broke the window glass;
b) the vase is made of glass.
5.
The properties of a substance are:
a) characteristics by which substances are similar or different from each other;
b) the color of the substance.
6.
Write down which qualitative adjectives - fragile, short, mirror-like, fetid, crumbly, symmetrical, porous, curved, silvery, melting - can be attributed to:
a) to substances;
b) to bodies;
c) both to bodies and substances.
7.
Choose a simple substance:
a) oxygen
b) water
c) sulfuric acid
d) aluminum oxide
8.
Select a mixture of substances:
a) air
b) magnesium oxide
c) aluminum
d) iron sulfide.
Reflection and summing up:
Finally, share your impressions of the lesson. To do this, complete the sentences dedicated to today.
Today I found out_________________________________________________
I was surprised_________________________________________________
I would like to______________________________________________
When giving homework to the children, you need to give an explanation of the procedure for completing it. Which exercises can be performed orally and which in writing §1., ex. 1 (orally).
Literature:
- Gabrielyan O.S. Chemistry 8th grade Textbook for educational institutions Moscow “Bustard”, 2006
- Gabrielyan O.S., Voskoboynikova N.P., Yashukova A.V. Teacher's reference book, 8th grade Moscow “Bustard”, 2002
- Gorkovenko M.Yu. “Lesson development for 8th grade lessons” Moscow “Wako”, 2005
- Bocharova S.V. “Chemistry 8th grade. Lesson plans" Volgograd. "Teacher - Ast", 2004.
Internet resources:
- Alkhimik.ru - Kunstkamera
- http://a-ivan.by.ru
- http://ru.wikipedia.org/wiki/History_of Chemistry
- http://www.physchem.chimfak.rsu.ru/Source/History/Sketch_2.html
Ideal task Level 1. Compare physical properties: a) mercury and aluminum; b) copper and zinc; c) chalk and coal. Level 2. For which two are the most characteristic features it is enough to contrast two substances: a) mercury and aluminum; b) copper and zinc; c) chalk and coal. Level 3. What properties are associated with the most well-known use of the following substances: a) glass, b) aluminum? The presence of what properties can be considered a disadvantage for a given practical application their?
Chemistry is a miracle science! He extends his hands to any area! There are chemicals in clothes, in food and in water, in housing, in the air, everywhere! The color of the liquid will quickly change, It will light a fire without a match, A natural product will replace A person needs to know her habits! Agriculture, medicine, space... There is a demand for chemistry everywhere. We will teach it from now on until the century, After all, chemistry is also the human body. Call her a servant or a queen, It’s not about the name, Our whole life is the knowledge of chemistry. exit
To help the teacher Slide 2. The teacher begins the lesson with an introductory conversation, emphasizing that it is currently impossible to imagine life without chemistry and the chemical industry. Modern chemistry has penetrated into all areas of the national economy. “Chemistry spreads its hands widely into human affairs. Wherever we look, wherever we look, the successes of its application appear before our eyes,” pointed out M.M. Lomonosov back in 1751. Next, the topic of the lesson and its goals are announced. Slide 3. Reflection. The teacher asks students to assess their readiness to receive new information. Slide 4. The teacher asks questions: - What are bodies called? - What properties do bodies have? - What is a substance called? Then he clarifies these concepts. Introduces a clear distinction between the concepts of “substance” and “body”. Shows samples of granite, indicating that the body may be composed of several substances. Slide 5. The teacher asks students to complete the task: distribute the names of bodies and substances into columns. Then he conducts a self-test. Slide 6. The teacher asks the question: - What properties do substances have? Next, the teacher organizes the work according to the scheme “The most important physical properties of substances”
Slide 7. The teacher invites students to choose a sign by which the proposed substances can be distributed. Students note this sign and distribute substances according to their state of aggregation. A mutual check is being carried out. Slide 8. Vision correction is being carried out. Slide 9. Having noted the diversity of known and newly obtained substances, the teacher explains the differences and similarities of substances in properties. Draws students' attention to the fact that substances can be compared if the main features of comparison are highlighted. Next, the teacher organizes the work of filling out the table “Comparison of the properties of substances.” They draw a conclusion about the first problem of chemistry. Slide 10. After discussing examples of transformations of substances, students, together with the teacher, draw a conclusion about the second problem of chemistry and give a definition of chemistry as a science. Slide 11. The teacher invites students to complete one of the tasks of their choice: Level 1 (lowest). Compare the physical properties of: a) mercury and aluminum, b) copper and zinc, c) chalk and coal. Level 2 (intermediate). By what two most characteristic features is it sufficient to contrast two substances (see the first question)? Level 3 (highest). What properties are associated with the known use of the following substances: a) glass, b) aluminum. The presence of what properties can be considered a disadvantage in this practical application of them? Slide 12,13. The teacher shows the role of chemistry in scientific and technological progress. Reads a poem, accompanied by color illustrations. Addresses environmental issues.
Stage 1 – mythological thinking
Stage 2 – formation scientific knowledge(ancient Greek natural philosophy)
Heraclitus: “The world, one of all, not created by any of the gods and none of the people, is an eternal fire, naturally igniting and naturally extinguishing.”
Empedocles (490-430 BC) – 4 elements (fire, water, air, earth) and 2 forces (love and enmity).
Aristotle (384-322 BC) – the unity of opposites: dryness and humidity, heat and cold. Combining with each other, these principles form the 4 elements of Empedocles.
Francis Bacon (1561-1626) - English philosopher. The main method of studying chemistry should be EXPERIMENT.
Antoine Lavoisier towards the end of the 18th century. Completed the so-called "chemical revolution". Since that time, chemistry began to be considered the science of the preparation and properties of simple and complex substances.
In which row are only the substances located?
Table salt, sugar, candle
Water, iron, sulfur
Copper, nail, oxygen
Brick, baking soda, ceramic glass
1) Table salt, sugar, candle
2) Water, iron, sulfur
3) Copper, nail, oxygen
4) Brick, copper coin, ceramic glass
From the list, write down the names of the substances: nail, glass, graphite, ruler, aluminum, iron, funnel, starch, acetic acid, glucose.
State of aggregation
Density
Solubility
Melting and boiling points
Electrical conductivity
Slide 2
Task: Fill out the tables. In the first table, match one concept of substance with five concepts of physical bodies. In the second table, vice versa.
Slide 3
Slide 4
Assignment: Show the winning path that the names make up:
2) substances
Slide 5
Questions: 1. What particles are shown in the pictures? 2. How many particles are shown? 3. Count the number of chemical elements. 4. Which of the pictures shows simple substances? How many are there? 5. Where are complex substances depicted? How many are there?
Slide 6
Assignment: Arrange the terms in order of increasing particle size:
molecule electron atom atomic nucleus
Slide 7
Task: Move the pictures of atoms and molecules to the corresponding concepts
Chemical element Free atoms Complex substances Simple substances
Slide 8
Simple substances
Sulfur Bromine Properties of substances Phosphorus Copper Mercury Sodium
Slide 9
Complex substances
Quartz Properties of substances Table salt Zinc blende Water Brown gas
Slide 10
Properties of substances
Get five kopecks! Find the properties of copper! Task thermally conductive Red-brown Metallic luster liquid gas light electrically conductive smooth hard soft stable viscous plastic Answer
Slide 11
And gather a peck of salt! Go up the steps and find the properties of salt! Task Soluble in water refractory Glass luster liquid gaseous free-flowing solid tasty white soft malleable viscous Answer
Slide 12
Homework
§1,2, notes in exercise book. 3.4 Using a sheet of cardboard and small transparent bags, collect a collection of simple or complex substances used in everyday life.
Slide 13
List of used literature.
O.S. Gabrielyan desk book chemistry teacher. 8th grade. M. “Blik Plus”, 2000 O.S. Gabrielyan Chemistry - 8, M. Bustard, 2007 O.S. Gabrielyan, T.V. Smirnova. We study chemistry in 8th grade. M. “Blik Plus”, 1997 CD Electronic lessons and tests “Substances and their transformations”
Slide 14
Links to images used
Image of copper http://upload.wikimedia.org/wikipedia/commons/d/dc/Copper_crystals.jpg Image of quartz http://upload.wikimedia.org/wikipedia/commons/c/ce/Quartz_Brésil.jpg Image of sulfurhttp:/ /upload.wikimedia.org/wikipedia/commons/4/44/Sulfur-sample.jpg Image of phosphorus http://upload.wikimedia.org/wikipedia/commons/8/88/PhosphComby.jpg Image of mercuryhttp://upload. wikimedia.org/wikipedia/commons/9/99/Pouring_liquid_mercury_bionerd.jpg Image of brominehttp://upload.wikimedia.org/wikipedia/commons/b/bd/Brom_amp.jpg Image of brown gashttp://upload.wikimedia.org/wikipedia /commons/3/31/Diossido_di_azoto.jpg Image of sodium chloridehttp://upload.wikimedia.org/wikipedia/commons/e/ea/Halit-Kristalle.jpg Image of zinc blendehttp://upload.wikimedia.org/wikipedia/commons /2/2f/Sphalerite4.jpg Image of water http://upload.wikimedia.org/wikipedia/commons/f/fd/Splash_2_color.jpg
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