As a hard-working educator, you may need to write lecture notes, which is a prerequisite for successful lectures. What are the characteristics of excellent lecture manuscripts? Below is a sample lecture script on Na that I carefully compiled. You are welcome to share it. Lecture Notes on Sodium 1

1. Lecture Materials

1. Analysis of Teaching Materials

This section of the textbook introduces the physical and chemical properties of sodium. After the activity, we will introduce the existence and preparation method of sodium in nature according to its properties, and finally introduce the uses of sodium. The content of the teaching materials is from the outside to the inside, from the shallower to the deeper, step by step, and is in line with students' cognitive psychology and cognitive rules. This section focuses on the chemical properties of sodium and guides students to start from the phenomenon to analyze the activity of sodium. To this end, the textbook allows students to observe through experiments, and then explain the phenomenon and draw conclusions.

2. Teaching objectives

(1) Knowledge objectives

Understand that sodium is a very active metal, understand the physical properties of sodium, and master the chemistry of sodium Properties, understand the preservation, presence and uses of sodium.

(2) Ability goals

Cultivate students’ methods of acquiring new knowledge through observation, analysis, reasoning, induction, comparison, etc., and initially learn relevant methods for learning knowledge of elements and compounds; train students Ability to comprehensively observe, analyze and describe experimental phenomena; at the same time, cultivate students' spirit of cooperative learning.

(3) Moral education goals

Pay attention to the standardized operation of experiments, cultivate students’ good experimental habits, and enhance environmental awareness; understand the phenomena and essence of things, and allow students to establish good science that seeks truth from facts concept.

3. Key points and difficulties

(1) The key point is the chemical properties of sodium, especially the reaction between sodium and water.

(2) The difficulty lies in the observation and analysis of exploratory experiments, especially the exploratory study of the reaction between sodium and water.

2. Preaching method

The teaching of this lesson mainly reflects the teaching concept of "paying equal attention to learning and teaching". The leading role of the teacher is combined with the main role of the students. At the same time, according to the lesson Based on the teaching objectives, teaching material characteristics, and students' cognitive psychology and cognitive rules, the target teaching model is adopted, and teaching methods in the form of lectures, guidance, exploration, physical display, experiments, and multimedia-assisted teaching are used.

3. Lecture method

“It is better to teach people to fish than to teach them to fish.”

1. Guide students to master the methods of observing experimental phenomena.

2. Strengthen the basic operations of students’ experiments

3. Help students grasp the key points and master the key points.

4. Teaching procedures

(1) Create situations and ask questions

First, the teacher demonstrates the experiment of "dropping water to make fire" to break students' original thinking Cognition, form a strong contrast between "water and fire do not mix" and "a drop of water makes a fire", and then ask: As the saying goes: "Water and fire do not mix", why did water ignite the fire in the experiment just now? And tell students that it is the result of sodium. This allows students to quickly enter a strong chemical atmosphere and arouse their desire to learn the properties of sodium metal.

(2) Independent experiments and observation of phenomena

In this teaching process, three students were grouped for experimental exploration:

1. Observe the color and surface of the sodium surface Color changes.

2. Heat metallic sodium and observe the experimental phenomena.

3. Put sodium into water and observe the phenomenon.

At the same time, in order to reflect environmental awareness, the reaction of sodium and chlorine is shown in the form of video. Through these experiments, several students described the experimental phenomena and explained the reasons. Other students added.

(3) From the outside to the inside, apply what you learn

By learning the chemical properties of sodium, let students analyze the chemical valence changes of sodium in the reaction, and conclude that sodium in the reaction The situation of gaining and losing electrons.

And let students use the knowledge they just learned to explain why sodium should be stored in kerosene and whether burning sodium can be extinguished with water. At the same time, explain the reason why "a drop of water makes a fire". Finally, the existence forms, industrial preparation methods and uses of sodium are introduced.

(4) Highlight key points and break through difficulties

① First, students personally operate the reaction of sodium and water in the beaker, which reflects the authenticity and reliability of the experiment. Enable students to personally observe experimental phenomena, describe experimental phenomena, and share and experience the joy of successful experiments.

② Secondly, improve the experimental equipment and verify the product.

The reaction between sodium and water is the focus and difficulty of this section. This reaction needs to be analyzed in various forms and angles. Lecture Notes on Sodium 2

1. Lecture Materials

1. The status and role of the teaching materials

The important compounds of sodium are one of the focuses of this chapter’s teaching materials. Knowledge is the extension and development of the properties of sodium element. In chemical reactions, sodium element easily loses electrons and is converted into sodium compounds. Therefore, there is an inevitable causal relationship between sodium element and sodium compounds. Only by understanding the properties of sodium as an element and the properties of sodium as a compound can we have a more comprehensive understanding of the metal sodium. Through the study of sodium element and important compounds of sodium, it not only reviews and consolidates redox reactions and ionic reactions, but also lays the foundation and provides theoretical models for learning several other important metal compounds.

2. Teaching objectives

According to the "Chemistry Curriculum Standards", combined with the teaching materials, and in line with the principle of facing all students and enabling students to develop autonomously, comprehensively and proactively, I have determined that this lesson The teaching objectives are as follows:

Knowledge and skills

1) Master the properties and uses of important compounds of sodium.

2) Through the comparative experiment of sodium carbonate and sodium bicarbonate, students can understand the difference in properties between the two, master the transformation relationship and identification methods between the two.

Process and Method

1) Through the comparative study of sodium carbonate and sodium bicarbonate, students should initially master the abilities of comparison, reasoning, and induction.

2) Through students’ experiments and exploration in teaching. It can further improve students' observation ability, experimental ability and thinking ability.

Emotional attitudes and values ??

1) Through the process of experimental inquiry, students can more easily understand the formation process of knowledge, experience the fun of hands-on cooperation, and develop unity and cooperation in communication of good quality.

2) Increase students’ sense of national pride by learning about the great contributions made by Chinese chemist Hou Debang to the world’s alkali production industry and my country’s chemical industry.

3. Teaching key points and difficulties

Based on the teaching materials, students’ characteristics and existing knowledge, I have determined the following teaching key points and difficulties:

Teaching key points: sodium peroxide Properties, properties and transformations of sodium carbonate and sodium bicarbonate.

Teaching difficulty: properties of Na2O2.

2. Talk about learning

Before this class, students have learned about redox reactions, ionic reactions, and the properties of sodium, and can understand the gains and losses of chemical reactions. Make correct judgments about the nature of electron conditions and ion reactions. In terms of ability, students have initially acquired the ability to observe, experiment, and think. They like to study the properties of matter through experimental inquiry. They can summarize experimental conclusions through the analysis and comparison of experimental phenomena.

3. Preaching and learning methods:

According to the curriculum standards, “the curriculum should emphasize the subjectivity of students.” It should “help students actively construct what they need for their own development.” "Basic knowledge and basic skills of chemistry." Based on the above academic situation, I have determined the following teaching and learning methods

1. Teaching methods: setting up doubts, experimental exploration, analysis and comparison, Teaching methods such as integrating theory with practice. Teaching is conducted with the procedure of interesting experiments → raising questions → raising questions → designing experiments → observing phenomena → analyzing causes → drawing conclusions.

2. Learning method: observe phenomena → analyze reasons → draw conclusions → comprehensive application of learning methods and experimental exploration, comparative discussion learning methods.

4. Lecture teaching process

The first link: Create situations and induce entry

Design the interesting experiment of "dropping water to make fire"

Design intention: stimulate students' interest, mobilize students' enthusiasm, and activate students' thinking.

Second link: Knowledge exploration and thinking cultivation

1. Experimental exploration of "dropping water to make fire"

Through the experiment, students first observe the sample of Na2O2 and draw the conclusion Physical properties of Na2O2. Then we raised a question: Water is usually used to extinguish fire, but in our experiment, dripping water started a fire?

Why can cotton burn? What conditions are needed for combustion? Through a series of questions, the students' perceptual understanding of the reaction between Na2O2 and H2O is raised to a rational understanding. Then the reaction is further analyzed from the perspective of equations, and it is concluded that the valence of the -1-valent oxygen element in Na2O2 has increased. It also reduces and strengthens the knowledge of redox reactions. (This part takes about 5 minutes)

2. "Blowing air to make a fire" experimental study

Based on the above discussion of the reaction between Na2O2 and H2O, the "blowing air to make a fire" experiment is also introduced , students can naturally draw the product of the reaction between Na2O2 and CO2. At the same time, I guided the students to understand the reality that what is inhaled is O2 and what is exhaled is CO2. I told them that Na2O2 can be used in breathing masks and submarines as O2. In this way, the properties and uses are naturally connected, making it easy for students to understand. and mastery. In the interesting experimental discussion, students learned with strong interest, which not only highlighted the key points but also broke through the difficulties. Then summarize the properties of Na2O and Na2O2 in the form of tables on multimedia.

In order to enable students to apply, consolidate and improve the knowledge they have learned, I have set up the following two exchanges and reflections.

Exchange and Thought 1 What should I do if sodium catches fire?

Communication and Thought 2 What substance does sodium eventually turn into when placed in the air?

The setting of the above two questions not only reviews and applies the knowledge of sodium oxides, but also naturally introduces the teaching of Na2CO3 and NaHCO3 knowledge.

The third link: Comparison of the properties of Na2CO3 and NaHCO3

Experiment on the solubility difference between Na2CO3 and NaHCO3 and test of the properties of aqueous solutions. The operation is relatively simple, but some differences are subtle. In addition to careful observation with eyes, you also need to touch and feel. So I let students complete the experiment themselves. The method of group discussion and experimental inquiry was adopted. This not only reflects students' subjectivity, but also cultivates students' abilities in experimental observation, analysis, inquiry, and ability to work together.

Experimental study on the thermal stability of Na2CO3 and NaHCO3. What I set up is a demonstration experiment. Through a set of comparative experiments, students can easily draw the difference in thermal stability between the two through observation.

After the experiment is completed, summarize the properties comparison between Na2CO3 and NaHCO3 in the table on the multimedia.

After completing the comparison of the properties of Na2CO3 and NaHCO3. I set up two more exchanges to think about.

Exchange thinking 1 How to remove NaHCO3 from Na2CO3 solid? How to remove NaHCO3 from Na2CO3 solution?

Communication and Thought 2 How to identify Na2CO3 and NaHCO3?

When students complete the above two questions in group discussions, I will provide comments and summaries in a timely manner.

The fourth link: Class summary.

At this time, the teaching activities are coming to an end. I inspire students to review and reproduce the knowledge, and write the main knowledge of this lesson on the blackboard, which plays an important role in outlining and finishing the lesson.

The fifth link: Assigning homework

5. Writing on the blackboard

This lesson uses multimedia to assist teaching, so writing on the blackboard mainly briefly and concisely writes the relationship between Na2O and The main properties of Na2O2, Na2CO3 and NaHCO3 are sufficient. (See attached table)

Teaching evaluation:

Based on the constructivist theory, I set up two interesting experiments of "dropping water to make fire" and "blowing to make fire" to give students With a strong visual impact, students are eager to know what substances have such properties, stimulating students' strong desire for knowledge. Creates a good classroom atmosphere. At the same time, based on the characteristics of knowledge, experimental exploration is used to complete the understanding of several compounds of sodium, which fully reflects the subject characteristics of chemistry and the students' subjective consciousness. It not only improves students' observation ability, hands-on ability and thinking ability. It can also enable students to learn the general methods of scientific research and cultivate students' scientific moral character of seeking truth from facts. In addition, it also uses a large number of comparative learning methods and organizes them in the form of tables so that students can understand them at a glance. The rise from perceptual to rational understanding has been completed, and good teaching effects have been achieved. Lecture Notes on Sodium 3

1. Lecture Materials:

"Sodium" is the first section of "Alkali Metals" in the second chapter of the first-grade chemistry course. Alkali metals are studied systematically in high schools. The only metal element family is the premise and foundation for learning the knowledge of the periodic table of elements. Through the study of the typical representative element sodium, you can initially learn the learning methods of element family knowledge and the connection between structure, properties, existence, and uses. Sodium---The knowledge textbook in this section includes three parts: the physical properties, chemical properties of sodium and the uses of sodium.

2. Important and difficult points:

1. Key chemical properties of sodium - the reaction between sodium and water

2. Difficult points: Experimental observation of the properties of sodium , analysis, inquiry learning

3. Teaching objectives:

1. Master the chemical properties of sodium.

2. Understand the storage and uses of sodium.

3. Preliminarily understand the relationship between the structure and properties of matter from the relationship between the structure and properties of sodium.

4. Teaching method:

This lesson mainly embodies the teaching concept of "paying equal attention to learning and teaching", and the leading role of the teacher is combined with the main role of the students. The teaching material in this section is a lecture-while-experiment mode, which attaches great importance to the perceptual understanding that experiments give students. Through experimental demonstrations, student observation and analysis, teacher guidance, and students drawing conclusions, students' ability to analyze problems and scientific learning attitudes are cultivated. In teaching, the focus should be on guiding students how to observe experimental phenomena and how to analyze the related properties of sodium based on the phenomena.

In this section of knowledge, the order of explanation in the textbook is to explain the physical properties first, and then the chemical properties. Since this class is mainly based on students' inquiry learning, in order to be more in line with students' cognitive rules, I have done some processing of the knowledge in this class. I first explained the chemical properties. After the students explored the chemical properties of sodium, and After analyzing the essential causes of the phenomenon, the physical properties will be explained. Physical properties are derived by students' own reasoning based on knowledge principles, rather than being rigidly instilled by textbooks. Students' learning effects are better.

5. Talk about students’ learning methods:

In this section of knowledge, students should pay attention to experimental analysis and analyze the causes of various phenomena. Students' learning is mainly based on inquiry-based learning, focusing on cultivating scientific learning methods.

6. Teaching process:

Through practice writing the atomic structure diagrams of sodium and potassium, and guiding students to observe atoms such as lithium, sodium, potassium, rubidium, and cesium in the textbook Structural diagram, through the analysis of the atomic structure and the gain and loss relationship of electrons, the origin of the name of the alkali metal element is derived.

At the same time, it can guide students to review the relevant chapters of the high school chemistry textbook. Such as: 〈alkali metal〉, 〈halogen〉, 〈oxygen group element〉, 〈carbon group element〉, etc.

Guide students to understand the arrangement method of textbook element family knowledge. Each family of element-related knowledge is represented by a certain element, and then changes gradually according to certain principles to deduce the properties of other elements. Here, teachers can briefly introduce the general method of learning knowledge about element compounds: structure determines properties, and properties determine existence and use. Let students establish a chemical thinking model, and then introduce alkali metal elements represented by sodium for related learning.

(1) Preservation of sodium: (Demonstration)

(2) Chemical properties of sodium:

① Reaction of sodium and oxygen

Cut the sodium and guide students to observe the color of the cut surface.

Thinking:

A. Why can sodium be cut easily?

B. What is the color of the cut surface? What does it mean?

During the heating process on the asbestos mesh, pay attention to the following phenomena:

A. Sodium melts into shiny balls

B. Burns violently, with yellow flame

C. Generate light yellow powder

Thinking;

1) The reason for melting by heat.

2) The ball is silver-white, what does it mean?

3) What does violent burning mean?

In addition, the teacher explains the difference between Na2O and Na2O2, the two products of the reaction between sodium and oxygen. Such as condition, stability, color.

② Reaction of sodium and water

A. Wrap a small piece of sodium that has absorbed the kerosene on the surface in aluminum foil, prick a hole, put it into water, and use an inverted test tube to collect the hydrogen. , test gas.

B. Guide students to focus on observing the experimental phenomenon of the reaction between sodium and water. Analyze the cause of the phenomenon. Such as: float, melt, swim, red, sound. Students draw conclusions one by one after discussion.

③ Knowledge consolidation and review: Redox analysis of the chemical equation of the reaction between sodium and water and writing of ionic equations.

④ Knowledge expansion: The phenomenon and analysis of the reaction between sodium and salt solution, and the reaction between sodium and acid solution. For example, the reaction of sodium and copper sulfate, the reaction of sodium and sulfuric acid solution, students think and draw conclusions.

(3) Physical properties:

After several chemical experiments related to sodium, students can easily deduce the relevant physical properties of sodium: color, metallic luster, density, melting Boiling point, hardness, electrical and thermal conductivity, etc.

(4) Existence: After mastering the properties of sodium, think and review to consolidate the preservation of sodium, and then deduce the existence of sodium.

Purpose; Infer the principles of the relevant uses in the book based on their properties, and gain some understanding of the uses.

7. Summary of this lesson:

The focus of this lesson is on students’ exploratory learning. By guiding students to review the learning of the properties of sodium, summarize the properties of sodium and summarize Summarize the learning method of the element family: the structure determines the nature, and the nature determines the existence and use. Respond to the construction of the previous students' thinking model and master the scientific learning method.

8. Assign homework.

The assignment format is based on questions surrounding the properties of sodium: redox analysis or calculations, etc. Lecture Notes on Sodium 4

Today, the content of my lecture is sodium, chapter 2, chapter 1, volume 1, high school chemistry.

1. Teaching materials

1. The status and function of teaching materials

Sodium is the representative element among alkali metals, and alkali metals are typical metal elements. , is the first metal element group that students learn. This chapter is ranked in the second chapter of the first volume of high school, and has a certain theoretical basis.

Because the knowledge of metals such as iron and sodium compounds such as sodium carbonate, sodium oxide, and sodium hydroxide has been introduced in the compulsory education junior high school chemistry, which has laid a certain foundation for learning the knowledge of sodium, so the section on sodium It serves as a link between the previous chapter and the following chapter in the first year of high school chemistry. It pave the way for the study of halogens in the future, making it relatively easier to study halogens next.

The teaching materials in this section are mainly based on experiments. It attaches great importance to providing students with a large amount of perceptual knowledge through experiments, and attaches great importance to guiding students to draw conclusions through the analysis of experimental phenomena and stimulating students' interest in learning chemistry. After reviewing the characteristics of the number of electrons in the outermost shell of metal atoms in junior high school and the relevant knowledge of bases, this chapter briefly introduces the reasons why sodium and other metals are called alkali metals in the preface, and then derives the properties of sodium from the schematic diagram of sodium's atomic structure.

This section also attaches great importance to the training of scientific methods, that is, through experiments and observations, the experimental phenomena and data and other materials are analyzed to find regular knowledge, and based on these regular knowledge, some further analysis Inferences and predictions are made about matter and then verified experimentally. The training of this scientific method model is conducive to the study of chapters such as halogen, and also lays a good foundation for students to learn the periodic law of elements and atomic structure in the future.

2. Key points and difficulties of the textbook

Key points: Understand the properties of metallic sodium through experiments.

Difficulty: How to guide students to design experiments to explore the chemical properties of sodium metal.

3. Teaching objectives

① Make students understand that sodium is a very active metal, understand the physical properties of sodium, and master the chemical properties of sodium.

② Cultivate students’ observation and thinking abilities through experiments on the properties of sodium and discussions on experimental phenomena.

2. Preaching method

The essence of the choice of teaching method is to highlight the key points, break through the difficulties, and adopt the experimental inquiry method according to the students' cognitive rules; according to questions? experiments? observations ?Analysis? Conclusion procedures are inspiring teaching, and conclusions are drawn through experiments and observations as much as possible, and conditions are created. The teaching method of teaching while doing experiments is used to lead students to the main position, so that students can draw conclusions through analysis and close contact. While retaining old knowledge, the main role of students can be maximized, so as to gain knowledge growth points based on old knowledge and apply the knowledge learned in a timely manner.

3. Lecture method

The teaching of this lesson will enable students to master the following basic methods

1. Let students learn to analyze: observe phenomena - analyze Reasons - methods to arrive at - comprehensive application.

2. Help students grasp the key points and master the key points: learning elements and their compounds grasps the line of "structure-property-existence and use". The structure determines the nature, the nature is the concrete embodiment of the structure, and the nature determines its existence and use.

New lesson. Taking students into situations corresponding to the teaching content, the representative element ---- sodium is introduced from the alkali metal elements, and starting from the atomic structure of sodium, it is known that sodium is an active metal based on the structure determining the properties. At this time, students will ask in their minds how active sodium is? Through the experiment of sodium dissolving in water, students can be stimulated to think, actively participate in the learning process, and generate strong interest.

Step 2: Clarify the purpose and content of this lesson so that students have a general understanding of the teaching requirements of this lesson, which will help students actively acquire knowledge around the teaching objectives. This lesson mainly requires mastering the properties of sodium.

(1) The physical properties of sodium can be summarized by asking students to observe the appearance of metal, cut metallic sodium with a knife, and conduct experiments on Na's electrical and thermal conductivity.

(2) Chemical properties of sodium

The chemical properties of sodium mainly include the reaction between sodium and oxygen, the reaction between sodium and chlorine, the reaction between sodium and sulfur, and the reaction between sodium and water. reaction.

For these qualitative reactions, I carefully organized and designed corresponding experiments and corresponding questions, allowing students to carefully observe the experimental phenomena with questions, and then asked students to describe the observed phenomena and draw conclusions. This way, it is possible to highlight It can focus on key points and solve difficult problems, so that students can master basic knowledge and apply this knowledge to analyze some phenomenon problems.

(3) The existence and uses of sodium

After instructing students to learn the properties of sodium, I will guide students to read the content of textbook P30 and ask students to summarize the existence and uses of sodium. , Cultivate students' self-learning ability.

The third step: Make a systematic and concise summary of the knowledge learned, and help students deepen their understanding of the knowledge through appropriate exercises, discussions and questions, and maximize students' innovative thinking. of sparks.

Consolidation exercises:

(1) Why is sodium stored in kerosene?

(2) When sodium is thrown into a mixture of benzene and water, sodium performs a "water ballet" between water and benzene. Why?

(3) Can sodium replace metallic copper in copper sulfate solution? Write out its ionic equation

5. Assign homework

Book page 31. Do the first, second, and fourth in the book, and do the third and fifth in the homework book