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SOLs:
CH.1 The student will investigate and understand that experiments in which variables are
measured, analyzed, and evaluated produce observations and verifiable data. Key concepts
include
a) designated laboratory techniques;
b) safe use of chemicals and equipment;
d) manipulation of multiple variables, using repeated trials;
e) accurate recording, organization, and analysis of data through repeated trials;
j) the use of current applications to reinforce chemistry concepts
CH.3 The student will investigate and understand how conservation of energy and matter is
expressed in chemical formulas and balanced equations. Key concepts include
e) reaction types
CH.5 The student will investigate and understand that the phases of matter are explained by
kinetic theory and forces of attraction between particles. Key concepts include
f) specific heat capacity
Materials:
-SmartBoard
-Class set of metal and foam blocks
-Specific Heat Activity Sheet
-Exothermic and Endothermic Reactions Lab Sheet
-Lab Materials
Safety Issues:
Conduct yourself in a responsible manner at all times. Follow all instructions carefully.
Listen closely during prelab demonstrations and read each procedure before you do it. If you
do not understand something, ask your instructor.
Eating, drinking, and gum chewing are not permitted in the laboratory.
Safety goggles will be worn during all activities in the lab, including pre-lab work and cleanup, unless the instructor explicitly states that the activity does not require eye protection.
Report any accident or injury to your instructor IMMEDIATELY, no matter how minor it
might seem.
Dress appropriately for laboratory work by protecting your body with clothing and shoes. Tie
back long hair and do not wear loose/baggy clothing or dangling jewelry. Sandals or opentoed shoes are not to be worn during any lab activities.
Proper procedures shall be followed when using any heating or flame producing device.
Never leave a flame unattended. Do not put any substance into the flame unless instructed to
do so. Never reach over an exposed flame. Light gas burners only when instructed.
Heated metals and glass remain hot for a long time. They should be set aside to cool and
picked up with caution. Use tongs if necessary. Remember, hot and cold glass look the same!
All materials are nontoxic and can be either poured down the sink or disposed of in the trash
can exceptforthehydrogenperoxidewhichtheinstructorwilldisposeoffollowingMSDS
protocol. Make sure everything has properly cooled before disposing of it.
ENGAGE (5 min):
-Ask what happens to the heat in lava once it flows out of a volcano?
-Answer: Heat is released
-Ask do you think lava cools more quickly on land or in water? Why?
-Answer: Cools faster in water. Water has higher capacity to absorb heat
than air. Temperature difference may be greater between lava and water vs lava
and air.
*This discussion allows the instructor to gain insight into what prior knowledge
students possess and help scaffold them up to a basic understanding of heat release and
absorption, while also reintroducing the concept of specific heat which was covered in
the previous unit. By readdressing the concept, students who may have struggled in the
last unit have a chance to re-explore the concept
-Students usually say metal feels the coolest and foam feels like the same
temperature as their hand
-Explain that all are cooler than their hand but heat is being transferred from their
hands to the surfaces. Metals conduct heat away more efficiently than foam so it feels
colder
*Again, this discussion allows for ample opportunity to formatively assess what
prior knowledge students have on specific heat and conductivity
released?
-Ask in addition to work, what other type of energy change occurs? What is
-Answer: Heat
-Have students brainstorm lists of everyday processes that absorb and release heat
-Ask students what variables they think play a part in specific heat
*Discussion during this section helps introduce concepts to students first before
asking them to manipulate anything. Then, the practice problems are written in a way to
increase in difficulty as they move through the activity sheet. By allowing students to
work with other students in the class, the slower learner can be paired with a more
advanced learner. This allows the slower learner to gain the knowledge of the advanced
learner through one-on-one help and the advanced learner will become more proficient in
the concepts by having to explain them. The instructor will also be circulating to assist
students.
-Teacher will walk around and answer questions and make sure students are
following directions
EVALUATE:
Formative: discussion during engage and explore and explain, go over practice
problems as a class and check specific heat activity sheet for completion
Summative: collect exothermic and endothermic reactions lab and grade for completion
and accuracy to assess student understanding of the content covered for the modification
of subsequent lessons
-Aluminum can
-Water
-Beaker
-Ring Stand
-Paper clips
-Straw
-Cheetos
-Cashews
-Marshmallows
-Cork
-Computer
-Temperature probe
-LabQuest software
Safety Issues:
Conduct yourself in a responsible manner at all times. Follow all instructions carefully.
Listen closely during prelab demonstrations and read each procedure before you do it. If you
do not understand something, ask your instructor.
Eating, drinking, and gum chewing are not permitted in the laboratory.
Safety goggles will be worn during all activities in the lab, including pre-lab work and cleanup, unless the instructor explicitly states that the activity does not require eye protection.
Report any accident or injury to your instructor IMMEDIATELY, no matter how minor it
might seem.
Dress appropriately for laboratory work by protecting your body with clothing and shoes. Tie
back long hair and do not wear loose/baggy clothing or dangling jewelry. Sandals or opentoed shoes are not to be worn during any lab activities.
Proper procedures shall be followed when using any heating or flame producing device.
Never leave a flame unattended. Do not put any substance into the flame unless instructed to
do so. Never reach over an exposed flame. Light gas burners only when instructed.
Heated metals and glass remain hot for a long time. They should be set aside to cool and
picked up with caution. Use tongs if necessary. Remember, hot and cold glass look the same!
All materials are nontoxic and can be either poured down the sink or disposed of in the trash
can. Make sure everything has properly cooled before disposing of it.
*Note to Teacher: The total energy content in Calories per gram for all the foods will be
lower than the actual energy content listed on their nutrition label. This is due to the
simplicity of the calorimeter used in this experiment. However, if the foods are ranked
from highest energy content to lowest energy content based on the class results, the
relative ranking should be the same as an actual ranking from the nutrition labels. You
might want to summarize the results obtained above (in Cal/g) for three foods to show
this is true.
*Give students a chance to pair and share why they chose to make the graph the way they
did and how their results compare to their original hypothesis. This allows for
collaborative learning as students will have a chance to discuss their results and learn
from their peers.
*This lab also works to keep students actively engaged as they work with multiple pieces
of equipment and technology and get to do something every student enjoys, setting things
on fire! The constant need for recording and analyzing should keep students motivated.
EXPLAIN (10 min):
-Students will be given notes on measuring and expressing enthalpy changes
-Students will then return to calorimetry lab activity sheet to complete the following
calculations:
1. Use the heat equation to calculate the enthalpy (the heat released by the food)
for each food sample. Report the results in Calories.
A.
Food Sample 1
B.
Food Sample 2
C.
Food Sample
EVALUATE:
Formative: Monitoring and questioning students while they work through the lab. Also
periodically ask for thumb check. Listen in on student groups while they pair and share
about their graphs. Class discussion on ways to improve accuracy/efficiency of
experiment.
Summative: Collect the labs for grading.
SOLs:
CH. 1 The student will investigate and understand that experiments in which variables
are measured, analyzed, and evaluated produce observations and verifiable data. Key
concepts include
a) designated laboratory techniques;
b) safe use of chemicals and equipment;
e) accurate recording, organization, and analysis of data through repeated trials;
h) use of appropriate technology including computers, graphing calculators, and
probeware, for gathering data, communicating results, and using simulations to model
concepts;
j) the use of current applications to reinforce chemistry concepts.
CH.3 The student will investigate and understand how conservation of energy and matter
is expressed in chemical formulas and balanced equations. Key concepts include
b) balancing chemical equations;
e) reaction types
CH. 5 The student will investigate and understand that the phases of matter are explained
by kinetic theory and forces of attraction between particles. Key concepts include
f) specific heat capacity
Materials:
-For demo:
-Block of wood
-Computer
-SmartBoard
-Match
-Balance
Safety:
Conduct yourself in a responsible manner at all times. Follow all instructions carefully.
Listen closely during prelab demonstrations and read each procedure before you do it. If you
do not understand something, ask your instructor.
Eating, drinking, and gum chewing are not permitted in the laboratory.
Safety goggles will be worn during all activities in the lab, including pre-lab work and cleanup, unless the instructor explicitly states that the activity does not require eye protection.
Report any accident or injury to your instructor IMMEDIATELY, no matter how minor it
might seem.
Dress appropriately for laboratory work by protecting your body with clothing and shoes. Tie
back long hair and do not wear loose/baggy clothing or dangling jewelry. Sandals or opentoed shoes are not to be worn during any lab activities.
Proper procedures shall be followed when using any heating or flame producing device.
Never leave a flame unattended. Do not put any substance into the flame unless instructed to
do so. Never reach over an exposed flame. Light gas burners only when instructed.
Instructor will dispose of barium hydroxide and ammonium chloride product following
MSDS protocol. Matches can be disposed of in the trash can after they have properly cooled
down and candles should be reused.
-Teacher demo
Ba(OH)2 * 8H2O (s) + 2NH4Cl (s) BaCl2 * 2H2O (s) + 2NH3 (aq) + 8H2O (l)
-Wet a small wooden block with a small squirt of water and set the flask on it. The
flask will freeze to the wood.
-Disposal: The leftover solution should be poured into a bottle and sent to EH&S as
hazardous waste (Toxic).
*This acts as engaging because students get a chance to feel the temperature change
*This also reintroduces the concepts covered in the previous two lessons through a small
review
-Remind students that the sign of H indicates exothermic or endothermic, but heat is
expressed as an absolute value when it is shown as a product in an equation
-Ask if the potential energy of the reactants is higher or lower than the products
*Using an example like concrete allows students to make connections with the real
world. It gives them more concrete examples to think back on later. This also provides the
teacher with a chance to clarify that exothermic is negative when written as an amount of
energy released but is always positive in an equation, sometimes a tough concept for
students to grasp.
*By doing the examples as a class, every student benefits from the questions asked by
their peers
*This allows the teacher a chance to show them how to not only understand how a
question is worded and what is being asked, but also how to set up the calculations
efficiently before moving into the lab which will require even further calculations
*This lab not only reinforces the concepts just covered in the explore and explain
sections, but pushes students knowledge further by having them work with a real world
example of combustion.
*By having students propose how they believe a candle combusts and what the role of the
wax and the wick are, alternative conceptions appear which can then be discussed.
Students tend to find the mechanics of a candle very intriguing and engaging once they
begin trying to explain for themselves how they work.
EVALUATE:
Formative: discussion of teacher demo and explore activity and practice problems
Purpose: To understand the terms molar heat of fusion, molar heat of solidification,
molar heat of vaporization, molar heat of condensation, and molar heat of solution. To be
able to calculate molar heats of fusion, solidification, vaporization, condensation, and
solution. To connect molar heats to real world applications.
SOLs:
CH.1 The student will investigate and understand that experiments in which variables are
measured, analyzed, and evaluated produce observations and verifiable data. Key
concepts include
CH.3 The student will investigate and understand how conservation of energy and matter
is expressed in chemical formulas and balanced equations. Key concepts include
CH.5 The student will investigate and understand that the phases of matter are explained
by kinetic theory and forces of attraction between particles. Key concepts include
Materials:
-Computer
-SmartBoard
-For lab:
-Foam cup
-Thermometer
-Stirring rod
-Ice
-Water
-Balance
Safety:
Conduct yourself in a responsible manner at all times. Follow all instructions carefully.
Listen closely during prelab demonstrations and read each procedure before you do it. If you
do not understand something, ask your instructor.
Eating, drinking, and gum chewing are not permitted in the laboratory.
Safety goggles will be worn during all activities in the lab, including pre-lab work and cleanup, unless the instructor explicitly states that the activity does not require eye protection.
Report any accident or injury to your instructor IMMEDIATELY, no matter how minor it
might seem.
Dress appropriately for laboratory work by protecting your body with clothing and shoes. Tie
back long hair and do not wear loose/baggy clothing or dangling jewelry. Sandals or opentoed shoes are not to be worn during any lab activities.
All materials are nontoxic and can be either poured down the sink or disposed of in the trash
can.
-Ask: Where do you think the energy came from to melt the ice?
-The energy comes from the air and from the surface that the ice is placed
on, both of which are at room temperature. Since room temperature is warmer
than the temperature of the ice, energy is transferred from the surface and the air
to the ice.
-Ask: What do you think happened to the speed of the molecules in the ice when
it was heated?
-The ice melts faster on the iron because it is a better thermal conductor
than the others.
-Walk around and spot check groups and answer any questions they have
-Students wont be familiar with the concept of heat of fusion yet, so this is a
good way to let them explore it without first knowing all the terms and relationships
-Ask students to identify which regions represent the different changes in state
-Ask how the amount of energy required to melt something compares to the
energy required to vaporize it
-Ask what regions represent coexistence of solid and liquid/ liquid and gas
-Students will explore hot and cold packs and fill out Hot and Cold Packs Activity
-Most instant cold and hot packs operate by utilizing the heat released or absorbed
when certain substances dissolve in water
Hsoln = 25.69
kJ/mol
-If labels specify amount of salt contained in each package, have students use the molar
heats of solution provided in the text to calculate the amount of heat absorbed and
EVALUATE:
Formative: discussion during engage and explain, completion of Hot and Cold Pack
Activity
Summative: collect Enthalpy of Fusion lab and grade for completion and accuracy
Purpose: To introduce Hesss Law and standard heat of formation. To learn how to
determine heat of reaction by manipulating equations and interpreting graphs.
SOLs:
CH.1 The student will investigate and understand that experiments in which variables
are measured, analyzed, and evaluated produce observations and verifiable data. Key
concepts include
d) manipulation of multiple variables, using repeated trials;
e) accurate recording, organization, and analysis of data through repeated trials;
h) use of appropriate technology including computers, graphing calculators, and probeware, for
gathering data, communicating results, and using simulations to model concepts;
j) the use of current applications to reinforce chemistry concepts.
CH.3 The student will investigate and understand how conservation of energy and
matter is expressed in chemical formulas and balanced equations. Key concepts include
b) balancing chemical equations
Materials:
-Computer
-SmartBoard
-For demo:
-2 glow sticks
Safety:
Conduct yourself in a responsible manner at all times. Follow all instructions carefully.
Listen closely during prelab demonstrations and read each procedure before you do it. If you
do not understand something, ask your instructor.
Eating, drinking, and gum chewing are not permitted in the laboratory.
Safety goggles will be worn during all activities in the lab, including pre-lab work and cleanup, unless the instructor explicitly states that the activity does not require eye protection.
Report any accident or injury to your instructor IMMEDIATELY, no matter how minor it
might seem.
Dress appropriately for laboratory work by protecting your body with clothing and shoes. Tie
back long hair and do not wear loose/baggy clothing or dangling jewelry. Sandals or opentoed shoes are not to be worn during any lab activities.
All materials are nontoxic and can be either poured down the sink or disposed of in the trash
can. If plastic surrounding chemicals in glow sticks is broken, can cause minor skin and eye
irritation.
ENGAGE (5 min):
-Remind them it takes a very long time for diamond to break down into graphite
-Ask: Is there some other way you could find the heat of reaction without
destroying the diamond?
-Do a demo with glow sticks to introduce the idea that temperature can affect the rate of a
chemical reaction.
-Ask: Do you think temperature affects the rate of a reaction? How does warming
or cooling a glow stick affect its chemical reaction?
*Be sure not to start the glow sticks as you prepare for the demo.
-Place one glow stick in hot water and another in ice water before students arrive.
the demo.
*Glow sticks will need to be in the water for at least a couple of minutes before
-Tell students that you have heated one glow stick and cooled another.
-Explain that when students bend the stick to start it, they are breaking a small
container filled with a chemical inside the light stick. Once broken, the chemicals, which
were separate, combine and react with each other. If putting a glow stick in the freezer
makes it last longer, temperature may have something to do with the rate of the chemical
reaction.
-Remove the glow sticks from both the hot and cold water and bend and start the glow
sticks.
-Show students both glow sticks and ask them what they observe. You may pass
the sticks around the class so that they can feel the difference in temperature.
-Expected Results: The warm glow stick will be brighter than the cold one.
-Ask: How can you tell whether the chemical reaction is happening faster or
slower in each glow stick?
-Answer: The warm glow stick is brighter, so the chemical reaction may
be faster. The cool glow stick is not as bright, so the chemical reaction may be
slower.
-Ask: Some people place glow sticks in the freezer to make them last longer. Why
do you think this works?
when cold.
-Ask: Do you think that starting with warmer reactants increases the rate of other
chemical reactions? Why?
-Practice problems
http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?
gamefile=1814013#.VwO9ZqQrLic
EVALUATE: