UKanTeach 5E Lesson Plan

Author (s): Jamie Cooper & Ashley McDade Team Members: Jamie Cooper & Ashley McDade

Title of Lesson: Thermochemistry

Lesson # 3 & 4 Date lesson will be taught: Nov 12 & 14 Grade level: High School

Lesson Source (kit, lesson): Elementary Chemistry Guidebook (Engagement Activity) http://employees.oneonta.edu/viningwj/sims/specific_heat_s.html (capacity simulator)

Concepts/Main Idea – in paragraph form give a broad, global statement about the concepts and vocabulary you want students to understand as a result of doing this activity: In the lesson students will learn basic topics in Thermochemistry such as Endo/Exothermic reactions through observations of each. Specific heat and heat capacity will be showed from a simulation online and the students calculations. Calorimetry will be seen through an actual lab involving the burning of common household snack foods.

Objective/s- Be specific; prioritize; include higher-order objectives; be sure they are measurable. Write objectives in SWBAT form… The Students Will Be Able To:

Evaluation In the space below, explain the type(s) of evaluation that will provide evidence that students have learned the objectives of the lesson (formative and summative). You will provide student copies at the end of the lesson.

Day 1: SWBAT... understand the properties of Endo/exothermic reactions. SWBAT... understand and describe the properties and effects of specific heat capacity. SWBAT... identify endo/exothermic reactions based on direction of heat/energy. Day 2: SWBAT…calculate energy and/or temperature change from the equation for specific heat capacity. SWBAT...convert joules to nutritional calories. SWBAT...experimentally find the nutritional calories of various junk food items using calorimetry.

● We will be o Observing the students as they work in groups o Using exit slips at the end of class (if time provides) o Asking probing questions to promote discussion o Lab worksheets that will be collected at the end of the activity

http://employees.oneonta.edu/viningwj/sims/specific_heat_s.html

NGSS and Common Core Standards

Science Lessons:

1. Day 1: Practice 4: Analyzing and Interpreting Data Practice 5: Using Mathematics and Computational Thinking Day 2: Same

2. Day 1: S.1.1.3.3.b: The student understands...“using common mathematical functions to analyze and describe data.” S.2A.2.3.3.d: The student understands…”…Heat exchange during a chemical reaction is often easily noticed: a reaction that absorbs heat will feel colder; a reaction that releases heat will feel warmer.” S.2B.2.2.2.b: The student understands…”Heat is an exchange of internal…energy between systems due to a temperature difference…”

Day 2: Same

3. Day 1: Practice 1: Make sense of problems and persevere in solving them. Practice 4: Model with mathematics. Practice 7: Look for and make use of structure. Day 2: Same

4. Day 1: Reading Standards for Literacy in Science and Technical Subjects 6-12: Craft and Structure: 4: “Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context...” Day 2: Same

Materials list (BE SPECIFIC about quantities) Day 1: Engage Demonstration

for Whole Class: 2 balloons 10 cc sodium bicarbonate (5cc for each balloon) 10 cc powdered Vitamin C 10 cc calcium chloride 2 graduated cylinders 50 mL water (25mL per balloon)

per Group: n/a

per Student: n/a

Advance preparation: Place reactants in balloons, measure out water amounts

Day 2:

for Whole Class: Nacho Cheese Doritos, Fritos, Classic potato chips, Kettle-cooked potato chips, large & small marshmallows, Puffed & Crunchy Cheetos, & Funyuns

per Group: Temperature Probe Logger Pro Data Collector Support Stand with 2 ring clamps and a clamp for the temperature probe 2 sets of wire gauze Clean empty can 125ml graduated cylinder Water Long-stem lighter

per Student: lab worksheet, goggles

Advance preparation: Arrive early to set up the apparatuses for the labs.

Include handouts at the end of this lesson plan document (blank page provided)

Accommodations: Include a general statement

and any specific student needs Special accommodations will be made as necessary for students needing assistance. Special attention will be needed in order to help this student stay on task. Since students will be working in groups, groups should consider the various strengths of each member and plan accordingly. Special attention will be made to ensure clear enunciation and simpler syntax will be used when instructing; including instructions and specific terms in order to assist ELL student understanding.

Safety: Include a general statement and any specific

safety concerns Chemicals used in the experiment are relatively safe. However proper handling of chemicals should still be observed. Students may be nervous about handling materials, allow students to voice concerns and address individually. Students will be required to use eye protection, and report all spills. Students will understand they should not eat the chemicals or put their fingers in their mouths after handling chemicals. Students will also be required to wash their hands after the experiment as well as each time any chemical comes in contact with skin. Students will also treat food items in the lab as chemicals, understanding that they should not be consumed at any time. Food items will be combusted during the experiment, loose clothing, long sleeves, and long hair will be tied back. Proper use of ignition sources is required. All student responses will be respected and encouraged. Incorrect responses to questions are to be expected and will be treated equally to correct responses.

Engagement: Estimated Time: __Day 1: 3 mins____Day 2: 5 mins____

What the teacher does AND how will the teacher direct students: (Directions)

Probing Questions: Critical questions that will connect prior knowledge and create a “Need to know”

Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions:

Day 1: We’re going to inflate these 2 balloons with water. (1 balloon has the exothermic sodium bicarbonate and calcium chloride reaction in it, the second balloon has the endothermic vit. C and sodium bicarbonate reaction in it.) Pass the balloons to a student and have the balloon passed around the room. Day 2: Bell-ringer: Safety quiz

Once everyone finished have them switch papers and grade them as a class.

We wanted to go over a few things on the worksheet from Tuesday. http://www.teachertube.com/viewVideo.php?video_id=166926

(Until 1:03)

Do you think it will work? Why? Did you notice anything unusual about the balloons? What do you think is happening inside the balloons? Why is safety so important in a lab?

Various: No, water doesn’t inflate a balloon unless you have a lot of water. Yes, you have something in the balloon that reacts with water Various: It got warm/cold, a reaction, etc. So people don’t get hurt, because of laws.

Teacher Decision Point Assessment: If students are unable to responsibly pass the balloon, retrieve it immediately and move into the next portion of the lesson. If student understanding of the law of conservation makes it unnecessary to review, consider cutting the video and move into next portion of the lesson.

http://www.teachertube.com/viewVideo.php?video_id=166926

Exploration: Estimated Time: _Day 1: 15 mins__Day 2: 20 mins_______

What the teacher does AND what the teacher will direct students to do: (Directions)

Probing Questions: Critical questions that will guide students to a “Common set of Experiences”

Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions:

Day 1: Write the chemical equations on the board. “One balloon got cold, one got warm” When reaction gets warm, the heat is exiting the reaction overall, when a reaction gets cold, the heat is entering the reaction. Explain connection between energy and heat Show visual model of energy dynamics in each reaction (powerpoint) “Let’s look at energy some more.” Handout worksheets. “Let’s try it out.” Online Specific Heat Capacity Simulation:

What do these balloons have in common? What is different? Which reaction got warm? How would we notate this in the equation? Which got cold? How would we notate this in the equation? If you were going to create a word that described where the heat goes in both of these reactions, what would it be? Where does the heat/cold come from? Can energy be used up or destroyed? Transferred? Where does this energy come from/ where does it go? Do all things react to an increase in heat the same way? Which material should we test? How big should we make

Various: one got cold, one got warm, they both inflated the balloons, Various: place heat on the products side of the calcium chloride reaction, place cold on the products side of the citric acid reaction, calcium chloride got warm, the citric acid got cold Various: Heatseeking, heatlacking, cold-loving, etc… Various: the reaction created the energy, energy can be destroyed, energy comes from the environment Various: No, some things get hotter faster; Yes, everything gets hotter when you heat it. Various: Wood, glass, water, silver,

http://employees.oneonta.edu/viningwj/sims/specific_heat_s.html Walk through the first test and how to calculate the Specific Heat Capacity of the material. Have students select changes in variables, making sure 2-3 materials are chosen along with at least two different masses and 2 different heat durations for at least 1 material. Day 2: Endo/Exo video: http://www.youtube.com/watch?v=i3mYWB2fNp4 Card answer categorization of endo/exo processes. (Have a red card and a blue card for each student. Give a process and the students hold up the card that corresponds; red=exothermic, blue=endothermic. Wait for all student responses before verifying and moving to next example.)

Go over the instructions for the lab before entering lab. Ensure that students understand that 1 mL of water = 1 g of water and Specific Heat Capacity for water is: 4.186 J/g. Also, that joules per food calorie conversion is: 1 food calorie=4186 Joules Lab Work: When able have the students move into the lab. They will be performing a lab on calorimetry. Each group will have one food item they are responsible to burn. IF they complete that one and all of the questions with sufficient time left, they can pick another and burn it.

the sample? How long should we heat it? What do you think will happen if we change one of these variables? Which variable should we change? evaporating alcohol, burning wood, forming ice, sublimation of dry ice, roasting marshmallows, “I see a lot of red cards, why do you think that this example is exothermic?”

copper, sodium; 5g, 10g; 1, 2, 3, 4, or 5 seconds Various: nothing, it will heat twice as much, Change the size of the sample, how long it was heated, change the type of material Student holds up a blue or red card. Because the energy is leaving the system.

Teacher Decision Point Assessment: If students grasp endo/exothermic quickly, skip to powerpoint to discuss energy movement. If students understand how the system definition affects the label of the reaction, skip video and card activity to move onto explanation of the lab or move to the elaborate section.

http://employees.oneonta.edu/viningwj/sims/specific_heat_s.htmlhttp://www.youtube.com/watch?v=i3mYWB2fNp4

Explanation: Estimated Time: _Day 1: 10 mins__Day 2: 15 mins_______

What the teacher does AND what the teacher will direct students to do: (Directions)

Clarifying Questions: Critical questions that will help students “Clarify their Understanding” and introduce information related to the lesson concepts & vocabulary – check for understanding (formative assessment)

Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions:

Explain how specific heat capacity relates to reactions Day 2: We will discuss as a class the findings of the experiment. Especially the accuracy of the experiment.

Why did we put the reactions in balloons? We could have placed it in a glass beaker or a wooden bowl, or some other container. Would you have felt the difference in temperatures if we had put the reactions in a wooden bowl? Why? Why can’t you walk barefoot over black pavement on a sunny day in summer but you can walk on the grass barefoot? They have both received the same amount of sunshine; they shouldn’t both be the same temperature? Did the specific heat capacity of any one material we tested change? Why do you think this happened?

Various: because the reaction created gas that you wanted to capture and a balloon is stretchy. No, wood is insulating. Yes, the reaction made heat or got cold; you would feel the difference no matter what. Various: pavement gets hotter than grass because it’s dark and dark colors can hold more energy. Various: no, because specific heat capacity is a property of a material and will not change; yes, but not by much and it’s because they differed in weight &/or amount of time it was heated.

Teacher Decision Point Assessment: If students show understanding of heat capacity, allow for further experiments from the explore section or move into the elaborate. If students answer all questions from lab sheet quickly, allow for additional experiments per group.

Elaboration: Estimated Time: __Day 1: 15 mins____Day 2: 15 mins____

What the teacher does AND what the teacher will direct students to do: (Directions)

Probing Questions: Critical questions that will help students “Extend or Apply” their newly acquired concepts/skills in new situations

Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions:

We have this equation to find the specific heat capacity. Day 2: Give an example of an endothermic process. Have students calculate q. Discuss the meaning of a negative value for q.

What if we knew the specific heat capacity but didn’t know how much the sample weighed, how much energy the sample could give off, or how much the temperature could change? How could we find these types of information using just the equation? Can you have a negative amount for energy?

Rearranging the equation to get the variable that we want alone. Various: No because you can’t destroy energy.

Teacher Decision Point Assessment: If time runs out, move elaboration from day 1 to day 2 as it is necessary for understanding the lab for day 2. Due to nature of scheduling for lab, this section may need to be moved to before the explore portion on day 2.

Evaluation: Estimated Time: ___Day 1: 5 mins_______ Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.

Formative Assessment(s): In addition to the final assessment (bell ringer or exit slips), how will you determine students’ learning within this lesson: (observations, student responses/elaborations, white boards, student questions, etc.)? We will be observing them in their groups and how they respond to classroom discussions.

Summative Assessment: Provide a student copy of the final assessment/exit slips or other summative assessments you use in the lesson We have a pretest and exit slips (via the lab worksheets).

Day 1: Pretest:

Name: ______________________

1. An exothermic reaction releases/absorbs (circle one) energy; an endothermic reaction releases/absorbs

(circle one) energy.

2. Energy is:

a. Not created or destroyed, only transferred.

b. Created during a chemical reaction but is never destroyed.

c. Destroyed during a chemical reaction. Therefore energy is never created only consumed.

3. Explain what specific heat is.

Explore:

Day 2: Engage:

Explore: Name:

Junk Food Every day we consume food in order to provide energy for our bodies. Some foods provide more energy than others. Let’s look at how much energy is stored in the junk food that we eat. How do you Measure the amount of energy in snack food.

Materials

Temperature Probe Logger Pro Data Collector Support Stand with 2 ring clamps and a clamp for the

thermometer 2 sets of wire gauze Clean empty can 125ml graduated cylinder Water Long-stem lighter

Conduct an Experiment:

1. Obtain a pair of goggles.

2. Ms. Cooper and Ms. McDade have already set up the apparatus; make sure your apparatus matches what they show the class.

3. Choose one of the junk food items at the front of the room for your experiment.

4. Pour 100 mL of water into the can. Make sure the temperature probe is positioned so the tip is in the water but not touching the can.

Read the temperature for 30 seconds and record this temperature as the initial temperature in your chart.

5. Using the long-stemmed lighter, set fire to your sample of junk food. Caution: Be careful not to burn yourself. (If the sample does not

stay lit until it is completely burned, light it again)

6. Monitor the temperature of the water until it reaches the highest temperature. Record your measurements in the chart below, then

calculate the change in temperature.

Sample of Junk Food

Mass of Water (g)

Initial Temperature of

Water (C°)

Final Temperature of

Water (C°)

Change in Temperature of

Water (C°)

Energy of Sample (J)

Analyze the Results

7. Calculate the energy of your sample of junk food, measured in joules, by calculating the energy absorbed by the water. Use the

following formula:

Show Your Work: Record your findings in the data table above

8. If you have more time after completing the following questions, you may continue the experiment with another sample of junk food.

Critical Thinking: 1. Is this reaction an exothermic or endothermic reaction? Why?

2. Give 2 examples of both endothermic and exothermic reactions (not including this lab)?

3. How does the specific heat of water used to discover how much energy is in your sample of junk food?

4. How is the conservation of energy used in this situation?

5. Multiplying the energy calculated in question 7 (above) by the number of pieces per serving for your food item in the table provided.

Convert the resulting number of joules to calories. (1 calorie=4186 joules) How does your experimental value for calories compare to

the calories per serving in the table?

6. What are possible reasons for the difference between your experimental calorie per serving amount and the table value?

7. How could the results of this experiment be improved?

Food Item Calories per serving Pieces per serving

Crunchy Cheetos 141 21

Puffed Cheetos 150 13

Fritos 160 32

Doritos 140 11

Large Marshmallows 100 6

Small Marshmallows 100 55

Kettle Cooked Potato Chips 150 13

Classic Potato Chips 147 20

Funyuns 140 13

Cheez-its 150 27

EndoExo.pptx