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Chemical Reactions and Radioactivity C EDCI 767 Curriculum and Instruction in Secondary School Science 2009 Table of Contents RATIONALE AND OBJECTIVES: CHEMICAL REACTIONS AND RADIOACTIVITY (C4/5) 3 RATIONALE FOR ASSESSMENT TOOLS: 5 UNIT OVERVIEW: GRADE 10 PHYSICAL SCIENCE – CHEMICAL REACTIONS (C4) AND RADIOACTIVITY (C5) 7 FULL LESSON PLAN #1: 9 LESSON #1 – THE LAW OF CONSERVATION OF MASS 9 FULL LESSON PLAN #2: 12 APPENDIX 1: APPENDIX 2: APPENDIX 3: APPENDIX 4: APPENDIX 5: APPENDIX 6: APPENDIX 7: APPENDIX 8: 15 18 19 20 21 22 23 25 Rationale and Objectives: Chemical Reactions and Radioactivity (C4/5) According to the British Columbia’s Science 10 Integrated Resource Package (IRP), the purpose of science education is to provide opportunities for students to develop scientific knowledge, skills, and attitudes that will be relevant to their everyday lives and their future careers. Furthermore, the Science 10 curriculum is designed to allow students to examine basic concepts, principles, laws and theories through scientific inquiry while actively gaining the knowledge, skills and attitudes that provide the basis for sound and ethical problem solving and decision making, among other things. A clear understanding of chemistry will contribute immensely to the goals of Science 10 outlined by British Columbia’s IRPs (as briefly described above), in that knowledge of basic laws, principles, and concepts in chemistry will provide students with a basis for understanding mechanism behind many aspects (that are usually more complicated) from our day-to-day lives. For example, student acquisition of knowledge regarding the nature of chemical reactions and how they are based on the law of conservation of mass and the various types of chemical reactions will provide with a basis from which they can predict the outcomes of reactions. This is a skill that is useful when cleaning up chemical spills, such as bleach, in the home. Student understanding of how rates of reaction can be affected or altered can be used to explain why an egg undergoes a chemical reaction (cooks) in boiling water but not in lukewarm water. Additionally, students can apply their knowledge of radioactivity in their understanding of how different medical procedures and diagnostic tools work, or understand why it is important not to handle radioactive material without proper protection. In short, students will be able to use the knowledge gained from Chemical Reactions and Radioactivity explain or predict outcomes of everyday occurrences. In addition to providing the students with knowledge that can be used in their day-today lives, the Chemical Reactions and Radioactivity unit will also grant students with the most basic principles in chemistry that may be required in their future academic or vocational pursuits. For instance, if a student was to continue on in science during post-secondary schooling, it is necessary for them to have a basic understanding of the principles of chemistry such as the law of conservation of mass and have basic chemistry-related skills such as writing and balancing equations for Chemistry courses (obviously), but also for courses in Biology and Physics. An understanding of the mechanism behind radioactivity would be useful for students who decide to pursue careers in nuclear power, nuclear medicine or even nuclear warfare (hopefully not). Moreover, basic chemistry skills and being able to predict and write balanced equations are also important in several careers including, but not limited to: environment-related careers such as environmental engineering, chefs/bakers, construction/plumbing, researchers, automobile mechanics, etc. Clearly, the content of the Chemical Reactions and Radioactivity unit will provide students with a knowledge base that will most likely be useful to them in the future. However, a number of other skills will be learned during the course of this unit that will not be directly related to specific skills or concepts in chemistry. For example, during the course of this unit, students will demonstrate responsibility, cooperation and respect for their peers as well as for the laboratory materials and equipment that will be used during experiments. During class exercises, students will learn to work effectively individually as well as in groups, respect the contributions of others, and keep an open mind. In addition, by performing laboratory experiments in this unit, students will enhance their understanding of the scientific method as well as their ability to apply it to questions that are relevant to this topic. Students will develop appropriate hypotheses, assist in the design of experimental procedures to test these hypotheses, record observations and measurements in their lab books, and use these observations to draw conclusions by making comparisons across groups. Based on the above rationale, the following objectives for student learning and understanding in this unit were developed from the suggested achievement indicators: 1. SWBAT recognize that mass is conserved during physical changes and chemical reactions (C4). 2. SWBAT define and explain the law of conservation of mass (C4). 3. SWBAT represent the law of conservation of mass in chemical reactions using molecular models (C4). 4. SWBAT write and balance chemical reactions using the lowest whole coefficients from formulae, word equations, or descriptions of experiments (C4). 5. SWBAT identify the following types of reactions: synthesis, decomposition, single and double replacement, neutralization and combustions (C4). 6. SWBAT give evidence for, predict products of, and classify the following types of chemical reactions: synthesis, decomposition, single and double replacement, neutralization and combustion (C4). 7. SWBAT explain how factors such as temperature, concentration, presence of a catalyst and surface area can affect the rate of chemical reactions (C4). 8. SWBAT define isotope in terms of atomic number and mass number, and recognize how these are communicated in standard atomic notation (C5). 9. SWBAT relate radioactive decay to changes in the nucleus (C5). 10. SWBAT relate protons, neutrons, electrons alpha and beta particles to radioactive decay (C5). 11. SWBAT explain half-life wither reference to rates of radioactive decay. 12. SWBAT compare fission and fusion (C5). 13. SWBAT complete and balance nuclear equations to illustrate radioactive decay, fission and fusion (C5). 14. SWBAT demonstrate safe lab procedures (A1). 15. SWBAT perform experiments using the scientific method (A2). 16. SWBAT demonstrate ethical responsible, cooperative behavior (A5). Rationale for Assessment Tools: In addition to “traditional” forms of assessment such as paper and pencil quizzes and worksheets, we will also be incorporating a journal into our students’ daily routine within our class. This journal will be used as a source of formative assessment throughout the course of instruction. At the end of each class or lesson, students will be given five minutes to answer the following questions in their journal: 1. What was one thing that you learned in Science 10 class today? 2. Was there one concept/idea that was confirmed during this lesson (something that you already knew before the lesson began)? 3. What is one thing that you are unclear about? 4. Any further questions? The teacher will collect the journals at the end of the lesson and use them to gauge the level of student understanding so that adjustments can be made to the instruction. Furthermore, this reflection can help students’ awareness of what they know and what they still need to learn. The Chemical Reactions Unit (C4) and the Radioactivity Unit (C5) requires student understanding of not only new concepts, but also new ways of representing chemical reactions (equations). Because of the nature of this unit, students require a lot of practice questions (repetition) in order to fully grasp the skill. Therefore, multiple worksheets will be given to the students throughout the course of this unit in order to provide them with sufficient practice. Additionally, students should also be given the opportunity to go back and correct their mistakes, rather than just leaving them as is and moving on. Thus, at the beginning of each class, students will be given the opportunity to mark their own worksheets (self-evaluate), and then will be allowed to make any required corrections to their worksheets before they hand them into the teacher the following day. The teacher can then use these worksheets to evaluate student progress in addition to the amount of effort and improvement that is observed. The grades for all worksheets, lab reports, quizzes, and tests will be recorded in the students journal so that the student can make connections between their effort in class and on homework assignments to the quiz and test scores. Students also have workbooks to go along with textbooks and some assignments will just be marked for completion because it’s a nice break for students to not be marked on every single activity they do. Laboratory assessment will be done mainly through the use of lab reports that will be handed in to the teacher after completing the lab experiment during class. Each student will be provided with a checklist of what needs to be included in the lab report. For example, most lab reports will include: 1. Introduction – a brief introduction to the experiment with justification as to why you are doing it 2. Hypothesis 3. Materials/Methods 4. Observations – data tables 5. Analyses – equations, calculations, graphs etc. 6. Results/Conclusions – analysis of possible errors. The lab reports will be assessed on several levels including completion, accuracy, neatness and correctness. The lab report will be used as an opportunity to formally assess students on how they behave in a lab setting. Furthermore, it will also be used to gage their understanding of different aspects of the scientific method (scientific literacy). Quizzes will be basic paper-and-pencil quizzes. After the quizzes have been corrected, they will be returned to the student and the student will be allowed to make corrections outside of class. An extra 5-10% will be added to the quiz grade if the student completes his or her corrections. This will motivate students to learn from their mistakes, rather than just letting them go. Lastly, the final unit test will be a paper-and-pencil test and the questions will look similar to those seen on previous Science 10 provincial exams. This method was chosen in order to help students prepare for their Science 10 provincial exams at the end of the semester. Unit overview: Grade 10 Physical Science – Chemical Reactions (C4) and Radioactivity (C5) Lesson # 1 2 3 4 5 Title Law of Conservation of Mass Conservation of Mass in Chemical Reactions Types of Chemical Reactions I Types of Chemical Reactions II Rates of Reaction Objectives SWBAT recognize that mass is conserved during physical changes and chemical reactions SWBAT define and explain the law of conservation of mass based on their inclass concept invention SWBAT identify & balance the following types of reactions: synthesis, decomposition, single & double replacement, neutralization, combustion SWBAT balance the different types of reactions. SWBAT give evidence for, predict products of, and classify the following types of chemical reactions: synthesis, decomposition, single and double replacement, neutralization and combustion SWBAT define reaction rate. SWBAT explain how factors such as temperature, concentration, presence of a catalyst, and surface area can affect the rate of chemical reactions Concept SWBAT represent the law of conservation of mass in chemical reactions using molecular models. SWBAT write and balance chemical reactions using the lowest whole coefficients from formulae, word equations, or descriptions of experiments. -Writing and balancing chemical reactions -Law of Conservation of Mass -Conservation of atoms -Measuring masses of reactants and products Conservation of Mass -Recognizing types of chemical reactions -Writing and balancing chemical reactions -Predicting products based on the type of chemical reaction -Writing and balancing chemical equations -Reaction Rate -How factors can affect reaction rates. Topic Continuity Write/Balance Equations for Different Types of Chemical Reactions Rates of Reaction Activities -Conservation of Mass Exploration activity (see Appendix 1). -Conservation of Mass Teacher Demo (see Appendix 1). -Play-Doh Activity (See Appendix 2). -Element Inventory -Review balancing equations. -In class questions on types of chemical reactions with review. -Worksheet (App.4) -Quiz – Balancing different types of chemical equations (ind). -Alka-Selter Lab Experiments 1,2 and 3 (http://www.alkaseltzerpl us.com/asp/student_expe riments.html) Type of assessment -Conservation of Mass Problem Exploration (Completion) -Lab Book -Journal -Lab Book Corrections -Element Inventory Worksheet (IC, Appendix 3). -Journal -EI Worksheet Corrections. -Worksheet (Appendix 4) -Journal -Worksheet Corrections -Quiz (IC) and corrections (OC). -Balancing practice questions from text. -Journal -Lab Report (Intro, Materials, Observations, Analysis, Conclusions). -Lab Book -Journal Unit overview: Chemical Reactions (C4) and Radioactivity (C5) Continued Lesson # 6 7 8 9 10 Title Introduction to Radioactivity Radioactive Decay: the Nucleus and the Subatomic Particles Half-Life and Radioactive Decay Comparing Fission/Fusion and Balancing Nuclear Equations Unit Review: Chemical Reactions and Radioactivity Objectives SWBAT define isotope in terms of both atomic number and mass number SWBAT how to recognize and communicate isotopes in standard atomic notation SWBAT relate radioactive decay to changes in the nucleus SWBAT relate subatomic particles including (proton, neutron, electron, alpha/beta particle) to radioactive decay SWBAT explain half life with reference to rates of radioactive decay SWBAT compare Fusion and Fission SWBAT balance nuclear equations that illustrates fission, fusion and radioactive decay SWBAT understand what the major concepts of the unit are and prepare for the exam in a more focused manner Concept -Learning the definition/structure of isotope and atomic notation. -Understand radioactive decay in terms of changes in the nucleus -Understand the role of subatomic molecules in radioactive decay -Understanding Radioactive Half-Life in terms of decay -Understanding both Fission and Fusion - Writing and Balancing Nuclear Equations -Major Concepts covered in Chemical Reactions and Radioactivity will be reviewed Topic Continuity Isotopes/Nomenclature Radioactive Decay Fission/Fusion Activities - Subatomic particle review followed by online game that requires class participation (Appendix 5) - Molecule modeling activity (Appendix 5) -Worksheet (Appendix 6) i) What changes in the nucleus during radioactive decay ii) Relationship between subatomic particles and radioactive decay - Radioactive Decay and Half Life Simulation Activity (Appendix 7) - Balancing nuclear equations in workbook - Review how to balance Chemical and Nuclear Equations - Review major concepts and objectives of unit - Practice and work through exam “like” questions with the class - Open lab time to do online review and quizzes (Appendix 8) Type of assessment -Participation - Journal -Worksheet completion - Journal -Lab Report (Intro, Materials, Observations, Analysis, Conclusions) -Journal -Worksheet corrections (Radioactive Decay) -Journal -Worksheet completion (Balancing Nuclear Equations) -Journal Full Lesson Plan #1: Lesson #1 – The Law of Conservation of Mass PLOs covered in this activity: Demonstrate safe procedures (A1). Demonstrate ethical, responsible, cooperative behavior (A5). Demonstrate competence in the use of technologies specific to investigative procedures and research (A7). Analyze chemical reactions, including reference to conservation of mass and rate of reaction (C4). Measurable Outcomes: SWBAT define and explain the law of conservation of mass (C4). SWBAT to recognize that mass is conserved in both physical and chemical reactions (C4). SWBAT identify appropriate equipment for a lab activity (A1). SWBAT describe and demonstrate ethical behavior, open-mindedness, willingness to question and promote, skills of collaboration and cooperation, respect for the contributions of others (A5). SWBAT select and carefully use balances and other measurement tools (A7). Materials: Balance Metric rule Magnifying glass Thermometer Beaker with warm water English walnut Hammer Paper Towels Ziploc bags Ice Rubber Stopper 25g rock salt Graduated cylinders Play-Doh Bunsen Burner Test tubes Lead nitrate solution Sodium iodide solution Ammonium nitrate Hot plate Flask Popcorn Kernels Rubber balloon New/old flash bulb Matches Erlenmeyer flask Time 15 min. Cons. Of Mass Exploration Activity (See Appendix 1 for activity details) 20 min. Cons. Of Mass Concept Invention (See Appendix 1 for full details) Students will: - Be divided evenly amongst the 5 stations and will perform the experiment at their station and record the results in their lab book. - One representative from each group will write the observation from their group on the board. - Clean up. - Participate in class discussion. - Attempt to come up with a definition/explanation for the law of conservation of mass. 30 min. Teacher Demo (See Appendix 1 for full details). 15 min. Wrap Up Observe teacher demos. Ask questions. Participate in discussion. - Hand in the lab book for marking (completion). - Answer the daily questions in their journal and hand to the teacher before leaving class. Teacher will: - Divide the class evenly amongst the 5 stations by numbering everyone off (15). - Circulate through the class while groups are working and encourage groups to use their balance during the course of the experiment. - After all observations are reported, attempt to get the class to come to a consensus about what the 5 stations all had in common. - Ask them what was one thing that remained the same before and after each transformation? - If no one answers, see if you can get them to focus on the mass for each system. - Discuss common errors that may have occurred throughout the course of the experiment. Perform demos as outlined in Appendix 1. Encourage student participation by asking questions to the class such as “What do you think will happen to the mass after we …?” - Debrief: law of conservation of mass - Ask the students to consider how we can apply the law of conservation of mass to chemical reactions? Assessment: - - Because this is the first lesson of this unit, all assessment will be informal. However the students’ ability to behave appropriately in a lab setting during the Exploration Activity, cooperate with their peers, and participate in discussion will be noted. Student journal entries will be used as formative assessment to ensure that the students learned what they were supposed to learn during the course of the lesson. Benefits of the Lesson: - - - Students have the opportunity to derive a definition/explanation of the law of conservation of mass experimentally, which will enhance their understanding of the concept, in contrast to just memorizing the definition. Bottom-up learning style – students will see multiple examples of how mass in conserved even during a chemical or physical change and from this they will be able to derive their own definition of the law of conservation of mass. Understanding the law of conservation of mass is crucial to many aspects in chemistry as well as in other scientific facets including: balancing chemical equations, balancing nuclear reactions, water or nitrogen cycles in biology etc. This lesson and its inclusive exercise/discussions will help the student firmly grasp the law of conservation of mass. Full Lesson Plan #2: PLOs covered in this activity: Demonstrate safe procedures (A1). Demonstrate ethical, responsible, cooperative behavior (A5). Demonstrate competence in the use of technologies specific to investigative procedures and research (A7) Explain radioactivity using modern atomic theory (C5) Measurable Outcomes: SWBAT to work along with others in a respectful and co-operative manner (A5). SWBAT to define an isotope, use proper atomic notation (C5) SWBAT to create molecular models (C5) Materials: Laptop Projector Screen Plastic-foam balls Pipe cleaners Red pushpins Green pushpins Beads Coat hangers Fishing line Scissors Time 5 min. Students will: - Listen to teacher - Give quick overview of the radioactivity section and how lessons will be broken up - Show students examples where knowledge of radioactivity can be useful (careers, industries, inventions etc) - Listen to teacher for review lecture time - Participate in review game (protons, neutrons, electron for elements) by raising hand, calling out answer - Listen to teacher lesson introducing radioactivity - Participate in answering questions, asking question or any comments - Review the three subatomic particles - Play online game with glass to get ready for introduction to radioactivity (See Appendix 5 for link) - Participate in Constructing Atoms Activity (see Appendix 5) - Introduce activity and show diagrams - Organize Constructing Models Activity (materials, groups) - Help as needed during activity - Answer any questions required, ask questions to challenge students - Do quick wrap up - Give time for journal writing Overview and Real Life Applications 10 min. Review 25 min. Introductory Concepts of Radioactivity 30 min. Constructing Atoms Activity 10 min. Wrap Up Teacher will: - Listen to wrap up - Journal writing - Use PowerPoint to teach lesson on what an isotope is, how to properly communicate using atomic notation, mass number and atomic number of isotopes - Ask questions to engage class regarding an elements proton, neutron and mass number Assessment: - - Being the first lesson of this unit, assessment will be informal. The students’ ability to behave appropriately in a lab setting during the activity as well how well they cooperate with their peers, and participation in the discussion will be noted. Student journal entries will be used as formative assessment to ensure that the students learned what they were supposed to learn during the course of the lesson. Benefits of the Lesson: - - Students have the opportunity to create and be able to better visualize atoms/isotopes thereby better understanding the concept, in contrast to just memorizing the definition. Review session on subatomic particles will help students refresh their memory and since it is such a basic concept for chemistry it will help in really drilling it into their brains for future use Appendices: Appendix 1: Conservation of Mass – Adapted from The Physical Science Activities Manual, Center of Excellence for Science and Mathematics Education at The University of Tennessee at Martin, http://www.utm.edu/departments/cece/cesme/psam/PSAM/psam8.pdf Problem Presentation/Exploration: Each group will be assigned to a station and given 4-5 minutes per station to observe the outcome of the specified activity and make as many measurements as they can think of. Tell the students that after they have been to all the lab stations that they will be asked to figure out what each activity had in common, or what happened to each case that was the same. Station Setup: 1. Station #1: a. Materials: balance, a metric tule, a magnifying glass, a thermometer, a beaker with warm water, an English walnut, a hammer b. Directions: “Without opening the Ziploc bag, break the walnut by hitting it with the hammer.” 2. Station #2: a. Materials: balance, a metric rule, a magnifying glass, a thermometer, a beaker with warm water, paper towels, a sealed Ziploc bag containing an ice cube. b. Directions: “Melt the ice cube by putting the Ziploc bag containing the ice cube into the beaker of warm water.” 3. Station #3: a. Materials: balance, a metric rule, a magnifying glass, a thermometer, a beaker of warm water, a sealed Ziploc bag with two sealed test tubes inside. One test tube will contain a solution lf lead nitrate and the other will contain sodium iodide. When mixed together they will produce a bright yellow solid. b. Directions: “Without unzipping the bag, uncork the tops of the two test tubes and allow their contents to pour out into the bag. DO NOT UNZIP THE BAG.” 4. Station #4: a. Materials: balance, a metric rule, a magnifying glass, a thermometer, a beaker of warm water, a sealed Ziploc bag containing 25mL of water and a sealed bottle with 5 grams of ammonium nitrate in it. b. Directions: ‘Without unzipping the bag, unstopper the bottle and allow the sold to come in contact with the liquid in the bag. Shake the bag. DO NOT UNZIP THE BAG.” 5. Station #5: a. Materials: balance, a metric rule, a magnifying glass, a thermometer, a beaker of warm water, a hot plate, a filter flask fitted with a rubber stopper, two kernels of popcorn, a rubber balloon. b. Directions: “Place the popcorn in the filter flask. Place the rubber stopper back into the flask. Attach the balloon to the side arm of the filter flask. Place the apparatus on the hot plate and leave it there until the kernels pop.” Class Response / Concept Invention: A. Have each group report its findings on an observation sheet. Have one member of the group transfer the group’s findings to an appropriate table on the board. B. After all groups have reported their observations, try to get the class to come to consensus about all the things that the five activities had in common. Possibly they will try to draw conclusions on the basis of physical and chemical reactions, but this is not what they all had in common. If they can’t agree on the common event, ask them what one thing remained the same, before and after each transformation, for the materials at each lab station. If no one mentions the use of the balance, see if you can get them to concentrate on the mass of each system. C. Assuming that there might be some measurement error that might make the conclusion harder to visualize, work with the class to see if they can come up with the idea that the mass remained constant in both the physical changes as well as in the chemical changes. Common errors might be weighing the system when it is either colder or hotter than before the transformation. Some students might not carefully dry the Ziploc bags after they have been in the water. Reading the balance wrong will probably take care of itself since more than one student in a group will probably be involved in the massing process. Also, all groups will be carrying out the activities and the repetition of data can serve to point out erroneous measurements. The observation that the mass remains constant throughout a chemical or physical reaction is generally known as The Law of Conservation of Mass. Another way of looking at this law is that no matter is destroyed during a a chemical or physical reaction. D. Because some of the exploration activities carried out by the groups may not have utilized the balance to its fullest benefit, a few more activities where the Law of Conservation of Mass can be experienced may be needed to reinforce the concept. a. Examine a new flash bulb and one that has been flashed. Which one looks like it has a greater mass? (Most students would say the used one because it has additional products of oxidation visible.) Put a new bulb on the balance and record its mass. Flash the bulb, let it cool, and put it back on the balance. The mass should remain constant. b. A similar demonstration would be to put two or three kitchen matches into a 500 mL Erlenmeyer flask and tightly stopper it with a rubber stopper. Put on a balance and determine the mass and record it. Remove the flask from the balance and carefully bring a Bunsen burner close to the flask so that the heat will come in contact with the matches in the flask and ignite. CAUTION: Heat only for a short time. Extreme caution should be used whenever a closed container is heated. After cooling back to room temperature return the flask to the balance and record its mass. Have students predict what the mass will be. [Once again, the mass should be the same. The flask must cool before determining its mass.] c. Next demonstrate three situations where by mixing two substances together it may appear that mass is disappearing. i. Place 25 g of rock salt in a 100 mL graduated cylinder. Carefully fill the cylinder to the 100.0 mL mark with water, put a rubber stopper in the mouth of the cylinder, and place it on a balance. Record its mass. Take the cylinder off the balance; shake it vigorously until all the rock salt has dissolved. Observe the level of solution now in the cylinder. Where has the missing liquid gone? What should the students predict will be the mass when it is now put back on the balance? [The mass should remain constant. As the salt dissolved, the ions mixed between the spaces of the water particles and the volume decreased slightly.] ii. Into one 100 mL graduate cylinder place 50 mL of water. Into another 100 mL graduate cylinder place 50 mL of alcohol (ethyl alcohol works best). Place both graduated cylinders on a balance and record the mass. Now, slowly pour the contents of cylinder #2 nto cylinder #1. Place both graduated cylinders back on the balance. Notice the combined volume and the total mass. Once again the mass is conserved but the volume shrinks. iii. You will need three identical balances and three balls of Play-Doh®. Each of the balls of Play-Doh® must have the same mass. While the students are watching flatten one of the balls out into a pancake. Roll the other one out lengthwise and join one end to the other end to make a doughnut. Now, have the students predict which one has the greatest mass. Even though Piaget says that students in your class should have developed to the point that they can conserve mass, it might be interesting to see if some still think that the altering of the shape has altered the mass. Appendix 2: Play-Doh Activity Materials: Play-Doh (red, yellow, blue), toothpicks, PowerPoint Presentation Directions: After teaching the students how chemical reactions are written (reactants on left side of the arrow, products on the right side of the arrow) remind the students of the law of conservation of mass and that the number of atoms of one element on the left side of the reaction must equal the number of atoms of the same element on the right side of the reaction. Present the students with the following reactions: i. Al + O2 Al2O3, (red=Al; blue=O) ii. CH4 + O2 CO2 + H2O (red = C; yellow = H; blue = O) iii. H2 + N2 NH3 (yellow=H; blue = N) Have the students model the equations using the Play-Doh and toothpicks (bonds). Ensure that the students have the same number of each element on either side of the reaction equation. Have the students count how many of each element are required on each side of the equation to determine the appropriate coefficients. Ask the students to write the balanced equation on the board. Appendix 3: Element Inventory Worksheet (Adapted from http://misterguch.brinkster.net/eqnbalance.html) Make element inventories and balance the following equations: 1. __NaCl + __BeF2 --> __NaF + __BeCl2 2. __FeCl3 + __Be3(PO4)2 --> __BeCl2 + __FePO4 3. __AgNO3 + __LiOH --> __AgOH + __LiNO3 4. __CH4 + __O2 --> __CO2 + __H2O 5. __Mg + __Mn2O3 --> __MgO + __Mn Appendix 4: Balancing Chemical Equations Worksheet 1. What side of a chemical equation are the reactants on? The products? 2. Balance and state the type of reaction: H2 + N2 NH3 3. Balance and state the type of reaction: C3H8 + O2 CO2 + H2O 4. Balance and state the type of reaction: Al + CuO Al2O3 + Cu 5. Balance and state the type of reaction: K2O + H2O KOH 6. Meena reacted hydrochloric acid with sodium hydroxide to form sodium chloride and water. Write the balanced equation and state the type of reaction. 7. Methane gas burns in the presence of oxygen gas to form carbon dioxide and water vapor. Write the balanced equation for the combustion of methane. Appendix 5: A) Subatomic Particle Review Review subatomic particles (protons, neutron, electrons) and how they relate to each other followed by an online game in which an element is flashed on the front screen and students are encouraged to participate in answering the questions. Review game is found online at http://education.jlab.org/elementmath/ b) Molecular Modeling Activity http://www.cvs.k12.mi.us/jdurand/LabModelingAtoms.pdf Appendix 6: i) Radioactive Decay Worksheet (Adapted from http://www.gcsescience.com/prad37-radioactivity-questions-answers.htm) Radioactive Decay 1) What is Radioactive Decay? 2) During Radioactive Decay, what can a Nucleus Emit? 3) Is Radioactive Decay a Random Process? 4) How can a Nucleus be Unstable? 5) How can an Unstable Nucleus change into a more Stable form? 6) What is the relationship between protons, neutrons and electrons and radioactive decay? Alpha Particles a) What does an Alpha Particle consist of? b) How is an Alpha Particle written? c) What happens to the Mass Number when an Alpha Particle is emitted? d) What happens to the Atomic Number when an Alpha Particle is emitted? Beta Particles a) What does a Beta Particle consist of? b) How is a Beta Particle written? c) What happens to the Mass Number when a Beta Particle is emitted? d) What happens to the Atomic Number when a Beta Particle is emitted? e) What does a Neutron in the Nucleus become when a Beta Particle is emitted? Gamma Rays a) What does a Gamma Ray consist of? b) How is a Gamma Ray written? c) What happens to the Mass Number when a Gamma Ray is emitted? d) What happens to the Atomic Number when a Gamma Ray is emitted? e) What happens to the Nucleus when a Gamma Ray is emitted? Appendix 7: Radioactivity Half Life (Adapted from http://www.utm.edu/departments/cece/cesme/psam/PSAM/psam37.pdf) 1) PROBLEM PRESENTATION A. Lets investigate how long it would take to spend a million dollars. There is only one rule we will follow in this exercise. On each day you can only spend half of what you start the day with. So on the first day you get to spend a half million dollars. 1. Question: "If on January 1 you start with one million dollars, on what day will you end up with only one dollar or less? 2. How long do you think it will take to spend the million dollars: Two days? A week? A month? A year? A decade? 3. The following table may help in figuring out how long it would take. Date Starting Amount Ending Amount Jan 1 Jan 2 Jan 3 Jan 4 Jan 5 Jan 6 Jan 7 Jan 8 Jan 9 Jan 10 Jan 11 Jan 12 Jan 13 Jan 14 Jan 15 Jan 16 Jan 17 Jan 18 Jan 19 Jan 20 1 000 000.00 500 000.00 500 000.00 5. How long do you think it would take you to spend one hundred dollars following the same rule? Date Jan1 Jan 2 Jan 3 Jan 4 Jan 5 Jan 6 Jan 7 Starting Amount 100.00 50.00 Ending Amount 50.00 6. In both of these cases we would say that the time it took to spend half of what remained was one day. We call this the "half-life." 2) Exploration Activity Pages 2-4: http://www.utm.edu/departments/cece/cesme/psam/PSAM/psam37.pdf Appendix 8: Online Review & Quizzes Chemical Reactions and Radioactivity: http://www.bcscience.com/bc10/pgs/links_u2.html