Module+8

· ** The student will demonstrate an understanding of chemical reactions and the classifications, structures, and properties of chemical compounds. **
 * Module 08 – Reactions of Matter (lens: Interactions) **
 * Standards: **
 * CAd: Chemistry Applications: Structure and Properties of Matter **


 * Indicators: **
 * 1. ** ** CAd.6 Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase). **
 * 2. ** ** CAd.7 Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in the form of heat—that is, exothermic or endothermic reactions). **
 * 3. ** ** CAd.8 Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color, and/or odor) that a chemical reaction has occurred. **
 * 4. ** ** CAd.9 Apply a procedure to balance equations and recognize simple chemical equations (including single replacement and double replacement) as being balanced or not balanced. **
 * Concepts: **
 * 1. ** ** Equilibrium **
 * 2. ** ** Reactions **
 * 3. ** ** Evidence **
 * 4. ** ** Energy **


 * Essential Understandings: **
 * 1. ** ** Equilibrium reflects dynamic interactions. **
 * 2. ** ** Energy transforms but is always conserved. **
 * 3. ** ** Reactions leave evidence that can be identified/interpreted/analyzed. **


 * Essential Understandings: **
 * Reactions of substances establish equilibrium. **
 * Evidence during rearrangements of particles reflects conservation. **

· ** The student will demonstrate an understanding of chemical reactions and the classifications, structures, and properties of chemical compounds. **
 * Lesson 1- Physical Changes **
 * Standards: **
 * CAd: Chemistry Applications: Structure and Properties of Matter **


 * Indicators: **
 * 5. ** ** CAd.6 Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase). **


 * Guiding Questions: **
 * 1. ** ** How can new substances ever be formed in a physical change? F **
 * 2. ** ** What type of reaction is involved when a tree is cut down and made into a log home; explain your answer? F **

In a physical change no new substance is created, and no substance is destroyed. Examples can include chopping, grinding, mixing (like soil and water, or sand and rocks), molding clay, and making a wall from stones. In a phase change nothing new is created, solid water (ice) melts into liquid water, which can then vaporize (either evaporate or boil) into water vapor. Solids have more intermolecular interactions than liquids, which have more of these interactions than gases. Physical reactions can be separated by physical means (evaporation, filtration, and chromatography).
 * Topics and Facts **
 * Evidence **
 * Phase changes **
 * Reversal **

Suggested Labs or Activities Students should be required to interpret and analyze data from all labs and activities. Students can mix soil, dirt, and even small leaves and twigs into a cup of water. Place an empty cup on a low shelf (or several books) above the mixture, and connect both cups by two ends of a long, clean sock (or other cotton material). Let set overnight. Was the mixture a chemical or physical change?

Two cups or glasses, and a long, clean, cotton strip of material (a sock or old t-shirt works well). These will niether be destroyed nor rendered unusable.
 * Resources**


 * Formative Assessment**


 * Differentiated Instruction**


 * Lesson 2- Chemical Changes **

· ** The student will demonstrate an understanding of chemical reactions and the classifications, structures, and properties of chemical compounds. **
 * Standards: **
 * CAd: Chemistry Applications: Structure and Properties of Matter **


 * Indicators: **
 * CAd.6 Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase). **
 * CAd.8 Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color, and/or odor) that a chemical reaction has occurred. **


 * Guiding Questions: **
 * 1. ** ** How can you tell if a chemical reaction has occurred? F **
 * 2. ** ** Whenever a substance changes color, has a chemical reaction always occurred? **

A new substance has been formed. There are gas bubbles which were not there before the reaction. A color change has occurred, but not simply from mixing pigments (like white and red paints making pink). A new state is formed due to a combination of materials (not a phase change). Chemical reactions cannot be separated by physical means (evaporation or filtration).
 * Topics and Facts: **
 * Evidence **
 * Reversal **

Suggested Labs or Activities Students should be required to interpret and analyze data from all labs and activities.
 * Virtual examples where students must identify if a chemical or physical reaction has occurred. **

(only if remote access lab is done) Baking soda, vinegar, multi-purpose thermometer, ice cube
 * Resources**
 * Formative Assessment

Differentiated Instruction**

· ** The student will demonstrate an understanding of chemical reactions and the classifications, structures, and properties of chemical compounds. **
 * Lesson 3- Physical and Chemical Changes Remote Access Lab **
 * Standards: **
 * CAd: Chemistry Applications: Structure and Properties of Matter **


 * Indicators: **
 * CAd.6 Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase). **
 * CAd.8 Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color, and/or odor) that a chemical reaction has occurred. **
 * Guiding Questions: **
 * 1. ** ** What does it mean when a combination of substances looks the same, but has a new odor? **
 * 2. ** ** How can it be determined that a physical reaction has occurred if the only observable change is in the substances temperature? **

In a physical change no new substance is created, and no substance is destroyed. Examples can include chopping, grinding, mixing (like soil and water, or sand and rocks), molding clay, and making a wall from stones. In a phase change nothing new is created, solid water (ice) melts into liquid water, which can then vaporize (either evaporate or boil) into water vapor. Solids have more intermolecular interactions than liquids, which have more of these interactions than gases. Physical reactions can be separated by physical means (evaporation, filtration, and chromatography).
 * Topics and Facts **
 * Evidence of physical change **
 * Phase changes **
 * Reversal **

Suggested Labs or Activities Students should be required to interpret and analyze data from all labs and activities.
 * Virtual and possibly remote access lab with various chemical and physical reactions which include phase change, evolution of a gas, temperature and change of state, and decomposition reactions. **

N/A Formative Assessment
 * Resources

Differentiated Instruction**

· ** The student will demonstrate an understanding of chemical reactions and the classifications, structures, and properties of chemical compounds. **
 * Lesson 4- Equations and Symbols **
 * Standards: **
 * CAd: Chemistry Applications: Structure and Properties of Matter **


 * Indicators: **
 * CAd.7 Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in the form of heat—that is, exothermic or endothermic reactions). **
 * CAd.8 Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color, and/or odor) that a chemical reaction has occurred. **
 * CAd.9 Apply a procedure to balance equations and recognize simple chemical equations (including single replacement and double replacement) as being balanced or not balanced. **
 * Guiding Questions: **
 * 1. ** ** If you could choose what symbols were used in equations (other than element symbols), what would you pick and why? **
 * 2. ** ** Why are some element symbols easy to understand, like He is helium, and others seem unrelated, like Pb is lead? **

Elemental symbols and some of the more common root word history. Coefficients multiply the number of atoms in the molecule directly behind them; 2 MgCl2 means there are 2 magnesium and 4 chlorine atoms. What the subscripts mean. What (s), (l), (aq), and (g), (↑), → mean in chemical equations.
 * Topics and Facts **
 * Symbols **
 * Equations **

Suggested Labs or Activities Students should be required to interpret and analyze data from all labs and activities.
 * Virtual practice on symbols and their meanings. **

N/A Formative Assessment
 * Resources

Differentiated Instruction**

· ** The student will demonstrate an understanding of chemical reactions and the classifications, structures, and properties of chemical compounds. **
 * Lesson 5- Balancing Equations and Conservation of Matter **
 * Standards: **
 * CAd: Chemistry Applications: Structure and Properties of Matter **


 * Indicators: **
 * CAd.7 Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in the form of heat—that is, exothermic or endothermic reactions). **
 * CAd.8 Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color, and/or odor) that a chemical reaction has occurred. **
 * CAd.9 Apply a procedure to balance equations and recognize simple chemical equations (including single replacement and double replacement) as being balanced or not balanced. **


 * Guiding Questions: **
 * 1. ** ** How can a reaction occur while conserving heat energy, if the products are colder than the reactants? C **
 * 2. ** ** If the number of atoms on each side of a balanced equation must be equal, **** how **** can **** the mass of the products weighed on a balance in a lab be less than the reactants weighed on that same balance? C **
 * 3. ** ** What is heat and how is it measured? F **
 * 4. ** ** Why do you think Earth either is, or is not, a system in equilibrium? P **

The number of atoms on each side of an equation must be the same. When balancing an equation, ONLY the coefficients can be changed. Equilibrium definition and explanation. All matter is conserved; therefore the number of atoms on each side of an equation MUST be equal. Energy is also conserved; it may be changed to a different form but is never lost. Energy diagrams for endo- and exothermic reactions, with an explanation of heat change and bond breaking/formation.
 * Topics and Facts **
 * Balancing Equations **
 * Conservation **

Suggested Labs or Activities Students should be required to interpret and analyze data from all labs and activities. **Virtual practice on balancing equations, and recognizing/interpreting endo- and exothermic energy diagrams.

Resources** N/A Compare and contrast energy diagrams for endo- and exothermic reactions. (Analysis) Apply the Law of Conservation of Mass to balance the following chemical equations. (Application)
 * Formative Assessment Objectives**