Anchoring Phenomenon: reusable heating packs

Anchoring Phenomenon: reusable heating packs

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Day 1- Give each group 2 packs. Have them label 1 A and 1 B with a sharpieTell them to observe and record all observations you want about it. (Encourage measuring, massing, any other lab based evidence they can collect.Tell them to click A and record all observations about what happensHave a large beaker of boiling water and have them reset pack ADay 2Observe A and B. Take any measurements you want again. Any changes? Any difference between 2? Click again.Create model for what they think is happening on the molecular level to explain during the heat release step and the reset step. Day 3Share models with class in gallery walkDiscuss, refine if desiredCreate class list of questions that remainNotesIn previous Heat unit students learnedWhat heat release and absorption isHow to calculate q with s = M C delta TSystem vs surroundingsDid not learnTerms endo and exothermic

Conservation of mass:
In a chemical reaction mass is neither created nor destroyed (HS-PS1-7) Lesson 1

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Phenomenon: students will investigate a reaction in a bag to see how mass is conserved

Phenomenon: students will investigate a reaction in a bag to see how mass is conserved

Concepts:

Mass is conserved in chemical reactions

Skills:

Balancing simple equations

Calculating Molar Masses

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Review- learned earlier in year in Structure and Properties of matter

Molar conversions

Calculating amount of product based off of the amount of reactants

Products:

Initial prediction regarding conservation of mass based on lesson level phenomenon

Final lab report of a reaction in a bag and claim that extends to all chemical reactions and general conservation of mass

Balanced equations

Molar conversions of mass of reactants to mass of products and explanation of how these calculations show that mass is conserved within a reaction

Stoichiometry- HS PS1-7 Lesson 2

4) Students design an investigation that uses stoichiometry to determine the identity of an unknown (sodium carbonate or sodium bicarbonate)

Product: Students prepare a lab report with a CER on which substance they have and how they know

3) Stoichiometry lecture and additional practice

Product: Stoichometry POGIL

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2) Skill: Chemical reaction balancing activity (PHET)

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1) LLP- One time heat packs

Product: Students create an explanation for the results, see notes.

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Day 1- Give each group 2 packs, Students make the same sorts of observations they made about reusable heat packMassactivate one packfeel, make observations read label (no reset, one time)Set aside, work on PHET balancing practiceDay 2- mass again, notice anything?A should have gained massB (not activated) should notTell students they can now destroy A and B as part of their investigationDiscuss what happenedNow give them the fact that the packs were air tight and contained powdered iron if they didn't knowdiscuss common things that happen to iron when exposed to airGive formula for rustHave groups draw a model for what happened must include balanced chemical equation/molecular picture of what happened.mass of reactantmass of productwhere additional mass came from

Lesson 3 - Forces between particles and bulk level properties of matter

Lesson Level Phenomenon: evaporation rate of acetone vs water

Product: initial explanation of why they differ

Concept: Phase diagrams, polar/non-polar liquids and intermolecular forces

Skill: identifying areas and boundaries on phase diagram, explaining higher and lower boiling points

Product: Produce phase diagram of a
mystery substance given certain information

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of
substances at the bulk scale to infer the strength of electrical forces between
particles

Product: Investigate the evaporation rate of several substances and use the results to infer relative intermolecular forces in those substances.

Reactions produce a specific
amount of heat based on the
energy state of the reactants and
products and the quantity that
undergoes reaction. HS-PS1-4
Lesson 4

Students design an investigation to measure
heat produced or absorbed by a
reaction

Students prepare a Lab Report with CER regarding
relative heats of reactions

Products:

Students update model to include the bonds that are breaking and forming and the change of potential energy to kinetic energy/heat

Students update model to show how the heat is formed from the changing bond energies and the movement of energy between system and surroundings

Skills:

Ability to identify the system and surrounding

Identification of bonds broken and bonds formed

Calculation of bond energies in a molecule and the change of bond energies in products and reactants

Identification of system and surroundings

Concepts:

A stable molecule has less energy than the same set of atoms separately

Energy must be put into a molecule to break its bonds

The change in bond energies in a chemical reaction is equal but opposite to the change in kinetic energy

Energy is transferred between system and surrounds

Phenomenon: Hindenburg Disaster

Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. HS-PS1-5
Lesson 5

Phenomenon: glow sticks in water

Concepts:

Changing factors such as temperature or concentration changes the rate at which a reaction occurs

When molecules collide bonds break and atoms rearrange

Skills:

Students can identify how changing different conditions changes the rate of a reaction

Students can predict if a reaction will occur based off of the kinetic energy of molecules and the bond energies

Products:

Students design lab to investigate the effect of changing temperature/concentration/other factors on reaction rate

Students design lab to investigate the effect of changing temperature/concentration/other factors on reaction rate

Students design lab to investigate the effect of changing temperature/concentration/other factors on reaction rate

CER: students write a CER explaining why each of the conditions that they changed in their reaction had the effect that they observed

Final Model of the Anchoring Phenomenon

Fully articulated reaction equation

Identify Reaction type

Reaction model indicating exo/endothermic

Equilibrium and effect of temperature (why does boiling
water reset the reaction?)

Model should correctly identify the system and surroundings