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    Predicting Chemical Reactions Module HS

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    Predicting Chemical Reactions Module HS

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    Predicting-Chemical-Reactions-Module-HS

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    Predicting Chemical Reactions Module HS

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    Predicting Chemical Reactions

    Author(s): ​
    Kevin Kimura, Josue San Emeterio, Andrea De Micheli

    Date Created: ​
    4/10/16

    Subject:​
    Chemistry

    Grade Level: High School

    Standards: Next Generation Science Standards (​


    www.nextgenscience.org​
    )

    HS­PS1­7​ Use mathematical representations of phenomena to support claims that


    atoms, and therefore mass, are conserved during a chemical reaction.

    Schedule: ​
    1­Hour long class

    CCMR Lending Library Connected Activities:

    - 1​
    –
    Objectives: Vocabulary:

    Students will learn about chemical Limiting reactant


    reactions and what the signs are for Stoichiometry
    them. They will prove the Law of Molar mass
    Conservation of Mass. Concentration
    Knowing how to balancing reactions pH scale
    Identifying the limiting reactant

    Students Will: Materials:

    ­ Understand chemical reactions and For Each Group (1­3 students)


    the law of conservation of mass. ___ Narrow mouth bottle
    ___ 4 pieces of chalk
    ­ Prove that mass is conserved in ___ Electronic Balance scale
    chemical reactions.
    For Class
    ­ Identify the signs of a chemical ___ Bottle of vinegar*
    reaction and the limiting reactant. ___ pH paper

    ­ Learn how to use a scale to measure Teacher Will Need to Provide


    mass. ___ Goggles
    ___ A sink to drain the bottles and
    ­ Be able to compare the mass of a rinse out the bottles with tap water.
    system before and after chemical ___ Outlets for the scales.
    reactions.
    * We might not be able to ship all the
    ­ Be able to balance a chemical vinegar needed. You might need to
    reaction. purchase some on your own.

    ­ Understand the pH scale.

    When reacting the vinegar and chalk in


    Safety the bottle with the cap screwed on,
    there will be pressure building up in the
    bottle. When opening the bottle, slowly
    unscrew the cap. Goggles should be
    worn!

    - 2​
    –
    Science Content for the Teacher​
    :
    Chemical reactions​ are important in our daily lives. From cars burning gasoline to
    batteries in our phones, chemical reactions are everywhere. Even our bodies are
    constantly performing chemical reactions to keep us alive. Being able to predict
    chemical reactions is an important skill for scientists. For example, NASA
    engineers need to know exactly how much fuel a rocket will use for it to reach
    orbit without using too much or too little. Additionally, when alcohol is distilled
    understanding the difference between methanol and ethanol can either lead to
    blindness/death or a consumable drink.
    This activity is designed for students with a basic understanding of balancing
    reactions and stoichiometry. They will learn to apply this knowledge to a real
    chemical reaction, vinegar and chalk. This lab is also good for introducing
    concepts such as limiting reactant and pH. When chalk and vinegar are mixed to
    react, CO​ is released as a gas, decreasing the mass of the system. This change
    2​
    in mass can be detected with a scale and predicted using the knowledge of the
    starting reactants. Chalk will also change the pH of the vinegar and the change in
    pH can also be predicted with some understanding of the pH scale.
    Classroom Procedure​
    :
    Notes on the Google presentation:
    The presentation is designed to be flexible for each teacher’s needs. Modification
    of the slide deck before the class is expected.
    The iodine clock reaction demo can be shown at the beginning of the
    presentation. We recommend showing this demo when introducing the
    “importance of predicting chemical reactions.” This demo is recommended for
    three students in front of the class. See the detailed explanation at the end of the
    document.
    We recommend that students start the lab after introducing how to balance
    equations. Ask the students what happens when chalk and vinegar are mixed
    together. What are the products? How would you balance this reaction?
    Following lab protocol steps 1­5 will help to give a clue for the students to identify
    the products. The reaction also needs to be started early on in the class or a
    noticeable change in mass may not be observed. The reaction takes 30­45 mins.
    The students may not be able to correctly predict the products so the
    presentation is designed to explain the correct answer. While the reaction is
    taking place, continue to explain limiting reactants, mass lost, and change in pH.
    The full presentation is designed for a 1 – 1.5 hour class. At the end of the
    presentation measure the change in mass and pH to check and see if the change
    in mass is correct.

    - 3​
    –
    Prep work for the lab:
    Make sure the scales are plugged in or running on batteries. Prep all materials
    for the groups laid out on the table before the class starts. A few big bottle of
    vinegar may be placed in the middle of the room for students to fill up their
    narrow mouth bottles. A waste bucket or sink should be available to empty out
    the bottles. Also fresh water (tap water) should be available for students to
    clean out their bottles.

    Assessment​
    :
    Where the students able to meet the objectives of the lab? Did they successfully
    predict the change in mass and pH?

    Were the students able to answer the discussion questions at the end of the lab?

    Extra Activities:
    An extra demo could be done by the teacher. Place a candle on a scale and
    measure the weight at the beginning of class. Light it and let it burn during the
    class, out of the students’ reach. Then measure the weight with the scale at the
    end of class. Mass is not conserved because the combustion reaction emits
    carbon dioxide, which slowly decreases the mass of the candle. Try to predict the
    change in mass of the candle!

    Iodine Clock Reaction:


    The iodine clock reaction is also a very interesting reaction demo that could be
    performed.

    Materials for Demonstration:


    ● Potassium iodate solution, KIO​ , 0.1 M, 175 mL
    3​
    ● Beakers or containers, 100­ and 500­mL, 3 each
    ● Sodium meta­bisulfite solution, Na2S2O5, 0.2 M, 30 mL
    ● Graduated cylinders (preferably 100 mL and 250 mL)
    ● Starch solution, 90 mL
    ● Stirring rods, 3
    ● Water, distilled, deionized, or even bottled water, 600 mL

    Preparing the solutions:


    1. Measure 3.75 grams of potassium iodate and dissolved in water to make a
    175 mL solution.
    2. Measure 1.33 grams of potassium meta­bisulfate and dissolved in water to

    - 4​
    –
    make a 30 mL solution.
    3. Mix a few grams of starch in 90 mL of water to make the starch solution.
    4. Label three 500­mL beakers 1, 2, and 3. Using a 100­ and/or 250­mL
    graduated cylinder, respectively, measure and add the following amounts
    of 0.1 M potassium iodate solution and distilled water to each beaker.
    These are Solution A for each experiment.
    Experiment KIO​, 0.1 M
    3​ Water
    1 50 mL 150 mL

    2 100 mL 100 mL

    3 25 mL 175 mL

    5. Using a graduated cylinder for each solution, measure and add 10 mL of


    0.2 M sodium meta­bisulfite solution, 30 mL of starch solution, and 40 mL
    of distilled water to each 100­mL beaker. These are Solution B for each
    experiment. Stir each solution.

    Demo protocol:
    Ask three students to volunteer for the demo. At the front of the class ask them to
    hold one solution A container and one solution B container. Then at the same
    time ask them to pour solution B into the container holding solution A. You can
    either provide a stir rod or have them gently swirl the containers to mix the
    solutions. The solutions will change color from experiment 1 (~5 sec), 2 (~10sec),
    and then 3 (~30 sec).

    The point of this demo is to show one of the many signs of a chemical reaction,
    color change. It is also a good way to show that a chemical reaction can be
    controlled and made predictable.

    Some recommended precautions: Providing safety glasses to demo participants


    helps to promote a safety culture among students. Although the solutions are not
    harmful, try to avoid skin contact or spilling on clothes (will stain). Clean out
    demo containers immediately after use because the iodine dye will stain the
    containers.

    See the following link:


    http://www.rsc.org/learn­chemistry/resource/res00000744/iodine­clock­reaction?c
    mpid=CMP00005152

    Acknowledgements​
    :

    - 5​
    –
    Prof. Melissa Hines for initiating this outreach project.

    - 6​
    –

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