Name: Packet Due Date: Friday, 11/16. Science. Mysterious Substance in Westfield s Water

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1 Name: Packet Due Date: Friday, 11/16 Science Module 3 Chapter 3 Chemical Reactions Mysterious Substance in Westfield s Water (NGSS Performance Expectations: MS-PS1-1; MS-PS1-2; MS-PS1-3; MS-PS1-5; MS-PS1-6; MS-LS1-6; MS-LS1-7; MSS-ESS3-1; MS-ESS3-3; MS-ESS3-5) Accounting For Atoms What was produced during the reaction between the iron pipes and the fertilizer? Lessons & Objectives Lesson 10: What Happens When Fuels Burn? I can explain what happens to the arrangement of atoms when substances burn. Lesson 11: Burning at the Atomic Scale I can explain what happens at the atomic scale when fuel is mixed with oxygen. Lesson 12: Investigating How Products Form I can use a model to explain whether or not a reactant is involved in a chemical reaction. Lesson 13: What s in Westfield s Water? I can create and use a model to explain what was produced during the reaction between the iron pipes and the fertilizer. Packet Completion Rubric Nothing in packet is missing. Responses consistently meet ALL of the criteria for high quality work. Exemplary effort is evident throughout entire packet. Packet is % complete/accurate. Work/effort misses the criterion for high quality consistently. Packet is 50-75% complete/accurate. Work/effort has evidence of quality but not consistently. More than 50% of the packet is incomplete or incorrect. Work does not meet the expected level of quality. Packet is entirely incomplete or not turned in. Grading Breakdown: = F = D = C = B = A

2 Lesson 10: What Happens When Fuels Burn? Objective : I can explain what happens to the arrangement of atoms when substances burn. Introduction to Chapter 3 As we saw in Chapter 2, the rust was formed by two different substances ( the pipe and the fertilizer ) reacting to form a different substance ( rust ). However, some of the atoms that made up the fertilizer seem not to have rearranged to form rust. If these atoms were destroyed during the chemical reaction, then Westfield only needs to worry about the rust in their water. On the other hand, if the reaction caused another substance to form, then the people of Westfield need to worry about more than just the rust. This leads us to our Chapter 3 question and furthers our understanding of our Unit question: Chapter 3 Claims: Think-Pair-Share As we start Chapter 3, please first discuss with an elbow partner which claim you believe and why. Make sure to check your claim and explain why! Claim 1. During the chemical reaction, only the rust was created. Claim 2. During the chemical reaction, the rust and another substance were produced. Burning Video As you watch the video, please answer the questions in your packet: 1. What happened to the paper when it burned? 2. What do you think happened to the atoms of the paper when the paper burned? Annotating What Happens When Fuel Burns? This article below will help us to understand what happens to the atoms in a substance when it burns. As you read, please be sure to follow active reading guidelines and practice asking deeper questions. Also, be on the lookout for any evidence that you can use to answer our Chapter 3 question! 1

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7 Lesson 11: Burning at the Atomic Scale Objective : I can explain what happens at the atomic scale when fuel is mixed with oxygen. Burning Fuel in the SIM Remember that when we burn something, we are causing a chemical reaction to occur by mixing a substance with oxygen at a high temperature. With your group, you will be using the SIM to gather evidence about what happens to the atoms of a substance when it burns. The evidence will help you select one of the three claims below. Investigation Question : What happens to the atoms of a substance when it burns? Claim 1. All atoms were destroyed. Claim 2. All of the atoms rearrange to form a different substance or substances. Claim 3. Some of the atoms are destroyed, and some of the atoms rearrange to form a different substance or different substances. Burning Fuel in the SIM - Login Instructions Burning Fuel in the SIM - INSTRUCTIONS MISSION: Determine what happens when two fuels (methane and hydrogen) are separately mixed together with oxygen during burning. 1. Launch the Sim and open Laboratory A mode. 2. Press the Add Substance button and select hydrogen (H 2 ) and oxygen (O 2 ). Then, press TEST. 3. Watch the atomic-scale animation. Press RESULTS. Then press REVIEW. Discuss the final results with your group. 4. After discussing with your group, press RESET and repeat steps 3 and 4 for methane (CH 4 ) and oxygen (O 2 ). 5. After you re finished, please answer the questions in your packet. 6

8 SIM Discussion MISSION: Determine what happens when two fuels (methane and hydrogen) are separately mixed together with oxygen during burning. 1. Did you observe any evidence that atoms are destroyed as a substance burns? Explain your answer using evidence from the SIM. 2. Did you observe any evidence that atoms are rearranged as a substance burns? Explain your answer using evidence from the SIM. Revisiting What Happens When Fuel Burns? In your group, please reread the sections Carbon Containing Fuels and Hydrogen Fuels. Review both the text and diagrams, collecting evidence about the three claims below. After you have reread the sections, answer the questions below. Please keep the following claims in mind! Claim 1. All atoms were destroyed. Claim 2. All of the atoms rearrange to form a different substance or substances. Claim 3. Some of the atoms are destroyed, and some of the atoms rearrange to form a different substance or different substances. 1. What happens to the atoms that make up ethanol as it burns? 2. What happens to the atoms that make up hydrogen fuel as it burns? 7

9 Revisiting Claims Based on the evidence you ve gathered from the SIM and the article, which claim do you think is supported? Please briefly explain why. Claim 1. All atoms were destroyed. Claim 2. All of the atoms rearrange to form a different substance or substances. Claim 3. Some of the atoms are destroyed, and some of the atoms rearrange to form a different substance or different substances. Explanation: Key Concepts During a chemical reaction, all of the atoms that make up the rearrange to form the. We investigated what happens to atoms during a chemical reaction by looking at one particular kind of reaction: burning. When we watch something burn, it might seem that it disappears. But investigating this chemical reaction on a much smaller scale, we see that none of the atoms that make up the reactants are destroyed. They are rearranged to form the products. Sometimes, such as when the product is a colorless, odorless gas, the atoms of that product will appear invisible to us. Atoms cannot be destroyed or cease to exist during chemical reactions. This is true for all chemical reactions. All the atoms of the reactants that go into a chemical reaction must come out in some form as products. The idea that atoms cannot be created or destroyed is an important part of the crosscutting concept of Energy and Matter. In a chemical reaction, or any kind of physical change, the atoms you start with will be the atoms you end with. 8

10 Lesson 12: Investigating How Products Form Objective : I can use a model to explain whether or not a reactant is involved in a chemical reaction. Modeling With A Reaction With Tokens Dr. Yung told Demetriana that she needed evidence to support her claim. When Demetriana examined the contents of the container more closely, she realized that sulfur was not the only substance in the container. A colorless gas was also inside the container. Demetriana moved this gas into a different container and tested it. She identified it as hydrogen chloride. Working with your group, please use the tokens to investigate Demetriana s claim. The instructions are below! Modeling With A Reaction With Tokens Instructions: 1. With your group, use tokens to build the two products Demetriana discovered in the container. 2. Use the tokens from the two products to determine whether or not the container was actually empty before Demetriana added the chlorine. 3. Answer the following questions below: A. Was the container empty before Demetriana added the chlorine? How can you tell? B. Could the chlorine have changed into sulfur? Why or why not? C. Could the chlorine have changed into hydrogen chloride? Why or why not? 9

11 Identifying the Missing Reactant If the container was not empty when Demetriana added the chlorine gas, then what could have been inside it? Here is an image showing the reaction inside the container. There is also a table that lists some of the substances that Dr. Yung keeps in her lab. The group of atoms that repeat to form each substance, as well as some of the properties of each substance, are included in the table. Instructions: 1. Use the tokens and the information in the table to determine what the other reactant inside the container could have been. 2. Once you have identified the other reactant, write the reactant in your packet and explain how you know. Then answer the following question: What happened during the chemical reaction that caused sulfur and hydrogen chloride to form? Questions: 1. What is the reactant? 2. What happened during the chemical reaction that caused sulfur and hydrogen chloride to form? Key Concept During a chemical reaction, cannot be or. 10

12 Returning to Chapter 3 Question The people of Westfield are still waiting on an answer to their question: What was produced during the reaction between the iron pipes and the fertilizer? To help answer this question, Dr. Yung has provided you with the atomic-scale model. Examine this model and select which claim best answers the question: What was produced during the reaction between the iron pipes and the fertilizer? Then explain why! Select the claim that best fits: Claim 1. During the chemical reaction, only the rust was produced. Claim 2. During the chemical reaction, the rust and another substance were produced. Explain why you chose the claim you did: Applying this to Westfield 11

13 Identifying the unknown product After running some more tests, Dr. Yung discovered another substance in Westfield s water. Dr. Yung is not sure of the substance s identity but has narrowed it down to two possibilities. Both of the two substances have similar properties. With a partner, use the atomic-scale models provided by Dr. Yung to determine the identity of the substance. Be sure to refer back to the diagram. Then, answer the question below. Two possible substances: Based on these atomic-scale models, what other substance could be in the water besides rust? Explain how you know. 12

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16 Lesson 13: What s in Westfield s Water? Objective : I can create and use a model to explain what was produced during the reaction between the iron pipes and the fertilizer. Do Now: Create A Model Look back to the second product in Westfield s water that you identified yesterday. Using this new information, create a model that shows how the products were created. The BEFORE has already been created for you. Please follow the instructions in your packet when creating the model. Use the Substance Reference Guide as well. Lastly, in words, explain your model using scientific language. Explain your model (on the next page) Use this space to explain your model here (which is on the next page). Please explain using scientific language. 15

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18 Constructing a written explanation to the people of Westfield In the space provided, use the model you created, as well as any additional evidence from this packet, to write an argument in which you support a claim about what is in their water. As you write your argument, remember to: State your claim and identify the substances in the water. Use evidence from the token activity, your model, as well as any additional evidence (i.e. articles) to support your claim. You should include at least 3 pieces of evidence. Include all vocabulary terms from the word bank in your explanation. atoms chemical reactions model product reactant rearrange substance Remember our chapter 3 question: What was produced during the reaction between the iron pipes and fertilizer? (possible claims): Claim 1: During the chemical reaction, only the rust was produced. Claim 2: During the chemical reaction, the rust and another substance were produced. CER explanation Dear Westfield community, 17

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20 CER Reflection 1. Is this my best work? If so, why? If not, how can I improve my CER ( write how and then do it! )? 2. What else could I incorporate into this final CER? 3. What grade should I receive on this CER and why? 19

21 Lesson 10 DO NOW Please read the above message from Dr. Samara Yung and exame the atomic scale model. Then answer the following question in the space below: Did all atoms that made up both reactants (the iron pipe and the fertilizer) rearrange to form the product? Explain your answer. Lesson 10 EXIT SLIP Examine the image on the screen and think back to the article you ve read. In your own words, please explain what you think happens to the atoms of the substance when it burns. 20

22 Lesson 11 DO NOW Think back to your response for the Exit Slip yesterday, where you answered the question What happens to the atoms of the substance when it burns? Please select which claim you think is correct and explain why. Claim 1. All of the atoms are destroyed. Claim 2. All of the atoms rearrange to form a different substance or substances. Claim 3. Some of the atoms are destroyed, and some of the atoms rearrange to form a different substance or different substances. Lesson 11 Micah was investigating a chemical reaction. When he heated up the substances, he found that sulfuric acid changed into water. He made the following atomic-scale model to show what he thinks happened. Do you think this is a complete model of what happened during the chemical reaction? Explain your answer. EXIT SLIP Lesson 12 DO NOW Demetriana is a student chemist who assists Dr. Yung in her lab. While she was working, Demetriana added some chlorine gas to a container she thought was empty. After Demetriana added the chlorine gas, however, a solid, yellow substance formed in the container. Demetriana tested the substance and identified it as sulfur. When Dr. Yung asked Demetriana to explain what happened, she claimed that a chemical reaction changed the chlorine into sulfur. Do you think the container was empty? Do you agree with Demetriana s claim? Explain why or why not. 21

23 Lesson 12 DO NOW (cont d) Lesson 12 EXIT SLIP Lesson 13 DO NOW Lesson 13 EXIT SLIP Please read and annotate the article What Happens To Your Food article on pages 13 and 14. Then, answer the questions below. 1. After your body breaks down food, what are three things that can happen to the atoms from your food? 2. Would you be able to get energy from food if there weren t chemical reactions in your body? Please complete the DO NOW on page 15 of your packet. Please complete the written explanation for your Exit slip! Please make sure it is your best work! 22