chemistry Examining Thermochemistry Teacher’s Manual and Student Guide 251209 Examining Thermochemistry CREDITS Chemistry Advisory Panel: Mike Jones Pisgah High School Haywood County School System, NC Dr. Angela King Department of Chemistry Wake Forest University Maureen Miller The Westminster Schools Atlanta, GA Dr. Sam Powell Adjunct Professor of Chemistry (ret.) Alamance Community College, Graham, NC Tonya Slawson Williams High School Alamance-Burlington School System, NC Jane Smith Centennial High School Frisco, TX David Vernon Western Alamance High School Alamance-Burlington School System, NC Dr. Daniel Wright Department of Chemistry Elon University Differentiated Instruction Reviewer: Marcee M. Steele Professor, Watson School of Education University of North Carolina Wilmington Carolina Biological Supply Company Staff: Dr. Erin Krellwitz Writer/Developer Robert Mize Editor Charlie Johnson Designer ©2009 Carolina Biological Supply Company Printed in USA Printed on 30% recycled paper ISBN-13: 978-1-4350-0399-6 Examining Thermochemistry Teacher’s Manual and Student Guide TABLE OF CONTENTS FOR TEACHER’S MANUAL OPTIONAL REPRODUCIBLE MASTERS LEARNING GOALS PAGE 4 EXPERIMENTAL DESIGN TEMPLATE PAGE S-23 CONTENT STANDARDS PAGE 4 TIME REQUIREMENTS PAGE 5 MATERIALS PAGE 5 SAFETY PAGE 6 INSTRUCTIONAL APPROACH PAGE 6 SCIENCE CONTENT PAGE 9 PREPARATION PAGE 12 IMPLEMENTATION PAGE 13 HELPFUL HINTS PAGE 18 STUDENT MISCONCEPTIONS PAGE 19 DIFFERENTIATED INSTRUCTION PAGE 20 EXTENSION ACTIVITIES PAGE 20 RESOURCES PAGE 21 RELATED PRODUCTS PAGE 22 RUBRIC PAGE 22 TABLE OF CONTENTS FOR STUDENT GUIDE ENGAGE PAGE S-1 EXPLORE PAGE S-2 ACTIVITY 1 PAGE S-2 ACTIVITY 2A PAGE S-4 ACTIVITY 2B PAGE S-6 ACTIVITY 3 PAGE S-7 EXPLAIN PAGE S-10 EXTEND PAGE S-19 4 Examining Thermochemistry NOTES LEARNING GOALS Students will use a guided-inquiry technique (explained fully in the “Instructional Approach” section) to discover how chemical and physical changes can absorb and release heat energy. After measuring the heat of combustion for a common fuel and measuring the heats of solution for common salts, student groups will design a hot pack and a cold pack that could be used as a first aid device. Students will • develop the skills necessary to design and perform scientific investigations. • write thermochemical equations for endothermic and exothermic reactions. • interpret energy diagrams for endothermic and exothermic reactions. • determine the heat of combustion for a common fuel. • measure the heats of solution for common salts. • design and test a prototype of a hot pack or cold pack. CONTENT STANDARDS This kit is appropriate for high school students and addresses the following National Science Education Standards: Grades 9–12 Science as Inquiry • Abilities necessary to do scientific inquiry • Understandings about scientific inquiry Physical Science • Structure and properties of matter • Chemical reactions • Conservation of energy and increase in disorder • Interactions of energy and matter Science and Technology • Abilities of technological design • Understandings about science and technology Examining Thermochemistry 5 TIME REQUIREMENTS NOTES Preparation | 30 minutes Engage | 10 minutes Explore Activity 1 | 15 minutes Activity 2A | 20 minutes Activity 2B | 10 minutes Activity 3 | 45 minutes Explain | 60 minutes (can be done as homework) Extend | 55 minutes MATERIALS This kit contains materials for 30 students working in 10 groups of 3. Adjustments for group size may be made on the basis of class size. Included in this kit: ammonium chloride, 500 g* calcium chloride, anhydrous, 500 g* 30 cups, styrene, 8 oz, with 15 lids 10 white candles* HeaterMeal®* 16 steel wool pads* 2 500-mL bottles of white vinegar* 100 pieces of filter paper, 9 cm diameter* Teacher’s Manual and reproducible Student Guide *Items included in the Examining Thermochemistry refill set (RN-251259) Needed, but not supplied (for 10 groups) 10 Celsius laboratory thermometers or temperature probes 10 empty aluminum soda cans, 12 oz, with opening tab 10 graduated cylinders, 100 mL 10 250-mL beakers 10 400-mL beakers balance, 0.1 g sensitivity or greater 10 index cards, 3 × 5” 10 rubber bands 10 stirring rods or pencils 6 Examining Thermochemistry NOTES 10 ring stands 10 iron rings access to water Recommended for student-designed inquires: graph paper or a computer graphing program 2 1-qt resealable freezer bags 2 1-pt resealable bags SAFETY Ensure that students follow safe laboratory practices when performing any activity in the classroom or lab. Demonstrate the protocol for correctly using the instruments and equipment necessary to complete the activities, and emphasize the importance of proper usage. Use personal protective equipment such as safety glasses or goggles, gloves, and aprons when appropriate. Model proper laboratory safety practices for your students, and require them to adhere to all laboratory safety rules. Clean all laboratory equipment after each use. Appropriate MSDS (Material Safety Data Sheets) are included in this kit. Use caution when opening the heater bag of the HeaterMeal. The steam produced from the exothermic reaction can cause severe burns. Allow the heater inside the heater bag to cool to room temperature before discarding it in the trash. Used heaters are EPA approved for discarding in regular trash. Disposal Follow all local and state recommendations for chemical disposal. All chemicals used in this kit may be washed down the sink with copious amounts of water, except for the heater in the HeaterMeal, which must be discarded as a complete unit in the trash. INSTRUCTIONAL APPROACH About Inquiries in Science® Inquiries in Science is a series of kit-based lab activities that takes a guided-inquiry approach to teaching essential high school science topics. Designed around a learning cycle of engage, explore, explain, extend, and evaluate, each kit contains the necessary equipment and supplies for at least 30 students to perform the lab Examining Thermochemistry 7 “Men love to wonder, and that is the seed of science.” Ralph Waldo Emerson activities. Each kit also includes a comprehensive Teacher’s Manual with a The underlying theme of the reproducible Student Guide. Inquiries in Science Chemistry series is “Properties, Changes, The topics comprising each major Inquiries in Science discipline have been organized and Interactions of Matter.” and selected on the basis of data gathered from numerous sources, including the As we interact with materials National Academy of Sciences’ National Science Education Standards, AAAS’s in our world, we question Project 2061 Science Benchmarks, NAEP’s Science Framework, and state science their properties and education standards from across the U.S. Compiling and analyzing information composition, and the way in from these sources led to the identification of fundamental learning goals within which they undergo physical each discipline—the essential science content that provides a solid foundation for and chemical changes. all high school students. The activities conducted in each Inquiries in Science kit provide students the opportunity to develop and improve their understanding of Evolving from such “how and key science topics through guided-inquiry experiences. Inquiries in Science kits are why” understandings, designed to assist and support teachers as they guide their students in mastering chemistry is now also an this essential knowledge—fostering science literacy by modeling the scientific applied science that has process. improved our standard of living through the creation of What is Inquiry? new materials, including pharmaceuticals, fertilizers, Inquiry is the process of observing, questioning, exploring, examining facts, and pesticides, plastics, and conducting a systematic investigation. In the discipline of science, inquiry is the way textiles. With these new in which information is gained, developed, revised, and verified. In essence, the materials comes the scientific process is inquiry. responsibility to ensure that In science education, it is critical that students understand the scientific process. The they do not harm our most effective way for students to gain this understanding is through inquiry-based environment or us. Thus, instruction, using the scientific process to gain knowledge and understanding of understanding chemistry is an scientific concepts, ideas, and events. Inquiry-based instruction creates a rich important part of being an learning environment; it actively engages students in the scientific process and helps informed citizen, and it is vital them internalize scientific concepts by doing science. for making good decisions Inquiry-based instruction can happen at many levels. At its simplest, it might take about the materials that the form of structured, step-by-step, teacher-derived questions and instructions that affect our health, our students follow to come to a predictable conclusion. At its most complex, it might take environment, our resources, the form of open-ended, long-term, student-developed and directed investigations. and our daily needs for food, clothing, and shelter. Inquiries in Science facilitates a guided-inquiry approach to science instruction, utilizing teacher-directed activities and student-centered investigations to help students grasp important science concepts by using the scientific process. What is a Learning Cycle? A learning cycle is a series of steps by which people learn through experience as they build knowledge. The experiential, constructivist approach