Not all groups reached the closure activity due to our weather-shortened schedule. Reactants, Products and Leftovers - Chemical Reactions. Can you get a perfect score on each level? I had to make sure this was a lesson the students could do reasonably independently to accommodate those who missed class. The primary aims of the lab are: 1 Relate the real-world example of making sandwiches to chemical reactions 2 Describe what limiting reactant means using examples of sandwiches and chemicals at a particle level 3 Identify the limiting reactant in a chemical reaction 4 Use your own words to explain the Law of Conservation of Particles means using examples of sandwiches and chemical reaction 5 Predict the amounts of products and leftovers after reaction using the concept of limiting reactant 6 Predict the initial amounts of reactants given the amount of products and leftovers using the concept of limiting reactant 7 Translate from symbolic chemical formula to molecular pictorial representations of matter 8 Explain how subscripts and coefficients are used to solve limiting reactant problems. The get students to start making connections, I ask students to compare and contrast with their groups the similarities and differences between the initial structures and the new ones. This lesson ran after a snow day, on a 35 minute shortened schedule. Then they change the amounts to deliberately have leftover hydrogen or oxygen.
Students work together to create new structures from the initial structures. Here are some of the common takeaways from the class discussion that ensues: 1. In particular, the interactions that result in new molecules and arrangements of matter that are derived from the original reactants. Today they will experience some basic reactions via computer modeling, and observe what happens when the reactants are not balanced. Upon completing the first two parts of the simulation, sandwiches and molecules, students can challenge themselves by playing the game portion of the simulation. Students record comments from the class discussion in their notebooks. I am not concerned about misconceptions about bonding, because they will get more of that information in high school.
The Reactants, Products, and Leftovers Activity Guide will guide students through the simulation leading them to recognize that atoms are conserved and must be accounted for. If my classes had been full, I would have brought them to the front of the room and projected the simulation on the screen so we could work through it together. Students struggle with this piece, as they have to experiment and collect some data to determine the relationship, yet the directions do not tell them to do so. This lesson emphasizes the importance of visual thinking to build deep conceptual understanding of the topic. Students will predict the Products and Leftovers after a reaction based on the quantities and ratios of molecules in the balanced chemical equation. Using this , students will collect evidence that will lead to a deeper understanding of chemical reactions and matter conservation.
Introducing the concept of balanced chemical equations. Regardless of the activity in the successive lessons, it's important for students to relate their experiences back to this question. When there is 7 minutes left, I would have the students return to the front of the room with their papers. Due to the shortened period, I let them work to the bell and turn in their paper at the bell. To close the lesson, I have the table groups use what they learned in the computer simulation about how chemical reactions occur to re-evaluate their responses to the opening question. Phet reactants products and leftovers answers keyword after analyzing the system lists the list of keywords related and the list of websites with related content, in addition you can see which keywords most interested customers on the this website. See how many products you can make with different amounts of reactants.
As students are entering the room I am chatting with them about our snow day, making sure they have power at home and everything is ok with their family. Play a game to test your understanding of reactants, products and leftovers. Students can continue to work with the water reaction, or switch to Making Ammonia or Combusting Methane. I am sharing it as if it were a normal 50 minute period. A particularly poignant aspect of the game is that it gives students the products and they have to pick--using the drop down arrows--the correct number of reactants. We create and update customized learning objects of all types, disciplines, and instructional levels. I begin by reviewing how to navigate the simulation and the general set-up of the reactants and products.
I ask students to head back and log into the computers while I distribute the lab sheet. My students need to grasp the idea that matter is neither created nor destroyed, it only changes forms, so bonding doesn't matter right now. Thus far students have only experienced balanced chemical equations in the class. For future classes, I would remove questions 9-11. . The evidence collected form their research and investigations will be utilized to defend their claim, estblishing solid evidence-based argumentation abilities that are emphasized in Science and Engineering Practice 1 Engaging in argument from evidence.
I want them to see that what goes into a reaction, comes out, and that the most basic structure, such as pieces of bread and cheese--which model atoms and molecules--come out on the other side of the reaction. As students interact with the simulation, they get immediate feedback about the effects of the changes they made. Students record this exit slip on a single paper for the table, and then submit all four investigation sheets with their closing paper stapled on top. Write down the amounts of reactants and products you need to make water. Predict the initial amounts of reactants given the amount of products and leftovers using the concept of limiting reactant. Do the same with chemical reactions.
The student sheet was downloaded and modified from the. Then, students use the same concept to predict Reactants, Products, and Leftovers and to identify Limiting Reactants in chemical reactions. On the back side, students have to investigate the relationship between the ratios that provide leftovers and those that do not. Play a game to test your understanding of reactants, products and leftovers. The point of this activity is to establish the anchor experience for them to refer back to later. As students log in, I pass out their Students will go to the directly, or access it via a link on my class SchoolFusion page. Students were able to recognize that even when there were leftovers, the atoms themselves were conserved.
The original, created by Becca Kreidler, can be. Students are with this process. Students will again perform the same task of drawing what they see on both sides. During this time, I am circulating the room, and eventually I stop the class to point out that they have to play around with the simulation and look for patterns in the numbers. Next they write out the chemical equation without co-efficients.