1. DO NOW Monday 10/10
What 2 components (i.e., molecules or molecule types) are involved in a combustion reaction?

2. Carbon: Transformations in Matter and Energy
Environmental Literacy Project Michigan State University
Systems and Scale Unit Activity 5.1 Molecular Models for Methane Burning
Image Credit: Craig Douglas, Michigan State University

3. Unit Map
You are here
Use the instructional model to show students where they are in the course of the unit.
Show slide 2 of the 5.1 Molecular Models for Methane Burning PPT.

4. The bottom of flame at atomic-molecular scale
Credits: Craig Douglas, Michigan State University
Remind students that the rules always apply.
Tell students that if they can explain what happens when ethanol burns, they can also explain what happens when many other materials burn. That is because the same rules apply: matter and energy change in similar ways. Tell students that they will practice with another material: a natural gas called methane (CH4).
Zoom into burning methane.
Show students slides 3-6 to observe an methane flame at the macroscopic and atomic-molecular scale.
Pose the question: “What’s the hidden chemical change when methane burns?” Explain to students that both methane and O2 enter the flame at the bottom.
Show slides 4 and 5 to contrast the molecules at the bottom and top of a flame.
Oxygen
Carbon Dioxide
Water
Methane
Nitrogen

5. The top of flame at atomic-molecular scale
Credits: Craig Douglas, Michigan State University
Zoom into burning methane.
Show students slides 3-6 to observe an methane flame at the macroscopic and atomic-molecular scale.
Pose the question: “What’s the hidden chemical change when methane burns?” Explain to students that both methane and O2 enter the flame at the bottom.
Show slides 4 and 5 to contrast the molecules at the bottom and top of a flame.
Oxygen
Carbon Dioxide
Water
Methane
Nitrogen

6. What happened between the bottom and the top of the flame?
Bottom of the flame
Top of the flame
Oxygen
Carbon Dioxide
Water
Methane
Nitrogen
Credits: Craig Douglas, Michigan State University
Zoom into burning methane.
Show students slides 3-6 to observe an methane flame at the macroscopic and atomic-molecular scale.
Pose the question: “What’s the hidden chemical change when methane burns?” Explain to students that both methane and O2 enter the flame at the bottom.
Show slides 4 and 5 to contrast the molecules at the bottom and top of a flame.

7. What’s the hidden chemical change when methane burns?
Credits: Craig Douglas, Michigan State University
Zoom into burning methane.
Show students slides 3-6 to observe an methane flame at the macroscopic and atomic-molecular scale.
Pose the question: “What’s the hidden chemical change when methane burns?” Explain to students that both methane and O2 enter the flame at the bottom.
Show slides 4 and 5 to contrast the molecules at the bottom and top of a flame.
Oxygen
Carbon Dioxide
Water
Methane

8. Methane Where is matter moving?
The Matter Movement Question:
Where is matter moving?
The Matter Change Question:
How are the atoms in molecules being rearranged into different molecules?
The Energy Question:
What energy change is happening?
Extra Challenge: Can you figure out the balanced chemical reaction for this combustion reaction?

9. Answer each of the questions (numbered 1-4) below to explain how matter and energy move and change in a system. Note that matter movement is addressed at both the beginning (1) and end (4) of your explanation.
Question
Where are molecules moving?
How do molecules move to the location of the chemical change?
How do molecules move away from the location of the chemical change?
Evidence We Can Observe
Moving solids, liquids, and gases are made of moving molecules.
A change in mass shows that molecules are moving.
Rules to Follow
All materials (solids, liquids, and gases) are made of atoms that are bonded together in molecules.
Scale: The matter movement question can be answered at the atomic- molecular, cellular, or macroscopic scale.
Question
How are atoms in molecules being rearranged into different molecules?
What molecules are carbon atoms in before and after the chemical change?
What other molecules are involved?
Evidence We Can Observe
BTB can indicate CO2 in the air.
Organic materials are made up of molecules containing carbon atoms:
• fuels • foods
• living and dead plants and animals
decomposers
Rules to Follow
Atoms last forever in combustion and living systems.
Atoms can be rearranged to make new molecules, but not created or destroyed.
Carbon atoms are bound to other atoms in molecules.
Scale: The matter change question is always answered at the atomic- molecular scale.
Have students practice answering the Three Questions for methane burning.
Show slide 7 to remind students that explaining chemical changes always involves answering the Three Questions. Divide students into pairs or small groups and have them practice answering the Three Questions in a new context. Remind them that the same rules about matter and energy apply for methane and ethanol.
Listen to your students’ answers to the Three Questions. If your students’ answers are satisfactory, skip the remaining steps in this activity and move ahead to activity 5.3 if your students could benefit from more practice.
Evidence We Can Observe
We can observe indicators of different forms of energy before and after chemical changes:
• light energy • heat energy
• chemical energy stored in organic materials
• motion energy
Question
What is happening to energy?
What forms of energy are involved?
What energy transformations take place during the chemical change?
Rules to Follow
Energy lasts forever in combustion and living systems.
Energy can be transformed, but not created or destroyed.
C-C and C-H bonds have more stored chemical energy than C-O and H-O bonds.
Scale: The energy change question can be answered at the atomic- molecular, cellular, or macroscopic scales.

10. Remember the bonding rules: Carbon, Oxygen, Hydrogen
Making the Reactant Molecules: Methane and Oxygen
Remember the bonding rules: Carbon, Oxygen, Hydrogen

11. Chemical change Methane Oxygen
Photo of reactant molecules: CH4 (methane) and O2 (oxygen) Start by making the molecules and energy units of the reactants and putting them on the reactants side, then rearrange the atoms and energy units to show the products.
Chemical change
Methane
Photo Credit: Michigan State University
(Optional) Have students use the molecular model kits to make one methane and two oxygen molecules.
This is an optional step. If you feel that your students can explain methane burning and answer the Three Questions, skip to activity 5.2.
Divide the class into pairs and give each pair a molecular model kit, a set of Forms of Energy Cards, and Molecular Models 11 x 17 Placemat. Pass out one copy of 5.1 Molecular Models for Methane Worksheet to each student.
Use slide 8 to show instructions to construct oxygen and methane molecules. Students can also follow instructions in Part B of their worksheet.
Use slide 9 to instruct students to compare their own molecules with the picture on the slide.
Use slide 10 shows an important message: after students create their reactant molecules, make sure they put away all unused pieces of their molecule kits. This helps reinforce that the matter and energy in the reactants are conserved through the chemical change, and that only the materials from the reactants are used to build the products.
Accommodation: Do this optional activity. Arrange the molecules along with students so they have a step-by-step model of what the molecules should look like.
Oxygen
Reactants
Products
Remember: Atoms last forever (so you can rearrange atoms into new molecules, but can’t add or subtract atoms). Energy lasts forever (so you can change forms of energy, but energy units can’t appear or go away)

12. Rearranging the Atoms to Make Product Molecules: Carbon Dioxide and Water

13. Water Chemical change Carbon dioxide
Photo of product molecules: H2O (water) and CO2 (carbon dioxide) Start by making the molecules and energy units of the reactants and putting them on the reactants side, then rearrange the atoms and energy units to show the products.
Water
Chemical change
Carbon
dioxide
Photo Credits: Michigan State University
(Optional) Have students construct a model of the chemical change.
Tell students to follow the instructions the worksheet to construct their products.
Show slide 11 of the PPT and have students re-arrange the atoms to make molecules of CO2 and H2O. To do this, they will need to move their molecules from the reactants side to the products side of the 11 x 17 Placemat. Explain to students that atoms last forever, so they should not add or subtract atoms when they change the reactant molecule into product molecules.
Show students Slide 12 to compare the products they made to the products on the slide.
Show students Slide 13 to overview the entire process.
Reactants
Products
Remember: Atoms last forever (so you can rearrange atoms into new molecules, but can’t add or subtract atoms). Energy lasts forever (so you can change forms of energy, but energy units can’t appear or go away)

14. Comparing photos of reactant and product molecules
Start by making the molecules and energy units of the reactants and putting them on the reactants side, then rearrange the atoms and energy units to show the products.
Water
Chemical change
Carbon
dioxide
Photo Credits: Michigan State University
(Optional) Have students construct a model of the chemical change.
Tell students to follow the instructions the worksheet to construct their products.
Show slide 11 of the PPT and have students re-arrange the atoms to make molecules of CO2 and H2O. To do this, they will need to move their molecules from the reactants side to the products side of the 11 x 17 Placemat. Explain to students that atoms last forever, so they should not add or subtract atoms when they change the reactant molecule into product molecules.
Show students Slide 12 to compare the products they made to the products on the slide.
Show students Slide 13 to overview the entire process.
(Optional) Have students complete the table in their worksheet for the products.
When they have completed their reactants, tell students to complete the table in their worksheet for their products.
Have students verify that the number of atoms before and after remained constant: Atoms last forever! Tell students that this means that the number of atoms before and after the reaction does not change.
Methane
Oxygen
Reactants
Products
Remember: Atoms last forever (so you can rearrange atoms into new molecules, but can’t add or subtract atoms). Energy lasts forever (so you can change forms of energy, but energy units can’t appear or go away)

15. What happens to atoms and energy when methane burns?
Carbon Dioxide
Methane
Credits: Craig Douglas, Michigan State University
(Optional) Have students watch an animation of the chemical change.
Show slides in the PPT to help students make connections between what is happening in the animation and the molecular models they made.
For each slide, focus on different atoms and forms of energy and how they change. The animation draws attention to where they atoms begin and end in the reaction.
Reactants
Chemical change
Water
Products
Oxygen
Heat and light energy

16. What happens to carbon atoms when methane burns?
Carbon Dioxide
Methane
Credits: Craig Douglas, Michigan State University
(Optional) Have students watch an animation of the chemical change.
Show slides in the PPT to help students make connections between what is happening in the animation and the molecular models they made.
For each slide, focus on different atoms and forms of energy and how they change. The animation draws attention to where they atoms begin and end in the reaction.
Focus on carbon atoms.
Reactants
Chemical change
Water
Products
Carbon atoms in methane become part of carbon dioxide molecules.
Oxygen
Heat and light energy 16

17. What happens to oxygen atoms when methane burns?
Carbon Dioxide
Methane
Credits: Craig Douglas, Michigan State University
(Optional) Have students watch an animation of the chemical change.
Show slides in the PPT to help students make connections between what is happening in the animation and the molecular models they made.
For each slide, focus on different atoms and forms of energy and how they change. The animation draws attention to where they atoms begin and end in the reaction.
Focus on oxygen atoms.
Reactants
Chemical change
Water
Products
Oxygen atoms become part of carbon dioxide and water molecules.
Oxygen
Heat and light energy

18. What happens to hydrogen atoms when methane burns?
Carbon Dioxide
Methane
Credits: Craig Douglas, Michigan State University
(Optional) Have students watch an animation of the chemical change.
Show slides in the PPT to help students make connections between what is happening in the animation and the molecular models they made.
For each slide, focus on different atoms and forms of energy and how they change. The animation draws attention to where they atoms begin and end in the reaction.
Focus on hydrogen atoms.
Reactants
Chemical change
Water
Products
Hydrogen atoms become part of water molecules.
Oxygen
Heat and light energy

19. What happens to chemical energy when methane burns?
Carbon Dioxide
Methane
Credits: Craig Douglas, Michigan State University
(Optional) Have students watch an animation of the chemical change.
Show slides in the PPT to help students make connections between what is happening in the animation and the molecular models they made.
For each slide, focus on different atoms and forms of energy and how they change. The animation draws attention to where they atoms begin and end in the reaction.
Focus on chemical energy.
Reactants
Chemical change
Water
Products
Chemical energy is transformed into heat and light energy.
Oxygen
Heat and light energy

20. What happens to atoms and energy when methane burns?
Carbon Dioxide
Methane
Credits: Craig Douglas, Michigan State University
(Optional) Have students watch an animation of the chemical change.
Show slides in the PPT to help students make connections between what is happening in the animation and the molecular models they made.
For each slide, focus on different atoms and forms of energy and how they change. The animation draws attention to where they atoms begin and end in the reaction.
Reactants
Chemical change
Water
Products
Oxygen
Heat and light energy

21. Review: Writing a Chemical Equation
Chemists use chemical equations to show how atoms of reactant molecules are rearranged to make product molecules.
Writing the equation in symbols. Chemists use an arrow to show how reactants change into products.
Equations must be balanced. Remember: Atoms last forever.
Try it: Write a balanced chemical equation for the burning of methane.
(Optional) Help students write a balanced chemical equation.
Tell students that now that they have represented a chemical change using molecular models and in animations, they will represent chemical change by writing the chemical equation.
Show Slide 20 of the presentation to guide students through the process of writing a balanced chemical equation for the combustion of ethanol. Tell students that these rules apply to all chemical reactions.
Tell students to write their equations in Part C of their worksheet.
Have students write their own chemical equations before comparing them with the one on Slide 21.

22. Chemical equation for methane burning
CH4 + 2O2  CO2 + 2 H2O
Write/say it in words:
Methane reacts with oxygen to yield carbon dioxide and water
Submit Molecular Models: Methane Burning WS
(Optional) Help students write a balanced chemical equation.
Tell students that now that they have represented a chemical equation using molecular models and in animations, they will represent chemical change by writing the chemical equation.
Show Slide 20 of the presentation to guide students through the process of writing a balanced chemical equation for the combustion of ethanol. Tell students that these rules apply to all chemical reactions.
Tell students to write their equations in Part C of their worksheet.
Have students write their own chemical equations before comparing them with the one on Slide 21.

23. Homework due Tuesday
Explanations Tool: What Happens to Methane When it Burns?

24. DO NOW Tuesday 10/11
Write the balanced chemical equation for the methane combustion reaction.
Stamping (Completed) Explanations Tool: What Happens to Methane When it Burns?
Remind me to distribute Study Guide for end of class

27. Systems and Scale Unit Activity 5.3: Organic vs. Inorganic
Carbon: Transformations in Matter and Energy
Environmental Literacy Project Michigan State University
Systems and Scale Unit Activity 5.3: Organic vs. Inorganic
Image Credit: Craig Douglas, Michigan State University
PROPANE

28. Unit map
You are here
Use the instructional model to show students where they are in the course of the unit.
Show slide 2 of the 5.3 Organic vs. Inorganic PPT.

29. Driving questions
Photo Credits:
Ethanol: FableVision
Water Glass and Logs Burning: Hannah Miller, Michigan State University
Have students discuss differences between water, ethanol, and wood. 
Ask students to discuss why ethanol burns like wood, even though it looks like water. Open 1.2 Expressing Ideas about Ethanol Burning from the first activity. Show slide 4, where students recorded ideas about the difference between ethanol and water.
Ask the students if they have any new ideas to add to the list now that the unit is over, or if there are any ideas there that should be removed or edited.
Have students summarize some of their initial ideas about this question. Check to see whether some students are moving beyond labeling materials as “flammable” to thinking about chemical properties of flammable materials.
Check whether the students mention chemical energy or C-C and C-H bonds.
Why can some things burn while other things cannot burn? Why does ethanol behave more like wood than like water?

30. Why does ethanol behave more like wood than water?
Organic and Inorganic Materials
Have students contrast water, wood, and ethanol.
Use the following slides in 5.3 Organic vs. Inorganic PPT to zoom into water, ethanol, and wood to examine how they differ at an atomic-molecular scale.
Show students slides 4-9 to zoom in to water, ethanol, and wood from the macroscopic down to the atomic-molecular scale. Tell students that the materials are similar in the kinds of atoms that they are made of, but that they are different in the kinds of bonds between the atoms: ethanol and wood have high-energy C-C and C-H bonds; water does not. Tell students that wood is a mixture of many substances, and that cellulose is the most abundant of these substances.
Show students the Slides 9 and 10 to point out that the atoms found in the three materials are similar.
Show students Slides to point out that the bonds between the atoms are different: ethanol and wood have high-energy C-C and C-H bonds, and that water does not.
Why does ethanol behave more like wood than water?

31. What we see… Macroscopic Scale
Photo Credits:
Ethanol: FableVision
Water Glass and Logs Burning: Hannah Miller, Michigan State University
Have students contrast water, wood, and ethanol.
Use the following slides in 5.3 Organic vs. Inorganic PPT to zoom into water, ethanol, and wood to examine how they differ at an atomic-molecular scale.
Show students slides 3-8 to zoom in to water, ethanol, and wood from the macroscopic down to the atomic-molecular scale. Tell students that the materials are similar in the kinds of atoms that they are made of, but that they are different in the kinds of bonds between the atoms: ethanol and wood have high-energy C-C and C-H bonds; water does not. Tell students that wood is a mixture of many substances, and that cellulose is the most abundant of these substances.
Show students the Slides 9 and 10 to point out that the atoms found in the three materials are similar.
Show students Slides to point out that the bonds between the atoms are different: ethanol and wood have high-energy C-C and C-H bonds, and that water does not.
Ethanol
Water
Wood
What are these made of? What is wood mostly composed of?

32. Zooming out… Large Scale
Water
Photo Credit: Craig Douglas, Michigan State University
Have students contrast water, wood, and ethanol.
Use the following slides in 5.3 Organic vs. Inorganic PPT to zoom into water, ethanol, and wood to examine how they differ at an atomic-molecular scale.
Show students slides 3-8 to zoom in to water, ethanol, and wood from the macroscopic down to the atomic-molecular scale. Tell students that the materials are similar in the kinds of atoms that they are made of, but that they are different in the kinds of bonds between the atoms: ethanol and wood have high-energy C-C and C-H bonds; water does not. Tell students that wood is a mixture of many substances, and that cellulose is the most abundant of these substances.
Show students the Slides 9 and 10 to point out that the atoms found in the three materials are similar.
Show students Slides to point out that the bonds between the atoms are different: ethanol and wood have high-energy C-C and C-H bonds, and that water does not.
Petroleum
Wood

33. Zooming in… Microscopic and Atomic-Molecular Scales
Photo Credits:
Water Droplet: Craig Douglas, Michigan State University
Ethanol Droplet: Craig Douglas, Michigan State University
Paper Fibers: Courtesy of Maria Carbajo and FEI
Have students contrast water, wood, and ethanol.
Use the following slides in 5.3 Organic vs. Inorganic PPT to zoom into water, ethanol, and wood to examine how they differ at an atomic-molecular scale.
Show students slides 4-8 to zoom in to water, ethanol, and wood from the macroscopic down to the atomic-molecular scale. Tell students that the materials are similar in the kinds of atoms that they are made of, but that they are different in the kinds of bonds between the atoms: ethanol and wood have high-energy C-C and C-H bonds; water does not. Tell students that wood is a mixture of many substances, and that cellulose is the most abundant of these substances.
Show students the Slides 9 and 10 to point out that the atoms found in the three materials are similar.
Show students Slides to point out that the bonds between the atoms are different: ethanol and wood have high-energy C-C and C-H bonds, and that water does not.
Water droplet
(Atomic-Molecular)
Paper Fibers (Microscopic)
Ethanol droplet (Atomic-Molecular)

34. Zooming in… Atomic-Molecular Scale Ethanol molecule (C2H5OH)
Water molecule (H2O)
Ethanol molecule (C2H5OH)
Photo Credit: Craig Douglas, Michigan State University
Have students contrast water, wood, and ethanol.
Use the following slides in 5.3 Organic vs. Inorganic PPT to zoom into water, ethanol, and wood to examine how they differ at an atomic-molecular scale.
Show students slides 4-8 to zoom in to water, ethanol, and wood from the macroscopic down to the atomic-molecular scale. Tell students that the materials are similar in the kinds of atoms that they are made of, but that they are different in the kinds of bonds between the atoms: ethanol and wood have high-energy C-C and C-H bonds; water does not. Tell students that wood is a mixture of many substances, and that cellulose is the most abundant of these substances.
Show students the Slides 9 and 10 to point out that the atoms found in the three materials are similar.
Show students Slides to point out that the bonds between the atoms are different: ethanol and wood have high-energy C-C and C-H bonds, and that water does not.
Cellulose: an important part of wood (C6H10O5)n

35. What ATOMS are found in these materials?
Water molecule (H2O)
Ethanol molecule (C2H5OH)
Photo Credit: Craig Douglas, Michigan State University
Show students the Slides 9 and 10 to point out that the atoms found in the three materials are similar.
Show students Slides to point out that the bonds between the atoms are different: ethanol and wood have high-energy C-C and C-H bonds, and that water does not.
Cellulose (C6H10O5)n

36. What ATOMS are found in these materials?
Water molecule (H2O)
Ethanol molecule (C2H5OH)
Photo Credit: Craig Douglas, Michigan State University
Show students the Slides 9 and 10 to point out that the atoms found in the three materials are similar.
Show students Slides to point out that the bonds between the atoms are different: ethanol and wood have high-energy C-C and C-H bonds, and that water does not.
ATOMS FOUND IN EACH MOLECULE:
Water: H, O
Ethanol: H, O, C
Wood: H, O, C
Cellulose (C6H10O5)n

37. Ethanol molecule (C2H5OH)
What BONDS are found in these materials?
Water molecule (H2O)
Ethanol molecule (C2H5OH)
Photo Credit: Craig Douglas, Michigan State University
Show students Slides to point out that the bonds between the atoms are different: ethanol and wood have high-energy C-C and C-H bonds, and that water does not.
Cellulose (C6H10O5)n

38. Ethanol molecule (C2H5OH)
What BONDS are found in these materials?
Water molecule (H2O)
Ethanol molecule (C2H5OH)
Photo Credit: Craig Douglas, Michigan State University
Show students Slides to point out that the bonds between the atoms are different: ethanol and wood have high-energy C-C and C-H bonds, and that water does not.
BONDS FOUND IN EACH MOLECULE:
Water: H-O
Ethanol: H-O, C-O, C-H, C-C
Wood: H-O, C-O, C-H, C-C
Cellulose (C6H10O5)n

39. What ENERGY is associated with these materials?
Water molecule (H2O)
Ethanol molecule (C2H5OH)
Photo Credit: Craig Douglas, Michigan State University
Show students Slides to point out that the bonds between the atoms are different: ethanol and wood have high-energy C-C and C-H bonds, and that water does not.
Cellulose (C6H10O5)n

40. Ethanol molecule (C2H5OH)
What ENERGY is associated with these materials?
Water molecule (H2O)
Chemical Energy
Energy found in the bonds of molecules.
C-C and C-H bonds means molecules have available chemical energy.
So which materials have available chemical energy?
Ethanol molecule (C2H5OH)
Photo Credit: Craig Douglas, Michigan State University
Show students Slides to point out that the bonds between the atoms are different: ethanol and wood have high-energy C-C and C-H bonds, and that water does not.
Cellulose (C6H10O5)n

41. ATOMS TELL YOU ABOUT MATTER BONDS TELL YOU ABOUT ENERGY
Photo Credit: Craig Douglas, Michigan State University
Have students contrast organic and inorganic materials. 
Contrast materials that are organic vs. inorganic.
Show students Slides to contrast materials that burn (fuels) with materials that do not burn. Explain to students that the difference between the two groups of materials is in the bonds, not the atoms.
Show students Slide 18 to introduce and label these two types of materials. Tell students that in this context, organic is a chemical term - it does not mean “natural” or refer to a certain kind of food that is grown without pesticides.
Show students Slide 19 to point out that food and the bodies of humans and other animals are made largely of water and organic materials: carbohydrates, fats, and proteins. Tell students that they will return to the chemical composition of these organic materials in later Carbon TIME units.

42. Materials That Do NOT Burn
Materials That Burn
Materials That Do NOT Burn
WOOD
WATER
SALT
Photo Credit: Craig Douglas, Michigan State University
Have students contrast organic and inorganic materials. 
Contrast materials that are organic vs. inorganic.
Show students Slides to contrast materials that burn (fuels) with materials that do not burn. Explain to students that the difference between the two groups of materials is in the bonds, not the atoms.
Show students Slide 18 to introduce and label these two types of materials. Tell students that in this context, organic is a chemical term - it does not mean “natural” or refer to a certain kind of food that is grown without pesticides.
Show students Slide 19 to point out that food and the bodies of humans and other animals are made largely of water and organic materials: carbohydrates, fats, and proteins. Tell students that they will return to the chemical composition of these organic materials in later Carbon TIME units.
BUTANE
CARBON DIOXIDE
PROPANE
OXYGEN
NITROGEN
ETHANOL

43. So why do these materials burn or not burn?
Water molecule (H2O)
Photo Credit: Craig Douglas, Michigan State University
Have students contrast organic and inorganic materials. 
Contrast materials that are organic vs. inorganic.
Show students Slides to contrast materials that burn (fuels) with materials that do not burn. Explain to students that the difference between the two groups of materials is in the bonds, not the atoms.
Show students Slide 18 to introduce and label these two types of materials. Tell students that in this context, organic is a chemical term - it does not mean “natural” or refer to a certain kind of food that is grown without pesticides.
Show students Slide 19 to point out that food and the bodies of humans and other animals are made largely of water and organic materials: carbohydrates, fats, and proteins. Tell students that they will return to the chemical composition of these organic materials in later Carbon TIME units.
Ethanol molecule (C2H5OH)
Cellulose (C6H10O5)n

44. Means the molecule does not have C-C and C-H bonds
ORGANIC
INORGANIC
Means the molecule has
C-C and C-H bonds
Means the molecule does not have C-C and C-H bonds
WOOD
WATER
SALT
Photo Credit: Craig Douglas, Michigan State University
Show students Slide 18 to introduce and label these two types of materials. Tell students that in this context, organic is a chemical term - it does not mean “natural” or refer to a certain kind of food that is grown without pesticides.
BUTANE
CARBON DIOXIDE
PROPANE
OXYGEN
NITROGEN
ETHANOL

45. What Makes Up Living Things?
Have students contrast organic and inorganic materials. 
Show students Slide 19 to point out that food and the bodies of humans and other animals are made largely of water and organic materials: carbohydrates, fats, and proteins. Tell students that they will return to the chemical composition of these organic materials in later Carbon TIME units.
Average Human
Average Apple
Average Chicken
Water
Carbohydrate
Protein
Fat
Minerals
Average human
60% 1%
15%
23%
<1%
Average apple
85%
14%
0.5%
Average chicken
62%
30% 8%
Inorganic (black): Water, minerals; Organic (red): carbohydrates, fats, proteins

46. How can we identify organic materials without seeing their molecules?
Organic materials are found in:
All living things (plants, animals, decomposers)
Dead things that once were alive (leaves, wood, cotton, silk)
Foods that come from living things
Fuels such as gasoline, coal, natural gas, candle wax
Plastics
Cards and Processing Activity
Discuss two ways of identifying organic materials. 
Show Slide 20. Tell students that scientists define “organic” and “inorganic” in terms of chemical composition. Explain to students that even if we do not know the chemical composition of a material, we can judge whether it is organic or not based on where it comes from. Tell students that organic materials include:
foods or materials made from foods;
fuels or materials made from fuels;
bodies of living things or materials made from the bodies of living things.
Have students work in pairs to classify materials. 
Divide students into pairs. Give each pair a copy of 5.3 Materials Cards. Tell students to use the 5.3 Organic vs. Inorganic Worksheet to sort the cards into organic and inorganic groups using two different criteria: 1) the origins of the materials: foods, fuels, and the bodies of living things versus other materials, and 2) the chemical structures of the materials: materials with C-C and C-H bonds versus materials without those bonds.

47. Homework due Wednesday
Finish Organic vs. Inorganic WS
“Cards” will be online, linked to calendar
Begin Study Guide
Optional but highly recommended

48. Happy Wednesday! No DO NOW – Write “Review”
Stamping Organic vs. Inorganic Worksheet for completion; We will correct today.
Take out:
Different colored pen
Study Guide for Test
Highlighter

51. Systems and Scale Unit Activity 5.4: Other Examples of Combustion
Carbon: Transformations in Matter and Energy
Environmental Literacy Project Michigan State University
Systems and Scale Unit Activity 5.4: Other Examples of Combustion
Image Credit: Craig Douglas, Michigan State University

52. Unit map
Use the instructional model to show students where they are in the course of the unit.
Display slide 2 of the 5.4 Other Examples of Combustion PPT.
You are here

53. Happy Wednesday! Video Clip from the movie, The Martian
Questions to answer as you watch and in discussion:
What is Mark Watney trying to do, in general?
What fuel was used to produce heat? Really think about this.
Where is combustion taking place? (Think: What combusts?)
What, ultimately was produced in the reaction that could be used in Mark Watney’s mission to save his life?
In this particular scenario, what is the chemical reaction that produces water? Give the balanced equation.
The Set Up
Group Discussion  Class Discussion

54. Your Tasks
Work with your newly formed group to complete your assigned organic material.
Complete the column ( ) of information in the table.
Prepare to share out your column tomorrow.

55. Happy Test Day! Sit anywhere Submit DO NOWs Take out:
A pen or pencil
Worksheet, Other Examples of Combustion
Extra Credit Qs – last 5 minutes

56. Extra Credit Bank
Explain specifically the fate of each hydrogen atoms in the ethanol burning reaction.
On the class website, Mrs. Mason listed 6 things she loves. What are 3 of these 6?
What is the full name of the school Ms. Haueter is currently attending?
What were the 2 molecules we compared, to show that energy is stored both in bonds and in the overall chemical structure of a molecule?
What is the molecular formula for octanol?
Hexanol – using the name to infer the structure of this molecule, write the balanced chemical equation for its combustion.
On the calendar, there was a linked reading entitled “5.3: More about Chemical Energy”. handout to website for a good set of questions here:
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On the calendar, there were linked animations. What were the names of the TWO “cool sites” we suggested you check out?
On the calendar, there were a few “cool sites” that linked to fascinating animations. As you scrolled right, what did it show? Be specific about which animation you are using in your answer.
Infer the meaning of the following terms using your amazing memory of the Greek and Latin roots: mastitis
Infer the meaning of the following terms using your amazing memory of the Greek and Latin roots: nephritis
Infer the meaning of the following terms using your amazing memory of the Greek and Latin roots: saprophilic
BTB related questions
See EC from atoms and molecules quiz (infer what MgCl2 looks like, etc)
What it feel like in the HAB chamber?

57. Extra Credit, Period 1 Write both question and answer to be eligible for extra credit
Explain specifically the fate of each hydrogen atoms in the ethanol burning reaction.
On the class website, Mrs. Mason listed 6 things she loves. What are 3 of these 6?
Hexanol – using the name to infer the structure of this molecule, write the balanced chemical equation for its combustion. This one is hard!
On the calendar, there were linked animations. What were the names of the TWO “cool sites” we suggested you check out?
Infer the meaning of the follow terms using your amazing memory of the Greek and Latin roots: nephritis

58. Extra Credit, Period 3 Write both question and answer to be eligible for extra credit
Explain specifically the origin of each oxygen atom in the products of the ethanol burning reaction.
Hexanol – using the name to infer the structure of this molecule, write the balanced chemical equation for its combustion. This one is hard!
On the calendar, there were a few “cool sites” that linked to fascinating animations. As you scrolled right, what did it show? Be specific about which animation you are using in your answer.
Infer the meaning of the following term using your amazing memory of the Greek and Latin roots: mastitis
What is the molecular formula for octanol?

59. Extra Credit, Period 4 Write both question and answer to be eligible for extra credit
On the class website, Mrs. Mason listed 6 things she loves. What are 3 of these 6?
What is the molecular formula for octanol?
Infer the meaning of the following terms using your amazing memory of the Greek and Latin roots: saprophilic
What were the 2 molecules we compared, to show that energy is stored both in bonds and in the overall chemical structure of a molecule?
On the calendar, there were a few “cool sites” that linked to fascinating animations. As you scrolled right, what did it show? Be specific about which animation you are using in your answer.

60. Extra Credit, Period 5 Write both question and answer to be eligible for extra credit
What is the molecular formula for decanol?
Explain specifically the fate of each oxygen atom in the ethanol burning reaction.
How did Mrs. Haueter meet her husband?
Infer the meaning of the following term using your amazing memory of the Greek and Latin roots: mastitis
What is the full name of the school Mrs. Haueter is currently attending?

61. Extra Credit, Period 6 Write both question and answer to be eligible for extra credit
How did Mrs. Haueter meet her husband?
Infer the meaning of the following term using your amazing memory of the Greek and Latin roots: nephritis
Hexanol – using the name to infer the structure of this molecule, write the balanced chemical equation for its combustion. This one is hard!
What is the full name of the school Mrs. Haueter is currently attending?
On the calendar, there were linked animations. What were the names of the TWO “cool sites” we suggested you check out?

62. Burning materials Propane Butane Octane Candle Chemical change
Photo Credits: Craig Douglas, Michigan State University
Have students complete an Explanations Tool for different fuels.
Display slide 5 of the 5.4 Other Examples of Combustion PPT.
Give each student a copy of 5.4 Explaining Combustion Worksheet.
Tell the students to complete the process tool for one of the fuels on their worksheet. The chemical formulas are provided on the worksheet for each fuel.
Octane
Chemical change
Candle

63. Propane burning Carbon Dioxide Water Propane and Oxygen
Photo Credit: Craig Douglas, Michigan State University
Have students compare their explanations for propane burning with a group.
Display slide 6 of the 5.4 Other Examples of Combustion PPT.
Have students divide into groups based on the fuel on their Explanations Tool. Ask them to share their explanations with each other.
After you show the animation, ask each group to share their explanation in their own words.
Point out that although the fuel may be different, the rules that we use (atoms are forever, energy lasts forever) help us make predictions about each new fuel.
Chemical change
Water
Chemical change
Products
Propane and Oxygen
C3H8 + 5 O2 --> 3 CO2 + 4 H2O
Reactants
Heat and light energy

64. Butane burning Carbon Dioxide Water Butane and Oxygen
Photo Credit: Craig Douglas, Michigan State University
Have students compare their explanations for butane burning with a group.
Display slide 7 of the 5.4 Other Examples of Combustion PPT.
After you show the animation, ask each group to share their explanation in their own words.
Point out that although the fuel may be different, the rules that we use (atoms are forever, energy lasts forever) help us make predictions about each new fuel.
Chemical change
Water
Chemical change
Products
Butane and Oxygen
C4H O2 --> 4 CO2 + 5 H2O
Reactants
Heat and light energy

65. Octane burning Carbon Dioxide Water Octane and Oxygen
Photo Credit: Craig Douglas, Michigan State University
Have students compare their explanations octane burning with a group.
Display slide 8 of the 5.4 Other Examples of Combustion PPT.
After you show the animation, ask each group to share their explanation in their own words.
Point out that although the fuel may be different, the rules that we use (atoms are forever, energy lasts forever) help us make predictions about each new fuel.
Chemical change
Water
Chemical change
Products
Octane and Oxygen
C8H O2 --> 8 CO2 + 9 H2O
Reactants
Heat and light energy

66. Candle burning Carbon Dioxide Water Paraffin and Oxygen
Photo Credit: Craig Douglas, Michigan State University
Have students compare their explanations for a candle burning with a group.
Display slide 9 of the 5.4 Other Examples of Combustion PPT.
After you show the animation, ask each group to share their explanation in their own words.
Point out that although the fuel may be different, the rules that we use (atoms are forever, energy lasts forever) help us make predictions about each new fuel.
Chemical change
Water
Chemical change
Products
Paraffin and Oxygen
C25H O2 --> 25 CO H2O
Reactants
Heat and light energy

67. Thursday
Test: Systems and Scale