Happy Monday! Take out your notebook and a pen/pencil

Happy Monday! Take out your notebook and a pen/pencil
First volunteer group earns a 10% boost in overall score. Talk to me. Summer Reading Book Presentations

Notes on Summer Reading Books
Names of Peers Book they read Their general overview Their connection to Biology

Happy Tuesday! Summer Reading Book Presentations, c’td
Self and Peer Assessment Final grades only posted once this is completed by ALL group members and group receives rubric (physical copy) Reflection (due Weds)

Silent Reflection One of the goals of the summer reading assignment was to open your mind to ideas you will learn this year in biology and give you a little context for what’s ahead. After listening to your peers discuss the 5 books from the presentations, explain in a short paragraph what you think we will cover this year in biology, and elaborate. To support each idea you list, use specific examples that were mentioned during presentations. If you finish, see me for stamps. If you need more time, this is tonight’s homework. Due Wednesday

DO NOW Wednesday 10/5 Refer back to the Evidence Based Arguments form (brown) we started last week. List the reactants and products of the ethanol burning reaction. Checking: Open notebooks to Summer Reading Book Reflection and await on-time “stamp”

Evidence-Based Arguments
Have students develop arguments for what happened as individuals. Display slide 4 of the 4.3 Evidence-Based Arguments Tool for Ethanol Burning PPT. Pass out one copy of 4.3 Evidence-Based Arguments Tool for Ethanol Burning to each student. Review Tool directions. Also, have students take out their Three Questions Handout and be ready to refer to their class results. Instruct students to complete their evidence, conclusions, and unanswered questions as individuals for the Three Questions. Give students about 5-10 minutes to complete the process tool.

Evidence-Based Arguments (Per 1)
BTB turned green Mass of Ethanol decreased CO2 moved from ethanol to BTB Have students develop arguments for what happened as individuals. Display slide 4 of the 4.3 Evidence-Based Arguments Tool for Ethanol Burning PPT. Pass out one copy of 4.3 Evidence-Based Arguments Tool for Ethanol Burning to each student. Review Tool directions. Also, have students take out their Three Questions Handout and be ready to refer to their class results. Instruct students to complete their evidence, conclusions, and unanswered questions as individuals for the Three Questions. Give students about 5-10 minutes to complete the process tool. BTB went from blue  green Condensation! When ethanol burned, CO2was produced Water was produced! CH3CH2OH  CO2 + H2O What other molecules left/moved from ethanol? There was a flame The flame died Ethanol has chemical potential energy When lit, it has (releases, changes, produces) thermal and light energy

Mass of ethanol decreased Condensation! Color of BTB: blue  yellow CO2 moved into BTB Water moved from ethanol to side of the container Have students develop arguments for what happened as individuals. Display slide 4 of the 4.3 Evidence-Based Arguments Tool for Ethanol Burning PPT. Pass out one copy of 4.3 Evidence-Based Arguments Tool for Ethanol Burning to each student. Review Tool directions. Also, have students take out their Three Questions Handout and be ready to refer to their class results. Instruct students to complete their evidence, conclusions, and unanswered questions as individuals for the Three Questions. Give students about 5-10 minutes to complete the process tool. BTB went from blue.teal  yellow.greenblue Fire went out Condensation CH3CH2OH + O2  CO2 + H2O Fire went out Mass of ethanol decreased

CO2 m Have students develop arguments for what happened as individuals. Display slide 4 of the 4.3 Evidence-Based Arguments Tool for Ethanol Burning PPT. Pass out one copy of 4.3 Evidence-Based Arguments Tool for Ethanol Burning to each student. Review Tool directions. Also, have students take out their Three Questions Handout and be ready to refer to their class results. Instruct students to complete their evidence, conclusions, and unanswered questions as individuals for the Three Questions. Give students about 5-10 minutes to complete the process tool. BTB Fire

Carbon: Transformations in Matter and Energy
Environmental Literacy Project Michigan State University Systems and Scale Unit Activity 4.4 Molecular Models for Ethanol Burning Image Credit: Craig Douglas, Michigan State University

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 4.4 Molecular Models for Ethanol Burning PPT.

Discuss: Why is the burning of ethanol important or worth studying?

ZOOMING INTO A Flame Photo Credit: Craig Douglas, Michigan State University Show students slides 3 and 4 to observe an ethanol flame at the macroscopic and atomic-molecular scale. Pose the question: “What’s the hidden chemical change when ethanol burns?” Explain to students that both ethanol and O2 enter the flame at the bottom.

What’s the hidden chemical change when ethanol burns?
Credit: Craig Douglas, Michigan State University Show students slides 3 and 4 to observe an ethanol flame at the macroscopic and atomic-molecular scale. Pose the question: “What’s the hidden chemical change when ethanol burns?” Explain to students that both ethanol and O2 enter the flame at the bottom. Oxygen Carbon Dioxide Water Ethanol

At the bottom of flame at atomic-molecular scale
Credit: Craig Douglas, Michigan State University Show slides 5 and 6 to contrast the molecules at the bottom and top of a flame.

At the top of flame at atomic-molecular scale
Credit: Craig Douglas, Michigan State University Show slides 5 and 6 to contrast the molecules at the bottom and top of a flame.

How Atoms Bond Together in Molecules
Atoms in stable molecules always have a certain number of bonds to other atoms. Oxygen atoms do NOT bond to other oxygen atoms if they can bond to carbon or hydrogen instead. Chemical energy is stored in bonds between atoms AND the overall structure of the molecule. C-C and C-H bonds are high energy bonds C-O and H-O bonds are low energy bonds Show students slide 7 to explain the bonding of atoms in molecules. Tell students that the rules on this slide are important because they apply to all molecules that they will make in all Carbon TIME units.

Isopropyl Alcohol vs. 1-Propanol
An example… To show that chemical energy is stored within bonds AND molecular structure of the molecule: Isopropyl Alcohol vs. 1-Propanol Curious about why?

DO NOW Thursday 10/6 Write out the molecular formula for ethanol. Extra challenge: Ethanol can be written in several ways. Write the various ways ethanol can be written.

Making the reactant molecules: ethanol and oxygen
Remember the Bonding Rules: Carbon – 4 Oxygen – 2 Hydrogen – 1 Use slide 8 to show instructions to construct oxygen and ethanol molecules. Students can also follow instructions in Part B of their worksheet.

Chemical change Ethanol Oxygen
Photo of reactant molecules: C2H5OH (ethanol) 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 Credit: Michigan State University Use slide 9 to instruct students to compare their own molecule with the picture on the slide. Ethanol 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)

Important: When you are finished constructing the reactants, put all extra pieces away. 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. When they have completed their reactants, tell students to complete the table about matter and energy in their worksheet for the reactants.

Rearranging to Make Product Molecules: Carbon Dioxide and Water
Show slide 12 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.

Water Chemical change Carbon dioxide
Photo of product molecules: CO2 (carbon dioxide) and H2O (water) 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 Credit: Michigan State University Show students Slide 13 to compare the molecules they made to the molecules on the slide. 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)

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 Credit: Michigan State University Show students Slide 14 to make a comparison between the reactants and the products. Ethanol 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)

What happens to atoms and energy when ethanol burns?
Carbon Dioxide Ethanol Credit: Craig Douglas, Michigan State University 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

What happens to carbon atoms when ethanol burns?
Carbon Dioxide Ethanol Credit: Craig Douglas, Michigan State University 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 ethanol become part of carbon dioxide molecules. Oxygen Heat and light energy 32

What happens to oxygen atoms when ethanol burns?
Carbon Dioxide Ethanol Credit: Craig Douglas, Michigan State University 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

What happens to hydrogen atoms when ethanol burns?
Carbon Dioxide Ethanol Credit: Craig Douglas, Michigan State University 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

What happens to chemical energy when ethanol burns?
Carbon Dioxide Ethanol Credit: Craig Douglas, Michigan State University 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

What happens to atoms and energy when ethanol burns?
Carbon Dioxide Ethanol Credit: Craig Douglas, Michigan State University 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 the rules that “Atoms last forever!” and “Energy lasts forever!” Reactants Chemical change Water Products Atoms last forever! Energy lasts forever! Oxygen Heat and light energy

Discuss with neighbors
Did the number and type of atoms stay the same at the beginning and end of the chemical change? ____ Did the number of twist ties (representing energy) stay the same at the beginning and end of the chemical change? ____ Why do the numbers of atoms and twist ties have to stay the same? Show slide 22 in the PPT. Complete the “check yourself” questions with the class in Part C.

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. An example: The breakdown of hydrogen peroxide. 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 23 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.

First group with the correct answer (and can show us) wins a prize!
Group Challenge: Using the molecular models for the reactants, figure out how to write a balanced chemical equation for the ethanol burning reaction. Consider the products discussed on the Evidence Based Arguments worksheet. First group with the correct answer (and can show us) wins a prize!

Chemical equation for ethanol burning
C2H5OH + 3O2  2 CO2 + 3 H2O Write it in words: Have students write their own chemical equations before comparing them with the one on Slide 24. Submit when finished

DO NOW Friday 10/7 The ethanol burning reaction has a general name. You observed a chemical change involving the rapid reaction of a substance (fuel) with O2 to produce heat and light. Using these context clues, can you name the chemical change that happens when ethanol burns? Submit Molecular Modeling for Ethanol Burning Worksheet

Prepare for Quiz (5 mins)
Revisit Unanswered Questions from your Ethanol Burning Worksheet. Can you answer them now? Are there any questions left unanswered, regarding the burning of ethanol? Extra Credit Question – Period 1 Will put up in the last 5 minutes; Write both question and answer to earn points. These questions vary from class to class, so this is a must. Methane, CH4, is a combustible fuel. Write the balanced chemical equation for this reaction.

Revisit Unanswered Questions from your Ethanol Burning Worksheet. Can you answer them now? Are there any questions left unanswered, regarding the burning of ethanol? Extra Credit Question – Period 3 Will put up in the last 5 minutes; Write both question and answer to earn points. These questions vary from class to class, so this is a must. Butane, C4H10, is a combustible fuel. Write the balanced chemical equation for this reaction.

Revisit Unanswered Questions from your Ethanol Burning Worksheet. Can you answer them now? Are there any questions left unanswered, regarding the burning of ethanol? Extra Credit Question – Period 4 Will put up in the last 5 minutes; Write both question and answer to earn points. These questions vary from class to class, so this is a must. Propane, C3H8, is a combustible fuel. Write the balanced chemical equation for this reaction.

Revisit Unanswered Questions from your Ethanol Burning Worksheet. Can you answer them now? Are there any questions left unanswered, regarding the burning of ethanol? Extra Credit Question – Period 5 Will put up in the last 5 minutes; Write both question and answer to earn points. These questions vary from class to class, so this is a must. Butane, C4H10, is a combustible fuel. Write the balanced chemical equation for this reaction.

Revisit Unanswered Questions from your Ethanol Burning Worksheet. Can you answer them now? Are there any questions left unanswered, regarding the burning of ethanol? Extra Credit Question – Period 6 Will put up in the last 5 minutes; Write both question and answer to earn points. These questions vary from class to class, so this is a must. Methane, CH4, is a combustible fuel. Write the balanced chemical equation for this reaction.

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

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.

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

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

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.

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

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?

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.

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

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)

Important: When you are finished constructing the reactants, put all extra pieces away. (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.

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

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)

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)

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

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 62

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

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

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

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

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.

Chemical equation for methane burning
CH4 + 2O2  CO2 + 2 H2O Write it in words: Methane reacts with oxygen to yield carbon dioxide and water (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.

Happy Monday! Take out your notebook and a pen/pencil

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