1. Opening Activity: October 2, 2017
Have your study guide reflection ready to stamp.
Pick up Lab #3 Scientific Explanation Rubric at front table, read over the expectations.
Name the location the chemical change take place.
Which molecules moved to the location?
Where did each molecule come from?
How did the molecules move to the location?
I can…
Explain burning of ethanol at atomic-molecular scale and macro scale.
Homework:
Lab #3 Explanation due 10/3
Molecule Project due 10/4
Quiz retake 10/4
Systems/Scale Test 10/5

3. Goals for Today:
Complete Lab #3 Scientific Explanation of Ethanol Burning using laptop computers.
Use sentence stems on board to support your writing.
Print explanation and pick up in library.
Staple rubric on top, be sure your name is on it!
Turn into the turn in basket at resource table.
Work on review sheet or molecule project.
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.

4. Opening Activity: October 3, 2017
Pick up “Is it Organic” pg at front table (tape in).
Turn in Lab #3 Conclusion w/ rubric in basket.
Methane is a natural gas with the formula CH4. Draw what you think CH4 would look like.
Label the matter and energy in your molecule.
Write out the reactant side of an equation for the burning of methane.
I can… Explain the difference between organic and inorganic molecules.
Homework:
Lab #3 Explanation due 10/3
Molecule Project due 10/4
Quiz retake 10/4
Systems/Scale Test 10/5

5. MATTER AND ENERGY Every molecule has both ATOMS and BONDS
BONDS TELL YOU ABOUT ENERGY
ATOMS TELL YOU ABOUT MATTER
Photo Credit: Craig Douglas, Michigan State University
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 17 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.
Show students Slide 18 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.

6. 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
Methane
Photo Credits: Michigan State University
3. (Optional) Have students use molecular models and twist ties to show changes in matter and energy. 
Have students continue working in pairs to show how the matter and energy in methane and oxygen can be rearranged into the molecules of the products: carbon dioxide and water. Tell students that the product molecules have no high-energy bonds, so the chemical energy in the methane is transformed into heat and light energy.
Use Slide 6 and the instructions on the worksheet to assist students in constructing a model of the chemical reaction. Have students use the same materials they used to form their reactant molecules to form the product molecules. Tell them to place their products in the appropriate box on the product side of the poster.
Show Slide 7 to let students compare their products to the products in the picture. Have students use new energy cards (heat and light) to indicate what form the energy is in after the chemical change by putting the card under the twist ties.
Show Slide 8 to give students an overview of the entire reaction.
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)

7. Why does ethanol behave more like wood than water?
Driving questions
Photo Credits:
Ethanol: FableVision
Water Glass and Logs Burning: Hannah Miller, Michigan State University
Open Lesson 5.2 Organic vs. Inorganic Presentation.
Show students Slides 2-6 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 7 and 8 to point out that the atoms found in the three materials are similar.
Show students Slides 9-11 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?

8. 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
Open Lesson 5.2 Organic vs. Inorganic Presentation.
Show students Slides 2-6 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 7 and 8 to point out that the atoms found in the three materials are similar.
Show students Slides 9-11 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)

9. Zooming in… Atomic-molecular Scale
Ethanol molecule (C2H5OH)
Cellulose: an important part of wood (C6H10O5)n
Water molecule (H2O)
Photo Credit: Craig Douglas, Michigan State University
Open Lesson 5.2 Organic vs. Inorganic Presentation.
Show students Slides 2-6 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 7 and 8 to point out that the atoms found in the three materials are similar.
Show students Slides 9-11 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.

10. What ATOMS are found in these materials?
Ethanol molecule (C2H5OH)
Water molecule (H2O)
Cellulose (C6H10O5)n
Photo Credit: Craig Douglas, Michigan State University
Open Lesson 5.2 Organic vs. Inorganic Presentation.
Show students Slides 2-6 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 7 and 8 to point out that the atoms found in the three materials are similar.
Show students Slides 9-11 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.

11. What ATOMS are found in these materials?
Water molecule (H2O)
Ethanol molecule (C2H5OH)
ATOMS FOUND IN EACH MOLECULE:
Water: Hydrogen, Oxygen
Ethanol: Hydrogen, Oxygen, Carbon
Wood: Hydrogen, Oxygen, Carbon
Cellulose (C6H10O5)n
Photo Credit: Craig Douglas, Michigan State University
Open Lesson 5.2 Organic vs. Inorganic Presentation.
Show students Slides 2-6 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 7 and 8 to point out that the atoms found in the three materials are similar.
Show students Slides 9-11 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.

12. Ethanol molecule (C2H5OH)
What BONDS are found in these materials?
Water molecule (H2O)
Ethanol molecule (C2H5OH)
Cellulose (C6H10O5)n
Photo Credit: Craig Douglas, Michigan State University
Open Lesson 5.2 Organic vs. Inorganic Presentation.
Show students Slides 2-6 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 7 and 8 to point out that the atoms found in the three materials are similar.
Show students Slides 9-11 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.

13. Ethanol molecule (C2H5OH)
What BONDS are found in these materials?
Water molecule (H2O)
Ethanol molecule (C2H5OH)
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
Photo Credit: Craig Douglas, Michigan State University
Open Lesson 5.2 Organic vs. Inorganic Presentation.
Show students Slides 2-6 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 7 and 8 to point out that the atoms found in the three materials are similar.
Show students Slides 9-11 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.

14. What BONDS are found in these materials?
Water molecule (H2O)
Ethanol molecule (C2H5OH)
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?
Cellulose (C6H10O5)n
Photo Credit: Craig Douglas, Michigan State University
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 17 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.
Show students Slide 18 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.

15. Card Sort( groups of 2)
Sort cards based on whether or not they will burn.

16. Materials That Do NOT Burn
Materials That Burn
Materials That Do NOT Burn
WOOD
WATER
SALT
BUTANE
CARBON DIOXIDE
Photo Credit: Craig Douglas, Michigan State University
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 17 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.
Show students Slide 18 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.
PROPANE
ETHANOL
OXYGEN
NITROGEN

17. How are these different?
What makes these burn?
How are these different?
WOOD
WATER
SALT
BUTANE
CARBON DIOXIDE
Photo Credit: Craig Douglas, Michigan State University
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 17 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.
Show students Slide 18 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.
PROPANE
ETHANOL
OXYGEN
NITROGEN

18. Ethanol molecule (C2H5OH)
Water, Ethanol, and Wood
Ethanol and wood both have C-C and C- H bonds.
Water molecule (H2O)
Ethanol molecule (C2H5OH)
Photo Credit: Craig Douglas, Michigan State University
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 17 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.
Show students Slide 18 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.
Cellulose (C6H10O5)n

19. 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
BUTANE
CARBON DIOXIDE
Photo Credit: Craig Douglas, Michigan State University
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 17 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.
Show students Slide 18 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.
PROPANE
ETHANOL
OXYGEN
NITROGEN

20. Card Sort( groups of 2)
Sort based on properties you can see or the origins of the materials.
B. Sort based on bonds in molecules.

21. Opening Activity: October 4, 2017
Have your Molecule Project at your desk.
Write down the following sentences in your journal and complete the following sentences:
The matter from the ethanol moved from ___________ to _____________.
The atoms from _____________ were rearranged into new molecules ___________ and ________.
The ________ energy in ethanol was transformed to __________ energy and ________ energy.
I can… Explain your molecule through all 4 scales. Model other molecules through combustion.
Homework:
Molecule Quiz retake 10/4
Systems and Scale Study guide due 10/5
Systems/Scale Test 10/5

22. How have your ideas changed?
Review your class questions from the sticky notes on the wall. Answer one question.
Complete the following:
I used to think ____________________ about ethanol but now I know ______________________.
3. Review your goal from Sept, list one change or new idea you learned.

23. What Makes Up Living Things?
Average Human
Average Apple
Average Chicken
Water
Carbo-hydrate
Protein
Fat
Minerals
Average human
60% 1%
15%
23%
<1%
Average apple
85%
14%
0.5%
Average chicken
62%
30% 8%
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 17 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.
Show students Slide 18 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.
Inorganic: Water, minerals; Organic: carbohydrates, fats, proteins

24. Explaining Combustion
of Organic Materials
Most fuels, foods, and fibers are organic materials. Some burn more easily than others, but they will all burn by combining with oxygen.
GOAL: Explain the burning of an organic molecule using our 3 questions about matter movement, matter change and energy change.

25. Display slide 3 of the 5.4 Other Examples of Combustion PPT.
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 discuss general characteristics of combustion of organic materials. 
Display slide 3 of the 5.4 Other Examples of Combustion PPT.
Ask students questions to see if they can articulate a general pattern of what happens when organic materials burn. Ask students to think about this using the Three Questions.
Ask students questions relating to The Matter Movement Question: fuel and oxygen enter the flame from below, carbon dioxide and water vapor leave the flame into the air.
Ask students questions relating to The Matter Change Question: atoms of fuel and oxygen are rearranged to make molecules of carbon dioxide and water vapor.
Ask students questions relating to The Energy Change Question: energy in high-energy C-C and C-H bonds is released as heat and light when the high-energy bonds are replaced by low-energy C-O and H-O bonds. Tell students that breaking bonds requires additional energy and the chemical energy is released when the low-energy C-O and H-O bonds are formed, not when the high-energy bonds are broken.
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.

26. Writing an explanation for how your organic material burns
Pay special attention to the numbered questions on the Three Questions poster. Here are some specific versions of these questions for combustion:
Matter movement: How do fuel and oxygen molecules move into the flame?
Matter change: How are atoms in the fuel and oxygen molecules rearranged into different molecules?
Energy change: What happens to energy?
Matter movement: How do product molecules move out of the flame?
Have students read through the numbered questions on the Three Questions poster.
Display slide 4 of the 5.4 Other Examples of Combustion PPT. Distribute the Three Questions Poster with the same questions shown on the PPT.
Students will need the Three Questions Poster questions to help guide their explanations for the organic materials.

27. 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.
Chemical change
Candle

28. Propane burning Carbon Dioxide Water Propane and Oxygen
Chemical change
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.
Water
Chemical change
Products
Propane and Oxygen
C3H8 + 5 O2 --> 3 CO2 + 4 H2O
Reactants
Heat and light energy

29. Butane burning Carbon Dioxide Water Butane and Oxygen
Chemical change
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.
Water
Chemical change
Products
Butane and Oxygen
C4H O2 --> 4 CO2 + 5 H2O
Reactants
Heat and light energy

30. Octane burning Carbon Dioxide Water Octane and Oxygen
Chemical change
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.
Water
Chemical change
Products
Octane and Oxygen
C8H O2 --> 8 CO2 + 9 H2O
Reactants
Heat and light energy

31. Candle burning Carbon Dioxide Water Paraffin and Oxygen
Chemical change
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.
Water
Chemical change
Products
Paraffin and Oxygen
C25H O2 --> 25 CO H2O
Reactants
Heat and light energy

32. Have review sheet out ready for a stamp!
10/5 Opening Activity
Have review sheet out ready for a stamp!

33. Directions for Testing
At each table you will have 2-3 computers.
Two people will take the written test first, two people will take the computer test first.
When the computer test is complete, log off and leave computer at desk so the next person can use it.
When students complete the written test you will turn in at front and begin the computer test.
When you are DONE with all tests, please pick up an article at front, read and complete CVR in your journal (after your organic/inorganic notes)