1. Systems and Scale Unit Activity 4.1 Predictions about Ethanol Burning
Carbon: Transformations in Matter and Energy
Environmental Literacy Project Michigan State University
Systems and Scale Unit Activity 4.1 Predictions about Ethanol Burning
Image Credit: Craig Douglas, Michigan State University

2. Two Questions about Chemical Change
What is a chemical change?
A change in matter where atoms are rearranged into new molecules.
Questions scientists always try to answer about chemical changes involving carbon atoms:
The Movement Question: Where are atoms moving?
The Carbon Question: What is happening to carbon atoms?
Open the 4.1 Predictions about Ethanol Burning PPT and display slide 2. Use this slide to overview what we mean when we say “chemical change.”
With slide 2 still open, draw the students’ attention to the Movement Question and the Carbon Question.
Draw their attention to the poster and point out that each question is accompanied with “rules to follow” as well as ways to “connect atoms to evidence.”
Note: If your students completed the optional Lesson 3 (Investigating and Explaining Soda Water Fizzing), these questions will be review for them.

3. The Energy Question Two facts about energy:
Energy lasts forever. Energy is never created or destroyed in chemical changes.
Energy can be transformed from one form to another.
What do you know about forms of energy?
List some common forms of energy.
Display slide 3 of the PPT to show the Energy Question.
Draw students’ attention to the “rules” about energy on slide 3. These rules are similar to the rules for atoms: they should always be followed!
Ask the students: What do you know about forms of energy?
Ask the students to name some common forms of energy.

4. The Energy Question What is happening to chemical energy?
What forms of energy are involved?
How is energy changing from one form to another?
Use slide 4 and the Three Questions 11 x 17 Poster to go over the Energy Question with the students. Draw their attention to the poster and point out that each question is accompanied with “rules to follow” as well as ways to “connect atoms to evidence” on the poster.
Note: If students completed the optional Lesson 3 (Investigating and Explaining Soda Water Fizzing), this question will still be new to them.

5. Before you make your predictions… watch the Burning Ethanol Video
Watch the Burning Ethanol Video until the first intermission where Darryl and Nina ask the students to make predictions about what happens when ethanol burns.
Pause the video at 03:10 to discuss the questions posed on the screen before students complete the predictions tool.

6. What Are Your Ideas about the Movement Question?
Where are atoms moving from?
Where are atoms going to?
Display slides 6-8 of the PPT and ask pairs of students to share their ideas for each of the Three Questions.
Help the students look for similarities and differences in the predictions in the class. Try to get a range of ideas on the slide.
Tell students that they will revisit their ideas after the investigation to see how their ideas changed over time.

7. What Are Your Ideas about the Carbon Question?
What molecules are carbon atoms in before the change? What other molecules are involved?
What molecules are carbon atoms in after the change? What other molecules are produced?
Display slides 6-8 of the PPT and ask pairs of students to share their ideas for each of the Three Questions.
Help the students look for similarities and differences in the predictions in the class. Try to get a range of ideas on the slide.
Tell students that they will revisit their ideas after the investigation to see how their ideas changed over time.

8. What Are Your Ideas about the Energy Question?
What forms of energy are in the reactants?
What forms of energy are in the products?
Display slides 6-8 of the PPT and ask pairs of students to share their ideas for each of the Three Questions.
Help the students look for similarities and differences in the predictions in the class. Try to get a range of ideas on the slide.
Tell students that they will revisit their ideas after the investigation to see how their ideas changed over time.