Warm up 10/11/16 Find your Seat (new seating chart will be finalized next week) Clear your desk except for your Journal and something to write with. Study for a Quiz

Objective and goals 10/11/16 To recall information learned last week and take a quiz To establish classroom procedures, objectives, expectations, and goals for the year. To learn the new word of the week. To set up Google class room and Brain pop

Welcome/Class procedures If you had me last year.. News Flash! New year, new me, new rules…. Tested subject! Look at printed procedures.. Grade incentives… 100 hall of fame! Job chart.

Tablet Rules You will not slam down, drop, or use unnecessary force with the tablets. You will walk with both hands on the tablet. You will use the tablet that matches your table number. You will only be on the sites Mrs. Evans has given you permission to be on. (no music, youtube, google search/image search, games etc) You will not download anything unless it is from google classroom. 6. You break it… you buy it!!!

Google classroom/ Brain Pop set up Google classroom:1pgj84r Brain pop: 1. (user: the first part of your email with no @willisisd.org ... password: is same as email) click on "Enter Code" at the top.2. Enter: (1st period) kevans81 (2nd period) kevans82 (3rd period) kevans83 (4th period) kevans84 (5th period) kevans85 (7th period) kevans87. 3. New to WISD? I CAN HELP!

Journal’s I use them everyday.. You can choose to start over with a new one (if so write everything down on a piece of paper and stick in later) Or you can continue with the same one.. just mark where I started.

Vocabulary word of the week In your journal you will write  Affect- is most often used as a verb meaning “to have an impact on,” as in “The tornado barreling towards us will affect our picnic plans.”   Effect- is the result of an action, as in those “cause and effect” papers you might write in English class. Your topic could be how your late- night tuba playing (cause) has driven your roommate insane (effect).

Law of Conservation of Mass

Take a look at the following chemical equation. Na + Cl  NaCl Entrance Procedure Work on the DO FIRST: Take a look at the following chemical equation. Na + Cl  NaCl What elements do you see on the left side? What about the right side?

Objective Interpret chemical equations as a chemical reaction that creates new substances. Identify reactants and products in chemical reactions and equations. Relate the reactants and the products in a chemical reaction/equation to the law of conservation of mass

Chemical Equations Reactants  Products A chemical reaction is when two or more molecules interact to form different molecules A chemical equation is a symbolic representation of a chemical reaction. For example, the burning or explosion of methane in oxygen is represented by: CH4 + 2 O2  CO2 + 2 H2O Reactants  Products Reactants Products Substances that are around at the beginning of a chemical reaction Substances that go into the reaction On LEFT side of the equation Substances that are around after the chemical reaction Substances created or produced by the chemical reaction On the RIGHT side of the equation

Law of Conservation of MASS The Law of Conservation of Mass states that matter can neither be created nor destroyed in chemical reactions The mass of reactants = the mass of products In a chemical reaction, however much of matter you start with will be the exact same amount of matter you end up with (although it will likely look different). Atoms never disappear or change from one element to another element in a chemical reaction. Atoms just change how they are grouped with other atoms.

Practice with Reactants and Products Na + Cl  NaCl Draw a circle around the reactants in the chemical equation above. Draw a square around the products in the chemical equation above. In the following chemical equation, identify whether each part of the reaction is the reactant or product: 4H + O2  H2O 1 minute!

Using the Law of Conservation of Mass If you only know part of the mass of the mass of the chemicals in a reaction, you can use the law of conservation of mass to figure out the rest! H + O2  H2O 4 grams of hydrogen + 32 grams of oxygen = 36 grams of water K2O + H2O  2KOH ______ grams of K2O + 18g of H2O = 112 grams of KOH

Check for Understanding In the following equation: 2H2 + O2 2H2O If there are 4 g of H2 and 2g of O2, how many grams of water should this reaction produce? Why? (use the vocabulary words law of conservation of mass, products, reactants, and chemical reaction!)

Independent Practice The chemical reaction below is what occurs when plants make food during photosynthesis. When you react 5 grams of CO2 and 8 grams of H2O, you would get _________ grams of C6H12O6 and 3 grams of O2 Solid calcium chloride and fluorine gas combine chemically to form calcium fluoride and chlorine gas. Using the information below, determine how much Chlorine gas (Cl2) was used up in the reaction. Sodium bicarbonate reacts with citric acid to create sodium citrate, carbon dioxide, and water. Use the information below to determine how much water was created.

Goal check: thumbs up or down. Reminders Goal check: thumbs up or down. EVERYDAY you MUST have your composition books, Colors, glue scissors and Ear buds. Complete work Everyday… if not in class for homework. If it is not 100% complete in journal it will not count. Study stack posted by tonight Bring lab items (2 lt bottle )

Warm up 10/12/16 Find a seat Lab day grab all materials for the lab and glue them in your journal In your own words define the law of conservation of mass.

Objective and goals 10/12/16 Use the law of conservation of mass to calculate the unknown mass of either reactant or a product when given all other mass values of the reactants and product Verify the law of conservation of mass for chemical reactions that produce a gas.

The Law of Conservation of Mass -- Part 1: Production of a Gas Lab Order The Law of Conservation of Mass -- Part 1: Production of a Gas Scientific Question ‘Is mass conserved in every chemical reaction?” “How can you test that mass has been conserved in a chemical reaction?” Background Information In 1798 Antoine Lavoisier discovered that mass is neither created nor destroyed in chemical reactions. Today, we call this the Law of Conservation of Mass (LOCOM). In other words, the mass of any one element at the beginning of a reaction will equal the mass of that element at the end of the reaction. If we account for all reactants and products in a chemical reaction, the total mass will be the same at any point in time. Lavoisier's finding laid the foundation for modern chemistry and revolutionized science. Over the next two days, we will work to collect data that will support and verify the Law of Conservation of Mass.

Lab Order Safety Alerts Teacher and any student helpers must wear goggles due to the presence and usage of chemicals involved in the demonstration. Pre-Lab Assignment Na + Cl2  NaCl 5.0 g 10.0 g ?? 1. Solid sodium metal reacts with chlorine gas to produce sodium chloride (salt). This reaction is represented below: Using the information above, determine how much sodium chloride (NaCl) was produced. Show all work in the space below.

magnesium + nitrogen magnesium nitride Lab Order 2. Erik reacts magnesium with nitrogen gas. If 3.5 g of magnesium react to make 4.3 g of magnesium nitride, how many grams of nitrogen gas reacted? Show all work in the space below. Mg + N2 Mg3N2 magnesium + nitrogen magnesium nitride 3. When sodium bicarbonate and acetic acid are mixed in a bottle, an immediate and vigorous reaction occurs. This produces bubbles, and the container gets cold. What do you predict will happen to the mass of the bottle and its contents after this reaction?

Lab Order a. Circle your answer. “I predict the mass after the reaction will be (less than, greater than, or equal to) the mass before the reaction”. b. Explain your prediction. 4. What two signs of a chemical change were demonstrated by the reaction of sodium bicarbonate and acetic acid?

Lab Order Data Mass of Bottle, Cap, and Acetic Acid Mass of Sodium Bicarbonate Mass at the End of the Reaction Calculations 1. What is the total mass of the two reactants and the bottle? Show your work in the space below.

Lab Order Analysis Was your prediction correct? Be sure to restate your prediction and explain why or why it was not correct Ms. Millimet doesn’t get the cap on fast enough. Some of the gas escapes. What effect would this have on the total mass of the reaction at the end? Explain your reasoning. 3. In the situation above, would her data support or refute the Law of Conservation of Mass? Justify your answer.  

Lab Order Conclusion For the past two days, you have investigated the Law of Conservation of Mass. Use the space below to summarize what you have learned. Be sure to address the following two questions in your paragraph. • How have your experiments supported or refuted the Law of Conservation of Mass? • If a chemical reaction produces a gas or a solid, does that mean it will no longer obey the Law of Conservation of Mass?  

Exit Ticket Evaluate Understanding: Lab Packet to be turned in and lab quiz following day, Reminders Goal check: thumbs up or down. EVERYDAY you MUST have your composition books, Colors, glue and scissors. Quiz soon tomorrow! Study… Study stack Have all work complete. If it is not 100% complete in journal it will not count.

Warm up 10/13/16 Find your Seat Clear your desk except for your Journal and something to write with. Journal check today Students will complete study stack quiz

Objective and goals 10/13/16 I can make and justify a claim using evidence about whether a chemical equation containing coefficients is balanced or not (and verifies the Law of Conservation of mass or not).

Key points Key Points: -The Law of Conservation of Mass states that matter neither be created nor destroyed. -The mass of reactants = the mass of products -Atoms never disappear or change from one element to another element in a chemical reaction. Atoms just change how they are grouped with other atoms. -A chemical equation follows the Law of Conservation of Mass when: -The same elements are found in the reactants and products -The number of atoms of each element in the reactants equals the number of atoms of each element in the products.

Balanced and Unbalanced Chemical Reactions Mrs. Kraus October 7, 2015

Objective SWBAT Recognize whether a chemical equation containing coefficients is balanced or not WHY? Critical to be able to balance chemical equations, which we will learn tomorrow Need to be able to recognize if a chemical equation is possible or not/ does it violate the Law of Conservation of Mass Everything is leading up to balancing equations in Unit 3 – almost there! Will help us reach our growth goals and pass STAAR

Reminder: Label the Parts of the Equation Yields Reactants Products Subscript Coefficient Equals # of atoms of that element Equals # of molecules (copies)

Recognizing if a chemical equation follows the Law of Conservation of Mass The Law of Conservation of Mass states that matter neither be created nor destroyed. The mass of reactants = the mass of products Atoms never disappear or change from one element to another element in a chemical reaction. Atoms just change how they are grouped with other atoms. A chemical equation follows the Law of Conservation of Mass when: The same elements are found in the reactants and products The number of atoms of each element in the reactants equals the number of atoms of each element in the products. We call a chemical equation that follows the Law of Conservation of Mass “balanced.”

Balanced vs. Unbalanced UNBALANCED BALANCED (Does not obey LOCOM) (DOES OBEY LOCOM)

HOW TO: STEPS for recognizing if a chemical equation follows the Law of Conservation of Mass 1.) Look at the chemical equation – Circle reactants and Box the products  2.) Draw line down the middle from the yields arrow 3.) Fill in the table with the elements in the reactants and products 4.) Count the number of atoms of each element in both reactants and products 5.) Make a claim about whether or not the equation is balanced. If all elements’ atoms are equal in reactants & products, the equation is balanced. If even one element’s atoms are not equal, the equation does not follow the Law of Conservation of Mass. Teacher MODEL: Fe + Cl2  FeCl3

Practice Complete the Practice at a Level 2! Ask questions if you need help! Follow the steps in your notes and SHOW ALL WORK. Help your peers! We will go over: 2H2 + 2 O2  2 H2O H2 + N2  NH3 CO2 + 3H2  CH4 + H2O 2Cu + O2  2CuO CaCl2 + F2  CaF2 + Cl2 2H2 + 2 O2  2 H2O - UNBALANCED H2 + N2  NH3 - UNBALANCED CO2 + 3H2  CH4 + H2O - UNBALANCED 2Cu + O2  2CuO - BALANCED CaCl2 + F2  CaF2 + Cl2 – BALANCED

Exit ticket Glue in journal

Reminders Goal check: thumbs up or down. EVERYDAY you MUST have your composition books, Colors, glue and scissors. Study your study stack for 10 min a day. Posted on Google classroom as well. Quiz soon! Have all work complete. If it is not 100% complete in journal it will not count.

Warm up 10/14/16 Students will prepare for the day by gathering materials (handouts, journal, scissors, glue, pencil) Wait for instructions

Objective and goals 10/14/16 students will be able to: make and justify a claim using evidence about whether a chemical equation containing coefficients is balanced or not (and verifies the Law of Conservation of mass or not).

Station lab Station Lab Investigating Balanced vs. Unbalanced, Spiraling in Law of Conservation of mass Station 1: Using a Balance students will have instructions to place a certain amount of cubes on each side for each problem (task), for each they have to write a CER describing if it is Balanced or Unbalanced. Station 2: Students will have a list of chemical equations, they will have a bag of candy, using the candy pieces for amount of atoms students need to determine if the equation is balanced or unbalanced and write a CER for each one. Station 3: Students will create a song/rap/poem about the Law of Conversation of Mass and how it relates to Balanced or Unbalanced equations. Station 4: Students will follow directions listed at the "Research it"station. They will go to the listed website which takes them to an virtual lab. They will balance unbalanced equations and write the new balanced equation in the journal. Station 5: Students will follow directions listed at the "Explore it"station. Each group member will read the task cards and complete the task with the card sort. For each task card the students will write down their conclusions in their journal. Station 6: Students will follow directions listed at the "Illustrate it"station. Students will be given 2 equations. For each equation students will create a model of the molecules with math blocks (1 block = 1 atom, 1 color = 1 element, atoms connected = molecule). Students will then draw their model chemical equation in their journal. Students will then write a CER about whether or not the equation is balanced or unbalanced. Station 7: Students will follow directions listed at the "Illustrate it"station. Students will organize the different chemical equation cards into 2 groups, balanced & unbalanced. In their journal they will make a T-chart listing the organization of the chemical equations. Station 8: Students will follow the directions listed at the Odd-One-Out Station. Students will make a table including card #, Odd-One-Out, & Why. They will look at 4 cards, each with 4 different pictures on them. The pictures will be of chemical and physical changes. Students will decide which picture does not belong and list it and why on the table in their journal.

Summarize what you have learned this week. Exit ticket write in journal Summarize what you have learned this week.

Reminders Goal check: thumbs up or down. Finish unfinished work at home Have a great weekend.