DO NOW Monday 9/26 List all of the molecules involved in the Soda Water Fizzing investigation. Think critically at the atomic-molecular level!

Carbon: Transformations in Matter and Energy
Environmental Literacy Project Michigan State University Systems and Scale Unit Activity 3.3 Evidence-Based Arguments Tool: What Happens When Soda Water Fizzes? Image Credit: Craig Douglas, Michigan State University

Evidence-Based Arguments Tool
Have students develop arguments for what happened as individuals. Display slide 4 of the 3.3 Evidence-Based Arguments Tool for Soda Water Fizzing PPT. Pass out one copy of 3.3 Evidence-Based Arguments Tool for Soda Water Fizzing 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 two of the Three Questions: the Matter Movement Question and the Matter Change Question. Give students about 5-10 minutes to complete the process tool.

Class Data: Observing Soda Water Fizzing, Per 1
Group Name Start Time End Time Initial Mass Final Mass Change in Mass (soda) BTB before BTB after Koji 7:49 8:09 33.99g 33.88g -0.11g blue Bluish yellow Josh 7:50 8:10 34.67g 34.56g blue Light blue Sarah 38.04g 37.93g Blue Light blue with yellow in center Aisha 7:49 8:14 29.43g 29.33g -.10g Lighter blue Jamie 31.79g 31.63g -0.16g Megan 7:51 8:11 37.25g 37.11g -0.14g Average 34.20g 34.06g -0.12g

Class Data: Observing Soda Water Fizzing, Per 3
Group Name Start Time End Time Initial Mass Final Mass Change in Mass (soda) BTB before BTB after James 9:55 10:26 45.84g 45.29g -0.55g Teal Green.Yellow Marissa 9:57 51.61g 51.4g -0.2g Turquoise Yellow.green Brady 9:53 52.03g 51.94g -0.09g Light blue Matt 54.8g 54.61g -0.19g Bluey-green Greenish yellow Braeden 9:56 45.9g 45.74g -0.16g turquoise Light green Emma 66.13g 65.84 -0.29g blue Rizwan 10:00 10:30 61.18g 60.99 -0.19 Average 53.87g 53.69g -0.24

Class Data: Observing Soda Water Fizzing Per 4
Group Name Start Time End Time Initial Mass Final Mass Change in Mass (soda) BTB before BTB after Ava 10:59 11:30 54.88g 54.68g -0.2g Blue Light Green Ally 11:01 11:29 59.21g 58.99g -0.22g Greenish Emily 10:59 62.37g 62.15g Blue Green Eric 11:00 53.6g 53.42g -0.18g Maddi 62.85g 62.6g -0.25g Sarah 56.16g 55.8g -0.36 Hunter 11:00 106.56g 106.25g -0.31g Yellow-Green Average 65.09g 64.84g -0.21g

Group Name Start Time End Time Initial Mass Final Mass Change in Mass (soda) BTB before BTB after Kenna 12:33 1:02 62.24g 62.00g -0.24g Light Blue Clear Green Nicole 12:34 1:01 55.45g 55.19g -0.26 Blue Yellow Gideon 12:36 55.0g 54.86g -0.14g Green Elle 54.42g 48.68g -5.74g Seira 60.02g 59.84g -0.18g Blake 12:45 51.87g 51.64g -0.23g Justin 65.52g 47.97g -17.55g Light Yellow Average 57.79g 54.31g -3.48g

Group Name Start Time End Time Initial Mass Final Mass Change in Mass (soda) BTB before BTB after Zack 0 20 49.34g 49.19g -0.15 Blue Yellowish Bella 1:49 2:03 62.64g 62.42g -0.24g Green Zach 1:48 46.8g 46.66g -0.16g Aqua Gina 1:45 53.53g 53.38g -0.15g Audrienne 50.34g 50.2g -0.14g Teal Rosa 1:47 2:01 52.77g 52.61g -0.16g Light Green Gage 60.89g 60.64g -0.25g Light Blue Turquoise Average 53.76g 53.58g -0.16g

Comparing Ideas with a Partner
Compare your evidence, conclusions, and unanswered questions for each of the Three Questions. How are they alike? How are they different? Consider making revisions to your argument based on your conversation with your partner. Have students compare and revise arguments in pairs.. Display slide 5 of the 3.3 Evidence-Based Arguments Tool for Soda Water Fizzing PPT. Divide students into pairs. Have each pair compare their evidence, conclusions and unanswered questions for both the Matter Movement Question Have partners discuss how are their ideas alike and different. Have students change or add to their responses, based on partner input. Have students repeat this step for the Matter Change Question. As students are sharing, circulate through the groups. Consider asking questions such as, How does this (refer to students’ evidence and/or conclusions) help us better understand the Matter Movement Question (or substitute one of the other Three Questions)? What questions do you still have at the atomic-molecular level to better understand this phenomenon? Pay attention to patterns in students’ ideas. You will want to begin moving towards class consensus in this activity. Partner work should take about 10 minutes.

Evidence-Based Arguments Tool
Have students develop arguments for what happened as individuals. Display slide 4 of the 3.3 Evidence-Based Arguments Tool for Soda Water Fizzing PPT. Pass out one copy of 3.3 Evidence-Based Arguments Tool for Soda Water Fizzing 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 two of the Three Questions: the Matter Movement Question and the Matter Change Question. Give students about 5-10 minutes to complete the process tool.

Environmental Literacy Project Michigan State University Systems and Scale Unit Activity 3.4 Molecular Models for Soda Water Fizzing Image Credit: Craig Douglas, Michigan State University Prepare one model kit for each pair of students. Print one copy of the Molecular Models 11 x 17 Placemat and one copy of the 3.4 Molecular Models for Soda Water Fizzing Worksheet for each pair of students. Prepare a computer and a projector to display the PPT.

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 3.4 Molecular Models for Soda Water Fizzing PPT.

DO NOW Tuesday 9/27 What is the molecule in soda water responsible for the characteristic taste? What reaction does it undergo in soda water? A quick few words on the upcoming Notebook Check

How Atoms Bond Together in Molecules
Atoms in stable molecules always have a certain number of bonds to other atoms: Carbon: 4 bonds Oxygen: 2 bonds Hydrogen: 1 bond Oxygen atoms do NOT bond to other oxygen atoms if they can bond to carbon or hydrogen instead. Show students slide 3 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.

Making the Reactant Molecules: Carbonic Acid
The “fizz” and the taste of soda water come from carbonic acid: H2CO3. Make a molecule of carbonic acid on the reactant side of your Molecular Models Placemat: Get the atoms you will need to make your carbonic acid molecule. Can you figure out from the formula for carbonic acid how many C, H, and O atoms you will need? Use the bonds to make a carbonic acid molecule. Remember the rules for making stable molecules! Hints: Make one double bond Start with carbon Compare your molecules to the pictures on the answer slide. Are they the same? Use Slide 4 to show instructions to construct a molecule of carbonic acid. Students can also follow instructions in Part A of their worksheet.

Model of reactant molecule: H2CO3 (carbonic acid)
Chemical change Photo Credit: Michigan State University Use Slide 5 to instruct students to compare their own molecule with the picture on the slide. Reactants Products

Photo of reactant molecule: H2CO3 (carbonic acid)
Chemical change Photo Credit: Michigan State University Use Slide 5 to instruct students to compare their own molecule with the picture on the slide. Reactants Products

Rearranging the Atoms to Make Product Molecules: Carbon Dioxide and Water
Soda water loses its “fizz” when carbonic acid (H2CO3) breaks down into carbon dioxide (CO2) and water (H2O). Show how this can happen: Break some of the bonds in your carbonic acid molecule and rearrange the atoms to make two new molecules: CO2 and H2O. Remember, atoms last forever. So you can make and break bonds, but you still need the same atoms. Compare your molecules to the pictures on the next slide. Are they the same? When soda water sits in the open, a chemical process occurs. Releasing the pressure on the soda water and allowing it to warm up allows the carbonic acid to decompose into carbon dioxide (CO2) and water (H2O). Show slide 7 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.

Photo of product molecules: H2O (water) 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. Chemical change Photo Credit: Michigan State University Show students Slide 8 to compare the products the made to the products 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. Chemical change Photo Credit: Michigan State University Show students Slide 9 to make a comparison between the reactants and products. 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 when carbonic acid decomposes?
Carbon Dioxide Credit: Craig Douglas, Michigan State University Show slides in the PPT to encourage students to make connections between what is happening in the animation and the molecular models they made. For each slide, focus on different atoms in the molecule. The animation draws attention to where they atoms begin and end in the reaction. Products Chemical change Carbonic Acid Reactants Water

What happens to carbon atoms when carbonic acid decomposes?
Carbon Dioxide Credit: Craig Douglas, Michigan State University Show slides in the PPT to encourage students to make connections between what is happening in the animation and the molecular models they made. For each slide, focus on different atoms in the molecule. The animation draws attention to where they atoms begin and end in the reaction. Focus on carbon atoms. Products Chemical change Carbon atoms in soda water become part of carbon dioxide molecules. Carbonic Acid Reactants Water

What happens to oxygen atoms when carbonic acid decomposes?
Carbon Dioxide Credit: Craig Douglas, Michigan State University Show slides in the PPT to encourage students to make connections between what is happening in the animation and the molecular models they made. For each slide, focus on different atoms in the molecule. The animation draws attention to where they atoms begin and end in the reaction. Focus on oxygen atoms. Focus on oxygen atoms Products Chemical change Oxygen atoms in soda water become part of water and carbon dioxide molecules. Carbonic Acid Reactants Water

What happens to hydrogen atoms when carbonic acid decomposes?
Carbon Dioxide Credit: Craig Douglas, Michigan State University Show slides in the PPT to encourage students to make connections between what is happening in the animation and the molecular models they made. For each slide, focus on different atoms in the molecule. The animation draws attention to where they atoms begin and end in the reaction. Focus on hydrogen atoms Products Chemical change Hydrogen atoms in soda water become part of water molecules. Carbonic Acid Reactants Water

What happens to atoms when carbonic acid decomposes?
Carbon Dioxide Credit: Craig Douglas, Michigan State University Show slides in the PPT to encourage students to make connections between what is happening in the animation and the molecular models they made. For each slide, focus on different atoms in the molecule. The animation draws attention to where they atoms begin and end in the reaction. Focus on the Rule that “Atoms last forever” Products Chemical change Atoms last forever! Carbonic Acid Reactants Water

Writing a Chemical Equation
Chemists use chemical equations to show how atoms of reactant molecules are rearranged to make product molecules Chemists use an arrow to show how reactants change into products: [reactant molecule formulas]  [product molecule formulas] Chemists read the arrow as “yield” or “yields”: 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 15 of the presentation to guide students through the process of writing a balanced chemical equation for the decomposition of carbonic acid. Indicate that the decomposition of carbonic acid is a chemical reaction and that the chemical equation is a representation of this reaction. 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 16. “yields”

Writing a Chemical Equation
Equations must be balanced: Atoms last forever, so reactant and product molecules must have the same number of each kind of atom. Try it: Can you write a balanced chemical equation to show the chemical change when soda water loses its fizz?

Chemical equation for soda water losing its fizz
H2CO3  H2O + CO2 “Carbonic acid yields water and carbon dioxide” Complete Review Table for this chemical reaction and tape into notebooks.

So what actually caused the BTB to turn yellow?

What happens, at the atomic-molecular level, when soda water fizzes?
Water (H2O) Carbon Dioxide (CO2) Molecules Involved: Carbonic Acid (H2CO3) Bromothymol Blue –BTB (C27H28Br2O5S)

Carbonic Acid (H2CO3) Sources for Images:
Plastic Cup: Water Pouring: Water Molecule: Carbon Dioxide Molecule: Carbonic Acid Molecule: BTB Molecule: Blue Petri Dish: Clipped from: Yellow Petri Dish:

Last Things! Quiz: Explanations Tool for Soda Water Fizzing
Return old quizzes – you now have a GRADE!  Tape these in for reference and studying. Extra Credit: Why does BTB gradually go from blue to green to yellow? Explain with detail. Turn in to green box when finished

DO NOW Wednesday 9/28 What are some forms of energy?
Think back to the lessons you’ve had on energy. Energy is defined as the capability of doing work ( and, according to energy measures the capability of an object or system to do work (force x distance) on another system or object. Energy can also be the work in motion. What are some forms of energy? Reminder: Thursday at 2:30pm is the stamp deadline for any remaining stamps. Do you have all 9 stamps?

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

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 4.1 Predictions about Ethanol Burning PPT.

Revisit Ideas from Activity 1.2
Revisit students’ ideas from Activity 1.2. Display slide 3 of the 4.1 Predictions about Ethanol Burning PPT. Remind students of the ideas and questions they had in Activity 1.2. Return students’ completed 1.2 Expressing Ideas Tool for Ethanol Burning and ask them to review their ideas from the first lesson. You may have typed and saved students’ ideas and questions on the 1.2 Expressing Ideas Tool About Ethanol Burning PPT, or you may have taken a picture of students’ sticky notes. Display the visual and review what students shared. Tell students that in this lesson, they will be investigating what happens when ethanol burns to learn more about what happens to matter and energy during chemical changes.

Evidence We Can Observe
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? Rules to Follow All materials (solids, liquids, and gases) are made of atoms that are bonded together in molecules. Scale: The movement question can be answered at the atomic-molecular, cellular, or macroscopic scale. Evidence We Can Observe Moving solids, liquids, and gases are made of moving molecules. A change in mass shows that molecules are moving. Review the Matter Movement Question. Display slide 4 of the PPT. Put a copy of the Three Questions 11 x 17 Poster on the wall for reference if it is not there already. Give each student one copy of the Three Questions Handout or have them take out their existing copies. Draw students’ 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.” Have students highlight, underline, or box the following rule about matter: Atoms are bonded together in molecules.

Evidence We Can Observe Rules to Follow Question
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 chemical change question is always answered at the atomic-molecular 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? Review the Matter Change Question. Display slide 5 of the PPT. Have students highlight, underline, or box the following rule about matter: Atoms last forever.

Evidence We Can Observe Rules to Follow
Question What is happening to energy? What forms of energy are involved? What energy transformations take place during the chemical change? Evidence We Can Observe We can observe indicators of different forms of energy before and after chemical changes: light energy chemical energy stored in organic materials motion energy heat energy 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 question can be answered at the atomic-molecular, cellular, or macroscopic scales. Review the Energy Change Question. Display slide 6 of the PPT. Have students highlight, underline, or box the following rules about energy: Energy lasts forever, and energy can be transformed.

Burning Ethanol Video Watch the first half of the Burning Ethanol Video. Display slide 7 of the PPT. 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.

At Lab Stations… Goggles are a must for everyone.
“We’re ready for the flame!” means: Everyone has ethanol’s initial mass recorded Ethanol and BTB is set up Cover is ready to go Over the 20 minute wait time, return to seats and complete the Predictions Tool

DO NOW Thursday 9/29 List: The Matter Movement Question
The Matter Change Question The Energy Change Question

Updates For the Summer Reading Presentations Work Day tomorrow, bring:
Notebook Check Friday. Deadline for stamps: 2:30pm Need to know what assignments are stamped? Notebooks must be ready by the beginning of class. No time for taping/gluing/updating before submission. For the Summer Reading Presentations Work Day tomorrow, bring: The book you read (if you have it) A laptop if you’d like Clarification: You get one slide only!

Environmental Literacy Project Michigan State University Systems and Scale Unit Activity 4.3 Evidence-Based Arguments Tool 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 4.3 Evidence Based Arguments Tool for Ethanol Burning PPT.

Class Data: Ethanol Burning Per. 1
Group Name Starting mass of ethanol (g) Final mass of ethanol (g) Change in mass of ethanol (g) Start time End time Start BTB color End BTB color Ellie 48.48g 47.6g -0.88g 8:12 8:22 blue Greenish yellow Sarah 51.55g 50.42g -1.13g 8:10 Green yellow Emily 45.8g 44.96g -0.84 8:11 8:23 Greenish Jamie 50.3g 1.739__ Light green Payten 55.45g 54.59g -0.86g Lime green Aisha 54.23g 53.31g -0.94g Green blue with some yellow Average 50.9g 50.114g -0.93g green

Group Name Starting mass of ethanol (g) Final mass of ethanol (g) Change in mass of ethanol (g) Start time End time Start BTB color End BTB color Brady 42.46g 41.6g -0.86g 10:12 10:28 teal Puke-green Becca 48.56g 47.82g -0.74g 10:11 turquoise Yellow with blue splotches Matt 40.48g 39.68g -0.8g 10:27 blue Green James 47.3g 46.3g -1g 10:13 Blue.teal Yellow.greenblue Cameron 54.55g 53.73g -0.82g Rizwan 38.15g 37.34g -0.81g 10:15 10:30 Lime green Karsten 41.61g 40.73g -0.88g Green yellow Average 44.76g 43.89g -0.87g Blue.teal. turquoise Puke.lime.greenblue

Group Name Starting mass of ethanol (g) Final mass of ethanol (g) Change in mass of ethanol (g) Start time End time Start BTB color End BTB color Tovi 38.55g 37.73g -0.82g 11:12 11:26 Teal Lime green Ava 39.35g 38.67g -0.68g Light green/ Light yellow Paige 39.07g 38.2g -0.83g 11:14 Blue Yellow green Helen 54.8g 54.02g -0.78g 11:13 Blue green Light green Pri 47.06g 46.27g -0.79g Blue teal Green Malachi 48.05g 47.30g -0.75g 11:15 11:25 Olivia 41.23g 40.52g -0.71g Average 44.01g 43.24g -0.77g

Group Name Starting mass of ethanol (g) Final mass of ethanol (g) Change in mass of ethanol (g) Start time End time Start BTB color End BTB color Zach 44.01g 43.45g -0.56g 1:54 2:04 Blue Green Grace 36.78g 36.1g -0.67g 2:03 Dark Green Bright Green Hope 38.49g 37.71g -0.78g 1:53 Malaika 35.59g 34.79g -0.82g 1:52 Dark Blue Light Green Vy 51.04g 50.38g -0.66g Ethan 43.12g 42.58g -0.54g 1:56 Unpleasantly moist 36.84g 36.31g -0.53g Average 40.84g 40.18g -0.65g

Group Name Starting mass of ethanol (g) Final mass of ethanol (g) Change in mass of ethanol (g) Start time End time Start BTB color End BTB color Kenna 36.89g 36.14g -0.75g 12:47 1:01 Teal Lime/Clear green Esha 37.42g 36.62g -0.80g 12:45 1:00 Yellow Gideon 47.74g 46.91g -0.83g 1:02 Lime green Megan 43.48g 42.61g -0.87g Yellow green Katie 41.15g 40.34g -0.81g 1:04 Aryan 54.23g 53.44g -0.79 1:03 Green Edward 45.68g 44.73g -0.95 Blue Average 43.8g 42.97g

Reviewing Class Results
What patterns did we observe in mass change? What patterns did we observe in BTB color change? Image Credit: FableVision Have students review their results from the investigation. Display slide 3 of the 4.3 Evidence-Based Arguments Tool for Ethanol Burning PPT. Draw students’ attention to the 4.2 Ethanol Burning Class Results 11 x 17 Poster from the investigation and students’ own 4.2 Observing Ethanol Burning Worksheet, section D, “results for the whole class.” Ask the students to find a partner, and in their own words, review what happened during the investigation. Tell them to discuss: What patterns they observed in the mass change What patterns they observed in the BTB color change Tell students that when scientists construct arguments for what happened, using evidence from observations is important, so today’s activity is designed to help them use the evidence from the investigation to construct an argument for “What happens when ethanol burns” and come to class consensus.

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.

Happy Friday! No DO NOW, write “Notebook Check”
Submit notebooks to Lab 2 Find a marker (in bin) and a pen Return Quizzes / See examples of great work Work Day for Summer Reading Presentations

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

Examples of Great Work!

Molec models to come, Weds/Thurs next week!

DO NOW Monday 9/26 List all of the molecules involved in the Soda Water Fizzing investigation. Think critically at the atomic-molecular level!

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DO NOW Monday 9/26 List all of the molecules involved in the Soda Water Fizzing investigation. Think critically at the atomic-molecular level!

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