1. Systems and Scale Unit Activity 5.3: Organic vs. Inorganic
Carbon: Transformations in Matter and Energy
Environmental Literacy Project Michigan State University
Systems and Scale Unit Activity 5.3: Organic vs. Inorganic
Image Credit: Craig Douglas, Michigan State University
PROPANE

2. 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 5.3 Organic vs. Inorganic PPT.

3. Driving questions
Photo Credits:
Ethanol: FableVision
Water Glass and Logs Burning: Hannah Miller, Michigan State University
Have students discuss differences between water, ethanol, and wood. 
Ask students to discuss why ethanol burns like wood, even though it looks like water. Open 1.2 Expressing Ideas about Ethanol Burning from the first activity. Show slide 4, where students recorded ideas about the difference between ethanol and water.
Ask the students if they have any new ideas to add to the list now that the unit is over, or if there are any ideas there that should be removed or edited.
Have students summarize some of their initial ideas about this question. Check to see whether some students are moving beyond labeling materials as “flammable” to thinking about chemical properties of flammable materials.
Check whether the students mention chemical energy or C-C and C-H bonds.
Why can some things burn while other things cannot burn? Why does ethanol behave more like wood than like water?

4. Why does ethanol behave more like wood than water?
Organic and Inorganic Materials
Why does ethanol behave more like wood than water?
Have students contrast water, wood, and ethanol.
Use the following slides in 5.3 Organic vs. Inorganic PPT to zoom into water, ethanol, and wood to examine how they differ at an atomic-molecular scale.
Show students slides 4-9 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 9 and 10 to point out that the atoms found in the three materials are similar.
Show students Slides 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.

5. What we see… Macroscopic Scale
Photo Credits:
Ethanol: FableVision
Water Glass and Logs Burning: Hannah Miller, Michigan State University
Have students contrast water, wood, and ethanol.
Use the following slides in 5.3 Organic vs. Inorganic PPT to zoom into water, ethanol, and wood to examine how they differ at an atomic-molecular scale.
Show students slides 3-8 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 9 and 10 to point out that the atoms found in the three materials are similar.
Show students Slides 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.
Ethanol
Water
Wood

6. Zooming out… Large Scale
Water
Photo Credit: Craig Douglas, Michigan State University
Have students contrast water, wood, and ethanol.
Use the following slides in 5.3 Organic vs. Inorganic PPT to zoom into water, ethanol, and wood to examine how they differ at an atomic-molecular scale.
Show students slides 3-8 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 9 and 10 to point out that the atoms found in the three materials are similar.
Show students Slides 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.
Petroleum
Wood

7. 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
Have students contrast water, wood, and ethanol.
Use the following slides in 5.3 Organic vs. Inorganic PPT to zoom into water, ethanol, and wood to examine how they differ at an atomic-molecular scale.
Show students slides 4-8 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 9 and 10 to point out that the atoms found in the three materials are similar.
Show students Slides 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)

8. Zooming in… Atomic-molecular Scale Ethanol molecule (C2H5OH)
Water molecule (H2O)
Ethanol molecule (C2H5OH)
Cellulose: an important part of wood (C6H10O5)n
Photo Credit: Craig Douglas, Michigan State University
Have students contrast water, wood, and ethanol.
Use the following slides in 5.3 Organic vs. Inorganic PPT to zoom into water, ethanol, and wood to examine how they differ at an atomic-molecular scale.
Show students slides 4-8 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 9 and 10 to point out that the atoms found in the three materials are similar.
Show students Slides 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.

9. What ATOMS are found in these materials?
Water molecule (H2O)
Ethanol molecule (C2H5OH)
Cellulose (C6H10O5)n
Photo Credit: Craig Douglas, Michigan State University
Show students the Slides 9 and 10 to point out that the atoms found in the three materials are similar.
Show students Slides 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?
Water molecule (H2O)
ATOMS FOUND IN EACH MOLECULE:
Water: Hydrogen, Oxygen
Ethanol: Hydrogen, Oxygen, Carbon
Wood: Hydrogen, Oxygen, Carbon
Ethanol molecule (C2H5OH)
Cellulose (C6H10O5)n
Photo Credit: Craig Douglas, Michigan State University
Show students the Slides 9 and 10 to point out that the atoms found in the three materials are similar.
Show students Slides 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. 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
Show students Slides 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)
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
Ethanol molecule (C2H5OH)
Cellulose (C6H10O5)n
Photo Credit: Craig Douglas, Michigan State University
Show students Slides 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. What BONDS are found in these materials?
Water molecule (H2O)
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?
Ethanol molecule (C2H5OH)
Cellulose (C6H10O5)n
Photo Credit: Craig Douglas, Michigan State University
Show students Slides 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. MATTER AND ENERGY Every molecule has both ATOMS and BONDS
ATOMS TELL YOU ABOUT MATTER
BONDS TELL YOU ABOUT ENERGY
Photo Credit: Craig Douglas, Michigan State University
Have students contrast organic and inorganic materials. 
Contrast materials that are organic vs. inorganic.
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 18 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 that is grown without pesticides.
Show students Slide 19 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. 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
Have students contrast organic and inorganic materials. 
Contrast materials that are organic vs. inorganic.
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 18 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 that is grown without pesticides.
Show students Slide 19 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
OXYGEN
NITROGEN
ETHANOL

16. 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
Have students contrast organic and inorganic materials. 
Contrast materials that are organic vs. inorganic.
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 18 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 that is grown without pesticides.
Show students Slide 19 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
OXYGEN
NITROGEN
ETHANOL

17. 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
Have students contrast organic and inorganic materials. 
Contrast materials that are organic vs. inorganic.
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 18 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 that is grown without pesticides.
Show students Slide 19 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

18. 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 Slide 18 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 that is grown without pesticides.
PROPANE
OXYGEN
NITROGEN
ETHANOL

19. 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%
Have students contrast organic and inorganic materials. 
Show students Slide 19 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 (black): Water, minerals; Organic (red): carbohydrates, fats, proteins

20. How can we identify organic materials without seeing their molecules?
There are organic materials in:
All living things (plants, animals, decomposers)
Dead things that once were alive (leaves, wood, cotton, silk)
Foods that come from living things
Fuels such as gasoline, coal, natural gas, candle wax
Plastics
Discuss two ways of identifying organic materials. 
Show Slide 20. Tell students that scientists define “organic” and “inorganic” in terms of chemical composition. Explain to students that even if we do not know the chemical composition of a material, we can judge whether it is organic or not based on where it comes from. Tell students that organic materials include:
foods or materials made from foods;
fuels or materials made from fuels;
bodies of living things or materials made from the bodies of living things.
Have students work in pairs to classify materials. 
Divide students into pairs. Give each pair a copy of 5.3 Materials Cards. Tell students to use the 5.3 Organic vs. Inorganic Worksheet to sort the cards into organic and inorganic groups using two different criteria: 1) the origins of the materials: foods, fuels, and the bodies of living things versus other materials, and 2) the chemical structures of the materials: materials with C-C and C-H bonds versus materials without those bonds.

21. Comparing results: How did you group the materials based on properties?
Organic: Materials that started as foods, fuels, or living things
Inorganic: Materials that were never foods, fuels, or living things
Discuss the sorting results with students. 
Show Slides 21 and 22. Ask students to share what materials they sorted into each group using the notes on their worksheet.
Look for outliers and discuss any discrepancies. Discuss the sorting until the class reaches a consensus about which materials belong in which group.
If consensus is difficult to reach, consider pausing to reviewing the criteria for distinguishing between organic vs. inorganic materials in the ppt.
Discuss the last question on the worksheet with students about how to decide whether an unknown liquid if flammable. Note whether the students suggest using the criteria above—origins and chemical composition—as ways to decide.

22. Comparing results: How did you group the materials based on molecules?
Organic: Molecules that have C-C or C-H bonds
Inorganic: Molecules that do not have C-C or C-H bonds
Discuss the sorting results with students. 
Show Slides 21 and 22. Ask students to share what materials they sorted into each group using the notes on their worksheet.
Look for outliers and discuss any discrepancies. Discuss the sorting until the class reaches a consensus about which materials belong in which group.
If consensus is difficult to reach, consider pausing to reviewing the criteria for distinguishing between organic vs. inorganic materials in the ppt.
Discuss the last question on the worksheet with students about how to decide whether an unknown liquid if flammable. Note whether the students suggest using the criteria above—origins and chemical composition—as ways to decide.
(Optional) Discuss energy in chemical bonds with advanced students.
If your students are advanced and you would like to discuss chemical bonding with them in terms of the energy of valence electrons, you can use the 5.3 More About Chemical Energy Reading as a basis for this discussion. This level of detail is NOT necessary for students to be successful in any of the Carbon TIME units.

23. Learning Tracking Tool
For the activity “Organic vs. Inorganic” discuss with your classmates what you figured out will help you to answer the unit driving question, “what happens when ethanol burns?” Record your ideas in the column “What We Figured Out.”
Discuss questions you now have related to the unit driving question and record them in the column “What We are Asking Now.”
Have a discussion to complete the Learning Tracking Tool for this activity.
Show slide 23 of the 5.3 Organic vs. Inorganic PPT.
Have students take out their Learning Tracking Tool for Systems & Scale.
Explain that students will add to the tool after activities to keep track of what they have figured out that will help them to answer the unit driving question.
Have students write the activity name in the first column, "Organic vs. Inorganic."
Have a class discussion about what students figured out during the activity that will help them in answering the unit driving question, "what happens when ethanol burns?" When you come to consensus as a class, have students record the answer in the second column of the tool.
Have a class discussion about what students are wondering now that will help them move towards answering the unit driving question. Have students record the questions in the third column of the tool.
Have students keep their Learning Tracking Tool for future activities.
Example Learning Tracking Tool
Activity Chunk: Organic vs. Inorganic; Explainer
What Did We Do? “Zoom in” to ethanol, wood, and water to distinguish between organic materials (materials with high-energy C-C and C-H bonds) and inorganic materials (materials with other chemical bonds).
What Did We Figure Out? Ethanol and other organic materials have high energy C-C and C-H bonds. Water and other inorganic materials do not have C-C or C-H bonds.
What Are We Asking Now? What happens when other materials burn?

24. Exit Ticket Conclusions Predictions
What does it mean when someone says that a molecule is organic in science?
Predictions
Why do you think ethanol burns and water does not?
Have students complete an exit ticket.
On a sheet of paper or a sticky note, have students individually answer the exit ticket questions. Depending on time, you may have students answer both questions, assign students to answer a particular question, or let students choose one question to answer. Collect and review the answers.
The conclusions question will provide you with information about what your students are taking away from the activity. Student answers to the conclusions question can be used on the Driving Question Board (if you are using one). The predictions question allows students to begin thinking about the next activity and allows you to assess their current ideas as you prepare for the next activity. Student answers to the predictions question can be used as a lead in to the next activity.