Southern Leyte State University Main Campus, Sogod, Southern Leyte JACKYLOU SALUDESMAT NatSci Inquiry Based Lesson

n Plan in Chemistry I. Objectives Students are expected to: o define chemical reactions; o list down evidences that chemical reactions occur; o identify the types of chemical reactions; o create a simulation of the chemical reactions that occur during the digestive process o understand hazardous chemicals, their effect on human health and the environment o explain the importance of cleaning up hazardous waste o identify facilities in their neighborhoods that deal with hazardous chemicals o recognize local and federal agencies responsible for environmental hazards in their communities. II. Subject Matter Topic: Chemical Reactions Materials: sandwich size zip top bag, 2 plastic spoons, 2 tbsp calcium chloride, 2 Tbsp. baking soda, 1 test tube of water, 30 mL of Phenolphthalein, matches, wooden splints, goggles, gloves, lab apron References: A Chemical Reaction link: http://www.youtube.com/watch?v=dTcvO-o8NTA Bill Nye The Science Guy on Chemical Reactions (Full Clip) link: http://www.youtube.com/watch?v=66kuhJkQCVM&feature=related Lab report rubric link: http://www.biologycorner.com/worksheets/labreport_rubric.html The Five Major Class of Chemical Reactions link: http://www.youtube.com/watch?v=i-HHvx1VC_8&NR=1 Powerpoint on Chemical reactions link: http://www.slideshare.net/JDLongenberger/chemical-reactions-2717246 III. Procedure A. Motivation Students are tasked to write a summary of the viewed video. A video clip is shown on A Chemical Reaction (link: http://www.youtube.com/watch?v=dTcvO-o8NTA) B. Engagement Watch a video clip on Bill Nye The Science Guy on Chemical Reactions (Full Clip) link: http://www.youtube.com/watch?v=66kuhJkQCVM&feature=related C. Exploration Give the Chemical Reaction Physical Change Handout. Students can work individually of by pair to complete the worksheet. Activity 1 Stomach Chemistry

 Activity 2 Chemistry in a Bag (Rubrics are used for lab report) D. Explanation/Discussion Distribute worksheet on Cartoon Chemistry. Discuss the types of reactions through a PowerPoint presentation. IV. Evaluation Students are evaluated from lab report for both activity 1 and 2 and research output.

STUDENT WORKSHEET

Activity 1: Stomach Chemistry

Objectives: Students will create a simulation of the chemical reactions that occur during the digestive process. Materials: Each group of students need:

paper bag of classroom supplies and materials (pencil, eraser, paper clip, small vial of water, ping pong ball, chalk, etc.) several pieces of paper (used paper is fine) tin tray or cookie sheet clear, plastic bowl red cabbage juice dry ice wrapped in heavy paper (represents gas in the stomach) acidic liquids (represents food we eat) Mountain Dew, Vinegar, Lemon Juice, etc. dish soap (emphasizes the gas by creating bubbles) antacid (original white,milk of magnesia)

Demonstration (teacher:

piece of steel wool vinegar glass pop bottle balloon

Background For Teachers: A physical change occurs when the appearance of matter changes, but the composition of the matter does not change. Changes in size, shape, odor, hardness, and in many cases, phase changes caused by an increase or decrease in temperature are considered physical changes. A chemical change occurs when new kinds of matter are formed. The composition of the matter changes and new kinds of matter have different properties from the old matter. Evidence of a chemical change may include production or use of energy such as heat being given off or absorbed, light given off, the new production of a gas or solid, or a change of color. If the

composition of the matter changes chemically during a phase change, it is a chemical change (e.g., a raw egg is changed to a hard-boiled egg). These evidences are called indicators. Physical and chemical changes occur many times in daily life. As part of this activity students will gain experience with a simulation of a chemical reaction in the stomach. Students will identify and come to understand many of the physical changes and chemical reactions that exist in daily life. The red cabbage juice used in this activity can easily be made at home in the kitchen. Take four or five leaves of a red cabbage and boil them in a cup of water. Drain off the juice. The cabbage juice will stay good and usable for about two or three days. The investigation in this activity works best when completed in cooperative groups of three to five students. However, the lesson plan can be adapted and presented as a teacher demonstration for whole class instruction. Instructional Procedures: Demonstration: Wooly Wonder and the Scientific Methods 1. Push a piece of steel wool that has been soaked in vinegar into a glass bottle. Put five drops of water into the bottle and stretch a balloon over the opening. 2. Ask the class to suggest possible hypotheses to this question: What will happen to the balloon when the steel wool begins to rust? Some possible hypotheses are: nothing will happen to the balloon, the balloon will inflate on top of the bottle, the balloon will turn inside out and inflate inside the bottle, the balloon will change colors, the balloon will inflate and popes. 3. Put the items on a table and let them sit for a day. 4. Observe the items and have students conclude which of the hypotheses was correct. (The balloon turned inside out and inflated inside the bottle.) Ask students to suggest reasons why this happened. Instructional Procedures: 1. Give each student group a bag of materials that can be found in a school classroom (see materials list). Ask students to write down on a small white board or piece of paper the physical properties of the matter. Model for them one of the properties (e.g. hard or soft). Give student teams time to identify several of the properties of the different items in the bag. Have student teams share these properties with the class. As you go from group to group have them share only properties that have not been shared before.

2. Review with students the indicators that show a physical change has occurred (see back- ground material). Give student groups several pieces of paper and invite them to come up with 10 different ways the paper can be changed physically. Explain to students that some of the changes might not be able to take place in class. Have each group make as many changes to the paper as they can and then write down other physical changes that might occur to the paper in other settings (the paper could be cut and folded in several different ways, it could be crinkled into a ball, it could be frozen in the freezer, it could be ripped up into tiny pieces, etc.). 3. Ask student groups to decide what would need to happen to the paper to make a chemical change occur. Call on someone in each group to share his/her thinking with the class. Take a piece of paper and place it in a tin tray. Light the paper on fire and have students identify the changes that take place (the paper is converted to ash, water, carbon dioxide, and a couple of other things). Review with students what the indicators are that show that a chemical change or reaction is occurring (see background material). 4. Ask students if they can identify chemical reactions that occur in daily life. Have student groups brainstorm ideas where they think that chemical reactions are occurring in daily life. Have groups record their ideas on paper. 5. Explain to students that a simulation is creating an event that imitates a real life event. Explain to students that you can 't take them into the stomach of a human being, but today you are going to create a simulation of what happens during the digestive process as we eat and drink. Tell students you want them to draw conclusions about the materials you will give them to represent the real digestive process. 6. Tell each student group you are going to give them a clear, plastic bowl, dry ice, acidic liquids, and the dish soap. Challenge each group to come up with an explanation of how using these materials might simulate what happens during the digestive process. What might each item represent? Call on a few groups to share their responses with the class. 7. Explain to students that you are also going to give them some red cabbage juice to pour into their simulated stomachs (bowl) to act as an indicator to determine if a chemical change is occurring in the contents of their stomachs. 8. Give each student group the clear, plastic bowl, dry ice (remember to discuss the safety concerns associated with dry ice), acidic liquids, and the dish soap. a. Direct students to pour the cabbage juice into their stomach (bowl). b. Explain that during the day a person might eat lemon pie, a salad with vinegar and oil dressing, spaghetti and sauce, and drink a Mountain Dew.

Ask students what all these food items have in common (they are all acidic foods)? c. Have groups pour the vinegar, lemon juice, and Mountain Dew into their stomachs (bowls). Ask them to observe and be prepared to share what happens and why they think it is happening (the cabbage juice turned pink indicating that a chemical reaction is taking place). d. Direct students to place a small piece of dry ice and dish soap into their stomachs (bowls) without touching the dry ice directly. Ask them to observe and be prepared to share what happens and why they think it is happening (dry ice is slightly acidic and it sublimates to fill the stomach with gas; the soap is slimy and represents saliva; the bubbles help students see that there is gas in the stomach). e. As students observe the reaction of the materials, the bubbles will soon bubble up over the top of the bowl. Explain that when this happens the stomach has acid indigestion. Ask student groups to discuss and be prepared to share with the class what people can do when they experience acid indigestion (they use antacids to reduce the gas that gives a burning sensation to their stomachs). f. Give each group of students the antacid and have them pour a tablespoon into the stomach (bowl). Ask them to observe and be prepared to share what happens and why they think it is happening (the bubbles will disperse and settle down, the mixture will return to a purplish color again in a few minutes, the antacid neutralizes the acids and stops the production of gas in the stomach). Call on a few groups to share their conclusions with the class. Make sure their science thinking is accurate. 9. Clean up the activity by having students pour the liquids down the sink or into a bucket. Rinse out the containers and stack the materials in a designated area of the classroom. 10. For conclusion, give students the assessment handout and have them identify the physical and chemical changes that occur to substance s in everyday life.

STUDENT WORKSHEET Chemistry in a Bag Demonstration

Objectives: to observe chemical reactions. to observe changes in pH. to do a burning splint test. Materials: sandwich size zip top bag (x3) 30 mL of Phenolphthalein* 2 plastic spoons (x3) 2 tbsp calcium matches chloride (x3) wooden splints 2 Tbsp. baking soda (x3) goggles, gloves, lab apron 1 test tube of water (x3) * You can substitute Phenolphthalein with Cabbage Juice if you have safety concerns or are doing this as a lab instead of a demo. Follow instructions for Cabbage Juice as indicated. SAFETY: Always try the experiment yourself first and make sure that all the steps are followed so you know what to expect and can answer questions as they come up.

Procedure Bag 1: 1. Place 2 tsp of baking soda into the bag. 2. Add 30 mL of Phenolphthalein to the bag. (Skip this step if you are using Cabbage Juice) 3. Massage the bag to mix the contents. 4. VERY CAREFULLY - lower the test tube containing 30 mL of water upright into the bag. (OR Lower a small cup or beaker with 50 ml of Cabbage Juice as a substitute). Do not let any spill out.

5. Have a student help you hold the test tube by squeezing the test tube gently from the outside of the bag while you squeeze the excess air out and seal the bag. 6. Hold the test tube and bag up and slowly spill the water out of the test tube (while the bag is still sealed). The contents will turn bright pink. Cabbage Juice will turn greenish blue for a base and purple-ish for neutral, pink for acid 7. Pass the bag around and have students look at and feel the contents of the bag. At this point, they will see the baking powder dissolving and the contents turning pinker. Procedure Bag 2: 1. Place 2 tsp of calcium chloride into the bag. 2. Add 30 mL of Phenolphthalein to the bag. (Skip this step if you are using Cabbage Juice) 3. Massage the bag to mix the contents. 4. VERY CAREFULLY - lower the test tube containing 30 mL of water upright into the bag. (OR Lower a small cup or beaker with 50 ml of Cabbage Juice as a substitute) Do not let any spill out. 5. Have a student help you hold the test tube by squeezing the test tube gently from the outside of the bag while you squeeze the excess air out and seal the bag. 6. Hold the test tube and bag up and slowly spill the water out of the test tube (while the bag is still sealed). The contents will turn bright pink and start to get warm. Cabbage Juice will turn greenish blue for a base and purple-ish for neutral, pink for acid 7. Pass the bag around and have students look at and feel the contents of the bag. At this point, they will see the calcium chloride dissolving and the contents turning pinker and getting warmer. Procedure Bag 3: 1. Place 2 tsp of baking soda into the bag. 2. Place 2 tsp of calcium chloride. 3. Add 30 mL of Phenolphthalein . (Skip this step if you are using Cabbage Juice) 4. Massage the bag to mix the contents. 5. VERY CAREFULLY - lower the test tube containing 30 mL of water upright into the bag. (OR Lower a small cup or beaker with 50 ml of Cabbage Juice as a substitute) Do not let any spill out. 6. Have a student help you hold the test tube by squeezing the test tube gently from the outside of the bag while you squeeze the excess air out and seal the bag. 7. Hold the test tube and bag up and slowly spill the water out of the test tube (while the bag is still sealed). The contents will turn bright pink. Cabbage Juice will turn greenish blue for a base and purple-ish for neutral, pink for acid 8. Pass the bag around and have students look at and feel the contents of the bag. At this point, they will see the baking powder and calcium chloride dissolving, foaming, bubbling, instead of pink, it will become clear/white, and the bag will be warm. As the bag is passed around, it will start to inflate and puff out.

At this point, you will have all 3 bags on your table. You can have the students compare the 3 bags and discuss what is the same, what is different, why it was important that you did the same procedure for each bag etc. Have students try to guess why the 3rd bag is puffy and not pink, etc.

Procedure - Part 2: 1. After you have discussed what happened in the three bags, have a student come up and light a match for you. 2. While you hold the wooden splint, have them light the splint with the match. 3. Have another student hold the 3rd bag. 4. Tell the student to open the bag then you will quickly place the burning splint into the bag. 5. The flame will go out (even though the kids hope for a huge explosion!) and you can have them guess why it went out. Observations Part 1: Color? Bag 1 Bag 2 Bag 3 Observations - Part 2 What happened when you placed the splint into the 3rd bag? Why? _______________________________________________________________________________ ______________________________________________________________________________________ ____________________________________________________________________________________ Analysis and Results: 1) Was there a change in pH? How do you know? _______________________________________________________________________________ 2) What happened to the contents of the bags? _______________________________________________________________________________ 3) Without opening the bags, how can you tell if a gas was produced? ______________________________________________________________________________ 4) This equation tells us what chemical reaction happened in the bag. Identify and count the elements on each side of the "yield" sign: 2NaHCO3 + CaCl2 -----------> CaCO3 + 2NaCl + H2O + CO2 ______________________________________________________________________________ ______________________________________________________________________________ Heat Produced? Foam or Bubbles? Gas ?

5) Place a CIRCLE around the Calcium Chloride. Place a SQUARE around the Salt. Place a TRIANGLE around the Water. 6) What gas was produced in this reaction? ____________________________________________ 7) Was there a change in temperature? How can you tell? ______________________________________________________________________________

Conclusion: 2-3 Sentences on what you learned. Teacher Notes: You might want to double bag the bags if you pass them around. As the kid massage the bag, small tears in the bag may occur. The 3rd bag may burst, it gets pretty full and tight. The Phenolphthalein turns pink in a base and clear for an acid/neutral. Cabbage Juice will turn greenish blue for a base and purple-ish for neutral, pink for acid Go over safety procedures for how to use matches, some students are afraid of matches or have never used them before. Do NOT do a flame test for bags 1 & 2, it will ignite. (Phenolphthalein is flammable) Click for MSDS info for Phenolphthalein : https://fscimage.fishersci.com/msds/96382.htm

STUDENT WORKSHEET CARTOON CHEMISTRY

Types of Chemical Reactions _______________________

Name:

Describe the chemical reaction illustrated below each diagram:

___________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________ Type of reaction: ________________________________

___________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________ Type of reaction: ________________________________

___________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________ Type of reaction: ________________________________

___________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________ Type of reaction: ________________________________

RUBRICS FOR LAB REPORT Lab Report Rubric

(4 pts)
1. Includes the question to be answered by the lab 2. states hypothesis that is based on research and/or sound reasoning 3. title is relevant. 4. Hypothesis (prediction) is testable.

(3 pts)

(2 pts)

(1 pt)

(0)

Introduction

One of the "excellent" conditions is not met

Two of the "excellent" Three of the "excellent" conditions is not met conditions is not met

Methods

A description or stepby-step list of how the Description unclear, experiment was couldn't be repeated performed

Results (data)

Results and data are clearly recorded, organized so it is easy for the reader to see trends. All appropriate labels are included

Results are clear and labeled, trends are not obvious,

Results are present, Resulsts are unclear, though too missing labels, trends disorganized or poorly are not obvious at all recorded to make sense of

Analysis

The data and observations are analyzed accurately, trends are noted, enough data was taken to establish conclusion

Analysis somewhat lacking in insight, enough data, though additional data would be more powerful

Analysis lacking in insight, not enough data was gathered to establish trends, OR analysis does not follow data

Analysis poor, not enough data, inaccurate analysis

Conclusions

1. Summarizes the essential data used to draw conclusions 2. Conclusions follow data (not wild guesses or leaps of logic), 3. Discusses applications of experiment ("real world" connections) 4. Hypothesis is rejected or accepted based on the data.

One of the "excellent" conditions is not met

Two of the "excellent" Three of the "excellent" conditions is not met conditions is not met

Format

Neat, organized with headings, few spelling/grammar errors

Somewhat lacking in organization, multiple spelling/grammar errors, not neat

Comments ______________________________________________________________________________________________ ____________________________________________________________________________