Stoichiometry: Cooking with Chemicals Unit Plan

Topic of the Unit:

Calculating Molar Mass, Converting Units, and Stoichiometry (Balancing Equations)

Abstract
This unit will cover the concepts of how to use the periodic table in order to find atomic masses of elements, and to use the atomic mass in order to determine the molar mass of a given molecular formula. This unit will cover the idea of stoichiometry, balancing chemical reactions. The concept of conservation of matter will be introduced with the balancing of chemical reactions. Being able to balance chemical reactions will demonstrate to the students that the product yield of the given reaction can be calculated. By introducing this idea with the aid of a cookie recipe, students can see that if the overall yield of cookies is doubled, then all ingredients will need to be doubled too. Once students understand how to find molar mass and balance reactions, they will learn how to use the molar mass in order to convert between grams and moles reversibly through the use of molar ratios. These concepts will be introduced with a recipe pre-assessment, and that will transition into the lesson on molecular conversion. Handouts will be provided to the students in each lesson, aiding them in guided practice. Problems will be done as a class to insure their grasp of the content, and then the students will be asked to solve problems on their own and provide an explanation of how they came to their answer, using scientific terms. A final assessment will be given to the students to judge how much the students learned from the lesson through the use of a lab.

Objectives for Student Learning

Next Generation Science Standards
HS-PS1-1. HS-PS1-2. HS-PS1-7. HS-PS3-3. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*

Michigan State Standards (HSCE) C1.1Scientific Inquiry C1.2: Scientific Reflection and Social Implications C4.6a: Calculate the number of moles of any compound or element given the mass of the substance. C4.6b: Calculate the number of particles of any compound or element given the mass of the substance. C5.2A: Balance simple chemical equations applying the conservation of matter. C5.2d: Calculate the mass of a particular compound formed from the masses of starting materials. C5.2e: Identify the limiting reagent when given the masses of more than one reactant. C5.2g: Calculate the number of atoms present in a given mass of element. A Framework for K-12 Science Education Related Scientific Practices: Students will develop and use a real-world model to demonstrate the relationship between systems and their components, or between reactants and products. Students will work with a cookie recipe throughout the unit, and this will demonstrate stoichiometry in a real-world application, as well as the

relationship between reactants, ingredients, and products, baked cookies. Students will also use mathematical thinking in order to understand the ideas of a mole, converting, and stoichiometry. Students will practice using the mathematical concepts that they already know. Students will also construct a scientific response to a problem. Students will work to create a scientific reasoning behind the chemistry of baking cookies. Related Disciplinary Core Ideas: The fact that atoms are conserved, together with the knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. (HS-PS12, HS-PS1-7). The chemical reactions used to bake cookies will be the focus theme of this unit. Students will explain and understand that the ingredients that go into making cookie dough, such as sugar, will still come out in the products, and because of the chemical properties of sugar, the end product will taste sweet. Related Crosscutting Concepts: The total amount of energy and matter is conserved in a chemical reaction (HS-PS1-2, HS-PS1-5). With this crosscutting concept, the idea of a recipe in order to explain how there is the same amount of ingredients going into the recipe as those that come out as products, baked cookies, they are just in a different form.

Big Ideas:
For any given molecular formula, the molar mass can be calculated using the atomic masses from the periodic table. To convert between atomic masses and molar masses, you use the idea of a mole. A mole is a unit of measure and it relates to grams through the periodic table (molar masses). This then allows you to find the mass in grams of any element or molecular formula. A way to represent conversions between masses, is to think of converting from inches to centimeters, or from ounces to grams. Mathematically, these conversions can be represented through real-world examples. In a given chemical reaction, matter is conserved. What substances and elements are used as reactant in the reaction will come out of the reaction as a product. This means that if oxygen is used for the reaction, than the same amount of oxygen that goes into the reaction, will come out of the reaction, just not always in the same form. In order for the same amount that goes in to come out, the reaction must be balanced using whole number coefficients (stoichiometry). Whatever you put into the cookie dough, comes out in the cookie, its just now in a different form. Based on this idea that all matter in a chemical reaction is conserved, the product yield (or output of product) can be calculated if the input of reactants is known. Macro-Scale Phenomena: When baking cookies, or any recipe, what you input as ingredients comes out in the product, just in a different form. 1 cup sugar + 1 cup peanut butter + 1 egg = 24 cookies Mixing Baking Soda + Vinegar produces a chemical reaction, but the products that are released (CO2, and H2O) went into the reaction in the first place. When making a car, each car requires 4 wheels, 4 doors, a steering wheel, and an engine. Imagine if you had 17 wheels, which car part would limit you from making a full car (which car part is the limiting reagent)?
Unit Learning Objectives 1. Students will calculate the molar masses of given compounds. 2. Students will be able to balance chemical equations and predict product yield through their knowledge of a cookie recipe. Using SP Using SP

3. Students will be able to calculate grams of product based on grams of

reactants in a given unbalanced chemical equation through balancing and

Using SP

mole ratios. 4. Students will plan and conduct an investigation to show that mass is conserved during a chemical reaction. Using SP

Driving Question: How does changing ingredients in a recipe affect the final cooked product? 1 cup sugar + 1 cup peanut butter + 1 egg = 24 cookies Unit Questions 1. Students will calculate the molar masses of given compounds. Warm-Up/Introduction questions: If a new penny weighs 2.5 grams and a new nickel weighs 5 grams, how much would a mole of pennies weigh? A mole of nickels? The Earth weighs 6 * 10^24 kg, does a mole of pennies and a mole of nickels weigh more or less than the Earth? Introduce molar mass lesson with Clementine example - Show a peeled and separated Clementine - Explain that if you have 8 atoms of slice and 5 atoms of peel, when put together, they make up 1 molecule of Clementine - (Formative Assessment) Ask students how they could find the entire mass of the Clementine if they were given just the peels and slices - (Formative Assessment) Have students discuss how this example relates to atoms within a molecule and their masses Finding Molar Masses Handout: STEPS: 1. Write down number of atoms of each element 2. Find the atomic mass of the element using the periodic table 3. Multiply the atomic mass of each element by the number of atoms of that element in the molecular formula 4. Find the sum of all the atomic masses 5. Express this in grams/mole (g/mol) for the molar mass **Note: molar mass of a molecule is not affected by the coefficients EXAMPLE:

NH3
1. N = 1 H=3 2. N = 14.01 H = 1.008

3. N = 1 * 14.01 = 14.01 H = 3 * 1.008 = 3.024 4. 14.01 + 3.024 = 17.034 5. NH3 = 17.034 g/mol (Summative Assessment) Provide students with a variety of chemical compounds and ask them to determine and calculate the molar mass of each compound. This would test if the students understand that the number of atoms in each compound determine the molar mass. Examples: Formula H2SO4 HNO2 KH2PO4 AgNO3 Na2CO3 NaCl Molar Mass (optional: show work)

2. Students will be able to balance chemical equations and predict product yield through their knowledge of a cookie
recipe.

Pre-Assessment (Formative): 1 cup sugar + 1 cup peanut butter + 1 egg = 24 cookies Begin lesson by asking students how they think this recipe can relate to chemistry? Inform students that the recipe is a balanced chemical reaction and ask them if you wanted to make 48 cookies, what would need to be done to the rest of the recipe? - This should facilitate a discussion between the students Once students understand that if you want to double the products, then you need to double everything in the recipe, then they can move into balancing chemical reactions, and predicting product yield. Balance the chemical reaction (Formative Assessment). _NO + _H2O If you have 10 O2, how many NO would be produced? (Summative Assessment) Students will be instructed on how to determine yield of product based on given amount of reactant - This will be related to the results of a doubled recipe - All ingredients must be doubled in order to produce double the yield of cookies

_NH3 + _O2

3. Students will be able to calculate grams of product based on grams of reactants in a given unbalanced chemical
equation through balancing and mole ratios.

Pre-assessment: 1 cup sugar + 1 cup peanut butter + 1 egg = 24 cookies cup of sugar = 102 grams 1 cup peanut butter = 270 grams 1 egg = 50 grams If I have 540 grams of peanut butter, how many grams of sugar do I need? Explain your thought process. Students will begin to see that masses can be converted from cups to grams and vice versa. This will introduce the idea that moles of a substance can be converted to grams and back. Molar Conversions Handout: STEPS: 1. Balance the equations 2. Convert the given number of grams to moles using the molar mass Use the balanced equation to set up the appropriate mole ratios 3. Use the mole ratios to calculate the desired number of moles of reactant or product 4. Convert back to grams EXAMPLE: 4 NO + 6 H2O If given 34 grams of NH3, how many grams of H2O will be produced? 1. Already balanced 2. 3. 4. 5. Example problems will be given as formative assessments. ( )

A.

4 NH3 + 5 O2

this is the ratio of coefficients from the balanced equation

4. Students will plan and conduct an investigation to show that mass is conserved during a chemical reaction.

Law of Conservation of Mass Lab (Formative/Summative Assessment)

Purpose: To attempt to verify & observe the Law of Conservation of Mass - In any chemical reaction, the total mass of the reactants is always equal to the mass of the products. This idea will be introduced with the idea that the cookies that are produced from the recipe, still maintain the original ingredients, just in a different form.

Materials: balance 600 mL beaker 1 balloon weighing paper 2 liter soda bottle/cap funnel 250 mL flask graduated cylinder ~15 g baking soda ~50 mL vinegar

Masko 7 Introduction: The word equation for the following reaction is as follows: vinegar + baking soda sodium acetate + water + carbon dioxide The chemical equation for the reaction is: CH3COOH + NaHCO3 NaC2H3O2 + H2O + CO2 Procedure: * Wear safety goggles and a lab apron for this activity, you are handling a weak acid! Trial #1 1. Record the mass of the empty beaker. Pour about 15 mL of vinegar into the beaker. Record the mass of the beaker & vinegar. 2. Weigh out ~5 g of baking soda onto a piece of weighing paper. Record the exact mass of baking soda used. 3. Place the beaker/vinegar and the weighing paper/baking soda on the pan of the laboratory balance. Measure and record the mass of these reactants/containers. 4. Carefully pour the baking soda into the beaker of vinegar and allow the reaction (fizzing and bubbling) to complete. Measure and record the mass of the remaining products. Trial #2 5. Record the mass of the empty 2-liter bottle. Pour about 15 mL of vinegar into the 2liter bottle using the funnel (to avoid getting the neck of the container wet). Obtain the mass of the 2-liter bottle and the vinegar. 6. Prepare another ~5 g sample of backing soda as in step # 1 above and measure and record the total mass of these reactants before mixing. 7. Tilt the bottle (as much as possible without spilling the contents), insert the contents of the packet of baking soda into its neck (being careful not to wet it) and tightly secure the cap. (See Figure 1) 8. Tip the bottle upright and allow the contents to fully react. Measure and record the mass of the container/products. Trial #3 9. Record the mass of the empty flask. Pour about 15 mL of vinegar into the 250 mL flask using the funnel to make certain the neck of the flask does not get wet. Obtain the mass of the flask & vinegar.

Masko 8 10. Prepare the last sample of baking soda as before and now determine and record the mass of the reactants, the flask and the balloon (which will be the cover for this container.) 11. Carefully transfer the baking soda into the balloon. While one student holds the flask, another must slip the open end of the balloon over the mouth of the flask, while keeping the baking soda from entering the flask. 12. Tip the balloon upright, allowing the baking soda to drop into the flask and allow the reaction to fully complete. Measure and record the mass of the products/container/balloon. (See Figure 2) 13. Clean up all lab equipment, wash glassware and dispose of chemicals according to your teachers instructions.

Figure 1

Figure 2

Results: Calculate percent error for each trial, initial mass vs. final mass of reactants & products.

Inquiry/Analysis Questions: 1. What evidence was there that a chemical reaction occurred? 2. How did the final mass of the system compare with the initial mass of the system for each trial? If the law of conservation of mass was violated, justify your results. (Hint for Trial#3:

Masko 9 Think of the helium-filled balloons you once had which were floating near the ceiling in the evening, but resting on the floor in the morning.) 3. Indicate the state of matter for each reactant and product. 4. How else could you have tested the law of conservation of matter for this reaction? What other experimental designs could you have implemented? Explain your revised procedure. capture all of the carbon dioxide. How could you measure it since it is a gas?

Activity Sequence
Note: for the complete final assignment, I would include an activity sequence for one of the three unit goals above. For example, I would probably choose goal 1: Students will be able to evaluate the continuous and particle models of matter for explaining observations.

Lesson Plans
Note: for the complete final assignment, I would also include three days of lesson plans from the activity sequence for goal 1: Students will be able to evaluate the continuous and particle models of matter for explaining observations.

Reflection
Note: to complete the final assignment, I would finish with sample student work from one of the lessons. My annotations here would reflect some of my analysis of the student work and reflection about how I plan to move forward with these students this year, as well as how what I would do differently if I taught this lesson again.