Find Your Balance

By Jordan Wargo
Eighth Grade Chemistry
Standard
MS-PS1-5 Develop and use a model to describe how the total number of
atoms does not change in a chemical reaction and thus mass is conserved.
**The emphasis in this lesson is having students develop their own models of
chemical equations
Objectives
TSW ..

Create a physical model to represent a balanced equation on an atomic

level.
Use a physical model to represent balanced equations.
Evaluate physical models that represent balanced equations.
Explain the physical model and how it shows that mass is conserved at
the atomic level.

Misconceptions

According to a study by Ozmen and Ayas, one common misconception in

students following a lesson of chemical reactions is that the total mass
increases in a precipitation reaction because the precipitate produced is solid
and it is heavier than a liquid. (zmen, H., & Ayas, A. (2003)). This
misconception is addressed in the Explore when the students are performing
a precipitate reaction between sodium carbonate and calcium chloride and
comparing the mass before and after the reaction.

Materials and Setup

*Amounts based off a class size of 30 students, may vary based on need*
Engage

Sodium polyacrylate (aka waterlock)

Water
2 cups for every group (approximately 20 cups)
1 clear beaker per group (approximately 10)
1 scale for every group (approximately 10)
1 pair of safety goggles for every student (approximately 30)

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OPTIONAL:
o Matches
o Rusted piece of metal

Explore
Sodium carbonate (aqueous solution) (about 10 ml per group)
Calcium chloride (aqueous solution) (about 10 ml per group)
1 clear beaker per group (approximately 10)
1 scale for every group (approximately 10)
1 pair of safety goggles for every student (approximately 30)
1 A Chemists Balance worksheet [Attachment A] per

student

(approximately 30)
Classroom white board
Kinects
Lego blocks
Playdoh
Sticks
Marbles
Bingo markers
Other building materials upon student request
Explain

Student models created in the Explore

Elaborate

Baking soda (about 10 grams per group)

Vinegar (about 10 ml per group)
1 large Ziploc bag per group (about 10)
1 scale for every group (approximately 10)
1 pair of safety goggles for every student (approximately 30)

Safety
The chemicals and substances that are involved in these experiments are
relatively safe, but students should be advised to be careful and not to ingest the
materials. The students should also be wearing safety goggles when conducting the
experiments.
Requisite Knowledge

Differences between physical and chemical reactions

How to correctly find the mass of materials on a scale.

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Meaning of chemical expression e.g. H 2O means 2 Hydrogen atoms and 1

Oxygen atom, while 2H2O means 4 hydrogen atoms and 2 oxygen atoms.
Proper lab and experiment etiquette and safety procedures.

Engage
Begin by dividing students into groups of 2 or 3. Each group should receive a scale,
one clear beaker, one paper cup, safety goggles, a cup of sodium polyacrylate, and
a cup of water. The students should then be asked to accurately mass the water and
their amount of sodium polyacrylate. Make sure students are accounting for the
mass of the beaker and the cup so that they are only measuring the materials
contained within. Have the students pour the sodium polyacrylate into the clear
beaker and then to pour the water into the beaker on top of the sodium
polyacrylate.
Once each of the groups have completed their reactions, the class should engage in
a discussion about what they noticed during the reactions. Questions to prompt
discussion should include:
Is this reaction physical or chemical? (The water was simply absorbed by the
sodium polyacrylate, so it is a physical reaction)
Was mass conserved in this reaction? How do you know? (Yes, the mass of
the water plus the mass of the sodium polyacrylate should equal the mass of
the gel that results from the mixing)
Do you think that mass would be conserved in a chemical reaction like
lighting a match or when your bike rusts? (Student responses should vary,
monitor for misconceptions and prior knowledge/ beliefs) [NOTE: If desired,
light a match as a demo, or pass around a rusted piece of metal when posing
this question]
**To dispose of the polyacrylate, have students throw their Styrofoam cups in the
garbage.
Explore
The students should be divided into groups of 2 or 3 (groups can remain the same
from the engage, or change depending on instructor preference). Each group will
need safety goggles, two large beakers, a scale, a measure of aqueous sodium
carbonate, a measure of aqueous calcium chloride, and a copy of A Chemists
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Balance for each student. Each group will put the beaker of sodium carbonate and
the beaker of calcium chloride, on the scale. They will then slowly pour the calcium
chloride into the sodium carbonate beaker, noting their observations on their
worksheet. Students will place the now empty beaker back on the scale. The mass
on the scale should be the same now as it was before they mixed the two
chemicals. Students will complete the worksheet marking their observations of the
reaction throughout this experiment.
Upon completion of the experiment by each group, the class will engage in a brief
discussion. In this discussion, students should share their observations of the
reaction. The teacher should then provide the students with the balanced chemical
equation for the previous reaction (CaCl2 + Na2CO3 ->CaCO3 + 2NaCl) on the
white board. The class will discuss the chemical equation prompted by questions
such as:
Was mass conserved in this reaction? How do you know? (Yes, the mass of
the calcium chloride plus the mass of the sodium carbonate should equal the
mass of the gel that results from the mixing)
What do you notice about this equation as a whole? Look at each of the parts
for similarities and differences.

(Student responses will vary, but look for

responses that emphasize an equal number of each type of atom on each

side of the arrow, there is a 2 in front of sodium chloride, but not any of the
others, etc.)
**To dispose of these chemicals, add vinegar to the beaker with the CaCO 3 and pour
it all down the drain.
The teacher should then provide students with criteria and instructions for creating
a physical model to represent the equation. Students should be instructed to use
their creativity to accurately demonstrate the balanced chemical equation. These
models will be shared with the whole class, so students need to be able explain
their reasoning. They will be provided with the following materials, and may ask for
more if they wish. The materials should include:

Kinects
Lego blocks
Playdoh
Sticks
Marbles
Bingo markers

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The teacher should provide prompts to assist students, thought these questions do
not necessarily need to be answered in the class discussion. Questions that the
teacher might ask to prompt the creation of these models include:
What does your model need to include for it to accurately represent the
equation?
How might you include each piece of the equation in your model?
How might you show an atom? A molecule?
What materials can you work with to create a model that makes sense to
you?
Explain
The class will participate in a true science discussion of their work. Each group will
be given the opportunity to present their chemical equation models to the class.
The class will demonstrate good audience behavior and will ask probing scientific
questions about each model. Questions the teacher should look for (or ask if they go
unasked):
What aspects of your model represent the chemical change?
How do you know what atoms become redistributed in the reaction?
The teacher will lead the class in a discussion of the different parts of a chemical
equation. The teacher should ask prompting questions to introduce vocabulary and
solidify student understanding. These questions might include:
In the reaction we saw, a solid formed from two liquids, in your model, which
chemical expression represents the precipitate, or the solid?
In every reaction there are reactants and there are products, which of your
molecules do you think are reactants? Products?
Once each group has presented, the class will discuss each of the models,
comparing and contrasting them. The goal is to condense the 5 or so models into
just one classroom representation of a chemical reaction. The criteria for a good
model should be:
Includes all 4 chemical expressions in the reaction
o CaCl2
o Na2CO3
o CaCO3
o NaCl
Is properly balanced
Represents each atom in some way
Shows which molecules are the reactants and which are the products
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Elaborate
The students will once again be divided into groups of 2 or 3 for this activity. Each
group will be need safety goggles, a scale, a cup of baking soda, a cup of vinegar,
and a Ziploc bag. The class will accurately mass the vinegar within the cup and the
baking soda before mixing them in the bag. The students will keep the vinegar in
the cup, and place the cup in the Ziploc bag. They will then pour the baking soda
into the bag, careful not to get it in the cup of vinegar. Students will seal the bag
tightly. The students will then mix the baking soda with the vinegar within the
sealed bag. Once the reaction has been completed, the students will mass the
closed system. Students will discuss the reaction prompted by the following
questions:
Was mass conserved? (Yes, mass of the system was the same before and
after the reaction)
Were the products solids? Liquids? Gasses? (Some of the products were
gasses, some were liquids)
What might that tell you about gasses? (Gasses have mass, too)
Students will then use the class designed model to show the baking soda and
vinegar reaction. The teacher will post the balanced chemical equation (NaHCO3
+HC2H3O2 -> NaC2H3O2 + H2O + CO2) on the white board for student reference.
The students will make the equation using the agreed upon class model.
**The baking soda and vinegar mixture can be poured down the drain for disposal.
Evaluation Alignment Table
Instruction

Stand

al Area
Engage

ard
MS-

Diagnostic and formative, ask

PS1-5

students if mass is conserved in

MS-

Create a physical model

chemical reactions
Summative, students complete A

PS1-5

to represent a balanced

Chemists Balance

equation on an atomic

Summative, students develop

Explore

Objective

level.
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Assessment Activity

their own models of a chemical

reaction
Explain

MSPS1-5

Explain

the

physical

Formative, students discuss their

model and how it shows

models as a class

that mass is conserved

Summative assessment, teacher

at the atomic level.

will assess the group models

based on given criteria

Evaluate
models

physical
that

represent

MS-

balanced equations.
Create a physical model

Formative, class discusses the

PS1-5

to represent a balanced

reaction that produces a gas for

Elaborate

equation on an atomic
level.

conservation of mass.
Formative, students will model the
baking soda and vinegar reaction.

Use a physical model to

represent

balanced

equations.
Evaluate: Materials
All worksheets and scoring criteria are attached at the end of this lesson

References
zmen, H., & Ayas, A. (2003). Students Difficulties In Understanding Of The
Conservation Of Matter In Open And Closed-System Chemical Reactions.
Chem. Educ. Res. Pract., 4(3), 279-290. Retrieved February 16, 2016.
8th

Grade

5E

Lesson

Plans.

(n.d.).

Retrieved

February

8,

2016,

from

http://www.t4t.org/wp-content/uploads/2013/07/T4T_8thGrade_Chemistry_5E_LessonPlans_073113.pdf
Brewer, M. (n.d.). What is Conservation of Matter? Retrieved February 08, 2016,
from http://betterlesson.com/lesson/603857/what-is-conservation-of-matter

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Name: ________________________ Hour:

ATTACHMENT A

_____

A Chemists Balance Worksheet

Directions: Place your name and hour at the top of the paper. Follow the directions
carefully to complete this chemical reaction. Respond to the questions as directed and
be ready to engage in a class discussion at the conclusion of this experiment. If you
have any questions, please raise your hand and I will come to help.
Place the beakers of sodium carbonate and calcium chloride on the scale. Record your
observations below.
a. Sketch the beakers:

b. What is the mass of the system? __________g

Now pour the calcium chloride into the beaker with the sodium carbonate and place the
empty beaker back on the scale. Record your observations below.
a. Write any observations during the reaction. You may write in bullet points.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.

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b. Sketch the beakers:

c. What is the mass of the system after the reaction? __________g

1. Compare the mass from before the reaction to the mass after the reaction. What
do you notice? Write in complete sentences a possible explanation for your
observations.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.
2. Take a look at the chemical equation for this reaction. Note any observations you
can make about it. It might help to compare this equation to one from an algebra
class. List some observations below.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.

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ATTACHMENT B

Name: __ANSWER KEY____________ Hour:

_____

A Chemists Balance Worksheet

Directions: Place your name and hour at the top of the paper. Follow the directions
carefully to complete this chemical reaction. Respond to the questions as directed and
be ready to engage in a class discussion at the conclusion of this experiment. If you
have any questions, please raise your hand and I will come to help.
Place the beakers of sodium carbonate and calcium chloride on the scale. Record your
observations below.
c. Sketch the beakers: (1 point for a completed sketch)
Student observations may vary.
Should show two beakers with about 20 mL of clear liquids and a
scale.

d. What is the mass of the system? _About 75__g (1 point for recording the
mass)
Now pour the calcium chloride into the beaker with the sodium carbonate and place the
empty beaker back on the scale. Record your observations below.
d. Write any observations during the reaction. You may write in bullet points.
_____Student observations will vary. Look for: it was a quick reaction, it turned
into a gel like substance, etc. ____________________________________________
______________________________________________________________________
_____________________________________________________________________.
(2 points for clear, detailed observations. 1 point for vague observations)

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e. Sketch the beakers: (1 point for a completed sketch)

Student responses may vary.
Should show one empty beaker and one beaker with a gel
substance in it, both sitting on the scale.

f. What is the mass of the system after the reaction? __About 75 (same as
before_ g (1 point for recording this mass
3. Compare the mass from before the reaction to the mass after the reaction. What
do you notice? Write in complete sentences a possible explanation for your
observations. (1 point for observations, and 1 for a plausible explanations)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.
4. Take a look at the chemical equation for this reaction. Note any observations you
can make about it. It might help to compare this equation to one from an algebra
class. List some observations below. (1 point for attempting observations)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.

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Name: _________________ Hour:

ATTACHMENT C

______

Chemical Model Checklist

Part of a model
Includes all 4
chemical
expressions

Yes, it is there!
CaCl2 _____________

No, its not there

CaCl2 _____________

Na2CO3

Na2CO3

_____________

_____________

(CaCl2, Na2CO3,

CaCO3 _____________ CaCO3 _____________

CaCO3, NaCl).
My reaction is

NaCl ______________
Yes it is ____________

NaCl ______________
I made a few

accurately

mistakes.

balanced.
I have

Ca ______________

____________
Ca ______________

represented each

Cl ______________

Cl ______________

atom individually. Na ______________

Na ______________

C ________________

C ________________

O ________________
I have labeled the Reactants are

O ________________
Reactants are

reactants and the labeled ________

labeled ________

products.

Products are labeled Products are labeled

_________

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_________