Chemical Reactions
Chemical Reactions:
Chemical reactions play a significant role in our
lives. Considering the abundance of substances around
and in us, it isn’t surprising that we observe numerous
examples of chemical reactions in everyday life.
A chemical reaction is defined as the process during
which a set of chemical substances react with each other.
This leads to their conversion into other substances. The
initial substances are referred to as reactants and the
ending substances formed from the reaction are referred
to as products. In general, the chemical properties of the
reactants and products are different from each other
There are numerous products that each and every
one of us uses on a daily basis that were formulated from
the application of a specific chemical reaction. For
example, the toothpaste you use to brush your teeth, the
soaps and shampoos you use to cleanse yourself, and any
cleaning agent used around the house are all results of
chemical reactions.
Additionally, from a biological standpoint, there are
numerous reactions responsible for your existence.
Cellular respiration and photosynthesis (yes we talked
extensively about them in biology), the rusting of metal,
and any process of cooking or baking are all examples of
chemical reactions that you experience on a daily basis.
Throughout the unit we will look at five types of
reactions and why these reactions need to be balanced.
We will look at reactions that affect your everyday life and
well as reactions that are unique to chemistry and
chemistry experiments.
Type of Reaction Generic Formulas
Combination/Synthesis A+B AB
Decomposition AB A+B
Single-Replacement A + BC AC + B
Double-Replacement AB + CD AD + CB
CxHy + O2 CO2 + H2O
Combustion
All the videos will be posted on YouTube and can be
accessed using multiple sources. The videos have been
formatted to work on iPhones, iPads, Android phones,
Kindles, and Nooks. The titles of the videos are listed
below so that you can search them, and the creator of the
videos should be NRHSChemistry.
Lesson Target(s) for Each Video:
Video 1 – Writing Chemical Reactions
 I can construct a sentence describing a balanced
chemical reaction.
 I can create a balanced chemical reaction from a
sentence describing the reaction.
Video 2 – Combination Reactions
 I can identify and predict the products of combination
reactions.
Video 3 – Special Case Combination Reactions
 I can identify and predict the products of special case
combination reactions.
Video 4 – Decomposition Reactions
 I can identify and predict the products of
decomposition reactions.
Video 5 – Single-Replacement Reactions
 I can identify and predict the products of single-
replacement reactions.
 I can apply the activity series when predicting the
products of single-replacement reactions.
Video 6 – Double-Replacement Reactions
 I can identify and predict the products of double-
replacement reactions.
Video 7 – Combustion Reactions
 I can identify and predict the products of combustion
reactions.
Video 8 – Balancing Reactions
 I can prove the conservation of mass through a
balanced chemical reaction.
 I can produce properly written and balanced chemical
reactions.
Essential Learning Outcomes:
1. Chemical formulas will give clues to the type of chemical
reaction and the ways that a chemical will react.
2. Changes can occur within a substance that alter its
identity.
Required activities: Important Vocabulary
 Due dates are in parentheses
 Activity series  Combustion reaction
□ Chemical Reactions P.S. 1-4 (12/21)
o Video 1 – Writing Chemical Rxns (12/14)  Balanced equation  Combustion reaction
□ Chemical Reactions P.S. 5-11 (1/2)  Catalyst  Decomposition reaction
o Video 2 – Combination Reactions (12/19)
o Video 3 – Special Case Rxns (12/19)  Double-replacement
o Video 4 – Decomposition Reactions (12/20)  Chemical equation
reaction
o Video 5 – Single-Replacement Rxns (12/21)
 Single-replacement
□ Chemical Reactions P.S. 12-15 (1/4)  Coefficients
reaction
o Video 6 – Double-Replacement Rxns (12/21)
o Video 7 – Combustion Reactions (1/2)  Combination reaction
□ Chemical Reactions P.S. 16-22 (1/9)
o Video 8 – Balancing Reactions (1/4)
□ Balancing Reactions Worksheet (1/6)
□ Writing and Balancing Worksheet (1/6)
□ Predicting Products Worksheets (1/9)
□ Reaction Rate Lab (12/19 to 1/2)
o Peer Review of Report (1/3)
o Lab Report (1/6)
□ Chemical Reactions Unit Quest (1/10)

Additional Resources:
1) Types of Reactions https://www.youtube.com/watch?v=tE4668aarck
2) Balancing Reactions https://www.youtube.com/watch?v=UGf60kq_ZDI
3) Balancing Reactions https://www.youtube.com/watch?v=_B735turDoM

Practice Problem Websites:

1) http://www.sciencegeek.net/APchemistry/APtaters/ReactionIdentification.htm
2) http://www.quia.com/ba/22228.html

iPhone and iPad apps:

There are none that I could find….if you find one and feel it is useful, please let me know!!!
Chemistry Name:
Problems and Questions Chemical Reactions Hour:

Directions: Answer the following questions using complete sentences when necessary. Correct naming and writing of formulas
will be required for credit. On numerical problems, show all work, circle your answers, and follow all rules of significant figures for full
credit.
1. Write the formulas and other symbols for these substances.
a) Metallic potassium
b) Sodium chloride dissolved in water
c) Heat supplied to a chemical reaction
d) Liquid mercury
e) Zinc chloride as a catalyst
f) Carbon dioxide gas
2. What is the purpose of a catalyst?
3. Write a sentence that describes each chemical reaction.
a) 2K(s) + 2H2O(l) 2KOH(aq) + H2(g)
b) NaOH(aq) + HNO3(aq) H2O(l) + NaNO3(aq)
c) FeO(s) + C(s) Fe(s) + CO(g)
d) Pb(NO3)2(aq) + NaOH(aq) Pb(OH)2(s) + NaNO3(aq)
4. Write the complete chemical reaction and symbols of each of the following:
a) Aqueous magnesium bromide and chlorine gas yield aqueous magnesium chloride and bromine gas when the reaction is heated.
b) Sodium metal and water yield aqueous sodium hydroxide and hydrogen gas.
c) Solid potassium nitrate decomposes into solid potassium nitrite and oxygen gas with the presence of the catalyst MnO 2.
d) Solid calcium oxide and aqueous hydrochloric acid gives aqueous calcium chloride and liquid water.
5. What is a characteristic of every combination reaction?
6. Write the complete reactions and formulas then name the product in each of these combination reactions. The reactants are given below.
a) Sodium metal and bromine liquid
b) Magnesium metal and nitrogen gas with a platinum catalyst
c) Sulfur dioxide gas and water
d) Beryllium metal and fluorine gas
7. What is a characteristic of every decomposition reaction?
8. Write the complete chemical reaction including the other product of the following decomposition reactions underline the other product.
a) Hydrogen peroxide yields water and ______.
b) Magnesium chlorate yields magnesium chloride and ______.
c) Hydrogen iodide yields two products, write the reaction.
d) Sodium nitrate yields sodium nitrite and _____.
e) Dinitrogen pentoxide yields two products, write the reaction.
9. Based on the activity series of metals and halogens, which element within each pair is more likely to replace the other in a compound?
a) K and Na e) Au and Ag
b) Al and Ni f) Cl2 and I2
c) Bi and Cr g) Fe and Sr
d) Cl2 and F2 h) I2 and F2
10. Write the complete reaction of the following single replacement reactions. If a reaction does not occur put "no reaction" in place of
the products. Remember water can be written as HOH rather than H 2O. The product formulas must be written for credit.
a) Aluminum + copper (II) nitrate e) Copper and magnesium nitrite
b) Calcium and water f) Chlorine and potassium iodide
c) Zinc + lead (II) nitrate g) Fluorine gas and calcium bromide
d) Barium + silver sulfate h) Iodine liquid and copper (II) chloride
11. Will all metals replace H in H2O? Explain using the activity series.
12. Use the named chemicals below to write four double replacement reactions and their products. All formulas must be used in writing
the reactions.
1) Hydrogen sulfate (sulfuric acid) 4) Aluminum hydroxide
2) Potassium chromate 5) Ammonium carbonate
3) Strontium bromide
13. Write the complete reaction formula of the entire reaction (reactants and products). Assume that the reaction does react to form
products. Example: Lead (II) nitrate and sodium iodide Answer: Pb(NO3)2 + NaI NaNO3 + PbI2
a) Hydrogen sulfate (sulfuric acid) and magnesium hydroxide
b) Hydrogen sulfide and zinc chloride
c) Silver nitrate and ammonium acetate
d) Sodium nitrate and copper (I) acetate
e) Iron (III) chromate and lithium hydroxide
f) Barium chloride and hydrogen phosphate (phosphoric acid)
14. What are the "driving forces" in a double replacement reaction?
15. Write the equations for the complete combustion of each of these compounds.
a) Acetic acid, HC2H3O2
b) Decane, C10H22
c) Glycerol, C3H8O3
d) Sucrose, C12H22O11
16. Write the formulas of these reactions then balance them. Example:Sodium metal and water yields sodium hydroxide and hydrogen gas.
Answer: 2Na(s) + 2H2O 2NaOH + H2(g)
a) Iron (II) nitrate and sodium chromate yield sodium nitrate and iron (II) chromate
b) Manganese (IV) oxide and hydrogen chloride yield manganese (II) chloride and water and chlorine gas.
c) Complete combustion of C3H6.
d) Barium chlorate yields barium chloride and oxygen gas.
e) Zinc hydroxide and hydrogen phosphate yield zinc phosphate and water.
f) Carbon monoxide and iron (III) oxide yield iron and carbon dioxide.
g) Carbon disulfide and chlorine gas yield carbon tetrachloride and disulfur dichloride
h) CH4 and Br2 CH3Br + HBr
i) Barium cyanide and hydrogen sulfate yield barium sulfate and hydrogen cyanide.
j) Ammonium dichromate yields chromium (III) oxide and water and nitrogen gas.
17. Balance the reactions in problem number 15. Re-write the reactions before balancing them.
18. Balance each of these equations. Identify each as to type.
a) HCl + Fe2O3 FeCl3 + H2O f) C6H5OH + O2 CO2 + H2O
b) Li + O2 Li2O g) KClO4 KCl + O2
c) MgCO3 MgO + CO2 h) AgNO3 + H2S Ag2S + HNO3
d) HC2H3O2 + Al(OH)3 Al(C2H3O2)3 + H2O i) Cl2 +KI KCl +I2
e) Fe3O4 + H2 Fe + H2O j) FeCl3 + NaOH Fe(OH)3 + NaCl
19. Each of these equations is "balanced" but incorrect. Find the errors and correctly balance each equation.
a) Mg + H2SO4 Mg2SO4 + H2
b) H2 + Cl2 H2Cl2
c) NH3 N + H3
d) Cl2 + NaI NaCl2 + I
e) Na + O2 NaO2
f) MgCl + CaOH MgOH + CaCl
20. Write balanced chemical equations for these double-replacement reactions that occur in aqueous solution.
a) Sodium hydroxide reacts with hydrogen nitrate.
b) Solutions of potassium fluoride and calcium nitrate are mixed.
c) Zinc sulfide is added to hydrogen sulfate (sulfuric acid).
d) A solution of calcium iodide is poured into a solution of mercury (II) nitrate.
21. Write balanced chemical equations for each of these combination reactions.
a) Dichlorine heptoxide + water
b) Hydrogen + bromine
c) Sodium oxide + water
d) Aluminum + chlorine gas
22. Write balanced chemical equations for each of these single replacement reactions that take place in water solution. Then balance each
equation. Write "no reaction" if no reaction occurs.
a) A piece of silver jewelry is dropped in hydrochloric acid.
b) Bromine reacts with aqueous barium iodide.
c) A piece of steel wool (iron) is placed in sulfuric acid.
d) Mercury is poured into an aqueous solution of zinc nitrate.
Predicting Products of Chemical Reactions:
In each of the following examples:
a. Identify the type of reaction
b. Write the formulas for the reactants and products
c. Balance the reaction

1. Aluminum metal plus hydrochloric acid

2. Calcium hydroxide plus nitric acid

3. Zinc chloride and hydrogen sulfide react

4. Sodium chloride decomposes

5. Barium nitrate plus sodium carbonate

6. Zinc carbonate undergoes decomposition

7. Potassium plus fluorine gas

8. Iron (III) hydroxide plus phosphoric acid

9. Sodium plus nitric acid

10. Copper (II) plus sulfuric acid

11. Lead (II) plus potassium chlorate

12. Oxygen plus sulfur

13. Sodium sulfate plus barium chloride

14. Mercury (II) plus nitric acid

15. Calcium carbonate plus lithium chloride

16. Sodium cyanide plus tin (IV) silicate

17. Magnesium plus hydrochloric acid

18. Mercury (II) oxide (heated)

19. Ammonium phosphate plus aluminum chloride

20. Calcium plus oxygen gas

21. Calcium plus phosphoric acid

22. Calcium chloride plus ammonium hydroxide

Balancing Chemical Reactions:
Balance the following chemical reactions:
1. ____CH4 + ____O2 ____CO2 + ____H2O

2. ____Na + ____Cl2 ____NaCl

3. ____Al + ____O2 ____Al2O3

4. ____N2 + ____H2 ____NH3

5. ____CO + ____H2 ____C8H18 + ____H2O

6. ____FeO3 + ____CO ____Fe + ____CO2

7. ____H2SO4 + ____Pb(OH)4 ____Pb(SO4)2 + ____H2O

8. ____Al + ____HCl ____AlCl3 + ____H2

9. ____Ca3(PO4)2 + ____H2SO4 ____CaSO4 + ____Ca(H2PO4)2

10. ____H3PO4 + ____HCl ____PCl5 + ____H2O

11. ____Fe + ____H2SO4 ____Fe2(SO4)3 + ____H2

12. ____C2H6 + ____O2 ____H2O + ____CO2

13. ____KOH + ____H3PO4 ____K3PO4 + ____H2O

14. ____SnO2 + ____H2 ____Sn + ____H2O

15. ____NH3 + ____O2 ____NO + ____H2O

16. ____KNO3 + ____H2CO3 ____K2CO3 + ____HNO3

17. ____B2Br6 + ____HNO3 ____B(NO3)3 + ____HBr

18. ____BF3 + ____Li2SO3 ____B2(SO3)3 + ____LiF

19. ____(NH4)3PO4 + ____Pb(NO3)4 ____Pb3(PO4)4 + ____NH4NO3

20. ____SeCl6 + ____O2 ____SeO2 + ____Cl2

21. ____SiCl4 + ____H2O ____SiO2 + ____HCl

22. ____As + ____NaOH ____Na3AsO3 + ____H2

23. ____Au2S3 + ____H2 ____Au + ____H2S

24. ____V2O5 + ____HCl ____VOCl3 + ____H2O

25. ____Hg(OH)2 + ____H3PO4 ____Hg3(PO4)2 + ____H2O

Writing and Balancing Chemical Reactions Worksheet
DIRECTIONS: For each problem, identify the type of reaction, and predict the products. Then balance the
reaction. If there is no reaction, write no reaction and state the type of reaction.
Type of Rxn.
1. ___H2 + ___O2 
2. ___HgO 
3. ___Zn + ___HCl 
4. ___C7H6O2 + ___O2 
5. ___Al(OH)3 + ___H2SO4 
6. ___KClO3  ___KCl +
7. ___FeO + ___H2 
8. ___Na + ___H2O 
9. ___S8 + ___Fe 
10. ___CaO + ___H2O 
11. ___FeCl2 + ___NH4OH 
12. ___Al + ___O2 
13. ___H2O2  ___H2O +
14. ___Ag + ___Na2SO4 
15. ___Pb(NO3)2 + ___NaBr 
16. ___C5H12 + ___O2 
17. ___SO3 + ___H2O 
18. ___NaCl 
19. ___BBr3 + ___F2 
20. ___Ba(OH)2 + ___HCl 
21. ___Cu + ___AgNO3 
22. ___CaCO3  ___CaO +
23. ___Fe2O3 + ___H2 
24. ___K2SO4 + ___BaCl2 
25. ___Cu + ___O2 
26. ___Mn2O5 
27. ___Ca(OH)2 + ___NH4Cl 
28. ___H3PO4 + ___NH4OH 
29. ___Zn + ___H2SO4 
30. ___CH4 + ___O2 
31. ___Na2O + ___H2O 
32. ___H2S + ___KOH 
33. ___Mg + ___N2 
34. ___N2O5 
35. ___C12H26 + ___O2 
Lab 21: Reaction Rates: Why Do Change in Temperature and Reactant
Concentration Affect the Rate of Reaction?
Introduction
The molecular-kinetic theory of matter suggests that all matter is made up of subatomic particles called atoms that are
constantly in motion. These atoms can be joined together to form molecules. Atoms have kinetic energy because they
move and vibrate. The more kinetic energy an atom has, the fast it moves or vibrates. Temperature is a measurement
of the average kinetic energy of all the atoms in a substance. The average kinetic energy of the particles within a
substance increases and decreases as it changes temperature. Heat, in contrast, is the total kinetic energy of all the
particles in a substance.
A chemical reaction, as you have learned, is simply the rearrangement of atoms. The substances (elements
and/or compounds) that are changed into other substances during a chemical reaction are called reactants. The
substances that a produced as a result of a chemical reaction are called products. Chemical equations show the
reactants and products of a chemical reaction. A chemical equation includes the chemical formulas of the reactants and
the products. The products and reactants are separated by an arrow symbol (), and the chemical formula for each
individual substance is separated by a plus sign (+).
A balanced chemical reaction tells us the nature of the products and the amount of product that is formed from
a given amount of reactants. A balanced chemical equation, however, tells us little about how long it takes for the
reaction to happen. Some chemical reactions, such as the rusting of iron, happen slowly over time, while others, such as
the burning of gasoline, are almost instantaneous. The speed of any reaction is indicated by its reaction rate, which is a
measure of how quickly the reactants transform into products. As shown in Figure L21.1, a reaction begins with only
reactant molecules. Over time, the reactant molecules interact with each other and form product molecules. The
concentration of reactant molecules and
FIGURE L21.1
the product molecules, as a result, will
A model of what happens during a chemical reaction over time
change during the process of a reaction.
The rate of a reaction can therefore be
calculated by measuring how the
concentration of the reactants
decreases of the concentration of the
products increases as a function of time.
The rate of a reaction can also be
measured by timing how long it takes
for a product to appear of for a reactant
to disappear once the reaction begins.
It is important for chemists to
understand how and why different
factors affect the rate of a chemical
reaction so they can make a wide range
of products in a safe and economical
manner. You will therefore explore two
factors that affect the rate of a specific
reaction and then develop a conceptual
model that you can use to explain your
observations and predict the rate of this
reaction under different conditions.

Your Task
Determine how temperature and changes in concentration of a reactant affect the rate of reaction between magnesium
(Mg) nad hydrochloric acid (HCl). Then develop a conceptual model that can be used to exaplain why these factors
influence raction rate. Once you have developed you model, you will need to determine if it is consistent with the rate
of reaction that you observe under other conditions.
The guiding question of this investigation is, Why do changes in temperature and reactant concentration affect
the rate of reaction?
Materials
You may use any of the following materials during your investigation:

Consumables Equipment
 2 pieces of 18 gauge copper wire (20 cm)  2 test tubes
 Magnesium ribbon (30 cm)  Test tube rack
 3 M HCl  Graduated cylinder (10 mL)
 2 M HCl  2 beakers (250 mL)
 1 M HCl  Thermometer (or temperature probe)
 0.5 M HCl  Hot plate
 Ice  Electronic balance
 pH paper

Safety Precautions
Follow all normal lab safety rules. Magnesium is a flammable solid, and hydrochloric acid is a corrosive liquid. Your
teacher will explain relevant and important information about working with the chemicals associated with this
investigation. In addition, take the following safety precautions:
 Wear indirectly vented chemical-splash goggles
 Do not heat hydrochloric acid directly on a hot plate; rather, heat the hydrochloric acid using a hot bath and
keep the temperature of the bath between 20°C and 60°C.
 Use caution when working with hot plates because they can burn skin. Hot plates also need to be kept away
from water and other liquids.
 Handle all glassware with care.
 Wash your hands with soap and water before leaving the laboratory.

Investigation Proposal Required?  Yes  No

Getting Started
The first step in developing your model is to design and carry out two experiments. The goal of the first experiment will
be to determine how temperature affects reaction rate. The goal of the second experiment will be to determine how
reactant concentration affects reaction rate. For these two experiments, you will focus on the reaction of magnesium
and hydrochloric acid. These two chemicals react to form hydrogen gas and magnesium chloride. The equation for the
reaction is:
Mg(s) + 2HCl(aq)  H2(g) + MgCl2(aq)
You can measure the reaction rate by simply timing how long it takes for the solid magnesium to be no longer visible
once it is mixed with the hydrochloric acid. You can also measure the reaction rate by timing how long hydrogen gas is
produced after the magnesium and hydrochloric acid are mixed. The unit of measurement for a reaction rate is mol/sec
it will therefore be important for you to determine how many moles of each reactant you used for each test.
To design your two experiments, you will need to decide what type of data you need to collect, how you will collect the
data, and how you will analyze the data.
To determine what type of data you need to collect, think about the following questions:
o How will you determine the number of moles of each reactant at the beginning of the reaction?
o How will you know when the reaction starts and when it is finished?
o What type of measurements will you need to record during each experiment?
o When will you need to make these measurements or observations?
To determine how you will collect the data, think about the following questions:
o How much magnesium ribbon will you use in each test?
o How much hydrochloric acid will you need to use to submerge the magnesium ribbon?
o How will you prevent the magnesium ribbon from floating to the top of the hydrochloric acid? One way to
prevent magnesium from floating to the top on the hydrochloric acid is to use copper wire to create a cage (see
Figure L21.2).
o What will serve as your independent variable?
o What types of comparisons will you need to make?
o How will you hold other variables constant?
o What will you do to reduce measurement error?
FIGURE L21.2
o How will you keep track of the data you collect and how will you
How to suspend magnesium (Mg) ribbon in the
organize it? hydrochloric acid (HCl). The copper wire does
To determine how you will analyze the data, think about the following not react with the HCl.
questions:
o What type of graph could you create to help make sense of your
data?
o What types of calculations will you need to make?

Once you have carried out you two experiments, your group will need to
develop a conceptual model. This conceptual model must provide an
underlying reason for your findings about the effect of temperature and
reactant concentration on reaction rate. Your model should also include
an explanation of what is happening at the submicroscopic level between
and within molecules during a reaction. The molecular-kinetic theory of
matter should serve as the theoretical foundation of your model.
The last step in this investigation is to test your model. To accomplish
this goal, you can use the same reaction but test different temperatures
and concentrations to determine if your model is consistent with the
rates of reactions you observe under different conditions. If you can use
your model to make accurate predictions about the rate of this reaction
under different conditions, then you will be able to generate the
evidence you need to convince others that the conceptual model you
developed is valid.

Connections to Crosscutting Concepts

As you work through your investigation, be sure to think about
 the importance of developing casual explanations for observations,
 how models are used to help understand natural phenomena,
 the importance of imagination and creativity in science, and
 the role of experiments in science.
Initial Argument FIGURE L21.3
Once your group has finished collecting and analyzing your data, you will Argument presentation on a whiteboard
need to develop an initial argument. Your argument must include a claim,
which is your answer to the guiding question. Your argument must also
include evidence in support of your claim. The evidence is your analysis of
the data and your interpretation of what the analysis means. Finally, you
must include a justification of the evidence in your argument. You will
therefore need to use a scientific concept or principle to explain why the
evidence that you decided to use is relevant and important. You will create
your initial argument on a whiteboard. Your whiteboard must include all
the information shown in Figure L21.3.

Argumentation Session
The argumentation session allows all of the groups to share their
arguments. One member of each group stays at the lab station to share that group’s argument, while the other
members of the group go to the other lab stations one at a time to listen to and critique the arguments developed by
their classmates. The goal of the argumentation session is not to convince others that your argument is the best one;
rather, the goal is to identify errors or instances of faulty reasoning in the initial arguments so these mistakes can be
fixed. You will therefore need to evaluate the content of the claim, the quality of the evidence used to support the
claim, and the strength of the justification of the evidence included in each argument that you see. To critique an
argument, you might need more information that what is included on the whiteboard. You might, therefore, need to
ask the presenter one or more of the following questions, such as:
 How did your group collect the data? Why did you use that method?
 What did your group do to make sure the data you collected are reliable? What did you do to decrease
measurement error?
 What did your group do to analyze the data, and why did you decide to do it that way? Did you check your
calculations?
 Is that the only way to interpret the results of your group’s analysis? How do you know that your interpretation
of the analysis is appropriate?
 Why did your group decide to present your evidence in that manner?
 What other claims did your group discuss before deciding on that one? Why did you abandon those alternative
ideas?
 How confident are you that your group’s claim is valid? What could you do to increase your confidence?

Once the argumentation session is complete, you will have a chance to meet with your group and revise your original
argument. Your group might need to gather more data or design a way to test one or more alternative claims as part of
this process. Remember, your goal at this stage of the investigation is to develop the most valid or acceptable answer to
the research/guiding question!

Report
Once you have completed your research, you will need to prepare an investigation report that consists of three sections
that provide answers to the following questions:

1. What question were you trying to answer and why?

2. What did you do during your investigation and why did you conduct your investigation in this way?
3. What is your argument?

Your report should answer these questions in four pages or less. The report must be typed and any diagrams, figures, or
tables should be embedded into the document. Be sure to write in a persuasive style; you are trying to convince others
that your claim is acceptable and valid!
 Investigation Timeline Option E
Stage 1: Identify the task and the guiding question. Hold a “tool
talk”

Day 1 Small groups of students 50 Minutes

then…

Stage 2: Design a method and collect data

Groups then…
Day 2 50 Minutes
Finish Stage 2. Collect data

Groups then…

Stage 3: Analyze data and develop a tentative

argument

Day 3 Each group then shares its argument during an… 50 Minutes
If needed, Collect additional data or
Stage 4: Argumentation groups reanalyze the collected data
session can…

The teacher then leads an… The teacher then leads an…

Stage 5: Explicit and reflective discussion

Individual students then…

Day 4 50 Minutes
Stage 6: Write and investigation
report

The report then goes through a …

Stage 7: Double-blind group peer

review
Day 5 50 Minutes
Each student then…

Stage 8: Revises and submits his or her

report
 Investigation Proposal A

The guiding question …

Hypothesis 1 Hypothesis 2
IF … IF …

The Test
AND … What data will you collect?
Procedure

How will you analyze the data?

What safety precautions will you follow?

Predicted Result if hypothesis 1 is valid Predicted result if hypothesis 2 is valid

THEN… THEN…

AND…

The Actual
Results

I approve of this investigation. _____________________________________________________________ _____________

Instructor’s Signature Date