Combustion Reaction/Chemical Changes

Overview
This is a high school chemistry course that is learning about different types of reactions. This demonstration will go over how combustion
reactions occur. It requires setup beforehand of a water/ethanol solution, as well as making sure that the classroom in set up in a manner that
prevents any harm to the teacher/students.

Total Time
5-7 minutes
State and National Standards
North Carolina Science Standards (click here for the standards)
PS.Chm.4.1 Use models to explain the exothermic or endothermic nature of chemical
changes.
PS.Chm.4.2 Carry out investigations to predict the outcome of simple chemical
reactions that obey the Law of Conservation of Mass.

Next Generation Science Standards (i.e., Performance Expectations) (click here for NGSS interactive website; click here for standards by
DCI, click here for standards by topic)
HS-PS1-2. 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.
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system
depends upon the changes in total bond energy.

NGSS 3D Components to be Addressed

The 3D components listed below can be pulled directly from the NGSS performance expectations (i.e., your standards) in the standards
document. These are the different colored sections below the performance expectations. Watch this video for clarification as needed.
Disciplinary Core Ideas (orange box) Science Practices (blue box) Crosscutting Concepts (green box)
● Chemical processes, their rates, and ● Develop a model based on evidence to Energy and Matter
whether or not energy is stored or released illustrate the relationships between systems ● The total amount of energy and matter in
can be understood in terms of the collisions or between components of a system. closed systems is conserved. (HS-PS1-7)
of molecules and the rearrangements of (HS-PS1-4) ● Changes of energy and matter in a system
atoms into new molecules, with consequent ● Apply scientific principles and evidence to can be described in terms of energy and
changes in the sum of all bond energies in provide an explanation of phenomena and matter flows into, out of, and within that
the set of molecules that are matched by solve design problems, taking into account system. (HS-PS1-4)
changes in kinetic energy. possible unanticipated effects. (HS-PS1-5) Stability and Change
(HS-PS1-4),(HS-PS1-5) ● Refine a solution to a complex real-world ● Much of science deals with constructing
● The fact that atoms are conserved, together problem, based on scientific knowledge, explanations of how things change and
with knowledge of the chemical properties student-generated sources of evidence, how they remain stable. (HS-PS1-6)
 of the elements involved, can be used to prioritized criteria, and tradeoff
describe and predict chemical reactions. considerations. (HS-PS1-6)
(HS-PS1-2),(HS-PS1-7)

Student Learning Objectives

Students will be able to define the differences between endothermic and exothermic reactions.

Students will be able to create a hypothesis about why the dollar bill burns (why alcohol burns by itself).

Assessment

Formative Assessment (the informal, and (often) ungraded assessments that inform “next steps”)
What are you planning to do throughout the lesson to monitor student progress towards the learning objectives?

Summative Assessment (the formal and graded assessments that measure student knowledge of the objectives)
What are you planning to do to find out if students reached the learning objective?

Resources & Materials

A piece of paper, dollar bill, tongs, matches, salt, 100 mL beaker, glass/pie plate, solution of 50% alcohol, and 50% water. The alcohol is 95%
ethanol - may only be obtained in a laboratory.

Summary of Learning Activities

Time Name of Task Description of Task
5-7 Burning Money
Minutes Demo This is a demonstration that showcases what combustion reactions are, specifically the products of combustion
reactions. By dipping the dollar in the water/alcohol solution, the class can see that the alcohol is interacting in a
combustion reaction, which produces the fire and heat that is observed.
What the Teacher is Doing What the Students are Doing How I Will Assess Student
Progress
The teacher is setting up the demo The students are observing and They are asked questions while they
by dipping the dollar bill in the making inferences about what the are seeing the demo take place.
unknown solution. The students are solution is. They are also forming They are also formulating their own
then asked what they think the their own hypothesis on what will hypothesis as they see this demo.
solution is. happen to the dollar bill.
Students are given one minute to
They are then asked what will They then learn about the main discuss with their group what might
happen when the dollar bill is set on concept and how they can see that in be occurring to prevent the dollar
fire. their own world. from burning.

The bill is set on fire and then they
are asked follow-up questions. The
teacher then explains what has
happened and the applications that
take place in the real world.
Then, the group answers some of
the guiding questions below.
Guiding Questions:
What physical changes occurred?
What chemical/temperature changes
occurred?
When else is fire produced?
What kept the dollar bill from
burning?