Exothermic and Endothermic Lab Stations

Exothermic and Endothermic Lab Stations
Exothermic and Endothermic Lab Stations
Exothermic and Endothermic Lab Stations
Exothermic and Endothermic Lab Stations
Exothermic and Endothermic Lab Stations
Exothermic and Endothermic Lab Stations
Exothermic and Endothermic Lab Stations
Exothermic and Endothermic Lab Stations
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File Type

Word Document File

(55 KB|15 pages)
Product Description

This resource includes:

Up to 10 laboratory experiences with the step by step procedure for each experience/test for student use.

A teacher resource page that includes all materials/equipment needed to perform all tests as well as alternative materials for those without access to certain equipment.

A test by test breakdown of the specific materials needed for each lab/test

A student handout for recording data, making observations and analyzing results.

Cooperative Team Lab Roles sheet

The procedure cards should be laminated to be placed at each station for repeated use.

NGSS MS Standard:

MS-PS1-2: Analyze & interpret data on the properties of substances before & after the substances interact to determine if a chemical reaction has occurred.

OR…if you want to advance this lab…

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.

Objectives:

I can analyze thermal energy before & after a chemical reaction to determine if energy was taken from or given to the environment. (exothermic vs. endothermic)(CI1-

I can use molecular models and reaction energy graphs to determine and represent how energy moved (to or from environment) (exothermic vs endothermic) based on changes in temperature. (CI1-H)

Lead in to performance/engineering task…

MS-PS1-6: Undertake a design project to construct, test, & modify a device that either releases or absorbs thermal energy by chemical processes.

I can use my understanding of chemical interactions that store or give thermal energy to design either a cold pack or hand warmer.

I can describe how the chemical process in my device is able to give off or take away thermal energy.

I can critique the design (pros & cons) on its effectiveness to solve the problem (cooling/heating environment).

These tests can be done as stations in whatever quantity you want (up to 10 available) with a rotation or split up however works best for your classroom, the time you have, and materials you have access to. There are 8 tests (with two provided alternates) that student teams in my room rotate through as they fill out information related to each test they conduct. The students rotate clockwise around the room with each station being about 10+ minutes in length. If this is the first time your students are working in a lab like this, it will likely be longer per test/station. I put up an online timer from google on the projector so the kids can monitor their time before having to rotate. I emphasize team lab roles, and that those roles rotate after each station/test. Depending on the age, ability, and experience of your students you may want to alter the expectations lower or higher.

The purpose is to have students exposed to various chemical interactions where they practice their skills of identifying properties of materials before and after an interaction, but also hone their skills of identifying exothermic and endothermic interactions by measuring temperature, then representing these changes in energy of the reactants/products using basic reaction energy charts.

Total Pages
15 pages
Answer Key
N/A
Teaching Duration
2 days
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