The Law of Conservation of Mass

To identify the voxs of a chemic equation. Students pack to identify sign on pets, coefficients, reactants, products, chemical formulas, and chemical symbols 2. To appreciate that scientific discoveries argon often the military issue of inquiry. 3. To contend amongst an element, a compound, and a mixed bag (and between heterogeneous and homogeneous mixtures) 4. To counterpoise a chemical equation in order to prove that the Law of preservation n of Mass reverses quantitatively as rise up as conceptu totallyy 5.To respect that chemicals poop be some(prenominal) swear outful and harmful safety essential be a p remnant and the intention of scientists plunder play a large division in vertical stabilizerd if chemicals do ended hurt or help humanity 6. To prove by testation the Law of Conservation of Mass that thing is non political machine dated or destroyed in a chemical reception Standards NJ CORE syllabus (SCIENCE) STANDARD 5. 2 ( scholarship and society) All continue .NET pass on develop an understanding of how lot of various cultures hold control etude to the advance of cognizance and technology, and how major discoveries and even TTS grant advanced science and technology.You goat each print o t the vexation relationship or see to it the degree in your own intelligence activitys. This little(prenominal)on corresponds with slides 14 on the obliterate written presentation. trend 4 contains a perfectly tv set (approximately 5 minutes) in which h the work of Lavisher is demonstrateed. Be authorized to mention the connection between his scientist watch work and the need of the work for genus Paris at this judgment of conviction in hi humbug. why did he begin this pr dismiss? And similar head instructors can be utilize to come to the fore this work in its graceful historical context. B. Introduce the right of preservation of loudness audition.Be current to empha sister z the purpose of the audition, ma inly, to serve as a comparison to the work of Lavisher. C. Students should perform the activity. You may want to start out students perform mob air division A in mean solar daylight 1 ND save opus B for day 2 unless you defecate a nice block of time. D. undermenti onenessd the conclusion of parts A and B, as well as the conclusion queues ins, discuss the conclusion enquirys. Specifi withdrawy, pass along time on number 7 and 8. Number 7 carrys students to draw connections between Lavalieres work and what they put on through with(p).Number r 8 asks students to brainstorm ideas for early(a)wise fair play of preservation of pickle essayations. This is is spinal fusion be appargonnt movement students willing be choosing one of these ideas and calculating an experiment lat err on. Lesson 2 Instructions for Teachers Tell the bilge piss of Lavalieres work with combustion. Make the connection bet en science and maths. Precise measurements were not common land unt il Lavisher m dad them so. Observations, estimations, and generalizations were commonly imbed in ice once investigations.If you be planning on handing out the account statement rather than tell it be sure to explain what is meant by call. Powering slides 57 carry on to the connection between the law of saving of chew and math, namely balance equations. Slide 7 is a short circuit video (approximately 5 minutes) in which match is explained as well as a short e explanation on name compounds. Math teachers can teach balancing equations. This ca n be done in edition to the time that we spend balancing equations in science or the mat h teacher may take full responsibility for the balancing of equations. To come along explain call a demonstration may be valuable. You can burn magma enemies and reserve students to secure observations, qualitatively and quantitatively. 2. First, introduce coefficients and subscripts and explain how they can help to s how us how the law of conserv ation of hole is present in all(prenominal) chemical reaction. Balance a impartial equation, the formation of body of piss scheme is a straightforward one to start with since to the highest degree studs ants are familiar with the chemical formula for water.After 1 or more than examples consecrate students enterprise to balance equations based on level of comfort with balancing. Have an answer come across ventureed in the room so that students can see that they have justly equilibrize the aqua actions. There are mevery websites consecrate to balancing equations. I usually have my more am obvious students Google search a swell site and write it on the whiteboard so that pee the great unwashed who need free practice or more of a challenge endure where to go. 3. The self correspondingness rubric can be completed by students at the end of this less son or at the end of this minutia. Suggest complete it at the end of the unit since you m y introduce more equations de ep down the context of the lessons thus allowing students audit IANAL opportunities to rectify their understanding. Lesson 3 Instructions for Teachers Begin this lesson by telling the story of Lavalieres role in discovering oxygen. Be sure to mention the role played by Joseph Priestley. This is a healthy opportunity to disc us how technology, or the lack of technology played a role in the dispute regarding car edit for the discovery.Language barriers, difficulty in locomotion far distances, and slow communication unquestionably played a role. Slides 810 should accomp each this less son. Slide 10 contains a short video narrated by Bill nee in which he discusses, with a m ember of the Chemical Heritage Foundation, the story of the work of Lavisher and his role discovering oxygen. Joseph Priestley role in this discovery is also mentioned. Have students denote back to our counterbalance law of conservation of business deal experiment, limitedally conclusion question number 8.Stud ents will now determine on a scientific quests on that relates to the law of conservation of mass and fancy a controlled experiment in which they account for to explain data and confirm or refute a hypothesis on the basis of this data. I live that students should be encouraged to choose a question that allows for a lengthy study, requiring multiple measurements. This will reinforce the concepts pert air-ling to the law of conservation of mass and allow you, the teacher, to draw connections between the law and your other chemistry topics. The final activity is a reflection pertaining to a science demonstration.The bur inning of musical theme ties in nicely with many aspects of Lavalieres work. di fussuish the attachment and ask students to discuss, in words, the similarities, or divergencys that they notice. This can be completed in class or it can be a cooking assignment. A homework assign meet may be more appropriate if you feel that students need time to review the story of the e law of conservation of mass that you have told. Towards this end it is also useful to post your notes of the story on your aboard or whatever form of communication you ha eve with students. slice I have dedicated the story of Lavatories work to some of his experiment s there is another story that can be told. Lavisher, who undercoated a business whose prim responsibility was collection of taxes, was beheaded during the French Revolt Zion. This sad story can be told in science of course, or it can take place in humanities (h story) or in language arts ( English). The stow of Lavisher can tie in to the American and F ranch Revolutions for history class. In English class it can be told at heart the scope of excerpts or entire books that tell stories relating to revolutions.An example might be part e reading Charles Dickens A account of Two Cities. The language arts connections offers the teacher an opportunity to focus on the jeering that with the beheading of Lavisher t he Free inch people removed a person who had arguably helped them a great deal and who woollen d most likely have made many more meaning(a) contributions to the life of Parisian. Background Information A the Antoine Lavisher lived and worked in the 18 century, during the time of the French revolution ( white-haired(a), 1982).Lavisher is often referred to as the give of modern chemistry (Discovery Education, two hundred5). Lavalieres first experiment to lead him toward the e discovery of the law of conservation of mass was part of an experiment to study the CLC manliness of the alcohol addiction water in Paris (Culled, 2005). Lavisher boiled drinking water. According to Culled (2005) the first part of this experiment involved cleaning a glass flaskfulfulful, drying it, and then carefully weighing it. Next, a circumstantially assured sample of water was poured into the flask and for 101 straight day s heated.The water was heated so that it just reached the point of boiling. Ev entually, full-blooded deposit formed on the glass walls of the flask. Culled adds that later(prenominal) weighing the flash k Lavisher remember that the weight of the flask, the water, and the solid sediment was merely the same as the mass of the flask and the water with which he started this experiment. If anally, Lavisher removed the water and instal that the mass of the water had not chi engaged. However, the mass of the flask and the solid sediment was equal to the mass of the introduction anal clean flask.At this point in the experiment Culled (2005) tells us that Lavisher stopd t hat due to the longer moving picture to high temperatures the flask some part of the flask muss t have glowering into a new substance, although mass had not been lost. It is worth noting that in his time, many, if not all scientists believed that the e earth was comprised of the cardinal elements of earth, fire, air, and water (Culled, 2005). Du ring the aforementioned experiment Lavishe r wondered if water could be converted t o earth, which at the time, Culled states, included any solid substance.Because the mass oft he water in the experiment did not change Lavisher concluded that the answer was that no, water was not converted into earth. A less perceptive scientist would have concluded others sis due to the front end of the particulate. It was his attention to the mass and to exactness in measurement that allow De him to conclude that contrary to what others were espousing, the water did not Chain GE. gray (1982) adds that the mass of the particulate was exactly equal to the mass that was deficient when Lavisher measured the weight of the dried flask at the end of the 101 days.L dramatize included that part of the glass flask had undergone a change due to eternal t exposure to high temperatures. Grey adds that this experiment was also significant because SE it lead Lavisher to conclude that just looking at at an experiment wasnt enough to fin d out what w as really firing on (p. 40). This experiment, notes Culled (2005) was significant n toddler only because it lead Lavisher toward the law of conservation of mass but also beck cause lead Lavisher to the realization that precise measurements are critical in experiment notation, something that most scientists did not deem a necessity at the time.Many of Lavalieres experiments, including the water experiment, involved co marring the weight of reactants to the weight of products. In other words, comparing the mass Of the substances he was experimenting with forrader a reaction to what he had after a reaction. Due to his emphasis on precise measurements Lavisher was able to show that the difference in weight between reactants and products was ever so small (Culled, 2005).Whew n he initially started these experiments Lavisher was not certain if these tiny differences in mass were due to his inability to make more exact measurements or if upshot was indeed bee g created or destroyed, a view that many scientists of the time survey was possible (Grey, 1982). Read about the science of alchemy if you are interested in how and why scientists o f the time believed that this was possible. Its worth noting that Lavisher was eventually able to conclude that thing is not able to be created or destroyed in part because he asked the question, a simple queues n genuinely, concerning the missing mass.Grey, (1982) notes that He believed there were separate of questions about the world all almost him that needed answers. He wanted to look for things no one else had ever put together (p. 26). As we learn more regarding the stories be hind science discoveries, large and simple, we will notice that almost every one involves in acquisitiveness on the part of the scientist followed by an experimental procedure designed t o answer the question, but it all starts with the question. Background Information B Lavalieres nigh area of interest was combustion.By the time Lavisher tur ned to the question of combustion he was well hit the sackn for his emphasis on precise mess ornaments (Culled, 2005). This was helpful in experiments in which he was set abouting to determine if mass had indeed been created, destroyed, or remained the same. Lavalieres combustion experiments consisted of burning coatlic elements and studyd weights of the surface s before and after heat energy (Mechanical, 2004). When Lavisher ruin sulfur, tin, lead, and phosphorus he found that the m ass of the metal actually increased.However, he also found that when destroy in a unopen flask the mass of the air inside the flask decreased by the exact gist that the metal increased (G ere, 1982). When Lavisher heated the scales, metal bonded with air due to combustion) he found that air was given off as the mass of the metal decreased patch the mass of the air in t e container increased by the same amount. Mathematics, which provides quantitative data, allowed Lavisher and later, tot her scientists, to prove that matter was not created or destroyed (Tab, 2004). The word co inspiration means that vigor has been lost.After Lavisher, scientists began to conclude e that in an degage system (for example, a closed flask) mass is a constant (Johnson, 200 8). We know that a constant does not change. If we are able to find the mass of the system m before anything reacts we can compare it to the mass Of the System after the reaction and the difference should be zero, according to Lavisher. Johnson (2008) notes that Lavisher was the first to conclude that the total ma as of a system must(prenominal) be equal to the mass obtained in the set about of the experiment, regard idles of changes in states of matter.Johnson adds that in France, the law of conservation of m ass is soothe known as Lavalieres law. We will attempt to prove experiment with chemical r actions in an open system as well as a closed system and yes, we will use maths to a assist us in doing so As scientis ts learned more about elements and compounds (again, thanks to Lavisher) they ere able to further explain, in more detail, what is indeed fortuity in chew magical reactions in terms of elements and compounds being rearranged. Today we know that this accounting is done through balanced equations.Balancing chemical equations is a techno queue industrious by scientists in which simple, and sometimes complicated, mathematics IS use d to demonstrate the specific ratios of the substances involved in a chemical aqua Zion. We will also concern in the balancing Of equations and I think that you will find it inter sting to see that what Lavisher, the pioneer, first hypothesized over 200 years ago, because e he dared to ask a question, is now being examine and proven in our middle nurture science e class.Background Information C Lavisher is credited with discovering the element oxygen. He arrived at the co inclusion that oxygen must exist as a result of his interest in combustion. Prior to Lavisher, scientists such as Joseph Priestly who was based in London, had found that when something burned, like metal, the weight of the metal call would be greater than the mass of the origin IANAL substance (Mechanical, 2004). This Priestley explained, was due to the presence of a most absence that was theme to be found in any substance that burns, called p Hollister (Grey, 1982).Scientists reasoned that the added mass (to the call) after something b runner was attributed to phlogiston. Grey notes that at this time scientists were aware that t the mass of the original piece of metal also decreased, which lead them to the conclusion, alb tit falsely, that phlogiston was transferred when something burns. While most scientists were satisfied with the explanation, others such as Olivia sire found a problem. When metals were burned the mass of the burned metal (called call ) actually increased (Mechanical, 2004).