The Law of Conservation of Mass
The Law of Conservation of Mass
Goals:
1. To identify the parts of a chemical equation. Students need to identify subscripts, coefficients, reactants, products, chemical formulas, and chemical symbols
2. To appreciate that scientific discoveries are often the result of inquiry.
3. to distinguish between an element, a compound, and a mixture (and between heterogeneous and homogeneous mixtures)
4. To balance a chemical equation in order to prove that the Law of Conservation of Mass works quantitatively as well as conceptually
5. To respect that chemicals can be both helpful and harmful safety must be a priority and the intention of scientists can play a large role in determining if chemicals do indeed hurt or help humanity
6. To prove experimentally the Law of Conservation of Mass that matter is not created or destroyed in a chemical reaction Standards
:
NJ CORE CURRICULUM (SCIENCE) STANDARD 5.2 (Science and Society) All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology.
NJ CORE CURRICULUM (SCIENCE) STANDARD 5.6 (Chemistry) All students will gain an understanding of the structure and behavior of matter.
NJ CORE CURRICULUM (SCIENCE) STANDARD 5.3 (Mathematical Applications) All students will integrate mathematics as a tool for problemsolving in science, and as a means of expressing and/or modeling scientific theories.
Lesson 1 Instructions for Teachers: A. There are a number of ways of doing this but first tell the story of Lavoisier and his water experiments described in “background information A”. You can either print out the story or tell the story in your own words. This lesson corresponds with slides 14 on the powerpoint presentation. Slide 4 contains a short video (approximately 5 minutes) in which the work of
Lavoisier is
Goals:
1. To identify the parts of a chemical equation. Students need to identify subscripts, coefficients, reactants, products, chemical formulas, and chemical symbols
2. To appreciate that scientific discoveries are often the result of inquiry.
3. to distinguish between an element, a compound, and a mixture (and between heterogeneous and homogeneous mixtures)
4. To balance a chemical equation in order to prove that the Law of Conservation of Mass works quantitatively as well as conceptually
5. To respect that chemicals can be both helpful and harmful safety must be a priority and the intention of scientists can play a large role in determining if chemicals do indeed hurt or help humanity
6. To prove experimentally the Law of Conservation of Mass that matter is not created or destroyed in a chemical reaction Standards
:
NJ CORE CURRICULUM (SCIENCE) STANDARD 5.2 (Science and Society) All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology.
NJ CORE CURRICULUM (SCIENCE) STANDARD 5.6 (Chemistry) All students will gain an understanding of the structure and behavior of matter.
NJ CORE CURRICULUM (SCIENCE) STANDARD 5.3 (Mathematical Applications) All students will integrate mathematics as a tool for problemsolving in science, and as a means of expressing and/or modeling scientific theories.
Lesson 1 Instructions for Teachers: A. There are a number of ways of doing this but first tell the story of Lavoisier and his water experiments described in “background information A”. You can either print out the story or tell the story in your own words. This lesson corresponds with slides 14 on the powerpoint presentation. Slide 4 contains a short video (approximately 5 minutes) in which the work of
Lavoisier is
References: Cullen, K. “Lavoisier, AntoineLaurent.” Chemistry, Pioneers in Science. (2005). New York: Chelsea House Publishing, 2005. Science Online. Facts On File, Inc. Retrieved March 11, Grey, V. (1982). Johnson, H.A. (2008). Revolutionary Instruments: Lavoisier’s Tools as Object d’Art. Lavoisier, AntoineLaurent. Chemical Heritage Foundation (2005). Retrieved March 11, Lavoisier, Antoine Laurent. Discovery Education (2005). Retrieved March 18, 2009, from Michalovic, M. (2004). We’re History. Retrieved March 11, 2009 from http://www.chemheritage.org/explore/milestone_oxygen.html (2004) New York: Facts On File, Inc. Science Online. Facts On File, Inc. Retrieved March 11, 2009 from