Heat+in+Chemical+Reactions

=**Heat in Chemical Reactions**=

**Over arching goal:**
Changes in the composition of matter are accompanied by proportional changes in energy a. apply data showing trends to predict information b. interpret a graph constructed from experimentally obtained data c. distinguish between endothermic and exothermic reactions, using energy terms in a reaction equation, ... or experimental data

**Rationale:**
Students often have the misconception that all chemical reactions get hot. We started this lesson study with the idea of addressing this misconception. Over time, our lesson study evolved to include a quantitative as well as qualitative treatment of energy changes accompanying chemical reactions.

**Overview of lesson sequence:**
 * 1) Students will experience two reactions in which energy is absorbed and two reaction in which it is released. (Day 1 and 2)
 * 2) Students will be asked to represent heat as a reactant or a product in the reactions that they experience. (Day 1 and 2)
 * 3) Students will describe the reactions they observe as endothermic or exothermic and must provide evidence for their designations. (Day 1 and 2)
 * 4) Students will conduct an inquiry lab to determine the relationship between the change in heat of a reaction and the amount of reactant used. They will also complete a worksheet in which they predict the relationship between temperature change and amount of reactant. (Day 2 and 3)
 * 5) Students will use the data from their inquiry lab to create an individual graph that they will analyze. They will also pool the class data to create two class graphs that they will also analyze. (Day 3 and 4)

**Key insights from analylsis:**

 * It's important to be clear about wording in questions. It's okay to be more direct with some questions so students have a clearer idea of what we want.
 * The original exothermic/endothermic reactions lab did not illustrate the proportionality between amount of reactant and energy change as well as we hoped. (substitute Cheeto Lab from LBC)

**Day 1 Lesson Study documentation progression:**
==== The Take 1 documents shows our initial questions from our first year of lesson study and the Take 4 document demonstrates how our group has reworded our questions we asked the students based on 4 years of annual discussion on the wording of questions affect student answers. ====


 * Lesson Study Documentation:**