Which Element is Least Likely to Undergo a Chemical Reaction

Lesson six.one

What is a Chemical Reaction?

Key Concepts:

  • A physical change, such as a state alter or dissolving, does not create a new substance, but a chemic change does.
  • In a chemical reaction, the atoms and molecules that collaborate with each other are called reactants.
  • In a chemic reaction, the atoms and molecules produced by the reaction are chosen products.
  • In a chemical reaction, only the atoms present in the reactants tin end up in the products. No new atoms are created, and no atoms are destroyed.
  • In a chemic reaction, reactants contact each other, bonds between atoms in the reactants are broken, and atoms rearrange and form new bonds to brand the products.


The teacher will use a small candle flame to demonstrate a chemical reaction between the candle wax and oxygen in the air. Students volition see a molecular blitheness of the combustion of methane and oxygen every bit a model of a like reaction. Students volition use atom model cutting-outs to model the reaction and see that all the atoms in the reactants testify up in the products.


Students will be able to explain that for a chemical reaction to take place, the bonds between atoms in the reactants are broken, the atoms rearrange, and new bonds between the atoms are formed to brand the products. Students volition too be able to explain that in a chemical reaction, no atoms are created or destroyed.


Download the educatee activity sheet, and distribute one per student when specified in the activity. The activeness sail will serve as the “Evaluate” component of each v-Eastward lesson programme.


Be certain you and the students wear properly plumbing equipment goggles. Be conscientious when lighting the candle. Be sure that the match and candle are completely extinguished when you are finished with the sit-in.

Materials for the Sit-in

  • Tea light candle or other small stable candle
  • Matches
  • Glass jar, big plenty to be placed over the candle

Materials for Each Student

  • Atom cut-outs from the activity sheet
  • Sheet of colored paper or construction newspaper
  • Colored pencils
  • Scissors
  • Glue or record

  1. Review what happens during a concrete change and introduce the thought of chemic modify.

    Tell students that in previous chapters they have studied different aspects of physical modify. When atoms and molecules speed upward or boring down, that is a physical change. When they change country from liquid to solid or from gas to liquid, that is a physical change. When a substance is dissolved past water or another solvent, a new substance has not really been formed. The ions or molecules tin can still come back together to course the original substance.

    Let students know that in this affiliate they will explore what happens during a chemical change. In a chemical alter, the atoms in the reactants rearrange themselves and bond together differently to form one or more new products with different characteristics than the reactants. When a new substance is formed, the modify is called a chemical change.

  2. As a demonstration, light a candle and explain what is happening using the terms
    products, and
    chemic reaction.

    Explain that in near chemical reactions, two or more substances, called
    reactants, interact to create dissimilar substances called products. Tell students that called-for a candle is an example of a chemical reaction.

    Materials for the Demonstration

    • Tea calorie-free candle or other small stable candle
    • Matches
    • Glass jar, big enough to be placed over the candle


    1. Carefully light a tea light candle or other small candle.
    2. Keep the candle called-for as you ask students the questions below. You will put the candle out in the second part of the demonstration.

    Expected Results

    The wick will catch on burn down and the flame will be sustained by the chemical reaction.

    The following question is not easy and students are non expected to know the answer at this indicate. However, thinking nearly a candle called-for in terms of a chemical reaction is a proficient identify to kickoff developing what it means when substances react chemically.

    Ask students:

    What do you think are the reactants in this chemical reaction?
    Wax and oxygen from the air are the reactants.

    Students often say that the string or wick is called-for. It is truthful that the string of the wick does fire just information technology’s the wax on the cord and non then much the string itself that burns and keeps the candle burning. Explain that the molecules that brand up the wax combine with oxygen from the air to brand the products carbon dioxide and water vapor.

    Point out to students that this is one of the major characteristics of a chemical reaction: In a chemical reaction, atoms in the reactants combine in new and different ways to form the molecules of the products.

    Students may exist surprised that water can be produced from combustion. Since nosotros use h2o to extinguish a fire, it may seem strange that water is really produced past combustion. Y’all may want to let students know that when they “burn down” nutrient in their bodies, they also produce carbon dioxide and water.

  3. Place a jar over the candle to aid students realize that oxygen is a reactant in the burning of a candle.

    Remind students that air is a mixture of gases. Explain that when something burns, it reacts with the oxygen in the air.

    Inquire students to make a prediction:

    Will the candle still fire if one of the reactants (wax or oxygen) is no longer available?
    Students may guess that the candle will not burn down because both reactants are required for the chemical reaction to go along.


    1. Carefully place a drinking glass jar over the lit candle.

    Expected Results

    The flame goes out.

    Ask students:

    Why practise y’all think the flame goes out when we put a jar over the candle?
    Placing a jar over the candle limits the amount of oxygen in the air effectually the candle. Without enough oxygen to react with the wax, the chemical reaction cannot have place and the candle cannot burn.
    When a candle burns for a while, it somewhen gets smaller and smaller. Where does the candle wax become?
    When a candle burns, the candle wax seems to “disappear.” It doesn’t really disappear, though: Information technology reacts chemically, and the new products go into the air.

    Note: Some curious students may ask what the flame is fabricated of. This is a great question and non trivial to answer. The flame is burning wax vapor. The calorie-free of the flame is caused by a procedure called chemiluminescence. Energy released in the chemic reaction makes electrons from dissimilar molecules move to a college energy state. When the electrons come back down, energy is released in the form of light.

  4. Introduce the chemic equation for the combustion of methane and explain that atoms rearrange to become unlike molecules.

    Explain to students that wax is fabricated of long molecules called paraffin and that paraffin is made upwards of only carbon atoms and hydrogen atoms bonded together. Molecules made of only carbon and hydrogen are chosen hydrocarbons. Tell students that you will utilise the simplest hydrocarbon (methane) as a model to show how the wax, or whatsoever other hydrocarbon, burns.

    Project the image Chemical Reaction betwixt Methane and Oxygen.

    Prove students that there is methyl hydride and oxygen on the left side of the chemic equation and carbon dioxide and h2o on the right side. Explain that the molecules on the left side are the reactants and the ones on the correct side are the products. When the candle was burning, the paraffin reacted with oxygen in the air to produce carbon dioxide and water, similar to the chemical reaction between methyl hydride and oxygen.

    Explain to students that the chemical formula for marsh gas is CH4. This ways that methane is fabricated up of 1 carbon atom and four hydrogen atoms.

    Show students that the other reactant is ii molecules of oxygen gas. Indicate out that each molecule of oxygen gas is made up of two oxygen atoms bonded together. It can exist confusing for students that oxygen the atom, and oxygen the molecule, are both called oxygen. Allow students know that when we talk nearly the oxygen in the air, it is always the molecule of oxygen, which is ii oxygen atoms bonded together, or O2.

    Ask students:

    Where practice the atoms come up from that make the carbon dioxide and the water on the right side of the equation?
    The atoms in the products come from the atoms in the reactants. In a chemical reaction, bonds between atoms in the reactants are broken and the atoms rearrange and form new bonds to make the products.

    Notation: Leave this equation projected throughout the activity in the Explore section of this lesson. Students will need to refer to it every bit they model the chemic reaction.

    Give Each Student an Activity Canvas.

    Students will record their observations and respond questions about the activity on the action sheet. The Explain Information technology with Atoms and Molecules and Have Information technology Further sections of the activity canvas will either be completed equally a class, in groups, or individually, depending on your instructions. Look at the teacher version of the activity sheet to find the questions and answers.

  5. Have students make a model to prove that in a chemical reaction the atoms of the reactants rearrange to grade the products.

    Question to Investigate

    Where do the atoms in the products of a chemical reaction come up from?

    Materials for Each Student

    • Atom model cutting-outs (carbon, oxygen, and hydrogen)
    • Sheet of colored paper or structure paper
    • Colored pencils
    • Pair of scissors
    • Glue or tape


    1. Prepare the Atoms

      1. Colour the carbon atoms black, the oxygen atoms red, and get out the hydrogen atoms white.
      2. Employ scissors to carefully cut out the atoms.
    2. Build the Reactants

      1. On a sheet of paper, place the atoms together to make the molecules of the reactants on the left side of the chemic equation for the combustion of marsh gas.

        A student arranges cutouts of individual atoms to model the reactants in the chemical equation for the combustion of methane

      2. Write the chemical formula under each molecule of the reactants. As well draw a + sign between the reactants.

    Afterward you are certain that students have fabricated and written the formula for the reactant molecules, tell students that they will rearrange the atoms in the reactants to form the products.

    1. Build the Products

      1. Draw an arrow subsequently the second oxygen molecule to show that a chemical reaction is taking place.
      2. Rearrange the atoms in the reactants to make the molecules in the products on the right side of the arrow.
      3. Write the chemic formula under each molecule of the products. Also draw a + sign between the products.

    Tell students that in a chemical reaction, the atoms in the reactants come up apart, rearrange, and brand new bonds to form the products.

    1. Correspond the Chemical Equation

      1. Have students use their remaining atoms to brand the reactants once more to stand for the chemical reaction every bit a complete chemical equation.
      2. Glue or tape the atoms to the paper to brand a more permanent chemical equation of the combustion of marsh gas.
  6. Assist students count up the number of atoms on each side of the equation.

    Project the animation Moving Chemical Equation for the Combustion of Methane.

    Show students that the atoms in methane and oxygen need to come up apart just similar in their models. As well signal out that the atoms accommodate themselves differently and bond over again to class new products. This is also similar their model. Exist certain that students realize that the atoms in the products only come from the reactants. There are no other atoms available. No new atoms are created and no atoms are destroyed.

    Explicate to students that chemical reactions are more complicated than the simplified model shown in the animation. The animation shows that bonds between atoms in the reactants are cleaved, and that atoms rearrange and grade new bonds to brand the products. In reality, the reactants demand to collide and interact with each other in guild for their bonds to pause and rearrange. Also, the animation shows all of the atoms in the reactants coming apart and rearranging to form the products. But in many chemical reactions, only some bonds are broken, and groups of atoms stay together as the reactants course the products.

    Read more well-nigh the combustion of methane in the teacher groundwork department.

    Guide students as you answer the following question together:

    How many carbon, hydrogen, and oxygen atoms are in the reactants compared to the number of carbon, hydrogen, and oxygen atoms in the products?
    Show students how to use the large number (coefficient) in forepart of the molecule and the little number after an atom of the molecule (subscript) to count the atoms on both sides of the equation. Explain to students that the subscript tells how many of a certain type of atom are in a molecule. The coefficient tells how many of a particular type of molecule there are. So if there is a coefficient in front of the molecule and a subscript afterwards an atom, y’all need to multiply the coefficient times the subscript to get the number of atoms.
    For example, in the products of the chemic reaction there are 2H2O. The coefficient means that in that location are ii molecules of h2o. The subscript means that each water molecule has two hydrogen atoms. Since each water molecule has ii hydrogen atoms and there are two water molecules, at that place must be 4 (2 × 2) hydrogen atoms.
    Tabular array one. Counting atoms on the reactant and product side of the chemical equation for the combustion of methane.
    Atoms Reactant Side Product Side

    Notation: The coefficients actually signal the ratios of the numbers of molecules in a chemic reaction. Information technology is non the actual number as in two molecules of oxygen and one molecule of methane since there are commonly billions of trillions of molecules reacting. The coefficient shows that at that place are twice every bit many oxygen molecules as marsh gas molecules reacting. It would exist right to say that in this reaction at that place are two oxygen molecules for every methane molecule.

  7. Explicate that mass is conserved in a chemic reaction.

    Ask students:

    Are atoms created or destroyed in a chemical reaction?
    How do you know?
    There are the same number of each type of atom on both the reactant side and the product side of the chemical equation we explored.
    In a physical modify, like changing state from a solid to a liquid, the substance itself doesn’t really change. How is a chemical alter unlike from a physical change?
    In a chemic alter, the molecules in the reactants interact to form new substances. In a concrete modify, like a country change or dissolving, no new substance is formed.

    Explain that another way to say that no atoms are created or destroyed in a chemical reaction is to say, “Mass is conserved.”

    Project the image Balanced Equation.

    Explicate that the balance shows the mass of methane and oxygen on one side exactly equals the mass of carbon dioxide and water on the other. When an equation of a chemical reaction is written, it is “balanced” and shows that the atoms in the reactants terminate upward in the products and that no new atoms are created and no atoms are destroyed.

  8. Introduce 2 other combustion reactions and accept students bank check to see whether or not they are balanced.

    Tell students that, in improver to the wax and methane, some other mutual hydrocarbons are propane (the fuel in outdoor gas grills), and butane (the fuel in disposable lighters). Have students count the number of carbon, hydrogen, and oxygen atoms in the reactants and products of each equation to run across if the equation is balanced. They should tape the number of each blazon of cantlet in the chart on their activity sheet.

    Space-filling models of methane, propane, and butane along with their chemical formulae

    Lighting an outdoor gas grill—Combustion of propane

    + 5O2
    → 3COii
    + 4H2

    Using a disposable lighter—Combustion of butane

    + 13O2
    → 8CO2
    + 10H2O

    After students have counted up each type of cantlet, review their answers to make sure they know how to interpret subscripts and coefficients.

Which Element is Least Likely to Undergo a Chemical Reaction

Source: https://www.middleschoolchemistry.com/lessonplans/chapter6/lesson1

Originally posted 2022-08-07 11:30:50.

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