Balancing Chemical Equations Simulation
Stage 6
Chemistry Syllabus: 8.2.1.2.1 construct word and balanced formulae equations of chemical reactions as they are encountered
Link: http://phet.colorado.edu/sims/html/balancing-chemical-equations/latest/balancing-chemical-equations_en.html
The activity lets students play around with adding coefficient in front of molecules and seeing the effect on the equation. In the introduction mode, students will also be able to use tools such as a scale to see if the equation is balanced on both sides. The main simulation allows students to learn the skill of balancing chemical equations while playing a game which scores students depending on how many tries it takes for them to reach the correct answer. This competitive aspect challenges students and gives them a sense of purpose.
Activity: The teacher will demonstrate how to use the simulation by playing through the Introduction using the two available tools and explaining along the way how to balance the equations. For example, using the scale as a tool, if there is too much nitrogen in the reactants side the teacher will explain that we will need to add increase the coefficient on the products side to balance the scale.
Students will be asked to get into groups of 4. Students will be handed a worksheet.
After all the groups have completed question 2 the teacher will ask students to pause the game and engage students in a group discussion about conservation of matter in chemical equations. After the whole class discussion students will be asked to play through level 1 in their groups. After this the students can take turns playing level 2 and for more confident students level 3. If a student gets stuck, other students in their group can help them or give them clues.
After question 5, stop the students again and engage the whole class in a discussion about writing the smallest coefficient before molecules in balancing equations and giving a demo on dividing by a common factor to achieve this. Then get students to write a sentence on how to test whether an equation is balanced correctly and with the smallest coefficient.
Stage 6
Chemistry Syllabus: 8.2.1.2.1 construct word and balanced formulae equations of chemical reactions as they are encountered
Link: http://phet.colorado.edu/sims/html/balancing-chemical-equations/latest/balancing-chemical-equations_en.html
The activity lets students play around with adding coefficient in front of molecules and seeing the effect on the equation. In the introduction mode, students will also be able to use tools such as a scale to see if the equation is balanced on both sides. The main simulation allows students to learn the skill of balancing chemical equations while playing a game which scores students depending on how many tries it takes for them to reach the correct answer. This competitive aspect challenges students and gives them a sense of purpose.
Activity: The teacher will demonstrate how to use the simulation by playing through the Introduction using the two available tools and explaining along the way how to balance the equations. For example, using the scale as a tool, if there is too much nitrogen in the reactants side the teacher will explain that we will need to add increase the coefficient on the products side to balance the scale.
Students will be asked to get into groups of 4. Students will be handed a worksheet.
- Are the number of molecules on each side always the same?
- Are the number of atoms on each side always the same?
- In the game were you allowed to use non-integer numbers such as 1.5 or 2.3?
- Was there ever more than one correct way to balance an equation?
- When did this occur?
After all the groups have completed question 2 the teacher will ask students to pause the game and engage students in a group discussion about conservation of matter in chemical equations. After the whole class discussion students will be asked to play through level 1 in their groups. After this the students can take turns playing level 2 and for more confident students level 3. If a student gets stuck, other students in their group can help them or give them clues.
After question 5, stop the students again and engage the whole class in a discussion about writing the smallest coefficient before molecules in balancing equations and giving a demo on dividing by a common factor to achieve this. Then get students to write a sentence on how to test whether an equation is balanced correctly and with the smallest coefficient.