Mississippi Science P.7.5D

P.7.5D is a cluster heading. These are the individual standards under it.

• P.7.5D.1

  Analyze evidence from scientific investigations to predict likely outcomes of chemical reactions.

• P.7.5D.2

  Design and conduct scientific investigations to support evidence that chemical reactions (e.g., cooking, combustion, rusting, decomposition, photosynthesis, and...

• P.7.5D.3

  Collect, organize, and interpret data using various tools (e.g., litmus paper, pH paper, cabbage juice) regarding neutralization of acids and bases using common...

• P.7.5D.4

  Build a model to explain that chemical reactions can store (formation of bonds) or release energy (breaking of bonds).

01

What Students Need to Do

Students use formulas to identify reactants and predict possible products. They run a reaction and record evidence of change, including pH readings as an acid and base mix. They use a model to explain how bond changes affect energy.

02

What Mastery Looks Like

Students use bubbles and pH readings to support a claim that vinegar and baking soda reacted. They identify the reactants and products from formulas. They explain that breaking bonds takes energy, forming bonds releases it, and the balance determines the overall energy change.

03

Common Misconceptions

Students may treat a cabbage juice color change alone as proof that a new substance formed. They may think mixing any acid and base always gives a neutral result. They may think breaking bonds releases energy.

04

How to Assess It

Exit ticket: Vinegar at pH 3 and baking soda fizz when mixed, then the mixture reads pH 6. Ask what evidence shows a reaction, whether the mixture is neutral, and whether forming new bonds takes or releases energy.

1. 01

   Add baking soda solution drop by drop to vinegar; record pH with test strips and note bubbles after each addition.

2. 02

   Ask: If cabbage juice changes color, does that alone prove a new substance formed? Have students explain their answer.

3. 03

   Give pairs cards labeled CH3COOH, NaHCO3, CO2, H2O, and CH3COONa; have them sort the formulas into reactants and products.

4. 04

   Show a video of a gas stove lighting; ask students to list evidence of a reaction and where the released energy goes.

• CHE.5

  Students will investigate and understand the accepted nomenclature used to identify the name and chemical formulas of compounds.

• P.7.5A

  Students will demonstrate an understanding of the physical and chemical properties of matter.

• CHE.6

  Students will demonstrate an understanding of the types, causes, and effects of chemical reactions.

• CHE.8

  Students will demonstrate an understanding of the nature of properties of various types of chemical solutions.